Language to Go - Upper Int - Teacher's Resource Book

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Contents

Contents map of Students' Book

Introduction

A few ideas for classroom procedures

The Language to go authors

Language to go and EFL exams

Phonemic symbols

Teaching notes

Photocopiable activit ies

Photocopiable tests

Tests answer key

Photocopiable writ ing bank

4-5

6-7

8 -9

1 0

1 1

1 2

13-53

55-135

136-143

144-145

146-152

rContents map of Students' Book

Lanquaqe to qo; Makinq pLans

Vocabulary and' speaikilig:. Weekend actrvitiesReadin g: F-mai lsr , ' : r : r l , ' , r . , t r r : r ' r l r : rGrammar: erses lor descr ib ing fu iu 'e p ' , 9Ger ta lk ing and wr i t ing: A oay rr ;p

: . : . .a: a: :a:.) :a::. : :. .:: .

- : "' " . . ' " " : , ; ' - -

Language to go: Wri t ing a CVSpeaking and reading: Gett ing your foot in thedoorVocabu lary: Expressions f or desci ' ib ing yoursel fv n r < l - i l c r n r l r v n o r i o n n a

Get wr i t ing: Job appl icat ions and CVs

Language to go: I .d lk ing about peocle \ : - " ' lVocabu la r y and speak ing : Ad lec : . : : - : r : : :people's chdiacters , r

-Lal gqagq,llo'g.o';,'T.aliKi6gj'rb.bqut] h0w rlikQ]y'ihtngs are

Language to go: Va\ ;19 sra ta 'k at a par ly

Vriiedbulary and speaking: Ways of talkingReading: Con"er sar ion s-- iarF- iL istening: Tvpes o ' corve-sa: .c 'G r e m m a r ' a ) ! , a c i ^ . i ' ^ <

Get ta lk ing: Roleplay: at a pany

Language to ge: Descr ib ing how io n^ake a c snSpeaking and vocabulary: Prepar ing and cookingfood .

L istening and speaking: T,r io recipes

Grammar: Countable / uncountable nouns andquantjfiers lGet talki.ng: Recipes

up iate , : " : .: 'a ::' ':::'aa':a,.,."':..,,,,

Language to go: Discussing socia l ber- .vrou.Speak lng and vocab l l a r y : | : : : : - ' : ' : r : r ' - -

c es l i ' e sR F ' 1 i . l

G . a n n a r :

Language to go: Descrblng praces

Speaking and l is tening: Promcr icner r rJeo onBirminghamVocabulaiy: Geographical locat ion and cheracterGet ta lk ing and wr i t ing: Locat ion and brochure foran international conterence

dpriakirn$: WeE thdil:idiqm,lr,!rSed:,for

Talk ng about thingi you,w_eiq

l i : 1 , , l r l : i , l : l

: ' t r : : . i . . , l " i l l : ; i : i . ;

, al lll

: t t i : ' i r

ic. a b u 1 a ry a n d s pea ki n g ; Di.sqsle,1ryglb_5 .i.t.d: - : : :s i : ;or]s

r i I l r , , l i . l . r , ' l r rrr , rrr i : r , rr ,

l e r n i n o r . i ' t l c c n f m , c t n r t r , n e

i . r m m r . E , l : . o n r h 6 ^ r c -

Get ta lk ing and wr i t ing: Tales cf Wb-a ' . i . , ' . . , r r , ' r r '

Language to go: Talkrng about journeys

Speaking and l is tening: Taxis in d i f ferent cour i t r iesVocabulary: AdVdibs of intensit.Grammar: Sol SuchGet talkingi Memorable journeys

L o r i g u o 9 c r , j -

Q n o : z i n n

P d . ^ . r : - ' : : - - :

- i : i r 6 i n o r c n n e l i + i o c

^::n ,/ Tokyo:' ge1 and iake:iacrovements in street life

1 iw th ngs cou ld have

tq,i:ilqppqf,ri:i.r,,r,tu.l.'.,,voiabnieivinqn a r < ^ n ^ l r t \ /

Readirrg and speaking: Optimst or pessimistT

Grammar: [xpressions of prooabi l i ty

Get talking:.Ptediqlianrqlr,gp,!im!s.mr a!d.'pe!5|:niim

Language to go: Discussing l "eal t l - a1d l festy lesS,peaklng qnd voca_bulaiy;. Adjectives for describingifes.tVles.

liste4ing: Radio rlterview with doctorVocabularv..2l Vgrb phrases to describe healthGet ta lk ing and Wri t ing: Lr festy les

Language to go: Tel l ' . rg sto ' ies in r1e pd5tVocabulary and speakirg: fne adve'o a.s

,i,neqOfng.gnO speaking: You'll never belieue.it!

Grammar: \anat ive -efses

Get ta lk ing and wr i t ing: :Tt .o-Tart e\ ,er ts

: , ] Language to go: Dlscussing advantages and:.] disadvantagesr, , Vocabulary and speaking: Noun combinat ions wi th':l -fnend and -rnate

r ' L istening: Radio interv iew wi th a counsel lorGrammar: Phrases of addi t ion, resul t and contrastGet ta lk ing and wr i t ing: Fr iendship

l -anguage to go: Ta k ing about monev. ' . .

