• Author / Uploaded
• gise2229

Citation preview

WELCOME Student’s Book pages 4–5

A LESSONS IN LIFE Saying yes and adding conditions 1.02 Books closed. As a warm up, divide the class 1

into pairs and ask students: How many televisions do you have in your house? Do you ever have problems with them? You may like to answer the questions yourself to get them started. Listen to some of their answers in open class. For further speaking practice, ask students to work in pairs and make a list of technology in the home that can cause difficulties. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the picture on the IWB. Ask: What can you see in the picture? What is his problem? Tell students they are going to read and listen to a conversation about a problem with a television. Ask them to read the dialogue and complete the gaps. When the majority of students have completed the exercise, divide the class into pairs or small groups for students to compare their answers. Play the audio for students to check their answers. During wholeclass feedback, nominate individuals to explain their answers and clarify any difficulties. If time allows, divide the class into pairs for students to act out the dialogue.

Answers 1 up 2 get 3 unless 4 supposed 6 have 7 provided 8 long

5 through

2 Working individually, students complete the last line of the dialogue. Allow them to compare their ideas in small groups before listening to some examples in open class.

3 SPEAKING Divide the class into small groups and

ask them to discuss the questions. For better results, you may like to give students a few minutes to think about their ideas before starting their discussion. Monitor and answer any questions about vocabulary, but as this is a fluency practice activity, do not interrupt the conversations unless inaccuracy hinders comprehension. Listen to some of their ideas in open class as feedback.

4 WRITING Give students time to read through the

sentences. In open class, elicit the words which add conditions (provided, as long as, unless, otherwise). Ask students to work individually to complete the

18

sentences. Divide the class into pairs or small groups for students to compare their ideas. Monitor to check students are adding conditions correctly. Make a note of any repeated problems and clarify on the board.

Mixed-ability Allow weaker students to write sentences with a partner before regrouping to compare with others in small groups.

get used to 1 Books closed. To introduce the exercise, do an

Internet search for photos of early mobile phones. Ask: In what way are they different from modern mobile phones? Divide the class into pairs for students to discuss the questions. Listen to some of their ideas in open class. Books open. Read through the instructions and example. Check understanding of get used to. Point out that it is followed by the -ing form of the verb. In pairs, students complete the missing verbs and add some ideas of their own. Regroup students into small groups to compare ideas.

Answers 1 watching

2 taking

3 listening

4 using

2 SPEAKING Give students time to read the question and make notes on their answers. Monitor to help with vocabulary. Divide the class into pairs for students to discuss their items of technology.

Optional extension Write the following questions on the board. Divide the class into two groups, group A in favour of modern technology, group B against. Ask them to work in pairs to answer the questions. Tell them they should not include their personal opinion at this stage. Regroup into AB pairs for students to discuss the questions. Listen to some of their arguments in open class. Ask students to offer their real opinions. Do you think modern technology: is getting easier or more difficult to use? breaks down too quickly? becomes obsolete too quickly? is too expensive? is really necessary?

Secrets of love 1 Look at the picture with students. Nominate

individuals to answer these questions: What is the relationship between these people? How do they feel? Tell students they are going to read an essay in which a man describes his grandparents’ successful

WELCOM E marriage. Set a time limit of two minutes to encourage students to practise reading quickly. Tell them not to worry about unknown words, but to focus on getting an overall understanding of the article and on answering the question. Allow students to compare answers with a partner before feedback in open class.

3 SPEAKING Divide the class into pairs for students to

compare their scores. Encourage them to give reasons for their choices and to try to come to agreement on the best score for each rule.

4 Books closed. Write the words in question 1 on the

board and nominate an individual to order them to make the question. Ask: How long after meeting your partner should you say these words? Elicit answers in open class. Ask: How about on the first date? Books open. Ask students to work in pairs to order sentences 2 to 5. You could do this as a race. Check answers in open class.

Answers Respect, patience and the feeling he had when he first saw his wife.

2 Students re-read the article to complete the exercise.

Tell them not to use dictionaries, but to try to understand any difficult vocabulary from its context. Encourage them to underline the parts of the article that helped them decide on their answers. Students compare answers in pairs before a whole-class check. During feedback ask students to refer to the parts of the essay they underlined to justify their answers.

Answers

Answers 1 2 3 4 5

5 ROLE PLAY Read through the instructions and the

example. Students write their sentences and then discuss their date with a partner. Encourage them to describe their date in more detail and to compete to make their date sound worse than their partner’s. Monitor to check students are using reported speech correctly. Refer to any repeated errors on the board after feedback. Also listen for any entertaining conversations and ask students to report these back in open class as feedback.

1 They thought the couple were mad. 2 Respect to him means being able to accept the other person for who they are and giving them room to grow. Without this, a relationship cannot survive. 3 He says that it’s impossible to live with someone for a long time without falling out and with patience you can work things out. 4 He says it was an important part of his marriage, but that couples can also be happy without having children.

3 SPEAKING Ask students to work in pairs to complete the task. Tell them they should try to think of five different secrets. Monitor to help with vocabulary and ideas. When students have completed their list, regroup into small groups for students to compare lists and discuss which are the five best secrets. Listen to their list in open class and create a list of their ideas on the board. Hold a class vote to find out which of the secrets students think are most important.

Student’s Book pages 6–7

B CHALLENGES The bucket list 1.03 Books open. If there is an interactive 1

whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the pictures on the IWB. Ask students: What can you see in the pictures? Listen to some of their ideas in open class but do not comment at this stage. Play the audio while students listen and answer the questions. Students compare answers with a partner before a whole-class check.

Optional extension Divide the class into AB pairs. Set up a role play with A as the grandparent and B as the teenager. The teenager has to ask the grandparent about relationships and the grandparent has to give advice. Encourage them to use some of the expressions on page 5. When students have completed their discussion, regroup students into grandparents and teenagers to report back on their conversations.

Love and relationships 1 Look at the list of words with students. Ask students to work with a partner and complete sentences 1 to 6. During whole-class feedback, say the words for students to repeat and check pronunciation.

Answers 1 fall

2 date

3 start

4 engaged

5 out

6 over

2 To clarify the activity, look at the first sentence with students and nominate some volunteers to give a score to the rule. Working individually, students complete the exercise.

Do you want to marry me? How many children do you want? Can you pay for the meal? Do you want to meet my mum and dad? Why don’t you lose a bit of weight?

Answers 1 a list of things to do before a defined age or time 2 get a poem published, do a parachute jump

2

1.03 Give students two minutes to read the conversation and complete the gaps with the words in the list. Play the audio again for students to listen and complete the conversation. When students have compared answers with a partner, check in open class. Ask pairs to practise the dialogue.

Answers 1 to come 2 having 3 reckon 6 chance 7 manage 8 right

4 problem

5 it online

3 Read through the instructions in open class. Give an example of your own to get them started. Students work with a partner to complete the exercise. Listen to some of their ideas in open class as feedback.

19

Optional extension Give students five minutes to write their own bucket list and think of reasons for their choices. You could elicit some ideas in open class and write them on the board to get them started. Monitor to help with vocabulary as required. Divide the class into small groups for students to compare their lists and to decide whose list would be most difficult to complete.

Verbs with -ing or infinitive

Draw students’ attention to questions 1 and 2 in the bucket list dialogue. Elicit that try is followed by the infinitive and regret is followed by the -ing form. Make two columns on the board and write infinitive and -ing at the top. Challenge students to work in pairs to think of five more verbs to put in each of the two columns. As feedback, ask the fastest pair to write their answers on the board. Brainstorm more verbs from the rest of the class. Ask students to work in pairs to complete sentences 1 to 5. Check answers in open class.

Answers 1  to count  2  doing  3  worrying  4  taking / to take 5  to say

Issuing and accepting a challenge 1 Ask students to cover responses a to f and focus on

sentences 1 to 4. Say each sentence in open class and elicit possible responses. Ask students to uncover responses a to f and match them to sentences 1 to 4. Clarify that there may be more than one possible answer. During whole-class feedback, encourage students to attempt challenges 1, 3 and 4.

Answers 1  b  2  b, f  3  a, b, c, e  4  d

Fast finishers Ask students to close their books and write as many verbs with –ing or infinitive as they can remember.

2 Students work individually to complete the activity. Encourage them to look at the examples in Exercise 1 and to use each of the types of challenge at least once. Monitor to help with vocabulary and ideas as necessary.

3 SPEAKING   Divide the class into pairs or small

groups to challenge each other. Make sure students are aware that they do not have to accept every challenge if they do not want to. For further speaking practice when students have issued their challenges, regroup and ask students to report back on their conversations. Listen to some example challenges in open class as feedback, and nominate volunteers to accept them.

Our greatest challenge 1 Books closed. Write: What is our greatest challenge? on the board. Ask students to work in pairs to discuss the question. Listen to some of their ideas in open class and write some of their ideas on the board.

20  

Books open. Tell students they are going to read a blog entry about a challenge in the future. Students work individually to complete the exercise. Ask them to underline the parts of the text that helped them find the answer. Allow them to compare answers with a partner before whole-class feedback. During feedback ask students to quote the parts of the text that support their answers. Refer back to the ideas on the board from the lead-in. Did anybody mention the challenge in the blog?

Answer Defending the natural world from human greed.

2 Give students time to read the sentences. Check/

clarify on the grounds that; so-called, dread. Encourage students to underline the key information in the questions that they will be looking for in the blog. Students read the blog in more detail to answer the questions. Suggest that they underline the parts of the blog that helped them find their answers. Students check their answers with a partner before whole-class feedback.

Answers 1 The writer recently read a story about a new golf course being built on protected land. 2 She’s so upset because the land is a breeding site for thousands of seabirds; she fears that this is contributing to yet more loss of the natural world. 3 She believes that the world belongs to every man, woman and child; every animal, bird and insect.

3 Give students time to read the sentences. To help

students with ideas, you could have an open class brainstorm and write some ideas on the board for students to choose from. Working individually, students complete the exercise. Monitor to help with any difficulties.

4 SPEAKING   Divide the class into pairs or small

groups for students to compare their sentences. Encourage them to speak at length and give reasons for their opinions. As feedback, ask groups to report back on common themes. Hold a class vote to find out what students feel is the greatest challenge we face.

Mixed-ability Stronger students can do the exercise without preparation time. Weaker students: allow time for students to make notes on reasons for their opinions before sharing them with a partner.

Phrases for talking about the future 1 SPEAKING   In pairs, students discuss the headlines

and answer the questions. When they have come to an agreement, regroup students to compare their rankings with other students and try to convince each other of the best ranking. Do not discuss the meaning of the words in italics at this stage.

2 Students work in pairs to match the words in

italics to their meaning. During feedback, nominate individuals to explain the meanings and give further examples for clarification if necessary.

WELCOM E Answers will definitely – 5 will happen very soon – 1; 3 will probably – 4 is going somewhere to do something – 2

3 Give an example of your own to get them started.

Working individually, students write sentences. Tell them they can write about real news stories or invent stories of their own. Monitor to help with vocabulary and ideas and to check students are forming sentences correctly.

Fast finishers Ask students to write sentences of their own using phrases for talking about the future.

4 SPEAKING   Divide the class into pairs for students to

compare their sentences and decide who has the best story. Encourage students to add more information and develop the stories further. As feedback, listen to some of the stories in open class.

Student’s Book pages 8–9

C EMPATHISING Cheering someone up and sympathising about past situations 1.04   Ask: Do you want to learn to drive? Why? 1

Do you think it is difficult to pass the test/drive a car? Divide the class into pairs for students to discuss the questions. Listen to some of their ideas in open class. Tell students they are going to listen to a conversation about a driving test. Play the recording while students listen and answer the questions. Allow students to compare answers with a partner before feedback in open class.

Answers 1  Jim is miserable because he failed his driving test. 2  She promises him that he will pass next time.

2

1.04   Ask students to read through the conversation and work individually to try to complete the gaps from memory before checking answers with a partner. Repeat the recording for students to check their answers. Allow students to compare answers with a partner before feedback in open class.

Answers 1 Cheer up  2 dear  3 turns out  4 go through 5 wears; out  6 get; down  7 let; down  8 blame 9 work out  10 dwell

3 SPEAKING   Divide the class into pairs for students to

answer the question. Listen to some examples in open class. Write some of their idea on the board to refer to after Exercise 4.

4 Ask students to work in pairs to complete the

expressions. During whole-class feedback, say each of the expressions for students to repeat and check pronunciation. Make sure students sound suitably

positive or sympathetic when saying the expressions. Look back at their examples on the board: Did they think of any of the expressions?

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

5 WRITING   Give students time to read through the

instructions and situations. In pairs, students choose a situation and write a dialogue. Ask students to use the dialogue in Exercise 2 as a guide and to include at least three of the expressions from Exercise 4. Ask students to practise their dialogue several times. Monitor to help with pronunciation and intonation of the expressions. Listen to some examples in open class as feedback.

Mixed-ability Weaker students can write their dialogues and practise them before trying to act out their dialogue without looking at their notes. Stronger students can invent dialogues spontaneously.

Life’s ups and downs 1 To introduce the topic, you might like to tell students

about something you have succeeded in doing (or failed to do). Try to include some of the words from the list in your story. Ask students to work with a partner to complete the sentences with the words in the list. Check answers in open class. During feedback, it is good practice to check students’ understanding of vocabulary by asking concept check questions e.g. Are you happy if things are not going your way? Who would you blame if you didn’t pass an exam? Why? etc.

Answers 1 way  2 blamed  3 let  4 hardest  5 expectations 6 get

2 SPEAKING   Divide the class into small groups and

ask them to discuss the questions. For better results, you may like to give students a few minutes to think about their ideas before starting their discussion. Monitor and answer any questions about vocabulary, but as this is a fluency practice activity, do not interrupt the conversations unless inaccuracy hinders comprehension. Listen to some of their ideas in open class as feedback.

A helping hand 1 Write the title on the board and elicit/clarify

meaning. Tell students they are going to read about somebody lending a helping hand. Check/clarify: autistic. Students read the article to complete the exercise. Tell them it is not important to understand every word, but to focus on ranking the suggested titles. To encourage students to read quickly, set a two-minute time limit. Students compare their answers with a partner before checking in open class. During feedback, ask students to give reasons for their choices.

  

21

2 Read through the sentences with students and

check/clarify: tantrums; trepidation; charm; kick off. Students read the article in more detail to complete the exercise. Suggest that they underline the parts of the text that helped them find their answers. Students check their answers with a partner.

Answers 1 The writer describes life with an autistic child as a constant adventure. 2 She was nervous because it was her son’s first flight and she didn’t know how he would behave or how others would react to his behaviour. 3 He calmed her son down, helped put his seat belt on and got him to eat a meal.

Adjectives to describe uncomfortable feelings 1 The article contains a variety of adjectives to describe uncomfortable feelings. Give students two minutes to read through the sentences and try to complete them from memory before looking back at the article to check their answers. Check answers in open class. Say the adjectives for students to repeat and check pronunciation.

Answers 1 awkward  2 guilty  3 desperate  4 puzzled 5 stuck  6 ashamed

2 SPEAKING   Working individually, students make

notes on their answers. Monitor and help with ideas or to deal with questions about vocabulary. Divide the class into pairs or small groups for students to compare and discuss their answers. Listen to some of their ideas in open class as feedback and encourage further discussion.

Mixed-ability Weaker classes: Give students two minutes (or more if necessary) to prepare their answers. Stronger classes: Students should be able to think of situiations without preparation time.

Talking about past ability 1 Books closed. Ask students to imagine what the

stranger might have said to his wife when he got home. Elicit some ideas and write them on the board. Books open. Students work together to complete the exercise. During a whole-class check, ask students to underline the phrases referring to past ability and give further examples to clarify meaning if necessary. Refer back to the sentences on the board. Did anyone guess correctly?

Answers 3, 5

2 Read through the instructions in open class and give some examples of your own to get them started. In pairs, students complete the sentences. Remind students that manage is followed by to while succeed is followed by in + -ing. Regroup into small groups for students to describe their flights and decide who

22  

had the worst flight. Listen to some examples in open class as feedback.

Student’s Book pages 10–11

D  BUT IS IT NEWS? Introducing news 1 Books closed. As a lead-in, check/clarify: gossip. Ask:

Do you like gossiping? How often do you gossip with your friends? Who do you gossip about? Ask students to discuss the questions with a partner and listen to some of their answers in open class. Tell students they are going to read a conversation about a piece of gossip. Students read and answer the questions. Allow them to compare answers with a partner before a wholeclass check.

2 Give students time to read through the dialogue

and work with a partner to try to complete the gaps from memory. Students complete the dialogue. Ask students to compare answers with a partner before checking in open class.

Answers 1 about  2 out  3 time  4 run  5 keep  6 exactly 7 made  8 up

3 In pairs, students discuss the question. Listen to some of their opinions in open class.

4 Go through the first item as an example in open class. Ask students to work with a partner to complete the exercise. If you are using an IWB, create two text boxes and copy and paste them four times to make ten boxes. Write one of the sentence halves in each of the boxes. Mix the boxes up on the board and ask students to work in pairs to match the boxes and create the five phrases as quickly as possible. Ask the first pairs to finish to come to the board and drag and drop the boxes to make the correct phrases. During whole-class feedback, say the phrases for students to repeat and check pronunciation.

Answers 1 d  2 a  3 e  4 b  5 c

5 Ask students to work in pairs and order the

sentences. Go through the first sentence with them in open class as an example, if necessary. During feedback, say the sentences for students to repeat. Drill sentences to ensure correct pronunciation.

Answers 9, 1, 5, 7, 3, 6, 2, 4, 10, 8

6 SPEAKING   Working in pairs, students choose an

expression and write a short dialogue. Monitor to help with vocabulary and check students are using correct pronunciation and intonation. Give students time to practise their dialogue several times before regrouping into groups of four for students to perform their dialogues. Listen to some examples in open class as feedback.

WELCOM E Ways of speaking 1 This activity could be done as a Test-Teach-Test

exercise. Read the instructions with students and ask them to work individually to complete the exercise (Test). Allow students to compare answers with a partner. During whole-class feedback, focus on the different structures that follow each verb (Teach). If students have had difficulty with particular verbs, give them further examples (Teach) and ask them to think of examples of their own (Test). Approaching the exercise in this way allows you to see which areas students are already aware of and which they need further practice in.

Answers 1 complain  2 recommends  3 introduces 4 announces  5 confesses

2 SPEAKING   Give students two minutes to read

through the sentences and think about their answers. Divide the class into pairs or small groups for students to discuss their answers. Monitor to check students are using language correctly and to make a note of any repeated errors. Write these up on the board, ensuring anonymity and ask students to correct them during whole-class feedback. During feedback, ask students to share any interesting information they discovered about their partner.

News mad? 1 If there is an interactive whiteboard (IWB) available

in the classroom, this activity would best be done as a heads-up activity with the whole class. Focus on the picture or ask students to cover the text on the left of the page. Nominate individuals to describe the photograph and write answers on the board. Ask students to read the blog and answer the question. Tell students not to worry if they don’t understand every word and that they should just focus on answering the question. Ask students to check their answer with a partner before feedback in open class.

Answer The writer suggests it means that the person isn’t interested enough in your news to make a real comment.

2 Check/clarify: breaking news. Students read the

text again to complete the exercise. Tell them to underline information in the text that helped them answer each question. Students check answers with a partner before whole-class feedback. During feedback, ask students to justify their answers by quoting the text they have underlined.

Answers 1  The writer feels anxious. 2  The writer has to stay up late to meet deadlines. 3 The writer warns that a stupid or thoughtless tweet could be shared all around the world and people would judge you for it.

Verb + noun collocations with make, take, play, do, give 1 Books closed. As a quick review of expressions using

these verbs, draw five columns and write make, take, play, do and give at the top. Divide the class into two groups and point to a verb on the board. Give students two minutes to think of as many expressions as they can using the verb. Write any correct answers on the board and give a point to the team who can think of the most expressions. Books open. Students work in pairs to complete the exercise. Check answers in open class.

Answers 1 gives  2 take  3 makes or takes  4 does 5 takes  6 plays  7 make

2 SPEAKING   In pairs, students make news headlines

using the phrases. Monitor to help with vocabulary and ideas. Ask students to make notes of their stories. Regroup into small groups for students to share their stories. Listen to some examples in open class as feedback.

Cause and effect linkers

Draw attention to the words in brackets and elicit/ explain that they are used to show cause and effect. Students work individually to rewrite the sentences. Remind them to check the position of the linker and punctuation. Students check answers with a partner before whole-class feedback.

Answers 1 The president’s plane was diverted to another airport due to (the) bad weather. / Due to (the) bad weather, the president’s plane was diverted to another airport. 2 No single party won enough votes. Consequently, there will be another election. 3 The Queen has cancelled the dinner because she is not well. / Because she is not well, the Queen has cancelled the dinner. 4 The government have cancelled their plans as a result of so many people protesting. / As a result of so many people protesting, the government have cancelled their plans.

Fast finishers Ask students to rewrite the sentences using different linkers of cause and effect.

Sharing news 1 Look at the list of words with students. Ask students to work with a partner and complete sentences 1 to 5. During whole-class feedback, say the words for students to repeat and check pronunciation.

Answers 1 let  2 keep  3 pass  4 get  5 break

2 SPEAKING   Divide the class into pairs for students to

discuss their answers. Encourage them to go into detail and to ask each other questions for further clarification if necessary. Monitor as they are doing this and make a note of any common errors. Write these up on the board, ensuring anonymity, and ask students to correct them as part of whole-class feedback.

  

23

1 SISTERS BROTH ER S A N D

Objectives FUNCTIONS GRAMMAR VOCABULARY

using emotive language talking about habits; adverbs to express attitude personality (1); personal conflict

Student’s Book pages 12–13

READING

1 SPEAKING Books closed. As a lead-in, ask: What

has the most important influence on your personality? Is it your parents, your brothers/sisters, your friends, your school? Students discuss the question in pairs and try to come to agreement on the most important influence. Elicit answers for feedback and make a list on the board. Books open. If there is an interactive whiteboard (IWB) available in the classroom, the lead-in to this activity would best be done as a heads-up activity with the whole class. Display the pictures on the IWB. Ask individuals to speculate about the relationship between the people in the photos. Ask: What might have happened before the photo? What might happen next? Ask students to work with a partner and discuss who might have said sentences 1–6. Tell them they should give reasons for their answers. Listen to some of their ideas in open class as feedback.

2 Divide the class into pairs or small groups for

students to make a list of more complaints. Ask them to categorise the complaints into serious complaints and minor complaints. Listen to some of their answers in open class for feedback and write them on the board to refer to after Exercise 3.

3 Give students a minute to think about the question,

4

24

then elicit some answers in open class and write them on the board. Give students a two-minute time limit to encourage them to read the article quickly and check their ideas. Tell them to focus on the task and not to worry if they do not understand every word. Compare their findings with the ideas on the board as feedback.

1.05 This exercise is closely modelled on Reading and Use of English part 2 of the Cambridge English: Advanced exam. Give students time to read through the sentences and check/clarify: variables; by virtue of; sibling; controversy; offspring; strive. Suggest to students that the best approach for this type of exercise is to firstly underline the key information in the sentences that will help them place the sentences in the text (e.g.

It’s in sentence 3; However in sentence 6). Secondly, read the words around the gap in the text and look for connections between the text and the sentence in the gap. Do the first one as an example in open class and clarify how the sentence in the gap is connected to the text. For example, sentence 3 fits in gap A as it refers to the long list which precedes the gap. Students read the article in more detail to complete the exercise. Suggest that they underline the parts of the text that helped them find their answers. Students check their answers with a partner before whole-class feedback.

Answers A 3

B 6

C 8

D 4

E 2

5 SPEAKING Divide the class into pairs or small

groups to answer the questions. Monitor to help with vocabulary and to prompt each individual to go into detail for question 1. For question 2, tell students to try to come to agreement as a group, as this focuses their speaking towards achievement of a goal and therefore generates maximum speaking time. Listen to some of their answers during whole-class feedback. Have a quick hands-up to find out which position in the pecking order they think is the best and nominate individuals to give reasons for their answers.

Optional extension Divide the class into pairs for students to write 6 questions about the text. The questions should begin with the words: Which child…? For example, Which child enjoys their parents’ undivided attention? or Which child feels insecure? When pairs have completed their questions re-pair students and ask students to test their new partner’s memory of the article.

Questioning widely accepted theories 1 Books closed. To introduce the topic of accepting

theories, ask: Do you believe everything you read on the Internet? What if it is based on scientific research? Students discuss the questions in pairs. Listen to some of their answers for feedback. Books open. Read the introduction in open class. Ask students to work with a partner and decide which of the examples contradicts claims in the article. Nominate individuals to describe the contradictions as feedback.

1 B ROTH ER S A N D SISTER S Answers

2 Give students time to read through the paragraph

1 and 3

2 SPEAKING To prepare students for this discussion,

give them time to make a note of family and friends and their positions in the family. Ask them to think of adjectives to describe the people and to think about whether they contradict the article. Divide the class into pairs for students to complete the exercise. Listen to some of their answers in open class as feedback.

3 SPEAKING Before students discuss their ideas,

elicit one or two examples in open class to get them started. Divide the class into small groups. Students discuss their answers and make notes. Monitor to help with vocabulary and to ensure quieter students have an opportunity to speak. Avoid error correction unless it really hinders comprehension. The focus of this task is on fluency, not on practice of structures or lexis. Ask each group to nominate a secretary to make notes of their answers (this could be one of the quieter students, to encourage participation). When students have some ideas, regroup students into new groups and encourage them to share information. Listen to some of the best comments in open class as feedback.

quickly to get an overall understanding. Ask them to work individually to choose the correct word to complete each gap and encourage them to refer to the rule to check their answers. Allow them to compare answers with a partner before feedback in open class.

Answers 1 to 2 would 3 used 4 to 7 always 8 not

5 tends 6 will/’ll

Fast finishers Ask students to find further examples of the structures will and tend to in the article on page 13.

3 WRITING If you’re short on time, set this exercise

for homework. Ask students to work in pairs and complete the exercise. Remind them to check if the sentence requires a positive or negative form. Check answers with the whole class, checking students’ pronunciation of used to and tend to. Draw attention to the elision of the d and t. If necessary, refer back to the rule to clarify understanding. Workbook page 10 and page 122

Optional extension Ask students to work in pairs to create a new personality theory. Give them an example of your own to get them started. For example, assign different personality characteristics according to which month people are born in – people born in January tend to be self-centred etc. When pairs have completed their theories regroup students into small groups and ask students to try out their theories on their new partners. Ask students to make a note of the results to report back to their original partner.

Student’s Book pages 14–15

GRAMMAR Talking about habits 1 Read the title and give students time to read through sentences 1–4. Ask: Which words in the sentences refer to habits? (’ll typically look at; ’s always telling; used to give; tend to be). Elicit/point out that in sentence 1, will refers to a repeated activity and does not refer to the future. Ask students to work with partner to complete the exercise. Check answers.

Answers 1 c

2 b

3 a

Rule 2 continuous

VOCABULARY Personality (1) 1 Books closed. As a lead-in, brainstorm personality

adjectives in open class and write any correct answers on the board. Books open. Have a reading race for students to find adjectives 1–8 in the article. Ask students to work with a partner to discuss which child they refer to. During whole-class feedback, say the words for students to repeat. When checking pronunciation, you may like to write the words on the board and elicit and mark the stress for clarification.

Answers 1 eldest 2 eldest 3 second 4 youngest 5 second 6 eldest 7 youngest 8 youngest

Optional extension

4 d

Students work with a partner to complete the rule. Encourage them to refer to the example sentences to help them. Check answers. Refer to the examples and give further examples of your own to clarify the rule.

1 to

 

Be aware of common errors related to talking about habits in the present. Go to Get it right! on Student’s Book page 122.

3 will (’ll)

4 tend

As a further check of understanding, ask students to work in pairs to decide if the adjectives are positive or negative. Check answers. Positive: respectful; outgoing Negative: insecure; inconsiderate; rebellious; self-centred Neutral: traditional; unconventional

2 Ask students to cover the eight definitions and read

through the words. Students work with a partner to try to define the words. Students can then uncover

25

the definitions and match them to the words. Check answers in open class.

Answers

Audio Script Track 1.06 Shreya Rahul

1 respectful 2 unconventional 3 self-centred 4 rebellious 5 traditional 6 outgoing 7 demanding 8 insecure

Shreya Rahul Shreya Rahul

Fast finishers

Shreya

Ask students to write a list of things that someone who is each adjective does. For example, an unconventional person might dress strangely, etc.

3 WRITING Read through the example sentences in

open class. Tell students that they should use five different personality adjectives and try to include four different ways of talking about habits. For more extensive writing practice, ask students to give examples of each person’s habits.

4 SPEAKING In pairs, students take turns to read their sentences and guess adjectives. If they have both chosen the same adjective (e.g. rebellious), ask them to discuss which of the people is more rebellious. They could also discuss whether the personality traits of the people they describe fit the theory in the article. Listen to some examples in open class as feedback. Workbook page 12

LISTENING

1 SPEAKING Books closed. As an introduction to the

2

3

topic, ask: Do you ever watch soap operas? What type of things happen in soap operas? Give students time to discuss the questions in pairs, then listen to some of their ideas in open class. Books open. Ask students to work with a partner to discuss the questions. Monitor and encourage students to speculate and expand on their ideas. Listen to some of their ideas in open class as feedback and write answers on the board to refer to after the audio.

1.06 Play the audio for students to listen and check their predictions in Exercise 1. Ask students to check answers with a partner before referring to their ideas on the board during whole-class feedback. 1.06 Give students time to read through the sentences and check understanding. Check/clarify: make amends. Ask students to underline the key information they will need to listen for and to try to answer the questions based on their first listening. Play the audio while students answer the questions. Let students compare answers with a partner before feedback in open class.

Answers 1 T

26

2 F

3 F

4 T

5 F

6 F

7 T

Rahul Shreya Rahul Shreya

Rahul Shreya Rahul Shreya

Dad! You’re home. Yes, I left the office early. I wanted to … What’s that? Er … Um … Umm … What? That – that bag. What’s going on, Shreya? Umm … What’s going on? Where are you going? I’m leaving. I’m leaving home for a while. What? I said I’m leaving home, Dad. I’m going to stay with Maya in London. Your sister?! But you haven’t spoken to her since … Since she stole my boyfriend. You can say it. I know, Dad, but that was six months ago. We’ve been talking and she wants to make amends. Make amends. She can’t make amends. I mean … after what she did … I want to know why it happened and I want to forgive her. I want my sister back and for us to move on. But, but … how long are you planning on going for, Shreya? I don’t know.

Rahul

But what about your job? You can’t just walk out on that.

Shreya

I already have, Dad. And Maya says she can get a job for me where she works.

Rahul

What? You mean you’re leaving for good? But you can’t leave us. You belong here. What about me and Samir? You can’t leave him. Ever since Mum … Well, he sees you as his mother.

Shreya

Dad, Samir’s 15. He’s not a baby. He’s my brother and I love him, but I can’t live my life around him or you. Of course I’m going to miss him.

Rahul

You haven’t told him, have you? Tell me you haven’t done that.

Shreya

I have, and he’s totally cool about it. I’ll still see you both. I’m only going to London – not the other side of the world. It’s only an hour away.

Rahul

I don’t understand, Shreya. Why didn’t you tell me? Were you just going to leave and say nothing?

Shreya No, Dad. I was going to phone you later, once I got there. I was worried. I was worried you’d try and stop me. You’ve got to understand, I’m not leaving because of you. I’m sick of this place. I’m sick of my dead-end job. I want to do something with my life. I’m 18. And I miss my sister, Dad. She was my best friend. I need to understand what happened and I need to put things right between us before it’s too late. Rahul It’s that boy, isn’t it? Shreya No, Dad. It’s got nothing to do with him. It’s about me. It’s about me making something of my life. That’s not so difficult to understand, is it? Rahul But I’ve always given you what you want, haven’t I? Shreya

You have, Dad. You have. Maybe that’s part of the problem. I need to learn to make decisions for myself. I need the space to be able to do that. I need to work out what it is that I want from life.

Rahul

Oh come on, Shreya, you don’t need to move out to work these things out. Don’t you think you’re being a bit selfish?

Shreya

I’m not being selfish. And I do need to move out, Dad. I really do. This is exactly why I didn’t say anything to you, Dad. I knew you wouldn’t get it.

8 F

1 B ROTH ER S A N D SISTER S Rahul

But you never even tried.

Shreya

Look, that’s my taxi. I’ve got to go. I’m sorry.

Rahul

Shreya, you can’t just go. You can’t leave us.

Shreya Rahul

Why, Dad? Why can’t I go? Shreya, it’s Samir. It’s your brother. He’s …

use adjectives of personality in their discussions if possible. To aid students when giving advice, you might like to quickly elicit some expressions used when making suggestions and write them on the board (for example: Have you thought about…?; It might be a good idea to … etc. Listen to some of their opinions in open class as feedback.

FUNCTIONS

Optional extension

Using emotive language 1 Books closed. Elicit/explain that there was a lot of

For further speaking practice, regroup students into small groups and ask them to report back their conversations to their new partners. Ask students to work as a group and decide which suggestions were most useful.

emotive language used in the recording. Ask students if they can remember any of it, or any other phrases used to express emotions. Write any correct answers on the board. Books open. Look at sentences a–f with students. Play the recording again for students to listen and decide who says each one. Pause after each phrase and ask students to repeat the phrase using suitable intonation. Encourage students to sound emotive! Repeat the phrases several times chorally and individually.

Answers a Shreya f Rahul

b Rahul

c Rahul

d Shreya

e Rahul

2 Students work in pairs to complete the exercise.

Check answers. Ask students to work in pairs to think of further examples of each emotive technique and listen to some of their ideas in open class as feedback.

Answers 1 f

2 a, d

3 b

4 d

5 c, e

3 WRITING Divide the class into AB pairs to create

dialogues. Monitor to help with vocabulary and to make sure students are using emotive language where possible. When students have created their dialogues, give them time to practise, then ask them to regroup into groups of four for students to act out their dialogues. Listen to some of the best examples in open class as feedback.

PRONUNCIATION

For practice of intonation when showing emotions go to Student’s Book page 120.

Relationships 1 Give students time to read through the sentences.

Check/clarify: most/least in common with. Ask students to write about an example of each relationship. Depending on time and the needs of the class, you could ask students either to make notes or to write full sentences. Monitor and help with vocabulary as required.

2 SPEAKING Divide the class into pairs or small

groups for students to describe their choices. Monitor and help with vocabulary as necessary. Encourage students to give reasons for their choices and to

Student’s Book pages 16–17

READING

1 Books closed. To introduce the topic of going to the

same school as siblings, ask students: What are the benefits of going to the same school as your brother or sister? Ask students to work with a partner and make a list of at least three benefits. Listen to some of their ideas in open class. Books open. Ask students to work individually and think of at least three drawbacks of going to the same school as your brother or sister. Divide the class into pairs or small groups for students to compare their ideas. Listen to some of their ideas in open class as feedback.

2 Students read the web page to answer the question

and see if any of their ideas are mentioned. Tell them not to worry about unknown words, but to focus on getting an overall understanding of the article and on checking their ideas. Students compare answers with a partner. Check answers, referring back to the ideas on the board. Did anyone think of the same problems?

Answers A younger brother embarrassing his older brother at school; a younger sister not making friends with other girls and not showing any interest in typical ‘girl-things’.

3 This exercise requires a deeper understanding of

the texts. Check/clarify: pester; tomboy. Working individually, students re-read the web page and underline the different pieces of advice, then rank the advice for each problem in order of usefulness. Divide the class into pairs for students to compare their rankings. Tell students to refer to the text when giving reasons for their answers. Check answers in open class and have a quick vote to decide which advice the class thought was most useful.

SPEAKING

Give students time to read through the instructions. You may also like to give students time to make notes on their answers before the discussion stage. In groups of four, students complete the exercise. Monitor and answer any questions about vocabulary, but as this is a fluency practice activity, do not interrupt the conversations unless inaccuracy hinders comprehension.

27

Ask some of the groups to report back on their conversations in open class for feedback.

Optional extension Divide the class into pairs and ask students to make a list of reasons that the younger siblings on the web page might act as they do. When students have at least three reasons, this could lead into a role play with younger and older siblings discussing the situations. Assigning roles and giving preparation time in this way often leads quieter students to interact more and voice their opinions. Monitor and encourage all students to speak. Develop the conversations into a whole-group discussion.

Suggested answers 1 Annoyingly, my sister’s always using my hair straighteners. 2 Hopefully, my brother will lend me his jacket. 3 Regrettably, I didn’t learn a musical instrument when I was younger. 4 I’m good at languages, but, admittedly, my sister is better than me at Maths. 5 Surely my brother could spare half an hour to help me with my homework if he really wanted to. 6 Honestly, I would never hurt my sister. 7 Obviously, my brother is jealous of me. 8 Understandably, you’re angry with me for being mean to my sister. Workbook page 11

GRAMMAR Adverbs to express attitude 1 Ask students to work with a partner to choose the

correct option to complete each sentence before checking answers by referring back to the web page. Check answers in open class.

Answers 1 Admittedly 2 Annoyingly 3 Hopefully 4 Regrettably

2 Working individually, students find further examples

of adverbs to express attitude in the web page. Divide the class into pairs and ask students to complete the rule. Check answers in open class. Use the examples in Exercise 1 to clarify the rules.

Answers honestly, obviously, certainly, understandably, surely

VOCABULARY Personal conflict 1 Working in pairs, students discuss the meaning of the various forms and match the sentence halves. During whole-class feedback, elicit the form/phrase for describing personal conflict in the sentences and ask students to explain their answers by explaining the meaning of the target forms.

Answers 1 g

2 a

3 h

4 b

Fast finishers

homework. Students work individually to complete the exercise. Let them compare answers with a partner before checking answers in open class. During feedback, refer to the rule for clarification if necessary.

8 e

Answers

(in any order) 1 honestly 2 obviously 3 surely 4 certainly 5 understandably

3 If you’re short on time, you can set this exercise for

7 d

check answers in pairs before feedback in open class.

1 life 2 with 3 say 7 be 8 turned

Ask students to work in pairs and decide which of the adverbs is used when a speaker is not pleased with a situation. (annoyingly, regrettably, surely)

6 c

2 Students complete the exercise individually, then

Rule

Fast finishers

5 f

4 gets

5 on

6 made

Ask students to imagine a reason for each of the sentences. For example: Mr Johnson is always picking on me because he’s a bully/because he doesn’t like the way I speak to him.

Optional extension Test how well students remember the collocations. Call out either the verb or the noun, and nominate a student to say the whole phrase. For example, you say either gets on or my nerves, students say the complete phrase: gets on my nerves. Alternatively, you could put students in pairs to take turns to test each other in the same way.

3 SPEAKING Ask students to work individually to

complete the sentences and make a note of their answers to the questions. In pairs, students discuss their answers. To encourage students to tell their stories in detail, tell the listener to keep asking questions to get further information. Encourage them to use the vocabulary items from Exercise 1 as they speak.

Answers 1 nerves 2 regretted 3 word

28

4 worse 5 miserable

1 B ROTH ER S A N D SISTER S Answers

Optional extension For further speaking practice, regroup students and ask them to retell their stories while their partners make a note of any expressions referring to personal conflict. The speaker using the most expressions is the winner. As feedback, nominate individual students to tell the class their story. Workbook page 12

Student’s Book pages 18–19

LITERATURE Pride and Prejudice by Jane Austen 1 Books closed. As a lead-in, brainstorm a list of films

2

about families or brothers and sisters and write titles on the board. Divide the class into pairs for students to take turns describing a film for their partners to guess the title. Listen to some examples in open class and write any repeated themes on the board. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Ask students to look at the photo and read the introduction. Ask students to quickly discuss the question with a partner. Listen to some of their ideas in open class and write them on the board to refer to during feedback on Exercise 2. 1.08 Play the audio for students to listen and read to check their answer to Exercise 1. Tell them to concentrate on answering the question and not to worry about understanding every word. Allow students to check their answer with a partner before feedback in open class. Nominate individuals to give reasons for their answer.

Suggested answers Jane rarely speaks badly of other people. Elizabeth describes this as her ‘goodness’ which she (Elizabeth) feels she doesn’t possess. When Jane does talk about Bingley’s sisters in a slightly less than favourable light, Elizabeth is surprised and delighted to see her sister being assertive. This also shows a closeness between the two sisters, as does Jane’s wish that her sister could be as happy as her.

3 Check/clarify involvement. Ask students to underline

the key information they will need to read for. You could encourage students to try to answer the questions before reading again. Students read the text again to check their answers. Let students compare answers with a partner before feedback in open class. During feedback, ask students to refer to the parts of the text that support their answers.

1 She was the link between Jane and Mr Bingley so whenever they were apart, she provided a connection to the other. 2 She didn’t approve of it. 3 She hopes that they will have a better relationship in time though she doesn’t imagine they’ll be as close as they were previously. 4 She is pleased and relieved that Jane doesn’t think she will be as close to her as before and will be more cautious around her. 5 She thinks it could have made Jane think badly of Darcy. 6 Jane wishes that Elizabeth could find someone and be equally as happy as her. 7 Other people now see the Bennet family as extremely lucky since Jane and Bingley got engaged. This contrasts with a few weeks before when there was a lot of gossip and scandal around one of the other sisters, Lydia, running away.

4 VOCABULARY Students work individually to

complete the exercise, then check their answers with a partner before feedback in open class.

Mixed-ability Stronger students can attempt to complete the exercise from memory before checking in the extract. Weaker students can find the answers in the extract. If students need clarification of the meaning of the words, give further examples of your own to explain.

Answers 1 account for 2 singled out 3 acquaintance 4 disposition 5 sought 6 indifferent 7 on good terms 8 was totally ignorant

5 SPEAKING In pairs or small groups, students discuss

the questions. Monitor and encourage students to answer in full sentences. Make a note of any nice expressions or lexical errors to refer to during feedback. At the end write them on the board to discuss the problems with the lexical errors and to praise students who used language well. As feedback, ask for volunteers to report back to the class on their discussion.

WRITING An email 1 Students read the email to answer the questions. Set a two-minute time limit to encourage them to read quickly and focus on the questions. Allow them to compare answers with a partner before checking in open class.

Answers 1 Sam is the writer’s great-uncle. 2 His siblings felt he was spoilt because he was their parents’ favourite and the youngest. 3 He refused to fight in World War II. 4 He became a policeman, won a medal for bravery and had five children. 5 The writer is determined to find some of their missing Scottish relatives.

29

2 Students read the email again and order the information.

Answers what she plans to do with this information – 6 what the scandal was – 3 how she made the discovery about her great-uncle – 2 the consequence of the scandal – 4 the little she already knew about her great-uncle – 1 the evidence she found about his life – 5

3 Divide the class into pairs for students to complete

the exercise. Monitor and help with any difficulties. Students look for the answers in the email, then discuss the effect of the missing words and expressions. Check answers in open class.

Answers 1 I think 2 I believe 3 there was a rumour 4 never really; for sure 5 apparently 6 it seems

4 Give students time to read through sentences 1–6.

Point out that there are various ways to make each sentence less certain. Students work with a partner to complete the exercise. Listen to some of their answers in open class as feedback.

Answers 1 Apparently,/It seems he wasn’t very well liked by other members of the family. 2 Apparently,/I think/I believe he was a hero in the First World War. 3 Apparently,/I think/I believe I met my great-aunt when I was very young, but I don’t really remember it. 4 Apparently,/I think/I believe he’d spent some years in prison. 5 I never found out if it was true for sure. / I never really found out if it was true. 6 Apparently, (it turns out that) he never knew he had a twin brother.

5 If you’re short on time, you can set this exercise for

homework. Students write the email. This can be done individually or as a collaborative writing activity in class with pairs of students working together to complete the exercise. On completion, you could ask students to exchange their emails with another pair. If students have access to the Internet in the classroom, this could be done electronically for added authenticity. Ask them to read and evaluate on the basis of content (how interesting were the ideas?); organisation (did each paragraph include a clear and distinct idea like the model answer?); communicative purpose (were you convinced by it?); and language. If you mark the writing yourself, focus on how well students have communicated, how clear and easy their writing is to follow and whether they wrote about relevant details. Avoid focusing too much on accuracy, as a heavily marked piece of writing is more likely to de-motivate learners than to make them try harder next time.

30

2 ON IT SLEEP

Objectives FUNCTIONS GRAMMAR VOCABULARY

giving advice past tense with hypothetical meaning; adverbs for modifying comparatives sleep; idioms with sleep and dream

Student’s Book pages 20–21

The rule of threes 1 Ask students to read the introduction and ask: Do

READING

1 Books closed. As a lead-in, tell students about a quiz

you completed in a magazine or on the Internet (real or invented). Ask students: Which magazines or websites do you read? Have you ever seen a multiple choice quiz in a magazine or on the Internet? What was it about? What are the best and worst features of this type of quiz? Ask students to discuss the questions before listening to some of their answers in open class. Books open. Tell students they are going to do a quiz to find out if they are a healthy sleeper. Students do the quiz individually.

2 SPEAKING Divide the class into pairs for students

3

to compare their answers. Encourage them to give reasons for their choices. Ask: How similar were your answers? For further speaking practice, regroup students into new pairs or small groups so that they have different partners. Ask them to describe friends or family who would give different answers to the questions. Encourage them to give examples to support their answers where possible. For feedback, ask some individuals to report back on their conversations.

1.09 Give students time to read the sentences and deal with any questions about vocabulary. Check/clarify: surge; prone; disquieting; optimum. Play the audio while students re-read the article and answer the questions. Ask them to underline the parts of the text that support their answers. Allow them to compare answers with a partner before whole-class feedback.

Answers 1 T

2 F

3 F

4 F

5 DS

6 DS

to make detailed notes on their answers. Regroup students and ask them to share their ideas with their new partners. Nominate some individuals to report back on their discussions in open class as feedback.

7 T

8 T

4 SPEAKING Divide the class into pairs or small

groups to discuss the questions. Monitor but do not interrupt unless errors hinder comprehension. Make sure all students are speaking and encourage quieter students to give their opinions too. Encourage them to use words from the article and give them time

you ever look at ideas from three (or more) different perspectives? Can you give any examples? Students discuss with a partner. Listen to some answers in open class. Give students time to read through the statements and think about who might have each opinion. Do the first one in open class as an example if necessary. Ask students to work in pairs to complete the exercise. Check answers in open class.

Suggested answers 1 A teenager

2 A doctor

3 A parent

2 SPEAKING Working individually, students make

notes on the different responses. Monitor and help with vocabulary as required. Divide the class into pairs for students to compare their ideas. If they disagree, encourage them to come to agreement on the most likely response. Listen to some of their ideas in open class as feedback and ask the rest of the class to comment.

Optional extension Elicit the following adjectives from vocabulary exercise 1 on page 14 and write them on the board: rebellious self-centred insecure traditional demanding

outgoing

Write up these three statements and ask students to work in pairs to choose three different points of view that three of the different personality types might have. We should do our best to help lonely elderly people. The most important thing in life is making money. Teenagers under 16 should have to be at home by 9 pm. When students have decided on three responses to each statement, regroup students and ask them to describe their responses without saying which adjective they represent. Their partners have to guess the adjective.

PRONUNCIATION

For practice of different ways of pronouncing words with c and words with g go to Student’s Book page 120.

31

Student’s Book pages 22–23

Answers

GRAMMAR

1 c

Past tenses with hypothetical meaning 1 Ask students to try to complete sentences 1–4 before

looking back at the quiz to check their answers. Check answers in open class. Ask students to work with a partner to complete the rule. During feedback, use the sentences in Exercise 1 and further examples of your own to clarify the rule.

Answers 1 bought

2 could

3 wasn’t

4 didn’t ask

Rule 1 past

2 present

2 If you’re short on time, you can set this exercise for

homework but you could do number 1 in open class to check that students fully understand the task. Students fill the gaps to complete the sentences. Divide the class into pairs for students to compare their answers before a whole-class check.

Answers 1 got up 2 was 3 didn’t have 4 respected 5 didn’t talk 6 went on 7 showed

2 d/f

3 h

4 g

5 d/f

6 b

7 a

8 e

2 SPEAKING Divide the class into pairs for students to

discuss the meaning of the collocations and phrasal verbs. Monitor and help with any questions. Listen to some definitions in open class as feedback. Say the expressions for students to repeat. Point out/elicit that the particle takes the main stress in the phrasal verbs.

3 Write the words in a column on the board and ask: Which word can follow all of these? (sleep). Divide the class into pairs and ask students to discuss the meaning of the five expressions. Can they think of sentences using them all? Listen to some of their ideas in open class as feedback.

Answer sleep

Optional extension Divide the class into groups of three for students to test each other on the collocations. Students take it in turns to say the first part of the collocation. The other two compete to be first to complete it and win one point if they do so correctly. You could give a bonus point if students can use the expression in a sentence.

4 SPEAKING Working individually, students complete

Fast finishers Ask students to look for further examples of past tenses with hypothetical meaning in the article on page 21. Listen to their answers after feedback.

3 Working individually, students complete the

sentences. You may like to give an example of your own to get them started. Monitor to help with any questions, encourage creativity and to check students are using the correct verb forms. Make a note of any repeated errors and write them on the board for whole-class correction during feedback. In pairs, students compare their sentences. Listen to some of their answers in open class as feedback. Workbook page 18 and page 122

the exercise. Allow them to compare answers with a partner before a whole-class check. In pairs, students ask and answer the questions.

Answers 1 take a nap 2 fallen asleep / nodded off 3 lie in; under the covers 4 snores loudly 5 light sleeper; fast asleep 6 overslept

Fast finishers Ask students to look back at reading exercises in previous units in the book and find more examples of phrasal verbs. Listen to some examples after feedback on exercise 4 and ask students to use the context of the reading to explain the meaning of the verbs. Workbook page 20

Be aware of common errors related to using would rather. Go to Get it right! on Student’s Book page 122.

 

VOCABULARY Sleep 1 In pairs, students match the words to make sleep-

related collocations and phrasal verbs. Ask students to look back at the text to check their answers. The final stage could be done as a class competition. Students race to be the first group to find all eight expressions in the magazine article. Check answers in open class.

32

LISTENING

1 SPEAKING Books closed. As a lead-in, ask students: How long do you normally sleep for? Would you sleep longer if you could? How long for? Students compare answers in small groups to find out who sleeps the longest. To extend the discussion, ask them to discuss the sleeping habits of the other members of their families. Elicit a few examples in open class as feedback. Books open. Give students time to read through the questions. Check/clarify: grumpiness; slurred speech; lethargy. Ask students to work with a partner and discuss the questions.

2 SLEEP O N IT 2

1.11 Tell students they are going to listen to an interview with a sleep expert. Play the audio while students answer the questions. Tell them not to worry if they do not understand every word. Allow them to compare answers with a partner before whole-class feedback.

others were trying to hurt him. Finally, he claimed that he was no longer Peter Tripp but someone else pretending to be him. After 200 hours, the doctors kept him awake for just one more hour while they carried out their final tests and then he slept solidly for 13 hours. Peter may have enhanced our understanding of sleep deprivation but tragically for him, the experiment changed him for good. He became depressed and moody. He lost his job after a fight with his boss. His wife left him, and three further marriages also failed. All in all, it was rather a sad story.

Answers grumpiness, headaches, slurred speech, memory loss, slow reactions, impatience Presenter

Audio Script Track 1.11 Presenter

Martin Presenter

Martin

It’s estimated to cost the American economy more than $100 billion per year in lost productivity and it’s on the rise. It’s even been blamed for some of the most serious workplace disasters in history, such as the Exxon Valdez oil spillage and the Chernobyl nuclear power station meltdown. I’m talking, of course, about sleep deprivation, perhaps one of the most costly consequences of our fastpaced lifestyles. To find out more about this subject I’m joined by a leading expert in the field, Doctor Martin Shone. Hi. Doctor Shone, what is it exactly about our lifestyles today that’s causing this increase in the number of cases of sleep deprivation? Well, there are a number of factors. We’re working longer hours, meaning we have less time to relax. Some of us work night shifts, which causes all sorts of disruption to our natural rhythms. We’re travelling more across different time zones while our bodies struggle to keep up. And then there are the pressures of finding a job and making sure we earn enough to pay the bills each month – pressures that are keeping many of us awake at night.

Presenter

So it’s no wonder that there’s so much interest in the work that you and your colleagues are doing – which is what exactly?

Martin

Which is looking into the effects of sleep deprivation over the mid to long term and finding out what we can do to try and tackle the problem.

Presenter

So let’s start with the effects. Apart from feeling grumpy and irritable, which many of us will know only too well, what else happens to us when we don’t get enough sleep?

Martin

Presenter Martin

Where do I start? The list is endless. Let’s see, there is, as you mention, an increase in irritability. We become less patient with others. We get headaches. We feel our bodies starting to shake. Memory loss is common. Our reaction times get slower and our speech starts to slur. So the effects are pretty far-reaching. Out of curiosity, how long can we safely go without sleep? Interesting question. In 1959, as part of an experiment to investigate sleep deprivation, American DJ Peter Tripp became the first person to set a world record when he stayed awake for 201 hours, which is nearly eight and a half days. After three days, he began laughing at strange things that really weren’t funny at all. He found them hilarious. He also started to get upset over the smallest things. A day later, he began to hallucinate: he could see mice running around the room and cobwebs on his doctor’s face. He also suffered from paranoia. He then became psychotic and thought

3

It certainly was. Have there been attempts to break his record … ?

1.11 This exercise is closely modelled on Listening part 3 of the Cambridge English: Advanced exam. Give students time to read through the questions. Students may like to work in pairs and try to answer the questions from memory before listening to the audio again to complete the exercise. Give students time to work individually to review their answers after the audio has finished and before comparing with a partner. Check answers in open class.

Answers 1 b

2 c

3 a

4 b

5 b

FUNCTIONS Giving advice 1.12 As a lead-in, brainstorm ways of getting to 1 sleep when you are worried about something. Write any interesting vocabulary on the board to refer to later. Play the audio while students listen and answer the question. Allow them to compare answers with a partner before feedback in open class.

Answer He isn’t sleeping well because he’s worrying about the school concert he’s singing in next week and also about his exams.

Audio Script Track 1.12 Sally

What’s up, Liam? You look tired.

Liam

I am. I haven’t been able to sleep well for a week.

Sally

What?! A week? Why? What’s up?

Liam

It’s the concert.

Sally

The school concert next week?

Liam

Yes, for some reason I agreed to sing and I’m terrified I’ll make a fool of myself.

Sally

But you’re a really good singer.

Liam

That’s kind of you, but I’m just really nervous. Have you got any advice? I mean, you’re always performing in plays. How do you stop yourself worrying?

Sally

I find that a good night’s sleep works well for nerves, but clearly that’s not going to help you. Let’s see. One thing that always works for me when I’m in a play is to make sure that there’s not much else going on in my life. That means I can just concentrate on the play, which gives me confidence.

33

Liam

2

Well, there’s not much chance of that, seeing how next week is also exam week.

Sally

Yes, that is pretty bad timing.

Liam

You say that sleeping helps.

Sally

Yes.

Liam

Any tips there?

Sally

I’d recommend listening to music – something soft. I always find that helps me get to sleep. And you might want to consider going to bed later. There’s nothing worse than having an early night and not being able to get to sleep.

Liam

Thanks, Sally. I’ll give that a go. I really hope it works.

Sally

Good luck. But listen – try not to worry too much about the show. You’ll be great – I know it.

1.12 Give students a minute to try to remember the advice given for each problem. Repeat the audio for students to answer the question. Check answers in open class.

Answers He should make sure there’s not much else going on in his life other than the concert right now so that he can focus entirely on that; he should listen to music or go to bed later to help him sleep better.

3

1.12 Working in pairs, students complete the sentences. Play the audio again to check answers. Say the sentences for students to repeat and check pronunciation.

Answers 1 good night’s sleep 2 listening; music 3 going; bed later 4 worry

4 Ask students to work with a partner and complete

the exercise. Encourage them to give reasons for their answers rather than just using an expression to cheer them up. Listen to some of their ideas in open class as feedback.

Mixed-ability Weaker students can think of one piece of advice for each of the problems.

comprehension. The focus of this task is on fluency, not on practice of structures or lexis. Make a note of any nice expressions in English that students use during the activity and write them on the board at the end of the exercise for the whole class to copy. Praise the students who used the expressions, as giving positive feedback will encourage students to be more adventurous in similar communication tasks.

Optional activity Divide the class into groups of four. Ask two of the students to create a dialogue between a student who has not had enough sleep and his/her mother. The other two can create a dialogue between a student who is well-rested and his/ her mother. When the dialogues have been practised, pairs perform their dialogue for the other pair. Finally, as a group of four, students discuss how the teenager felt, looked and acted differently in the two situations.

Student’s Book pages 24–25

READING

1 As a lead-in, ask: How often do you remember your

dreams? Do you ever write them down to help you remember them? Tell your partner about any recent dreams you have had. Students discuss the questions in pairs. Listen to some of their ideas in open class and make a note of any recurring dream themes on the board. Give students time to read through questions 1–10 and check understanding. Students work with a partner to discuss the questions. Monitor to help with vocabulary as required. Listen to some of their ideas in open class as feedback, but do not comment at this stage, then check answers with a partner before whole-class feedback.

2 Students work individually to read the article and

answer the questions. If you want to encourage them to read quickly, set a three-minute time limit for the exercise. Students check answers with a partner before whole-class feedback.

Answers 1 F

Getting enough rest 1 Read the example in open class and ask if any

students have the same problem. Ask students to work individually and think of three more examples to complete the table. If students have difficulties thinking of times when they get tired, give an example of your own to get them started, or brainstorm some examples in open class. Monitor to help with vocabulary as required. When the whole class have completed at least two further examples, move on to the next exercise.

2 SPEAKING Divide the class into pairs or small groups for students to complete the exercise. Encourage them to be sympathetic and to give positive, constructive advice. Monitor, but avoid error correction unless it really hinders

34

2 C

3 H

4 J

5 I

6 G

7 B

8 E

9 D 10 A

SPEAKING

1 In pairs, students discuss the question. Encourage

students to refer to the article when answering and to give reasons why they find that information interesting. To extend speaking practice, regroup students to work in fours and try to come to agreement on the three most interesting pieces of information.

2 Introduce the questions in open class and give an

example of your own (about yourself or someone you know) to encourage conversation. This will give students confidence to say if they believe that dreams are trying to tell us something. You might like to give students time to think about their answers before dividing the class into pairs to discuss the question. To extend discussion, ask students to give

2 SLEEP O N IT any examples of the effect dreams have had on their friends and extended family. Listen to some examples in open class as feedback and encourage further discussion.

GRAMMAR Adverbs for modifying comparatives 1 Divide the class into pairs and ask students to

complete sentences 1–3, then find the sentences in the article to check their answers. Check answers in open class. Students complete the rule. During wholeclass feedback, refer to sentences 1–3 and further examples of your own to clarify the answers. Say the sentences with and without modifying comparatives and ask students to repeat. Point out how the adverb emphasises the comparative. To check understanding of these uses of adverbs to modify comparatives, say some sentences and ask students to decide if they are true or false. For example, Spain is not nearly as big as China. (true) I am significantly taller than (tall student). (false), etc.

Answers 1 Men are considerably more likely to have dreams that just feature other men. 2 Some dreams are far more significant than others. 3 It’s not nearly as mysterious as it may seem.

Rule 1 formal

2 informal

2 Before filling the gaps, ask students to quickly read

through the paragraph to get a general understanding and to answer the questions: Did he have a nice dream? Why/why not? (No. It was creepy and scary.) Students work individually to complete the text. Let them compare answers with a partner before checking answers in open class.

Answers 1 nearly 2 considerably 3 way 4 like 6 significantly 7 far 8 nowhere

3 If you’re short on time, set this exercise for homework. This exercise is closely modelled on Reading and Use of English part 4 of the Cambridge English: Advanced exam. Go through number 1 as a class, if necessary. Students complete the exercise individually and check their answers with a partner before whole-class feedback.

Answers 1 2 3 4

nowhere near as tired is way more comfortable than not nearly as exciting as is nothing like as warm

Mixed-ability If students have difficulty, give them another word to help them complete the sentences.

4 WRITING To introduce this activity, tell students

about a dream (real or invented) and include modifying comparatives. You should also refer back to the dream in Exercise 2. Ask students to work individually and write a short text about a dream that they have had. Monitor to help with vocabulary and to check students are using modifying comparatives correctly.

5 SPEAKING Divide the class into small groups and

ask students to tell each other about their dreams. Monitor to encourage students to emphasise adverbs when modifying comparatives. Ask each group to report back the strangest dream to the rest of the class.

Optional extension Give students three minutes to make a note of five key words in their dream. Student A shows student B the five words for him/her to guess what happens in the dream. Student A then recounts the original dream. You could also make the exercise competitive by giving students one point each time they use an adverb to modify a comparative.

5 notably

Fast finishers Ask students to write five sentences comparing themselves to a member of their family using modifying adverbs.

Optional extension Write the following on the board. Ask students to work together to complete the sentences and fill the gaps. … is far more exciting than … … is considerably more interesting than … … are not nearly as expensive as … … is more likely to be successful than … Listen to some of their answers in open class. For further practice, ask students to work in pairs to write sentences of their own using comparatives, then read them out to another pair without saying the adjectives for their partners to guess. For example: A English is nowhere near as … as Physics. B English is nowhere near as difficult as Physics. A Correct!

Workbook page 19 and page 122

VOCABULARY Idioms with sleep and dream 1 Books closed. As a lead-in brainstorm vocabulary

related to sleep and write any correct answers on the board. Ask students if they know any idioms which include any of the words. Books open. Give students time to read the sentences. Ask them to work with a partner to complete sentences 1–8. Encourage them to guess answers if they are not sure. Check answers in open class. Say the idioms for students to repeat and check pronunciation.

Answers 1 sleep 2 sleep 3 dreams 4 dream 6 dream 7 sleep 8 dreams

5 dream

35

2 Students work with a partner to complete the

Answers

exercise. Check answers in open class, giving further explanations of the idioms if necessary.

Answers

1 the widespread availability of artificial light 2 7.5 hours a night

2

1 beyond my wildest dreams 2 in your dreams 3 a dream come true 4 let me sleep on it 5 get your beauty sleep 6 lose sleep over 7 I’d never dream of doing 8 dream job

Fast finishers Ask students to close their books and write down the eight idioms. If time allows, ask them to use the idioms in sentences.

3 SPEAKING Give students time to read the questions.

Clarify any difficulties. Divide the class into pairs or small groups for students to discuss the questions. Ask each group to appoint a secretary to make notes on their answers. When students have completed the exercise, you may like to regroup students and ask them to repeat the exercise with new partners. As well as maximising speaking practice, this is often motivating for students as they are able to express themselves more fully at the second attempt. Ask individuals to report back some of their ideas in open class as feedback.

Mixed-ability Give weaker students time to work together and make notes on their answers before regrouping students for discussion. Stronger students can discuss the questions without any preparation time.

1.13 Give students a minute or two to read through the sentences and circle the key information that they need to look out for. Students read the text again to complete the exercise. Tell them to underline information in the text that helped them answer each question. Students check answers with a partner before whole-class feedback. During feedback, ask students to justify their answers by quoting the text they have underlined.

Answers 1 We sleep at least an hour less each night than a century ago, and several hours less than before industrialisation and electricity. 2 Monophasic sleep is sleep in one concentrated period, whereas polyphasic sleep is sleep broken up into several chunks. 3 Japan 4 Mediterranean countries, Africa and China 5 because life is more busy 6 to increase productivity 7 It degraded the quality of night-time sleep.

3 SPEAKING In pairs or small groups, students discuss the questions. Monitor and encourage students to answer in full sentences. Make a note of any nice expressions in English that students use during the activity. At the end write them on the board for the whole class to copy, and praise the student who used them. As feedback, ask for volunteers to report back to the class on their discussion.

4 VOCABULARY Ask students to cover the definitions.

Optional extension Divide the class into small groups to discuss the following questions. 1 When did you last decide to sleep on it before making a decision? 2 Give an example of something worth losing sleep over. 3 In what situation might you say ’In your dreams’ to someone? Workbook page 20

Give them two minutes to find the highlighted words in the article and discuss their meanings with a partner. Students uncover the definitions to check their ideas and complete the exercise. Check answers in open class, giving further explanations to clarify meaning if necessary.

Answers 1 commonplace 2 undervalued 3 burst 4 fragmented 5 insomnia 6 have a bearing on 7 commitment 8 ubiquitous

Student’s Book pages 26–27

CULTURE

1 If there is an interactive whiteboard (IWB) available

in the classroom, this activity would best be done as a heads-up activity with the whole class. Zoom in on the picture and nominate individuals to say why they think the man might be asleep on the bench. Alternatively, students can look at the photo in their books and answer the question. Ask students to read the article quickly to answer the two questions. Tell students not to worry if they don’t understand every word and that they should just focus on answering the questions. Ask students to check their answers with a partner before feedback in open class.

36

WRITING A proposal 1 Books closed. As a lead-in, ask: What is a proposal?

(A written plan or suggestion based on evidence) Who might write a proposal? (They are often written in business and in academia) Ask students to discuss the questions with a partner. Listen to some of their ideas in open class. Books open. Students read the proposal quickly to get an overall understanding of the proposal. You might like to set a two-minute time limit to encourage them to read quickly. Allow students to check answers with a partner before feedback in open class.

2 SLEEP O N IT Answers

TEST YOURSELF UNITS 1 & 2

1 lack of sleep and its effect on behaviour and performance 2 introducing a quiet room where employees can catch up on sleep

VOCABULARY

2 Students read the proposal again to answer the

1

Answers

questions, then discuss answers with a partner before whole-class discussion.

1 unconventional 2 dream 3 lie in 4 sleep 5 insecure 6 rebellious 7 nod off 8 nerves 9 oversleep 10 miserable

3 Give students time to read through the key things to

mention and check understanding. Students complete the exercise in pairs. Check answers in open class.

GRAMMAR

Answers a specific problem – A a summary of the problem and the proposed solution to it – D an idea for a solution – B justification of why it’s a good solution – C

4 Read through the instructions in open class. Working individually, students make notes in preparation for writing a proposal. Monitor to help with any questions. Encourage them to use some of the sleeprelated vocabulary from the unit. Students write the proposal. This can be done individually in class or for homework, or as a collaborative writing activity in class with pairs of students working together to complete the exercise. On completion, you could ask students to exchange their proposals with another pair. Ask them to read and evaluate on the basis of content (how interesting were the ideas?); organisation (did each paragraph include a clear and distinct idea like the model answer?); communicative purpose (were you convinced by it?); and language. If you mark the writing yourself, focus on how well students have communicated, how clear and easy their writing is to follow and whether they wrote about relevant details. Avoid focusing too much on accuracy, as a heavily marked piece of writing is more likely to de-motivate learners than to make them try harder next time.

2

Answers 1 got rid of 2 to have 3 Regrettably 4 nowhere near 5 Understandably 6 considerably

3 Answers 1 Manchester United are nowhere nearly near as good as Barcelona. 2 My younger brother always is is always taking my things without asking. 3 I’d prefer it if we leave left half an hour earlier. 4 Sadly, not many of the birds sadly were able to survive. 5 I wish I didn’t eat hadn’t eaten so much at the party last night. 6 Being the oldest in the family, my brother will tends to be the most traditional.

FUNCTIONAL LANGUAGE 4

Answers 1 2 3 4

A find; B Tell A to worry; B what A consider; B do A putting; B understand

Student’s Book pages 28–29

READING AND USE OF ENGLISH 1

Answers 1 C

2 A

3 C

4 D

5 D

6 B

7 C

8 A

Workbook page 25

37

3 BREAKS LUCKY

Objectives FUNCTIONS GRAMMAR VOCABULARY

giving encouragement to somone who’s feeling nervous mixed conditionals (review); alternatives to if phrasal verbs; expressions with luck

Student’s Book pages 30–31

READING

1 SPEAKING As a lead-in, ask students: Are you a lucky person? Do you know anybody who is lucky? What is the luckiest thing that has ever happened to you? Students discuss the questions in small groups and decide who is the luckiest person in their group. Listen to some of their answers in open class as feedback. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Nominate individuals to describe what they can see in the pictures. In pairs, students discuss the questions. For further speaking practice, regroup students to discuss their answers with a different partner.

2 Tell students they are going to read a magazine

article. Students read quickly to complete the exercise. Tell them not to worry about unknown words, but to focus on getting an overall understanding of the article and on completing the exercise. Check answers in open class. Encourage students to refer to the article when answering question 2.

Answers 1 B 2 A 3 C 2 Writer 1 thinks she was lucky because she got a lead part in the play after the actor who’d originally been given the role broke her leg; writer 2 thinks he was lucky that his father got caught in a traffic jam and missed a plane which later crashed; writer 3 thinks she was lucky because she wouldn’t have met her husband if her car hadn’t broken down.

3

38

1.14 Students read through questions 1 to 8.

Ask them to underline any difficult words or phrases and clarify these in open class before students read the article and answer the questions. Check/ clarify: run-of-the-mill; frantically; hurtling; reckless; soothing; swerve. You could also point out the play of words on jammy (meaning both lucky and relating to traffic jams) in jammy escape. Tell them not to use dictionaries, but to try to understand difficult vocabulary from its context. Encourage them to underline the parts of the article that helped them

find the answers. Students compare answers in pairs before a whole-class check. During feedback ask students to refer to the parts of the article they underlined to justify their answers.

Answers 1 T

2 T

3 F

4 DS

5 DS

6 F

7 DS

8 F

4 SPEAKING In pairs, students discuss the questions.

Monitor and help with any difficulties, but as this is a fluency activity, do not interrupt to correct errors unless they impede communication. To ensure more discussion on question 1, divide the class into groups of three and ask each student to argue that a different person was the luckiest. Listen to some of their ideas in open class as feedback, encouraging students to react to and debate with each other.

Optional extension Write the following sentences on the board: ‘Every day I wake up and feel lucky to have what I have.’ ‘You are lucky to have what you have.’ ‘I don’t believe in luck anymore.’ ‘I was born lucky.’ Ask students to work in pairs and imagine who might say these things and when they might say them. Regroup students to compare their ideas and to decide on the best answer for each sentence.

Behaviour based on myths rather than facts 1 To interest students in the topic, tell them about a

‘myth’ that you believed in when you were younger. Read through the introduction and the dictionary definition in open class. Ask students to work with a partner to answer the questions. Ask: Who do you think is better at driving: women or men? Listen to some of their answers in open class.

Answers 1 It doesn’t say; it just says that women are not worse drivers than men.

2 Give students time to read through sentences 1–6 and deal with any queries. In pairs, students complete the exercise. If students have access to the Internet, ask them to search for the origin of the widely held beliefs and make notes on their findings. Nominate individuals to report back to the rest of the class.

3 LUCK Y B R E A K S Answers

3 If you’re short on time, set this exercise for

1 personal 5 personal

2 widely held 6 personal

3 widely held

4 widely held

3 SPEAKING In pairs or small groups, students discuss the questions. Monitor and encourage students to answer in full sentences. Make a note of any nice expressions in English that students use during the activity. At the end write them on the board for the whole class to copy, and praise the student who used them. As feedback, ask for volunteers to report back to the class on their discussion.

Optional extension Write the following vocabulary on the board: black car three-legged dog last piece of chocolate money on the floor blind man on Sunday red rose ten pigeons Ask students to work individually to invent three myths using the vocabulary. For example, if you see a three-legged dog, say woof three times and you will be rich. When students have completed their myths, divide the class into small groups for students to share their myths and decide which two sound the most believable.

Student’s Book pages 32–33

homework. Read through the instructions and example in open class. Ask students to work individually to write sentences to explain situations 1–5. Monitor and help students with difficulties. Allow students to compare answers with a partner before feedback in open class.

Fast finishers Ask students to write alternative would clauses for sentences 1–5.

Answers 1 I wouldn’t know how to play the game if my friend hadn’t explained it to me yesterday. 2 If I had some money, I would have bought a present for my mum. 3 If my sister hadn’t had an accident, she wouldn’t be in hospital. 4 If he wasn’t a very talented tennis player, he wouldn’t have won four tournaments last year. 5 If I hadn’t missed the train, I’d (already) be in Manchester now.

4 WRITING Give an example of your own to get

students started. Students work individually to complete the sentences, then compare with a partner before feedback in open class.

GRAMMAR

Workbook page 28 and page 123

Mixed conditionals (review) 1 Students should have seen most of the conditional

forms in these exercises, but it is still an area in which students make a lot of errors and have difficulty producing spontaneously, so certainly worth reviewing. Ask students to try to match the beginnings and endings of the sentences before looking back at the article to check their answers. This encourages students to notice language themselves and helps activate a curiosity around the target language. Check answers in open class.

Answers 1 c

2 a

3 b

Ask students to work with a partner to complete the rule. Check answers. Use the sentences in Exercise 1 and further examples of your own to clarify the rule.

Rule 1 present

2 past

2 Students work with a partner and complete the

exercise. Refer them to the rule to help them decide on the answers. Check answers in open class.

Answers 1 2 3 4 5 6

hadn’t lived; wouldn’t speak wouldn’t be; hadn’t learned hadn’t eaten; I’d be wasn’t always; wouldn’t have got would still be; hadn’t said was; would have been chosen

Be aware of common errors related to using conditionals. Go to Get it right! on Student’s Book page 123.

 

PRONUNCIATION

For practice of unstressed words in connected speech, go to Student’s Book page 120.

VOCABULARY Phrasal verbs 1 Books closed. If you are using an IWB, create two

text boxes and copy and paste them seven times to make sixteen boxes. Break up the phrasal verbs into two words and write one word in each of the boxes. Mix the boxes up on the board and ask students to work in pairs to match the boxes and create the eight phrases as quickly as possible. Ask the first pairs to finish to come to the board and drag and drop the boxes to make the correct phrases. Books open. Go through the first item as an example in open class. Ask students to work with a partner to complete the exercise. During whole-class feedback, say the phrasal verbs for students to repeat and check pronunciation.

Answers 1 stood out 2 taken on 3 turned up / pulled up 4 turned out 5 broken down 6 pulled up 7 took (him) up (on) 8 step in

39

Fast finishers Ask students to close their books and write as many of the phrasal verbs as they can remember.

Optional extension In AB pairs student take turns to close their books while their partner reads a phrasal verb without the preposition. They must then say a sentence including the full phrasal verb. For example: A: To turn beep B: Turn up. He turned up at 10 o’clock. I’d been waiting for two hours!

2

their ideas on the board. Do not give answers at this stage.

1.16 Tell students they are going to listen to a conversation about luck. Play the recording while students check their answers from Exercise 1. Tell them not to worry if they don’t understand every word, but to focus on answering the question. During feedback, refer back to students’ ideas on the board. Did anyone guess correctly?

Answers Chris Martin always brushes his teeth before he goes on stage; Serena Williams always ties her shoelaces in a certain way before a match.

Optional extension This activity could be done as a game of pelmanism, which gives extra focus on the meanings of the verbs. Write each of the phrasal verbs and definitions on separate cards. Give one set of cards to each group of three or four students. Ask students to put all the cards face down on the table and take turns to turn over two cards until they find a matching pair (phrasal verb/definition). The winner is the player with most matching pairs at the end of the game.

2 SPEAKING Look at questions 1–4 with students and

check understanding. Students discuss the questions in pairs or small groups. Monitor to encourage students to use the phrasal verbs in their answers and to check they are being used correctly. Make a note of any good usage and nominate these individuals to repeat their answers during whole-class feedback.

3 WRITING Working in pairs, students write two

questions containing phrasal verbs. If you want to stretch students, ask them to use the verbs they are least comfortable with, or tell them which verbs you would like them to write questions with.

Audio Script Track 1.16 Clare

Mark, have you got a pen you can lend me?

Mark

Yeah, sure – just a moment. I’ve got a pen in here somewhere, I think. OK, here you … Oh, no, not that one. Let me find another one.

Clare

Why not that one?

Mark

Well, it’s my lucky pen. I never lend it to anyone.

Clare

Your lucky pen? Please tell me you’re not being serious.

Mark

Sure I am. Why not? It’s the pen I use when I’m doing exams and stuff. It brings me luck. It’s like my lucky socks. I always wear them when we travel anywhere. They bring me luck too.

Clare

You’ve got lucky socks, too?

Mark

OK, OK, you can laugh. But it’s harmless and loads of people do it. Loads of people have things or do things that they think bring them luck.

Clare

But they don’t bring them luck, do they? I mean, it doesn’t make any sense. Do you think the plane you’re on will or won’t crash depending on what socks you’re wearing?

Mixed-ability

Mark

Well, no, of course not. It just makes me feel better.

Stronger students can work individually to write their questions. They could also be asked to write more than two sentences.

Clare

And what do you mean by ‘loads of people’? I think you’re exaggerating. Not everyone believes in this luck thing.

Mark

Well, I remember my granddad telling me once that when he was in the Navy, every time he and his friends went on board the ship, they had to put their left foot on the ship first. Or was it their right foot? Yeah, their right foot. They thought it brought them luck – or actually, bad luck if they didn’t do it.

Clare

But this is the twenty-first century, Mark. People don’t believe in that kind of stuff anymore.

Mark

You’re so wrong, Clare, you really are. People have lucky numbers, lucky clothes, mascots – all sorts of people, even famous people.

Clare

Like who?

Mark

Well, I read somewhere that Chris Martin from Coldplay never goes on stage without brushing his teeth first. And no – it isn’t because he has dinner first. It’s just a thing he does.

Clare

Well, you know that reminds me. I’m a big fan of Serena Williams …

Mark

The tennis player?

Clare

Yes. She’s got some little things that she does like that. Erm, yes, I remember – she always ties her shoelaces in a certain way just before a match. And she always bounces the ball five times before she serves.

4 SPEAKING Re-pair students and ask them to ask

each other their questions. Listen to some of their answers in open class. To maximise interaction, you could set this up as a mingle with students asking their question to a number of different students. After five minutes of mingling, divide the class into pairs for students to share their findings. Workbook page 30

LISTENING

1 Books closed. As a lead-in, elicit good luck ritual and

lucky mascot and write on the board. Ask students to work in pairs and write a list of good luck rituals and lucky mascots. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the pictures on the IWB. Nominate individuals to name the two people. (The singer is Chris Martin of Coldplay, the tennis player is Serena Williams.) Elicit answers to the question and write

40

3 LUCK Y B R E A K S

3

Mark

See? That’s exactly what I mean.

Optional extension

Clare

But, actually, that’s just a routine. I’m not sure she necessarily thinks that it’s good or bad luck.

In AB pairs, students take turns to start a dialogue. Their partner has to respond with an expression with luck.

Mark

Well, anyway, do you want a pen or not?

A: I really want to go to the concert on Friday, but it’s sold out.

Clare

Sorry? Oh yes, right. That’s what started all this, wasn’t it? Yes, I still need a pen. Lend me your lucky one – go on. I’ve got to write a shopping list for the party on Saturday and if I use your pen, maybe I should add a lottery ticket to the list as well. Never know, eh? Do you want to come shopping with me? You could carry the bags!

B: You’re in luck! My brother can’t go, so you can have his ticket.

Mark

Don’t push your luck, Clare. All right. Take the pen.

Clare

Thanks, Mark. Oh no! It’s leaked – I’ve got ink all over my hands now! Just my luck!

Mark

He, he, he.

1.16 Give students time to read through sentences 1–3. Ask students to underline the key information they will need to listen for. Students may like to work in pairs and try to answer the questions from memory before listening to the audio again to complete the exercise. Play the audio while students answer the questions. Let students compare answers with a partner before a whole-class check.

Answers 1 Mark does; Clare doesn’t 2 Clare 3 She gets ink on her hands.

4

1.16 This exercise is closely modelled on Listening part 2 of the Cambridge English: Advanced exam. Ask students to work individually to try to complete the sentences from memory, then compare answers with a partner. If necessary, repeat the audio while students complete the exercise. Check answers in open class.

Answers 1 lucky socks 2 crash 3 right foot 5 five/5 times 6 party

4 clothes; mascots

VOCABULARY Expressions with luck 1 SPEAKING As a lead-in write the word luck on the

board. Ask students to work in pairs to make a list of phrases containing the word. Write some of their answers on the board as feedback. Books open. Ask students to read through the sentences and discuss the meanings with a partner. Encourage students to guess meaning from context if they are not sure. If they are still unclear, allow them to use a dictionary for clarification. During wholeclass feedback, nominate individuals to define an expression.

Fast finishers Ask students to think of a situation when they could use each of the expressions.

Workbook page 30

SPEAKING

In pairs or small groups, students discuss the questions and make notes on their answers. Monitor and answer any questions about vocabulary, but as this is a fluency practice activity, do not interrupt the conversations unless inaccuracy hinders comprehension. Listen to some of their ideas in open class for feedback.

Student’s Book pages 34–35

READING

1 Books closed. As a lead-in, write the following words

on the board: gobbledygook; berserk; flabbergasted. Ask students: What do you think the words mean? What part of speech are they? Divide the class into pairs for students to discuss these questions. Listen to some of their answers in open class. Give true definitions and ask students to match to the words. (gobbledygook – language with no meaning, perhaps because it is too technical – He was talking gobbledygook; berserk – out of control with anger or excitement – My brother went berserk when I told him I’d broken his guitar; flabbergasted – very surprised – I was flabbergasted when he told me I had failed the exam). Do students know any other strange words? Books open. Write the word serendipity on the board and ask students to work with a partner to guess the meaning. Write up some of their answers on the IWB, but do not comment at this stage.

2 Students read the article quickly to check their

predictions and get an overall understanding of the article. Set a two-minute time limit for this to encourage students to read quickly and to focus on gist rather than specific information. Listen to some of their answers in open class as feedback and compare with their predictions on the board.

3 Students work individually to complete the exercise.

Check/clarify: fortuitous; eradicate. Ask them to underline key text that supports their answers. Allow them to check answers with a partner before wholeclass feedback.

Answers 1 2 3 4

He was hoping to take a photograph of a heron. It also had a rare woodpecker in it. They feel that it is very difficult to define and translate. The blog mentions the discovery that laughing gas could be used as an anaesthetic. 5 The blog cites the example of Columbus finding America when he was looking for an alternative route to India. 6 The writer gives the example of her friend’s discovery of a story that she could write an article about when visiting a café.

41

4 Give students a couple of minutes to read the

questions and make notes to refer to in the discussion. In pairs or small groups, students ask and answer the questions. Encourage them to develop their answers as much as possible and monitor to praise students who are making attempts to speak at length. Listen to some of their ideas in open class as feedback.

Answers 1 ✗ because the ring wasn’t found by chance; the person and his/her family were looking for it 2 ✓ because the failure to score a goal accidentally leads to a goal being scored anyway 3 ✓ because the person wasn’t attempting to find the lost DVD

5 SPEAKING Give students time to reflect and make

notes on their answers. Divide the class into pairs or small groups for students to discuss their answers. Monitor and help as necessary, encouraging students to express themselves in English. Ask pairs or groups to feed back to the class and discuss any interesting points further.

3 Ask students to work individually to choose the

correct option in each sentence. Let them compare answers with a partner before a whole-class check. During feedback, check understanding by asking students to rephrase the sentences using if.

Answers 1 2 3 4 5 6

as long as Imagine unless otherwise Suppose Provided that

Fast finishers Ask students to re-write sentences 1–6 using different alternatives to if.

4 If you’re short on time, set this exercise for

homework. Read through the instructions and example in open class. Ask students to work individually to rewrite sentences 1–4. Monitor and help students with difficulties. Check answers.

GRAMMAR

Answers

Alternatives to if 1 Ask students to complete the sentences. Let them

1 I always enjoy eating out in restaurants as long as the food’s good. 2 I never work at the weekend unless I have to. 3 Everyone deserves some good luck. Otherwise, it’s not fair. 4 I don’t mind working hard provided that I get good exam results.

compare answers with a partner before looking back at the blog to check answers.

Answers 1 otherwise 2 provided 3 Unless

2 Give students time to read through the instructions

and the rule. Students work in pairs to answer the questions and complete the rule. Check answers. Give further examples for clarification if necessary. Point out that imagine and suppose are used to introduce questions.

Answers

5 SPEAKING In pairs or small groups, students discuss the questions. Make a note of any nice expressions in English that students use during the activity. At the end, write them on the board for the whole class to copy, and praise the student who used them. Also make a note of any important errors in form and elicit corrections in open class. As feedback, ask for volunteers to report back to the class on their discussion. Workbook page 29

1 as long as 2 Suppose 3 Imagine

Rule 1 2 3 4

as long as otherwise unless suppose

LANGUAGE NOTE Point out to students that we use provided and as long as when the result of the sentence is positive. Provided/As long as it is sunny, we will go to the beach. Provided/As long as you study hard, you will pass the exam. We cannot follow provided/as long as with a negative outcome. Provided/As long as it rains, we won’t go to the beach.

42

How do we feel about luck? 1 Give students time to read through sentences 1–3 and check understanding. Students make notes on how they would feel in each situation. Encourage them to use a variety of adjectives.

2 SPEAKING Divide the class into pairs or small

groups for students to compare their choices. Monitor and help with vocabulary as necessary. Encourage students to give reasons for their choices and to use conditional sentences in their discussions if possible. Praise correct/appropriate use of conditionals and note down any repeated errors to refer to during feedback. Listen to some of their opinions in open class.

3 LUCK Y B R E A K S Answers

Optional extension Ask students to work in pairs and think of a famous person who deserves to have some good luck in their life.

1 They are in the garden. Jack is looking worried or nervous. He’s clearly feeling apprehensive about something. 2 Jack’s mum is giving him a stone. It’s a talisman or charm. She thinks it will bring him good luck in his driving test.

Ask: Why does this person deserve to have some good luck? What good luck would you like this person to have? If this person had some good luck, how would their life change? When students have completed the exercise, regroup the class into small groups for students to explain their choices and debate which of the people deserves to have good luck the most.

2

3 Ask students what they think happens next. Ask them

WRITING A story The planning for this exercise can be done in class and the writing can be set as homework. Tell students they are going to write a story which begins or ends with the words It was the luckiest day of my life. You could tell them a story of your own as an example. Give students a short while to work individually to think about their answers to the questions and to make notes on their answers. Divide the class into pairs for students to tell their story to a partner, expanding on the notes they have made in order to make the story as interesting as possible. When students have told their stories, ask them to feed back on what they have heard. They should say how it could be made more interesting and point out any important elements that should be included. Give students time to adapt their notes. Monitor and help with vocabulary as required. Ask students to write the story. If time allows, suggest they write a first draft, then exchange stories with a partner. Students can read each other’s stories and make corrections or suggestions. Tell them not to correct every error, but to look for the following: Find the three elements in the instructions. What further information would you like? In what ways could vocabulary be improved? What punctuation and spelling mistakes are there? Finally, ask students to write a second draft incorporating the suggestions and corrections. Ask students to work in small groups and read each other’s stories, then decide on the best one in their group. If time allows, listen to some of the best stories in open class.

Student’s Book pages 36–37

PHOTOSTORY: EPISODE 1 The talisman 1 Tell students they are going to read and listen to

a story about a group of students. If you are using an IWB, project the images onto the board and ask students to close their books. Ask students to look at the photos and read the questions. Ask them to guess answers to the questions, if possible. Write their ideas on the board.

1.17 Play the audio for students to listen and check their answers from Exercise 1. During wholeclass feedback, refer to students’ ideas on the board. Who guessed correctly?

4

to brainstorm possible endings for the story. Students work in groups, with one student in each group acting as secretary and taking notes. During wholeclass feedback, write students’ ideas on the board to refer back to once they have watched the video. Don’t give away answers at this stage.

EP1 Play the video for students to watch and check their answers. During whole-class feedback, refer to students’ ideas on the board. Who guessed correctly?

5 Give students time to read through the questions. In pairs, students discuss the questions. Check answers in open class.

Answers 1 She says he’s lucky to have it and that he’s sure to pass now. 2 three times 3 The examiner, Mr Schultz, makes him so nervous that he ends up making mistakes. 4 Mr Schultz has to take a phone call. 5 He passes the test. 6 He believes that the talisman took care of him and helped him pass his test.

PHRASES FOR FLUENCY

1 Ask students to locate expressions 1 to 6 in the story

on page 36 and underline them. To encourage speedreading, you could do this as a race and ask students to find the expressions as quickly as possible. Ask students to compare their answers with a partner and before whole-class feedback.

Answers 1 Jack

2 Jack

3 Mum

4 Mum

5 Jack

6 Mum

2 Read through 1–5 with students. Ask them to work

in pairs and complete the dialogues with expressions from Exercise 1. During feedback, point out the use of question marks and exclamation marks and say the expressions for students to repeat. Check pronunciation and intonation and ask individuals to repeat them again if necessary.

Answers 1 2 3 4 5

now and again What have you got to lose; assuming after all we’ll sort something out that is

43

WordWise Expressions with over 1 Books closed. As a lead-in, write over on the board

and ask students to give different examples of its use in open class. Write any correct examples on the board. Books open. Ask students to work with a partner and complete the exercise. During whole-class feedback, elicit or explain the meaning of the six phrases and give further examples as necessary to clarify meaning.

Answers 1 fell over 2 Just over 3 all over 4 overall 5 going over 6 all over again

2 Students work individually to choose the correct

options. Encourage them to refer to the sentences in Exercise 1 to help them choose the correct phrase. Students compare answers with a partner before whole-class feedback. During whole-class feedback, work on pronunciation and intonation of the sentences. Finally, ask students to work in pairs and practise the dialogues.

Answers 1 overall 2 all over again 3 fell over 4 gone over 5 all over 6 just over Workbook page 31

FUNCTIONS Giving encouragement to someone who’s feeling nervous 1 Books open. Read through the questions and answers.

Ask students to work with a partner and complete the exercise. Check answers in open class.

Answer you’ll be fine

2 Students work with a partner to complete the

exercise. During whole-class feedback, drill the phrases, not being afraid to exaggerate slightly, and encourage students to use wide-ranging intonation.

Answers You’ve got this!; Take a deep breath.; I’ve got my fingers crossed for you.

3 ROLE PLAY  Divide the class into AB pairs to create

short dialogues containing the expressions. Give examples of your own to get them started. Monitor to make sure students are sounding sympathetic and encourage them to develop the conversations where possible. If space allows, this activity can work well as a mingle with students swapping partners after each exchange. Listen to some examples in open class as feedback.

44

4 MEDICINE

4 L AUG HTER IS TH E B EST M EDICI N E

L AUGHTER IS THE BEST

Objectives

FUNCTIONS: responding to jokes GRAMMAR: emphatic structures; boosting VOCABULARY: laughter; idioms with laugh and joke

Student’s Book pages 38–39

READING

1 SPEAKING Books closed. As a lead-in, ask students:

How often do you think the average adult laughs? (answer is in the text). What has made you laugh in the¬last three days? Students discuss the questions in pairs. Listen to some of their answers in open class and write any suitable answers on the board. Books open. Give students a minute to read through the situations. Ask students to work individually to rank the items 1–6, then compare their ideas with a partner. Encourage them to give reasons for their choices and to attempt to agree on the best ranking. Listen to some of their ideas in open class as feedback.

Answers 1 C

2 A

3 A

4 D

5 E

6 B

7 B

8 A

5 SPEAKING Divide the class into pairs or small

groups roughly according to ability to discuss the questions. Monitor but do not interrupt unless errors hinder comprehension. Make sure all students are speaking and encourage quieter students to give their opinion. Nominate some individuals to report back on their discussions in open class as feedback.

Optional extension Have a reading race. Divide the class into pairs and tell students to find as many ‘to’ infinitives in the text as possible in three minutes. When time is up, students count up how many verbs they have found. Ask the pair with most verbs to read them out and make a list on the board. Ask other pairs to add to the list if possible. There are fourteen ‘to’ infinitives: to release; to find; to get; to take; to find; to laugh; to feel; to laugh; to feel; to be set up; to ease; to offer; to laugh; to face You could go on to ask students to underline the structure which includes the ‘to’ infinitive: … has been found to … etc.

2 If there is an interactive whiteboard (IWB) available

3

in the classroom, this activity would best be done as a heads-up activity. Focus on the photos. Ask students to work with a partner and complete the exercise, making a note of their answers. Regroup students into small groups to compare ideas and expand on their notes. Monitor and help with vocabulary as necessary.

1.18 Tell students they are going to read and listen to an article about laughter. Play the audio while students read the article to answer the questions. Tell them not to worry about unknown vocabulary. Allow students to compare answers with a partner before feedback in open class.

Answers C, B, A, D

4 Check/clarify: conditioned, signalling, unconsciously,

contagious, attributed, incongruity. Ask students to read points 1–8 and check understanding before attempting the exercise. Students re-read the article and match the points to the paragraphs. Ask them to underline the parts of the text that support their answer. Students compare answers with a partner before whole-class feedback.

Divergent thinking 1 Books closed. As an introduction to this activity, take

a piece of realia (a sieve or a pair of scissors are good examples) into the classroom and show it to students without saying anything. In open class, brainstorm possible uses for the object, encouraging students to be as creative as possible by praising those who come up with the most imaginative ideas. Books open. Read through the introduction and statements. Ask students to discuss the questions with a partner. Listen to some of their ideas in open class.

2 SPEAKING Before students discuss their answers,

elicit one or two examples in open class to get them started. Divide the class into small groups. Students discuss their answers and make notes. Monitor to help with vocabulary and to ensure quieter students have an opportunity to speak. Avoid error correction unless it really hinders comprehension. The focus of this task is on fluency, not on practice of structures or lexis. Ask each group to nominate a secretary to make notes of their answers (this could be one of the quieter students, to encourage participation). When students have some ideas, regroup students into new groups and encourage them to share information. Listen to some of the best comments in open class as feedback.

45

Optional extension

Optional extension

Write the following questions on the board:

Ask students to work in pairs to rewrite the following sentences uisng emphatic structures:

1 In which jobs do you have to be creative? Would you like to do one of those jobs? Why/Why not?

I don’t like it when my brother laughs at me.

2 Do teachers need to be imaginative?

My sister only eats vegetables.

3 How do you feel when you are asked to be imaginative and come up with new ideas?

They stole my skateboard, not my bicycle.

4 What helps you think in a divergent way?

They should realise that many people don’t like listening to music in shops.

Ask students to discuss the questions in pairs or small groups. Listen to some of their ideas in open class as feedback.

You only need to call me and I will come straight round.

Workbook page 36 and page 123

Student’s Book pages 40–41 Be aware of common errors related to using emphatic structures. Go to Get it right! on Student’s Book page 123.

GRAMMAR Emphatic structures 1 Ask students to try to complete sentences 1–3 before

looking back at the article to check their answers. Check answers in open class. Ask students to work with a partner to complete the rule. Check answers. Use the sentences in Exercise 1 and further examples of your own to clarify the rule.

Mixed-ability Stronger students can complete the exercise before looking back at the article to check their answers. Allow weaker students to look directly at the article.

Answers 1 What; is 2 It; that 3 All; is

Rule 1 what 2 it 3 all

2 Students work individually to complete sentences 1–6. Allow students to compare answers with a partner before feedback in open class.

VOCABULARY Laughter 1 Books closed. Ask students to find the words in italics in the article on page 39 and work with a partner to try to guess their meaning from context. Books open. Students compare their ideas with the definitions and go on to complete the exercise. Check answers in open class.

Answers a 8

b 6

c 7

d 4

e 9

f 5

g 2

h 3

i 1

2 Ask students to read through the paragraph to get

an overall understanding and answer the question: Who’s better at telling jokes, Mum or Dad? (Mum) Students work with a partner to fill the spaces with the words from Exercise 1. Check answers.

Answers 1 pranks 2 gets 3 punchline 6 found 7 at 8 light

4 hilarious

5 giggles

Answers

Fast finishers

1 What adults forget is how it feels to be a child. 2 It’s the way (that) he always interrupts me when I’m telling a joke that I don’t like. 3 All I watch on TV is comedy shows. 4 What you have to remember is that many people don’t find those kinds of joke very funny. 5 It’s you that he’s laughing at, Dad, not your joke. 6 All you need to do is say sorry and she’ll forgive you. / All you need to say is sorry and she’ll forgive you.

Write on the board: Who is the funniest person in your family and why? Ask students to write an answer to the question using some of the expressions from the exercise.

Fast finishers Students can write sentences including different emphatic structures from the rule. Listen to some of their examples in open class after feedback.

3 If you’re short on time, set this exercise for

homework. Read through the instructions and the example. Students work individually to complete sentences 1–4. Allow students to compare answers with a partner before feedback in open class.

46

 

3 Working individually, students make notes on their

answers to the questions. Monitor to encourage students to note down reasons for their answers and to help with vocabulary as necessary.

4 SPEAKING Students work in small groups to

compare their answers. This activity will also work well as a mingle with students standing up and comparing answers with other students. When students have compared with several others, divide the class into pairs for students to report back on their findings.

4 L AUG HTER IS TH E B EST M EDICI N E Optional extension Divide the class into AB pairs. Ask As to close their books and Bs to say one of the definitions for A to say the vocabulary item. After two minutes, students swap roles and repeat. Workbook page 38

Laughter 1 Give students time to make notes. Tell them to

think about exactly why the things were funny and which words they might use to describe the things to a partner. Monitor and help with vocabulary as required.

One An 80-year-old husband and wife were having problems remembering things, so they decided to go and see their doctor for a check-up to make sure they were all right. They arrived at the doctor’s and described their symptoms. He ran a few tests but couldn’t find anything wrong with them. He explained that having a bad memory was quite common among older people and that they really had nothing to worry about. However, he did suggest that they might want to start writing things down and make notes to help them remember things. The couple thanked the doctor and left.

• use gesture

Later that night, while watching TV, the old man got up from his chair and his wife asked him, ‘Where are you going?’ ‘To the kitchen,’ he replied. So she asked, ‘Will you get me a bowl of ice cream, please?’ To which he replied, ‘Sure.’ She then said, ‘Remember what the doctor said. Don’t you think you should write it down so you don’t forget?’ But he assured her that he wouldn’t forget. Then she said, ‘Well, I’d also like some strawberries on top. You’d better write that down because I know you’ll forget.’ He said, ‘I can remember that. You want a bowl of ice cream with strawberries. No problem. No problem at all.’ She replied, ‘Well, I’d also like some cream on top. I know you’ll forget that, so you’d better write it down.’ He was starting to get a bit annoyed. ‘I don’t need to write that down. I can remember.’ And he stormed off into the kitchen. After about 20 minutes, he returned from the kitchen and handed her a plate of scrambled eggs. She stared at the plate for a moment and said, ‘I knew it. You forgot my toast.’

• make eye contact

Two

• decide exactly which words they are going to use to end the anecdote

A man was staying in a posh hotel. One morning, he went downstairs for his breakfast. He sat down and called over the head waiter. ‘Yes, sir. How can I help you?’ the waiter asked. ‘I’d like to order my breakfast,’ the man replied. ‘Certainly, sir,’ the waiter replied and took out his pen and notebook. So the man looked at the menu and said, ‘I’d like one egg undercooked so that it’s runny, and one egg overcooked so that it’s tough and hard to eat. I’d also like a sausage which is a bit on the cold side, burnt toast, butter straight from the freezer that’s impossible to spread, and a pot of very weak, lukewarm coffee.’ ‘That’s a very complicated order, sir,’ said the waiter, who was more than a bit confused. ‘The chef might find it quite diff icult to prepare.’ ‘No, he won’t,’ the man assured him. ‘It’s exactly what you served me yesterday.’

2 SPEAKING Check/clarify: anecdote. In pairs or small

groups, students use their notes from Exercise 1 to share anecdotes. Ask them to discuss which was the funniest anecdote in each category and listen to some of the best ones in open class as feedback.

Optional extension Give students further practice in relating anecdotes. Ask them to choose one of the things they found funny from Exercise 1 and to prepare the anecdote in more detail. They should: • use a variety of ‘interesting’ vocabulary to make the story more colourful. Exaggeration is useful (massive instead of big, tiny instead of small, etc.) • alter their voice for different characters

Give students time to prepare their anecdote, then divide students into new groups to tell their anecdotes with feeling. When all students have told their stories, ask groups to agree on which was the best story.

LISTENING 1

Audio Script Track 1.19

1.19 Books closed. As a lead-in, ask students: What type of things do people tell jokes about? Give them some examples to get them started: animals in strange situations, funny things small children say. Give students three minutes to work with a partner to make a list of typical topics. Brainstorm ideas in open class and write some of their ideas on the board. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the pictures on the IWB and nominate individuals to describe one of the pictures. Play the audio for students to match the jokes to the pictures. Allow students to compare with a partner before a whole-class check.

Answers 1 A

2 D

3 C

Three Three comedians are telling jokes after a late show. They’ve heard each other’s jokes so many times that they’ve reached the point where they don’t need to actually tell the jokes any more to make each other laugh – they just need to refer to each joke by a number. ‘Number 37!’ shouts out the first comedian, and the others nearly fall off their chairs laughing. ‘Number 53!’ says the second one, and again they burst out laughing. Finally, it’s the third comedian’s turn. ‘Forty-four!’ he says. He gets nothing, nothing but silence, as the other two look at him in disappointment. ‘What?’ he asks. ‘Isn’t 44 funny?’ ‘Sure. It’s usually hilarious,’ they answer. ‘But you told it so badly.’

47

2

1.19 Give students some time to discuss what they remember from the first listening. Play the audio again while students listen and make notes. Students compare answers with a partner.

Answers Joke 1 1 an elderly husband and wife 2 They go to the doctor because they are having trouble remembering things. The doctor tells them to write things down to help them remember. In the evening the wife asks the husband to get her some ice cream from the kitchen and then asks for various other things to go with it, telling him at the same time that he should write it down so he won’t forget. When he comes back he brings her something completely different – some scrambled eggs – but instead of remembering what she originally asked for she tells him that he forgot the toast. 3 ‘I knew it. You forgot my toast.’ 4 because she is certain that he will forget what she wants. He does, but by then she has forgotten what she asked for. Joke 2 1 a man and a waiter 2 The man asks the waiter for a very difficult order for breakfast, all of which is badly cooked. When the waiter replies that this will be difficult for the chef to produce, the man says that it’s what he was served the day before. 3 ‘No, he won’t,’ the man assured him. ‘It’s exactly what you served me yesterday.’ 4 because no one would actually request the food cooked like the man asks for and in the end he’s making a criticism about the food. Joke 3 1 3 comedians 2 They are telling jokes to each other but they’ve heard them so often they just say the number of the joke without actually telling the joke. 3 ‘Sure. It’s usually hilarious,’ they answer. ‘But you told it so badly.’ 4 because it’s impossible to say a number in a funny or unfunny way.

3

1.19 If necessary, play the audio again. Ask students to work individually to rate each joke from 5 to 0. Divide the class into small groups to compare their ratings and discuss reasons for their choices. Hold a quick class vote to decide which was the funniest joke.

4 SPEAKING Students work in small groups and take turns to tell one of the jokes.

Mixed-ability Allow weaker students to use their notes as a guide. Stronger students can tell the jokes without referring to notes.

FUNCTIONS Responding to jokes 1.20 Books closed. Elicit/explain that there are 1

different ways to respond to jokes. Ask students how they might have responded to the jokes in the listening. Write any correct answers on the board. Books open. Play the audio for students to listen and read and choose an emoticon for each reaction.

48

Answers 1

2

3

4

Audio Script Track 1.20 Joke 1 Girl Boy Girl Boy Joke 2 Boy Girl Boy Girl

Why is 6 afraid of 7? I don’t know. Why is 6 afraid of 7? Because 7 8 9. That’s a good one! What do you call a fish with no eye? I Give up. What do you call a fish with no eye? Fsh. Ha ha. Very funny.

Joke 3 Girl I phoned the local hospital. I said: ‘Is that the local hospital?’ The woman said: ‘Well, it depends where you’re phoning from.’ Boy I must remember that one. Joke 4 Boy Girl Boy Girl Boy Girl Boy

2

Knock knock. Who’s there? Broken pencil. Broken pencil who? Never mind. It’s pointless. I don’t get it. Pointless. Broken pencil – no point. I give up!

1.20 Students work with a partner to complete the phrases. Play the audio for students to check answers. Pause after each phrase and ask students to repeat the phrase using suitable intonation. Encourage students to sound enthusiastic in the positive responses! Repeat the phrases several times chorally and individually.

Answers 1 2 3 4

good one Very funny must remember don’t get

3 SPEAKING Divide the class into pairs or small

groups for students to discuss the questions. To extend discussion, regroup students to compare their ideas. Listen to some example answers in open class.

4 SPEAKING You may like to tell students a joke of

your own to get them started. Students work with a partner to decide on a joke to tell other students. Tell them to practise telling it to each other several times.

5 SPEAKING Students tell their jokes to others in the group. Their partners react appropriately. Listen to some of the jokes in open class and discuss which is the funniest.

PRONUNCIATION

For practice of pacing and punchlines go to Student’s Book page 120.

4 L AUG HTER IS TH E B EST M EDICI N E Student’s Book pages 42–43

Answers

READING

1 Shappi Khorsandi is unquestionably a breath of fresh air. 2 This would certainly serve her well in her future career. 3 She has undoubtedly become one of the most successful female comedians in the UK. 4 But, with age, she has definitely found more confidence.

1 SPEAKING Books closed. As a lead-in, ask: Would

you like to be a professional comedian? Why/why not? What do you think a professional comedian’s life is like? Give students three minutes to discuss the questions in small groups. Books open. Ask students to work in pairs and discuss the questions. Regroup students and ask them to compare their answers.

2 Give students a three-minute time limit (or longer

with weaker classes) to read the text and check their predictions. Tell them not to worry about understanding every word and to focus only on finding answers to the questions. Allow students to compare answers with a partner before whole-class feedback.

Answers 1 Her profession has always been a male-dominated one; her early life was also unconventional as she was living in the UK as the daughter of a political refugee from Iran. 2 She has appeared on political discussion programmes and on a dance show; and she’s written a book.

3 Divide the class into pairs or small groups for

students to discuss the questions. Encourage them to underline the parts of the text that support their answers. Listen to some of their ideas in open class as feedback.

Answers 1 because female comedians have always been in the minority 2 because her father had criticised the government and so the family were no longer safe in Iran 3 It was difficult adapting to a new culture, and living with the threat to their safety from Iran. 4 She and her dad told jokes about their situation to help make light of things. 5 because she would go on to tell jokes for a living 6 She says she was very nervous. 7 She feels she doesn’t have to choose one identity; she values both.

SPEAKING

1 Give students two minutes to work in small groups

to make a list of well-known comedians. Brainstorm examples in open class and write them on the board. Make sure all students know all of the comedians.

2 Divide the class into small groups for students to

rank the comedians from very funny to not funny. Encourage them to explain the reasons for their choices. As feedback, hold a class vote to find out which is the funniest comedian and why.

Students work with a partner to complete the rule. Check answers in open class. Give further examples for clarification if necessary.

Rule 1 after 2 before 3 between

2 If you’re short on time, set this exercise for

homework. Students work individually to complete sentences 1–8. Allow students to compare answers with a partner before feedback in open class.

Answers 1 2 3 4 5 6

He is undeniably one of the funniest actors in the world. The Interview is undoubtedly his best film. It is literally the funniest film I’ve ever seen. He clearly loves playing losers. His performance in Steve Jobs was utterly convincing. He will definitely win an Oscar one day.

Fast finishers Ask students to write sentences about their friends using some of the boosting adverbs.

3 WRITING Read through the information about Seth

Rogen as an example. Ask students to write similar information about an actor of their choice using at least four boosting adverbs. Monitor and help students with ideas and vocabulary as necessary. When students have completed the exercise, ask them to work in small groups and read out their sentences for their partners to guess who they have written about.

Optional extension While all of these adverbs are used to emphasise adjectives, certain adverbs are only used to emphasise extreme adjectives. For example, you can say He is utterly brilliant, but not He is utterly good. Ask students to decide which of the adverbs can be used with all types of adjective and which can only be used with extreme adjectives. All adjectives: unquestionably, definitely, undoubtedly, certainly, undeniably, clearly, essentially, literally Extreme adjectives: absolutely, utterly, entirely, totally Ask students to work in pairs to write five sentences including adverbs they would not normally use. Workbook page 37 and page 123

GRAMMAR Boosting 1 Look at the words in brackets with students and elicit that they are all adverbs. Students work in pairs to complete the sentences. Check answers in open class.

49

VOCABULARY Idioms with laugh and joke 1 Working in pairs, students match the sentence halves before referring back to the text to check their answers. During whole-class feedback, elicit the idioms with laugh and joke in the sentences and ask students to underline them.

Answers 1 g

2 h

3 d

4 a

5 f

6 b

7 c

8 e

2 Give students time to read through the sentences. In

pairs, students choose an idiom from Exercise 1 to complete the sentences. Check answers in open class.

Answers 1 2 3 4 5 6 7 8

1.22 Play the audio for students to listen and read to check their answers to Exercise 1 and to list the items in the Irish stew. Tell them to concentrate on answering the question and not to worry about understanding every word. Allow students to check their answer with a partner before feedback in open class. Nominate individuals to give reasons for their answer.

Answers cold beef, potatoes, cabbage, a few peas, half a tin of salmon, two eggs

head off joke have; last laugh laughing stock joking aside other side; face laughing matter burst out

3 Ask students to underline the key information they

Fast finishers Ask students to try to rank the expressions from 1 to 8 (used in very funny situations to not funny at all, where laugh your head off is very funny and no laughing matter is not funny at all).

3 Working individually, students write a response to each of the sentences. Divide the class in pairs for students to create short dialogues.

Mixed-ability Stronger students may like to expand the dialogues further and include more than one expression in each.

will need to read for. You could encourage students to try to answer the questions before reading again. Students read the text again to check their answers. Let students compare answers with a partner before feedback in open class. During feedback, ask students to refer to the parts of the text that support their answers.

Answers 1 2 3 4 5 6

because they had lots of time there was very little actual potato left the process was very messy there was lots of room left in the pot it allowed you to use up lots of different left-over food a rat; they’d never heard of rats in Irish stew and thought it would be safer not to include it

4 VOCABULARY Students work individually to

complete the exercise, then check their answers with a partner before feedback in open class.

Optional extension

Mixed-ability

Divide the class into AB pairs. Ask students to take it in turns to say one word from an expression. Their partner has to respond with the full expression in a sentence. For example

Stronger students can attempt to complete the exercise from memory before checking in the extract.

A: last B: I’ll have the last laugh when I pass my exam and he doesn’t. Workbook page 38

Student’s Book pages 44–45

LITERATURE Three Men in a Boat by Jerome K. Jerome 1 Books closed. As a lead-in, brainstorm a list of films

and books involving water and write titles on the board. Divide the class into pairs for students to take turns describing a film or book for their partners to guess the title. Listen to some examples in open class and write any repeated themes on the board. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would

50

2

best be done as a heads-up activity with the whole class. Ask students to look at the picture and read the introduction. Ask students to quickly discuss the questions with a partner. Listen to some of their ideas in open class and write them on the board to refer to during feedback on Exercise 2.

Weaker students can find the answers in the extract. If students need clarification of the meaning of the words, give further examples of your own to explain.

Answers 1 2 3 4 5 6 7 8

to spare scrape in the way of cooking be on the safe side half smothered odds and ends every little helped fished out

Fast finishers Ask students to work with a partner and write questions using as many of the words in the exercise as possible. Divide the class into new pairs for students to ask each other their questions.