Vocabulary and speaking: Expressions w.t th maheyL i s te r ' ng . ' - i - c -o Vao d ' scuss d i ' f e ren taspec t s

Vocabuiary 2: ' : i :ancia l termsGei ta k ngi j . : - i r . rdes io money

Language to go: Talk ing about a re lat ionshipVocabulary and:speaking: Expressions fordescr ib ing ie lat ionships

Rea.ding and speaking: Nelson / Winnie lVandelaand Liz Taylor I Riihard BurtonVocabularv 2: Phrasal verbs 1Get ta lk ing and wr i t ing: Storv- te l l ing

Language to go: .Discussing. what makes you laughSpeaking and vocebular i : HurnouiListening: Fo,rr people say what ma[es the'n laLghFunctipni: Agieeing, disagreeing, giving and askingfoi ,opin ions

Gei ta lk ing: What humour Oo you. l ike?F;: r ,c , cns

Listeningl'Lef 's Dafei TV progran:r:e

Funct ion: Descr ibrng pe'sora i t r

Get talking and vfriting: B ind cares ,or sir famouspeopld

4

Language to go: la lk ing aoour your job / hobbySpeaking and vocabulary: Your l i feListening: Chr is s careerGrammar: Review of tensesGet tatk ing and wr i t ing: Achrevements and robbies

: :3c i a ry ; Cr ln res and c r i i i {na lS . : i i .-::: ' :g: r; st.. ire lwould hAiE'gho.thel

L

C a r r a l t i n ^ . : . l c n l r , . ^ m . i : i n i. - ' r ' - ' t S

I

" . ' t "

Lan$q.age ;to.rgo: Talking abour homesSpeakinS and l is tening: Two conirast ing housesVoqabulary: .Phrases to descTtbe housesGet ta lk ing: Your dream home

- . 1 ,

- : : :_r l ro,at-rai l1. . , 1. , . .1, , . . , . , . ; , . . , . . ,

: t . t : : , . . i i , : r _ - : : , t L i l | i . l t i : c L t i i r o L t r l i . : e i i t i - ] s ,

. ! .' r , , , , ' , h , ,

l . r ' , : r - : ;1i . l r . i ;1 1' , i : r ' l r ' l l ascsj io i c ie: i i : t i i t i : tc; i : t . la i io i l i' . : l i r : i i : i . r I i t ] i r i j : [ )c c:o r ,r l is i ] i fecj 'y 'oui

Lar!,gnagq t0- $o:'Giving other people's op nidn'ii,l.S-$eiakin g: Precl ciionsl- is tening and vocabulary: Radic prcgi 'amme onerronecus predicttons; verbs useci fcr reponingGrammar: Construct ions wi th iepor l ing,yer-bsGet ia lk ing: Report ing pred c i ions

Languiige to 0o: Desciibiirg and dqfining things ,Speaking and readingi Are-himan beings realy thenost ddvanced creatutes on the plane!?Grarnmar: Relat ve c lausesGet talkirig and writing: Crosswords l

Language to go: Tr lkrng about growing upVocabulary and speaking: Ages and sragesSpeaking ancl l is tening: rhree oeoo e ra lk aboutrmportant stages in theii. livesVocabulary 2: Phrasal verbs 2Get ia lk ing and wr i t ing: r r rpo-taf t mi lesro.es

Language to go: G v i ' rg yor-r- op,nronSpeaking dnd vocabulary: .Phiases f6 i 4sssprS;ngTt I r.ts

I is tening: Two people s opin ions or a f : lmFunct ion: Erpressi .g reacl ionsGet ta l l ( ing and wr i [ ing: Fi l r ' ' ] .ev iews

Langudge io go: Usrng id omar c Ergl srSpeaking and reading: - (a:€,r r : r , - : : : : : -Eng!ishVocaLrulary: Bocjy rd orsG e t t a l k i ' r g : O . : i . : : - .

Language to go; Sly ing thd r ight th i r . rS.Reading and speaking: How politp:are yoq;?Lis iening: Socia l responses . . ' l :

Funct ion: Using Social Engl ish , . , . ' . ,Get ta lk ing: What do.you.say when . . ?game

5 l

Language to go; Tel l inE stor ies

ln t roduct ion

About Language to goMany adult students of Engl ish have a l imited amountof t ime for their studies. They may require Engl ish forboth professional and social reasons, and are alsoaware that they're l ikely to use i t in a number ofinternat ional s i tuat ions. They need to ensure that thet ime they spend on the t r Eng l ish learn ing is h igh lyfocused and goal or iented. They need to be able toachieve certain tasks and to leave a language class,sometimes after a busy and t i r ing day of working orstudying, with a bite-sized chunk of Language to go

and a sense of 'Yes, I can do that - anywhere in thewor ld , in Eng l ish l '

Language to gois a short course for this kind of aC"i :s tudent . Our under ly ing pr inc ip le i s tha i s tudentsstart the class with an object ive def ined in terms of area l i s t i c ou tcome, and f in ish w i th the language theyneed to achieve i t So here's a quick overview ofwhat t lê coJrse contains:. Four levels: Elementary, Pre- lntermediate,

lntermediate and Uooer Intermediate. Each levelhas 40 teaching lessons, and each lesson hasbeen careful lv wri t ten so that i t takes around 60minutes in the classroom.A Pract ice sect ion, a Grammar reference ard t '3recording scr ipts at the back of the Stucer:s ' 3: :<A de tachab le Phrasebook in the Sr ;oe : :s ' B : : ' rA class cassette or CD with the l isreni 'g ̂â:e' :This Teacher 's Resource Book, containing astep-by-step guide to every lesson (including

answer keys), photocopiable activities,photocopiable tests and a Wri t ing bank.fhe Language to go website (www.language-to-

oo .com) .