4 L AUG HTER IS TH E B EST M EDICI N E 5 SPEAKING In pairs or small groups, students discuss

the questions. Monitor and encourage students to answer in full sentences. Make a note of any nice expressions or lexical errors to refer to during feedback. At the end write them on the board to discuss the problems with the lexical errors and to praise students who used language well. As feedback, ask for volunteers to report back to the class on their discussion.

Answers [B] a description of what the writer likes / doesn’t like – advice 3 [A] a brief synopsis of the story – advice 1 [C] a recommendation – advice 2

5 This exercise can be set as homework or done as a

collaborative writing activity in class with pairs of students writing together. Refer to the example review and point out the style of language used. Encourage students to underline collocations and expressions that they could use in their review. Remind them that they should also use cleft sentences and boosting adverbs. Ask students to write their review. When students have completed the exercise, ask them to exchange reviews with another pair. Tell them not to worry about minor grammatical errors, but to make comments on the functions of each paragraph and whether the point of view of the reviewer is clearly explained. Students can then return reviews and incorporate comments to create a final draft. Listen to some of the best examples in open class.

WRITING A review 1 Books closed. As a lead-in, ask students: Do you ever

read reviews of books or films? Which reviews do you trust most? Why? Students discuss the questions in pairs. Listen to some of their ideas in open class as feedback. Books open. Students quickly read the review and complete the exercise. Ask students to compare their answers with a partner and refer to the parts of the review that support their answers.

Answers entertaining ✓ exciting ✓ hilarious ✓

2 If students are still unsure about cleft sentences and

boosting adverbs, refer them to examples earlier in the unit. Students work with a partner to find examples in the text. This could be done as a reading race, with students competing to find examples as quickly as possible. Check answers.

Answers Cleft sentences: What I like most about it is the perfect mixture of travel guide … and comedy … But it’s exactly this lazy boat ride of a journey that makes it so good. Boosting adverbs: utterly, clearly, exactly, undeniably

3 Give students time to read through the sentences.

You may like to do the first one as an example. Students work individually to complete the exercise, then compare answers with a partner before a wholeclass check.

Answers 1 What the three of them decide is that they are overworked and in need of a holiday. 2 It’s when you suddenly burst out laughing that you get the strangest looks. 3 What some of my friends said was that it was too oldfashioned and that the plot moved far too slowly.

4 In pairs, students match the paragraphs to the

functions and advice. During feedback, ask students to refer to the text to explain their choices.

Student’s Book pages 46–47

LISTENING 1

1.23

Answers 1 C

2 B

3 C

4 B

5 A

6 C

Audio Script Track 1.23 You will hear a conversation on the radio about a book called Luck: what it means and why it matters by Ed Smith. For questions 1–6, choose the answer (A, B or C) which fits best according to what you hear. Presenter So now for the next part of our show, which, as you know, is called ‘A book I enjoyed’, and this week the actor Daniela Merchant is going to talk about a book called …? Daniela? Daniela Well, I’ve chosen a book called Luck: what it means and why it matters. It’s by a former professional sportsperson, now a writer and journalist, called Ed Smith. He was an extremely good cricketer, he played for England on several occasions, and by his own admission, he never thought that luck was an issue in his life. That is, until, aged 31, he was running after a ball one day – perfectly normal, nothing unusual – and he slipped, broke his ankle and that was the end of his career as a player. So that was bad luck, of course, but luck can be good too. As Ed Smith mentions, one day he missed a train, got the next one and found himself sitting opposite a woman who ended up becoming his wife, so luck works both ways. What he says in his book is that in any human life, a huge amount of the forces that make it successful or not, professionally or personally, are actually a matter of chance, good or bad. It’s as simple as that. Presenter But that’s not a very acceptable view these days, is it? I mean, these days we all tend to think that it’s talent and hard work that bring success and that if you fail, it’s because you’re weak or because you make mistakes.

51

Daniela Well, that’s right. But Smith debunks that view. Earlier in his life, he believed totally in hard work, lots of practice, thinking that that’s what determines whether you’ll be successful or not. Then things happened that made him rethink his position. Now he’s able to see how luck influences just about everything, even things that we think of as not at all related to chance.

TEST YOURSELF UNITS 3 & 4 VOCABULARY 1

Answers

Presenter Such as? Daniela Well, for example, he points to how we don’t choose our parents and we don’t choose our genes, our genetic make-up – but those things have a profound influence on the course of our lives. And not just that. The country that we’re born in, whether we’re born male or female, what’s going on in the world at the time we’re born – all these things can be terribly important. And, of course, we have no control over such things. Very often, we like to think that we control our lives, that it’s our decisions that make the difference – and, of course, there’s an element of truth there, that’s part of the story, but Ed Smith shows us that it’s far from being the whole story. Presenter Do you think, then, that Smith is right – that luck matters? Daniela Yes, I do. I mean, when I think about my own life … well, I can’t help but think that at least some things depended on my abilities – my talent, if you like – but that there was also an element of simply being in the right place at the right time. I mean, the acting school I went to – a month before I went there, the principal teacher got sick and they brought in a stand-in, a woman called Sue Martin, and she was just superb. She taught me so much. Some time later, I met the original teacher, and I just knew that I wouldn’t have done so well under him. I’m reminded of something Richard Burton, the great actor, tremendously successful man, something he said all those years ago – that he would go now and again to watch young actors at work, or he’d go and watch a play in a small theatre somewhere, and he’d say that almost every day he’d see people who were at least as talented as him as actors, if not more so. And so he had to conclude that he’d got lucky – it was his looks, or something about his voice, whatever … something had led to his great success. It was a degree of talent, but talent alone couldn’t explain it. Presenter OK, but back to the book. What’s your overall rating? Daniela Well, I think that Smith is best when he’s talking about sport. Some of the things he says about the role of luck in politics and economics, for example, don’t seem to me to hold up quite as strongly as the arguments he makes about chance in other areas. And, you know, overall, I can’t help thinking that his argument is a bit overstated. I mean, let’s go back to the chance meeting with his future wife. All it means is that they got married to each other rather than to someone else, right? Though I have to admit that their children, if they have any, will no doubt be grateful that they did meet. And I think they’ll be grateful that they’ve got a father who’s as smart, witty and empathetic as Ed Smith seems to be as the author of this book. Presenter Well, thanks, Daniela. I think I might just have a look at the book. It sounds like it’s worth … Workbook page 43

52

1 in 2 off 3 stock 4 out 5 beginner’s 6 up 7 down 8 punchline 9 matter 10 giggles

GRAMMAR 2

Answers 1 2 3 4 5 6

speak It didn’t speak What could speak hadn’t spoken

3 Answers 1 I’ll do certainly certainly do all I can to help you. 2 Unless we don’t leave now, we’ll miss the train. 3 If I hadn’t eaten so much, I wouldn’t have felt feel so ill now. 4 It was the journey what that was most fun. 5 He’s made clearly clearly made a lot of enemies. 6 Provided that Imagine you could go anywhere in the world, where would you go?

FUNCTIONAL LANGUAGE 4

Answers 1 2 3 4 5 6 7 8

remember good get funny Never bad beginner’s Just

5 SEEKERS TH RILL

Objectives FUNCTIONS: GRAMMAR:

giving and reacting to an opinion participle clauses; verbs of perception with infinitive or gerund VOCABULARY: thrill seeking; idioms related to noise

Student’s Book pages 48–49

READING

1 Books closed. If you have access to the Internet in

the classroom, choose some videos of people doing extreme sports and show them to students. As a leadin, ask: Do you like roller coasters? What is the most dangerous thing you have ever done? Students discuss the questions in pairs and make a list of the different types of extreme sport or dangerous activity. Elicit answers for feedback and make a list on the board. Books open. Display the pictures on the IWB. Ask individuals to describe the activities. Ask: What might have happened before the photo? What might happen next? Say the adjectives for students to repeat and check pronunciation. Ask students to work individually to match the adjectives to the photos.

2 Ask students to work with a partner to complete the exercise. Monitor to help with ideas and vocabulary and to encourage students to make notes on their choices.

the text that helped them find their answers. Students check their answers with a partner before whole-class feedback.

Answers 1 Her son had taken it up and she didn’t want him to be able to do something she couldn’t. 2 She celebrated her 90th birthday by going on all of the adult roller coasters at Disneyland. 3 She reminded herself that many other people had been paragliding with no problems. 4 She wants the elderly to keep doing things as long as they are physically able. 5 He has become the first man to jump from an aircraft at 2,400 feet and land safely without using a parachute. 6 He wore a wing suit and arranged a landing site with 18,600 cardboard boxes to break his fall. 7 He’s a stuntman. 8 It says that he was a bit scared.

6 SPEAKING Divide the class into pairs or small

groups to discuss the questions. Monitor to encourage debate between students and to ask them to come to agreement on the best ranking in question 3. Listen to some of their answers during whole-class feedback. Have a quick show of hands to find out which activities are the most dangerous, challenging, etc. and nominate individuals to give reasons for their answers.

3 SPEAKING Divide the class into new pairs or small

PRONUNCIATION

4 Give students a three-minute time limit to encourage

Red herrings 1 Read the introduction with students. Elicit that red

groups for students to compare their answers to Exercise 2. Ask each group to compile a longer list of reasons and think of as many different reasons as possible for wanting or not wanting to do the activities. Listen to some of their answers in open class for feedback.

them to read the articles quickly to get a general understanding and answer the question. Tell them to focus on the task and not to worry if they do not understand every word. Allow them to compare answers with a partner before a whole-class check.

Answer Mary Ellen Hardison

5

1.24 Give students time to read the sentences.

Check/clarify reassure; precaution. Encourage students to underline the key information in the sentences that they are looking for in the articles. Students read the articles in more detail to complete the exercise. Suggest that they underline the parts of

For practice of elision go to Student’s Book page¬120.

herrings are often used in crime stories where a clue is used to distract readers from the true story. Ask students to read the text, answer the question and then compare their answer with a partner.

Answer B

2 WRITING Students work in pairs to write a

multiple-choice question about text B. Prompt them to use the question in Exercise 1 as an example. Monitor and help with vocabulary as required.

53

3 SPEAKING Students show their questions to

different partners and take it in turns to answer. Listen to some examples in open class as feedback.

Optional extension Ask students to work in pairs and discuss the following questions. 1 Have you ever tried an extreme sport? What was it like? How did you feel? Would you do it again? 2 Which extreme sport, if any, would you most like to try? Why? 3 Are you able to identify with the thrill-seekers described in the reading? If so, in what ways?

they need to use for each sentence. Students check answers with a partner before whole-class feedback.

Answers 1 Done regularly, these exercises will help you to become extremely fit. 2 Having watched the stunt, most people were speechless. 3 (While) watching the people in their canoes, we decided to try it too. 4 Having always been aware of the risks, she’s never had any serious accidents. 5 Having learned how to climb from his father, he became passionate about it. / Having learned from his father, he became passionate about climbing. Workbook page 46 and page 124

Student’s Book pages 50–51

GRAMMAR Participle clauses 1 As a quick lead-in to this topic, write the following

sentences on the board. A man saw a gorilla running through the jungle. Running through the jungle, a man saw a gorilla. Ask: Do these sentences have the same meaning? (No) What is the problem with the second sentence? (It means the man was running – participle clauses must have the same subject as the second clause of the sentence) Ask students to look at the sentences from the article with a partner, answer the question and then complete the rule. Check answers in open class, using the example sentences for clarification and offering further examples if necessary.

Answers

VOCABULARY Thrill seeking 1 Match the first beginning and ending in open class, as an example. Ask students to work with a partner and complete the exercise. Check answers in open class. During feedback, say the words for students to repeat and check pronunciation. Pay particular attention to the linking of sounds between words such as risktaker (the k is almost silent), kick out of and deathdefying. Also that assess is stressed on the second syllable.

1 g

Rule 4 results

2 Give students time to read through the information

and the example. Ask students to work individually to transform the sentences. Point out that they can look at the rule to check their answers if necessary. Allow students to compare answers with a partner before feedback in open class.

Answers 1 After climbing/they climb into a glass cage, the thrilled and terrified tourists are lowered into the water with the crocodiles. 2 If it is carried out correctly, the dive is completely safe. 3 After you’ve returned to the safety of the beach, you can look at the amazing pictures taken by our professional photographer. 4 If you share these photos with your friends, you will be the talk of the town.

3 If you’re short on time, look at the example with

students and then set the rest of the exercise for homework. Students work individually to rewrite the sentences. Remind them to check which type of participle

54

 

Answers

b, d, a, c

1 time 2 reasons 3 conditions 5 the same 6 present 7 past

Be aware of common errors related to using participle clauses. Go to Get it right! on Student’s Book page 123.

2 a

3 e

4 f

5 h

6 c

7 d

8 b

Fast finishers Ask students to write one sentence containing as many of the words as possible. For example My uncle is a daredevil who gets a kick out of doing audacious, death-defying stunts without assessing the risks first. Listen to some of the longest sentences in in open class after feedback.

2 Working individually, students choose the correct

option for each sentence. Students compare answers with a partner before feedback in open class.

Answers 1 daredevil 2 risk-taker 3 (real) kick out of 4 minimises the risk 5 audacious 6 stunts 7 assess the risk 8 death-defying Workbook page 48

SPEAKING ROLE PLAY Divide the class into two groups, A and

B. Give students time to read their role card and check understanding. Before acting out the role play, ask students to work with others from the same group to check understanding of their roles and to brainstorm

5 TH R I LL SEEK ER S things they could say. Assigning roles and giving preparation time in this way often leads quieter students to interact more and voice their opinions. Students act out the role play. Tell students that it is important to stay in character to make the activity interesting and fun. Monitor to help with vocabulary and to encourage quieter students to give their point of view. As feedback, ask a member of each group to report back on what they decided to do. Regroup students and ask them to discuss their real opinions.

Radio host

And then, of course, there are others who couldn’t care less about getting an adrenalin rush … who really wouldn’t dream of risking their lives by going diving or climbing, or even going on a roller coaster ride. What makes daredevils different from them?

Psychologist

Well, it seems that there are certain personality types, often referred to as thrill seekers, that thrive on this kind of risk-taking. What we know about them is that they love adventure, and they need the kick they get out of facing dangerous situations again and again. If you’re not this kind of person, then all these audacious activities may just seem ridiculous to you.

LISTENING

1 SPEAKING Books closed. As a lead-in, elicit theme

2

park and write it on the board. Ask students to work with a partner and make a list of words they associate with theme parks. Write some of their answers on the board. Ask: Have you ever been to a theme park? What is the most exciting ride you have been on? Students discuss the questions in pairs. Books open. Ask students to work in pairs and discuss the questions about the photo. Elicit some answers and create a list on the board to refer to after the listening, but do not comment at this stage. 1.26 Play the audio for students to compare their

Radio host

Psychologist

Radio host Psychologist

Audio Script Track 1.26

Psychologist

Today we’re joined by psychologist Dr Ron Dilts, who’s going to talk to us about thrill-seeking. Welcome to the programme, Dr Dilts. Thanks for having me.

Radio host

It’s a pleasure. And let’s get straight to the point. Why do people get a thrill out of bungee jumping, roller coaster rides and the like?

Psychologist

That’s an interesting question, and the answer is surprisingly complex. Some people enjoy the thrills they get from activities that stimulate their brain in such a way that they perceive themselves to be in physical danger. We know that there’s a certain type of person who actually seeks physical danger by doing dangerous activities like skiing down extreme slopes, or parachuting. When you ask one of these risk-takers if they’re scared while doing their sport, their answer is usually that that’s exactly why they do it in the first place. In other words, they kind of need the adrenalin rush that they experience when doing extreme sports.

Radio host

Psychologist

I see, but there’s a difference, isn’t there, between doing a dangerous and extreme activity – such as jumping out of a helicopter without a parachute – and going on a roller coaster, which isn’t really that dangerous at all? Absolutely, and that’s exactly the point. The roller coaster doesn’t, in all likelihood, offer the same level of risk, but it simulates true danger. In other words, it creates the illusion of having faced a great danger, and that’s a deeply satisfying feeling. The danger isn’t real, as such, but we behave as if it is – as if we have achieved something great and overcome our fear. Research has shown that after a bungee jump, or after having just been on a roller coaster ride, people feel great – almost as great as if they’d survived something far more dangerous.

That’s a good question. One theory holds that in order to really feel excited, thrill seekers usually need more stimulus than the average person. We’re talking biochemical processes in the brain here. When those people are involved in dangerous activities, certain chemicals, such as adrenalin, start flowing in their brains, and only then do they get a feeling of being truly alive.

answers in Exercise 1. Refer to their answers on the board. Did anyone guess correctly?

Radio host

I see. And do we know what causes a person to have the type of personality you’ve just mentioned?

Radio host

3

That’s fascinating. Yes, isn’t it? And there’s another theory along similar lines that basically says that thrill seekers like what they do mostly because it enables them to forget about everything else – all the problems they might have in their daily lives, their everyday worries and so on. As long as they’re involved in an activity that requires their full concentration – because of the need to survive a danger, for example – other things fade into the background. I was talking to an extreme climber once and when I asked him what he enjoyed most about his sport, he answered that as soon as he starts climbing, all the problems ‘down there’ as he described them – you know, the problems in his normal life, so to speak – become really small. Why is it then that …

1.26 This exercise is closely modelled on Listening part 2 of the Cambridge English: Advanced exam. Ask students to work with a partner to try to answer the questions from memory. Play the audio again. Students complete the sentences and then compare answers with a partner before feedback in open class. During feedback, ask students to explain the reasons for their answers. Check answers in open class.

Answers 1 extreme sports 2 simulates 3 risking 4 thrill seekers 5 brains 6 (daily) problems / worries

Feeling alive 1 Working individually, students rank the six items.

Remind them to think about what is risky for people in general, not just for themselves. Encourage them to think of reasons for their choices. Monitor to help with any queries.

55

2 Check understanding of feel alive with an example.

Students work individually to rank the items from 1 to 6. Ask them to think of reasons for their choices.

3 SPEAKING Ask students to compare their answers in pairs or small groups. Listen to some of their ideas in open class as feedback and work as a group to decide on the best order to rank the six items.

Optional extension Write the following questions on the board: 1 Do people take risks in order to feel alive? 2 How often do you feel the need to take a risk? 3 What type of risks do you take? 4 What would you recommend as the best way to feel alive? Ask students to discuss the questions in pairs or small groups. Listen to some of their ideas in open class.

the article to check their predictions and answer the questions. Check answers in open class.

Answers 1 2 3 4

He wanted to find peace and quiet. the sound of his scalp moving over his skull because his 45-minute session was over He felt rested and calm afterwards.

5 SPEAKING Divide the class into pairs or small

groups to discuss the questions. Monitor but do not interrupt unless errors hinder comprehension. Make sure all students are speaking and encourage quieter students to give their opinions too. Encourage them to use words from the article and give them time to make detailed notes on their answers. Regroup students and ask them to share their ideas with their new partners. Nominate some individuals to report back on their discussions in open class as feedback.

Student’s Book pages 52–53

READING

1 Books closed. As a lead-in, ask: Who is the noisiest

person you know? When do they make the most noise? Ask students to discuss the questions with a partner. Listen to some of their answers in open class as feedback. Books open. Ask students to work with a partner and discuss the questions. Monitor and help with vocabulary as necessary. If students have different answers for a to d in question 2, encourage them to persuade their partner to agree with them.

2 To encourage students to read the article quickly,

set a two-minute time limit to answer the question and get a general understanding of the article. Allow students to compare answers with a partner before a whole-class check.

Answers It’s a room designed to be absolutely silent. It’s famous for being the quietest place on Earth and holds the Guinness World Record.

3 Before re-reading the article, ask students to read the questions and underline the key information they should look for in the text. Check/clarify: deemed; founder. Students complete the exercise. Ask them to underline the part of the text which helped them decide on their answers and to compare with a partner before checking in open class.

Answers 1 You may start to hallucinate. 2 45 minutes 3 The ears adapt and you can hear more things, such as your heart beating or your lungs or stomach. 4 It’s used for product testing and determining sound quality.

4 Give students time to read the questions. Divide

the class into pairs for students to predict possible answers to the question before reading. Check/ clarify: skull; frowned; scalp. Ask students to read

56

GRAMMAR Verbs of perception with infinitive or gerund 1 Look at the two sentences in open class. Ask students to work in pairs to answer the question. Check the answer. Ask students to read through the rule with a partner and fill the gaps. During whole-class feedback, refer to the two example sentences and further examples of your own to clarify the answers.

Answer The sound is heard from start to end in sentence 2.

Rule 1 part of an action 2 an entire action

2 Ask students to work individually to complete the

exercise. Monitor and help with any questions. Allow students to compare answers with a partner before whole-class feedback.

Answers 1 scream 2 banging; blowing 3 standing 4 run 5 crawling 6 dripping

Fast finishers Ask students to write two example sentences describing entire actions that they have heard or seen today and two sentences describing parts of actions that they have heard or seen. Listen to some of their examples in open class after feedback. Workbook page 47 and page 124

VOCABULARY Idioms related to noise 1 Books closed. As a lead-in, write loud, noise, quiet on

the board and ask students if they know any idioms which include any of the words. Books open. Give students time to read the sentences and complete the gaps. Encourage them to guess

5 TH R I LL SEEK ER S answers if they are not sure. Ask them to work with a partner to discuss the meaning of each idiom. Check answers in open class. Say the idioms for students to repeat and check pronunciation.

Audio Script Track 1.27 Dialogue 1 Man

Answers 1 noise

2 loud

3 loud

4 quiet

5 quiet

6 loud

Woman

Fast finishers Ask students to write sentences of their own containing the idioms. Listen to some examples in open class.

2 If you’re short on time, set this exercise for

homework. Students work in pairs to complete the dialogues. Check answers in open class. Give students time to practise saying the dialogues and challenge them to remember a whole dialogue without looking in their books.

Man

Woman Man

Woman Man

Optional extension Write the following questions on the board for students to discuss in pairs. Make sure they use the expressions when giving their answers. When did you last make a lot of noise about something? What do you do if you want to make your point loud and clear? What sort of things do you keep quiet about? Where do you go if you want some peace and quiet? Do you know any loudmouths? Workbook page 48

FUNCTIONS Giving and reacting to an opinion 1.27 Books closed. As a lead-in, state an opinion 1

(For example, Schools should open seven days a week. Or Students should have longer holidays) and ask students to work in pairs to make a list of different ways to agree or disagree. Brainstorm ideas in open class and write any correct answers on the board. Books open. Play the audio once for students to listen and answer the questions. Allow students to compare their answers before a whole-class check.

Answers 1 A thinks the person was too old to climb; B thinks it’s dangerous for young as well as old people. 2 A thinks driving fast cars is exciting; B thinks it’s OK to be a thrill seeker, but that fast cars are dangerous, polluting, a waste of money and not something he would do for excitement.

Yes, I suppose you’re right. It could have been dangerous … but I don’t accept that only young people should be allowed to do daring things. The way I see it is that if a young person does this kind of thing, it could be dangerous too. Hmm. I hadn’t thought of that.

Dialogue 2

Answers 1 for crying out loud; loud mouth; keep quiet 2 making a lot of noise; loud and clear 3 peace and quiet

Have you heard this? An 85-year-old has climbed Mount Everest. To my mind, that’s ridiculous. This person was probably risking not only their own life but that of other people too.

2

It must be thrilling to drive one of those extremely fast cars. That’s not how I see things. I think fast cars are dangerous, pollute the environment, and are a waste of money. True. I’d go along with that. But do you never do something just because you get a kick out of it? OK. Point taken. There are things I’d do just for fun. But riding in a fast car? No way.

1.27 Give students time to read through the phrases. If necessary, match the first phrase to its function to act as an example. Play the audio again for students to complete the exercise. Allow them to compare answers with a partner before a whole-class check. During feedback, say the phrases for students to repeat and check pronunciation. Point out the strong stress on my in To my mind; I in the way I see it and I in That’s not how I see things to emphasise the speaker’s opinion.

Answers To my mind, that’s … – 1 Yes, I suppose you’re right. – 2 I don’t accept that … – 3 The way I see it is … – 1 I hadn’t thought of that. – 4 That’s not how I see things. – 3 True. – 2 I’d go along with that. – 2 OK. Point taken. – 4

3 ROLE PLAY Divide the class into AB pairs. Give

students time to read their role card and check understanding. Before acting out the role play, you may like to ask students to work with others from the same group to check understanding of their roles and to brainstorm things they could say. Students act out the role play. Tell students that it is important to stay in character to make the activity interesting and fun. Monitor to help with vocabulary and to encourage quieter students to give their point of view. As feedback, ask a member of each group to report back on their discussion.

57

Student’s Book pages 54–55

CULTURE

1 Books closed. As a lead-in, ask students: Do you know

of any places near your school where people do extreme sports? Are they expensive to do? Ask students to work with a partner and answer the questions. If they have access to the Internet, allow them to search for information. Listen to some of their answers in open class. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Zoom in on the pictures and nominate individuals to describe what they can see. Alternatively, students can look at the pictures in their books and answer the questions. Ask students to read the articles very quickly to answer the questions.

Answers 1 Zambezi River, Zambia; Sydney, Australia; La Quebrada, Acapulco. 2 Possible answers: They are all extreme. Bungee-jumping has a safety element that cliff diving does not. The general public are not allowed to do cliff diving. Skydiving involves a plane.

2

1.28   Give students a minute or two to read through the sentences and circle the key information that they need to look out for. Play the audio while students read and listen to the article. Remind students not to worry if they don’t understand every word and that they should just focus on answering the question. Tell them to underline information in the text that helped them answer each question. Students check answers with a partner before wholeclass feedback. During feedback, ask students to justify their answers by quoting the text they have underlined.

Answers 1 Zambezi River  2 Sydney  3 La Quebrada  4 Zambezi River  5 Sydney  6 La Quebrada  7 La Quebrada  8 Zambezi River

3 VOCABULARY   Ask students to cover the definitions. Give them two minutes to find the highlighted words in the article and discuss their meanings with a partner. Students uncover the definitions to check their ideas and complete the exercise. Check answers in open class, giving further explanations to clarify meaning if necessary.

Answers 1 cord  2 consensus  3 plunged  4 window 5 faint-hearted  6 thrill  7 impact  8 idiocy

4 SPEAKING   Divide the class into pairs or small

groups to discuss the questions. Ask one student in each group to act as an ‘English police officer’, giving one point each time somebody speaks in L1. The winner is the student with the fewest points at the end of the exercise. Monitor and help as necessary, encouraging students to express themselves in

58  

English and to use any vocabulary they have learned from the text. Ask pairs or groups to feed back to the class and discuss any interesting points further.

WRITING A newspaper article 1 Ask students to read the article quickly to get an

overall understanding and to answer the question. Tell them not to worry about unknown vocabulary, but to focus on the task. Allow them to compare answers with a partner before a whole-class check.

Answers The key part of the bungee jump – according to the writer’s editor – is the free-fall and precisely the part that the writer fails to remember. It lasted eight and a half seconds.

2 Give students time to read through the information

and check understanding. Students work in pairs and put the information in the order it was mentioned. Ask them to underline the parts of the passage that support their answers. During feedback, ask students to refer to the text.

Answers how high the jump was – 1 where the bungee jump was – 3 how long the jump lasted – 7 what the writer thought about the jump – 8 when the writer did the jump – 2 the journey to do the jump – 6 where the writer stayed – 4 when the writer realised how scary the jump might be – 5

3 Students work individually to find the participle

clause in the article. This could be done as a quick reading race, with students competing to find it first.

Answers 36 hours later, having checked into my simple but charming hotel in the heart of the city, I spent the evening talking with locals about my imminent jump.

4 Students can do the preparation in class, and

complete the writing at home. Clarify that students should include some participle clauses. You could even set a number and tell students to include at least three different participle clauses. When they have finished, divide the class into small groups. Ask students to read each other’s articles to count the number of participle clauses and to check that all bullet points have been included.

6 FOLLOWERS Objectives

Answers

FUNCTIONS: GRAMMAR:

CWS (Celebrity Worship Syndrome) is a condition of the celebrity-obsessed. In its most extreme cases, it can lead to stalking and violence.

complaining modals 1: may, might, can, could, will, won’t modals 2: should, shouldn’t, must, mustn’t, can’t VOCABULARY: admiration; fame

Student’s Book pages 56–57

READING

1 SPEAKING Books closed. As a lead-in, describe a

well-known celebrity without naming him/her and elicit guesses in open class. Divide the class into pairs and ask students to take turns to describe a celebrity for their partner to guess. Listen to some examples in open class as feedback. Books open. Divide the class into pairs or small groups for students to discuss the questions. Ask students to try to decide which celebrities have been in the news the most. As feedback, find out which celebrities are currently most talked about by eliciting the name of a celebrity and having a quick hands up to see how many groups mentioned him/ her in their discussions.

2 If there is an interactive whiteboard (IWB) available

in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the photos on the IWB. Say I can’t believe I’m this close to him, and nominate a student to point to the photo on the board. The rest of the class agree or disagree with answers. Alternatively, students do the matching activity in pairs before checking answers with the whole class. Say each of the phrases for students to repeat and check pronunciation.

Answers 1 B, C

2 B, C

5

1.29 This exercise is closely modelled on Reading and Use of English part 8 of the Cambridge English: Advanced exam. Read through the sentences with students and check/clarify inherent; take over; attain. Encourage students to underline the key information in the sentences that will help them place the sentences in the article. Elicit/clarify: instinct; hierarchies; albeit; coined. Students listen again and read the article in more detail to complete the exercise. Suggest that they underline the parts of the text that helped them find their answers. Students check their answers with a partner before whole-class feedback. During feedback, ask individuals to refer to the parts of the text that support their answers.

Answers 1, 3, 4, 2, 3, 1, 2, 2

6 SPEAKING Give students time to read the questions and think about their answers. Divide the class into pairs or small groups for students to discuss the questions. Monitor and help with any questions about vocabulary but, as this is a fluency activity, do not interrupt conversations unless errors impede communication. To extend discussion on question 4, ask students to make a list of the advantages and disadvantages of being famous. Listen to some of their ideas in open class as feedback and encourage further discussion.

Mixed-ability 3 A

4 E

5 D

3 SPEAKING Divide the class into pairs or small

groups for students to compare their answers and imagine other thoughts the people might be having. Listen to some of their ideas in open class as feedback and praise the most inventive or creative ideas.

Divide the class into pairs roughly according to level. Allow weaker students some time to think about their answers before discussing them. Monitor, helping with vocabulary as required and encouraging students to use English in their answers. Listen to some of their answers with the whole class.

4 Tell students they are going to read an article about

celebrities. Students read the text to find the answer to the question. Tell them it is not important to understand every word. Students compare their answer with a partner.

Making logical conclusions (syllogisms) 1 Read through the introduction with students in

open class. Divide the class into pairs for students to find the flaws in the logic of the two conclusions. Encourage students to give reasons for their answers.

59

Answers

Answers

1 The first proposition doesn’t claim that all famous people love attention or that those who do, like the attention of the paparazzi. 2 The first proposition doesn’t claim that people with CWS obsess over all celebrities.

1 a is hypothesising or talking about possibility while b is using may for concession. 2 a is an example of might to make a prediction about the future while might in b is used to speculate about the present. 3 a uses can for theoretical possibility while can in b describes ability. 4 could in a describes possibility while could in b describes past ability. 5 will in a is used to talk about a future possibility (relating to the if-clause) while will in b describes habitual behaviour. 6 won’t in a functions as a refusal and won’t in b functions as a prediction about a future event.

2 WRITING In pairs, students write conclusions for

the syllogism. Listen to some examples in open class as feedback.

Optional extension Ask students to work individually or in pairs to write syllogisms of their own with two propositions and a conclusion. They can decide to include a valid or invalid conclusion. Monitor to help with vocabulary and ideas. When students have completed at least one syllogism, regroup into small groups. Students take it in turns to read their syllogisms. Their partners have to decide if the conclusion is valid or invalid.

Optional extension Write the following on the board. Ask students to work in pairs to think of suitable ways to complete the sentences. • I may … this weekend, it depends on … • London may be … , but …

Student’s Book pages 58–59

• He might be … . He said … • … can be fun.

GRAMMAR

• Dogs will often …

Modals 1: may, might, can, could, will, won’t 1 As a lead-in, ask students to scan the article on page

57 and underline all the modal verbs. Who can find the most? Books open. Ask students to work in pairs to read sentences 1 to 8 and try to complete them with the words in the list before looking back at the article to check. Check answers in open class. Students work together to complete the rule. Read through the rule in open class and elicit answers. Refer back to sentences 1 to 8 for clarification and give further examples if necessary.

1 might 2 can 3 can 7 won’t 8 might

4 could

5 ’ll (will)

6 will

Rule b 3

Workbook page 54 and page 124

PRONUNCIATION

For practice of modal stress and meaning go to Student’s Book page 120.  

Be aware of common errors related to using modals. Go to Get it right! on Student’s Book page 124.

VOCABULARY

Answers

a 4

• You won’t win if …

c 6

d 7

e 1 and 8

f 5

g 2

Fast finishers Ask students to write further example sentences with each of the modal verbs.

2 SPEAKING Ask students to work with a partner

and discuss the different meanings of the modal verbs in each pair of sentences. Monitor to help with any difficulties and to make a note of any repeated problems to refer to during feedback. Check answers in open class, referring to the rule and further examples to clarify meaning if necessary.

Admiration 1 Before looking at the definitions, ask students to look back at the words in italics and try to guess their meaning in context. Divide the class into pairs for students to match the words with the definitions. Say the words for students to repeat and check pronunciation. Pay attention to the unstressed /uv/ sound for of in centre of attention and object of affection. Also draw attention to the or sound in stalker.

Answers 1 2 3 4 5 6 7 8

centre of attention addictions fixation on object of their affection idol stalking fascination with to worship

Fast finishers Ask students to write sentences about their family and friends using some of the vocabulary. Listen to some examples after feedback on Exercise 2.

60

6 FO LLOWER S 2 Before filling the gaps, ask students to quickly

But what does it mean to be a Man United fan thousands of miles away from Old Trafford and with little hope of ever seeing them play live? We decided to find out.

read through the dialogue to get a general understanding and to answer the question: What types of entertainment are mentioned? (TV programmes; smartphones). Students work individually to fill the gaps. Let them compare answers with a partner before checking answers in open class.

Answers 1 2 3 4 5 6 7 8

centre of attention fixated idols worshipped addicted stalker fascination object of affection

Optional extension Ask students to work in pairs and take turns to read out a definition. Their partner has to name the word and use it in a sentence. Workbook page 56

Yoonsu Sung Kim is a 35-year-old accountant from Seoul. He’s been a United fan for more than 15 years. He’s one of 15 million Man United fans in South Korea. Yoonsu Sung Kim I became a fan of Manchester United when they signed a local Korean player, Park Jisung, from the Dutch club PSV Eindhoven. He is a real hero in my home country and captained the national team many times. We were already very proud of him at PSV, but when he signed for United it was amazing. He was the first South Korean to play for the greatest team in the world. We could watch his games live on TV every week and it brought a lot of happiness to many Koreans watching him play in one of the world’s biggest stadiums. He made us very proud to be Korean. He left United in 2012 after seven years, but that didn’t stop me from supporting them. I still feel a special bond with the club and I watch all of their games. I hope one day they will give another Korean player a chance. It inspires young Koreans and is good for the Korean game. Presenter Carla Garcia is one of 25 million Mexicans who are thought to support Manchester United.

LISTENING

1 Books closed. As a lead-in, tell students about a team

2

that you or somebody you know supports. How do you/they show your/their support? Ask students: What are the most popular sports in your country? Which team is most popular in each of the sports? Students work in pairs to answer the questions. Books open. Ask students to work with a partner and make a list. Regroup students into small groups to compare their ideas. Monitor and help with vocabulary as necessary. Listen to some of their answers in open class and note them on the board to refer to during feedback on Exercise 2.

Carla Garcia I love football. I love football here in Mexico and my local team, Pumas, is the team closest to my heart. No other team comes close, but Manchester United is definitely my European team and I will always support them over other European teams. I remember seeing them on TV when Wayne Rooney was playing. I thought they played beautiful football. They won a really exciting Champions’ League final and that was it. They became my second love. A few years ago, I saw them play a friendly game in the U.S. It was amazing. I felt really emotional finally getting to see them play live. How can I feel this for a team from a country I have never visited? It’s difficult to explain. Who would I support if they ever played Pumas? Actually, Pumas will always be my first team. Sorry, United.

1.31 Tell students they are going to listen to interviews with three football fans. Ask them to listen for which of the ideas on the board are mentioned in the audio. Play the audio while students complete the exercise. Tell them they do not need to understand every word and that they should focus mainly on listening for which of the reasons on the board are mentioned. Allow them to compare answers with a partner before whole-class feedback.

Presenter And finally Sammy Keshi, a 40-year-old banker and one of 33 million Nigerian Man United fans. Sammy Keshi I’m not sure why I support Manchester United. I suppose everyone likes to follow a winner and that’s what United were when I first got into football. In Nigeria, the media led us to believe that African football was no good, that we had to choose a team from Europe. These days I’m not so easily fooled. I’ve seen my national team at the World Cup and I know we have players who compete with the best from Europe. You only have to see how many Africans play for the big teams. Of course, it’s all about selling television rights around the world and making money from T-shirt sales. I still support United but I’m a lot more cynical now.

Audio Script Track 1.31 Presenter Are Manchester United really the world’s most popular football team? They would certainly say they are, and claim to have 659 million fans. That’s one in ten of the world’s population! Furthermore, they insist this figure is backed up by extensive market research carried out on behalf of the club. Of course, there are other clubs who might dispute this claim: Barcelona, Real Madrid, Liverpool and Bayern Munich to name but a few. But regardless of which team we’re talking about, one thing is for sure: these teams do enjoy massive fan bases all over the world.

3

1.31 Students may like to work in pairs and try to answer the questions from memory before listening to the audio again to complete the exercise.

61

Ask students to note down which words are most likely to be paraphrased. Repeat the audio while students complete the exercise. Allow them to compare answers with a partner before checking in open class. If necessary, play the audio again, pausing to clarify answers. During feedback, ask students to say how the ideas were expressed in the audio.

Answers 1 Sammy 2 Carla 3 – 4 Sammy 5 Yoonsu 6 – 7 Yoonsu 8 Sammy 9 Carla 10 Carla 11 – 12 Sammy

of detail you expect from their discussions. Divide the class into pairs or small groups for students to complete the exercise. Monitor to help with vocabulary and to encourage students to go into detail in their answers. Make sure all students are giving their opinions.

Optional extension Divide the class into groups. Ask students to discuss why their group would make a good team, using the qualities from Exercise 1 in their descriptions. To encourage creativity, allow them to add two famous people to their team and decide why they would improve teamwork. Monitor and help with vocabulary and ideas as necessary. When students have discussed at length, regroup students into new groups of four for students to describe why they would make a good team and debate which of the teams would be best. Nominate individuals to report back on their discussions in open class as feedback.

Student’s Book pages 60–61

SPEAKING

Before starting the discussion, give students some time to work individually and think about their answers to the questions. Students work with a partner and discuss the questions. You may like to organise the group so that followers of the same sports teams work together, so they can share experiences. To encourage further discussion, ask students to work in small groups and decide who is the most fanatical supporter. Monitor and help with vocabulary as necessary. Encourage students to go into detail and to give reasons for their answers but use English to do so. Avoid error correction unless it really hinders comprehension. The focus of this task is on fluency, not on practice of structures or lexis. Listen to some of their ideas in open class for feedback.

Teamwork 1 Ask students to work individually to decide which of

the five features are most important in a team player and rank the features from 1 to 5.

2 Students note down other important qualities and decide on their final top five.

Mixed-ability Allow weaker students to work in pairs to think of other important qualities.

3 SPEAKING Divide the class into pairs or small

groups for students to compare their choices and agree on the best top five. Monitor and help with vocabulary as necessary. Encourage students to give reasons for their choices and to debate with their colleagues. Praise correct/appropriate use of language and note down any repeated errors to refer to during feedback. Listen to some of their opinions in open class.

4 SPEAKING Give students time to read the questions

and think about their answers. Look at the first question as a class to give an example of the amount

62

READING

1 SPEAKING A recording of this text is available with

your digital resources. Books closed. As a lead-in, show some pictures of current celebrities and write their names on the board. Ask students: How often do you see photos of these celebrities? What are the celebrities doing in the photos? If they are paparazzi photos ask: Do you think the celebrities want to be photographed? Divide the class into pairs or small groups for students to discuss the questions. Listen to some of their ideas in open class as feedback. Books open. Ask students to work with a partner to discuss the question. Monitor and encourage students to speculate and expand on their ideas. Listen to some of their ideas in open class as feedback and write answers on the board to refer to after the reading.

2 Students read the article quickly to check their

predictions and get an overall understanding of the article. Set a two-minute time limit for this to encourage students to read quickly and to focus on gist rather than specific information. Listen to some of their answers in open class as feedback and compare with their predictions on the board.

Answers The purpose of the article is to advise celebrities on how to avoid publicity while warning them that avoiding publicity could cost them their celebrity status. It’s a light-hearted ‘tongue-in-cheek’ article and is intended to entertain rather than to inform.

3 Before re-reading the article, ask students to read

the questions and underline the key information they should look for in the text. Check/clarify: keep a low profile. Students complete the exercise. Ask them to underline the part of the text which helped them decide on their answers and to compare with a partner before checking in open class.

6 FO LLOWER S Answers 1 They’re only famous for being famous and they love being in the public eye. 2 They’re both publicity-shy. 3 because there’s always someone looking for a story to sell 4 in order to avoid giving the media something to write about 5 because there will be attention on anyone famous, whether they win or not 6 You might be forgotten entirely.

4 SPEAKING Ask students to work individually to

grade the advice in the article. Divide the class into pairs or small groups for students to compare their scores. Monitor, but avoid error correction unless errors really hinder comprehension. The focus of this task is on fluency and on reacting to the text, not on practice of specific structures or lexis. If students disagree, encourage them to try to persuade their partners to change their scores. Make a note of any nice expressions in English that students use during the activity and write them on the board at the end of the exercise for the whole class to copy.

GRAMMAR Modals 2: should, shouldn’t, must, mustn’t, can’t 1 Students complete the sentences individually and

then look back at the article on page 60 to check. Allow students to compare answers in pairs before checking as a class. Ask students to work together and match each modal with its function in the rule.

Answers 1 2 3 4

Divide the class into groups of three. Give each student one of three situations (going camping; going to the beach; climbing a mountain) and tell them not to show it to their partners. Give students time to write sentences about their situation using should, shouldn’t, must, mustn’t or can’t, without directly naming the situation. Students then take turns to read their sentences for their partners to guess the situation. The winner is the student who reads the most sentences before their partner guesses the situation. If students enjoy the activity, ask them to repeat the activity with situations of their own choice. Workbook page 55 and page 124

VOCABULARY Fame 1 Give students time to read through the sentences and focus on the words in italics. Students work together to match the sentence halves. Encourage them to guess when they are unsure. Check answers in open class. Say the expressions for students to repeat and check pronunciation.

Mixed-ability Allow weaker students to refer to an English–English dictionary to find definitions for unknown expressions.

1 h

2 a

3 e

4 g

5 f

6 d

7 c

8 b

Fast finishers

Rule b 2

Optional extension

Answers

shouldn’t must should mustn’t

a 1

dialogue without consulting their notes. Regroup students into groups of four and ask students to act out their dialogue for their new partners.

c 4

d 3

2 Students work individually to read carefully through the sentences and complete the exercise. Point out that they should look at the rule to check their answers.

Fast finishers Ask students to write further example sentences with the uses of the modal verbs that they are least familiar with.

3 SPEAKING Ask students to work in pairs to discuss the differences between each pair of sentences. Encourage them to pay attention to the time reference and use language from the rule to explain their answers. During feedback in open class, give further examples for clarification if necessary.

Ask students to work in pairs to place the expressions on a timeline from up-and-coming to has-been. Ask: Can you think of any celebrities whose careers have followed the same path? Listen to some of their ideas in open class after feedback.

2 SPEAKING Students work in pairs to fill the gaps

in the sentences. Check answers. Divide the class into pairs or small groups to discuss the questions. Monitor and help as necessary, encouraging students to develop their answers and to use the expressions and any vocabulary they have learned from the article. Make a note of any students with particularly interesting answers and call on them to share them with the rest of the class during feedback.

Answers 1 a low profile 2 list 3 limelight 4 disappeared without; trace 5 follow

4 WRITING Ask for two volunteers to read through

the example dialogue in open class. Divide the class into pairs for students to create a dialogue. To ensure variety, assign different sentences to different groups. Monitor to help with vocabulary and ideas if required. When students have written their dialogue, give them time to practise their dialogue several times and challenge them to remember the whole

63

persistent errors that occur in the class, then go over these points (and bring in extra practice for them) in a subsequent lesson.

Optional extension Set up a role play in which a celebrity (you could either ask all students to be the same celebrity or allow them to choose different celebrities) is interviewed about his career. Divide students into two groups, A: journalists and B: celebrities. A students should write questions to ask the celebrity using expressions from Exercise 1. B students should think about their life as a celebrity and decide how they will expalin their successes/failures. Give students time to prepare with a member of their own group before pairing off ABAB for the interview. Monitor and help with vocabulary. Listen to some of their questions and answers during whole-class feedback and encourage further group discussion.

Student’s Book pages 62–63

PHOTOSTORY: EPISODE 2 A new interest 1 Tell students they are going to read and listen to a

story about Jack. If you are using an IWB, project the images onto the board and ask students to close their books. Ask students to look at the photos and read the questions. Ask them to guess answers to the questions, if possible. Write their ideas on the board.

Workbook page 56

WRITING

Answers

An essay 1 As a lead-in to this activity, ask students: When did

1 Jack is going to a football match. 2 His mum is trying to persuade him to find other interests so that he has something else in his life apart from football.

you last write an essay? What was the topic? Can you remember the topic of any other essays you have written? Listen to some of their answers in open class. Ask: What do you need to do to write a very good essay? and brainstorm ideas. You can then use students’ answers to inform a test-teach-test approach i.e. find out their existing knowledge of essay writing and adapt your input accordingly. Students read the essay and order the paragraphs. Let them compare their answers with a partner before checking in open class. Ask students to work with a partner to complete the exercise. Point out that in a well-structured piece of writing, each paragraph should have its own purpose, which is exactly why it is written as a separate paragraph.

2 In pairs, students discuss the best way to organise the notes into an essay structure. Listen to some of their ideas in open class and elicit examples of further information that could be added to the essay.

3 If you’re short on time, students can do the

preparation in class and complete the writing at home. This can be done as a collaborative writing activity in class with pairs of students of a similar level working together to complete the exercise. Ask students to make a note of any vocabulary they could use in their essays and to include linkers of contrast. Remind them that they should leave their own opinion until the conclusion. Students expand their notes into an essay. On completion, you could ask students to swap their essays with another pair for them to read and give each other feedback on task completion (have they included the paragraph functions in exercise 2?), language (is it interesting and engaging to read?) and coherence (are linkers used? are they used accurately?). Alternatively, you may prefer to collect their writing for marking. When you mark their articles, check for the above points. The main focus should be on how successful you feel each piece is as an informative essay to read – not on particular grammar or lexical errors. Write short feedback for each student, saying first what you liked about each essay, and two or three things they may like to improve on in the future. Make a note of any

64

2

1.32 Play the audio for students to listen and check their answers from Exercise 1. During wholeclass feedback, refer to students’ ideas on the board. Who guessed correctly?

3 Ask students what they think happens next. Ask them

4

to brainstorm possible endings for the story. Students work in groups, with one student in each group acting as secretary and taking notes. During wholeclass feedback, write students’ ideas on the board to refer back to once they have watched the video. Don’t give away answers at this stage.

EP2 Play the video for students to watch and check their answers. During whole-class feedback, refer to students’ ideas on the board. Who guessed correctly?

5 Give students time to read through the questions and check understanding. In pairs, students discuss the questions. Check answers in open class.

Answers 1 They feel really upset that their team played so badly and lost. 2 He doesn’t pay too much attention to them; he ignores her. 3 They talk about him finding a new interest and doing his homework. She wants Jack to take more of an interest in things other than football. 4 his team’s football kit 5 They support the same team. 6 He says he’s going to meet a new (female) friend. 7 She thinks he shouldn’t wear a football shirt to meet a girl. She had assumed he wouldn’t be going to a football match.

PHRASES FOR FLUENCY

1 Ask students to locate expressions 1 to 6 in the story

on page 62 and underline them. To encourage speedreading, you could do this as a race and ask students to find the expressions as quickly as possible. Ask students to compare their answers with a partner and before whole-class feedback.

6   FO LLOWER S Answers

2 ROLE PLAY   Divide the class into two groups, A

and B. Give students time to read their role card and check understanding. Before acting out the role play, ask students to work with others from the same group to check understanding of their roles and to brainstorm things they could say. Students act out the role play. Tell students that it is important to stay in character to make the activity interesting and fun. Monitor to help with vocabulary as necessary, but do not interrupt to correct errors as this will hinder fluency. During feedback, ask a member of each group to report back on the outcome of their conversation.

1 Mum  2 Mum  3 Jack  4 Mum  5 Mum  6 Mum

2 Read through 1 to 6 with students. Ask them to work

in pairs and complete the dialogues. During feedback, say the expressions for students to repeat. Check pronunciation and intonation and ask individuals to repeat them again if necessary.

Answers 1  Come on  2  for a change  3  Fat chance 4  Just out of curiosity  5  You might have told me 6  by any chance

Student’s Book pages 64–65

WordWise Expressions with take 1 Books closed. As a lead-in, write take on the board

and ask students to give different examples of its use in open class. Write any correct examples on the board. Books open. Ask students to work with a partner and complete the exercise. During whole-class feedback, elicit or explain the meaning of the six phrases and give further examples as necessary to clarify meaning.

Answers 1  take his mind off  2  take it  3  take it personally 4  take over their lives  5  take my word for it 6  taken an interest in

READING AND USE OF ENGLISH Answers 1 C  2 F  3 E  4 G  5 A  6 D Workbook page 61

TEST YOURSELF UNITS 5 & 6 VOCABULARY 1

Answers

2 Students work individually to choose the correct

options. Encourage them to refer to the sentences in Exercise 1 to help them choose the correct phrase. Students compare answers with a partner before whole-class feedback. During whole-class feedback, work on pronunciation and intonation of the sentences.

1 on  2 kick  3 crying  4 daredevil  5 in  6 worshipped  7 with  8 loud  9 risk  10 has-been

GRAMMAR 2

Answers

Answers 1 personally  2 an interest  3 my mind 3  my word for it  5  take it

1 take  2 should  3 might  4 Inspired  5 can’t  6 Having

3 Answers

FUNCTIONS

1  Walking Having walked all morning, we were extremely hungry when we arrived home. 2 I heard the telephone ringing ring three times before it stopped. 3  She’s just had a baby. She can must be very tired. 4 They must can’t be very famous – I’ve never heard of them. 5 Leaving my office, the telephone rang I heard the telephone ring. / When I was leaving my office, the telephone rang. 6 I looked up and saw the bus crashing crash into the car.

Complaining 1 Books open. Give students time to read through the

phrases. Ask students to work with a partner and complete the exercise. Check answers in open class. Say the phrases for students to repeat and check pronunciation.

Answers Making a complaint

Responding to a complaint

It’s always (football)

Give me a break …

Haven’t you got anything else to do with your time?

I really haven’t got time for this now.

But seriously … It’s all you ever talk about.

I really don’t need this now.

FUNCTIONAL LANGUAGE 4

Answers 1  see; Point  2  mind; suppose  3  always; break 4  accept; see

  

65

7

BEAUTY IS I N TH E E Y E O F TH E

BEHOLDER

Objectives FUNCTIONS: language of persuasion GRAMMAR: substitution (the ones / so / that / do); ellipsis VOCABULARY: fads; emotional responses

Student’s Book pages 66–67

READING

1 Books closed. As a lead-in, ask students: What do

you do to keep fit? What about other members of your family and friends? Who is the fittest person you know? Divide the class into pairs for students to discuss the questions. Listen to some of their ideas in open class as feedback. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity. Focus on the pictures. Nominate individuals to describe a photo. Ask students to work with a partner and complete the exercise, making a note of their answers. Have a competition to find out which pair can think of the most different reasons. Regroup students into small groups to compare ideas and expand on their notes. Monitor and help with vocabulary as necessary.

2 Working individually, students find the numbers in

the article and decide what they refer to. This could be done as a reading race with students competing to be first to find the numbers. Students compare answers with a partner before a whole-class check. Ask students to refer to the text when giving their answers. Ask: Which figure surprises you most?

Answers a The length of time since the Ancient Greeks created the ideal of the Olympic athlete. The first Olympics were held 3,000 years ago. b One example of an exergame is a treasure hunt which involves a two-hour-long walk. c The number of days for which you need to do the Insanity workout programme in order to get a complete body makeover. d The cost of the Insanity workout programme (in £). e The number of people who had bought WiiSports by March 2015.

3

66

2.02 Give students time to read through the questions. Check/clarify: albeit, core, regime, unattainable. Before they read the article, ask students to underline key words in the statements that they should look for in the text. You should also encourage them to try to guess answers to

the question based on their first reading. Play the recording while students read the article more carefully to answer the questions. Ask them to underline the parts of the text which helped them decide and to compare their answers with a partner. Ask students to come to agreement on their answers before checking in open class.

Answers 1 They had to run to survive. 2 because they had no choice but to exercise as part of their day-to-day survival 3 the cost of keeping fit 4 Similarities: Ancient Greeks believed that developing the body was as important as developing the mind, and athletics was a key part of education – the principles were the same. Efforts were made to balance physical exercise with one’s diet. Ancient Greeks exercised to music. Differences: the main aim was not to be healthy and look good – men needed to be fit and ready to join the army at all times. Military training was part of their education and exercise was a form of military training. Today we have to pay to exercise and we focus more on what is fastest and easiest, using technology to help us. 5 Exergames are better than not doing any exercise but they aren’t as effective as doing real sports. They can also be quite versatile; you can access them on portable devices and use them outdoors. 6 People look for the fastest and easiest way to get fit.

4 SPEAKING Students discuss the questions in pairs

or small groups. Encourage them to go into detail in their answers and refer to the article when they are explaining their answers. Monitor to help with vocabulary, but do not interrupt to correct errors unless they impede communication. The aim here is to give students the opportunity to build their fluency. For question 3, encourage students to give reasons for their choices and to come to agreement on the best ranking.

Understanding irony 1 Ask students to read the introduction and to consider whether they do this. Ask: Do you ever use irony to avoid saying what you really think? Can you give any examples? Students discuss with a partner. Listen to some answers in open class. Give students time to read through the statements and match them to the ironic remarks. Do the first one in open class as an example if necessary. Ask students to work in pairs to complete the exercise. Ask them to think about how the people might feel

7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER and react when they hear the ironic statements. Check answers in open class and give examples of how sentences a to c might be said for students to repeat and get an understanding of ironic intonation. Tell students that we should be careful when using irony as it could be seen as quite rude in certain circumstances.

Answers 1 c

2 a

3 b

2 In pairs, students complete the exercise. Encourage

them to practise responding so that the irony does not sound rude. Listen to some of their responses in open class as feedback and ask the rest of the class to decide if the answers sound authentic.

3 Working in pairs, students think of two situations and ironic remarks. Monitor and help with vocabulary as required.

Mixed-ability Give weaker students some situations and ask them to think of ironic remarks. Stronger students may be able to think of several ironic remarks for a situation and create a dialogue.

Optional extension Write the following ironic remarks on the board. Ask students to work in pairs to think of a situation when people might say the sentences, then create short dialogues around two of them.