Language to go - a closer lookStudents' Book

ContentEach teaching lesson is designed to last 60 minuiesand is contained on two facing pages, whichreinforces visual ly the relat ionship between theStudents' Book lesson and the classroom lesson.I t focuses on a f inal act iv i ty, by present ing andpract is ing the language required and then tnvi t ingstudents to perform the act iv i ty at the end of thelesson. The lesson begins with a presentat ion of thevocabulary needed for the f inal act iv i ty, then

cont inues with reading or l istening mater ial whichpresents the targe: structure(s) in a meaningfulcontext. This is ic :ctved by some induct ive grammarwork, focusing o^ .ê r ' . reaning and the form of thestructure, and b.v sc^ = ciact ice exercises. Studentsshou ld now be ec- : :3 r -c do the f ina l ac t i v i t y in theGet talk ing sect ior a: --3 e^l of the lesson, which issometimes accol-ca- =l 3 ' . 3 Cet wit tng sect ion.The Language:c g : s : r= - - r - :e i in an eas i l ymemor iseo dra j , : j -3 - : - : co t iom corner o f eachr igh t -hano ceg: 3 - r : c :s as the focus and goa l o fthe lessc l

fv ' ior.r 'a: icr ;s ai the core of successful learning ing-onerai , and language learning in part icular; we have:nerefore taken great care to choose topics and textswhich wi l l st imulate the student intel lectual lv as wel las l inguist ical ly. Much of the mater ial has beenchosen so that i t ref lects the internat ional communityof Engl ish users, as nat ive or non-nat ive speakers.

We have trred to use as many inte'na: ional contexts^ ^ ^ ^ ^ ^ : t . t ^ ^ ; ^ ^ ^ , ^ , ô J u u J r r u r E . - , ' r o " " o ' T g e ' , ^ , a ' - = : ' : : o i i s t u d g n t s w i l l

u s e t h e i r n e w , l v a : : - ' : : ^ l - s - : : c m p e t e n c e n o t

l u s t i n t n e i - : , ' , - - : , - - - , : ' ' . - : i g i i s h - s p e a k i n g. - = . . - = = , - - - = ' t - -

C \ r c i i c a l s v i i a b u s^: : : *-s3 res g' c. Ple- inie 'n 'ed ' : : r termediate

: - : * : : : ' r :e rmed ia ie i s based o- ' cyc l i ca l sy l labus .^ , ' , - : ^ c , , fe ren t aspec ts o f lang , .g : , such as: : -s .s loda ls , vocabu lary o r { , - - : - l ^s , a re: '== : - :ed severa l t imes i ' l t i ê 3=-= :ve l . The: : . : ^ - ; o e o { t h i s a n n r o a c h ' S : ^ : - - ^ 3 S t r U C t U r e s c a nJ J 1 J - ! Y v

^ = ' . - r r a l h r r c v i s e d - - ̂ ^ ' ̂ ^ t e d o n a- ! j - r ! o l l y l E v l J s u , U U y t g

leg-,ai- and frequent basis -- = : - . l ivs schools and:s : ru tes w i th a sys tem ;= : : - : - - - -s enro lment to

are not d isadvantaged l . ^- =r n r h i n h h a r r a a l r o : d r r d p ^ - - -v v r i l u t I I t o v 9 q i l v q u y u L c - . . -

a t F l a m a n t 2 r \ / l a \ / o l \ ' : - :y l v v v ' t ' -

syl labus, as i t does nc: ̂ - . :

E lementary s tudenrs . ' : ' . " 'o f acqu i r ing language s -

tha t th is leve l lends : - .= .cont inuous enro lme l - .

The pr inc ipa l sy l labuses - - - : - - - ' ,qJ a re Grammarand Vocabu larv . Th- . . : : - - . : - : : l - : ^ tmar i s la rge lyone o f gu ided d iscc ,=- . - " : - . - : s tudents a represented w i th exa^- : : : : - ' - ' ' -13 ' i s t ruc tu re andthen inv i ted to wo l . : - - - - - - : - - : : - : : t ing to fo rm

a

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Iand meaning. Much of the vocabulary is presented inchunks as wel l as individual words, to ref lect the wavwe use Engl ish in real l i fe.

S k i l l sThe ski l ls of reading, l istening, wri t ing and speakingare al l pract ised. Speaking is at the core of thephilosophy of Language to go, and is the skill mostoften practised, both in the Gef talking sections andin the pair and group work act iv i t ies. The reading andl istening mater ial includes examples of Engl ish whichmay be beyond the immediate level of students, butis treated in a way which prepares them for deal ingwith it in a real-life context. Writing is deliberately notpractised extensively, since we feel that it is a skillwhich can be more useful ly developed outside theclassroom, al lowing the interact ive opportunit ies ofthe classroom to be exploi ted to their maxtmum on ashort course. However, several lessons also includea Get writing activity, and further guidance is given inthe Wri t ing bank in this book.

Pronunciat ion is dealt with wherever i t is appropriateto the grammar or the vocabulary syl labus strands,focusing on stress in words, stress in sentences anointonat ion patterns rather than individual phonemes.

Add i t iona l mater ia lThe Practice section provides further exercises toconsol idate the language taught in the main lesson.For teachers who have classes last ing longer than 60minutes, i t can be used in class. ei ther after thePractice exercises or at the end of the main lesson.The exercises in the Practice section can also be setfor homework and have been wri t ten so thatstudents can work on them alone.

The Grammar reference is designed to be a moredescript ive explanat ion of the grammar pointscovered in the main teachino lesson.

PhrasebookThis is a reformulat ion of some of the language taughtin the course, as wel l as a reminder of other relevantwords and expressions which are appropriate to thelevel, and presented in a famil iar phrasebook style.A traditional phrasebook, with its list of useful wordsand expressions, is at the core of the concept ofLanguage to go', in other words, language which isorganised and can be readi ly accessed when requiredin real- l i fe si tuat ions.

Teacher's Resource BookThis book contains:o a lesson-by-lesson contents map;. this introduct ion, with an overview of the course;. some tips on how to make the most of the material;. a personal statement from the authors;. how Language fo go links with external

examinat ions;

o a phonemic chart ;. step-by-step Teaching notes for each lesson inc$uding

answer Keys;o photocopiable act iv i t ies;o photocopiable Tests with answer key;. photocopiable Wri t ing bank.

P hotocopi abl e activiti esTeachers who have more than 60 minutes' c lass trmeavai lable may wish to provide further ski l ls pracrrce, sowe have provided some extra material. There are 40extra activities, each one corresponding to a Students'Book lesson, which are designed to be photocopied anddistributed to the students. Each activity will provide afurther twenty to 30 minutes' practice of the languagetaught in the lesson. The teaching notes opposite eachphotocopiable activity are for your reference, providing aguide to how the act iv i ty should be organised andanswer keys where relevant.

Photocopiable tests and answer keysThese are to be used to check on the students'progress at regular intervals during the course.There are four for each level, and thev focus on thevocabulary and grammar covered in every ten Iessons.So the ideal t ime to do these tests wi l l be when vouhave f inished Lessons 10,20,30 and 40.

Photocopiable writing bankThis can be used at any point in the course wnen Vouthink i t appropriate for students' needs, or to helpguide them with a particular Get writing activity.

The Language to go websiteBy cl icking onto www.language-to-go.com, you wi l l f indmaterial of interest to both students and teacners.including further interact ive pract ice exercises for eachlesson. There are also sel f-study versions of the mainGrammar/Language focus of each lesson, and theseserve as useful review exercises.

Language fo go is an exciting and innovative course ofinternat ional Engl ish. l t combines the basicrequirements of a t ight ly focused and minimal ist shortcourse with the wealth of materials appropriate to thelearning potent ial of adults in the 21st centurv.It contains topics and texts designed to motivate adultstudents with social and professional reasons forlearning Engl ish. l t has been wri t ten with a mixture ofenthusiasm, passion and pedagogical r igour by a teamof talented authors, and produced by editors, designers,researchers and many others with much love ano care.So, now it's over to you with Language to go. We hopeyou and your students enjoy i t .

S imon Greena l lSeries Editor

PersonalisationMost adult students of Engl ish are wi l l ing to trusttheir teachers because they believe everything theydo is in their best interests. But now and then, theymust ask themselves, 'Why am I doing this? How isthis relevant to me?' When this happens, bothstudent and teacher are faced with a potent ialchal lenge to their motivat ion.Personalisation allows students to relate material totheir own world. lt is therefore a key factor inmaintaining their motivat ion, especial ly dur ingchal lenging act iv i t ies l ike roleplays, The teacher hasto make sure the student understands how anact iv i ty relates to their language-learning needs.Every activity in Language to go is designed to allowmaximum oersonal isat ion for students. The lessonsare all constructed around a final activity, and theseact iv i t ies wi l l usual ly provide an opportunity for themto adapt the language being used to their owncircumstances. For example, dur ing the presentat ion

of a new topic, there is usual ly an appeal to thestudent to think about how much they might knowabout i t . On other occasions, there may be aninvi tat ion to use the target vocabulary or grammar insentences which are relevant to the student.l f you feel that personal isat ion might be lacking atany stage, for example, after a vocabulary exercise.you could suggest that students choose four or fivewords which they think might be useful to them,or which look like words in their language, or whichsound nice, or which they can place in categories of

their own choice. After a grammar activity,encourage students to write a couple of sentencesabout themselves using the target structure.You don't need to correct these extra activities,al though you may want to ask them to share theiranswers with the rest of the class. In this way,personalisation can have two purposes:to consol idate the learning process and to makewhat they're doing relevant to themselves.