Answers 1 Today’s fitness equipment is a lot more advanced than that of a few years ago. 2 A ‘Are you going to the gym tonight?’ B No, I don’t think so. 3 I don’t think the sports facilities in this city are as good as those / the ones in my previous town. 4 A I really hope we win the match. B I hope so, too. 5 My brother doesn’t like sports, and neither do I / I don’t either. 6 I’m keen on doing exercise every morning, and so is my sister.

Fast finishers Ask students to look back at previous texts in the book and find examples of substitution.

3 If you’re short on time, you can set this exercise

for homework, but perhaps do the first example of substitution in open class. Students work individually to complete the exercise, then check their answers with a partner before whole-class feedback. During feedback refer to the rule for clarification. Ask students to practise the dialogue with and without substitution. This will help them understand the importance of using substitution to make speech sound more natural.

Answers

Student’s Book pages 68–69

A Have you heard of Tough Mudder? B Yes, I have. It sounds too tough for me though. I wouldn’t want to run a mile waist-deep in mud. A And neither would I. B The good thing is there aren’t any winners or losers. You have to work as a team and help each other. I think that’s a great idea. A I think so too. And the company sounds really cool. I’ve heard their employees can take as much holiday as they like. B That’s good from a company perspective, too. Apparently, studies have found that high performing employees take more holiday than those who aren’t performing so well.

GRAMMAR

Optional extension

I can’t think of anything I’d rather be doing than writing a 1000word essay. Of course, do you want me to wash up when I’ve finished? No problem, I didn’t want it anyway. I love housework. I spend most of my spare time cleaning. Monitor to help with any questions and to check intonation. Listen to some of the best examples in open class as feedback.

Substitution 1 Working in pairs, students complete the sentences

before referring back to the text to check their answers. During whole-class feedback, ask students to say what that, ones, so and do refer to in the sentences. Students complete the rule. During whole-class feedback, refer to Exercise 1 and further examples of your own to clarify the answers.

Answers 1 ones

1 The mountains in France are not as high as that / those in Tibet. (those) 2 Will it take a long time to read? Well, it might do / do so. (do) 3 He doesn’t like football and neither do I / don’t I. (do I)

2 do

3 so

4 Is Peter coming on Wednesday? I hope not / I don’t hope so. (I hope not.)

4 that

Rule 1 formal

If students find substitution difficult, you may like to give them some further examples. Write the following sentences on the board. Ask students to decide on the correct answer. Students compare answers with a partner before feedback in open class. During feedback, pay close attention to structures and deal with any questions.

2 informal

3 phrase

4 auxiliary

2 Students work individually to complete the exercise before checking with a partner. Refer them to the rule to help them decide on the answers. Check answers in open class.

5 I didn’t want to go to Scotland and so / neither did my brother. (neither) 6 I really like dogs. I especially like the one / the ones with big brown eyes. (the ones) Workbook page 64 and page 125

67

 

Be aware of common errors related to substitution. Go to Get it right! on Student’s Book page 124.

Audio Script Track 2.03 Host

VOCABULARY Fads 1 Books closed. As a quick lead-in, elicit/clarify the

meaning of fads (short-lived fashions or crazes). Ask students to work in pairs and think of some recent fads in fashion, music, etc. Listen to some of their ideas in open class. Books open. Students work in pairs to match the sentence halves. When they have completed the exercise, encourage them to guess the meanings of the words in italics from the contexts. During feedback, say the words for students to repeat and check pronunciation.

Janet

2 f

3 a

4 c

5 b

6 e

Janet, would you agree that we’re ever so slightly obsessed with celebrities and their beauty regimes nowadays?

Janet

Yes, take a glance through any popular lifestyle magazine and you’ll inevitably be confronted by beauty tips from celebrities. And there are all kinds of claims being made. For example, I read the other day that one famous British female celeb’s beauty is apparently all thanks to some kind of bee venom …

Host Janet

7 d

Fast finishers

Host

Ask students to close their books and write down as much of the vocabulary as they can remember. When they have completed their lists, students can open their books to check.

Janet

2 Students work individually to complete the exercise. Allow them to compare answers with a partner before feedback in open class.

Host

Answers 1 really in 2 must-have 3 the next best thing 4 bang on trend 5 a thing 6 go out of fashion

But how come? People tend to be rather critical in many other areas of life. Why not when it comes to beauty?

Interesting. Right, that brings us on to your research.

Janet

Well, there have always been claims that certain animal products work miracles on the skin. Perhaps the most bizarre example we can find is that of the Ancient Greeks and Romans. They used a very special ingredient in their mud baths that was believed to tone the body: crocodile excrement.

LISTENING Host

No! Really?

Janet

It’s true. They used a mixture of earth and freshly collected crocodile dung as an anti-aging face-mask. Of course, this was only for those that could afford it, as crocodile dung wasn’t easy to get your hands on!

Host

It’s pretty incredible that people used to believe that would make them more beautiful.

Janet

I know. Want to hear another example? Advertisements and TV commercials are full of people with perfect white teeth, aren’t they, and we all want to have them too, don’t we?

Host

68

No, thanks. But what is interesting is that we seem to believe all these ridiculous claims, despite the lack of proof that they work. There’s no scientific evidence that these things do what they promise, but there are always some people, it seems, who are prepared to shell out ridiculous sums of money in the hope that they will.

Host

Monitor to help with vocabulary. When students are ready, divide the class into small groups for students to discuss their questions.

2.03 As a lead-in, ask students: Can you think of five things people do to improve their appearance? Students work with a partner to make a list. As feedback, write some of their answers on the board to refer to before Exercise 3. Ask students to look at the pictures. Nominate individuals to describe what they can see. In pairs, students discuss how the things relate to beauty. Play the audio for students to check their answers. Tell students not to worry about difficult words, but to concentrate on the task. Let students compare answers with a partner before whole-class feedback. Did they guess correctly?

Janet, fancy trying any of these yourself?

Well, I don’t think that most people would go for the more extreme things anyway, probably because they wouldn’t be able to afford them. But these stories always create the illusion that if you’re rich, you can buy yourself beauty. And we know there are limits to that. Generally, though, people tend to believe these things because they want to believe them. Buying this expensive cream that helps Actress X to be so stunningly beautiful gives us the feeling, at least for a while, that we can be equally beautiful. And you know what’s really interesting? Our cultural history is full of such examples, too.

Ask students to work in pairs to write five questions using some of the expressions.

1

Not heard that one before. Yes, I’ve done a lot of reading on this and she’s by no means the only one to follow a bizarre beauty ritual. A well-known American actress, according to my research, uses leeches to suck and cleanse her blood. And the latest thing I’ve read is that another American actress looks after her skin by letting snails crawl over her face, which apparently are fed only organic vegetables.

Janet

Optional extension

Workbook page 66

Thanks for having me.

Host

Answers 1 g

And with us in the studio we’ve got Janet Drews. Janet, who is a student at the Faculty of History at Wessex University, has just written her thesis on Beauty Across the Centuries. Thanks for joining us, Janet.

Right …

7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER Janet

Host

Well, the answer is … fashion, and remember that the idea of beauty can be very different between cultures! So what did they do? First of all, they’d take the rind of pomegranates, and rub it against their teeth. Then they’d get some dye made from the nuts of a particular tree, the sumac tree, and apply it to their teeth. The dye was rather foul-smelling … not very nice. And what’s worse is that they had to repeat the procedure every three days or so to make sure it worked.

Host

Unbelievable. Just one question. What about single women – did they dye their teeth too? Green maybe? Or pink?

Janet

No, they didn’t. They had white teeth. It was only the married women who had black teeth. Some people have hypothesised that black teeth worked as a sort of signal – to indicate marital status.

Janet

2

I have been to New York and (I have) seen the Statue of Liberty. Elicit what the sentences have in common (they all have words left out). Explain that this is called ellipsis and that it is mostly used in informal conversations. Underline the fact that it is very common indeed, especially when speakers know each other very well. Ask students to match sentences 1 to 6 with the missing words, then complete the rule. Check answers in open class and give further examples for clarification if necessary.

Why black teeth?

Janet

Host

He went to the shop and (he) bought some eggs.

Well, whiter teeth may be what everybody wants these days, but in the Meiji era in late 19th-century Japan, married women wanted black teeth.

Answers 1 e

2 f

3 c

4 a

5 b

6 d

Rule 1 informal 2 subject 3 verbs

You know what? Better to stay single then … Yeah, maybe!

Fast finishers

2.03 Give students time to read the statements

and underline the key information that they will be listening for. Check/clarify: confront, illusion, regime, ritual, suck. Play the audio again while students listen to decide if the statements are true or false. During feedback, ask students to say why answers are false.

Ask students to think of other examples of ellipsis that follow similar patterns to sentences 1 to 6. For example, Not … before; Want to …?; Fancy …?; Why …?; Better to …

2

Answers 1 F – She uses leeches to cleanse her blood. 2 T 3 T 4 T 5 T 6 F – Married women wanted black teeth.

Answers

3 Refer back to the list of answers from the lead-in.

Peter Matt Peter Jamie

How many of the things in the list are mentioned in the book? Give students time to read through the list. Elicit/clarify the meaning of: tummy tuck; face lift; teeth-whitening; steroids. Students work in pairs to add more ideas to the list. Listen to some of their ideas in open class.

Peter Jamie 2 Helen Mike

4 SPEAKING Say the phrases in open class for students to repeat and check pronunciation. Students work in pairs or small groups to discuss their opinions. Monitor to check students are using the phrases correctly and that everyone is getting the opportunity to give their opinion. You could make this activity competitive by giving students a point each time they use one of the expressions.

Optional extension

2.04 Ask students to work in pairs and underline words that can be omitted from the dialogues. Play the audio for them to check their answers. Ask pairs to practise the dialogues in open class as feedback and focus on intonation.

Helen 3 Emma Jake

Do you want a coffee? I’d love one.

1 Peter

Fancy another game, Matt?

Matt Love one. Peter Jamie Peter

Jamie? Sorry, not enough time. Got to be home by five. Same time tomorrow, then?

Jamie

Great.

Helen

Got a minute? I need to talk to you.

2

Ellipsis 1 As a quick lead-in write the following sentences on the board without the words in brackets. Yes, I will (go to the beach with you).

Have you got a minute? I need to talk to you. No, I’m sorry, I’m busy now. Maybe we can talk later. That is no problem.

Audio Script Track 2.04

Working individually, students rank the items in the list in Exercise 3 from 1 to 8 according to how much they improve your appearance. Divide the class into small groups for students to compare their lists and come to an agreement on the best ranking.

GRAMMAR

Do you fancy another game, Matt? I would love one. What about you, Jamie? Sorry, there is not enough time. I have got to be home by five. See you at the same time tomorrow, then? That would be great.

Mike Helen

Sorry, busy now. Maybe later. No problem.

3 Jake

Want a coffee?

Emma Love one.

69

PRONUNCIATION

Optional extension Write the following dialogue on the board: Did you have fun yesterday?

For practice of assimilation go to Student’s Book page 121.

No, I didn’t have a good time really. Did you have a good time? Yes, I had a good time. I went to the cinema. Did you go to the Odeon? No, I went to the Arts. I saw a film about football. Was it good? It was brilliant. Ask students to work in pairs and rewrite the dialogue with ellipsis. Answers Have fun yesterday? Not really. You? Yeah. Went to the cinema. The Odeon?

SPEAKING

Ask students to work in pairs and complete the exercise. For question 3, students work individually to underline words and expressions, then compare answers with a partner. For question 4, ask students to work individually to grade the definitions in the article. Divide the class into pairs or small groups for students to compare their scores. Monitor, but avoid error correction unless errors really hinder comprehension. The focus of this task is on fluency and on reacting to the text, not on practice of specific structures or lexis. If students disagree, encourage them to try to persuade their partners to change their scores.

No, the Arts. Film about football. Good?

VOCABULARY

Brilliant. Ask students to create a dialogue of their own and then act it out for another pair, who listen and then repeat the dialogue using sentences with ellipses. Circulate and help as necessary. Listen to a few examples in open class as feedback. Workbook page 65

Emotional responses 1 Read through the instructions with students and

do the first one in open class as an example. Elicit/ clarify the meaning of: pulls away; shivers; tear; goosebumps. Students complete the exercise before looking back at the text to check their answers. Say each of the phrases aloud for students to repeat and check pronunciation.

Student’s Book pages 70–71

Answers

READING

1 2 3 4 5 6

1 As a lead-in, tell students about something you think

is beautiful. Tell them there is an old song with the lyrics Everything is beautiful in its own way. Ask students: Do you think it is true that everything can be beautiful? Students discuss the question in pairs and then compare their ideas with another pair. Working individually, students make a list of five beautiful things. If they are short of ideas, point out that they might choose a smell, music, a place, a person, an animal, etc. When students have a list, divide the class into small groups to share their ideas and decide which of the things is most beautiful.

2 SPEAKING If there is an interactive whiteboard

(IWB) available in the classroom, this activity would best be done as a heads-up activity. Focus on the pictures and nominate individuals to describe them. Ask students to work with a partner and discuss the question. Monitor and help with vocabulary as necessary. During whole-class feedback, write some of their answers on the board to refer to when they have read the article.

3 To encourage students to read the blog quickly, set a four-minute time limit to check their answers to Exercise 1 and get a general understanding. Allow students to compare answers with a partner before a whole-class check. Refer back to the ideas on the board to check if anyone guessed correctly.

Answers 1 F

70

2 D

3 C

4 G

5 A

6 B

Ferrari; heart guitar solo; spine listening to the guitar solo / music; eye hearing his wife’s voice; face the sea; heart the joy of new life; arm

2 SPEAKING Divide the class into pairs for students

to describe their feelings and make a list. Monitor to encourage them to use the expressions in their discussions. Listen out for repeated errors and refer to these in open class during feedback. Regroup students into groups of four to share their ideas.

Fast finishers Ask students to make a list of any idioms with parts of the body. Can they think of any that describe emotional responses?

3 WRITING If you’re short on time, you can set this

exercise for homework. Alternatively it could be done as a collaborative writing activity in class with pairs of students writing together. Refer to the definitions in the blog and elicit some of the positive words and expressions students underlined in question 3 of the speaking activity. Ask students to write their post. When students have completed the exercise, ask them to exchange posts with another pair. Tell them not to worry about minor grammatical errors, but to make comments on the content of the post. Students can then return posts and incorporate comments to create a final draft. Listen to some of the best examples in open class.

7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER

FUNCTIONS

Optional extension The phrases in this exercise can easily be made into a matching activity. Before the lesson, write each phrase and each definition on a different piece of paper. Create enough sets of cards to allow for one set per four students. Mix them up and distribute one set to each group of students. Either ask students to match the phrases and definitions or ask them to turn all the pieces of paper face down and play a game of pelmanism, taking it in turns to try to find a matching pair.

Language of persuasion 1 Divide the class into pairs for students to match

the sentence halves. Do the first sentence in open class as an example if necessary. During whole-class feedback, say the sentences for students to repeat and check pronunciation.

Answers 1 d

Workbook page 66

2 f

3 h

4 a

5 g

6 b

7 c

8 e

2 Students discuss the question in pairs. Monitor to

deal with any questions and to help with ideas. Listen to some of their answers in open class.

Valuing the beauty around us 1 SPEAKING In pairs, students look at the photos

and answer the questions. When students are ready, you could have further speaking practice by putting students into new pairs to report back on their first conversation.

2 In small groups, students list ways of tackling one

of the environmental problems. Monitor to help with vocabulary and answers as necessary. Regroup students to compare their lists and decide on the best things to do for each of the problems. Listen to some of their ideas in open class as feedback.

3 Copy the table onto the board and do an example

in open class, eliciting ideas from students. In pairs, students complete the exercise, then share their ideas with another pair.

4 Read through the instructions with students. In pairs, students discuss the pros and cons of the different media before making a plan for their campaign. Ask students to think about the following questions: Who do you want to aim your campaign at? Where and when will you campaign? Will you need to campaign more than once? What outcome do you want? As students make their plan, monitor to help with vocabulary and if required, offer ideas for students to reach the right people with their campaign. When the plans are completed, students can describe their campaigns to another pair and give each other feedback on their campaigns.

Optional extension Write the following questions on the board: What are the biggest environmental issues in the world at the moment? What is the best way to deal with these issues? Is it better to campaign for governments to change laws or to campaign against companies? If you could solve one environmental problem, which would you choose? Ask students to discuss the questions in small groups, with a weaker student acting as secretary and taking notes on their conversation. As feedback, ask the secretaries to report back on the conversations in open class.

Answer to persuade people to buy or to consider something

3

2.06 Before filling the gaps, ask students to quickly read through the dialogue to get a general understanding and to answer the question: What product is being sold? (a teeth-straightening device) Students work individually to fill the gaps. Let them compare answers with a partner before checking answers in open class.

Answers 1 2 3 4 5 6

Have you always dreamed of This revolutionary new I strongly recommend Imagine We understand that this offer is limited

4 WRITING Students work in pairs to complete

the exercise. Tell them they should use the advert in Exercise 3 as an example and spend some time planning their advert before beginning to write. Monitor to help with vocabulary and ideas. Encourage students to be creative! When students have completed their adverts, divide the class into small groups for students to give their presentations. Ask each group to decide which of the gadgets they would most like to own and listen to some of the best examples in open class.

Student’s Book pages 72–73

LITERATURE Romeo and Juliet, ‘When you are old’, Sonnet 18 2.07 Books closed. As a lead-in, show students 1

a picture of William Shakespeare and ask: Can you list five things you know about Shakespeare? Who can name the most Shakespeare plays? Students discuss the questions in pairs. Listen to some of their answers in open class. Books open. Tell students they are going to read three extracts from plays and poems about beauty. Point out that they were written quite a long time ago, so the language may seem quite strange at first. Students read and listen to the extracts and answer the questions. Tell them not to worry about unknown vocabulary, but to focus on the task.

71

Answers 1 3

2 2

Answers 3 1

2 This exercise asks students to paraphrase language

in the extract with more modern language. Look at the example with students in open class and elicit differences between the two sentences. In pairs, students complete the exercise. During whole-class feedback, ask students to refer to the extract and describe how the language has been changed.

Answers 5, 9, 6, 10, 7

3 VOCABULARY Students can cover the definitions

and look at the highlighted words in the second extract. Students work in pairs and try to guess the meaning of the words in context. Ask students to match the definitions with the highlighted words. Check answers in open class, giving examples for clarification if necessary.

Answers 1 paced 2 sorrows 3 glowing 4 nodding 5 pilgrim 6 murmur

4 Give students time to read the third extract carefully. Working in pairs, students match the phrases to lines in the extract. During a whole-class check, ask students to explain the reason for their choices.

Answers 13, 7, 14, 9, 10

5 SPEAKING In pairs or small groups, students discuss the questions. Monitor and encourage students to answer in full sentences. Make a note of any nice expressions in English that students use during the activity. At the end write them on the board for the whole class to copy, and praise the student who used them. As feedback, ask for volunteers to report back to the class on their discussion and encourage others in the class to react.

WRITING A formal letter 1 Ask students to work individually to read the letter and answer the questions. Tell them not to worry about unknown vocabulary, or to choose between adverbs at this stage. Students compare ideas with a partner.

Answers She is upset that the models were not racially or culturally diverse and that they all represented one particular body shape. She hopes the newspaper will take note of her comments and include more diverse models in another fashion edition in the next few weeks.

2 Students work in pairs to complete the exercise. Check answers in open class.

72

1 2 3 4 5

especially thoroughly remotely arguably equally

3 Give students time to read through the sentence

beginnings. Elicit/clarify the meaning of the adverbs. Students work individually to complete the sentences, then compare answers in small groups.

4 Students match the paragraphs with their functions. Ask them to underline the parts of the letter that support their answers and refer to these during whole-class feedback.

Answers 2, 1, 4, 3

5 To interest students in the topic, show students some images of Photoshopped models on the Internet or in magazines. Read through the instructions in open class. Ask students to work in pairs to decide what they will write about and how they will organise the letter.

6 If you’re short on time, you can set this exercise for

homework. Ask students to write their letter. This can be done as a collaborative writing activity in class with pairs of students working together to complete the exercise. Encourage them to expand their notes and organise their writing in a similar style to the example. On completion, you could ask students to exchange their letters with another pair for them to read and comment on the functions of each paragraph (did they follow the structure of the example?) and the overall content of the letter.

8 TO ME! IT’S ALL GREEK

Objectives FUNCTIONS:

saying that you don’t understand or didn’t fully hear GRAMMAR: relative clauses with determiners and prepositions; however, wherever, whatever, etc. VOCABULARY: language and communication; personality (2)

Student’s Book pages 74–75

READING

1 SPEAKING Books closed. As a lead-in to the topic,

write the following on the board: J mjlf cbobobt cvu J epo’u mjlf bqqmft. Ask students to work in pairs to guess what the sentence means. If they have difficulties, change the first letter to I, then the second letter to l until students understand that you have used a code (replacing each letter with the letter following it in the alphabet). Students race to be the first pair to decipher the sentence (I like bananas but I don’t like apples.). Ask students: Who uses codes? When are codes used? Students discuss the questions in pairs. Listen to some of their answers in open class and write any interesting vocabulary on the board. Books open. Look at the pictures and nominate different students to describe one. If there is an interactive whiteboard (IWB) available in the classroom, the picture description would best be done as a heads-up activity with the whole class. Read the instructions and ask students to discuss the questions with a partner. Monitor and help with vocabulary as required. Listen to some answers in open class as feedback.

2 Students answer the question, then read the article to

3

check their answers. Set a three-minute time limit to encourage students to skim the text quickly and not to focus on every word. Allow students to compare answers with a partner before a whole-class check. 2.08 Give students time to read the questions.

Check/clarify: engaged in, in essence, recognition. Before reading, ask students to decide which key information they should look for in the text. Students complete the exercise. Ask them to underline the part of the text which helped them decide and to compare their answers with a partner before checking in open class.

Answers

1 It’s a spoken language; it has no written alphabet, and it’s famous for being difficult to learn because of its complex grammar and difficult tones. 2 because the Japanese had broken all of their other codes 3 The language didn’t have words for some modern military terminology and the fear was that the English terms – easily understood by the Japanese – would be used instead. 4 They used existing words to represent modern terminology. 5 It was the only unbroken code used during the Second World War. 6 because errors could mean a loss of lives 7 They were not allowed to talk about their work until 1968 and they weren’t recognised for their contribution until 2001, when those still alive were awarded medals. 8 It was criticised for the fact that the Navajos were not the central focus.

4 SPEAKING Students discuss the questions in pairs

or small groups. Encourage them to go into detail in their answers and refer to the article when they are explaining their answers. Monitor to help with vocabulary, but do not interrupt to correct errors unless they impede communication. For further speaking practice, regroup students to compare their answers.

PRONUNCIATION

For practice of stress in multi-syllable words go to Student’s Book page 121.

Making connections 1 Read through the introduction in open class. In pairs, students discuss the differences and similarities between the objects. Regroup students to compare their ideas and nominate individuals to report back the best connections in open class.

2 In pairs or small groups, students complete the

exercise, using the example as a guide. Monitor to make sure all students are involved and to help with vocabulary as necessary.

Mixed-ability Regroup students according to level. Weaker groups can focus on two of the objects, while stronger groups describe all of them.

73

Optional extension

Optional extension

Ask students to work in small groups. Write the word bicycle on the board and tell students to take it in turns to say a word connected to bicycle. For example, bicycle – wheel – car – passenger – aeroplane – wing – bird – sky – cloud, etc. As they say words ask them to write them down. After a few minutes, ask students to take some of the connections and write a story substituting words with the words which followed them in their chain. For example,

Do a teacher–student role play. Ask students to write sentences containing mistakes with relative clauses and determiners or prepositions. Students pass their sentences to a partner. The partner has to act as the teacher, explain the problems with the sentences and elicit the correct answer from the student. Workbook page 72 and page 125

I went out on my wheel (bicycle) yesterday and saw a wing (aeroplane) in the cloud (sky). In new groups, students take turns to tell their stories for their partners to decipher.

Be aware of common errors related to relative pronouns with determiners. Go to Get it right! on Student’s Book page 124.

Student’s Book pages 76–77

GRAMMAR

VOCABULARY

Relative clauses with determiners and prepositions 1 Books closed. Divide the class into two teams and

Language and communication 1 Ask students to read through the paragraphs and

have a game of ‘vocabulary tennis’. Teams take it in turns to say a determiner. Elicit one or two in whole class to check students are clear on what a determiner is. If a team makes a mistake or takes more than five seconds to think of a determiner, the other team scores a point. To avoid stronger students dominating the game, you could nominate a different individual for each answer. As well as acting as an introduction to this language point, this game will give you an idea of the extent of students’ knowledge of determiners. Ask students to work in pairs to read the six sentences and try to complete them before looking back at the article to check. Students work together to complete the rule. Read through the rule in open class and elicit answers. Elicit/give further examples for clarification if necessary.

Answers 1 all of which 2 compared to which 3 one of whom 4 most of whom 5 in which case 6 some of whom

Rule 1 end

2 beginning

3 whom

4 begins

2 Read through the instructions and example in open

class. Ask students to work individually to complete the exercise. Allow students to compare answers with a partner before feedback in open class. During feedback, refer to the rule for clarification.

Answers 1 Grammar is something about which I know nothing. 2 She is a woman to whom I have never spoken. 3 Language is something to which we all give great importance. 4 Translation is the profession to which he has dedicated his life. 5 He’s a friend from whom I almost never hear.

Fast finishers Ask students to write true sentences of their own using some of the six options from Exercise 1.

74

decide which one is not about spoken language. Check answers.

Answer C

2 SPEAKING Working in pairs or small groups,

students discuss the meaning of the phrases. Encourage them to guess the meanings from context before allowing them to use dictionaries to check their ideas. During whole-class feedback, nominate individuals to define a word or phrase. Give further examples for clarification if necessary. Say the words and phrases for students to repeat and check pronunciation. Pay close attention to the stress of multi-syllable words.

Fast finishers Ask students to write sentences describing their own language ability and communication skills using some of the phrases.

3 Before filling the gaps, ask students to quickly read

through the paragraph to get a general understanding and to answer the question: What is the problem? (The writer had trouble understanding people in the northeast of England). Students work individually to fill the gaps. Let them compare answers with a partner before checking answers in open class.

Answers 1 2 3 4 5 6

strong accent dialect follow misunderstood communication breakdown first language

Optional extension Divide the class into AB pairs. Ask As to close their books and Bs to say a sentence without the vocabulary of language and communication. As complete the sentences. After two minutes, students swap roles and repeat. Workbook page 74

8 IT’S A LL GR EEK TO M E!

SPEAKING

Read the instructions and give some examples of your own or elicit some in open class to get students started. Divide the class into pairs for students to complete the exercise. Encourage them to go into detail when giving their answers and to try to use some of the words and phrases in Vocabulary, Exercise 1. When students have completed their discussion, extend speaking practice by regrouping students and repeating the exercise. For feedback, listen to some example answers in open class.

Give weaker students some time to make notes on their answers before beginning their discussions.

FUNCTIONS Saying that you don’t understand or didn’t fully hear 1 Books closed. As a lead-in, mumble some

incomprehensible sentences and elicit reactions from students. Ask: What do you say if you can’t hear somebody clearly? Books open. Students work with a partner to match the beginnings and endings. During whole-class feedback, say the sentences for students to repeat and check pronunciation.

Answers 2 a

2.10 Tell students they are going to listen to a radio programme. Play the recording while students listen and answer the question. Remind students not to worry about difficult words, but to concentrate on the task. Let students compare answers with a partner before whole-class feedback.

Answers Liverpool, Scotland, south of England, Birmingham

Audio Script Track 2.10

Mixed-ability

1 c

2

Presenter Now, there’s a new report that’s just come out about different regional accents here in Britain, and it claims that a person’s accent still matters. As you can probably hear in my voice, and if you don’t already know, I’m from Liverpool and so I’m not at all surprised by what the report says – which is, basically, that people often make judgments about other people, not based on what they say but on how they say it – in other words, their accent. Wherever I go, people know immediately that I’m from Liverpool, the moment I open my mouth. Which is fine by me. I’m proud of where I’m from and I’m OK with the way I speak, I’ve got no intention of changing it for anyone or anything. But I’m wondering if any of you listeners out there have views on the question of accents, or any particular experiences related to accents. Yes, here’s a caller. Hello? Alex

3 f

4 e

5 d

6 b

2 In pairs or small groups, ask students to decide how

to say the expressions in their own language. Point out that they should think about the meaning of the expression rather than directly translating word for word. Ask: Do you have any other ways of saying when you don’t understand?

3 Students work in pairs to complete the exercise.

Monitor and help with vocabulary as necessary. Regroup into groups of four for students to compare answers.

Presenter Well, Scotland, I guess? Alex

LISTENING Accents 1 SPEAKING Give students time to read through

the questions and discuss them in pairs or small groups. Listen to some of their ideas in open class as feedback.

Right. Though now I live down in England, not far from London. And my experience is that accent is something people in the south seem to worry about, but not anyone else. People in the south of England, they seem to think you should talk like them, wherever you’re from. And that’s crazy in my view.

Presenter Hard to disagree with that. Caller 2? Caller 2

Optional extension Divide the class into AB pairs to create dialogues. Give some examples of your own to get them started. For example: A: I went to gfhtrye (incomprehensible) at the weekend and saw foirojk (incomprehensible). B: Sorry. I didn’t catch what you said. Or A: I mix A and B, add C then finish with some P and Q. B: Sorry. You’ve lost me. Monitor to make sure students are responding correctly and encourage them to continue the conversation where possible. If space allows, this activity also works well as a mingle with students swapping partners after each exchange. Listen to some examples in open class as feedback.

Hello, my name’s Alex and you can tell where I’m from, right?

Hello. I just want to say how much I disagree with your last caller. I mean, of course he has his own experience, but as someone who is from the south of England, I just don’t think a person’s accent matters like it used to. I mean, look at television now – not so long ago you wouldn’t hear much of a variety of accents but these days, whenever you switch the TV on you’re going to hear people from all over the place.

Presenter Well that’s true, of course, but I’m not sure that that reflects what goes on every day in people’s lives. Next caller? Caller 3

Yes, I saw that report you mentioned and it says that people from Birmingham – like me, right? – that they’re seen as the least intelligent people in the country just based on their accent! How awful is that? What it means is, whatever I say, people won’t think I’m clever. It means my accent is the thing people pay attention to, more than any of my ideas.

Presenter So however intelligent you are, you’ll come across to other people as not very intelligent at all? Caller 3

That’s right. That’s the attitude some people have got. And I mean, how do you go about changing an attitude like that? I think we need some top politicians with regional accents, even the prime minister. That’d change things perhaps.

Presenter Good point. I can’t remember the last time we had a prime minister with an accent – I mean, an accent that isn’t from the south.

75

3

2.10 Students may like to work in pairs and try to answer the questions from memory before listening to the audio again to complete the exercise. Play the audio again while students take notes. Give students time to work individually to review and expand their notes after the audio has finished and before comparing with a partner. Check answers in open class.

Answers 1 It claims that we make judgments about people based on their accent. 2 because people often make jokes about her Liverpool accent 3 She’s proud of it. 4 He thinks they’re more worried about accents than other people and that they think that everyone should talk like them. 5 She says you can hear a variety of accents on TV. 6 It says that people from Birmingham are perceived as being the least intelligent in the country. 7 He thinks we need top politicians with regional accents.

Fast finishers Ask students to look back at pictures in previous units and make up sentences with -ever for the people in the pictures. For example picture 4 on page 70 Whenever I travel, I listen to music.

3 SPEAKING If you’re short on time, you can set this

exercise for homework. Ask students to work individually to complete the sentences, then read their sentences to a partner. You could ask students to write three sentences that are true for them and one that is false. Their partner has to guess which sentence is false. During feedback, listen to some examples in open class.

Optional extension Divide the class into AB pairs. Ask As to start a sentence with an -ever word and Bs to complete the sentence in a suitable manner. After two minutes, students swap roles and repeat. Workbook page 73 and page 125

GRAMMAR

Student’s Book pages 78–79

however / wherever / whatever, etc. 1 Working in pairs, students match the beginnings

READING

and endings of the sentences. During whole-class feedback, ask students to underline words ending in -ever. Point out that however is followed by an adjective. Students complete the rule. During whole-class feedback, refer to the example sentences and give further examples of your own to clarify the answers.

Answers 1 c

2 a

3 b

Rule 1 some

2 important

LANGUAGE NOTE Point out the following variations in form: however + adjective + subject + verb (only however can be followed by an adjective) whoever + verb (whoever can be the subject of a sentence – Whoever told you that is wrong) whatever is often used to show disinterest – A: You need to study more. B: Whatever.

2 Do the example with students in open class. Students

work in pairs to complete the exercise. Monitor to check students are forming sentences correctly and to help weaker students. Check answers in open class.

Answers 1 Whatever you say, he won’t like it. 2 Whenever we leave, the roads will be full of traffic. / Whenever we leave, the roads are always full of traffic. 3 Whichever way you say it, it means the same thing. 4 However strong your accent is, everyone will understand you.

76

Multilingual people 1 SPEAKING Books closed. As a lead-in, ask: What

percentage of the world’s population are: a) monolingual (know only one language) – 40% b) bilingual (can use two languages) – 43% c) trilingual (three languages) – 13% d) multilingual (four or more) – 3% Students work in pairs to guess answers to the questions. Check answers in open class and give a point to the pair who get closest to each answer. Books open. Ask students to work in pairs or small groups and discuss the question. During feedback, find out who knows the person who can speak the most languages.

2 Tell students they are going to read an article. In

pairs, students look at the title and discuss what the article might say about multilingual people. Students read the website to check their answers. To encourage them to read quickly, set a three-minute time limit for the exercise. Students check answers with a partner before whole-class feedback.

3 This exercise is closely modelled on Reading and Use

of English Part 7 of the Cambridge English: Advanced exam. Read through the sentences with students and check/ clarify personas; hypothesis; verbal; inherent; narrative and traits. Encourage students to underline the key information in the sentences that will help them place the sentences in the text (e.g. their in sentence 1; another in sentence 2). Students read the text in more detail to complete the exercise. Suggest that they underline the parts of the text that helped them find their answers. Students check their answers with a partner before whole-class feedback. During feedback, ask individuals to refer to the parts of the text that support their answers.

8 IT’S A LL GR EEK TO M E! Answers A 3

B 6

Optional extension C 4

D 2

E 1

5 not used

4 SPEAKING Give students time to read through the

questions. Clarify any difficulties. Divide the class into pairs or small groups for students to discuss the questions. When students have completed the exercise, you may like to regroup students and ask them to repeat the exercise with new partners. As well as maximising speaking practice, this is often motivating for students as they are able to express themselves more fully at the second attempt. Ask individuals to report back some of their ideas in open class as feedback.

Positive: expressive, modest, self-assured, patient, wellmannered Negative : self-conscious, conceited Neutral: assertive, forceful, impulsive

Fast finishers Ask students to write a list of things that someone who is each adjective does not like doing For example, a modest person does not like boasting, etc.

4 Working individually, students re-read the statements

Mixed-ability Give weaker students time to work together and make notes on their answers before regrouping students for discussion. Stronger students can discuss the questions without any preparation time.

Optional extension To give students practice in scanning texts, write the following words on the board in random order: qualitative close inherent topical

As a further check of understanding, ask students to work in pairs to decide if the adjectives are positive or negative. Check answers.

important hip

Divide the class into pairs and have a race to see who can be the first pair to find the six adjectives. When the first pair finishes, check answers. As a follow-up, ask students to discuss what the adjectives refer to in the text.

in Exercise 2 and decide which they can relate to. As they make notes of their answers, encourage them to think of specific situations and anecdotes. Monitor to help with vocabulary as necessary. Divide the class into pairs or small groups for students to share their answers.

5 SPEAKING Divide the class into pairs or small

groups for students to discuss the questions. Monitor and help with vocabulary as necessary. Try the ‘silent tick’ – writing a tick on a student’s notebook if they speak well. Students can be quite motivated by this! Ask some of the students to share their opinions with the whole class and encourage open class discussion.

Optional extension

VOCABULARY Personality (2) 1 As a lead-in, divide the class into two teams and elicit the personality adjectives covered in Unit 1, giving a point to the first team to give a correct answer. Divide the class into pairs and ask students to find two words to describe personality in the article on page 78. Who can find them the fastest?

Answers patient, well-mannered

2 SPEAKING Ask students to read through the

extracts and decide which situations they refer to. Tell students not to worry if they do not understand some of the phrases in bold, but to try to work them out from their context. Allow students to compare answers with a partner before whole-class feedback. During whole-class feedback, say the words for students to repeat. When checking pronunciation, you may like to write the words on the board and elicit and mark the stress for clarification.

3 Students work individually to complete the sentences. Allow them to check answers with a partner before a whole-class check.

Answers 1 conceited 2 impulsive 3 self-conscious 4 assertive / forceful 5 modest 6 expressive

Higher level students may like to work with a partner to rank the adjectives from positive to negative. This can lead to some interesting discussions – Is it better to be self-conscious or conceited? Self-assured or well-mannered?

Learning another language 1 Ask students to tick the sentences they agree with (they can choose more than one).

2 SPEAKING Divide the class into groups for students to compare their choices. Monitor and help with vocabulary as necessary. Encourage students to give reasons for their choices. Listen to some of their opinions in open class.

3 Look at the bar chart in open class and nominate

individuals to describe what they can see. Working in pairs or in the same small groups as in Exercise 2, students make their own graph or chart to show how their group feels. Ask all students to draw the chart. When they have completed the exercise, regroup students to compare their charts.

Optional extension Ask students to work in pairs and do a role play where student A is a keen language learner who agrees with all of the statements in Exercise 1. Student B doesn’t agree with any of the statements and thinks there is no point in learning a second language.

77

Student’s Book pages 80–81

Answers

CULTURE

Lack of time – 24% Inability to maintain motivation – 16% Budgetary constraints – 11% No or limited access to good learning materials – 5% Various other difficulties – 18%

1 Ask students to work in pairs to answer the question 2

and make notes on their answers. Can they think of five different reasons?

2.11 Play the audio while students read and listen to the article to check their ideas. Tell students not to worry if they don’t understand every word and that they should just focus on answering the question. Ask students to compare answers with a partner and find out how many of their ideas from Exercise 1 were mentioned in the text.

2 Students match the paragraphs with their functions.

sentences and circle the key information that they need to look out for. Clarify that there are three answers for statements 1 to 3. Students read the text again to complete the exercise. Tell them to underline information in the text that helped them answer each question. Students check answers with a partner before whole-class feedback. During feedback, ask students to justify their answers by quoting the text they have underlined.

3 Students re-read the text and complete the exercise.

3 Give students a minute or two to read through the

Ask them to underline the parts of the report that support their answers and refer to these during whole-class feedback.

Answers a 2

2 a, c, d

3 b, c, d

4 c

5 a

Give them two minutes to find the highlighted words in the article and discuss their meanings with a partner. Students uncover the definitions to check their ideas and complete the exercise. Check answers in open class, giving further explanations to clarify meaning if necessary.

cited, reported, stated, put forward, mentioned

4 Read through the instructions in open class. Working individually, students make notes in preparation for writing their report. Monitor to help with any questions. Encourage them to use some of the vocabulary from the report, but not to copy large chunks of it.

5 If you’re short on time, you can set this exercise for

homework. Students write the report. This can be done individually or as a collaborative writing activity in class with pairs of students working together to complete the exercise. On completion, you could ask students to exchange their reports with another pair. Ask them to read and evaluate on the basis of content (how interesting is the information?); organisation (did each paragraph include a clear and distinct idea like the model answer?); communicative purpose (how clearly is the data described?) and language. If you mark the writing yourself, focus on how well students have communicated, how clear and easy their writing is to follow and whether they wrote about relevant details. Avoid focusing too much on accuracy, as a heavily marked piece of writing is more likely to de-motivate learners than to make them try harder next time.

Answers 1 lingua franca 2 creole 3 urban dwellers 4 unavoidable 5 trait 6 working knowledge 7 whopping 8 derived from

5 SPEAKING Give students time to read through the

questions and think about their answers. Divide the class into pairs or small groups to discuss the questions. Monitor and help as necessary, encouraging students to express themselves in English and to use any vocabulary they have learned from the text. Ask pairs or groups to feed back to the class and discuss any interesting points further.

d 3

Answers

6 a

4 VOCABULARY Ask students to cover the definitions.

c 4

Tell students they are looking for five more verbs and ask them to underline them in the report.

Answers 1 a, b, d

b 1

Students Book pages 82–83

WRITING A report from a graph 1 Ask students to look at the diagram. Ask: What are the main difficulties in learning another language? In pairs, students try to guess which five difficulties could fill the gaps in the diagram. Students read the report and complete the empty spaces. Did they guess correctly?

READING AND USE OF ENGLISH 1

Answers 1 C

2 A

3 D

4 D Workbook page 79

78

8 IT’S A LL GR EEK TO M E!

TEST YOURSELF UNITS 7 & 8 VOCABULARY 1

Answers 1 forceful 2 in 3 spine 4 communication 5 impulsive 6 arms 7 broken 8 must-have 9 conceited 10 short

GRAMMAR 2

Answers 1 2 3 4 5 6

However most of whom think so Wherever hope so all of which

3 Answers 1 Some people say it’s a dangerous sport, but I don’t hope think so. 2 I have three brothers, one of who whom lives in Argentina. 3 Whatever do you you do, don’t say anything. 4 She has three phones, both all / two of which are broken. 5 I’ll follow you whatever wherever you go. 6 I’m not sure we’ll win, but I hope so.

FUNCTIONAL LANGUAGE 4

Answers 1 2 3 4 5 6 7 8

dreamed follow brand lost limited familiar strongly see

79

9 FAIR? IS IT

Objectives

FUNCTIONS: talking imprecisely about numbers GRAMMAR: negative inversion; spoken discourse markers VOCABULARY: court cases; fairness and honesty

Student’s Book page 84–85

READING

4 Carter’s story was made into a film and he died at the age of 76. TEXT 3: 1 murder 2 They confessed under police interrogation. 3 They retracted their confessions, evidence was found to have been withheld, and the IRA stated that none of them had been involved. They were released after 15 years in prison. 4 One of the four became a campaigner against miscarriages of justice, and a film was made about him.

1 SPEAKING As a lead-in, write ‘That’s not fair.’ on

the board. Describe a situation when you might have said the sentence, for example. People with blue eyes are allowed to finish work at 3 pm, people with brown eyes have to work until 5 pm. Ask students to work in pairs and think of at least two real or imaginary situations when they might use the sentence. Listen to some examples in open class. Books open. Students discuss the questions in pairs.

2 If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the pictures on the IWB and nominate individuals to describe them, using adjectives to describe the people. Students read the headline and introduction to check their answers to Exercise 1.

3 Read through the instructions in open class. The

texts include quite a large number of difficult words: imprisonment, innocence, intervened, ordeal, prosecution, prosecutors, verdict, convicted, alibi, incarceration. These could be elicited/clarified through inclusion in a description of a court case. Divide the class into groups of three and ask them to complete the exercise. Tell them that they should try to guess any unknown vocabulary from context, but that they can use dictionaries if absolutely necessary.

Answers TEXT 1: 1 murder 2 statistics about natural deaths in families 3 on appeal when new evidence emerged and old evidence was found to be invalid – this was after Sally Clark had been in prison for three years 4 She died young, having never fully recovered from her ordeal. TEXT 2: 1 murder 2 witnesses who said they’d seen the suspects leaving the crime scene 3 The case was thrown out of court after 18 years during which time several people had campaigned for their release.

80

Mixed-ability With weaker classes, divide students into three groups and ask each group to read one of the texts and make notes on their answers. Allow students to check answers within their groups, then regroup ABC for students to do Exercise 4.

4 SPEAKING

2.12 Students describe their answers from Exercise 3. To encourage ‘long-turn’ speaking, ask students to take turns to answer all of the questions for their text, rather than taking turns to answer each question individually.

5 SPEAKING Divide the class into pairs or small

groups for students to discuss the questions. Encourage students to give reasons for their answers, to develop answers with examples where possible and to try to use a range of vocabulary to add interest. Monitor and help with vocabulary as necessary. Avoid error correction unless errors really hinder comprehension. The focus of this task is on fluency, not on practice of structures or lexis. Make a note of any nice expressions in English that students use during the activity, at the end write them on the board for the whole class to copy, and praise the student who used them.

PRONUNCIATION

For practice of unstressed syllables and words: the /ɪ/ phoneme go to Student’s Book page 121.

The ad hominem fallacy 1 Read through the introduction in open class. Students

work with a partner to complete the exercise. Ask: Do you think there is any truth in any of the statements?

Answers 1 The Guildford Four 2 Rubin ‘Hurricane’ Carter 3 Sally Clark

9 IS IT FA I R? 2 In pairs, students think of further examples. You may like to brainstorm a list of different social groups on the board to get students started. Listen to some of their ideas in open class as feedback.

Optional extension Ask students to work in pairs and think of three different ways in which teenagers are victims of the ad hominem fallacy. For example, teenagers say they have too much homework. However, as teenagers are lazy, they must be saying that to avoid work. Regroup students into small groups to share their ideas. Ask: Do you think there might be some truth in some of the accusations? For example, are teenagers sometimes lazy?

difficulties. Allow students to compare answers with a partner before feedback in open class.

Answers 1 2 3 4

Never have I Not only were they had the case finished could they

Fast finishers Ask students to write three true sentences about their friends and family using negative inversion.

4 Read through the example in open class. Students

Student’s Book pages 86–87

GRAMMAR Negative inversion 1 In pairs, students try to complete the sentences from

memory before looking back at the text to check their answers. Ask students to complete the rule. Check answers and use the sample sentences as examples to show the inversion of subject and auxiliary. Ensure students are clear on the meaning of each adverbial phrase, giving example sentences as required.

Answers 1 rarely 2 Not only 3 No sooner

2 Students work in pairs or small groups to discuss the differences between the sentences. Check answers in open class and point out changes in word order and emphasis. Ask students to complete the rule. Ensure students are clear on the meaning of each adverbial phrase, giving example sentences as required.

complete the sentences using the negative adverbial in brackets and compare their answers with a partner before whole-class feedback. Use the answers to clarify the changes in word order if necessary.

Answers 1 On no account should we discuss this in front of other people. 2 Never have I read such an appalling story. 3 Not only was he innocent but so were the others. 4 Rarely are innocent people released from prison following a miscarriage of justice.

Optional extension For further practice of negative inversions, write the following sentence beginnings on the board and ask students to complete them in their own words. Under no circumstances would I … Never have I seen … Not only can I … but I can also … Rarely do I … Divide the class into small groups and ask students to compare their sentences. Listen to some of the best examples in open class.

Rule 1 2 3 4 5

negative beginning more question written

LANGUAGE NOTE Common mistakes when using negative adverbials are to use a double negative e.g. *On no account must you not say a word to anyone. *Never haven’t I seen such a boring film. Point out to students that as the adverb is negative, the use of not creates a double negative and it is therefore not used. Pay special attention to the use of than with no sooner, as students will often make the mistake of using when instead, e.g. No sooner had I sat down when the phone rang. This is grammatically incorrect, but is actually a common mistake made by native speakers.

3 If you’re short on time, set this exercise for

homework. Ask students to work individually to choose the correct options. Monitor and help students with

Workbook page 82 and page 125

Be aware of common errors related to negative inversion. Go to Get it right! on Student’s Book page 125.

 

VOCABULARY Court cases 1 Ask students to cover 1–10 and read through the

definitions. Students work with a partner to try to guess the words for each definition. Students can then uncover the definitions to check their ideas and complete the exercise. A final stage could be done as a class competition. Students race to be the first group to find all eight phrases in the texts on page 85.

Mixed-ability Ask weaker students to cover the definitions and try to guess the definitions of the words, before uncovering the definitions to check.

81

Answers 1 d

2 h

Answers 3 g

4 a

5 i

6 j

7 c

8 f

9 b

10 e

1 2010 2 15 million 3 250 4 wall 5 ten metres 6 (flat-screen) television 7 rock-climbing 8 twice 9 family (members) 10 sense of family 11 93,000 12 20%

2 Before filling the gaps, ask students to quickly read

through the paragraph to get a general understanding and to answer the questions: Did the woman go to prison? Did she complete her sentence? (Yes. No.) Students work individually to fill the gaps and complete the text. Let them compare answers with a partner before checking answers in open class.

Answers 1 a confession 2 retracted 3 gave 4 the prosecution 5 the defence 6 found guilty 7 sentenced 8 appealed 9 evidence 10 found innocent

Fast finishers Ask students to put the words on a timeline. From to make a confession to life imprisonment, for example. Elicit answers to the board after feedback on Exercise 2.

Optional extension Divide the class into AB pairs. Ask As to close their books and Bs to say a definition without using the target language for As to say the words. After two minutes, students swap roles and repeat. Workbook page 84

LISTENING

1 SPEAKING Books closed. As a lead-in, ask students:

2

82

What do you think life is like in prison? What do prisoners do all day? Give students two minutes to discuss their answers in pairs. Listen to some of their answers in open class and write any suitable answers on the board. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the pictures on the IWB. Nominate individuals to describe what they can see. Students work in pairs to discuss the similarities and differences between the pictures and how prisoners might feel living in each type of prison. Listen to some of their ideas in open class. 2.14 Give students time to read through the

information about Halden Prison. In pairs students predict what type of information is needed to fill each gap, for example a date in the first gap. Play the recording while students listen and complete the exercise. Allow them to compare with a partner before a whole-class check.

Audio Script Track 2.14 Part 1 We’re here tonight to talk about prisons, and we’re taking as our starting point for discussion Halden Prison in Norway. This is a relatively new prison – it opened in 2010 – and it cost around fifteen million pounds to build. It’s a high-security prison that at any given time holds around two hundred and fifty of the country’s most dangerous prisoners, including murderers. As you’d expect from a prison, there’s a wall around it, and it’s around six metres high, though it’s mostly hidden from sight by plants and trees. But while the wall is typical of a prison, the cells aren’t – each one measures ten metres by ten metres and boasts creature comforts such as a flat-screen television, a toilet, a shower, a mini-fridge, and windows with no bars on them. Prisoners have access to a library of books and DVDs, and there’s even a rock-climbing wall for exercise. Prisoners are allowed visitors twice a week for two hours at a time, and some are allowed to have family members to stay for twenty-four hours. The prisoners and prison staff are on friendly terms with each other. The prison staff are unarmed and they’re encouraged to interact with prisoners in order to bring ‘a sense of family’ to the place. While it costs about ninety-three thousand dollars a year to keep a prisoner here – far more than is spent in most countries – it could be considered money well spent. Why? Well, because in Norway, only about 20% of prisoners commit a crime again after leaving prison as compared to many other countries, like the UK and USA, where the rate of reoffending is often as high as 60%.

3

2.15 Give students time to read the sentences. Ask students to underline the key information they will need to listen for. Play the audio while students answer the questions. Let students compare answers with a partner before feedback in open class. During feedback, ask students to explain the reasons for their answers.

Answers 1 the rate of reoffending – because it suggests that the comfortable conditions in the prison help reduce crime 2 the freedom to come and go 3 She says that if they’re treated with respect, they’ve got a better chance of becoming law-abiding citizens again. 4 a hotel 5 the squalid prisons of the 19th century 6 He thinks there are better ways to spend that amount of money.

Audio Script Track 2.15 Part 2 Presenter So, that’s the prison. Our question tonight is: is it fair for criminals, prisoners, to have such comforts? Or should a prison be much tougher? Anne Davis, what do you think? Woman

Well, what interests me most is that last number you gave – only about twenty percent of prisoners reoffend. And that, for me, is evidence that prisons work best if offenders are allowed to enjoy a reasonable degree of comfort. A decent and fair society treats everyone well. And let’s not forget that

9 IS IT FA I R? Halden is still a prison – many inmates, for many years, do not have the freedom to come and go that you and I have, and that’s right, that’s fair, because they’ve committed crimes. But if they’re treated with respect, they’ve got a better chance of becoming law-abiding citizens again. Presenter Mark Lincoln? Your view? Man

Well, I couldn’t disagree more. How can we justify putting criminals in places that are like hotels? It’s clear that here, the prisoners live more comfortably than some ordinary people in Norway and probably more comfortably than elderly people in care homes, for example. I mean, of course we don’t want squalid prisons like they had in the nineteenth century, but they still need to be places that prisoners can’t wait to leave. If you break the law, it’s only fair that you’re punished – and this isn’t punishment. Ninety-three thousand dollars a year? I can think of a hundred better ways to spend that kind of money!

4 Students work individually to complete the exercise, then check their answers with a partner.

Optional extension Divide the class into two groups. Ask one group to imagine they are Anne and the other Mark. Students work in pairs to think of more things that Anne or Mark would say about prisons. Monitor to help with vocabulary and ideas. Put the students into Anne/Mark pairs. Write the statement Prisons are for punishment, not for holidays. on the board and ask students to have a role play in which Anne and Mark discuss the statement.

Does the punishment fit the crime? 1 Books closed. As an introduction, ask students to

work in pairs and make a list of ten rules in their school. Listen to some examples in open class as feedback. Books open. Students read through the list of ‘crimes’. Working individually, students choose a punishment for each crime. You could do the first one as an example to get started.

2 SPEAKING Divide the class into pairs for students to answer the questions. When students are ranking the crimes, encourage them to debate each decision and give reasons for their choices. Ask: What are the real punishments for each of the crimes? Do you think the real punishments are harsh enough? As feedback, have a quick hands-up in class to decide which ‘crime’ students think deserves the harshest punishment.

Optional extension Write the following crimes on the board: stealing a chicken from a supermarket driving and texting at the same time spraying the word ‘hate’ on a 300-year-old building leaving an old sofa in the street letting your 10-year-old child stay off school for three weeks sending aggressive texts Ask students to work in AB pairs and decide on a suitable punishment for each crime. Ask A to be lenient and B to be harsh. Students discuss suitable punishments. Finally, ask students to give their real opinions in pairs.

WRITING An essay 1 As a lead-in to this activity, ask students: When

did you last write an essay? What was the topic? Can you remember the topic of any other essays you have written? Listen to some of their answers in open class. Ask: What do you need to do to write a good discursive or ‘for and against’ essay? and brainstorm ideas. Elicit that such essays should look at both sides of the argument, including two or three arguments for and against, and finish with a conclusion giving the writer’s opinion. Read the instructions and ask students to work individually to complete the exercise. Monitor to help with vocabulary and ideas as necessary.

2 Divide the class into pairs for students to compare ideas and decide which are the best arguments to include in their essays.

3 Ask students to write their essay. If you’re short on

time, students can do the preparation in class and complete the writing at home. This can be done as a collaborative writing activity in class with pairs of students of a similar level working together to complete the exercise. On completion, you could ask students to swap their essays with another pair for them to read and give each other feedback on task completion (have they included three arguments for and against?), language (is it interesting and engaging to read?) and coherence (are linkers used? are they used accurately?). Alternatively, you may prefer to collect their writing for marking. When you mark their articles, check for the above points. The main focus should be on how successful you feel each piece is as an informative essay to read – not on particular grammar or lexical errors. Write short feedback for each student, saying first what you liked about each essay, and two or three things they may like to improve on in the future. Make a note of any persistent errors that occur in the class, then go over these points (and bring in extra practice for them) in a subsequent lesson.

Student’s Book pages 88–89

READING

1 Books closed. As a lead-in, ask: What do you spend

money on? If you were a billionaire, what would you spend money on? Would there be anything that you couldn’t buy? Ask students to work with a partner and discuss the questions. During feedback, make a note of any interesting answers on the board. Books open. Students work individually to decide which of the statements they agree with, then compare answers with a partner. Tell them to give reasons for their answers. Regroup students and ask them to repeat the exercise with a different partner.

2 Tell students they are going to read a book review.

Working individually, students read the text and answer the question. Set a two-minute time limit to encourage them to read quickly. Tell them not to

83

worry if they do not understand every word, but to focus on answering the question. Check answers with the whole class.

Answer 1

3 Give students time to read through the questions.

Check/clarify: kidney, confront, transplant. Students read the article again to answer the questions. Ask students to underline the parts of the text that helped them find the answer. Students can compare answers in pairs before whole-class feedback. During feedback, ask students to explain which parts of the text helped them decide on their answers.

Answers 1 sport, art, education 2 paying children to read books or rewarding them for doing well in exams; rich people paying for a kidney transplant; paying in order not to stand in a queue; buying citizenship 3 Justice 4 He asks questions about the nature of our society, the role of markets, and how we can defend ourselves against the influence of ideas that are driven solely by money.

4 Working individually, students read the comments

and complete the exercise. Check/clarify: unethical. Allow them to compare answers with a partner before feedback in open class.

Answer David O’Connor

SPEAKING

Give students time to reflect and make notes on their answers. Divide the class into pairs or small groups for students to discuss their answers. Monitor and help as necessary, encouraging students to express themselves in English. Ask pairs or groups to feed back to the class and discuss any interesting points further.

Mixed-ability Divide the class into mixed-level groups and ask students to come to an agreement on their answers together. One student should act as secretary, noting down the group’s answers. This adds an extra layer of thinking, gives students practice in negotiating skills and increases cognitive depth. There is also an element of peer-teaching as stronger students explain the answers to weaker students.

2 SPEAKING Ask students to work in small groups to complete the exercise. Monitor to help with ideas and vocabulary as necessary. Regroup students to compare their ideas with different students.

Optional extension To extend speaking practice, elicit five different answers to each question in open class and write them on the board. Ask students to work in pairs to rank each item from most to least.

3 Students work with a partner to complete the nouns

related to the adjectives. This could be done as a competition with pairs racing to be first to complete the exercise correctly. During feedback, say the nouns for students to repeat and check pronunciation.

Mixed-ability To make the exercise more difficult for stronger students, ask them to cover Exercise 1.

Answers 1 corruption 2 acceptance (‘acceptability’ is another possible noun but it doesn’t fit the space here.) 3 justification / justice 4 ethics 5 bias 6 reason

Fast finishers Ask students to add verbs to the word family of each of the adjectives, where possible. If time allows, ask them to write sentences including some of the verbs.

4 This exercise is closely modelled on Reading and Use

of English Part 4 of the Cambridge English: Advanced exam. If you’re short on time, set this exercise for homework. Students work with a partner to choose the correct form of the word to complete each sentence. Check answers. For further practice, and to personalise the language, you could ask students to write questions using the words to ask their partner. Divide students into small groups to check each other’s sentences and ask you if they have any difficulties. Students work in pairs to ask and answer the questions.

Answers 1 corruption 2 justification 3 biased 4 acceptance 5 reasonable 6 unethical

VOCABULARY Fairness and honesty 1 SPEAKING Go through the first item as an example

in open class. In pairs, students complete the exercise. Ask students to discuss the meaning of the words and phrases in bold and try to deduce their meanings from context. During whole-class feedback, give/clarify the meaning of the words and phrases with further examples if necessary. Say the phrases for students to repeat and check pronunciation.

84

Optional extension Books closed. Ask students to work individually and write down as many of the items as they can remember, then open their books to check. Alternatively, ask students to work in pairs and take it in turns to say the first letter of one of the words for their partner to complete the word without looking in their book. Workbook page 84

9 IS IT FA I R?

GRAMMAR

Optional extension This exercise can be made into a matching activity. Before the lesson, write each expression on cards. Create enough sets of cards to allow for one set per four students. Mix up all the expressions and distribute one set to each group of students. Either ask students to match the expressions to the columns or ask them to turn all the pieces of paper face down and play a game in which they have to pick up a card, make a sentence with it and place it in the correct column to gain a point.

Spoken discourse markers 1 Students work in pairs to complete the sentences

before looking back at the text on page 88 to check their answers. Ask students to work with a partner to complete the rule. Check answers. Use the sentences in Exercise 1 and further examples of your own to clarify the rule. Look at the column heads and examples and point out that we use discourse markers for a variety of different reasons when speaking.

3 If you’re short on time, set this exercise for

homework. Go through the example with students in open class. Students complete the exercise, working individually. Remind them to refer to the rule and table for help if necessary. Allow students to compare answers with a partner before whole-class feedback.

Answers 1 2 3 4

By the way consequently that said to be honest

Rule a 2

b 4

c 1

Answers

d 3

1 They all knew it was unethical. Nevertheless, / However, they went ahead and did it. 2 I left in the middle of the film. I mean / Let’s face it, / To tell you the truth, it was awful. 3 My brother thinks it’s good. Mind you, / However, / That said, he always thinks these things are good. 4 The company director resigned because of / as a result of accusations of corruption. 5 I’ll listen to your thoughts. But at the end of the day it’s my decision. 6 He doesn’t usually have good arguments. Nevertheless, / However, / Mind you, / That said, he occasionally has an excellent suggestion. 7 It wasn’t at all good. To be honest, / Let’s face it, / To tell you the truth, / If you ask me, it was the worst idea ever.

2 Look at the column heads and examples and point

out that we use discourse markers for a variety of different reasons when speaking. Ask students to read through the discourse markers and work with a partner to add them to the table. Check answers in open class. It may be helpful to copy the table onto the board and to ask students to come out and complete it with their answers. During feedback, elicit/give examples of the usage of each discourse marker. Point out that, while all of the discourse markers can be used to start a sentence, because of/as a result of are more commonly used between two clauses in a sentence.

Workbook page 83 and page 126

Answers

Student’s Book pages 90–91 Cause and result

Contrast

Opinion

Topic Concession change

because nevertheless personally of

anyway while

as a actually result of

by the way

actually

mind you

to be honest

however

I mean

that said

for a start

that said

Saving Ms Hampton 1 Tell students they are going to read and listen to

on the other hand

on the other let’s face it hand while

PHOTOSTORY: EPISODE 3

the thing is at the end of the day to tell you the truth if you ask me

Fast finishers Ask students to decide which of the discourse markers they woud not normally use and to write sentences containing them.

2

another story about a group of students. If you are using an IWB, project the images onto the board and ask students to close their books. Ask students to look at the photos and read the question. Ask them to guess answers to the question, if possible. Write their ideas on the board.

2.16 Play the audio for students to listen and check their ideas from Exercise 1. During whole-class feedback, refer to students’ ideas on the board. Who guessed correctly?

3 Ask students what they think happens next. Ask

them to brainstorm possible endings for the story. Students work in groups, with one student in each group acting as secretary and taking notes. During whole-class feedback, write students’ ideas on the board to refer back to once they have watched the video. Don’t give away answers at this stage. Play the video for students to watch and check their answers. During whole-class feedback, refer to students’ ideas on the board. Who guessed correctly?

85

4

EP3 Play the video for students to watch and check their answers. During whole-class feedback, refer to students’ ideas on the board. Who guessed correctly?

5 Give students time to read through the questions. In pairs, students discuss the questions. Check answers in open class.

Answers 1 more than 60 2 They think that it might be a good idea, but they want to see how the petition goes first. 3 She’s not happy about it. 4 Yes, she’s happy because she wants to leave the college anyway. 5 She’s excited about the protest which is going to take place that afternoon. The boys are desperately trying to stop her and are obviously worried.

PHRASES FOR FLUENCY

Answers 1 2 3 4 5

on trial on the way on friendly terms on his behalf on the basis

2 Students work individually to choose the correct

options. Encourage them to refer to the sentences in Exercise 1 to help them choose the correct phrase. Students compare answers with a partner before whole-class feedback. During whole-class feedback, work on pronunciation and intonation of the sentences.

Answers 1 2 3 4 5

on trial on the way terms behalf the basis

1 Ask students to locate expressions 1 to 6 in the story

on page 90 and underline them. To encourage speedreading, you could do this as a race and ask students to find the expressions as quickly as possible. Ask students to compare their answers with a partner and before whole-class feedback.

Answers 1 Matt

2 Jack

3 Matt

4 Matt

5 Jack

6 Jack

2 Read through 1 to 6 with students. Ask them to

work in pairs and use the expressions to complete the dialogues. During feedback, say the expressions for students to repeat. Check pronunciation and intonation and ask individuals to repeat them again if necessary.

Answers 1 2 3 4 5 6

I’d have thought Apparently if I’m not mistaken more to the point It’s news to me when you put it like that

WordWise Expressions with on 1 Books closed. As a lead-in, write on on the board and ask students to give different examples of its use in open class. Write any correct examples on the board. Books open. Ask students to work with a partner and complete the exercise. During whole-class feedback, elicit or explain the meaning of the five phrases and give further examples as necessary to clarify meaning.

Workbook page 85

FUNCTIONS Talking imprecisely about numbers 1 Books open. Read through the questions. Ask students to work with a partner and complete the exercise. Check answers in open class.

Answers 1 Roughly 2 ish 3 around

2 Working in pairs, students underline the imprecise

expressions and notice their position in the sentence. During whole-class feedback, say the phrases for students to repeat and practise intonation. To check understanding, ask students to work in pairs and think of further sentences including each of the expressions. Listen to some examples in open class.

Answers 1 2 3 4 5

around; after something like; after give or take; before mid; after in the region of; after

3 In pairs, students complete the exercise. Regroup

students and ask them to compare their ideas with a new partner. As feedback, ask the questions in open class to find out who was closest to the correct answer in questions 1 and 2, and who lives furthest/ takes longest in questions 4 and 5.

Optional extension In pairs, students write five questions which require imprecise answers. For example, How old is (famous actress)? I think she’s in her early 30s.; How much does a smartphone cost? They cost around 800€. Regroup students to ask each other their questions.

86

10 LEARN YOU LIV E A N D

Objectives FUNCTIONS: GRAMMAR:

reacting to news reported verb patterns (review); passive report structures VOCABULARY: higher education; life after school

Student’s Book pages 92–93

READING

1 SPEAKING Books closed. As a lead-in to the topic,

ask students: What are the good and bad things about the education system? What can you do if you do not like something at your school? Students discuss the questions in pairs. Listen to some of their answers in open class and write any interesting vocabulary on the board. Look at the pictures and nominate individual students to describe one. If there is an interactive whiteboard (IWB) available in the classroom, the picture description would best be done as a heads-up activity with the whole class. Ask students to discuss the questions with a partner. Encourage students to be as creative and open-minded as possible and to accept all ideas and interpretations equally. Monitor and help with vocabulary as required. Listen to some answers in open class as feedback. Have a quick show of hands to find out who felt the pictures were mostly positive or negative, and invite comments.

2 Read through the instructions in open class. Give

students two minutes to work individually and make notes on a memorable teacher from their primary school. Divide the class into pairs for students to describe their teachers. To give students practice in ‘long-turn’ speaking, ask each student to speak without interruption, then invite questions at the end. Ask students to decide which of the teachers was better.

Mixed-ability Stronger students can talk about more than one teacher and compare them.

3 Working individually, students read the extract and

answer the questions. Divide the class into pairs for students to compare answers. During feedback, elicit topics which might be discussed and make a list on the board for later use.

4

2.17 Tell students they are going to read a blog. Check/clarify: prompt; fundamental. Ask students to read the blog and answer the questions. Set a threeminute time limit to encourage students to skim the text quickly and not to focus on every word. Allow students to compare answers with partner before a whole-class check.

Answers The issue was the cutting of free music lessons in schools. The question being answered in the comments was which subject each panel member thought should never be cut from the curriculum.

5 Tell students that they should read the article

carefully and check that the text matches the information in a sentence exactly before deciding if an answer is true. Before reading, ask students to underline key words in the statements that they should look for in the text. Students complete the exercise. Ask them to underline the part of the text which helped them decide and to compare their answers with a partner. Ask students to come to agreement on their answers before checking in open class.

Answers 1 AnnieMac 2 Ballboy12 3 Jojo71 4 Ajay22 5 Ballboy12 6 Ollie55 7 AnnieMac 8 Ajay22

6 SPEAKING Divide the class into pairs or small

groups to discuss the questions. Ask one student in each group to act as an ‘English talent spotter’, making a note of any impressive vocabulary used in the discussion and giving a point for each word at the end of the exercise. Monitor and help as necessary, encouraging students to express themselves in English and to use any vocabulary they have learned from the text. Ask pairs or groups to feed back to the class and discuss any interesting points further. Students discuss the questions in pairs or small groups. Encourage them to go into detail in their answers and refer to the blog when they are explaining their answers. Monitor to help with vocabulary, but do not interrupt to correct errors unless they impede communication. The aim here is to give students the opportunity to build their fluency.

Answer 1 a political debate programme

87

Optional extension Look at the list of topics from question 3 in Exercise 3. Have a quick vote in open class to decide which topics to discuss. Divide the class into groups of four and ask them to discuss the topics. In order to maximise discussion, tell them one student should be against each topic, one in favour and one undecided. The fourth student should chair the discussion and make notes on the discussion. When students have discussed the topics ask the chair of each group to report back in open class.

Doing something for the ‘right’ reasons 1 Books closed. To introduce the topic, tell students

you are thinking of buying a new car and cannot decide between two choices. You like one because it is a nice colour and another one because it is stylish and economical. Ask students: Which car should I buy? Nominate individuals to give answers in open class and elicit/teach valid reason. Books open. Give students time to read through the information and instructions. Check/clarify: flawed. In pairs, students complete the exercise. Regroup students to compare their ideas with new partners before listening to some of their ideas in open class.

2 Students work with a partner to think of two valid

and two invalid reasons. Monitor to help with vocabulary and ideas as necessary. Divide the class into small groups for students to compare their answers and come to agreement on which are the most and least valid reasons.

Optional extension Write the following situations on the board. Ask students to work individually to think of a valid or invalid reason for each sentence. Ask students to work with a partner and take turns to read their sentences. If student A gives a valid reason, student B has to respond with an invalid reason. If students enjoy the activity, ask them to repeat the activity with further situations of their own. I want to become a vegetarian because … I am going to leave home when I am 18 because … I want to sell my bicycle because … I am not going to go out this weekend because …

Student’s Book pages 94–95

GRAMMAR Reported verb patterns (review) 1 Books closed. As a lead-in, read out the following

sentences and elicit the reason for each statement: You should buy a new computer. (to recommend) My neighbours make a lot of noise. (to complain) The concert will begin in five minutes. (to announce) Hello, I’m Brian. (to introduce) I told him your secret. (to confess) What time is it? (to enquire) Write any correct answers on the board.

88

Books open. With a partner, students answer the questions. At this level, students should have quite a good awareness of reporting verbs, so you could ask them to cover the rule box and divide the class into small groups for students to make a list of reporting verbs. Elicit some of their ideas in open class, but do not comment at this stage. Ask students to read through the rule box and complete it. Did they manage to come up with all of the examples in the rule? Check answers in open class, referring to the example sentences and giving further examples for clarification if necessary.

Answers 1 were doing 2 of trying 3 to do

Rule 1 accuse

2 promise

3 insist (on)

2 If you’re short on time, set this exercise for

homework. Do the first one in open class as an example if necessary. Students work individually to complete sentences 1 to 4. Allow students to compare answers with a partner before feedback in open class. Where more than one answer is possible, ask students to explain the difference in meaning.

Answers 1 The men confessed to breaking into the office and stealing the computer. 2 The education minister denied knowing anything about the prime minister’s plans to reduce the number of English lessons. / The education minister denied knowing that the prime minister was/had been planning to reduce the number of English lessons. 3 The headmaster congratulated Andy on doing/having done a fantastic job. 4 The project leader suggested that we think carefully before taking any action.

Fast finishers Ask students to write sentences of their own using some of the reporting verbs. Listen to some examples after feedback.

3 ROLE PLAY Divide the class into ABCD groups.

Students discuss the topic. Monitor to make sure all students have equal time to speak and give the opinion as instructed. After five minutes, students work in AB and CD pairs to write summaries using reporting verbs. Challenge them to use at least five different reporting verbs. When the majority of students have completed their summaries, regroup AC and BD for students to compare their summaries. Workbook page 90 and page 126

 

Be aware of common errors related to reporting verbs. Go to Get it right! on Student’s Book page 125.

10 YO U LI V E A N D LE A R N give students some time to think of arguments in favour of or against the statements. In pairs, students discuss the statements. Monitor and help with vocabulary as necessary. Encourage students to go into detail and to give reasons for their answers. Avoid error correction unless it really hinders comprehension. The focus of this task is on fluency, not on practice of structures or lexis. Listen to some of their ideas in open class for feedback.

VOCABULARY Higher education 1 SPEAKING Divide the class into pairs and ask

students to match the sentence halves. Allow them to use English–English dictionaries if necessary. Check answers, giving further examples to clarify meaning if required. Say the words for students to repeat and check pronunciation.

2 SPEAKING Students discuss their real opinions

Answers 1 d

2 f

3 a

4 c

5 b

in pairs. Regroup students into larger groups for students to compare their opinions.

6 e

2 If you’re short on time, you can set this exercise for

Optional extension

homework. Give students time to read quickly through sentences 1 to 8 and ask about any difficult vocabulary. Check/ clarify: a first; BA, MA. Students work individually to complete the gaps and check with a partner before whole-class feedback.

Exercise 2 is a repetition of Exercise 1. It can be very useful for students to do exercises more than once as it gives them the opportunity to develop ideas and improve on their performance in the first exercise, speaking more fluently and correcting their own errors. You could also take the opportunity to remind students of different ways of giving opinions to enhance their language in Exercise 2.

Answers 1 2 3 4 5 6 7 8

fully qualified sailed through his exams wrote her dissertation took a gap year started her bachelor’s degree got a scholarship full-time do her master’s degree

LISTENING AND VOCABULARY Life after school 1 SPEAKING Books closed. As a lead-in, ask students:

Mixed-ability Stronger students can cover the words in Exercise 1 and complete the sentences before looking back to check their answers.

2

Fast finishers Students can think of more words relating to higher education. Allow them to use a dictionary. Listen to some of their examples in open class after feedback. Workbook page 92

What are you planning to do when you finish school? Elicit some answers in open class and write them on the board. Books open. In pairs, students discuss which of the things are typical choices for school-leavers. For further speaking practice, ask: What do each of the things involve? Students discuss in pairs. Listen to some of their ideas in open class as feedback.

2.18 Play the audio while students complete the table. Tell them not to worry if they don’t understand every word, but to focus on answering the question. Let students compare answers with a partner before feedback in open class. During feedback, ask students to explain the reasons for their answers.

Answers Karima

SPEAKING

1 Give an example of your own to get them started –

students are likely to be interested to hear about your experiences at university, so encourage them to ask questions using vocabulary from Exercise 1. Students work individually to write four sentences about themselves using words from the exercise. Make sure they all include one false sentence.

2 Divide the class into pairs or small groups. Students

take turns to read out their sentences, while their partners guess which sentence is not true. Monitor to check vocabulary items are being used correctly.

The relative importance of higher education 1 SPEAKING In preparation for the discussion, you

Jessica

Colin

1 Did they Yes, she No take a gap travelled the year? If yes, world. how did they spend it?

No

2 How did they finance it?

She borrowed money from her dad.

–

–

3 How do they feel now about the decision they made?

She enjoyed it, learned about herself, matured and gained confidence to participate in lectures.

She’s glad that she is in a better financial position now as a result.

He thinks he might have enjoyed a gap year, but will never know.

may like to divide the class into AA/BB pairs and

89

Audio Script Track 2.18 Karima

Jessica

Colin

3

4

Well, I’d always planned to go straight from school to study law at university … err … but then my best friend persuaded me to take a year out and travel the world with him. I mean … I wasn’t sure at first, but he promised me that I wouldn’t regret it. It turns out he was right. Err … We spent time in eight different countries and saw, like, so many amazing things. Of course, it was expensive and err … I had to like beg my dad to lend me the money. I promised him I’d pay back every penny. I had a wonderful time. Err … I learned so much about myself and I felt a lot more mature when I went to university a year later, you know? It also gave me the confidence to participate more in my lectures. I accept that, I mean, not all school leavers can afford a gap year. But if you can, I really, yeah, I really recommend doing it. Hmm. I never even considered going to university. I mean, I was always going to go straight out into the world and earn some money. My dad, um … disapproved of my plans. My brothers had both gone to uni and graduated, and I guess it was expected that I’d do the same. To be honest, I was, like, a bit tired of learning. I just wanted to get away from all the rules and regulations and err … see what I could do on my own. And well … I must confess I wanted to have things like a house and a car. My friends, like, accused me of being materialistic. I suppose they were sort of, right, but I don’t feel guilty about it. I mean, they’ve all left university now with massive loans to pay off and uh … I’ve got a good job and a fair amount of disposable income. So …, no, I don’t regret not going to university one bit. Gap years used to be a really big thing, like, but there was never really any question of me taking one. Um, err my parents insisted on me going straight to university and since they were paying, there was no room for argument. They assured me that it would be, well, the best thing for me. I, kind of, sailed through university and, um … in fact, most of the friends I made there had come straight from school like me. These days gap years aren’t like so popular, anyway. University fees are, you know, really high and err … I think a lot of students are … mm … put off by the prospect of getting into too much debt. And even though my parents helped me with the tuition fees, um … I still had to get a part-time job too. I mean, I suspect that I might have enjoyed having a gap year, but, well … I guess I’ll never know.

2.18 Play the audio again. Students make further notes on each of the three people and then compare answers with a partner. Stronger students may already be able to give some of the answers before listening a second time, but do not comment on them at this stage. Check answers in open class.

2.19 Read through the sentences with students to check understanding. Ask students to underline the key information they will need to listen for and to make predictions of possible answers to the questions before listening. Play the audio while students answer the questions. Let students compare answers with a partner before feedback in open class.

Answers 1 what kind of person the student is and how they want to spend the gap year 2 She wouldn’t think it was the best way to spend the year. 3 Probably. 4 Fewer people are taking gap years at present.

Audio Script Track 2.19 A lot of parents ask me if it’s a good idea for their children to have a gap year and although I don’t claim to have the answer, I do have some thoughts on the subject. I think it depends on two things: what kind of person they are and how they plan to spend it. I get some students who are clearly bored with being in the classroom and sitting exams. For this kind of student I recommend having a gap year. Some of them realise that they much prefer being out in the big wide world, others realise that they’re better off back in education. A year out gives them time to decide. If a student does have a gap year then they really should think about using it wisely. Travelling around the world might be fun but it’s not really preparing you for real life. If you want to see a bit of the world, then getting a job abroad is an excellent way of doing it. One thing I have noticed, though, is that fewer and fewer students are having a gap year. Going to university has become a lot more expensive than it used to be and students are having to think seriously about how much debt they want to leave university with.

5 SPEAKING In pairs or small groups, students discuss

the questions and make notes on their answers. Monitor and answer any questions about vocabulary, but as this is a fluency practice activity, do not interrupt the conversations unless inaccuracy hinders comprehension. For further practice of extended speaking, regroup students and ask each student to take turns to answer all four questions without interruption. Listen to some of their ideas in open class for feedback.

6 Students work in pairs to complete the exercise.

During feedback, say each of the phrases for student to repeat and check pronunciation. Point out the weak forms of a and the linking of the verb with a, for example took a; have a, etc.

Answers 1 took 2 have 3 got; do 4 going to; take 5 doing 6 have 7 got 8 have

7 If you are using an IWB, create two text boxes and

copy and paste them six times to make fourteen boxes. Break up the verb phrases into smaller chunks and write one chunk in each of the boxes. Mix the boxes up on the board and ask students to work in pairs to match the boxes and create the seven phrases as quickly as possible. Ask the first pairs to finish to come to the board and drag and drop the boxes to make the correct phrases. Alternatively, ask students to work in pairs and complete the exercises in their books. Check answers in open class.

Answers 1 earn money 2 get into debt 3 afford a gap year 4 go straight to university 5 sit an exam 6 pay off a loan 7 pay tuition fees

90

10 YO U LI V E A N D LE A R N Optional extension Divide the class into pairs for students to test each other on the collocations. For example: A: an exam B: sit an exam

PRONUNCIATION

For practice of lexical and non-lexical fillers go to Student’s Book page 121.

Student’s Book pages 96–97

READING

1 SPEAKING A recording of this text is available with

your digital resources. Books closed. As a lead-in, play a piece of music by Mozart. Ask students to close their eyes and concentrate on the music. After a couple of minutes, ask: How did the music make you feel? What did you think about while you were listening to the music? Students discuss the questions in pairs. Listen to some of their answers in open class as feedback. Books open. Look at the title and pictures with students and nominate individuals to guess what the text is about. Divide the class into As and Bs, and ask students to read their text. Encourage them to underline important parts of the text or make notes in preparation for their summary. Divide the class into AB pairs for students to summarise their text and answer the question.

FUNCTIONS Reacting to news 2.21 Books closed. As a lead-in, tell students 1

about some ‘shocking’ news. For example: Starting next year, there will be no more teachers. Lessons will be taught by video and computers. Elicit responses from students and write any suitable responses on the board. Books open. Give students time to read the headlines and work with a partner to predict what they will hear on the recording. Play the audio while students number the headlines. Ask students to work with a partner and discuss the four pieces of news. Check answers in open class. Repeat the recording if necessary to clarify answers.

Answers Cuts to education budget – 1 Tests for the very young – 4 Pupils get greener learning – 2 Government announces job losses in education – 3

Audio Script Track 2.21 Dialogue 1 Woman

Man Woman Man

I heard on the news that teachers are going on strike over government spending cuts on education. Finally, someone’s taking things seriously. I’m glad to hear it. The government aren’t happy. They’re calling the teachers irresponsible. Well, they would, wouldn’t they?

Answers

Dialogue 2

Student A: the idea that listening to classical music as a young child can make you more intelligent Student B: a cow’s milk yield was found to rise by 0.73 litres per day when played slow music

Woman

Mixed-ability Allow weaker students to summarise the key points of their text with a partner who has read the same text before completing the exercise.

2 Clarify/elicit: cognitive, subject (verb), yield, alleviate,

auditory. Give students time to read the whole article and answer the questions. Students compare answers with a partner. During whole-class feedback, ask them to refer to the parts of the text that support their answers.

Answers 1 because it was claimed that their babies could become more intelligent by listening to classical music 2 No; because they are quick to believe in anything that might help their children 3 Slow music resulted in an increase in milk yields, whereas fast music did not. 4 The result might be due to the relaxing effect of the music.

Man

Finally – some good news. What is it?

Man

They’re going to knock down the old school and build a new one.

Woman

It’s about time they did something about it. It’s falling down. It’s a disgrace.

Man

Apparently, it’s going to be the greenest school in the country. State-of-the-art technology. They’re going to spend £20 million on it.

Woman Man

That’s fantastic! That’s the best news I’ve heard in ages. I’ll believe it when I see it.

Dialogue 3 Woman

Man Woman Man Woman Man

The government are planning to close about 20 state schools, which will mean making more teachers redundant. What?! I read it in the paper. More than a thousand teachers are going to lose their jobs over the next three years. That’s outrageous! They say they can’t afford to keep them on. So I guess that just means more students in every class. They can’t do that. It’s just not right. Where’s that newspaper? I’m going to write an email about this.

Dialogue 4 Man

Woman

There’s an interesting article in the paper. Apparently, the government thinks that children should have exams at the end of their first year in primary school. They’ve got to be joking.

91

Man

Woman

2

They’re not. The education minister claims that it will help teachers to identify students with problems from the very beginning and start thinking of ways to help them. Five-year-olds doing exams? That’s ridiculous! What will they think of next?

2.21 Read through the instructions and ask students to read through the expressions. Play the recording while students complete the exercise. Allow students to compare answers before a wholeclass check. During feedback, write the expressions on the board to clarify which syllables are stressed. Say the expressions for students to repeat and check pronunciation and intonation. Play the recording again, pausing after each expression for students to repeat.

Answers That’s outrageous! – 5 ✗ I’m glad to hear it. – 2 ✓ Finally, someone’s taking things seriously. – 1 ✓ They’ve got to be joking. – 7 ✗ They can’t do that. – 6 ✗ What will they think of next? – 8 ✗ That’s the best news I’ve heard in ages. – 4 ✓ It’s about time they did something about it. – 3 ✓

3 ROLE PLAY Divide the class into AB pairs. Students take turns to read the headlines for their partners to respond. Listen to some examples in open class as feedback.

Passive report structures 1 Students read the sentences from the article and work with a partner to complete the rule. As feedback, go through the rule in open class and elicit/give example sentences for clarification.

Rule 3 subject

2 Go through the example in open class. Students work individually to complete the exercise, then compare answers with a partner before a whole-class check. Clarify that the agent (scientists, experts, etc.) is not usually needed if it is clear from the context.

Answers 1 Music is believed to have beneficial effects on a number of illnesses. 2 Some animals have been found to react strongly to certain types of music. 3 Lots of experiments are said to have been done. 4 The experiments are thought to have been an important breakthrough.

Hedging 1 Tell students that we often use passive reporting structures to show that we are uncertain. This is known as hedging. Ask students to look at the sentences and decide which options express

92

Answers 1 2 3 4

is believed to have It seems that slow music had could be probably don’t know

Rule 1 doesn’t want

2 Students rewrite the sentences and compare answers with a partner before feedback. Check the answers. For further practice, ask students to rewrite the sentences using other hedging devices.

Answers 1 Playing music in hospital waiting rooms seems to improve patients’ moods. 2 My uncle is said to have been the best pianist in the country. 3 Early claims about music boosting the brain in babies are thought to have been exaggerated. 4 Music could help people become better human beings and overcome emotional difficulties.

Fast finishers

GRAMMAR

1 formal 2 not important 4 past participle 5 have

uncertainty. During feedback ask students to say the sentences without the hedging expressions. Read through the rule with the class and check that students understand the meaning of the verbs. Give examples for clarification where necessary. If they need further practice, ask them to make sentences using some of the hedging structures.

Ask students to think of some myths and theories with no certain answer, then write sentences using hedging expressions. e.g. There is thought to be life on other planets. Listen to some of their examples in open class after feedback.

Optional extension Students may have difficulty with the word order of sentences using hedging. Write the following jumbled sentences on the board and ask students to put the words in the correct order. If you have a competitive class, you may like to do this exercise as a race. Tell students that there may be more than one correct answer to number 5! 1 for to cancer discovered seem a cure have they 2 to there believed are undiscovered of millions be planets 3 need probably more will to if exam pass he he the wants to study 4 tigers are thought be 4,000 than India left in to there fewer 5 said boys more are than to girls intelligent be

Answers 1 They seem to have discovered a cure for cancer. 2 There are believed to be millions of undiscovered planets. 3 He will probably need to study more if he wants to pass the exam. 4 There are thought to be fewer than 4,000 tigers left in India. 5 Boys are said to be more intelligent than girls. Workbook page 91

10 YO U LI V E A N D LE A R N Student’s Book pages 98–99

Answers

LITERATURE

1 scrap 2 staring at 3 stuck 4 dull 5 noughts 6 propped [something] on [something] 7 wander off 8 sighed

The Daydreamer 1 Books closed. As a lead-in, ask students to work in pairs

2

and make a list of books or films about the adventures of a young boy or girl. Elicit some examples in open class and write them on the board. Ask students to work in pairs and look for similarities and common themes in the films. Monitor to help with vocabulary as necessary and to make a note of any interesting answers to listen to during whole-class feedback. Books open. Look at the title and photo and elicit a definition of daydreamer. Students work with a partner to answer the questions. Regroup students to compare their answers with another pair. 2.22 Play the audio for students to listen and read and answer the question. Tell them to concentrate on answering the question and not to worry about understanding every word. Allow students to check their answer with a partner before feedback in open class. Ask individuals to refer to parts of the text that support their answer.

Answer numbers

3 Ask students to underline the key information they will need to read for. You could encourage students to try to answer the questions before reading again. Students read the text again to check their answers. Let students compare answers with a partner before feedback in open class. During feedback, ask students to refer to the parts of the text that support their answers.

Answers 1 He had read about the googol and was impressed and fascinated by it. 2 He demonstrates an understanding of large numbers and can apply them to things in the universe. Also, when put with the group who struggle with numbers, he became bored. 3 It says that his parents and sister know he isn’t stupid, lazy or bored. 4 He can recall what his dad told him about what astronomers knew about the number of stars in the universe. 5 He was put in a low Maths group because the teacher underestimated his mathematical capabilities. 6 As he grew older, he learned that he needed to communicate with people so that they were able to know what he was thinking.

4 VOCABULARY Students work individually to

complete the exercise and then check their answers with a partner before feedback in open class. Say the words for students to repeat and check pronunciation.

Mixed-ability Stronger students can attempt to complete the exercise from memory before checking in the extract. Weaker students can find the answers in the extract. If students need clarification of the meaning of the words, give further examples of your own to explain.

5 SPEAKING In pairs or small groups, students discuss

the questions. Monitor and encourage students to answer in full sentences. Make a note of any nice expressions or lexical errors to refer to during feedback. At the end write them on the board to discuss the problems with the lexical errors and to praise students who used language well. As feedback, ask for volunteers to report back to the class on their discussion.

WRITING An essay 1 As a lead-in, tell students they are going to read an

essay about further education. Write the title on the board and ask students: What do you think you will read in the essay? Students discuss the questions in pairs. Ask students to read the essay quickly to get a general overview and check their answers from the lead-in. In pairs, students decide on the correct option.

Answer The writer strongly agrees with the assertion. ✓

2 Give students time to read through phrases 1 to 6

before re-reading the essay to find expressions with the same meanings. Allow students to compare their answers with a partner before a whole-class check. Give further examples of sentences containing the expressions for clarification where necessary.

Answers 1 none more persuasive than 2 Namely 3 While education may be expensive 4 As for the idea 5 To my mind 6 Aside

3 Students read the essay again, then work with a

partner to summarise what the writer does in each paragraph. Clarify that students should focus on the purpose of each paragraph rather than the specific content in this essay.

Suggested answers A B C D

introduction arguments agreeing with the assertion arguments disagreeing with the assertion conclusion and personal opinion

4 This could be done as a collaborative writing activity

in class or planning for this exercise can be done in class and the writing can be set as homework. On completion, ask students to swap their essays with another pair for them to read and give each other feedback. Remind them to focus on task completion (have they included the paragraph functions in exercise 3?), language (is it interesting and engaging to read?) and coherence (are linkers used? are they used accurately?).

93

Optional extension

Speaker 4

When students have read each other’s essays, ask them to discuss similarities and differences between their arguments and opinions, and come to agreement on which would be best to include in a second draft of the essay.

Well, I did a German course. I’d learned some German when I was at school, but I was always hopeless at it – well, I was fairly hopeless at everything if I’m honest. So I couldn’t say I’ve always had a love of languages, but not long ago, I started to get interested in opera and I went to see a couple of things by Mozart, sung in German, and I just thought how great it would be if I could understand what they were singing without needing the translation. So I signed up. Never again. It was a complete waste of time, frankly. All I found out was that I’m still hopeless at German. The teacher did her best but … well, what can I tell you?

Student’s Book pages 100–101

LISTENING 1

2.23

Answers Task One 1 F 2 C 3 A 4 H 5 E Task Two 6 B 7 H 8 E 9 G 10 D

Audio Script Track 2.23

Speaker 5 There was a course advertised in Ikebana – the Japanese art of flower arrangement. Quite a long time ago, I lived in Japan for a couple of years, and I’d always wanted to learn how to do it, but somehow I never found the time, although I did learn some Japanese and that helped because the Ikebana teacher was Japanese and her English wasn’t so good! Sometimes it was really hard to follow what she was trying to say and that could be a bit frustrating, but on the other hand, she was delightful – all smiles – and when she just showed us how to do things rather than explaining them, we could follow quite easily. So I enjoyed the classes enormously because finally I got to learn something that I’d always been interested in.

You will hear five short extracts in which people are talking about an evening class that they attended. Look at Task 1. For questions 1–5, choose from the list (A–H) each speaker’s main reason for choosing the class. Now look at Task 2. For questions 6–10, choose from the list (A–H) what each speaker disliked about the class they chose. While you listen you must complete both tasks. Speaker 1 I did a carpentry class. I’ve always been interested in carpentry. I think working with wood is a wonderful thing to do, and if I’m honest – and at the risk of sounding immodest – I think I’m quite good at it. But I wanted to try to tackle bigger projects than in the past so I thought I’d better get some proper instruction to help me be able to do things beyond just the basics. And the course was nice. The teacher was good, but there were more than fifteen of us in the class so the teacher couldn’t really give a lot of individual attention to each student. Because of that, I think that perhaps I didn’t really learn as much as I’d wanted, as much as I’d hoped. But it definitely wasn’t the teacher’s fault.

Workbook page 97

TEST YOURSELF UNITS 9 & 10 VOCABULARY 1

Answers 1 bachelor’s 2 fees 3 judge 4 jury 5 unbiased 6 wrote 7 gap 8 justifiable 9 evidence 10 sailed

GRAMMAR 2

Answers

Speaker 2 I decided to do Spanish. I love travelling and I really want to visit Central and South America in the near future, and so some Spanish could be really useful, even though it might not help much in Brazil! But, in fact, my main motivation was simply that I adore anything to do with learning languages. I already speak fairly good French and German, and my Italian isn’t bad, so it seemed like the perfect thing to do. I really enjoyed it and I learned a lot, I think. There were a couple of students who really had no language aptitude at all and that often slowed things down – they took forever to understand anything. But the teacher was great – very patient and very clear – and I plan to do the second level of the course next year.

1 have left 2 Never have 3 on passing 4 meeting 5 have never 6 Rarely does

3 Answers 1 Consequently Although I really like football, my brother prefers rugby. 2 The thieves are thought to steal have stolen more than $2 million. 3 No sooner had I got home than the phone rang. 4 He’s considered to being be the finest guitarist ever. 5 He insisted about on paying for dinner. 6 Because of it was raining / Because of the rain, we stayed in all day.

Speaker 3 Last year, my husband gave me a really smart camera for my birthday. We like travelling and wherever we go, I like to take photos, so I signed up for a photography course. It was nice because I love having the chance to meet new people and learn something new, but mainly I wanted to find out how to capture really good shots. I’ve never had much ability – I just point and shoot, you know! But I feel like I’ve learned so much, even though we had a teacher who just loved the sound of his own voice and spent far too much time droning on about when he worked as a photojournalist! I have to say that some of the other students and I did make life a bit difficult for him. We used to try to think of the hardest questions possible to ask him! Still, overall, it was great!

94

FUNCTIONAL LANGUAGE 4

Answers 1 something; around 4 next; joking

2 take; around

3 taking; news

11 LIVING

21ST CENTURY

Objectives FUNCTIONS: GRAMMAR:

telling someone to keep calm more on the passive; causative have (review); modal passives (review) VOCABULARY: (not) getting angry; verbs with prefixes up and down

Student’s Book pages 102–103

READING

1 Books closed. As a lead-in, ask: On average, how much time a day do you spend doing the following: walking; travelling by car; travelling by bus or train; using other forms of transport? Ask students to draw a pie chart showing how their travel time is divided. Draw an example of your own and explain it to students (e.g. I spend 40% of my travel time walking, 40% driving and 20% on my bicycle). When students have drawn their charts, divide the class into pairs for students to compare answers and find out who spends the longest time on each type of transport. Encourage students to describe how they feel when they’re in the different vehicles. Listen to some examples in open class. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the picture on the IWB and nominate individuals to describe what they can see. Divide the class into pairs. Give students one minute to find each of the items. Check answers.

2 SPEAKING In pairs or small groups, students discuss the questions. Listen to some of their ideas in open class and note some on the board.

3 Elicit/clarify: road rage. Tell students they are going

to read an article about road rage. Tell students to focus on completing the exercise and not to worry if they don’t understand every word. Students compare answers with a partner before whole-class feedback. Refer back to the answers on the board. Did anyone guess correctly?

Answers motorist – Sami Patel cyclist – Marina Tomlinson pedestrian – Stefan Markowski

4

2.24  This exercise is closely modelled on Reading

and Use of English Part 4 of the Cambridge English: Advanced exam. Clarify/elicit: hassle, lethal, virtuous. Ask students to work individually to read through the statements and attempt to complete the activity, before listening to the audio and re-reading the texts to check. Tell them to underline the parts of the text that helped them find the answers. Students can compare answers in pairs before whole-class feedback. During feedback, ask students to explain which parts of the text helped them decide on their answers.

Answers 1 B

2 C

3 A

4 B

5 A

6 C

Mixed-ability Divide the class into mixed-level groups and ask students to agree on their answers together. One student should act as secretary, noting down the group’s answers. This adds an extra layer of thinking about the texts and gives students practice in negotiating skills and increases cognitive depth. There is also an element of peer-teaching as stronger students explain the answers to weaker students.

5 SPEAKING Clarify/elicit: compelling. Give students time to reflect and make notes on their answers. Divide the class into pairs or small groups for students to discuss their answers. Monitor and help as necessary, encouraging students to express themselves in English. Ask pairs or groups to feed back to the class and discuss any interesting points further.

Optional extension Set up a role play where half the class are cyclists and the other half car drivers. Write on the board: Cars should be banned from city centres. Ask cyclists to work together in pairs and make a list of reasons why cities should ban cars and have special paths for cyclists and other routes for public transport. Motorists should work in pairs and list reasons why cars should be allowed everywhere. Regroup the class into groups of four with two cyclists and two car drivers for students to debate the issue. Remind students that they should stay in character when stating opinions. As feedback, listen to some of the students’ real opinions in open class.

95

Answers Do as I say, not as I do 1 SPEAKING Books closed. As a lead-in, give students

three pieces of advice. For example, You should always wash up immediately after eating; You should read at least twenty pages of a novel before going to bed; You should never put your bag on the desk (when your bag is on the desk). Ask: What is the difference between the three pieces of advice? (You don’t follow the last one yourself.) Books open. Read through the introduction in open class. Ask students to work in pairs to discuss the two pieces of advice. Regroup students into different pairs to compare their thoughts.

2 SPEAKING Give students time to think of two

pieces of advice. In pairs, students discuss the advice and decide which was most valid. Listen to some examples in open class as feedback.

1 2 3 4 5 6

While she was crossing the road, she got hit by a car. The man got taken to hospital by ambulance. My bike got damaged when I got hit by a car. I got shouted at for cycling on the pavement. My jeans got ruined when I fell off my bike. We didn’t get hurt in the accident.

Fast finishers Ask students to rewrite sentences 1 to 6 using to be instead of to get. They can then write three further examples of their own using get + past participle. Listen to some examples in open class after feedback.

Optional extension Ask students to complete the following sentences using the passive form of one of the verbs in italics. steal

scratch

fine

tell off

pay

1 My uncle … for speeding.

Optional extension

2 When I came in late, I … by my mother.

Ask students to work in pairs and make a list of people who give them advice.

3 My bicycle … when I left it unlocked.

Ask:

5 The workers didn’t … last week.

4 My phone … when I dropped it on the floor.

Who gives you advice most often? Whose advice do you follow most? Does anyone say you should not do things that they did when they were younger? What is the best/worst piece of advice you have been given?

Answers 1 got fined 2 got told off 3 got stolen 4 got scratched 5 get paid

Do you ever give people advice? Workbook page 100 and page 127

Do you tell people to do things that you do not do yourself? Students discuss the questions in small groups and try to find as many things they have in common as possible.

Student’s Book pages 104–105

GRAMMAR More on the passive 1 Ask students to work in pairs to read the three

sentences and try to complete them before looking back at the article to check. During feedback, elicit that we can form the passive with the verb to get instead of the verb to be. Divide the class into pairs. Students work together to complete the rule. Read through the rule in open class and elicit answers. Elicit/give further examples to clarify the rule if necessary.

Answers 1 gets

2 get

3 got

Rule 1 informal

2 dynamic

3 an action

2 Read through the instructions and example in open

class. Ask students to work individually to complete the exercise. Allow students to compare answers with a partner before feedback in open class. During feedback, refer to the rule to clarify the answers.

96

Be aware of common errors related to the passive with get. Go to Get it right! on Student’s Book page 126.

 

VOCABULARY (not) getting angry 1 Books closed. As a lead-in ask: When and why did you last get angry? Students discuss the question in pairs. Listen to some of their answers in open class. Books open. Ask students to work with a partner to complete the exercise. If they are unsure of one of the expressions, encourage them to guess from the context. Check answers in open class. Say the expressions for students to repeat and check pronunciation. Give further example sentences for clarification if necessary. Point out that all the expressions are informal. Ask students to translate some idioms that are used to describe getting angry in their first language.

Answers Getting angry: had a go at; shouted at; loses her temper; gets worked up; letting off steam; bit my head off; bit my tongue (feeling angry but not expressing it) not getting angry: keep her cool; stays calm; keep the peace; bit my tongue (feeling angry but not expressing it) saying something: had a go at; shouted at; bit my head off

11 21st CENTU RY LI V I N G 2 Give students time to read through the sentences

and check understanding. Ask students to work individually to complete the sentences, then compare answers with a partner before feedback in open class.

Audio Script Track 2.25 1

Mixed-ability Stronger students can cover the words in Exercise 1 and attempt to complete the sentences from memory.

1 kept; cool 2 loses; temper 3 keeping the 4 get worked 5 tongue 6 let off

Ask students to close their books and write down as many of the expressions as they can remember. They can then open their books to check.

Oh, it makes me so angry when the bus doesn’t come.

Girl

Chill out, Andy. There’ll be one soon, I’m sure.

Boy

This bus company’s just useless!!

Girl

Yes, you’re right, but don’t let it get to you, OK?

2

Answers

Fast finishers

Boy

2

3 SPEAKING Give students time to read through the

questions and give some answers of your own in open class to get students started. Divide the class into pairs for students to discuss the questions. Encourage them to go into detail in their answers and to use as many of the expressions in Exercise 1 as possible. When students have completed their discussions, put students into new pairs to repeat the exercise.

Girl

I hate it when he talks to me like that.

Boy

Me too, but don’t let him get under your skin. He just likes making people angry, that’s all.

Girl

I’m going to tell him what I think!

Boy

No, don’t do that. Just take it easy. He’s not worth getting worked up about.

2.25  Play the recording again for students to match the two halves of the expressions. As their aim is to tell someone to keep calm, it is important that students pronounce these expressions with the correct intonation. Write answers on the board and clarify the pronunciation and intonation of the expressions to the students. Say each expression for students to repeat and check pronunciation (make sure you cover the expressions to discourage them from reading and to ensure they repeat with feeling!).

Answers 1 c

Optional extension In AB pairs student take turns to close their books while their partner reads part of a phrase for them to finish. For example

Workbook page 102

FUNCTIONS

5 b

6 d

LISTENING Stresses and strains of modern life 1 SPEAKING If there is an interactive whiteboard

Answers 1 because the bus is late 2 because someone has spoken to her in a way she doesn’t like

4 f

a letter to each member. Give students time to read their role card and check understanding. Tell students that it is important to stay in character to make the activity interesting and fun. Students act out the role play. Monitor to help with vocabulary and to encourage quieter students to express themselves. As feedback, listen to some examples in open class and have a vote to decide who sounded angriest and who was the best at calming their partner down.

B: at

the last time they got angry and shouted at someone. Encourage the other students to calm them down. Write any interesting vocabulary on the board and try to elicit some of the expressions from the recording. Play the audio for students to listen and complete the exercise. Allow them to compare answers with a partner before feedback.

3 a

3 ROLE PLAY Divide the class into AB pairs and assign

A: had a go beep

Telling someone to keep calm 2.25  As a lead-in, ask for volunteers to act out 1

2 e

2

(IWB) available in the classroom, this activity would best be done as a heads-up activity. Focus on the pictures and nominate individuals to describe them. Ask students to work with a partner and discuss the other questions. Monitor and help with vocabulary as necessary. During whole-class feedback, write some of their answers on the board to refer to when they have listened to the recording.

2.26  Tell students they are going to hear part of a radio phone-in. Play the recording while students listen and number the pictures. Tell students not to worry about difficult words, but to concentrate on the task. Let students compare answers with a partner before whole-class feedback.

Answers 3, 4, 1, 2

97

Audio Script Track 2.26 Presenter Hello, and on today’s phone-in we’re talking about the stresses and strains of everyday life in the twenty-first century – first-world problems perhaps, but no less stressful for that. What things annoy you in your daily life? Call, email, text or tweet in now and let us know. Here’s my example to get us going. About two weeks ago, I went to get some cash out and the machine swallowed my card. I had to phone my bank and … it was a nightmare! A thing that’s supposed to make life easier ended up making life more difficult. Here’s Julian on the line now from Birmingham. Julian

Yeah, hi. The other day I had this big argument with a guy in the street. He’d been walking along, not looking where he was going – you know, texting and stuff – and I bumped into him.

Presenter You bumped into him? Julian

Yeah, on my bike. And I got knocked off. I banged my elbow. I had to have my bike repaired, too.

Presenter So you were cycling on the pavement? Julian

No, no – I was on the road. He just walked right out in front of me. And it was just a bump – he hardly got hurt at all. He still bit my head off, though, and I’d done nothing wrong.

Presenter Well, that’s outrageous. Maybe he was having a really bad day, but that’s no excuse, right? Well, thanks, Julian. Here’s Alice from Leeds. Alice

Hello. I go to school on the bus every morning, and for me, the worst thing is people making phone calls. I’ve had my journey ruined so many times by people talking on their phone. I always want to read, but sometimes it’s impossible.

Presenter Why not use headphones? Alice

Yeah I’ve thought about that, but that always seems kind of antisocial to me – even a bit dangerous. You know, it kind of cuts you off from what’s going on around you. And anyway, why can’t people just not talk so loudly?

Presenter Fair enough, I suppose. Inconsiderate phone users in public spaces, they really can be annoying, can’t they? Thanks, Alice. Now, Debbie, hi. What happened to you? Debbie

Hi, Brian. Well, our party got ruined by gatecrashers. I’d put something on social media to announce the party and half the town turned up. What was supposed to be a nice party for my older sister’s birthday turned into a total nightmare. One of the windows got broken, so we had to have it fixed. My parents were furious and they had a right go at me. I got grounded for a week.

Presenter You have to be really careful about what you put into the public domain, don’t you? Debbie

I suppose. And, you know, I’ve mentioned this to some people and they just say, ‘Well, why did you announce your party to the whole world?’

Presenter Well, in a sense, I agree. If you’d simply not put anything on social media about your party …

3

98

2.26  Ask students to read the sentences and underline the key information they will need to listen for. Students may like to work in pairs and try to answer the questions from memory before listening to the audio again to complete the exercise. Play the audio while students answer the questions. Check answers with the whole class. Ask students to correct any false statements.

Answers 1 T

2 F

3 T

4 F

5 T

6 T

SPEAKING

1 Working individually, students make a list of 21st

century problems. Give some examples of your own to get them started. For example: poor Internet connection; advertisements on websites. Students work individually to write a list of at least five 21st century problems. Monitor to help with vocabulary and ideas.

2 Divide the class into pairs or small groups for

students to compare their lists and come to agreement on which is the best way to rank the items. Ask a member of each group to report back their ideas in whole-class feedback.

PRONUNCIATION

For practice of intonation: mean what you say, go¬to Student’s Book page 121.

GRAMMAR Causative have (review) 1 Ask students to work with a partner to read the

sentences and answer the questions. Check answers. Divide the class into pairs and ask students to complete the rule. Check answers in open class. Use the examples in Exercise 1 to clarify the rules. To check understanding at this point, elicit a few more examples from the class of things they might have done for them by somebody else.

Answer Sentences 1 and 3

Rule 1 have

2 past participle

2 Students work individually to complete the exercise. Let them compare answers with a partner before checking answers in open class. During feedback, refer to the rule for clarification if necessary and insist on students qualifying their answers.

Answers 1 2 3 4 5

having my hair cut had it repainted ’m having my motorbike fixed Have; had something valuable stolen to have my blood pressure checked

Fast finishers Ask students to write the active form of each of the sentences. For example: Somebody stole my phone on the bus last week. This will emphasise the fact that the person doing the action is unknown.

11 21st CENTU RY LI V I N G Answers

Optional extension Divide the class into pairs. Ask students to imagine that they were each given a large amount of money a month ago and that they haven’t seen their partner since then. They have now met and are having a discussion about the things they have had done in the last month. Ask students to compete to use the causative have as much as possible in their conversation. They score a point for each correct usage, but lose a point for each incorrect usage …

3 Students work in pairs to decide which of sentences 0 to 5 describe unwanted events. Check answers.

Answer Sentences 0 and 4

4 Read through the instructions. Students work

individually to write the two lists. Clarify that one list should contain things they have paid for and the other list things they have not wanted to happen. Monitor to help with vocabulary and ideas, and to check students are using the causative have correctly.

5 SPEAKING In pairs or small groups, students

compare lists. Encourage them to ask each other follow-up questions and to give detailed descriptions of the events. When students have compared lists, regroup students and ask them to report back their findings to their new partners. Workbook page 100 and page 127

Student’s Book pages 106–107

READING

1 Books closed. As a lead-in, ask students: Can you

think of ten different materials? For example, wood, cotton, etc. Ask students to work in pairs and compete to be the first pair to think of ten materials. Write the winning pair’s list on the board and elicit further examples in open class. Ask students: Which of these materials can be recycled? Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the picture on the IWB. Ask students to work with a partner and answer the questions. Write up some of their answers on the IWB.

2 A recording of this text is available with your digital resources. Students read the blog quickly to check their predictions and get an overall understanding. Set a two-minute time limit for this to encourage students to read quickly and to focus on gist rather than specific information. Listen to some of their answers in open class as feedback and compare with their predictions on the board.

3 Check/clarify: repurposed, discard, heap, scrap, brew.

Students work individually to complete the exercise. Ask them to underline key text that supports their answers and to correct the false statements. Allow them to check answers with a partner before wholeclass feedback. Ask students to refer to the blog when giving answers.

1 2 3 4 5 6

T T F (It is a way of life for people in developing countries.) T T F (She also works with bicycle tyres.)

4 SPEAKING Give students three minutes to read the

question and make notes to refer to in the discussion. In pairs or small groups, students compare their ideas. Encourage them to develop their answers as much as possible and monitor to praise students who are making attempts to speak at length and to make note of the most interesting ideas. Listen to some of the best ideas in open class as feedback.

GRAMMAR Modal passives (review) 1 Ask students to work individually to complete the

sentences with the words in the list before looking back at the text on page 106 to check their answers. Ask students to underline the modal verb in each sentence.

Answers 1 2 3 4

remade thrown tried rescued; turned

2 Students work in pairs to answer questions 1 to 3 and then complete the rule. Check answers in open class, using sentences 1 to 4 to clarify the rule and giving further examples as required.

Answers 1 sentence 3 2 sentences 1, 2 and 4 3 We don’t know exactly but we can make the following assumptions. Sentence 1: the recycling facility; sentence 2: the owner of the items thrown away; sentence 3: people in the past; sentence 4: people who upcycle

Rule 1 be 2 have been

3 If you’re short on time, set this exercise for

homework. Read the example in open class and clarify that the agent is not included in the passive sentence. Ask students to work individually to complete the exercise. Allow them to compare answers with a partner before a whole-class check.

Answers 1 2 3 4 5 6

More information can be found on our website. New ideas might be thought up. These things should be re-used. You could have been hurt. Your bike must have been stolen. It may have been put here on purpose.

99

activity, do not interrupt the conversations unless inaccuracy hinders comprehension. Listen to some of their ideas in open class for feedback.

Fast finishers Ask students to look at Grammar Exercise 2 on page 104 and, where possible, rewrite sentences 0 to 6 using a suitable modal passive form.