VocabularyThe words and exoressions which form the focus ofthe Vocabulary sect ions are those which we think areimportant at this level. Most lessons only containbetween eight and ten items for productive learning(that is, words which the student should be able touse in spoken or written work, and not words whichthey are able to recognise).Many of the vocabulary i tems are grouped in topics;others are grouped according to some of the rulesbehind word formation or col locat ion in Engl ish.

as for classroom procedures

Encourage students to keep a vocabulary listcontaining al l the i tems which they have learnt,Try to ensure that the list categorises the words indifferent ways, in order to consolidate the learningorocess.When students ask for help in understanding words,try not to explain too many immediately, but askthem to help each other, or to use dictionaries ifthey're avai lable in the classroom. Remember alsothat explaining new words may bui ld theirvocabulary, but it may not develop their ability towork out the meaning of words in reading andlistening activities.

SpeakingThere are many opportunit ies for speaking pract ice inLanguage to go. Firstly, there are many pair andgroup work act iv i t ies based on a reading, l istening,grammar or vocabulary task. Secondly, there aresome lessons which focus on funct ional languagewhere there is a clear model of the language to beused. Thirdly, most of the f inal act iv i t ies in the lesson(Get talking) are opportunities to practise speaking.Remember to aim for a balance between accuracyand fluency; not every actjvity needs your close andcareful correction of errors.

ListeningThe listening material contains examples ofeveryday, natural spoken English. Students may beworried by the speed of delivery, thinking that it 's toofast, so reassure them that this is also quite normalin real life. and that the classroom is the best placeto be exposed to this type of natural language. Theydon't need to speak as fast themselves, but they doneed practice in understanding authentic spokenEngl ish. The fol lowing guidel ines should help them:o Encourage students to focus on the main ideas of

the listening passage and not get distracted bywords they don't understand. The main activitywi l l usual ly help them to do this.

. Help them to interpret clues from the context(situation, tone of voice etc.l. This will usuallyenable them to understand a great deal more thanthe words will convey.

. Play the recording a coupie of times (more thanthis will start to comprornise their motivation),even if the instructions onfiy suggest once.

r Try not to play the recording and stop after everyphrase, as this will not glve them the importantpractice in listening to the discourse of spokenEng l ish .

Writingn\riting is usually suggested in the Get writingseciions as a way of showing that students have-astered the language which has been focused on in: 'e lesson. Thev are al l meant to be classroom,e'sions of s i tuat ions they may encounter outside the:3ssroom - letters, e-mails, exam-style essays etc.=:e Writing bankin this Teacher's Resource Book:.ovides photocopiable models of these wri t inglenres with accompanying suggest ions on how to=xploi t them in class.:ncourage students to practise a form of process',"rriting'. ask them to write down as much as they can,',,,ithout worrying too much about being accurate.lhen ask them to reread what they have written, orlrraybe even show it to a partner. Encourage them tooe critical and to revise their work if necessary. Thenask them to wri te a f inal version which incorooratesextra ideas and al l their correct ions. Remember that,,vriting can be an exercise in fluency as well asaccuracy.

Readingl,,iluch of the reading material involves words whichstudents may not have come across, just like in realfe. Many of the accompanying act iv i t ies are

designed both to support thelr general understandingcf the passage as they read i t , and to check theircomprehension afterwards.Try not to answer questions about difficult words,but instead, encourage students to work out themeaning for themselves.Make sure that students read the passage once,perhaps at the end of the lesson, just to enjoy it, torespond with natural interest to it and without havingto answer di f f icul t quest ions!

RoleplaysThe roleplays are presented as a further opportunityfor students to practise speaking. Some studentsenjoy roleplays, especial ly in a foreign language.Others f ind they make enormous demands on theirimagination. For this reason, we have tried to providesuitable support into the roleplays, so that lessimaginative or creative students don't feel underpressure to come up with all the ideas themselves.Go round the pairs or groups as they are doing theroleplays, listening but not interrupting, unless theywant help in what they need to do.Try to avoid correcting students as they are doingtheir roleplays, but make a note of major mistakes,i f you wish, and discuss them with the whole classat the end of the lesson.

Error correctionIt's a good idea to think about what and when youcorrect before the lesson begins. Make this decisionpart of your lesson plan.It's best to avoid correction during an activity which

focuses on fluency until after it 's over; on the oineihand, it may be best to correct students in an activitywhich focuses on accuracy as they do it. Look ateach act iv i ty in turn, decide what i ts aim is anochoose the best strategy.Remember that less-conf ident students wi l l needmore encouragement than others, and yourcorrect ion may compromise their motivat ion.You may also decide you only want to indicate thestudent has made an error rather than correct ityourself . Think careful ly about your att i tude to errorcorrect ion, and share your opinions with the wholeclass.

Jigsaw readingSome activities involve a technique known as jigsawreading. This involves students working in pairs.The first instruction will be to work separately on areading passage, with separate but complementarytasks to perform. This usual ly involves them turningto a specified text or activity in the lnformation forpair and group work section at the back of theStudents' Book. The second instruct ion wi l l be towork together and to share the information they havegathered from the separate tasks.This technique is at the very heart of communicat ivelanguage teaching, as i t involves an information gap(Student A knows something that Student B doesn't,and vice versa) and a meaningful exchange ofinformation during the second stage of the activity,where the students tell each other what they havelearnt.As long as the students understand the instructions,it's best for the teacher simply to signal the start ofthe two stages of the activity, and listen as thepairs/groups perform it. You can finish the activitysequence with group feedback to check the answersare correct.