Workbook page 102

Optional extension Write the following questions (or similar) on the board. Ask students to work in pairs to think of a suitable response using a modal passive. Who do you think broke your phone?

Modern life 1 Working individually, students answer the questions. Allow them to add a third option if they disagree with both of the options.

Who put this rubbish in your garden? What do you think they should have done with the criminal? Who painted this picture?

2 SPEAKING In pairs, students compare their answers to Exercise 1. Encourage them to give reasons for their answers and ask each other questions to develop conversation.

Who wrote this graffiti? Who wrote this note? Workbook page 101 and page 127

3 SPEAKING Students answer the questions in pairs or small groups. Monitor to help with vocabulary and to encourage quieter students to give their opinions. Listen to some of their answers in open class as feedback.

VOCABULARY Verbs with prefixes up and down 1 SPEAKING Books closed. As a lead-in, write up and

down on the board. Give students three minutes to work in pairs to make a list of any words or phrases containing the words. After three minutes regroup students into groups of four and have a game of ‘vocabulary tennis’. Pairs take it in turns to say a word or phrase with up or down. If a team makes a mistake or takes more than five seconds to think of a word, the other team scores a point. As feedback, elicit any examples of verbs with up and down as prefixes and write them on the board. Books open. In pairs, students read through sentences 1 to 8 and answer the questions. Check answers in open class, eliciting/giving further examples to clarify meaning where necessary. Say the words for students to repeat and check pronunciation. Point out that they are all stressed on the second syllable apart from upcycle and downsize which are stressed on the first syllable.

Optional extension In pairs students write five more multiple choice questions to ask their grandparents. Regroup students into new pairs to ask each other the questions, with the student answering the questions taking the role of a grandparent. When they have completed the questions, ask them to discuss whether they would answer the questions differently themselves.

Student’s Book pages 108–109

CULTURE

1 If there is an interactive whiteboard (IWB) available

in the classroom, this activity would best be done as a heads-up activity with the whole class. Zoom in on the pictures and nominate individuals to describe what they can see. Alternatively, students can look at pictures in their books. Ask students to work with a partner to make a list of reasons why people might want to contact tribes. Listen to some of their ideas in open class as feedback and write them on the board. If you have access to the Internet, search for some images or video clips of isolated tribes and show them in open class.

2 Give students time to read through the sentences.

Working individually, students choose the correct option for each sentence. Students compare answers with a partner before feedback in open class.

Answers 1 upgraded 2 download 3 update 4 upcycled 5 downsized 6 upload 7 downplay 8 downgraded

Fast finishers Ask students to choose three or more of the verbs and write true sentences about themselves.

3 SPEAKING Read through the questions with

students. You might like to give an example answer of your own to get them started. As these questions are difficult to answer spontaneously, give students some thinking time to make notes on their answers to the questions. Students discuss the questions in pairs or small groups. Monitor and answer any questions about vocabulary, but as this is a fluency practice

100

2 In pairs, students discuss the question. Listen to some 3

of their ideas in open class and write some on the board to refer to after Exercise 3. 2.28  Play the audio while students read and

listen to the article. Tell students not to worry if they don’t understand every word and that they should just focus on answering the question. Ask students to check their answer with a partner before feedback in open class. During feedback, refer to the ideas on the board to check which were mentioned in the text.

4 Give students a minute or two to read through the

sentences and circle the key information that they need to look out for. Students read the text again to complete the exercise. Tell them to underline information in the text that helped them answer each question. Students check answers with a partner before whole-class feedback. During feedback, ask

11 21st CENTU RY LI V I N G students to justify their answers by quoting the text they have underlined.

Answers 1 They don’t wish to make contact with the outside world. 2 Outsiders may want to take their land for resources, and may bring diseases that they have no immunity to. 3 The tribespeople had painted themselves red – perhaps because they felt threatened or wanted to display aggression. 4 They might think it is a spirit or a large bird. 5 The tribes’ territory should be protected in accordance with international law.

5 VOCABULARY Ask students to cover the definitions. Give them two minutes to find the highlighted words in the article and discuss their meanings with a partner. Students uncover the definitions to check their ideas and complete the exercise. Check answers in open class, giving further explanations to clarify meaning if necessary.

Answer

4 Ask students to read the article without the adverbs

to get a feel for the difference they make. In pairs, students discuss the question. Check answer in open class.

5 Students work individually or with a partner to

make notes on their blog post. You might like to give students an example on the IWB, using bullet points and note forms. When students have completed their plans, regroup for students to compare the type of things they have decided to include.

6 If you’re short on time, set this exercise for

homework. Ask students to write their blog post. This can be done individually or as a collaborative activity. Encourage them to organise their writing in a similar style to the example on page 109 and to use a variety of adverbs to make it interesting and involving. In a subsequent lesson, pin students’ work on the walls so that they can circulate and read each other’s descriptions and decide which is the most interesting.

1 stance 2 extinction 3 scattered 4 loggers 5 indigenous 6 defiant 7 aimed squarely 8 wiped out

6 SPEAKING In pairs or small groups, students discuss the questions. Make a note of any nice expressions in English that students use during the activity. At the end write them on the board for the whole class to copy, and praise the student who used them. Also make a note of any important errors in form and elicit corrections in open class. As feedback, ask for volunteers to report back to the class on their discussion.

WRITING A blog post 1 Read through the instructions with students. Working individually, students read the blog and complete the exercise. Check answers in open class.

Answer A✓

2 Ask: Can you think of five more ways that life in 1966

was different to life now? Divide the class into pairs for students to discuss the questions. Regroup students to compare their ideas with a different partner.

3 Elicit/clarify: willingly. Draw students’ attention to

the underlined adverbs. Working in pairs, students match the adverbs to the definitions. Check answers in open class.

Answers 1 fixedly 2 laboriously 3 reluctantly 5 readily 6 desperately

4 shrilly

Mixed-ability Ask stronger students to cover the definitions and try to guess the meaning of the adverbs before looking at the definitions to check.

101

12 HEROES Your space UNSUNG

5.1

Objectives FUNCTIONS: GRAMMAR:

expressing anticipation future perfect; future continuous (review); future in the past VOCABULARY: awards; success and failure

Student’s Book pages 110–111

READING

1 Books closed. As a lead-in, ask: Can you name 10

superheroes? Why are they called superheroes? Students discuss the questions in pairs. Listen to some of their answers in open class and write any interesting vocabulary on the board. Look at the pictures and nominate different students to describe one. If there is an interactive whiteboard (IWB) available in the classroom, the picture description would best be done as a headsup activity with the whole class. Ask students to discuss the questions with a partner. Monitor and help with vocabulary as required. Listen to some answers in open class as feedback. Have a quick show of hands to find out which of the pictures shows the biggest hero.

2 Students work in pairs or small groups and make a list. Give some examples of your own to get them started. Monitor to help with ideas if necessary.

3 Read through the instructions and elicit individuals

4

for each of the categories. Students work in pairs to complete the exercise. Clarify that they can choose different categories if they wish. As feedback, write examples from each category on the board.

2.29 Tell students they are going to read and listen to some online posts. Play the recording while students read the posts and answer the questions. Allow students to compare answers with a partner before a whole-class check.

5 Ask students to re-read the posts and match them to the titles. During feedback, ask students to refer to the parts of the posts that support their answers.

Possible answers A Kicking off for a better future B Street hopes C Learning for change

6 Elicit/clarify: plight, exile, tolerance, trauma, shanty

town, vibrant, province, tribal, illiteracy. Before reading, ask students to underline key words in the statements that they should look for in the text. Students

102

complete the exercise. Ask them to underline the part of the text which helped them decide and to compare their answers with a partner. Ask students to come to agreement on their answers before checking in open class.

Answers 1 2 3 4 5

opposition journalists in Iraq young Iraqis who participated in the initiative the favelas or shanty towns children from the favelas the Orang Rimba (Forest People)

7 SPEAKING Students discuss the questions in pairs or small groups. Encourage them to go into detail in their answers and refer to the blog when they are explaining their answers. Monitor to help with vocabulary, but do not interrupt to correct errors unless they impede communication. The aim here is to give students the opportunity to build their fluency.

Appropriate sampling 1 Books closed. To introduce this activity, ask: Do you

believe all the information you hear on the news or read in newspapers? What about statistics in news articles, for example, if you read that 80% of students love doing homework, would you believe the information? Why/ why not? Ask students to discuss the question in pairs and listen to some of their ideas in open class. Books open. Read through the introduction in open class. Students work in pairs to discuss whether the people would agree or disagree with the statement. Check answers.

2 WRITING Give students time to read the

instructions. Clarify that if they want their survey to be representative of the whole population, they should ask questions to a variety of different people. Students work in pairs to think of five different types of person (for example, a fifty-year-old policeman) and make a list of questions to ask them (for example, What does your hero do?). Monitor to help with ideas and vocabulary. When students have some ideas, regroup them with different partners to share their ideas and decide on the best questions to ask.

3 SPEAKING Working in pairs, students imagine the different answers of the people in their lists.

12 U N SU N G H ERO ES Optional extension Write the following people on the board: A 50 year-old policeman A university student A mother of three

Answers 1 2 3 4

’ll have gained will have had; ’ll have made ’ll have done; ’ll be waiting ’ll have bought; ’ll … be driving

A successful businessman An unemployed 30-year-old Divide the class into five groups. Ask students to discuss how their character would respond to some of the questions they prepared in Exercise 2. Regroup students into ABCDE groups for students to discuss some of their questions. Encourage students to remain in role and to go into detail in their arguments, trying to convince their partners that their opinion is the right one.

PRONUNCIATION

For practice of shifting word stress go to Student’s Book page 121.

Student’s Book pages 112–113

Fast finishers Ask students to choose one of the heroes in the pictures on page 110 and write sentences using the future continuous and future perfect. For example: At 3 pm I will be doing an experiment.

Optional extension Divide the class into pairs. Students take it in turns to say a time on a particular day. Their partner has to guess what their partner will be doing at that time and what they will have done previously. For example: A: 4 o’clock on Tuesday afternoon. B: I think you will be walking home. You will have finished school. A: Correct!

GRAMMAR Future perfect; future continuous (review) 1 Ask students to look at sentences 1 to 3 and cover the rule. In pairs, students decide which are examples of future perfect and which future continuous. Before students uncover the rule, ask them to work together to describe when we use the two tenses. Divide the class into pairs and ask students to complete the rule. During whole-class feedback, use the example sentences to clarify the rules. Draw a timeline to show the difference between the future perfect and future continuous. To check understanding at this point, elicit a few more examples of sentences with the future perfect and future continuous. Write some sentence stems on the board to get students started. For example: By this next time next year …, At 3 o’clock tomorrow afternoon¬… etc.

Answers 1 future perfect 2 future perfect 3 future continuous

Rule 1 present participle 2 past participle

2 If you’re short on time, set this exercise for

homework. Go through number 1 as a class, if necessary. Students complete the exercise individually and check their answers with a partner before wholeclass feedback.

Workbook page 108 and page 127

VOCABULARY Awards 1 Books closed. Write Awards on the IWB and elicit a

definition. Ask students: Have you ever won an award? If you have access to the Internet, show students a clip of an awards ceremony. Ask: What was the process before the person was given the award? Who decided this person would be given an award? How did they decide? Listen to some of their answers in open class and write any interesting words on the board. Books open. Check/clarify: honour; consideration. Ask students to work in pairs to complete the exercise. Check answers in open class. Elicit or give students example sentences to clarify meaning where necessary. Say the phrases for students to repeat and check pronunciation.

Answers 1 2 3 4 5 6 7

officially suggest suggest choice choose convince have a chance of winning reduced

2 Working individually, students choose the correct

option for each sentence. Students compare answers with a partner before feedback in open class.

Mixed-ability Stronger students can cover Exercise 1 and complete the sentences before looking back to check their answers.

103

Answers 1 put herself forward 2 is in the running 3 campaigning 4 nominated 5 shortlisted 6 voting for 7 elected

Fast finishers Ask students to work in pairs to place the expressions on a timeline from put someone forward to elect. Listen to some of their ideas in open class after feedback.

Optional extension Ask students to take turns to read out one of the definitions. Their partner has to say the word. A: to officially suggest someone B: to nominate someone Workbook page 110

SPEAKING

1 Read through the instructions and example awards in

open class. Give students time to work individually to think of more examples of awards that could be given to some of the teachers.

2 In pairs or small groups, students compare their ideas and agree on one award category.

3 Students share their ideas for awards with the rest of

the class. Write these on the board and ask students to work in pairs or small groups to decide which teacher should win each award. Hold a class vote for each award and nominate individuals to give reasons for their choices.

LISTENING 1

2.31 Books open. Ask students to work with a partner to discuss the question. Monitor and encourage students to speculate and expand on their ideas. Listen to some of their ideas in open class as feedback and write answers on the board to refer to after the audio. Play the audio for students to listen to and answer the question. Ask students to check answers with a partner before whole-class feedback.

Audio Script Track 2.31 OK, so here’s my presentation about a real-life hero. He’s from England, or rather was. It’s the inspiring story of a young man who achieved remarkable things in spite of the fact that he led a very difficult life that was also far too short. When he died, at the age of only 19, he’d managed to raise £5 million for cancer research. Here’s the story. Stephen Sutton was born in 1994 in Burntwood, a town in central England. He was a very active young person with a love of sport, in particular football and long-distance running. He achieved very good grades at school, and it was his dream to become a doctor. He’d already had interviews with Cambridge University, where he hoped to be able to study Medicine, but unfortunately he had to withdraw his application because of his own medical condition.

104

In 2010, when Stephen had just turned 16, he had the first symptoms of the illness. His father, who had defeated bowel cancer twice himself, was worried his son might have inherited the cancer gene from him. He pleaded with doctors to have Stephen scanned for cancer, but the doctors thought it was extremely unlikely that someone of Stephen’s age would have bowel cancer. Finally, at the age of 17, Stephen and his parents were told that he had terminal cancer and that he didn’t have long to live. Stephen was devastated, but he refused to feel sorry for himself. He was determined not to lose any time, and started drawing up a ‘bucket list’ of 46 things he wanted to do before he died. The first item on the list was to raise £10,000 for the Teenage Cancer Trust. The list also included things such as writing a book, doing some public speaking in front of a huge crowd of people and getting his name in the Guinness Book of World Records, as well as slightly less ambitious things such as watching a football match at Wembley Stadium. Stephen was an inspiration for other people while suffering terribly from his illness. He didn’t want to give in to the pain, and tried to enjoy the time he had left as much as possible. He never complained about his situation, bravely managing to stay positive. Stephen created his own website and blog, ‘Stephen’s story’, and it became his passion to help other people by raising money for the Teenage Cancer Trust. He inspired thousands of people to donate money to the charity, and a number of celebrities supported his cause, among them famous actors, sports professionals and politicians. In order to raise money Stephen jumped out of aeroplanes and organised all kinds of other fundraising events. He always uploaded the photos of his activities to his website, with the thumbs-up gesture that would become his trademark. Stephen died on 14 May 2014, but his legacy to help young people with cancer has lived on. As of 16 September 2014, he’d raised over £5 million from over 340,000 donors. A quote from his website, which is now maintained by his mother, says that Stephen’s story ‘has inspired hundreds of thousands of people across the world with his passion for life and will continue to make a genuine difference for as long as Stephen’s legacy continues’. The Neon Brotherhood, a band from Stephen’s hometown, even released a single inspired by his heroic life, Hope Ain’t a Bad Thing, which went to number two in the British top ten. OK, that’s my talk. I hope that you have found this story as inspiring as I have and I would now …

2

2.31 This exercise is closely modelled on Listening Part 2 of the Cambridge English: Advanced exam. Ask students to read the questions and attempt to answer them based on their first listening. Play the audio for students to listen and check their answers. Ask students to compare answers with a partner before whole-class feedback.

Answers 1 2 3 4 5 6 7 8

Medicine cancer gene feel sorry (bucket) list public speaking politicians website heroic

12 U N SU N G H ERO ES

VOCABULARY

Student’s Book pages 114–115

Success and failure 1 Working in pairs, students match the sentence halves

READING

before referring back to the text to check their answers. Allow them to use dictionaries to confirm answers if necessary. Check answers in open class, but do not discuss meaning of the expressions. Ask students to complete the table with the expressions. Re-create the table on the board for completion during whole-class feedback. Say the expressions for students to repeat and check pronunciation.

Answers 1 a

2 h

3 f

4 d

5 g

6 c

7 b

8 e

Succeed

Fail

Neither

fulfil an ambition

(one’s plans) fall through

be recognised as

overcome adversity

fail spectacularly

pursue one’s dreams

pull off a victory

give up on one’s dreams

1 A recording of this text is available with your digital

resources. Books closed. As a lead-in, ask: Can you think of five reasons why people would write a letter? Students work with a partner to make a list. Listen to some of their ideas in open class. Ask: Why might somebody write a letter to a magazine? Nominate individuals to give answers. Books open. Tell students they are going to read a magazine column that prints letters that thank people. Remind them it is not important to understand every word, but to focus on answering the question. Set a two-minute time limit to encourage them to read the article quickly. Students compare their answer with a partner before checking in open class.

Answers the young mother who wrote the second text; she wanted to thank the nurse for saving her son’s life.

2 Give students time to read the questions. Check/

Fast finishers Ask students to close their books and write as many of the collocations from Exercise 1 as they can remember before opening their books to check.

2 SPEAKING Students discuss the questions in pairs

or small groups. Monitor and answer any questions about vocabulary, but as this is a fluency practice activity, do not interrupt the conversations unless inaccuracy hinders comprehension. If you want to give students extended speaking practice, ask them to repeat the exercise with a different partner. They will then have an opportunity to improve their answers from the first attempt and should be motivated by clearer, more fluent answers. Listen to some of their ideas in open class for feedback.

3 WRITING Read through the instructions in open

class. Give an example answer of your own to get them started. Working individually, students write a diary entry including at least three of the expressions from Exercise 1. Monitor to help with any difficulties and to ensure students are using expressions correctly. When students have completed their diary entries, divide the class into small groups for students to read each other’s diary entries.

Optional extension In pairs, students take turns to make a statement. Their partner has to use one of the expressions in response. For example, A: I’ve just had a story published. I’ve been writing all my life and I’ve always wanted to have a story published. B: So you’ve fulfilled your ambition. A: That’s right! Workbook page 110

clarify: choke; spat out. Encourage students to underline the key information in the questions that they will be looking for in the text. Students read the text in more detail to answer the questions. Suggest that they underline the parts of the text that helped them find their answers. Students check their answers with a partner before whole-class feedback. During feedback, ask individuals to refer to the parts of the text that support their answers.

Answers 1 2 3 4 5

because he thought he had failed his GCSE exams He decided to go back to school and work harder. She had a cold. a sweet She thought she would be made fun of for not having a bus ticket. 6 One of the boys who she thought was laughing at her paid her fare.

3 ROLE PLAY Divide the class into pairs for students to complete the exercise. Monitor to encourage students to remain in character and add detail to their discussions. In order to make conversations sound more authentic, ask students to repeat their conversations with either the same partner or a new partner.

GRAMMAR Future in the past 1 In pairs, students read the sentences from the article

and complete the rule. During whole-class feedback, refer to Exercise 1 and further examples of your own to clarify the answers. To check understanding of these uses of comparatives, say some sentences, some of which are grammatically incorrect, and ask students to decide if they are correct or incorrect. For example, I was sure that they

105

would win the game. (correct), I thought he would going to pass the exam (incorrect).

Rule 1 going to

2 would 3 was

4 wasn’t 5 would

2 If necessary, do the first one as a group to clarify

the task. Students work individually to complete the exercise before checking with a partner. Refer them to the rule to help them decide on the answers. Check answers in open class.

Answers 1 2 3 4 5 6

would; be was going to be wouldn’t be able/wasn’t going to be able were going to meet would/was going to was going to be/would be

Fast finishers Ask students to change the ‘was going to’ forms in the sentences from affirmative to negative (or negative to affirmative) and make any other necessary changes to the sentences so that they make sense.

3 If you’re short on time, set this exercise for homework. Go through the example in open class. Students complete the exercise individually and check their answers with a partner before whole-class feedback. During feedback, ask check questions to clarify understanding. For example: Did Martin get home early? Why not?

Answers 1 She wasn’t going to leave the country, but then it became too dangerous to stay. 2 He thought he would teach the children to read and write but he hadn’t really thought it through. / He was going to teach the children to read and write but he hadn’t really thought it through. 3 They were going to use football to give the boys more confidence, but then they decided to set up basketball teams instead. 4 She was going to set up a charity to promote the values of tolerance and unity, but so far she hasn’t been able to do so. 5 They said they would offer free healthcare to children, but then it became clear that the government had other priorities. / They said they were going to offer free healthcare to children, but then it became clear that the government had other priorities.

 

SPEAKING

Give students time to read through the instructions and example dialogue. Nominate two individuals to read through the dialogue in open class. In pairs, students complete the exercise. Monitor to make sure students are using was going to and would correctly and to make a note of any interesting dialogues to refer to during feedback. As whole-class feedback, listen to some of the dialogues in open class.

Helping others 1 As an introduction, say to students: I helped a man. Elicit questions from students: e.g. Who; Where, etc. until students have heard the whole story. Ask students to read through sentences 1 to 4 and make notes of their answers. Monitor to help with vocabulary and ideas as necessary.

2 SPEAKING Divide the class into small groups for

students to compare their answers. Monitor, but avoid error correction unless errors really hinder comprehension. The focus of this task is on fluency, not on practice of structures or lexis. Make a note of any nice expressions in English that students use during the activity and write them on the board at the end of the exercise for the whole class to copy. Praise the students who used the expressions, as giving positive feedback will encourage students to be more adventurous in similar communication tasks.

Optional extension Write the following on the board: Choose a member of the class who needed help. What was the problem? Choose another member of the class who helped. What did he/ she do? How did they feel afterwards? In pairs, students make notes on the questions. Encourage them to go into detail and to make their stories as interesting/exciting as possible. Monitor to help with vocabulary if necessary. Regroup into groups of four. Students take turns to tell their stories, then vote on which is the best story.

Optional extension Do a teacher–student role play. Ask students to write sentences containing mistakes with future in the past forms. Students pass their sentences to a partner. The partner has to act as the teacher, explain the problems with the sentences and elicit the correct answer from the student. Workbook page 109 and page 127

106

Be aware of common errors related to the future in the past. Go to Get it right! on Student’s Book page 126.

As feedback, listen to the best stories in open class and have a class vote to decide who was the most heroic.

12 U N SU N G H ERO ES Student’s Book pages 116–117

PHOTOSTORY: EPISODE 4 Lost and found 1 Tell students they are going to read and listen to

another story about a group of students. If you are using an IWB, project the images onto the board and ask students to close their books. Ask students to look at the photos and read the questions. Ask them to guess answers to the questions, if possible. Write their ideas on the board.

2

Answers 1 2 3 4 5 6

for ages do you fancy What’s not to like How … is that the question is How should I know

Answers

FUNCTIONS

1 on a bus in the city centre 2 an envelope 3 money

Expressing anticipation 1 Books open. Read through the questions and answers.

2.32 Play the audio for students to listen and

check their answers from Exercise 1. During wholeclass feedback, refer to students’ ideas on the board. Who guessed correctly?

3 Ask students what they think happens next. Ask

4

for students to repeat. Check pronunciation and intonation and ask individuals to repeat them again if necessary.

them to brainstorm possible endings for the story. Students work in groups, with one student in each group acting as secretary and taking notes. During whole-class feedback, write students’ ideas on the board to refer back to once they have watched the video. Don’t give away answers at this stage. Play the video for students to watch and check their answers. During whole-class feedback, refer to students’ ideas on the board. Who guessed correctly? EP4 Play the video for students to watch and

check their answers. During whole-class feedback, refer to students’ ideas on the board. Who guessed correctly?

5 Give students time to read through the questions. In pairs, students discuss the questions. Check answers in open class.

Answers 1 2 3 4 5

to the police station They are told to take it to the bus station. They have to wait half an hour to speak to someone. They decide to get a taxi to the show. He discovers that he’s left his wallet on the bus.

PHRASES FOR FLUENCY

1 Ask students to locate expressions 1 to 6 in the story

on page 116 and underline them. To encourage speed-reading, you could do this as a race and ask students to find the expressions as quickly as possible. Ask students to compare their answers with a partner and before whole-class feedback.

Answers 1 Jack 2 Isabelle 5 Isabelle 6 Jack

3 Isabelle

4 Jack

2 Read through 1 to 6 with students. Ask them to work in pairs and change the underlined expressions. During feedback, point out the use of question marks and exclamation marks and say the expressions

Ask students to work with a partner to look back at the photostory and complete the exercise. Check answers in open class.

Answers 1 c

2 b

3 c

4 a

5 a

6 c

2 In pairs, students complete the exercise. Regroup

students and ask them to compare their ideas with a new partner. To extend the discussion, tell students they get a point each time they use one of the phrases in their discussion.

WordWise Expressions with in 1 Books closed. As a lead-in, write in on the board and

ask students to give different examples of its use in open class. Write any correct examples on the board. Books open. Ask students to work with a partner and complete the exercise. During whole-class feedback, elicit or explain the meaning of the six phrases and give further examples as necessary to clarify meaning.

Answers 1 2 3 4 5 6

in the public eye in particular in mind in spite of in the circumstances in no time

2 Students work individually to choose the correct

options. Encourage them to refer to the sentences in Exercise 1 to help them choose the correct phrase. Students compare answers with a partner before whole-class feedback. During whole-class feedback, work on pronunciation and intonation of the sentences.

Answers 1 the circumstances 2 the public eye 3 spite of 4 mind 5 particular 6 no time Workbook page 111

107

WRITING

Read through the instructions with students. Students choose a topic and make notes in preparation for writing their entry for the column. This can be done as a collaborative writing task with students working together to complete the exercise. Monitor and help with any difficulties. If you are short on time, students can do the preparation in class, and complete the writing at home. They should organise their work to follow a similar format to the examples on page 114. When they have finished, divide the class into small groups and ask students to read each other’s entries.

Student’s Book pages 118–119

READING AND USE OF ENGLISH 1

Answers 1 D 2 B 3 A 9 B 10 A

4 E

5 D

6 C

7 A

8 C

Workbook page 115

TEST YOURSELF UNITS 11 & 12 VOCABULARY 1

Answers 1 steam 2 nominate 3 update 4 tongue 5 failed 6 temper 7 upgraded 8 put 9 vote 10 through

GRAMMAR 2

Answers 1 had 2 has 3 can 4 must 5 will 6 would

3 Answers 1 My dad dyes has his hair dyed at the barber’s. 2 Police say the fire may have been caused deliberately. 3 The song got was written by all of the members of the band. 4 They will be have been together for 20 years in August. 5 They’ve just won the cup. Fans would will be singing and dancing in the streets all night. 6 For a few scary moments, I thought I am was going to die.

108

FUNCTIONAL LANGUAGE 4

Answers 1 2 3 4

time; can’t easy; calm dying; forward skin; get

PRONUNCIATION

PRONUNCIATION Answers

UNIT 1

1 Girls /ɡ/ are especially /ʃ/ in danger /dʒ/ of not getting /ɡ/ the necessary /s/ hours of sleep. 2 Experts agree /ɡ/ that sleep and exercise /s/ are beneficial /ʃ/ for your health. 3 The causes /k/ of their anti-social /ʃ/ sleeping habits are biological /dʒ/, /k/.

Intonation: showing emotions Aim: Students recognise and practise conveying meaning by matching the words they say with the intonation to express their feelings.

1

1.07 Ask students to listen to the sentences and say which speaker sounds angry (A), cheerful (C), disappointed (D), enthusiastic (E), puzzled (P) or sympathetic (S).

2

2 S

1.10 Students listen to the recording and repeat. Then they practise with a partner.

EXTRA INFORMATION

Answers 1 A

2

3 P

4 E

5 D

1.07 Students listen again and repeat. They take turns saying the sentences with a partner.

EXTRA INFORMATION Explain to your students that our feelings are conveyed not just by the words we choose but by the intonation we use. Students need to be aware that sounding bored, for example, will send the message that you don’t really want to continue the conversation. This can be a problem for speakers of languages where the intonation range is not as wide as in English and may mean that a problem won’t be solved. You may wish to explain that even native speakers will sometimes use the wrong intonation, or ‘tone of voice’, and alienate their audience in doing so. It is good to practise expressing our emotions in an honest way while respecting the other person’s feelings.

UNIT 2 Different ways of pronouncing c and g Aim: To help students learn some of the phonemic symbols and to increase their awareness of the different possible pronunciations of the letters c (/k/, /s/ or /ʃ/) and g (/ɡ/, /dʒ/ or /ʒ/). 2 Write the words cat, city, artificial, go and age on the board, underlining the letters as shown. Elicit the pronunciation of these words. Write the phonemic script next to each word: /k/ cat; /s/ city; /ʃ/ artificial; /ɡ/ go; /dʒ/ age. Students read the sentences, paying attention to the pronunciation of the letters c and g, and write the correct phoneme after each word.

This pronunciation focus has two purposes: a) to help students recognise and practise the different pronunciations produced by these consonants and b) to expose students to the international phonetic alphabet (IPA) in a non-threatening way by presenting just five options to choose from. Also, three of the five symbols are the same as letters of the alphabet: /k/, /s/ and /ɡ/. The rule is that the letter i, e or y after c gives the letter a soft sound. To keep the hard /k/ we substitute c with the letter k e.g. kite, use qu e.g. antique or add a u after the c e.g. biscuit. This is the same for the letter g, e.g. general, giraffe, gym and guitar, although there are exceptions e.g. get.

UNIT 3 Unstressed words in connected speech Aim: Students practise saying conditional phrases, identifying the weak forms of the unstressed words. 1.15 Students listen to the dialogue. Ask students 1 to say what they notice about the highlighted words. (They’re all unstressed.) 2 Ask students what types of word are unstressed. Answer: auxiliaries, pronouns, prepositions and articles. Note: Most of the unstressed words contain the schwa /ǝ/, but sometimes unstressed words and syllables are pronounced with the /ɪ/ phoneme. Examples here are be (in the phrases I don’t think we’d be friends now and we wouldn’t be married now) and the (‘the (y) accident’), we, she, it and if. 1.15 Students listen to the recording and repeat. 3 Then they practise the dialogue with a partner.

109

EXTRA INFORMATION To provide extra speaking practice, isolate some of the phrases with weak forms and ask students to say them while they clap on the stressed words in the phrase. More work on unstressed words and syllables pronounced with the /ɪ/ phoneme is covered in the pronunciation focus for Unit 9 of this course. You may want to ask students to identify the two mixed conditional sentences in the dialogue. They are: If someone had crashed into my car, I don’t think we’d be friends now and If it hadn’t been for that accident, we wouldn’t be married now!

UNIT 4 Telling jokes: pacing, pausing and punchlines Aim: Students practise telling part of a joke, recognising that they need to set the pace and pause in the right places – including just before the punchline (i.e. the point of the joke). 1.21 Explain that when telling jokes it’s 1 important to say them in a way that holds the listener’s attention. Ask students to listen to and read the extract, paying attention to the pace (speed).

Answer P indicates where pauses take place.

2

1.21 Students take turns saying the extract with a partner. Ask if anyone would like to tell a joke in English to the class.

This is because we are already starting to pronounce the word that comes after it. 2 Students say the linked words, paying attention to the way the last sound is lost in anticipation of the first sound in the word that follows.

EXTRA INFORMATION Elision is a common phonological process which occurs when the mouth and vocal cords start to form the beginning sounds of the next word before the last sound has been completed. An example from the text is first man; the /t/ is dropped as the lips prepare for the /m/ sound in man. Students may tend to pronounce entire words as if they were in isolation, which will make them sound stilted. However, the main purpose of this activity is to help with comprehension of spoken English. Knowing about elision helps language learners to understand connected speech better by anticipating dropped phonemes between words.

UNIT 6 Modal stress and meaning Aim: Students identify and practise how stressing or not stressing modal verbs changes the speaker’s intention and meaning. 1.30 Students read and listen to the sentences. 1 They write S for stressed and U for unstressed in the boxes.

Answers 1 a) S b) U 2 a) U b) S 3 a) S b) U

EXTRA INFORMATION Telling jokes is an art form some of your students may have mastered. Ask if any students would like to tell a joke in English, or get students in pairs to write a joke (they could retell a joke they know or make one up using the three jokes in the SB as a model). Those who wish to, can tell their jokes to the class. You might like to suggest they practise their pacing and pausing before their performance. The same rules apply to storytelling, so you could ask students to write a short, true story about themselves, putting in markers (S and P) to show where they would change the pace and where they would pause. Students may like to tell their stories to the class or you could record them. Ask students why pacing is important (to keep the audience listening) and why we pause just before the punchline (to create tension and to prepare our audience so they’re listening a little bit harder). Ask students to recite the jokes without the correct pace or pausing. They could then discuss how this changes the effect of the joke (i.e. it’s not as funny or impactful).

UNIT 5 Connected speech feature: elision Aim: Students identify examples of elision. In normal speech, the consonant sound at the end of one word may disappear, e.g. cardboard boxes (the /d/ sound is lost). 1.25 Students listen to the recording, paying 1 attention to the highlighted words. Point out that the final sound in the first word is ‘lost’ or ‘swallowed’.

110

2 Ask: How does stressing or not stressing the modal verbs affect the meaning of each sentence?

Answer We stress the modal verb (rather than the main verb) when we want to emphasise uncertainty.

3

1.30 Students listen to the recording and repeat. Then they practise with a partner.

EXTRA INFORMATION Stressing the modal very often means we’re unsure or doubtful, whereas if we think the fact is true, we stress the verb that follows it. Ask students to write their own modal sentences and try stressing them in different ways. This is a fun way to make the importance of stressed and unstressed modals meaningful and personal.

UNIT 7 Connected speech feature: assimilation Aim: Students recognise and practise assimilation: the consonant phonemes at the ends and beginnings of linked words merge to create a new sound. 2.05 Explain that our mouths are already making 1 the shape of the next word before we finish saying the first word. This is especially noticeable when two consonants join two words. Students read and listen to the sentences.

PRONUNCIATION Answers Sometimes a new sound is pronounced when making the transition. In ‘London Bridge’ and ‘woman band’, the /m/ replaces the /n/; in ‘meditation class’ and ‘green car’ the /n/ sound is replaced by the /ŋ/ phoneme. This is because the /ŋ/ sound is made in the same place in the throat as the following sound /k/ in the word ‘class’.

2 Students say the linked words, paying attention to the shapes of their mouths and tongue placement (manner of articulation) when saying them.

EXTRA INFORMATION Assimilation is a common phonological process which occurs when the mouth and vocal cords start to form the beginning sounds of the next word before the last sound has been completed. Some students find it difficult to hear the sound changes but it can be fun to practise them. Write the linked words on the board: London buildings, green book, brown bird (intrusive /m/); green car, brown car, common cold, Persian cat (intrusive /ŋ/). There are other linked words which merge to produce a new phoneme. Other examples of assimilation include meet you /tʃ/ and did you /dʒ/, which have been covered in a previous level. Students are likely to find this activity difficult. Assure them that, although they will practise saying the phrases, this is an awareness-building exercise which aims to help them understand native speakers better.

UNIT 8 Stress in multi-syllable words Aim: Students find the main stress in multi-syllable words and practise saying them. 2.09 Students listen to and read the sentences, 1 underlining all the words with four or more syllables. They then say the words and draw a box over the stressed syllable in the words they have underlined.

Answers There are 9 words. 4 syllables: fundamental, exclusively, accuracy, enormously, contribution, recognition; 5 syllables: anticipated, communications; 6 syllables: incomprehensible.

2

2.09 Students listen to the recording and

repeat (or use the shadow reading technique – see paragraph four, below). Then they practise with a partner.

EXTRA INFORMATION Sometimes it can be difficult to hear the stressed syllable in long words. Ask your students to stress each syllable in turn as they say the word, listening to their pronunciation until they say it in a way that ‘feels right’. They will be surprised at how often they can recognise the main stress. Multi-syllable words also have secondary stress. This will never fall on suffixes or prefixes and once the main stress has been established, the secondary stress will often come naturally. If your students have trouble finding the main and secondary stress, give them practice looking it up in the dictionary. The main stress is indicated with a stroke above the word and the secondary stress is marked with a stroke below it (e.g. comˌmuniˈcation). Instead of asking students to listen and repeat, use the shadow reading technique. Students speak at the same time as they listen, trying to say the sentences in time with the recording. This is a great way to practise features of connected speech and is also lots of fun.

UNIT 9 Unstressed syllables and words: the /ɪ/ phoneme

Aim: Students identify and practise saying words and syllables where the short /ɪ/ phoneme is used in unstressed syllables in words instead of the schwa /ǝ/. 2.13 Students read and listen. Ask them if 1 they can hear the short /ɪ/ vowel phoneme in the unstressed syllables of the highlighted words. Explain that sometimes, instead of the schwa /ǝ/, we use the /ɪ/ phoneme in unstressed words and syllables. 2.13 Students listen to the recording and repeat. 2 Then they practise with a partner.

EXTRA INFORMATION In some cases, it’s obvious when the short /ɪ/ phoneme is used in unstressed syllables and words: e.g. It’s in the kitchen. But the word kitchen also contains two short /ɪ/ phonemes: /ˈkɪtʃɪn/. The /ɪ/ phoneme in unstressed syllables is often (but not always) written with the letter e. The phoneme is found in all regular past tense words and plurals where an extra syllable is added, e.g. planted /ˈplɑːntɪd/, buses /ˈbʌsɪz/. When the syllable is unstressed, words ending in -ice or -ine are pronounced /ɪs/ e.g. ˈjustice / poˈlice or /ɪn/ e.g. iˈmagine / magaˈzine. The short /ɪ/ phoneme is also found in unstressed syllables he, she, me and we. Before some long vowel sounds, the is pronounced /ðɪ/ e.g. She’s got a job at the architects in town. /ʃɪz ˈɡɒtǝ ˈdʒɒb ǝt ðɪ ˈɑːˌkɪˌtekts ɪn tɑʊn/.

111

UNIT 10

EXTRA INFORMATION

Lexical and non-lexical fillers Aim: Students recognise lexical and non-lexical fillers and practise using them to make their speaking sound more natural and to give themselves time to organise their thoughts while they’re talking. 2.20 Students listen to the extract from the 1 listening on page 95, paying attention to the words in blue on page 121. 2 Ask students to tell you what fillers are, why we use them and which fillers are actual words and which are ‘utterances’ (i.e. not words).

Answer Fillers are usually used to give us time to think. The words and utterances are specific to each language and should be learned and used. Words: like, I mean, kind of; utterances: er, mm, hmm, um.

2

2.20  Students listen to the recording and repeat. Then they practise with a partner.

EXTRA INFORMATION Fillers in conversation can also be used to invite the other person to speak, for example, I can’t decide between the red or green bag … ummmm … The pause caused by the filler allows the other person to give an opinion. Some filler phrases, such as you know what I mean? invite a response (even if it’s non-verbal, such as nodding) from the listener and aim to keep the other person involved in the conversation. Some non-lexical fillers contain quite a bit of meaning: oooh (to show interest or surprise), uh-huh (yes) and uh-uh (no). We use hmmm … to show we’re thinking or deciding what our answer will be, whereas um and er are simply used to buy time while we think about what we are going to say next. Some people use fillers more often than others – too many non-lexical fillers make a person sound indecisive or withdrawn.

It’s important for students to be aware that our meaning is conveyed not just by the words we use but also through our intonation. Students need to be aware that using the wrong tone of voice could have the opposite effect, making someone angrier (or more upset) when the intention was to give support and calm them down. For further practice, you could ask students to write dialogues in pairs, where one student has a problem and the other is giving advice and trying to calm them down. Students practise their role plays and then present them to the class without their notes. Remind them that their tone of voice will be just as important as what they say!

UNIT 12 Shifting word stress Aim: Students recognise and practise saying words where the difference between the verb and noun is a matter of which syllable is stressed, e.g. refund (n) and refund (v). 2.30  Ask students to listen to the recording, 1 paying attention to the stress in the words that are the same. They will note that sometimes the stress falls on the first syllable and sometimes on the second. 2 Elicit that nouns are stressed on the first syllable and verbs on the second. 2.30  Students listen to the recording and repeat. 3 Then they practise with a partner.

EXTRA INFORMATION Note that this pronunciation point comes directly from the first line of Train to Think: Appropriate sampling in this unit of the Student’s Book: In order to reach a relevant and informed conclusion about something, it’s important to conduct research. In the WB students will be asked to identify the nouns and verbs from context and then decide which syllable is stressed.

UNIT 11 Intonation: mean what you say Aim: Students identify and practise using a positive tone of voice to convey meaning and to participate in constructive dialogue. 2.27  Students listen and tick the sentences where 1 the intonation is appropriate and cross those where the speaker’s tone of voice is not likely to have the intended effect.

Answers 1a) ✗ angry b) ✓; 2a) ✗ bored/apathetic 3a) ✓ b) ✗ too cheerfully

2

b) ✓;

2.27  Students listen to the recording of the sentences where the tone of voice is appropriate and repeat. Then they practise with a partner.

112

GE T IT RIGHT! UNIT 1 Habits in the present Focus: Students at this level often use use(d) to when talking about present habits.

Books closed. Write these two sentences on the board: 1 The teacher gives us homework on Monday, Tuesday, Wednesday, Thursday and Friday. 2 The teacher is always giving us homework. Elicit/explain that there are various ways that we can talk about present habits. Possible answers: The teacher tends to give us homework every day. The teacher will give us homework every day. The teacher usually gives us homework every day. Now write: The teacher uses to give us homework every day. and elicit why this is incorrect. Answer: Because we only use used to to talk about past habits not present ones. Books open. Do the example together in open class and ask students to complete the rest of the exercise in pairs. 1 People tend to/will often form close relationships with friends they have most in common with. 2 My older brother is always teasing me. It’s so annoying! 3 My sister often gets on my nerves as she will borrow/tends to borrow/is always borrowing my clothes without asking. 4 Jenny says that her biology teacher is always picking on her. It makes her quite upset. 5 Annoyingly, my best friend tends to act rather selfcentredly so we sometimes fall out. 6 Elderly people will often have/tend to have traditional values.

UNIT 2 would rather

1 Would you rather have a siesta now or go to bed early tonight? 2 Teenagers need more sleep than adults. 3 I’d rather I wasn’t such a light sleeper. I tend to wake up several times during the night. 4 Tom’s girlfriend has been complaining that Tom’s tiredness has made him grumpy and forgetful. Tom would rather not annoy his girlfriend so he’s decided to get more sleep. 5 Some dreams have more meaning than others. 6 Kate would rather take a nap now than later.

UNIT 3 Conditionals Focus: Students at this level often make mistakes with the position of would in conditional sentences.

Books closed. Write these two sentences on the board: 1 If I would have the money, I’d buy a new phone. 2 If I had the money, I’d buy a new phone. Elicit which sentence is correct (the second one). Elicit/ clarify that in conditional sentences would is never used in the if part of the sentence. Books open. Focus students on the example sentences on page 123, here showing examples of the third conditional. Again elicit why the second sentence is incorrect. Ask students to complete the exercise individually and then compare answers in pairs before you check as a class. 1 ✓ 2 The car wouldn’t have broken down if you had had it serviced. 3 We would be rich now if we had won the lottery. 4 ✓ 5 John would really have been pushing his luck if he’d asked Sam to help him. 6 If the photographer hadn’t photographed the heron, he would have missed the woodpecker flying past.

Focus: Students at this level often make mistakes with would rather.

Books open. Focus students on the example sentences on page 122 and elicit why the second sentence for each example is incorrect. Remind students that to talk about preference, rather is always used with would and that we use either would prefer or would rather but never prefer and rather together. Do the example together in open class and ask students to complete the rest of the exercise in pairs.

UNIT 4 Cleft sentences Focus: Students at this level often avoid using or make mistakes with cleft sentences.

Books closed. Write these prompts on the board and ask students to work in pairs and complete them any way they can: 1 What … is … 2 It’s … that; 3 All …

113

Books open. Explain that sentences 1–6 on page 123 are all correct but that they can be made more emphatic by using one of the structures on the board. Do the example together in open class and ask students to complete the rest of the exercise in pairs. 1 What often makes us laugh is the misfortune of others. 2 It’s the actions of just two members of the team that have made us all a laughing stock. 3 What made Ollie laugh his head off was his teacher playing air guitar to a rock song. 4 What they don’t understand is that we will have the last laugh. 5 All Simon said was that the show was hilarious. 6 It’s no secret that many people enjoy watching funny videos on YouTube. / It’s not a secret that many people enjoy watching funny videos on YouTube.

UNIT 5 Gerunds and participles Focus: Students at this level sometimes make mistakes when using gerunds or participles.

Books closed. Write the following sentences on the board. 1 Singing quietly, she walked down the street. 2 Having finished her work, he put on his coat and left. 3 Left alone, Jack decided to read. Then elicit/clarify the difference between sentences 1 & 2 and 3. (1 and 2 contain present participles – singing and having finished, while sentence 3 contains a past participle – left.) Explain that we use present participles when they are the subject of the clause and past participles in passive clauses. Books open. Ask students to complete the exercise individually and then compare answers in pairs before you check as a class. 1 Jumping out of her chair, she said, ‘Let’s go!’ 2 Discovered in time, a lot of serious illnesses can be cured. 3 Caught outside in the thunderstorm, we ran for shelter under some trees. 4 Seen from far away, the mountain path didn’t look that long. 5 All this noise is making me confused. 6 The new stuntman is a real daredevil compared with the last one.

UNIT 6 Modals Focus: Students at this level often confuse modals, especially will and would.

Books open. Focus students on the example sentences on page 124 and elicit why the second sentence in each example is incorrect (hope + will because this has a future meaning; won’t believe because this is a first conditional). Do the example together in open class and ask students to complete the rest of the exercise in pairs.

114

1 If Jenny wears that outfit tonight, she will be the centre of attention! 2 Although I am interested in reading about celebrities, I would not describe myself as obsessed. 3 When people suffer from Celebrity Worship Syndrome, they can’t function properly in their normal lives. 4 You won’t find much difference between those two celebrities. They’re both famous for doing very little! 5 I asked if she could help me stay out of the limelight at the party. 6 You may/might be an up-and-coming child actor but you still have to do your homework!

UNIT 7 Substitution Focus: Students at this level often avoid using substitution with words such as so, neither, either, that, those, ones.

Books closed. Write on the board: I didn’t like the new film and John didn’t like the new film. Ask students if the sentence is grammatically correct (yes) and then elicit/ clarify that although it is correct, it is very repetitive. Elicit how it can be made less repetitive (by using either) and then write the new sentence on the board. I didn’t like the new film and John didn’t either. Books open. Remind students of the other words which can be used for substitution and look at the examples. Do the example on page 124 together in open class and ask students to complete the rest of the exercise in pairs. Check answers in open class. 1 Some people find these kinds of activities fun but I’m not one of those people. 2 The survey revealed that none of the students exercised more than twice a week and neither did the teachers. 3 It brings a smile to my face when I see the delight on a baby’s face or that of a child when they eat chocolate for the first time. 4 I get shivers down my spine when I watch a horror film and so does Becca. 5 Tom doesn’t agree with people having plastic surgery for cosmetic reasons and Sally doesn’t either. 6 A Do you think I’ll lose weight if I take up running? B Yes, I think so.

UNIT 8 Relative pronouns with determiners Focus: Students at this level sometimes make mistakes with relative pronouns and determiners.

Books closed. Write on the board: About 100 students took the exam. Most of the students passed it. Ask students to join the sentences using a relative clause and elicit the answer: About 100 students took the exam, most of whom passed it. Ask students why who is not possible here (with determiners, i.e. in this case most of, we must use whom when talking about people). Books open. Focus students on the example sentences on page 124 and elicit why the second sentence is incorrect. (We use whom with determiners or when it is the object of the relative clause, and neither of these is the case in this example.) Ask students to complete the exercise individually and then compare answers in pairs before you check as a class.

GET IT RIGHT! 1 He spoke in broken English, most of which I was unable to understand. 2 As well as speech, people communicate with gestures and facial expressions, both of which can greatly aid understanding. 3 My grandad spoke a northern dialect compared to which English seemed like a different language! 4 I met several people at the party, one of whom was the most conceited person I’ve ever met! 5 Mandy might have brought her hairdryer with her, in which case I’ll borrow it from her. 6 Oliver has had many jobs but interpreting for the United Nations was the job to which he dedicated himself most.

open class and ask students to complete the rest of the exercise in pairs. 1 The politician denied having promised a reduction in student fees. 2 In the end the government agreed on a change/to make a change in the school curriculum. 3 Chloe invited Georgina to the wedding. 4 The researcher confessed to altering/ to having altered the test results in order to show a better outcome. 5 Helen suggested to me that we go ice skating. / Helen suggested that we go ice-skating. 6 My dad insisted on picking me up after the party.

UNIT 9

UNIT 11

Negative inversion

Passive with get

Focus: Students at this level often make mistakes using negative inversion.

Focus: Students at this level often make mistakes when using get in passive sentences.

Books closed. Write on the board: Never …, Little …, Not only …, Under no circumstances …, Rarely … and ask students what these are exampes of (negative and limiting adverbials). Books open. Focus students on the example sentences and ask what happens to word order when using negative adverbials (the word order follows the pattern of a question). Books open. Do the example together in open class and ask students to complete the rest of the exercise in pairs. Check answers in open class.

Books open. Focus students on the example sentences and elicit why the second sentence is incorrect. (We can only use get in passive sentences with active verbs. We can’t use it with state verbs or adjectives.) Do the example together in open class and ask students to complete the rest of the exercise in pairs.

1 Little did the defence lawyer realise that her client would be found guilty. 2 Not only did the witness give false evidence but he also committed the crime himself! 3 Rarely do people think it’s fair to be able to pay to jump a queue. 4 Under no circumstances are the children allowed to go in there – it’s where I’m keeping all their Christmas presents. 5 No sooner had the thief made a full confession than he/ she immediately retracted it. 6 On no account did the witnesses withhold evidence.

UNIT 10 Reporting verbs Focus: Students at this level often make mistakes when using reporting verbs.

Books closed. Write the following reporting verbs on the board and ask students to decide which preposition follows them. agree invite someone suggest insist congratulate someone confess agree (with/to/on); invite someone (to); suggest (to); insist (on); congratulate someone (on); confess (to) Books open. Focus students on the example sentences on page 125 and elicit why the second sentence in each example is incorrect. Do the example together in

1 ✓ 2 ✓ 3 Which road user is more liked – the cyclist or the motorist? 4 After a week at the sports camp I’m sure we’ll be exhausted by all this exercise. 5 Mrs Summers was disappointed with her son. He had promised to give her a lift to the station but he didn’t turn up. 6 The film was enjoyed by all who watched it.

UNIT 12 Future in the past Focus: Students at this level often make mistakes when using future in the past.

Books open. Focus students on the example sentences and elicit why the second sentence in each example is incorrect. (These are sentences about past events and therefore need a past form of the verb.) Do the first sentence together in open class and ask students to complete the rest of the exercise in pairs. 1 Jack and Chloe were going to eat at the Italian restaurant but they changed their minds and went to the Chinese instead. 2 ✓ 3 ✓ 4 Sally and Jim were going to go on a round-the-world trip but their plans fell through when Sally’s father fell ill. 5 If I’d known I was going to fail so spectacularly, I wouldn’t have bothered trying! 6 Did Mike really think that I would invite him to my party?

115

WO R K BOO K A NSWER K E Y Our greatest challenge

WELCOME UNIT A LESSONS IN LIFE

Exercise 1 1 worried 2 unsure 3 apprehensive 4 positive 5 feeling 6 believe

Exercise 1 1 c

2 a

3 d

4 b

Phrases for talking about the future

Exercise 2 1 Unless you promise not to tell anyone, I won’t tell you my secret. 2 You can borrow my phone provided you don’t phone Dave. 3 You can go to the party as long as you promise to be back before midnight. 4 Turn the noise down. Otherwise I’m going to call the police.

Exercise 1 I’ll never get used to texting on this phone. It took me a few months to get used to my new school. It might take you a while to get used to the new system. I’ve finally got used to getting up early on Saturdays.

SUMMING UP Exercise 1

C EMPATHISING Cheering someone up and sympathising about past situations Exercise 1

Exercise 2 A B C D

1 off to 2 about to 3 on the point of 4 likely to 5 certain

1 challenge 2 apprehensive 3 feeling 4 bet 5 right 6 about 7 doing 8 off

get used to 1 2 3 4

Exercise 1

I’ll never get used to wearing this thing. I’m still not really used to heights. I got used to eating with them when I lived in China. You get used to the noise after a while.

1 it get you down 2 shame 3 you 4 up 5 terrible 6 in there 7 dear 8 the bright side

Life’s ups and downs Exercise 1

Love and relationships

1 didn’t live up to my expectations 2 tried my hardest 3 blame 4 let her down 5 my way 6 getting in the way of

Exercise 1 4, 7, 1, 6, 5, 2, 3

Exercise 2 1–5 2–3 3–1 4–4 5–6 6–2

Exercise 2 1 got engaged 2 going out 3 started a family 4 on their first date 5 wasn’t really over 6 fallen in love

Adjectives to describe uncomfortable feelings Exercise 1

SUMMING UP

1 stuck 2 guilty 3 ashamed 5 puzzled 6 desperate

Exercise 1 5, 3, 9, 1, 7, 2, 10, 4, 6, 8

4 awkward

Exercise 2 1 ashamed 2 puzzled 3 guilty 5 desperate 6 awkward

B CHALLENGES

4 stuck

Verbs with -ing or infinitive Talking about past ability

Exercise 1 1 2 3 4 5

a a a a a

Exercise 1

to meet b meeting to call b calling saying b to say to take b taking chatting b to chat

1 d

116

4 b

5 c

6 e

Exercise 1 1 managed 2 dear 3 succeeded 4 let 5 you 6 ashamed 7 blame 8 bright

Exercise 1 2 challenge – b

3 a

SUMMING UP

Issuing and accepting a challenge 1 bet – e

2 f

3 reckon – d

4 bet – a

WORKBOOK ANSWER KEY Exercise 8

D BUT IS IT NEWS?

1 2 3 4 5 6

Hopefully I’ll get chosen for the school play. Obviously he wasn’t happy about what you said. Honestly, I don’t really care what you do. Regrettably, they sold all their best players. Admittedly, I didn’t really try very hard. Understandably, they were quite upset about their test results. 7 Surely it won’t rain again today.

Introducing news Exercise 1 1 c

2 e

3 a

4 d

5 b

Ways of speaking Exercise 1 1 recommending 2 confessing 4 introducing 5 announcing

3 complaining

Verb + noun collocations with make, take, play, do, give Exercise 1 make – a deal, a decision, money, progress, a speech take – advantage, advice, a decision, revenge play – a part do – a deal, research give – advice, money, a speech

1 make a decision 2 played; part 3 Take; advice 4 doing research 5 give/make a speech 6 make; money

Cause and effect linkers Exercise 1 2 Consequently

3 because

4 due

2 keep

3 get

4 break

5 pass

1 h

2 f

3 d

4 b

5 g

6 a

7 e

8 c

1 3 5 7

Exercise 1 7, 10, 3, 1, 5, 8, 2, 6, 9, 4

UNIT 1 BROTHERS AND SISTERS GRAMMAR Exercise 1 4 ✓

5 ✓

7 ✓

making (my) life miserable 2 have a word with make things worse 4 get on (my) nerves keep (my) eye on 6 say(ing) something (I) might regret let (me) be 8 turn the tables on

READING Exercise 1 1 youngest 2 second 3 eldest 4 second 5 middle 6 eldest/only 7 only 8 youngest

8 ✓

Exercise 2

Exercise 2 1 past 2 future 6 future 7 past

1 life 2 nerves 3 me 4 word 5 something 6 things 7 tables 8 eye

Exercise 5

SUMMING UP

3 ✓

1 unconventional 2 rebellious 3 traditional 4 respectful 5 insecure 6 self-centred

Exercise 4

Exercise 1

1 ✓

Exercise 1

Exercise 2

Sharing news 1 let

1 Hopefully, my brother and I might start to get on better now. 2 Regrettably, my new job just made things worse. 3 Honestly, if Karen doesn’t start being more respectful to her teachers she’ll get in trouble. 4 Admittedly, we don’t agree on everything, but we are still good friends. 5 Understandably, you’re very upset about his inconsiderate behaviour. 6 Obviously, the lazy students were not used to having such a demanding teacher.

VOCABULARY

Exercise 2

1 result

GET IT RIGHT!

3 present 8 present

4 past

5 present

They are (identical) twin sisters.

Exercise 3 Exercise 3 1 used to 2 would 3 would never 4 used to keep 5 tends to be 6 are always trying 7 always make 8 will always

Exercise 4 1 always taking my things 2 tends to get our names 3 will often live with 4 didn’t use to get on 5 would sometimes have

Exercise 6 1 Annoyingly 2 Honestly 3 Surely 4 hopefully 5 Admittedly

Exercise 7

3, 4, 7, 5, 2, 6, 1, 8

DEVELOPING WRITING Exercise 1 1 She’s entered a national essay writing competition. 2 Lola’s older sister. 3 Because she copes so well with her autism and tries to help others with the same condition.

Exercise 2 refers to her friend’s suggestion ✓ gives reasons for the delay in her reply ✓ enquires how her friend is ✓

1 Surely 2 Hopefully 3 Admittedly 4 Regrettably 5 Honestly 6 Understandably 7 Annoyingly 8 Obviously

117

Exercise 3 Family hero: Jennie, (my older sister) Jennie’s challenge: living with autism What Jennie wants: to help others understand the condition Examples of how she does this: spoke for 20 minutes in school assembly, works with a charity supporting children who have autistic siblings

LISTENING 04 Exercise 1

1 self-centred

2 rebellious

3 insecure

Lucy Connie

Well, all my friends wear make-up. All your friends, Lucy. You’re telling me that all your friends wear make-up? Lucy OK, not all of them but quite a lot of them do. Connie And I bet you’re prettier than all of them without a bit of make-up on you. Lucy That’s not what Daisy says. She says I need make-up to cover my freckles. Connie Then Daisy White is not a good friend because she doesn’t know that your freckles are what make you so pretty. Come on, Lucy. You need to start believing a bit more in yourself. And maybe you should think about finding a new best friend.

04 Exercise 2

1 F

2 DS

3 F

4 T

5 DS

6 T

Audio Script Track 04 Conversation 1 Connie I can’t believe it, Jasmine. Jasmine What? What have I done now? Connie You’ve drunk my coke, haven’t you? Jasmine What – the can that was in the fridge? Connie Yes, the can that was in the fridge. My can. Jasmine Sorry but I didn’t see your name on it. Connie Ha ha. Very funny. Did you ever stop to think it might belong to someone? Jasmine No. I thought Mum had bought it for me. Connie Since when has Mum ever bought us coke? You knew that was mine. Jasmine Whatever. It’s only a can of coke. Connie Yes, my coke. That’s the point. It belonged to me, but then I guess that wouldn’t really bother you. You don’t really care about how others might be feeling, do you? Jasmine Wow, someone had a bad day at school. Or did you fight with your boyfriend again? Connie You know what, Jasmine? You do get on my nerves sometimes. Conversation 2 Frank Hi, Connie. So what do you think? Connie What do you mean? Frank What do you think of this?! Connie Whoa, Frank. What have you done? Frank Um, it’s obvious, isn’t it? I’ve had my tongue pierced. Connie I can see that but what I mean is … why? Why would you ever want to do something like that? Frank I don’t know really. I thought it might be fun. Connie Fun. Fun. Tell me, have you gone completely mad? Frank No, I’ve just had my tongue pierced. It’s not exactly the end of the world. Connie Mum and Dad are going to go crazy. You do know what they think about piercings, don’t you? I mean, I didn’t even get my ears pierced until I was 14 because I wasn’t allowed before then. Frank Well, they don’t have to know, do they? Connie What! You’re going to spend the next two years with your mouth closed, are you? Come to think of it … that’s not such a bad idea. Conversation 3 Connie What’s the matter, Lucy? Are you crying? Lucy It’s alright. It’s nothing. Connie It’s not nothing. You’re upset. Come on. You can tell me. That’s what big sisters are for, after all. Lucy It’s Daisy, Daisy White. Connie Your best friend? Lucy She’s not anymore. I don’t even like her. Connie So what’s she done, Lucy? Lucy She was laughing at me because I didn’t wear any make-up to Charlotte’s party. Connie What! You must be joking. Make-up! But you’re not even 12 yet.

118

Exercise 3 1 2 3 4 5 6 7

question tag rhetorical question emphatic use of the auxiliary verb phrases such as tell me emphatic use of the auxiliary verb / question tag phrases such as you must be joking repetition of a word or phrase

DIALOGUE Exercise 1 11, 3, 9, 5, 7, 1, 8, 2, 6, 10, 4, 12

CAMBRIDGE ENGLISH: ADVANCED Exercise 1 1 used 2 own 7 will 8 how

3 For

4 new

5 least

6 of

Exercise 2 1 been 2 much 3 at 4 one 5 would 6 from 7 being 8 In

UNIT 2 SLEEP ON IT GRAMMAR Exercise 1 1 stopped 2 didn’t 3 to text 6 to turn 7 knew, did 8 had

4 was

5 said

Exercise 2 1 went 2 wasn’t/weren’t 3 had 4 stopped 5 didn’t play 6 could 7 bought 8 didn’t keep

Exercise 3 1 2 3 4 5

I wish I lived in the countryside. I’d prefer we left half an hour earlier. It’s time I had lunch. That’s why I’m so hungry! If only it would stop raining. I’d prefer to take a taxi.

Exercise 5 1 far more 2 a lot 3 more complex 5 considerably quicker

4 far bigger

WORKBOOK ANSWER KEY Exercise 6

READING

1 2 3 4 5

He is nowhere near as talented as his younger brother. The Eiffel Tower is far taller than I thought it would be. It is way cheaper to take the bus than the train. That rollercoaster is nothing like as scary as it looks. This exam is significantly more difficult than the one you did last week. 6 This situation is drastically more serious than we first thought.

GET IT RIGHT! 1 My dream was nothing like as strange as yours. / My dream was not nearly as strange as yours. / My dream was nowhere near as strange as yours. 2 Some countries don’t value the importance of sleep nearly as much as other nations. / Some countries value the importance of sleep nowhere near as much as other nations. / Some countries value the importance of sleep nothing like as much as other nations. 3 Working in this office is nowhere near as interesting as my dream job. / Working in this office is nothing like as interesting as my dream job. / Working in this office is not nearly as interesting as my dream job. 4 Nowhere near as many Japanese people take naps as the Brazilians. / Not nearly as many Japanese people take naps as the Brazilians. / Nothing like as many Japanese people take naps as the Brazilians. 5 Dream incorporation is not nearly as mysterious as it seems. / Dream incorporation is nowhere near as mysterious as it seems. / Dream incorporation is nothing like as mysterious as it seems.

VOCABULARY Exercise 1 1 g

2 a

3 b

4 h

5 c

6 e

7 d

8 f

Exercise 2 1 fall asleep 2 take a nap 3 nod off 4 lie in 5 under the covers 6 snores; loudly 7 light sleeper 8 fast asleep

Exercise 3 1 oversleep 2 enough 3 skip 4 lack 5 get

Exercise 5 1 It’s beyond my wildest dreams. 2 I’d never dream of doing something like that. 3 It’s a dream come true. 4 I need to get my beauty sleep. 5 Don’t lose sleep over it. 6 In your dreams. 7 Let me sleep on it. 8 It’s my dream job.

Exercise 6 1 It’s beyond my wildest dreams. / It’s a dream come true. / It’s my dream job. 2 I’d never dream of doing something like that. 3 don’t lose sleep over it 4 I need to get my beauty sleep. 5 Let me sleep on it. 6 In your dreams. 7 It’s beyond my wildest dreams / It’s a dream come true / It’s my dream job. 8 It’s beyond my wildest dreams / It’s a dream come true.

Exercise 1 1 50% of teenagers are getting on average 2 hours less sleep than the recommended amount. 2 Nodding off in class and poor performance in exams. 3 It can cause a weakening of the immune system, meaning you’re more likely to catch a cold or the flu; it can cause mental health issues such as depression and memory loss. 4 They have the biological excuse that their melatonin levels rise later than adults’, meaning they naturally go to bed and wake up later. 5 To start the school day 2 hours later. 6 They should take more responsibility for their own sleeping habits.

Exercise 2 B

Exercise 3 1 Gates 2 Sandberg 6 Carey

3 King

4 Franklin

5 Obama

DEVELOPING WRITING Exercise 1 a Duvet days can be for any reason, unlike sick days. b They don’t need to be booked in advance, like holidays.

Exercise 2 1 2 3 4

The principal aim … According to a recent report … We firmly believe … We strongly recommend …

LISTENING 06 Exercise 1

1 Jackie 2 – 3 Olivia 4 Bobby 06 Exercise 2

1 T

2 F

3 T

4 T

5 F

6 T

06 Exercise 3

1 moving. 2 calling a bird charity 3 get too angry with him. 4 listening to music through headphones

Audio Script Track 06 Conversation 1 Emma What’s up, Bobby? Another bad night’s sleep? Bobby Yes. Terrible. I don’t think I got to sleep much before 3 am. Emma But this is getting ridiculous. It’s every weekend. Bobby I know but I’m really not sure there’s much I can do about it. Emma You’ve spoken to the police I assume. Bobby Yes, they actually sent someone round but he decided it wasn’t too loud. Emma What? Bobby He said there was nothing he could do and that there is no law against people watching TV all night if they want. Emma But when you can hear the TV next door, then surely something’s wrong. Bobby Yeah but he couldn’t hear anything. I guess I’ve just got sensitive hearing. Emma And those things you put in your ears at night don’t work? Those earplugs? Bobby No, I don’t like the feel of them in my ears.

119

Emma

Well, you might want to consider moving. It’s not doing you any good. Bobby You might be right, unfortunately. What else can I do with such unreasonable neighbours? Conversation 2 Jackie I had such a bad night’s sleep last night. Paul Oh dear. Something on your mind, Jackie? Jackie No, no. Nothing like that. Paul The neighbour’s dogs again? Jackie No, they seem to have quietened down. Paul So what was it? Jackie It was the strangest noise I’ve ever heard. It started about 10 o’clock and then it repeated about every 5 minutes or so for the next four hours. It was a sort of low, almost haunting sound. Like a ghost. Paul Very spooky. It was probably an owl. Have you got an attic? Jackie Yes, why? Paul Well, owls often make homes in the attics of old houses. Jackie Now you say that, the sound did seem to be coming from inside the house. Paul I recommend calling a bird charity to come and have a look. If it is an owl, they might be able to re-house it for you. Jackie No way. If there’s an owl in my roof I’m keeping it there. How cool is that? Conversation 3 Olivia My brother is driving me totally mad! Megan What’s the problem, Olivia? Olivia He’s started snoring at night. Megan But I thought you slept in separate rooms. Olivia We do. But I can still hear him through the wall. Megan Well, try not to get too angry with him. He’s not doing it on purpose. Olivia I know, but what about me? I mean I’m going crazy not getting any sleep. Megan Have you tried earplugs? Olivia They’re no good. I can still hear him snoring. Megan I find that listening to music through headphones is a good way of falling asleep. Olivia That’s actually not a bad idea. I might try it.

Audio Script Track 08 Lydia Paul Lydia

Paul Lydia

Paul Lydia

Paul Lydia

Paul

Lydia

Paul

DIALOGUE Lydia

Exercise 1 4, 6, 3, 2, 1, 5

CAMBRIDGE ENGLISH: ADVANCED

Paul

Exercise 1 1 C

2 A

3 C

4 C

5 D

6 B

7 C

8 D

CONSOLIDATION UNITS 1 & 2 08 Exercise 1

She can never do well enough at school for her parents. ✓ Her parents give her younger sister more freedom. ✓ Her parents expect her to act more maturely. ✓ Her parents think she treats her younger sister badly. ✓ 08 Exercise 2

1 F

2 DS

3 T

4 T

5 DS

6 F

7 DS

8 F

I’m tired of being the eldest child. Why’s that, Lydia? Loads of reasons really. I mean first of all there’s the pressure that Mum and Dad put on me. It’s like they expect me to do really well at school. My last report, for example, I had all As expect for a C in PE, just because I hate it and they were all ‘Oh what’s this C?’ and ‘Why don’t you try harder in PE?’ No ‘Wow look at all those As. You’re doing really well.’ And to make things worse, my little sister comes home with two Cs and two Bs and they’re all like, ‘Oh well done, Lauren.’ I mean excuse me. Have you read her report? They’ve just got higher expectations for you. That’s exactly my point. I feel like they want me to achieve all the things they didn’t when they were growing up. Well, I’m sure they’re really proud of you. Well it would be nice if they told me that occasionally. And then there’s the fact that they still treat me like a kid. I’m 17 next month and I still have to be home before ten. Yeah, that’s pretty early. And Lauren is allowed out until nine. Nine! When I was 14 I used to have to be back by eight. It’s like I have to do all the fighting and then when it comes to Lauren, they decide to relax all the rules. Lauren just does what she wants. Well you’re the first child. It’s normal. Parents are always more relaxed with younger siblings. It’s the same in my family. My older brother Joe’s always fighting Mum and Dad because he thinks they’re so strict so when it comes to me and … Well it’s like they’ve run out of energy and I get away with everything. Well it’s nice that you see it that way. Lauren doesn’t sympathise with me at all. In fact she just makes things worse by crying to Mum and Dad when I’m mean to her. Of course, they always take her side and never want to listen to anything I say. It’s because I’m the oldest I have to be the most responsible and walk away from any problems with Lauren. That’s just like me and Joe. My mum and dad are really unfair to him. He gets into so much trouble when he fights with me, even if it’s completely my fault, which it usually is. See, Paul. You’ve got a really good perspective on things. You sound like a really good younger brother. So do you defend Joe sometimes and tell your mum and dad they’ve got it wrong? What! Are you crazy, Lydia? I might see things as they really are but I wouldn’t be mad enough to point that out to Mum and Dad.

Exercise 3 1 I honestly don’t know why I said that. / Honestly, I don’t know why I said that. 2 If only we didn’t have to go to school today. 3 Surely that was/That was surely the worst game of football ever played. 4 It’s far quicker to walk there than to take the car. 5 My brother is always trying to get me in trouble. 6 I’d prefer to take a break and finish this tomorrow. 7 The test was nowhere near as difficult as I thought it would be. 8 We used to be friends until he started going out with my sister.

Exercise 4 1 g

120

2 d

3 a

4 h

5 b

6 f

7 c

8 e

WORKBOOK ANSWER KEY Exercise 5

VOCABULARY

1 outgoing 2 rebellious 3 insecure 5 traditional 6 demanding

4 self-centred

Exercise 1 1

Exercise 6 4

1 Tell me 2 did you 3 light 4 always taking 5 consider getting 6 self-centred

Exercise 7

5

1 Because we spend around a third of our lives in them. 2 PlayStation, BOSE sound system, Blu-ray player, plasma TV screen. 3 Around £560,000 more expensive. 4 It uses a very strong magnetic field. 5 A solid oak, four poster bed with elegant carvings. 6 Some builders found it when renovating a hotel in Chester and left it in the yard, where a man from a local auction house later collected it. The bed was bought at auction by Ian Coulson, who later found out, after DNA testing, that the bed had belonged to King Henry VII.

UNIT 3 LUCKY BREAKS GRAMMAR 2 c

3 h

4 a

5 b

6 d

7 e

8 g

P

3

P

T

O

U

U

O

L

B R O K

E

E

D

L

N

E 6

S

7

T O O D

U R N 8

T A

K

E

N

D

Exercise 3 1 bad 2 pushing 7 have 8 Better

1 wouldn’t, hadn’t 2 had, would, wouldn’t 3 had, wouldn’t 4 was/were, would 5 wouldn’t, hadn’t 6 weren’t, wouldn’t 7 would, were 8 wouldn’t, had

Exercise 3

3 just

4 in

5 bring

6 beginner’s

Exercise 4 1 –6

2 –4

3 –3

4 –7

5 –2

6 –5

7 –8

Exercise 5

hadn’t spent, would be 2 wouldn’t be, had woken was/were, would’ve gone 4 wouldn’t have, hadn’t fallen had accepted, would be 6 wouldn’t need, had studied would feel, had forgotten 8 hadn’t missed, would be

Exercise 5

1 just over 2 go over 3 all over again 4 overall 5 all over 6 fall over

READING Exercise 1

1 unless / if / otherwise 2 Suppose / Imagine / As long as 3 suppose / unless / otherwise 4 Unless / If / Otherwise 5 as long as / unless / provided that 6 Imagine / Provided that / Suppose

Exercise 6 1 unless 2 as long as 3 Suppose 5 otherwise 6 if 7 provided that

T E

1 breaks down 2 turned out 3 take on 4 stepped in 5 pull up 6 stands out 7 took up 8 turned up

Exercise 2

1 3 5 7

2

Exercise 2

Exercise 1 1 f

S

4 Imagine

Exercise 7 1 You can come in after 11 pm as long as you tell the porter when you leave. 2 You mustn’t leave your bicycle on the lawn unless you are going out immediately. 3 You can have a wakeup call in the morning if you tell the night porter. 4 You can use the kitchen provided that you leave it clean and tidy. 5 Keep your key safe. Otherwise you might get locked out. 6 Please don’t use the college phone unless it is an emergency.

GET IT RIGHT! 1 Unless you play the lottery, you don’t have a chance of winning it! 2 ✓ 3 Jack’s going to miss the beginning of the film unless he turns up in the next 2 minutes. 4 ✓ 5 Sarah never travels on a Friday unless she absolutely has to.

1 Amanda got her break into acting when another actress broke her leg. 2 Amanda had learned all the lines during the rehearsals. 3 Jason’s dad took a taxi but he arrived late because it got stuck in a traffic jam. 4 Jason’s dad was happy that he missed the plane because it crashed. 5 Janine had to swerve off the road because another motorist was driving recklessly. 6 A man in another car stopped to make sure that Janine was all right.

Exercise 2 All of the wheel nuts had come off except for one.

Exercise 3 1 2 3 4 5

No, he was working as a teacher. No, he was happy to go. No, the car belonged to Dudi’s friend. No, he didn’t pay much attention to the noises. No, they stopped because the truck was hurtling down the hill towards them. 6 No, five wheel nuts had come off one wheel.

121

DEVELOPING WRITING Exercise 1 A 2

B 4

C 3

D 1

Paul

Nicky Paul

Exercise 2 1 She had saved up for them for a long time and thinks she looks really cool in them. 2 She felt miserable. 3 She realised when she recognised the bus driver. 4 She was surprised and happy.

1 to get to the point; to cut a long story short 2 My heart sank!; I don’t think I’ve ever felt so miserable in my life.; I was speechless, and over the moon.

LISTENING 10 Exercise 1

2 –1

3 –2

10 Exercise 2

1 are only available 2 a bit tight 3 luck and knowledge 4 choose their own 5 wet and muddy 6 just over twenty

Audio Script Track 10 Conversation 1 Julie Well, that really is just my luck. Mark What’s the matter, Julie? Something wrong with your tablet? Julie No, I’m trying to buy a train ticket online. I’m going to London for the day on Friday. I need to get to London around ten, so leaving here no later than nine. And the cheap tickets … Mark … are only available after nine o’clock. Julie Got it in one, Mark. Mark Are you sure you can’t get there a little later? Let me have a look. Hey, look, here, this train leaves at ten past nine and gets to London at nine fifty-five. And it’s a cheaper ticket. There you go – problem solved! Julie Not really, Mark. It’s a bit tight. I mean, 9.55? Knowing my luck it’ll get in late and I’ll miss my interview. Mark Oh – an interview? Really? Tell me more! Conversation 2 Jamie Ha, ha, ha! That is so wrong! This guy doesn’t know any of the answers, he’s absolutely hopeless. Sally I don’t know why you watch this, Jamie, it’s awful. The presenter’s horrible and the whole programme is just, well, it’s really stupid. Spinning that wheel and everything. Jamie No, Sally, I like it. They spin the wheel to get a topic, then they answer the question. Nice mixture of luck and knowledge. I mean, quizzes always have luck involved in them, don’t they? Sally Well, I suppose so. But I prefer Mastermind, you know, the one where the contestants get to choose their own subject, at least for the first set of questions. Jamie Yeah, that’s right, but it’s too serious. And the winner only gets a glass trophy – here they can win some money. Sally Well maybe you should go on it, Jamie. Answer some questions and win some money. What have you got to lose? Conversation 3 Paul I’ve had a really bad day today, Nicky. Seems like everything’s gone wrong. Nicky What happened?

122

Paul Nicky

Exercise 3

1 –3

Nicky

Paul

Well the first thing was when I was on my way to school, I tripped and fell over. I dropped my bag and all my books and papers fell out and went all over the place. Oh, Paul, bad luck! But you managed to get everything? Yeah, I did. But it had been raining, the ground was really wet and some of my stuff got wet and muddy – including that book I’d borrowed from Alexandra, The Kingdom Games. She’ll be furious when she sees the state it’s in. Why don’t you buy another copy of the book for her and replace it? I would but it’s dead expensive, it’s just over twenty pounds, I haven’t got that kind of money. Well, you’re in luck, Paul. I saw that book in a charity shop yesterday, and it’s only four pounds fifty! Seriously? Wow, that’s the best news I’ve had for a long time.

DIALOGUE Exercise 1 5, 3, 1, 7, 4, 2, 8, 6

PHRASES FOR FLUENCY Exercise 1 1 assuming 2 that is 3 after all 4 now and again 5 What have you got to lose? 6 We’ll sort something out.

Exercise 2 1 What have you got to lose? 2 assuming 3 that is 4 now and again 5 We’ll sort something out. 6 after all

CAMBRIDGE ENGLISH: ADVANCED 11 Exercise 1

1 B

2 C

3 A

4 B

5 B

6 A

Audio Script Track 11 You will hear three different extracts. For questions 1 to 6, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract. Extract 1. You hear two friends discussing how they did in a Geography examination. Daniel Hi, Maggie. Wow, that was a tough exam. Maggie You’re not wrong about that, Daniel. I was really hoping that there’d be one question at least about the Andes Mountains, but no such luck – all we got was the Alps. Mr Arkwright told us to expect the Alps – I guess I should’ve listened to him. As it was, I had to answer the question about the Great Lakes in Canada, and I’m not sure how well I did on that one. Daniel Well, you know, you’re right, our teacher was pretty smart with that tip! I revised the Alps because of what he said, but even so, it was a hard question, wasn’t it? Maggie I don’t know, I didn’t even attempt to answer it! But you know, even though it was a tough exam with some really tricky questions, you’d have to say it was pretty fair overall. Daniel Really? There was absolutely nothing about China and the rivers, and that was part of the syllabus, we spent about a month studying all that stuff! Maggie Yeah but you can’t really complain, Daniel. I mean, the idea is to find out how well we have studied the whole syllabus, not just some bits of it. Daniel I suppose so. But it’s just my luck that the things I’m really good at didn’t come up. Maggie Well I’m sure you didn’t mess it up entirely, you’re good at this stuff and you write well so I’m sure the

WORKBOOK ANSWER KEY

Daniel

examiners are going to give you a good mark, no matter how badly you think you’ve done. You know, Maggie, you’re always the best when it comes to keeping my spirits up. I’m so lucky to have you as a friend!

Extract 2. You hear two people talking about a car accident involving the man’s sister. Mel John Mel John

Mel John

Mel John

Mel John Mel John

Hi, John. What’s up? You don’t look so well. I’ve just got back from the hospital. My sister was in a pretty serious car accident this afternoon. Oh no! I’m so sorry to hear that! Is she OK? Well, yes, it didn’t look too good at the beginning, I mean when they first got her to the hospital, but the staff were brilliant and now she seems to be stable. They’re keeping her under observation and it looks like she’ll be there for at least a week, but fingers crossed, she’ll be all right. Yes, fingers crossed. But what happened? Well I’m not a hundred per cent sure, I mean, I wasn’t there at the time, but from what I understand, she was driving along just outside town when there was a motorbike that suddenly pulled out in front of her from a side street. She had to swerve to avoid him, and there was a car coming the other way, so they crashed. And it doesn’t look like she was speeding or anything, nor the other car. That’s horrendous. She could have been killed, by the sound of it. Well, that’s right, but fortunately it didn’t turn out like that. As luck would have it, there was another car driving along the same road that witnessed the accident, and the driver immediately phoned for help and so an ambulance got there very quickly, otherwise … well, I don’t like to think. They found her unconscious. And the driver of the other car? He was in luck. Well, not in one sense, of course, but apparently he walked away completely unharmed. Well, I hope everything goes well for your sister. Please let me know how she’s getting on. I will – thank you.

Extract 3. You hear two people talking about photographs of wild animals and birds. Gillie Jake! How was your holiday? Jake Hi, Gillie. It was brilliant. You know I’m a photography freak, right? I got some great shots of animals and birds. Botswana’s such a fantastic place for wildlife photography. Would you like to see some of them? Gillie Absolutely! Are those your pictures on your tablet? Jake Yep. Just a moment … right, here we go. First one. Oh right. This is of an eagle that I saw sitting on a branch at the top of a tree near our lodge. It’s called an African Fish Eagle, it’s quite rare to see it so close up, so, you know, I got a bit lucky, but the best bit was actually getting the shot. I clicked and seconds later the bird upped and flew away!! Gillie It’s so beautiful. And the photo’s fantastic – how do you do that? Jake Well it’s a matter of having the right equipment, I mean, when I was there, I walked around all the time with a big 400 millimetre lens on my camera, you know, just in case I got lucky and spotted something. Gillie But I’m sure it’s more than that, isn’t it? I mean, you have to know how to take photographs, right? Angles and stuff. And you have to know about … what is it, apertures and exposures? Jake Yes, that kind of thing. But you know, after a while, you get to know how to do it, it’s a matter of equipment together with a lot of practice, and well, sometimes it’s luck too. I mean, lots of times I see something and I don’t have a lot of time to think, I just click and hope! But other photos … like this one here,

Gillie

this is a butterfly that I saw, I had to sit and wait for about twenty minutes before it landed on this flower and I could get the shot. Jake, this is amazing … !

UNIT 4 LAUGHTER IS THE BEST MEDICINE GRAMMAR Exercise 1 1 All 2 all 3 It’s 8 what 9 It’s

4 it’s

5 What

6 All

7 all

Exercise 2 1 2 3 4 5

What I like is a joke with a good punchline. It’s Brian who’s good at telling jokes, not his brother. It’s you who wastes your time playing on your computer. All she was saying was that you should take a break. All Dave wants for lunch is a sandwich.

Exercise 3 1 a b 2 a b 3 a b 4 a b

What you need to say is ‘sorry’. It’s you who needs to say ‘sorry’. It was my dad who forgot the punchline. What my dad forgot was the punchline. What I don’t understand is why she said ‘no’. It’s why she said ‘no’ that I don’t understand. It’s cold showers that I hate more than anything. What I hate more than anything is cold showers.

Exercise 4 A – 3, 7 B – 6, 8 C – 1, 5 D – 2, 4

Exercise 5 1 2 3 4 5 6 7 8

This is undeniably the best day of my life. I have certainly made the best decision of my life. I am undoubtedly the happiest man on the planet. It’s essentially what I’ve always wanted to do. I definitely can’t wait to get started. It is literally the job of my dreams. A chocolate taster! I mean it’s utterly amazing. And this company absolutely makes the best chocolates there are.

GET IT RIGHT! 1 It’s the release of endorphins that makes us feel good when we laugh. 2 It’s his sense of humour that I don’t get. 3 It’s us who will have the last laugh when we win the tournament. 4 It’s him that is undoubtedly the best comedian in the country at the moment. 5 It’s them who will be laughing on the other side of their faces when their teacher finds out.

VOCABULARY Exercise 1 1 h

2 e

3 g

4 f

5 a

6 d

7 b

8 c

9 i

Exercise 2 How good is your sense of humour? 1 get 2 prank; at 3 punchline 4 giggles; find

Exercise 3 1 laughing 2 laughing 3 laughed 4 laughing 5 Joking 6 joke 7 laughing 8 laugh

123

READING

12 Exercise 2

Exercise 1 1 F

2 F

3 T

4 T

5 F

6 T

Exercise 2 Stress reduction, muscle exercise, releasing endorphins and reducing cortisol, increase of cells that attack viruses and tumours.

B 1

C 5

D 6

E 4

DEVELOPING WRITING Exercise 1 the actors ✓ the soundtrack ✓

Exercise 2 Suggested answers: no one would be entirely / totally surprised if it went on for a few more; This cosy, nerdy male world is turned absolutely / entirely / totally upside down when the beautiful Penny moves in across the hall from Leonard and Sheldon; Neither is the ‘opposites attract’ idea absolutely / utterly / entirely / totally / unquestionably original; But then the show isn’t really trying to utterly / entirely / essentially / literally / totally redefine the genre; What The Big Bang Theory undeniably / clearly / unquestionably / definitely delivers so well are clever storylines; One character in particular has undeniably / clearly / undoubtedly / unquestionably / definitely / certainly helped transform the show into such a global hit; Sheldon has clearly / undoubtedly / unquestionably / definitely / certainly become a firm favourite with fans; I absolutely / definitely / certainly must admit that it took me a while to get into The Big Bang Theory; But I’m entirely / definitely / certainly happy I stuck with it

Exercise 3 1 How many series the show has run for, and comparisons with other shows. 2 To accommodate readers who may not have seen the show. 3 To provide background information about the show. 4 The show’s basic ‘boy meets girl’ premise and the ‘opposites attract’ idea. 5 The storylines, the script and the characters. 6 The characters face the same challenges we face in our own lives.

LISTENING 12 Exercise 1

1 A towel. 2 All animals. 3 HIJKLMNO; That’s what you told me yesterday. You said it’s H to O. 4 Ouch.

124

Because Carl had to explain it to her. That they don’t have the same sense of humour. Hearing old jokes that they’d forgotten about. He gets them online. Her homework. Because the joke is good and her mum’s jokes usually aren’t. He has a reputation for telling terrible jokes. He’s okay now. He woke up.

Audio Script Track 12

Exercise 3 A 2

1 2 3 4 5 6 7 8

Conversation 1 Carl What gets wetter the more it dries? Lidia I’m sorry? Carl I said, what gets wetter the more it dries? It’s a joke. Lidia Oh, you could have told me. Um, I don’t know. What gets wetter the more it dries? You tell me. Carl A towel. Lidia What? Carl A towel. Lidia Yes, I heard what you said. I just don’t get it. Carl You use a towel to dry yourself and as you use it, the towel gets wetter. Lidia Oh. I see. Carl And that’s it. It’s not funny? Lidia Not really, no. I mean it might have been funny but when you explained it to me it just lost its funniness, I suppose. Carl You know what? Let’s just forget it. You obviously don’t have the same sense of humour as me. Conversation 2 Dad 1 The great thing about having young children is that you get to hear all those jokes again that you’d completely forgotten about. Dad 2 I know exactly what you mean. Nat spends all day reading terrible jokes online and then telling me them over the dinner table. Dad 1 What was that one Liam told me the other day? Oh yes, ‘What animal can jump higher than the Eiffel Tower?’ Dad 2 I’ve not come across that one yet. I’ve no idea. Tell me. Dad 1 All animals. Dad 2 All animals, why? Dad 1 Because the Eiffel Tower can’t jump. Dad 2 Ha ha, very funny. I’ll have to tell that one to Nat. He’ll love it. Conversation 3 Susie Mum, can you help me with my homework? Mum What is it? Susie Chemistry. Mum I’ll try, but only if I can tell you a joke first. Susie Really, Mum? Mum It’s very quick. Susie Go on then. Mum OK, so the teacher asks little Kevin, ‘What’s the chemical formula for water?’ ‘Easy,’ little Kevin says, ‘It’s HIJKLMNO.’ ‘What on Earth are you talking about?’ asks his teacher. ‘But that’s what you told me yesterday. You said it’s H to O.’ Susie That’s a good one. I’m going to tell that to Mr Owens tomorrow. Mum See, sometimes mums do know a few funny jokes. Susie Okay, okay, Mum. Don’t get carried away. Conversation 4 Pam Hey there, Jim. Got any jokes for me today? Jim I’m sorry, Pam, but I don’t think I have. Pam What! How am I supposed to start my day without one of your terrible jokes?

WORKBOOK ANSWER KEY Jim Pam Jim Pam Jim Pam

OK, let me think. What about ‘Have you heard about the kidnapping at school?’ ‘He’s okay now. He woke up.’ You told me that one yesterday. Did I? My memory’s terrible. OK, how about, ‘What did the man say when he walked into a bar?’ That one I don’t know. What did he say? Ouch. Ouch. Of course. I like that. I must remember that one.

Presenter Dave

Exercise 3 1 don’t get it 2 very funny 3 a good one 4 must remember

DIALOGUE Exercise 1 5, 3, 1, 9, 7, 4, 8, 10, 6, 2

CAMBRIDGE ENGLISH: ADVANCED Presenter 14 Exercise 1

1 C

2 A

3 C

4 C

5 C

6 C

Paula

Audio Script Track 14 You will hear an interview in which two comedians called Paula Owens and Dave Sharp are talking about their work. For questions 1 to 6, choose the answer (A, B, C or D) which fits best according to what you hear. Presenter

Paula

Presenter Paula

Presenter Paula

Paula. I’d like to start with you. How does someone suddenly decide that they want to make a career out of making others laugh? By accident in my case I think. I mean I never set out thinking I wanted to be a comedian. It just kind of happened. My family had always said I made them laugh and I was a bit of a clown at school, which probably explains why I left with hardly any qualifications. Anyway one day a friend of mine persuaded me to enter into a local talent show. She already had some material but was too shy to get on stage so I agreed to do it. She was someone who’d always made me laugh so the idea of being able to work with her was really attractive. So we sat down together and worked on the material and I added some jokes of my own. The next thing I knew, I was standing in front of 50 people staring at me with blank faces. It was terrifying. But it was either sink or swim so I started flapping my arms about frantically to see which it would be. So which was it? Did you sink or swim? Um, difficult to say. It’s tough when you’re new on the scene because people have no idea who you are and audiences can be quite mean and shout things out to make your life more difficult. You’d like to think that they’re there wanting to be on your side and laugh but unfortunately it doesn’t seem to be that way. But if you can survive, eventually they seem to start liking you. It becomes a lot easier when they know what to expect. And how did you feel after that first show? I felt a mixture of emotions. I felt awful because it hadn’t been a great success but at the same time those few laughs I did get made me feel great. I must admit that when I left the stage I thought it would be my one and only performance. But to my great surprise, the theatre manager came up to me and told me I had real potential and asked me to come back and perform at one of his regular comedy evenings. I genuinely think that if it hadn’t been for him I would have left it at that. He was

Dave

Presenter Paula

Dave

Presenter

great and gave me tips on how to change my delivery and deal with audiences. He really filled me with confidence. Dave, can I bring you in here? How were your early experiences of comedy? Well, like Paula it wasn’t really something I’d ever really thought about doing. But I had always enjoyed acting and while I was at university I got involved in a drama group and did a few plays. One time we did a comedy and I realised that I loved making the audience laugh so I started to wonder if I could make them laugh, just me and some jokes. I have to be honest here and say I’ve always been very confident so I wasn’t particularly nervous about giving it a go, plus all the experience of acting meant I was no stranger to being on stage. So I put myself forward to do a show at the student union club, thinking it would be easy. I couldn’t have been further from the truth. It was a complete disaster. But thankfully I have a terrible memory because two weeks later there I was again. And this time it was a bit better. So what does it take to be a comedian? I mean more than just being funny? You need to be extraordinarily thick skinned. You need the skin of an elephant because people are going to say bad things about you, they are going to shout out when you’re on stage but if you can learn to deal with that, you should be OK. It also helps to have a good friend you can try your jokes out on, someone who’s not scared to tell you when you’re not funny. And finally you need incredible amounts of energy. It’s exhausting doing a live show. I’m not sure I’d entirely agree with that. Yes, it is exhausting but I tend to find that the reaction I get from the audience boosts my energy and after a show I’m ready to go out partying. However, you are right about not being too sensitive. Some of the things I’ve had shouted at me have been terrible, but I just ignore it. And finally, what are you both looking forward to in the future? I’d love it if I could really make a career out of this and still be making people laugh when I’m 70. Hopefully my fans will age with me and still find me funny. I’d really like to get back into the acting side of things. If I can do both and become a comedy actor then I’ll be really happy. I’d still like to do stand-up too though. So, yes, a long and successful career please. That will do fine. Well I wish you both the very best and thank you once again for being here with us today.

CONSOLIDATION UNITS 3 & 4 15 Exercise 1

Order of mention: 1 Rosie’s school bus breaks down. 2 Rosie revises for her test. 3 Rosie finds out that the headmaster is teaching her class. 4 Rosie forgets her packed lunch. 5 Rosie gets injured. 6 Rosie misses the school bus. 7 Rosie is locked out of the house. 8 Rosie’s phone runs out of battery. 9 Rosie tries to have a hot bath.

125

15 Exercise 2

Chronological order: 1 Rosie revises for her test. 2 Rosie forgets her packed lunch. 3 Rosie’s school bus breaks down. 4 Rosie finds out that the headmaster is teaching her class. 5 Rosie’s phone runs out of battery. 6 Rosie gets injured. 7 Rosie misses the school bus. 8 Rosie is locked out of the house. 9 Rosie tries to have a hot bath.

Audio Script Track 15 Rosie Well, thank goodness today’s nearly over. Dad Been one of those days, has it? Rosie It’s probably been the unluckiest day of my life. Dad That bad, eh? So what’s gone wrong? Rosie Do you really want to know? Dad Sure. Rosie OK, so it all started when the school bus broke down and I had to walk the last two miles to school, which of course, meant I was late and as we had a test first lesson, it meant I’d have had less time to do it. So I was getting in a real panic. But when I got to school and walked into the classroom it turned out that our teacher was ill and the test had been postponed until next week. Dad Well that’s not bad luck, is it? Rosie No, it’s terrible luck because I’d spent all last night revising and I was completely ready for it. Now I’ve got to do it all again. Dad Oh dear. Rosie And to make things worse, Mr Newsome, the headmaster, was standing in for our teacher so we had the most boring lesson I’ve ever had to sit through. Dad So how was the rest of school? Rosie Well, it just got worse. At lunchtime I realised I’d left my packed lunch at home. Dad Yes, I saw that on the counter in the kitchen. Rosie And I didn’t have any money to buy any food so I basically starved the whole day. And of course, after lunch it was PE so I had to run about on a tennis court for an hour absolutely starving. Then I got whacked in the eye by a tennis ball. Look. Dad Yes, it does look a bit red. Rosie Well it really hurt. It really did. Not that any of my friends gave me any sympathy. They just thought it was really funny. Anyway after school I missed the bus so I had to walk home and because I was so late back Mum had gone out to collect Liam from football so no one was in and I had to wait outside for 20 minutes. Dad Why didn’t you phone your mum? I’m sure she’d have come and collected you from school. Rosie Oh, did I forget to say? My phone ran out of battery at lunchtime. Dad Well, at least you’re home now. Why don’t you have a nice hot bath and relax a bit before bed. Rosie I would. But there’s no hot water so I’ve got to wait half an hour for it to warm up.

Exercise 4 1 luck 6 luck

2 laugh 3 joke 7 luck 8 joke

4 luck

5 joke

Exercise 5 1 e

2 b

3 g

4 h

5 f

6 a

7 d

8 c

Exercise 6 13, 3, 9, 5, 1, 11, 7, 12, 4, 10, 6, 2, 8

Exercise 7 1 To attempt to find out what makes us laugh and why. 2 They were asked to submit their favourite joke, answer a questionnaire and rate jokes sent in by others. 3 Many Europeans preferred surreal jokes, but Englishspeaking countries preferred word-play. 4 The time of day and day of the month during which a joke was found funniest, the perfect length for a joke and the funniest animal in jokes.

UNIT 5 THRILL SEEKERS GRAMMAR Exercise 1 4, 5, 8, 9, 12

Exercise 2 1 Motivated 2 Paragliding 3 Going 4 Inspired 5 Trained 6 Watching 7 Climbing 8 Surrounded

Exercise 3 1 climbing 2 Falling 3 breaking 4 Watched 5 taken 6 Phoning 7 interviewed 8 Having

Exercise 4 1 Having watched the video lots of times, he knows what happens. 2 Having been scuba diving, she’d now like to try deep sea diving. 3 Having enjoyed caving in Wales, he wants to do it again. 4 Having worked as a stuntman in films, he’s used to performing dangerous stunts. 5 Having never been keen on heights, she doesn’t think she can do a bungee jump.

Exercise 5 1 Having trained for six months, I was ready to run the marathon. 2 Watching the video reminded me of the parachute jump. 3 Having climbed Mount Kilimanjaro, he was ready to climb Mount Everest. 4 Being afraid of heights, she couldn’t look down. 5 Having been trained by an Olympic athlete, he was strong and fit enough to trek across the desert. 6 Having done a bungee jump before, she wasn’t worried.

Exercise 6 Exercise 3 1 2 3 4 5 6 7 8

If John hadn’t bought a new tablet, he’d have some money. Unless we leave now, we’ll miss the train. All I liked about the party was the food. If I liked seafood, I would have eaten something at the restaurant. If you don’t invite Sara to your party, she’ll be really upset. What I find most annoying about travelling is waiting for hours in airports. It’s Henry you need to talk to about the mess. Provided you promise not to tell anyone, I’ll tell you my secret.

126

1 After practising on an indoor climbing wall, I was ready to climb outdoors. / Since practising on an indoor climbing wall, I’ve been ready to climb outdoors. 2 After signing up for a parachute jump, he wasn’t able to sleep. / Since signing up for a parachute jump, he hasn’t been able to sleep. 3 After learning her daughter had won the marathon, she was very proud. 4 After breaking his leg he didn’t do any more climbing. / Since breaking his leg he hasn’t done any more climbing.

WORKBOOK ANSWER KEY 5 After doing her first parachute jump, she did three more jumps for charity. / Since doing her first parachute jump, she has done three more jumps for charity. 6 While watching a film set in the Alps, she decided to join a climbing club. / After watching a film set in the Alps, she decided to join a climbing club. / Since watching a film set in the Alps, she has decided to join a climbing club. / On watching a film set in the Alps, she decided to join a climbing club. 7 After seeing his friend was afraid, he climbed back up to help him. / On seeing his friend was afraid, he climbed back up to help him.

Exercise 7 1 blow 2 laughing 3 shining 4 beating 5 falling 6 grip

GET IT RIGHT! 1 Having minimised the risks, the film director decided to go ahead with the stunt. 2 Making his point loud and clear, the teacher told them that they wouldn’t pass the exam unless they revised. 3 Having painted Megan’s bedroom, they then bought new furniture for it. 4 Having agreed with us initially, she then told us that she wouldn’t do it. 5 Hearing Dan sing made his mother very proud. / Hearing Dan sing, his mother felt very proud. 6 Having done one bungee jump Sam now can’t wait to do another!

VOCABULARY Exercise 1 1 e

2 c

3 a

4 b

5 d

Exercise 2 1 stunt 2 risk-taker 3 death-defying 4 gets a kick out of 5 minimises the risk 6 audacious 7 assessed the risk 8 daredevil

Exercise 3 1 get a kick out of 2 stunt 3 death-defying 4 daredevil 5 audacious 6 assess the risk

Exercise 5 1 making a lot of noise 2 peace and quiet 3 keep quiet 4 a loudmouth 5 loud and clear 6 For crying out loud

READING Exercise 1 1 2 3 4 5

paraglide She went on all the adult rollercoasters at Disneyland. To sign up for their own paragliding adventures. Jump from an aircraft at 2,400 metres. Tower Bridge, the London Eye, Nelson’s Column and the Eiffel Tower. 6 The Queen.

DEVELOPING WRITING Exercise 1 1 Motivated 2 arriving 3 having been given 4 fitting 5 Knowing 6 Feeling 7 Having relaxed 8 landing 9 watching 10 Having experienced

Exercise 2 A 2

Exercise 3 1 kayaked over 2 the deadliest hike 3 1,524 metres 4 a harness 5 ride a lift / ride the lift / take the lift 6 going on rollercoasters

C 1

Exercise 3 1 2 3 4

To raise money for the new school science lab. In June. A jumpsuit and the tandem parachute harness. Knowing that she was securely attached to an experienced instructor. 5 As she waited for her turn to jump out of the plane. 6 Her friends. 7 It was one of the greatest experiences of her life.

LISTENING 17 Exercise 1

a The age of the woman who first attempted to go over the waterfall in a barrel. b The height of the frozen waterfall. c The speed of the water flowing over the waterfall. 17 Exercise 2

1 2 3 4 5 6

They climbed up Niagara Falls when it was frozen. They have gone over the falls in a barrel. She thinks they are very brave. He thinks they are crazy. It took Will about an hour and Sarah a lot longer. He thinks the best thing is seeing the photographs of the ice falls. 17 Exercise 3

1 I’d go along with that; The way I see it 2 OK, point taken; True; That’s not how I see it 3 I hadn’t thought of that; Well, to my mind; Yes, I suppose you’re right

Audio Script Track 17 Tony Jane Tony Jane Tony Jane Tony Jane Tony Jane

Exercise 2 B

B 3

Tony Jane Tony Jane

You’re very quiet, Jane. What are you reading? Anything interesting? Yeah. It’s an article about Will Gadd and Sarah Hueniken who climbed up Niagara Falls in January 2015. What? How do you climb up a waterfall? It was frozen. There are some amazing pictures on the website. Here, look. Wow. They’re cool. Apparently 15 people have gone down the Falls in a barrel but Will and Sarah are the first to climb up it. Did they survive? Who? Will and Sarah? No, the people who went down the waterfall in a barrel. Not all, five of them died. The first attempt was in 1901. She was a 63-year-old school teacher called Annie Taylor. She survived but she did say that no one should do that ever again. I’d go along with that. You’d be mad to throw yourself over a waterfall in a barrel. The way I see it, you’ve got to live a bit dangerously. You’ve got to try things. You’re not thinking of doing something crazy are you? No, of course not. But I think Will and Sarah have done something amazing. They’ve climbed a 45 metre-high frozen waterfall.

127

Tony Jane Tony Jane

Tony

Jane

Tony Jane Tony Jane

OK, point taken. That’s a pretty cool achievement. To come up with an idea like that. Then to plan it and organise it. Then to actually do it. That’s awesome. True. However, I still think you have to be a little crazy to do something like that. That’s not how I see it. I think they’re incredibly brave. They’re very experienced ice climbers. They knew what they were doing. I don’t accept that. I mean, listen to this. It says here that the ice was very unstable and that there was 150,000 tons of water flowing over the top every minute at speeds of nearly 100 kph. It made the ice wall shake and it was very hard to hold on. That doesn’t sound good. Anyway, how long did it take them to do the climb? It took Will about an hour but it took Sarah a lot longer. I’m surprised they got permission from the authorities in the first place. I hadn’t thought of that. How long did it take to get permission? It took them a year. Well, to my mind, the best thing about it is getting to see these beautiful photographs of the ice falls. Yes, I suppose you’re right. It’s great that we get to share the view with Will and Sarah.

DIALOGUE

GET IT RIGHT! 1 Do you think you could do that for me? I’d be very grateful. 2 That actress won’t be invited on the chat show, surely? She’s a has-been! 3 He would definitely try and keep a low profile if it meant he could keep the paparazzi away. 4 I can’t imagine that any celebrity would ever wish to disappear without a trace. 5 Perhaps Julie should see a doctor about her total fixation on the royal family. It’s not healthy. 6 If Simon wants to keep his friends he shouldn’t / mustn’t keep boring them with details of his celebrity obsession.

VOCABULARY Exercise 1 1 stalking 2 object of affection 3 addicted 4 fascination with 5 fixated on 6 idol 7 centre of attention 8 worshipped

Exercise 2 disappear without a trace A-list keep a low profile follow on Twitter has-been one to watch out for be in the limelight up-and-coming

Exercise 3

Exercise 1 1 I can’t wait to hear all about it.; How come? You’re a brilliant actress. 2 Oh no, here we go.; You’re turning into a couch potato. 3 I did go to sleep really late last night.; You know what I mean.

1 up-and-coming 2 one to watch out for 3 in the limelight 4 A-list 5 follow; on Twitter 6 disappeared without a trace 7 has-been 8 keeps a low profile

Exercise 5 1 f

CAMBRIDGE ENGLISH: ADVANCED Exercise 1 1 C

2 A

3 d

4 b

5 c

6 e

READING Exercise 1

3 B

4 D

5 B

6 A

UNIT 6 FOLLOWERS GRAMMAR Exercise 1 1 GT 9 GT

2 a

2 GT 10 P

3 F

4 F

5 GT

6 P

7 GT

8 GT

1 Due to the high media coverage of celebrities a visitor to Earth might assume that these people are the leaders. 2 The white wedding dress. 3 The rise of the media and therefore easier access to them. 4 Because of the decline in large families and close-knit communities. 5 They are extroverts who enjoy socialising in large groups. 6 An obsession which can include illegal practices such as stalking.

Exercise 2

Exercise 2

A selfie.

1 will 2 can 3 might 4 won’t 5 could 6 might not 7 can 8 mightn’t

Exercise 3 Exercise 3

1 F

2 DS

3 T

4 T

5 DS

6 DS

7 F

8 T

1 won’t 2 can 3 could 4 will 5 might

DEVELOPING WRITING

Exercise 5 1 f

2 h

3 j

4 a

5 i

6 b

7 c

8 d

9 e

10 g

Exercise 6 1 S

128

2 E

3 R

4 A

5 E

6 S

7 A

8 A

9 R

Exercise 1 Suggested answer: The writer would like to be famous as long as his private life would remain his own.

WORKBOOK ANSWER KEY Exercise 2 Suggested answers: 1 more and more people becoming famous and for how long 2 wealth booking a table at the fanciest restaurants or getting tickets to the top sporting occasions having the knowledge that you have achieved remarkable things and earned the respect of the public and your peers 3 always being in the public eye this gets tiring 4 talk about what I would like to be famous for and how famous I would like to be

Exercise 3 1 2 3 4

others – people who are famous for longer it – being famous these – the luxuries that fame can offer these – cases of people becoming famous without really doing anything 5 those – people who are famous for longer 6 this – always being in the public eye 7 This – being recognised by others working in your field but not known to the majority of other people

DIALOGUE

LISTENING

Exercise 1

19 Exercise 1

1 Stan

2 –

3 Anna

4 Shelley

19 Exercise 2

1 B

2 A

3 B

Conversation 3 Gill Are you still working, Anna? Anna Yes, I need to get this history project finished. Gill But I thought that wasn’t until next week. You’ve got the whole weekend to work on it if you want. Anna I know, but I want to get a really good mark for it. Gill But you said we could go and play tennis this afternoon. Anna I know. I won’t be more than an hour. Gill Another hour! Anna You’re not complaining are you? It’s not all little sisters who’d agree to hang out with their big sisters on a Saturday. Gill School work. It’s always school work. It’s not normal at your age, you know. Anna Come on, Gill. Give me a break. Gill But I hate to think how much time you spend doing homework each week. There are other things girls your age can do. When I was 13 I was … Anna I know, I know. You’ve told me a thousand times. But I’m not you. And I like school work. Gill Sometimes I wonder if we really are related. I really do.

4 C

5 C

6 B

Audio Script Track 19 Conversation 1 Stan So, I’d better get going. Lana Where to, Stan? Stan Band practice, of course. Lana But didn’t you have band practice last night? Stan Yeah. And we’ve got it tomorrow too. But I’m free the night after that. Lana But it’s always band practice. Haven’t you got anything else to do with your time? Stan We’ve got a gig on Friday, Lana. We need to practise. Lana But every night? Is that really necessary? Stan Yes, it is. It’s actually quite a big deal. I thought you supported me on this. Lana I do. I know how important it is, but you spend all your time playing your guitar. It’s all you ever seem to do. Stan Lana, I haven’t got time for this now. I’ve got to be at school in ten minutes. Lana OK, but can you promise me that when it’s over I can have you all to myself for the weekend? Stan Of course you can. We’ll do whatever you want. Just give me a few days to concentrate on the band. Lana OK, it’s a deal. Conversation 2 Dad Come on, Shelley. It’s dinner time. Shelley I’ll be there in a couple of minutes. I’ve just got to finish this game. Dad You’ve always just got to finish a game. Your dinner’s ready now. You can finish it later. Shelley Dad, I just need two minutes. Dad And I want you here now. You’ve been playing it for the past half an hour! Turn it off and come and eat. Shelley Dad, I really don’t need this now. I’m just about to win. Dad, what are you doing? Dad What does it look like I’m doing? I’m throwing your tablet in the bin. Shelley But … but … you can’t do that. Dad I can. I’m fed up with your tablet. If you’re not playing games on it, you’re watching videos. There’s only one place for it.

1 2 3 4 5 6 7 8

Haven’t you got anything else to do with your time? It’s all you ever seem to do. I haven’t got time for this now. I really don’t need this now. If you’re not playing games on it, you’re watching videos. It’s always school work. Come on, Gill. Give me a break. I hate to think how much time you spend doing homework each week.

PHRASES FOR FLUENCY Exercise 1 3, 11, 9, 1, 7, 5, 6, 2, 12, 10, 4, 8

CAMBRIDGE ENGLISH: ADVANCED Exercise 1 1 E

2 D

3 A

4 F

5 B

CONSOLIDATION UNITS 5 & 6 20 Exercise 1

1 93 2 Wing walking 3 Scotland 4 Northern Ireland 5 1 hour 27 minutes 6 First person to wing walk over the channel twice. 7 Oldest man to loop-the-loop while wing walking. 20 Exercise 2

1 1942 2 13 years 3 80 4 £1.25 million 5 2011 6 4 times 7 85

Audio Script Track 20 Tom Lackey has just set a new world record as a wing walker. Now in case there is anyone unfamiliar with what that is exactly, let me explain. A wing walker is one of those daredevils who stands on top of old aeroplanes as they fly. I’m sure you’ve seen pictures. Anyway, last Saturday Mr Lackey spent one hour and 27 minutes in the air on the top of a vintage 1942 Boeing Stearman biplane as it flew from Castle Kennedy in Scotland over the Irish Sea to City of Derry Airport in Northern Ireland. Amazingly, the record he set was not for the amount of time he spent on the plane or even the distance he travelled.

129

The record set by Mr Lackey was for his age because he’s accomplished this incredible feat at the age of 93. That’s right – 93, making him the world’s oldest wing walker. Mr Lackey, who was formerly a builder, took up the sport 13 years ago at the age of 80 to help him recover from the death of his wife Isabel, who had served in the Royal Air Force. Since then he has raised over £1.25 million for charity. In 2011 he was presented with the prestigious ‘Pride of Britain’ award, which is given to remarkable people in recognition of the work they do to help others. And this is not the first time that Mr Lackey has found himself in the Guinness Book of Records. Earlier this year he became the first person to wing walk over the Channel twice, meaning that he’d made the journey from Dover in the UK to Calais in France four times in succession. And in 2005 he also made an entry in the book as the oldest man to loop-the-loop while wing walking – at the age of 85!