PronunciationPronunciation work in Language fo go focuses moreon word and sentence stress and intonation patternsthan on individual phonemes. There are severaltechniques you can use:o Drill ing can be individual or choral repetition of a

word or a sentence. Choral repetition with thewhole class is a way of bui lding up students'confidence in pronouncing strange words or newsentences.

o Backchaining involves the repetition of differentparts of a sentence, often starting at the end, andgradual ly adding parts unt i l you have reconst i tutedthe whole sentence.

. Word linking focuses on the fact that when yousay words in connected speech, the individualphonemes which make up the word may change.Say the words separately, then say them inconnected speech and emphasise the way inwhich thev sound different.

l '

JJ Wilson

The Language to go authors

Antonia ClareAntonia works as educational co-ordinator for the International House WorldOrganisat ion, based in London. Her work involves developing educat ionalmater ials, designing courses, at tending conferences and training teachers for anetwork of over 1 15 schools. Having studied Psychology at university, she hasnow been teaching and training for nearly ten years. working in l taly, HongKong, Portugal, Ukraine, Poland, South Afr ica and the UK. When she is notrushing around for work, she enjoys spending t ime with fr iends, going out andreading newspapers in the garden.

"Some things in l i fe are never easy. Learning a language is one of them, andwriting a good coursebook is another. However, one of the most satisfyingthings about learning to speak in another language is being able to understandpeople and join in conversat ions to talk about things you are interested in. Inthis book. we have worked on activities which we think will interest studentsand give them a real opportunity to express themselves using the new languagethey have learnt. Whilst it might not be easy, learning a language can be lots offun. We hope you will enjoy using this book with your students."

JJ Wi lsonJJ graduated from Edinburgh University with an MA in History of Art andEngl ish Li terature. After t raining at Internat ional House, London, he taught inEgypt, Lesotho (where he ran a student theatre) and Colombia, before returningto London. This is his first ELT book, although he has published a good deal ofshort fiction. He was a junior international rugby player and stilt plays when timeallows.

"Normally in my fiction I write for myself, with one eye on the potential reader.With Language to go, we werewriting for thousands of students and teachersfrom all over the world. Finding something to say to them allwas a completelynew challenge and a pleasurable one. There is no such thing as the perfectcoursebook. but throughout the writing of this, we have called on ourexperience as teachers and tried to answer the vital questions: Would ourstudents be interested in this? ls the task motivating? ls it useful? ls the targetlanguage clear? ls there room for the student to express him/herself ? Willteachers be able to rely on this book when they are having a bad day and havesixty seconds to prepare their class? lf the answer to all these questions is yes,then we have written the book we wanted to write. I hope you will enjoy usingall the books in the Language to go series."

t

Antonia Clare

1 0

Language

The table below shows generalequivalences betweenthe four levels of Language to go and two well-knowninternat ional examinat ion boards. UCLES (Universi ty ofCambridge Local Examinat ions Syndicate) and Trini tyCol lege, in terms of the language taught and the topicscovered in the four books.

Whlle Language to go is not an examination preparation

course, a student who has, for example, completed theElementary level would have suff ic ient language toattempt UCLES KET, and start a preparation course forUCLES PET. Examinat ion training is required for al l EFLexaminations, and we would strongly advise studentsto fol low an examinat ion preparat ion course. But youwil l f ind that some of the exercises in the Students'Book lessons. the Pract ice sect ion and thephotocopiable Tests are similar in format to those foundin EFL publ ic examinat ions.

Note that higher- level exams, such as UCLES CPE andESOL Grades 11-12. are not covered in this table.

to go and EFL exams

For further information, contact:

UCLESEngl ish as a Foreign Language1 H i l l s RoadCambridgeC B 1 2 E UUnited Kingdomfet +44 (0\ 1223 553355Fax: +44 (U 1223 460278E-mai l : ef [email protected]. ukwww.ucles.org.uk

Trini ty Col lege89 Albert EmbankmentLondonSE.1 7TPUni ted Krngdomfel: +44 (0)20 7820 6100Fax'. +44 (0)20 7820 6161E-mai l : info@trini tycol lege.co. ukwww.tri n itycol lege.co. u k

11

Phonemic symbols

The symbols in this chart represent the sounds used in standard Bri t ishEngl ish and some of the most common variat ions in American Engl ish.We have used the symbols in the Teaching notes to help clar i fypronunciat ion points dealt with in the lesson. We have not includedthem in the Students' Book, because we feel i t is not always easy orpract ical to teach them on a short course or a course involvingcont inuous enrolment.

However, you may find it useful to introduce certain symbols tostudents to help them with their individual pronunciat ion needs. l f youdo, we would recommend that you:. only teach a few symbols at a time - little and often;. get students to practise the sounds, but do not aim for perfection -

a comprehensible approximation is good enough;. relate the symbols to words which students alreadv know.

The example words here are al l taken from the Longman def iningvocabulary of 2,000 words used in The Longman Active StudyDictionary and The Longman Dictionary of Contemporary English.

Consonants

t i

pbt

dt -^sfved

S

z

J3htJdsmn{wIrj

pen; paperboy; tableto; sitdo; madecar; makego; bigfour; wifevery; Iivethink; tooththis; othersay; ouszero; hasshop; washtelevision; pleasurehave; aheadcheese; watchjob; br idgeman; comename; tenth ing ; s ingerwater; flowerla te ;ye l lowrun; carryyes; you

Vowels

r i t ; sistere egg; saidE at; haveD on; dog (UK)or on; dog (US)n up; motheru put; booke address; brotheri: easy; shecu art; fathercr al l ; doorut boot; shoe3r earfy; work

Diphthongs

er ab le ;wa i tar l ; buycr toy; noiseeu over; go (UK)ou over; go (US)au out; townre ear; hereee air ; there (UK)ue sure; poor

L "

Teachingnotes

by David Newbold

l3-r

VocabularyGrammar

Language to go

Gett ing aheadLanguage noteso This lesson reviews a range of tenses. Problem areas are

likely to be the present perfect, and the contrastbetween simple and continuous tenses. Be prepared tospend t ime on them.

. The vocabulary highlighted in Exercise 1 ranges from aformal register (broaden your horizons, achieve yourgoalsl to a very informal one (be into something).

Way ino lf this is your first lesson with the class, introduce

yourself. Write your name clearly on a sheet of paperand put it in front of you. Ask students to do the same.

o lf students don't know each other, get them to introducethemselves. Ask, and get other students in the group toask, questions, e.g. about where they come fiom orwhere they l ive.

Speaking and vocabulary1 Explain (or get a student to tell you) the meaning of

the tit le Getting ahead (= making progress, beingsuccessful). Tell them that the highlighted vocabulary isall about getting ahead.. Students match the vocabulary and definit ions.

Check their answers. Point out the differences inregister (see Language notes above).

1 e 2 a 3 d 4 b 5 f , c 6 g

2 In pairs, students ask and answer the questions whichare relevant to their own experience. Walk round theclass as they speak, giving help where needed.Ask a few students to report an interesting fact abouttheir oartner.

Listening3 CEI Focus attention on the photos. Ask stuoents

to identify the jobs and activit ies represented(e.9. musician, sportsman, student/teacher,businessmen, chef , c l imber) .. Ask how the people in the pictures might feel, to

el in i t ea nrntrd OleaSed,y ' v s v t )

r Ask students to imagine what the people arethinking at this moment, e.g. the chef: At last we aregotng to open our own restaurant.

. Play the recording (more than once), and getstudents to answer the ouestions.

o Note that Chris uses the informal exoression Me andmy friends instead of the more formal My friends and l.

Ask students to reconstruct the sentences frommemory. Play the recording for them to check.Go through the answers.

Phrases for talking about your lifeReview of tenses

Talking about your job/hobby

Grammar focus5 Rst students to study the functions l isted for eacn

verb tense and explain them if necessary.. Students match the verbs from Exercise 4.

Go throuoh the answers.

rous: - -s : goi in to i t when I wasrecc: ts i mv Deoroom.

- - ^ ^ - ^ k ^ + ^ ^ ^ ^ + L .. - - - o s / d U e L U S e e t l l e W O f l O .

6 Focus attention on the pictures i l lustrating Chris'scareer. Say that they represent scenes from his career:past, present and future.. Students number the pictures and name the tenses.. Students may ask about the sentence describing the

band in the studio. lf so, explain that the presentsimple would also be possible here, and would havea s imi lar meaning.

10 4s ::ti:iait::i,:*iit;:t:itilti::iit::i::ti::*i::a.llPractice7 Rst students if they recognise the actor in the photo

(Robert de Niro). Can they name any of his fi lms?. Students do the activity and check with thelr partner.. Go through the answers.

1 spends 2 grew up 3 was making 4 wa5 has made 6 is $anning

Get ta lk ino . . .Ask students about the things tney are particularlyinterested in. lt could be their icb or a hobbv. lt couldbe a sport, a worthy cause or a reiationship withsomeone. Invite each studeni to choose one thing.. Tell the class about one of your- ouvn interests, ano

about how it has developed" As far as possible, usevocabulary presented in tf-re essor-'., e.g. take up,continue, spend a lot of !;ne oo rg etc. Encouragestudents to ask you questro'is about it.

. Draw a timeline on the boarc io represent theinterest. Add dates and oTfen notes. Ask students totell you about your interes:-

. Tell students to draw thei. c',"rn i'nneline. Thev canuse the one on the board oi :re one in the boor< as amodel. Walk round the c,ass as if ' ,ey think, givinghelp and making sugges:rons lttere needed.

Divide the class into grouss o' :nree or four.Students show their timei,rres and interview eacnother about them.o Ask one or two studer:s ro .eoc,.t back about their

groups.. Get a student whose --,rre r€ :s projected into the

future to draw it on :r,e lca'i and comment on it.

1 0and writ ingStudents choose one si :^e nernDers of their groupto write about and suia"r.€nse rheir dlscussion inExercise 9.r Finished texts cou d c€ ustrated and disolaveo.