Exercise 3 1 Inspired 2 must 3 singing 6 won’t 7 fall 8 Feeling

4 can

5 Cooking

Exercise 4 1 on 2 without 3 out 4 over 5 out 6 for 7 out 8 off

Exercise 5

Exercise 6 1 Love your new haircut. 2 Like an ice cream? 3 Got any chocolate? 4 Seen Sam today? 5 No problem.

Exercise 7 1 I don’t know. 2 I’m not sure. 3 That’s nice. 4 I’m not bad. 5 Yes, please. I would like an apple. 6 No, I think we had better go home now.

Exercise 8 1 A couple. 2 Great. 3 Interesting. 5 Love some. 6 Love to.

4 Once.

GET IT RIGHT! 1 Rebecca thinks Kathryn needs to run greater distances in training if she’s going to complete the marathon and she thinks so too. 2 Monica hasn’t been to a fitness class in ages and Jo hasn’t either. 3 My mum thinks that ripped jeans will soon go out of fashion and my dad certainly hopes so too! 4 Mark doesn’t like the retro look and neither does Finn/Finn doesn’t either. 5 Smartphones have become a must-have and so have tablets. 6 John is going to cut down on his sugar intake and so is George.

VOCABULARY

1 stunts 2 a loudmouth 3 has-been 4 centre of attention 5 idol 6 daredevil 7 peace and quiet 8 stalker

Exercise 1 1 d

2 g

3 e

4 a

5 b

6 c

7 f

Exercise 2 Exercise 6 1 talk

2 Come

3 do

4 accept

5 point

6 see

Exercise 3

Exercise 7 1 When he was 21 he was featured in his local newspaper as he camped outside the cinema for days in order to be the first to buy a ticket for Episode III: Revenge of the Sith. 2 Because in July he had been told by his doctors that he only had two months to live. 3 His family and friends launched it. Its aim was to get Daniel to a private viewing before he passed away. 4 Mark Hamill, who plays Luke Skywalker, and John Boyega, who plays Finn. 5 They were also granted their dying wishes by film makers.

UNIT 7 BEAUTY IS IN THE EYE OF THE BEHOLDER GRAMMAR 2 those

3 do

4 Neither

5 so

6 that

Exercise 2 1 Nor

2 the one

3 those

4 so

5 do

Exercise 5 1 2 3 4 5 6 7

I’d love one. – e Do you fancy playing a game of tennis? – g Have you got time for a cup of tea? – f I’m sorry but I can’t stay. – b Don’t worry about it. – d Do you want to listen to another track? – h I haven’t seen you here before. – a

130

1 shivers 2 racing 3 fills 4 tear 5 smile 6 goosebumps The mystery word is: happiness

READING Exercise 1 1 T

2 T

3 T

4 F

5 F

6 F

Exercise 2 lead – make-up arsenic – pills and soaps deadly nightshade – eye-drops DNP – diet pills

Exercise 3

Exercise 1 1 so

1 bang on trend 2 really in 3 must-have 4 short-lived 5 the next best thing 6 a thing 7 had gone out of fashion

1 2 3 4 5 6

Who started the fashion for pale skin? What are the symptoms of lead poisoning? Why did arsenic pills make the skin pale? What is deadly nightshade? How did Eloise Aimee Parry get to hospital? Why are people buying unregulated and dangerous health and beauty products over the Internet?

DEVELOPING WRITING Exercise 1 That’s rubbish! This is the worst shampoo I’ve ever tried. How can you lie to people like that?

WORKBOOK ANSWER KEY Exercise 2 1 The advert claims to be a revolutionary new product that will give you fuller, thicker hair. After 3 months, Sally hasn’t noticed any difference in the thickness of her hair. 2 The advert promises to give you your dream hair. The shampoo makes Sally’s hair dull and lifeless. 3 The advert says that there are only natural oils in the product. The shampoo contains several chemicals in it.

LISTENING

Assist 2

Nicole Alice Assist 2

Alice Nicole Assist 2

23 Exercise 1

organic – T almond oil – S protects and cleans – T green tea – T smells amazing – S nice packaging – S 23 Exercise 2

1 2 3 4 5 6 7 8

brand new strongly recommend We understand that having Three million people worldwide say Have you always dreamed of Imagine having a revolutionary new system This offer is limited

Audio Script Track 23 Assist 1 Alice Assist 1

Nicole Assist 1 Alice Assist 1

Nicole Assist 1

Nicole Alice Assist 1 Nicole Alice Nicole

Assist 2 Nicole Assist 2 Alice

Would you like to try one of our brand new toothpastes? Maybe. I strongly recommend this organic green tea toothpaste. It doesn’t contain any artificial colours or harsh preservatives, and it protects, cleans and whitens your teeth. Don’t all toothpastes do that? Well, yes, but this toothpaste also repairs and restores your gums, and it has a unique fruity mint taste. That sounds weird. I know, but it is actually a very refreshing taste and not at all like the ordinary mint ones. You really have to try it. The big question for me is does it really whiten your teeth? We understand that having white teeth is important to you and so our organic toothpastes do all contain a tooth whitening ingredient. However, we do have an even more effective and established tooth whitening product which has had excellent results. Three million people worldwide say it’s whitened their teeth. It’s £99 for the first treatment. That’s a bit expensive for me at the moment. And me, but I think I will try the green tea toothpaste. You won’t regret it. Can we go and look at the hair products now? Of course. Let’s go to that stand over there. The packaging on their products looks lovely. I really like the purple and gold. Hello, girls. Can I interest you in any of our products today? Well, we do like the look of your products. I’m sure you’ll like what’s in the bottles too. Have you always dreamt of having really shiny, healthy hair? Don’t I already?

Alice Nicole Assist 2

Nicole Assist 2

Yes, well … maybe I should have said shinier and healthier. Imagine having shinier, healthier hair. So would you say you have dry hair, or normal? I’d say my hair is generally quite dry. Me too. What’s special about your range? We use a revolutionary new system of plant extracts and oils. For example, our shampoo for dry hair contains almond oil and orange oil and a secret new plant ingredient and it smells amazing. Mmm, that does smell good. Mmm, yes. Does it contain any chemicals? No, it doesn’t. And if you have any allergies to soap products, this is the perfect shampoo for you. I’d certainly like to try the shampoo. I think it smells wonderful and it looks great. I think so too. Fantastic. We strongly recommend you buy the conditioner with the shampoo. We have a great offer on the shampoo and conditioner set. If you buy the shampoo you get the conditioner half price. How much is it then? It’s £9.99. This offer is limited. It’s just for this Fair.

DIALOGUE Exercise 1 1 3 5 7

Have you always dreamed of 2 We understand that strongly recommend 4 one million people worldwide This offer is limited 6 revolutionary new This brand new 8 Imagine

CAMBRIDGE ENGLISH: ADVANCED Exercise 1 1 of being/getting fat, he followed 2 ate nothing except 3 was due to starving 4 were caused by not 5 lost a lot of 6 set a bad example for

UNIT 8 IT’S ALL GREEK TO ME! GRAMMAR Exercise 1 1 B – compared to whom 2 D – all of whom 3 A – some of whom 4 F – compared to which 5 E – one of which 6 C – one of whom

Exercise 2 1 both of which 2 one of which 3 none of whom 4 compared to which 5 in which case 6 most of which

Exercise 3 1 2 3 4 5 6 7

none of which won the prize. most of whom said they could come. one of whom plays basketball professionally. none of whom ever got married. most of which she bought on the Internet. many of whom agreed with the proposal, but others didn’t. some of which are free, but you have to pay for most.

Exercise 4 1 Wherever 2 However 3 whenever 4 whatever 5 Whatever 6 whoever 7 whenever 8 However

Exercise 5 1 when 2 where 3 Wherever 4 who 6 what 7 whenever 8 Whoever

5 whatever

131

Exercise 6

24 Exercise 2

1 Whatever 2 Wherever 3 whoever 4 whenever 5 whatever 6 However 7 Wherever

GET IT RIGHT! 1 It’s important to whoever’s receiving it. 2 I didn’t quite get what he said but whatever he did say I’m not interested. 3 ✓ 4 ✓ 5 I’m going to try to learn either Japanese or Chinese – I’ll choose whichever course is cheaper. 6 However fluent you may be there will always be someone who doesn’t follow you.

VOCABULARY Exercise 1 1 facial 2 native 3 gesture 4 dialect 5 incomprehensible 6 pronounce 7 breakdown 8 accent 9 first 10 language

Exercise 2 1 incomprehensible 2 first language 3 misunderstood 4 strong accent 5 gesture 6 make myself 7 native speaker 8 follow 9 communication breakdown 10 body language

Exercise 3 1 a

2 c

3 d

4 f

5 b

6 e

7 g

8 h

Exercise 4 1 modest 2 impulsive 3 assertive 4 self-assured 5 expressive 6 forceful 7 conceited

READING Exercise 1 1 T

2 F

3 DS

4 F

5 T

6 F

7 DS

8 DS

Exercise 2 1 Brussels; the EU Commission. 2 Out of curiosity. 3 Lithuanian, Gaelic and Maltese.

Exercise 3 1 not used

2 F

3 C

4 D

5 A

6 G

7 B

8 E

DEVELOPING WRITING Exercise 1 1 3, 1, 2, 5, 4, 6 2 cost of travel and subsistence; lack of private accommodation; personal problems; better alternatives in own country; other

Exercise 2 1 down to 2 account for 3 infer 4 in particular 5 worth noting 6 most significant factor 7 thus 8 coupled with

1 No, the man tells a story about something that happened a few years ago. 2 No, he was going to visit a friend in Toulouse. 3 No, the old woman was sitting in a chair and cutting vegetables. 4 No, the man’s French was a bit broken. 5 No, he gestured to show the woman that he didn’t know where the street was. 6 No, he showed her the name ‘Rue du Bac’ on a piece of paper. 7 No, the woman didn’t know where Rue du Bac was. 8 No, Rue du Bac was round the corner.

Audio Script Track 24 One story I remember, something that happened quite a few years ago – erm, I was in France, I was basically backpacking my way around the country, and I had a friend in a city called Toulouse, in an area called … well actually, I don’t remember the name of the area! But he’d invited me to go and stay with him in his flat, which was in a street called Rue du Bac. I didn’t know where that was, of course, but anyway I got a bus that had the name of the area on it. When the bus stopped, the last two or three passengers got off, the driver too, so I got off as well. I looked around, and on the other side of the square I saw an old woman sitting outside the door of her house on a chair. She had a bowl on her lap and she was cutting vegetables or something like that, and so I figured I’d ask her where the street was. Now, my French was a bit broken and my accent clearly foreign, but you have to try, right? So I walked over to where she was and I said: ‘Excusez-moi, madame.’ She looked up at me. ‘Rue du Bac, s’il vous plait,’ I said – you know, Rue du Bac, please and she just looked at me and said ‘Comment?’ which is what? She obviously didn’t understand, so I repeated it, I said, ‘Rue du Bac?’ with a hand gesture to indicate that I didn’t know where it was and wasn’t familiar with the area, and I also kind of looked around in a ‘lost’ way. ‘Comment?’ she said again. Well I was a bit surprised, but I thought perhaps she was a little deaf so I said it again, only louder. The woman just put her hands over her ears and made a face, so I was wrong about her being deaf! So what did I do? I got a pen out and searched in my backpack until I found a piece of paper. I wrote it down – Rue du Bac – on the paper and showed it to her. She took her glasses off and looked at it really closely. Then suddenly she said: ‘Ah!! Rue du Bac!!’ Well, all I could think was: ‘OK, maybe I didn’t pronounce it exactly like she did, but surely well enough for her to get what I meant!’ Anyway, I said: ‘Yes, yes, oui, oui, Rue du Bac.’ And she looked at me – you won’t believe this – and said: ‘Je ne sais pas.’ I don’t know. So after all that, I still didn’t know where the street was. So I just said, ‘Merci madame, au revoir’ and walked away. I walked around the corner from the old woman’s house, and guess where I was? You got it – the next street was … Rue du Bac!

DIALOGUE Exercise 1 1 didn’t catch 2 familiar with 3 lost me 4 don’t follow 5 don’t see 6 didn’t get

CAMBRIDGE ENGLISH: ADVANCED Exercise 1 1 C

LISTENING 24 Exercise 1

1 B

2 A

3 C

2 D

4 B

CONSOLIDATION UNITS 7 & 8 26 Exercise 1

A T-shirt.

132

3 A

WORKBOOK ANSWER KEY Exercise 5

26 Exercise 2

1 Baseball boots. 2 Because they don’t go well with a black suit and no one’s worn them for at least three years. 3 Smart black shoes. 4 Because she has deleted most of them. 5 She used to make bracelets and cover her arms with them. 6 Band T-shirts. 7 To never wear band T-shirts.

1 modest 2 barrier 3 out of 6 impulsive 7 heart 8 in

4 goose

5 broken

7, 5, 9, 11, 1, 3, 8, 10, 4, 6, 2

Gina Steve, are you really going to wear those boots tonight? Steve Yes, I am. Why? Is there something wrong with them? Gina Where do I start? You don’t wear baseball boots to the end-of-term party. They just don’t go well with the black suit. And then there’s the fact that no one’s worn boots like those for at least three years. And has no one ever told you that black and blue should never be worn together? Do I need to go on? Steve No you don’t. That’s quite enough. So what should I wear, Miss fashion expert? Gina Just a pair of smart black shoes. Can’t go wrong. You’ll thank me. I promise. Steve So you never make fashion mistakes? Gina Not anymore. I mean, I have made some in the past. I believe there are still some photos of me in some horrendous outfits from a few years ago, although I have managed to delete most of them, so you’ll need to look hard if you want to find one. Steve So what’s the most embarrassing thing you’ve ever worn then? Gina Well, when loom bands were a thing, a few years ago … Steve Loom bands? Gina Yeah, those little elastic bands that you could join together and make stuff from. Steve Loom bands! I’d completely forgotten about them. Gina Well, they were quite short-lived but when they were in, they were really in. I used to think I looked so cool with my arms covered in loom band bracelets that I’d made. I had them all the way from my wrists to way above my elbow. Multi-coloured. My arms looked like rainbows. Steve Yeah, but you were young. Doesn’t really count. Gina I was old enough to know better. I also used to wear some really dodgy band T-shirts: One Direction, The Wanted, McBusted. It sends shivers of horror down my spine just thinking about it. What was wrong with me? Steve So what band T-shirts do you wear now? Gina I don’t. In fact, if I can pass on one piece of fashion advice to you, Steve, then it’s this. Never, ever wear band T-shirts. I mean you might think they’re bang on trend now, but just wait a few years. And then you’ll just have to go and delete all your photos. Steve, where are you going? Steve Um, I’m just going to change my T-shirt. Gina What! You’re wearing a T-shirt with a suit. What are you thinking? Here, let me have a look. Steve No, really. It’s alright, Gina. Gina One Direction! What’s going on? Steve It’s retro. I mean I just thought … Gina I don’t want to know, Steve. Please just take it off.

Exercise 8 1 unprosperousness 2 feedback 3 purple 4 bookkeeper 5 uncopyrightable 6 rhythm 7 euouae 8 ough 9 pangram Final fact: angry / hungry

UNIT 9 IS IT FAIR? GRAMMAR Exercise 1 1 Never 2 Rarely 3 Not only 4 No sooner 5 Never 6 Not only 7 Rarely 8 Under no circumstances 9 On no account 10 Little

Exercise 2 1 had; seen 2 will; climb 3 had; struck 4 have; had/do; have 5 was 6 will; freeze 7 will; return 8 has; visited/does; visit

Exercise 3 1 Never before have I been so shocked by a programme shown on TV. 2 Not only was it untrue, but wildly exaggerated too. 3 Rarely do I complain about TV programmes. 4 No sooner had the programme finished than I rang the TV company. 5 Not only was the person I spoke to rude, but he seemed to think my complaint was funny. 6 Little did I know the programme was meant to be a comedy.

Exercise 4 Not only did he work on the cars but he was also allowed to drive them on the test track. The track was designed to test racing cars but the boss told Jeb that under no circumstances could he go faster than 100 kph. Never had he never enjoyed a job so much. No sooner had he turned the last bend than the car slid off the track. ‘Rarely have I seen such bad driving from my staff!’ Little did he know that there was oil on the track.

Exercise 5 1 To be honest 2 If you ask me 3 On the other hand 4 Mind you 5 However 6 Let’s face it 7 The thing is 8 That said

Exercise 6

Exercise 3 2 a

Exercise 6

Exercise 7

Audio Script Track 26

1 e

1 short-lived 2 tear; eye 3 self-conscious 4 body language 5 strong; accent 6 shivers; spine 7 must-have 8 self-assured

3 g

4 c

5 h

6 d

7 f

8 b

Exercise 4 1 Whoever 2 none of which 3 However 4 whenever 5 both of whom 6 Neither of them

3 Nevertheless For example 5 On the other hand If you ask me / Let’s face it 6 As a result Mind you. However / On the other hand 8 While Anyway / Personally 11 For a start By the way / Anyway

133

GET IT RIGHT!

DEVELOPING WRITING

1 ✓ 2 I do believe Kate was treated unfairly. That said, she should have studied harder. 3 There seems to be a lot in the news about corrupt politicians at the moment. Mind you, there are lots of other corrupt people too! 4 ✓ 5 At the end of the day it isn’t really justifiable to spend so much money on prisons when there are so many other important things. OR: It isn’t really justifiable to spend so much money on prisons when, at the end of the day, there are so many other important things.

VOCABULARY

3 4

E V

I

D

E

N

W

G U

I

2

T

Y 5 7

A

W

6

I

T N

N

E

S

S 8

P

N

L

P

O

E

N C

A

E

L

N

A

T

C

F

S 9

L

E

I

F

R

E

O

T

N

R

T Exercise 2 1 innocent 2 evidence 3 witness 4 defence 5 confession 6 retract 7 withheld 8 found 9 imprisonment

Exercise 3 1 acceptable 2 corruption 3 reasonable 5 unbiased 6 unethical 7 justifiable

4 prejudice

Exercise 4 1 a – trial 2 d – way 5 b – terms

3 e – basis

4 c – behalf

READING Exercise 1 a 2

b 1

c 3

d 1

e 3

f 2

g 2

h 3

Exercise 2 A

Exercise 3 1 2 3 4 5 6

Personal needs and the needs of other people. Admit that they are not a fair person. The writer tried to find out how fair people really are. Situation 2 Situation 3 The real purpose was to show that there are different sides to arguments about what is fair.

134

Exercise 3 1 offence 2 first-time offender 3 convicted 4 community service 5 severe 6 to take into account 7 use their discretion 8 lenient

1 doctor 2 one-armed 3 to death 5 track down/find 6 jumping off/off 7 doesn’t care 8 doesn’t/won’t say

4 it hits

Audio Script Track 28

S

O D E

1 However 2 Imagine 3 Now 4 In fact 5 Arguably 6 Consequently

28 Exercise 2

F

H

10

Exercise 2

c

N

T H

2 B

28 Exercise 1

C E

O L

1 C

LISTENING

Exercise 1 1

Exercise 1

Tommy Good weekend? Josh Yeah, not bad thanks. There was a pretty good old film on TV that I watched – I enjoyed it. Tommy What was it? Josh Erm, The Fugitive – yeah, that’s right. From around the mid-1990s. Tommy I can’t stand those old films. Josh No, this one was good, honestly. It’s about a doctor in Chicago who’s really successful and happily married but one day he comes home and finds that his wife’s been murdered. Tommy Oh! Josh And the killer’s still in the house! They fight and the doctor realises that the other man has only got one arm. And the one-armed guy gets away. Now, the police are absolutely sure the doctor did it, especially because he’ll get all the insurance money, so they arrest him and he’s tried, found guilty and he gets sent to prison for, oh I don’t know, thirty years, give or take a year or so. Oh no, hang on, he’s sentenced to death! Tommy And that’s it? That’s the story? Josh No, of course not. What happens is, when they move the doctor – oh what’s his name? Kimble, that’s it, Kimble – when they move Kimble from one prison to another, the train he’s on hits a bus and in all the confusion, Kimble manages to get away. He leaves Chicago and he becomes a fugitive – the police are after him, trying to catch him. Tommy Hang on – that sounds like an old TV series my dad told me about. Josh Yeah, that’s right, the film’s more or less based on the same story. Anyway, so a detective is sent to try and catch him. And at the same time as he’s trying to escape from the police, Kimble’s trying to find the one-armed man. He has to go back to Chicago to track him down, which means of course he’s closer to the people who are trying to get him. Tommy Wow, it sounds really cool actually. Josh It is – and there are some great scenes, for example, the detective very nearly catches him but in order to escape, Kimble jumps down this really enormous waterfall and survives. Tommy Uh huh … Josh And just before he jumps – my mum says this is a famous film moment – Kimble shouts to the detective:

WORKBOOK ANSWER KEY ‘I didn’t kill my wife!’ And the detective just looks at him and says: ‘I don’t care.’ How cool is that! Tommy Wow. And so what happens in the end? Josh Well of course in the end, Kimble manages to prove that he’s innocent. Tommy And who’s the killer – the one-armed man? Josh I’m not going to tell you that – you’ll have to watch the film yourself! Tommy You haven’t told me what it’s called. Josh I told you earlier! The Fugitive. Look out for it.

DIALOGUE Exercise 1 Dialogue 1 5, 1, 7, 9, 3, 4, 2, 8, 6 Dialogue 2 5, 9, 1, 3, 7, 8, 2, 6, 4

That said, the thing that really remains in my memory of that month is the store manager – I won’t say his name since I might get into trouble, but he was a terrible person who treated all the staff under him, me included, as if they were … well, rubbish really. He hardly did any work, he left it all to the assistant managers, and if anything went wrong – and it frequently did, I have to say – then he would simply pin the blame on the first person he saw, whether they had anything to do with it or not, and start shouting at them at the top of his voice. Everyone disliked him and showed him no respect, just as he did to them. I’d really like to get into management in the future and if I do, I’ll remember that man as the perfect example of how not to interact with your staff!! Anyway, since I was only there for a month …

UNIT 10 YOU LIVE AND LEARN GRAMMAR Exercise 1

PHRASES FOR FLUENCY Exercise 1 1 have 2 to the 5 when; put; like

1 for

2 to

3 for

4 to

5 on

6 to

Exercise 2 3 news to

4 I’m; mistaken

Exercise 2 1 if I’m not mistaken 2 it’s news to me 3 Apparently 4 I’d have thought 5 if you put it like that 6 more to the point

CAMBRIDGE ENGLISH: ADVANCED 29 Exercise 1

1 following 2 a real eye-opener 3 was wrong 4 delivery lorries 5 grossly unfair 6 made up 7 rubbish 8 no respect

Audio Script Track 29 You will hear a woman called Monica talking about a month of work experience she did at a supermarket. For questions 1 to 8, complete the sentences with a word or short phrase. Hi, everyone, my name’s Monica Greaves and I’m going to tell you a little bit about a work experience programme that I’ve just been on. What it was, I spent a month working in the office of a supermarket in a town close to where I live. I was kind of following the manager and his assistant managers as they went about their daily business of making sure that the supermarket ran smoothly and what-have-you. I have to say the whole thing was a real eye-opener for me about how these places work. Of course like everyone else I go to supermarkets and do my shopping, pay and leave, so I figured I sort of knew how things would be. I could not have been more wrong. This particular supermarket opens every day at seven in the morning – it’s not a big branch, it’s near a town centre, and lots of people pop in to get breakfast stuff and so on. So a seven o’clock opening time means basically that three or four people have to be at the store at five in the morning. That’s when the delivery lorries start to arrive, and someone has to be there to open up for them and to unload the goods and get them onto the shelves. It’s perishable things of course, milk, bread, fruit and stuff, that have to come in fresh every day. So I was required to do the five am shift four times a week, which frankly I thought was grossly unfair since I felt I was just being used to give others a lie-in in the morning, and it also meant I had to leave home at four-thirty, which as you can imagine is not something you’d want to be doing on a regular basis. On the plus side though, on those days they let me go home at two in the afternoon, which kind of made up for having to crawl out of bed at four in the morning!

1 studying 2 taking 3 not going 5 not passing 6 to speak

4 to apply

Exercise 3 1 2 3 4

Ms Gibbs warned me to work harder. My parents insisted on me going straight to university. Jasper admitted making a mistake. My head teacher suggested applying for a job instead of applying for university.

Exercise 4 1 to change 2 for not featuring 3 to ask 4 including 5 to review 6 for not including 7 to review 8 not making

Exercise 5 1 My friends recommended telling the police. 2 The police warned me not to contact the thief. 3 The police accused the man of stealing my bike. 4 He confessed to stealing it. 5 He apologised for taking it. 6 And he promised never to steal anything again.

Exercise 6 1 are said to 2 is known to 3 are believed to 4 is thought that 5 is considered (to be)

Exercise 7 1 It has been found that 59% of UK graduates would choose a positive workplace over a good salary. 2 It has been reported that in the UK in 2015, 60% of 2013/2014 graduates were working in a job that didn’t require a degree. 3 It has been established that in 2015, only 55% of 2013/2014 graduates were working in their chosen field. 4 Companies have been warned by a recruitment agency that if they failed to create career development programmes, they would miss the opportunity of attracting top talent. 5 It has been confirmed that by 2015, only 58% of 2013/2014 graduates had found secure full-time work.

Exercise 8 1 It is thought that eating pomegranates can strengthen your bones. 2 You probably won’t catch a cold if you eat garlic. 3 Adding blueberries to your diet is said to improve your memory. 4 Drinking green tea seems to help you lose weight. 5 It is believed that eating oily fish two or three times a week will protect your eyesight in old age.

135

GET IT RIGHT! 1 The government is reported to have plans to make cuts to the education budget. 2 The world was thought to be flat at one time. 3 Having a gap year is known to be beneficial to character development. 4 The dissertation was found to have been plagiarised. 5 The family next door is said to have won the lottery last year. 6 The US president is reported to be going to visit the UK.

Audio Script Track 31 Tessa Emma Max

Tessa

VOCABULARY Exercise 1 1 dissertation 2 sailed 3 bachelor’s 4 Master’s 5 scholarship 6 fully qualified 7 full-time 8 gap year

Exercise 2 a 4

b 2

Max

Emma

c 1

d 7

e 6

f 3

g 8

h 5

Exercise 3 1 do

2 took

3 go to

4 get

5 do

6 done

Exercise 4 1 went 2 didn’t take 6 didn’t go 7 did

3 did 4 did 5 to get

Tessa

READING Exercise 1 1 If/Whether the government was right to abolish free music lessons in schools. 2 Maths and English. 3 Teaching literature. 4 Because money plays such a big part in our lives. 5 An understanding of different people and cultures. 6 Obesity Emma

Exercise 2 To investigate whether there are any benefits in starting school later for 14–16-year-olds.

Tessa

Exercise 3 1 F

2 T

3 T

4 T

5 F

6 F

Emma

DEVELOPING WRITING Exercise 1

Max

2, 3, 4, 1 Tessa

LISTENING

Max Emma

31 Exercise 1

1 They’re a huge distraction in class. 2 Cyber-bullying taking place on school grounds. 3 Pupils being attacked and having their phones stolen on the way to and from school. 4 Road traffic accidents caused by pupils being distracted by their phones. 31 Exercise 2

1 T

136

2 T

3 DS

4 T

5 F

6 T

7 DS

8 F

Have you heard this, Max, Emma? The school is thinking of banning mobile phones. Good. I’m glad to hear it. No way. I can’t believe you just said that, Emma. They’ve got to be joking. I need my phone to contact my parents if there is an emergency. My mum’s happy knowing I’ve got my phone with me at all times. Well it says here in the leaflet that you can go to the school office and use the phone there if you need to contact your parents about something during school time. And if they need to contact you, they can leave a message with the school administrator. What will they think of next? I don’t want to go to the school office. What if it’s something personal I want to discuss with my parents? Well I think it’s about time they did something about mobile phone use. They’re a huge distraction in class. What else does it say in the leaflet? Let me see. Oh, look, it says you can’t use your phone on the school grounds either. Personally, I’m glad to hear it. There’s a lot of cyber-bullying going on in school at the moment and a lot of that takes place on school grounds. Finally someone’s taking things seriously. Have you read this last paragraph? ‘Lastly, we are very concerned by statistics from the Greenwich police regarding the number of pupils who are attacked in Greenwich on the way to or from school for their mobile phone. This is apparently less of a problem among pupils at schools where it is known that phones are banned. Statistics show that as a youngster, you are far more likely to get mugged if you have a phone than if you don’t. As many as 10,000 mobile phones are stolen every month, and two-thirds of the victims are aged between 13 and 16.’ Scary stuff. I know a couple of people who’ve had their phones stolen while they were walking home from school. They got new ones but it has put them off bringing them to school. Apparently, one in five children aged 8 to 16 has had their mobile phone stolen, often by another child or group of children. That’s outrageous. Oh and here are some more statistics: ‘6% of children aged 10 to 15 reported unwanted and nasty emails or texts, or abusive posts on a website.’ That’s awful. I’m beginning to agree with you, Emma. It talks about road traffic accidents too. It says pupils aren’t concentrating on the traffic because they’re using their phone to text and play games as they walk to school. They’re in danger of being knocked down by a car. Well I still think it’s a bad idea. I really don’t think they should ban mobile phones in school. I’m sorry, Max, but it looks like they’re going to, starting Monday. They can’t do that. It seems they can and they are. Well, that’s the best news I’ve heard in ages.

DIALOGUE Exercise 1 1 2 3 4 5 6

What will they think of next I’m glad to hear it I think it’s about time That’s the best news I’ve heard in ages They’ve got to be joking That’s outrageous

WORKBOOK ANSWER KEY

CAMBRIDGE ENGLISH: ADVANCED 32 Exercise 1

Task one 1 Speaker 1 – G 2 Speaker 2 – F 3 Speaker 3 – A 4 Speaker 4 – B 5 Speaker 5 – C Task two 6 Speaker 1 – E 7 Speaker 2 – D 8 Speaker 3 – B 9 Speaker 4 – C 10 Speaker 5 – H

Audio Script Track 32 You will hear five short extracts in which people are talking about different aspects of education. Look at Task 1. For questions 1 to 5, choose from the list (A to H) each speaker’s opinion. Now look at task 2. For questions 6 to 10, choose from the list (A to H) what advice each speaker gives. While you listen, you must complete both tasks. 1 I think it’s important to teach practical skills. GCSE and A-Level Business Studies courses just cover the theory of business in a classroom environment. I think students are capable of much more and should be exposed to real-life situations in real businesses. I think they should be encouraged to set up and run their own small businesses and see their ideas turn into success stories. I also believe it’s important to develop their selfconfidence and encourage them to think they can be successful. We need to start developing their business skills and talents at an early age. They have plenty of ideas. Let’s show them how they can use them. 2 Apparently creative thinking has been decreasing in children of all levels over the past thirty years. My theory is that too much importance has been placed on testing and not enough importance on play. Play is important for young children. They learn far more life skills from play than they do from filling in worksheets. They learn about fairness and morality. They learn how to communicate and make themselves understood. They learn how to get along with people, come to decisions together and cooperate with each other. They learn that sometimes you need to follow rules. In my opinion, our children don’t need more testing, they need more play. 3 Young people need to think whether university is right for them. The school curriculum is so geared to steering students towards university that it neglects to inspire students to think of other options. Society needs a mixture of skills and talents; we need nurses and plumbers, carpenters and electricians just as much as we need doctors, engineers and architects. Maybe huge tuition fees are a good thing. It’s made students question whether they really need or want to go to university. It has made them look at other options and maybe that is not such a bad thing. 4 I decided to leave school at sixteen and do an apprenticeship. Do I have to pay for my apprenticeship? No. In fact I get paid £5 an hour. I work on an arable farm. I love being outdoors all day and I hated being inside a classroom – I used to feel very restless sitting down for most of the day. Now I’m learning how to prepare and cultivate a site for planting crops and how to harvest and store crops. I feel for me these are useful skills, far more useful than anything I would learn at university – maybe I’m wrong, but I’m very happy with my choice.

5 Companies have repeatedly complained that too many young people enter the workplace lacking basic literacy skills, i.e. they have poor spelling, punctuation and grammar. Even though we now have help from spell checking software, spelling errors are still occurring. You may think it is less important to spell and punctuate correctly these days, but in fact, it is even more important now we rely so heavily on communication by email. A badly written email gives a bad impression of a company and an even worse impression of the sender. In my opinion, spelling, punctuation and grammar should be at the top of the ‘necessary life skills’ agenda.

CONSOLIDATION UNITS 9 & 10 33 Exercise 1

People being allowed to pay to avoid queuing. 33 Exercise 2

1 Because the rides were so popular and it was the school holidays. 2 A family walked to the front of the queue and straight onto the rollercoaster. 3 It allows you to book a ride electronically and turn up at the appointed time. 4 Because everyone else has to wait. 5 A quick route through security that can be paid for. 6 It shouldn’t be able to buy you anything.

Audio Script Track 33 I was at a theme park last year and because it was the school holidays it was packed, of course, and the queues for the most popular rides were really long, and when I say long, I mean really long. They’ve got those signs which tell you how long the wait is and in some cases it was well beyond the hour mark. It was madness. Anyway, I was waiting with my kids in one of these queues when we saw this family walk right to the front and get straight onto the rollercoaster. Well, I mean they showed the man in charge something first and he opened a special gate for them and they got straight on. I thought it was bit odd so when we finally got to the head of the queue I asked the man about what I’d seen. And he told me that for an extra £200 a day, you could buy a special pass called the ‘queue jumper’ and it allows you to avoid any queuing at all. You book electronically and just turn up at the appointed time. Well, I was furious. I’d paid something like £300 for my family for weekend passes and now for another £400 I could buy my way out of queuing. Apart from being absurdly expensive, it just doesn’t seem right. It doesn’t seem fair that just because you’ve got the money, you don’t have to suffer all the inconveniences of life that the rest of us have to put up with. When it comes to waiting, we’re all the same, aren’t we? It’s a bit like some airports now are offering a quick route through security if you pay. Instead of waiting with the masses, you can just bypass it all. Just take your bags and go straight to the front of the queue. I mean, it’s not right, is it? I suppose I’ve always taken a bit of comfort in knowing that although they might spend the flight in luxury, at least first class passengers have to suffer in those huge security queues like the rest of us until they board the plane. But, no, apparently not anymore. It seems that money can buy you anything. I don’t know. It just seems that everything’s for sale these days but there must be some things that money shouldn’t be able to buy, surely? I can’t be the only one who feels this way, can I?

137

Exercise 3 1 2 3 4 5 6 7

Exercise 4

Mum insisted on me doing the washing up. At the end of the day it’s only a silly game. Dad blamed me for breaking the TV. Under no circumstances will I apologise to Maria. He is believed to have been involved in the robbery. It’s thought that the mystery might never be solved. No sooner had I got in the shower than the phone rang.

Exercise 4 1 d

2 h

1 The car needs a paint job. I will have it repainted. 2 The carpet was very dirty. We had it cleaned. 3 Their garden wall was damaged in the accident. They had it rebuilt. 4 The old garage was falling down so we had to have it demolished. 5 She hated the tattoo, so she had it removed by laser.

Exercise 5 3 a

4 f

5 b

6 g

7 e

8 c

1 to have; put in 2 have; changed 3 had; repaired 4 had; replaced 5 Did; have; painted 6 have; had; installed

Exercise 5 1 corrupt 2 trial 3 reasonable 4 terms 5 verdict 6 unethical 7 innocent 8 witness

Exercise 6 1 or less 2 outrageous 5 action 6 region

3 something

4 do that

Exercise 7 rule

reason

food

Triangular flapjack cannot be served. It must be served in rectangles or squares.

A student was hit in the face by a piece that was thrown.

language

Slang has been banned.

to make students more employable

recreation

Activities involving running around the playground have been banned.

to avoid physical or emotional damage

clothing

Ugg-type boots have been banned.

They can be used to smuggle mobile phones into school.

UNIT 11 21ST CENTURY LIVING GRAMMAR Exercise 1 1 were / got 2 was 3 got 4 was / got 5 was 6 was /got

Exercise 2 2 Gina got stopped for speeding by a police patrol. 3 You might get mugged if you wear a gold watch on that beach. 5 After his interview on TV, Steve got phoned by a lot of people he didn’t know. 6 When my mother tidied my bedroom some of my favourite things were thrown away.

Exercise 3 1 2 3 4 5 6

My suitcase got stolen while I was asleep. Helen got told off by her mother for being late home. The man got seen leaving the bank with a bag. My cat got hurt by some kids throwing stones. The new baby was loved by my grandmother. Film stars get talked about a lot by people.

138

Exercise 6 1 will never be 2 must be 3 might have been 4 may be 5 can be 6 shouldn’t have been; might have been 7 must be 8 will have been

Exercise 7 1 3 3 4 5 6 7 8

it could have been written by a child should not be given to children her hair must have been dyed The red button should have been pressed first It can only be used in places with wifi Your question might be answered on the website they should have been kept in the fridge my pocket money would have been stopped for a month

Exercise 8 1 2 3 4 5 6 7 8

mustn’t be thrown can be made might have been worn could have been painted will be seen should be stored/should have been stored may have been left must have been loved

GET IT RIGHT! 1 2 3 4

Joe had his bike fixed at the bike shop last week. My mum has her hair dyed once a month. George has had his phone stolen at school. He’s furious! Peter is going to have his eyes checked tomorrow at the hospital. 5 Ben wants to take his computer in to the shop to have it upgraded. 6 We should have had the tree cut down before it blew over in the wind.

VOCABULARY Exercise 1 1 A 2 A 3 A 9 NA 10 A

4 NA

5 A

6 A

7 NA

8 NA

Exercise 2 1 shout 2 temper 3 up 4 cool 5 steam 7 tongue 8 peace 9 head 10 Stay

6 go

WORKBOOK ANSWER KEY Exercise 4

Exercise 3

G

E

L

C

Y

C

P

U

D

U

E

O

P

L

A

W

T

D

P

P

D

O

W

N

G

R

A

D

E

D

A

O

C

Y

C

L

A

O

Y

A

R

W W

I

U

T

Z

W

A

O

G

R

A

N

E

Z

C

N

L

L

P

L

O

P

S

L

E

P

P

N

U

P

G

L

A

I

D

E

N

W

U

P

L

O

A

D

Z

R

W

O

D

R

O

W

L

O

P

E

O

D

U

P

D

O

N

P

L

E

D

A

Exercise 5

3 ‘and stuff ’ 4 ‘… don’t we?’

LISTENING 36 Exercise 1

D, C, A, E, B 36 Exercise 2

1 2 3 4 5

Because they have to learn how programs and apps work. It has decreased by 50%. It’s faster. Because environmental awareness has increased in general. Delivering meals to elderly people, clearing litter from public places. 6 They get on better with them.

Audio Script Track 36 Jon

1 update 2 download 3 upcycled 4 uploaded 5 downplay 6 upgrade 7 downgraded 8 downsize

READING Exercise 1 1 People suddenly stopping in front of you; people looking at their phones instead of where they’re going; groups walking side by side and blocking the pavement. 2 Not looking where they’re going and running out in the street in front of cars. 3 They beep their horn if you’re going slowly; they get too close to bikes when they overtake; they don’t indicate; they overtake and then almost immediately turn. 4 Possible answers: aggressive, arrogant, impatient, selfish, dangerous. 5 They don’t stop at red lights, they cycle the wrong way up a one-way road, they cycle on pavements. 6 Possible answers: self-righteous, aggressive, dangerous.

Mary Jon Mary

Jon Mary

Exercise 2 1 Hosted a TV show; written several other books. 2 Offers some great laughs, especially to people of his generation. 3 It was humourous but fell short of his expectations.

Jon

Exercise 3 1 2 3 4

F He’d written several other books before. F He thinks some information is valuable. T F He thinks they were sometimes better and sometimes worse. 5 T 6 F He attacks lots of other aspects of modern life.

Mary

DEVELOPING WRITING Exercise 1 1 People don’t have to work so hard physically; people spend less time commuting because they can work from home; there is more equality. 2 Reliance on technology and related security risks. 3 Trying to live without technology.

Jon Mary

Exercise 2 1 for a start

2 then; not only that; plus

3 that said

5 ‘Hmm’

Now, for the next section of today’s show we’re talking about modern teenagers. Now I remember when I was a teenager, many, many years ago, all the adults thought we were awful – in fact it seems that for every generation of teenagers, the parents and adults think they’re awful! But is it actually true? Mary Philips thinks not. Good morning, Mary. Good morning. So tell us why you think modern teenagers aren’t as bad as some people think. Well there’s a lot of research evidence out there that suggests that teenagers today are actually an improvement on their parents and grandparents. For example? Well, one example is intelligence, and the ability to analyse things. There’s a lot of evidence that they’re both increasing, and especially amongst teenagers, partly because of the increase of technology in their lives and thus the need to examine programs and apps and figure out how they work. And talking of technology, a lot of people think that, because teenagers enjoy computer games, including ones that have a lot of violence in them, teenagers are becoming more violent these days. But in fact, at least here in the US, the rate of violent crime committed by teenagers has gone down by 50% over the last decade or so. It’s a much faster rate of decrease than in older age groups. That’s really surprising, to me at least and I’m sure to many of our listeners. What else can you tell us about teenagers that might surprise us? Well, they’re more environmentally aware than earlier generations. That’s to be expected, I guess, since thinking about the environment and caring for it wasn’t such a big deal fifty years or so ago, but today’s teenagers, in general, do pay a lot more attention to things like using less energy and reducing waste. And kind of related to that, I think, is that nowadays teenagers are more community conscious too, they do a lot more than previous generations to help other people. Um, they volunteer for things that they think will improve not only their own lives, but those of other people too – things like delivering meals to elderly people, or cleaning litter from parks and other public places. They’re more tolerant of other groups of people as well. Well, that’s good news, I think. OK, we’re running out of time, but can you give us one more example? Absolutely, and this is the one I like best. An organisation in the US produced a report indicating that these days teenagers get along better with their parents than ever before. Now that doesn’t mean that they agree about everything …

139

Jon Mary

That would be too much to ask! Well, yes! But it does seem that parents and teenagers don’t argue as much about their differences or disagree as much as they used to. That’s the main thing. Jon My parents and I always argued about music. Mary And people still do – but incredibly, even musical taste is more similar than ever before, so there’s less to argue about! Jon How times have changed! Mary Philips, thank you very much. Now, let’s move on …

DIALOGUE Exercise 1 Dialogue 1 5, 3, 1, 6, 2, 4 Dialogue 2 6, 4, 2, 3, 1, 5 Dialogue 3 5, 3, 1, 6, 2, 4 1 get

2 out 3 up 4 down 5 easy 6 skin

CAMBRIDGE ENGLISH: ADVANCED 1 technological 2 unimaginable 3 astonishingly 4 innovations 5 improvement 6 enthusiasm 7 unjustified 8 pursuit

UNIT 12 UNSUNG HEROES GRAMMAR Exercise 1 1 2 3 4 5 6

My brother will still be travelling around Mexico. I will still be studying History at university. My sister, Helen will have finished her degree. Helen will still be looking for a job. My family will have moved house. We will be living in our new house.

Exercise 7 1 Martin was going to call you this afternoon but then he forgot. 2 Helena was going to go on a climbing holiday next week but now she can’t because she’s broken her leg. 3 Dad thought you would probably be late home but not this late. 4 We were going to visit some friends in Spain this summer but then they came to visit us instead. 5 I didn’t think I would pass the physics exam, so I was surprised when I did. 6 They weren’t going to volunteer at the school but now they are glad they did. 7 I didn’t think my little cousin would learn to read so quickly.

GET IT RIGHT! 1 I won’t be at the lecture tomorrow. Perhaps the day after tomorrow I can borrow your notes on what you will have done tomorrow. 2 All of next week we will be campaigning for the fight against child poverty. 3 By next Saturday the final candidates will have been shortlisted. 4 The moment Eve appears on stage tomorrow her lifelong ambition will have been fulfilled. 5 Next Tuesday the whole country will be voting in the general election. 6 I will be lying on the beach and relaxing this time next month.

VOCABULARY Exercise 1 1 put; forward for 2 campaigned for 3 vote for; wasn’t elected 4 is in the running for; was shortlisted 5 nominate

Exercise 2 1 pull off 2 fulfilled my ambition of 3 failed spectacularly 4 his plans fell through 5 hasn’t given up on her dream 6 is recognised as

Exercise 4 Exercise 2 1 you will have hiked up two volcanoes. 2 you will have travelled up the Amazon to remote villages by canoe. 3 you will have been whale-watching. 4 you will have seen the glacier that covers the peak of Cotopaxi. 5 you will have explored the famous indigenous market of Otavalo. 6 you will have experienced standing with your feet in two hemispheres on the equator line at Mitad Del Mundo. 7 you will have had the holiday of a lifetime.

Exercise 4 1 will be queuing 2 will have made 3 will be thinking 4 will have completed 5 will have started

Exercise 6 1 3 5 7 9

was going to play 2 were going to have was going to do 4 would; come would have 6 was going to see was going to go 8 wasn’t going to see wouldn’t want 10 would go and get

140

1 particular 2 circumstances 5 spite 6 time

3 eye

4 mind

READING Exercise 1 1 He wanted to give young people the confidence and skills to become leaders of the future. 2 Unity and tolerance. 3 Rescuing and changing the lives of children in shanty towns in several countries. 4 Food, medical care and help to overcome trauma. 5 To bring education to the Orang Rimba. 6 They can now communicate with their government.

Exercise 2 1 2 3 4

Alice earned her BSc in bacteriology. Alice showed how drinking raw milk could cause brucellosis. Alice contracted brucellosis. Alice became the first female president of the Society of American Bacteriologists. 5 Alice was added to the National Women’s Hall of Fame.

WORKBOOK ANSWER KEY Exercise 3

Joe

1 2 3 4 5

American Teacher Scientist Bachelor of Science and Master of Science in bacteriology. That drinking raw unpasteurised milk could cause brucellosis. 6 Contributions to work in the field of infections, including meningitis and throat infections.

DEVELOPING WRITING Exercise 1 1 The mobile phone.

2 Cheaper

Exercise 2 1 would be carrying mobile phones around with them every day 2 was going to change 3 would become so successful/would become so cheap/would be used by so many people. 4 would last for days

Exercise 3 Paragraph 1 Paragraph 2 Paragraphs 3 & 4 Paragraph 5

tells us what the invention is. gives us biographical information about the inventor. explain things the inventor didn’t know would happen. predicts how the invention will change in the future.

LISTENING 39 Exercise 1

1 Wildlife

2 The Mayans

2 DS

3 DS

Joe Sam Joe Sam

Joe Sam

Joe

Sam

Exercise 1 1 He’s dying to 2 I’m really looking forward to 3 This time tomorrow, I’ll be 4 I’m so excited about 5 It’s going to be amazing 6 It can’t happen soon enough

Exercise 1 4 F

5 T

6 DS

7 F

8 T

Audio Script Track 39 Sam Joe Sam

DIALOGUE

PHRASES FOR FLUENCY

3 A Sam; B Joe

39 Exercise 2

1 T

On the first day, we’re going to San Cristobal Island. We’ve got three days there. We’re going to walk to the 5-mile-wide crater of the Sierra Negra volcano. I’ve never been up an active volcano before so I’m really looking forward to it. It last erupted in 2005 so I hope it’s not going to erupt while we’re there! Sam Stop worrying. Of course it won’t erupt. So what else are you going to do on the island? Joe We’re also going to visit the Giant Galapagos Tortoise breeding centre. I’m so excited about seeing the giant tortoises. You know you can’t see them anywhere else in the world? I think that’s going to be the highlight of the trip. Sam You’re really lucky. I’d love to see them. Joe I’m hoping we’ll be seeing lots of other wildlife too. We’re going snorkelling with sea lions. Oh and we’re going to a place called Dragon Hill. Apparently it’s a nesting site for iguanas. It’s going to be amazing. Sam It does sound amazing, and I know how much you’re into wildlife so you’re going to love seeing all these unique animals. Looks like your mum’s picked the perfect holiday for you. Joe You’re going to have a great time too. Sam Yeah, I know. I’ve been fascinated by the Mayans for a while now, so I’m looking forward to actually walking around one of their cities. I’m sure we’re both going to have an amazing adventure and we’ll have lots to talk about when we get back.

Hi, Joe. Hi, Sam. I just rang to say have a good trip. Thanks, Joe. This time tomorrow I’ll be on the flight to Cancun. We’re spending the first night there and then we’re driving to Merida. And when are you going to Chichén Itzá? On Thursday. I can’t wait to see the pyramid. You mean the Temple of Kukulkan – or El Castillo as some people call it? Yes, that’s the one. Did you know the temple has 365 steps to the top? That’s one for every day of the year. The Mayans developed the 365-day calendar and they were really good astronomers. They could predict solar eclipses. I think that’s impressive. I’ve been reading all about them and I’ve seen loads of pictures of the stepped pyramid at Chichén Itzá. I’m dying to go and see it. Don’t forget to take lots of pictures. I’ll post a picture of me at the top of the pyramid as soon as I can … So when are you going to the Galapagos Islands? In two weeks’ time. It can’t happen soon enough. My mum booked the trip a year ago now, and we’d been planning it for ages before that. I can’t believe we’re actually going to go. No, neither can I. So where are you going first?

1 like 2 fancy 3 ages 4 weird 5 know 6 question

Exercise 2 3, 1, 7, 5, 6, 4, 2, 8

CAMBRIDGE ENGLISH: ADVANCED 1 E

2 E

3 A

4 B

5 D

6 A

7 C

8 C

9 D 10 C

CONSOLIDATION UNITS 11 & 12 40 Exercise 1

He’s unfriended Tina. 40 Exercise 2

1 C

2 C

3 A

4 A

141

Audio Script Track 40 Owen

Tina Owen

Tina Owen

Tina Owen

Tina

Owen

Tina Owen

Tina Owen Tina Owen Tina Owen

There was a really interesting article in the weekend magazine. It was recommending that the best way to keep your special friends special is to unfriend them all on Facebook. What! That sounds a bit over-the-top. What’s the reasoning behind that then? Well, according to the article it says that couples who are also friends on social media often don’t communicate very well in real life. So what? They just get all their news from each other from their Facebook pages? Exactly. Instead of talking to each other they just post things online and expect their partner to get their information that way. Yes, I’ve seen my parents do that. It usually leads to an argument. Talking of arguments, the article also points out that many couples fall out because one of them will constantly be posting things related to them online while the other one prefers to keep things more private. So for example, after a family holiday maybe the dad wants to upload photos of the kids on the beach but the mum doesn’t want them out there in the public eye and nor do the kids half the time either. Yes, I’ve seen that too. Only it was my mum who wanted to post our school photo online. I mean she didn’t even ask me. It’s quite embarrassing really. And there’s also such a thing as having too much information and that maybe we don’t really want to know everything that our partners are getting up to. Maybe some things are better left secret. The question is, what sort of things? Well the example in the article was about a man who got tired of reading that his wife was enjoying her third cup of coffee at work so he unfriended her. And how did she take that? No idea! I just read about them in the article. They’re not my personal friends. Well I think I’d be a bit annoyed if you unfriended me on Facebook. Really? Oh … um … Don’t tell me you’ve actually … Sorry, I’ve got to go check my Facebook quickly. I’ll be right back!

Exercise 3 1 2 3 4 5 6

car got broken into having a new kitchen installed accidents must be reported afternoon I will have finished my exams ’ll be watching was going to phone you

Exercise 4 1 lose; bit 2 nominate; myself 3 for; for 4 let; go 5 off; failed 6 running; shortlist 7 calm; up 8 up; fulfilled

Exercise 5 1 downsize 2 bite 3 upgrade 4 overcome 5 uploading 6 fallen 7 downgraded 8 keep

Exercise 6 1, 11, 7, 3, 9, 5, 8, 10, 2, 6, 12, 4

142

Exercise 7 1 Because he is blind. 2 When his father taught him to play bird songs on the piano and took him to the natural history museum. 3 His guide dog Ronja, to allow him to navigate through the jungle. 4 To introduce people to the sounds of a day in the life of the Brazilian jungle. 5 He thought the birds with the most beautiful songs would have the brightest colours, but it was the plainest birds that had the most beautiful songs. 6 Because sighted people are distracted by sight and do not tap into their natural ability to truly appreciate sound.

WO R K BOO K PRO N U N CI ATIO N K E Y UNIT 1

UNIT 5

Intonation: showing emotions

Connected speech feature: elision

Exercise 2

Exercise 1

1 enthusiastic 2 disappointed 4 sympathetic 5 cheerful

3 puzzled

UNIT 2 Different ways of pronouncing c and g Exercise 1 /k/ biscuit, occasionally, topic; /s/ accident, cyberspace, decision; /ʃ/ artificial, beneficial, sufficient; /ɡ/ guilty, disagree, regular; /dʒ/ dangerous, generally, urgently.

UNIT 3 Unstressed words in connected speech Exercise 1 1 2 3 4

If I had money, I would’ve gone out for dinner. If she hadn’t invited him, they wouldn’t have met. If he hadn’t missed the train, we’d be having coffee now. A kinder person would’ve apologised for making us wait so long. 5 We’d still be friends if she hadn’t said those things.

The last consonant of the first word is lost when saying the underlined linking words quickly: 1 Millie and Frida came to the house for cake and tea. 2 Julie ran her fastest marathon last year. 3 I lost my ticket and missed the train. 4 She jumped from the building onto the cardboard boxes. 5 He travelled from France to England by boat.

Exercise 2 The consonants t and d.

UNIT 6 Modal stress and meaning Exercise 1 1 Jack might like your help – even though he’s very independent. 2 Are you going to Paris too? We could go together. 3 I could tell you the answer, although it wouldn’t be fair on the other students. 4 Julie’s lost her job; they may have to sell their house. 5 Tom may look young, but he’s actually about to retire. 6 It can take two hours to get to that village by train.

Exercise 2

UNIT 4 Telling jokes: pacing, pausing and punchlines Exercise 1 The second version of the joke has been told well. In the first version, the actor has used pacing and pausing more suitable for reading a newspaper article.

Exercise 2 A man went to see the doctor (P) and sat down to explain his problem. ‘Doctor, (P) doctor! I’ve got this problem,’ he said. (P) ‘I keep thinking that I’m a dog. It’s crazy. I don’t know what to do!’ (P) ‘Interesting,’ said the doctor soothingly. ‘Relax, come here and lie down on the sofa.’ (S, underlined) ‘Oh no, Doctor,’ the man said nervously, (P) ‘I’m not allowed on the furniture.’

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

UNIT 7 Connected speech feature: assimilation Exercise 1 /n/ changes to /m/: brown bird, green pencil, London Bridge, thin person; /n/ changes to /ŋ/: common cold, foreign guest, green grass, London cab.

UNIT 8 Stress in multi-syllable words Exercises 1 & 2 Stressed syllables in bold. Three syllables: comfortable, extremely, recognised; Four syllables: contribution, fundamental, undefeated; Five syllables: anticipated, communicative, congratulated; Six syllables: incomprehensible, materialistic, unrecognisable.

143

UNIT 9 Unstressed syllables and words: the /ɪ/ phoneme Exercise 1 1 decided 2 justice 3 arrested 4 been 5 pocket 6 bullets 7 subsequent 8 prejudice 9 convicted

UNIT 10 Lexical and non-lexical fillers Exercises 1 & 2 1 I mean 2 um 3 like 4 er 5 well 6 like 7 sort of 8 I mean 9 uh

Exercise 3 Lexical fillers: I mean, like, well, sort of Non-lexical fillers: um, er, uh

UNIT 11 Intonation: mean what you say Exercise 1 The sentences said in an appropriate way are: 1a, 2a, 3b, 4b

UNIT 12 Shifting word stress Exercise 1 1 conflict 2 contract 6 suspect

3 present 4 protest 5 record

Exercise 2 1 conduct (V) 2 suspect (V) 5 contract (N) 6 protest (V)

144

3 record (N)

4 conflict (N)