) | L

> PHOTOCOPIABLE ACTIVITY PAGES 56-57

Vocabulary 1

Vocabulary 2

Language to go

Modern survrvalLanguage notes. Make sure students can read numbers with fractions,

e.g. 44.9 should be read fofi-four point nine.. Use this lesson to revise comparative structures,

e.g. much healthier than, not nearly as stressful as.

Way ino Brainstorm a few ideas about healthy l iving. Try to get

each student to make at least one contribution.Write brief notes on the board, perhaps in twocontrast ing columns, e.g.

Y e s ' N oexerc ise smokingfresh a i r a lcoholfruit and vegetables too much red meat

Speaking and vocabulary1 Get students to describe the people in the photos.

Ask them to guess their ages Ask them if they thinkthey are happy. Why (not)?. Focus atteniion En the adjectives and get students

to say them aloud. Check understanding by askingstudents to arrange them in pairs of opposites(healthy, unhealthy; clqan, polluted; relaxing,exhausting; stressful, stress-free; active, sedentaryl.

. Students choose one or more appropriate adjectivesfor each oicture.

2a Read the f i rs t f igures in the table, i .e . The l i feexpectancy for men in Angola is 44.9 and for women itis 48.1. Ask students to make similar sentences aboutthe other countries. Elicit comparisons, e.g. womenlive longer than men; people in Japan live much longerthan people in Angola.. Students discuss the questions in groups of three or

' four. Walk round the class as they talk, giving helpwhere needed.

2b Ast them to compare their ideas with another group.Ask one or two students to report back to the rest ofthe class. Summarise the most interesting ideas.

Listening3a ffi Focus attention on the l ist of topics and get

students to make predictions about what the doctorwill say, e.g. You shouldn't drink alcohol. Ask studentsif they think marriage makes people's l ives longer orshorter. Tell them they may be surprised by the answer.. Play the recording (more than once if necessary) for

students to l isten and make notes.3b Students check with their partner. Go through the

answeis and play the recording again for a final check.Ask students which information thev find mostinteresting.

Adjectives for describing lifestyles

Verb ohrases to describe healthhealth and l i festyles

Vocabulary focus4 Students work with a oartner to reconstruct the

sentences and then check with the script.Go through their answers.

Practice5 Remind students to pav attention to verb forms as

they complete the sentences. Go through thei ranswers.

t have a balanced': ' i '2',Worklng3 watching; weight 4 am in 16 r o l i o r r o c i r o c c A n e r ._ v _ J e u p

Get ta lk ing . . .6 In pairs, students ask and answer questions about

each other's l i festvle.. Ask a few students to make a short judgement

about their: partner's l i festyle. ls it healthy?WhY (not)?

r lnvite students to make a resolution aboutprolonging their own life, e.g. I 'm going to marry ayoung woman and have lots of children.

. . . and wr i t ing7 lf students come from different countries, ask them to

identily the main health problems in their country. lfstudents come from the same country decide with themwhich are the main health problems of the moment.. Divide students into groups. Students from the

same country should work together. Walk round theclass as they write, making suggestions and givinghelo where needed.

. lf oossible, mount the finished advertisements onthe wall for other students to read. lf students haveproduced leaflets, circulate them round the class.

iIL > PHOTOCOPIABLE ACTIVIry PAGES 58-59 1 5

Vocabulary

GrammarLanguage to go

Time adverbialsNarrative tensesTell ing stories In the past

CoincidencesLanguage noteso Rules governing the order of adverbs and adverbial

phrases are complex. Usually sequencing adverbialscome at the beginning or end of a c lause, especia l ly i fthey are multi-word phrases (at the same time, twentvyears earlierl. But this lesson has several examples ofsingle adverbs occurring between subject and verb,e.g. Moscardi had previously given him, hadsimultaneously decided to drive. Point them outto students.

e Exercise 6 focuses on stress. Remind students thatregularly recurring stresses give the language its rhythm.Getting the stress right is just as important as getting theindiv idual sounds r ight .

Way inr Ask students for an example of a coincidence. lf they

can't think of one, invent one (e.9. several students fromthe class meeting by chance in the same hotel in tenyears ' t ime).

Vocabulary and speaking1a nst students to read the questions and tell you which

one is an example of a coincidence (Ouestion 4).. Students do the activity and check with a partner.

Go through the answers.

!9rrs1ryards,rff offi ff tr-tf/1:?;fie iffi 6;:,*#netei3 earlier, previously 4 at the same time. simultaneousfy

1 b Rst if any students can say 'yes' to any of the questions.lf so, ask him/her to tell vou about it.r Divide the class into large groups {e.g. of six) to

discuss the questions. Walk round the class l istening,and report back any interesting stories.

Reading and speaking2 Focus attention on the cartoons and ask students to

guess the coincidences by elicit ing, e.g. perhaps thepeople in the cars know each other.o Students read the stories and choose the best t it les.

Go through the answers.

Allow a few minutes for students to discuss thequestions with their partner.. Check their answers to Ouestion 1.. Ask some students to tell the rest of the class their

answers to Ouestions 2 and 3.o Find out which story the class finds most amazing.

Get students to tell i t again in their own words, withtheir books closed.

Grammar focus4 Tell students to look back at the stories and find the

verbs in italics. Write thern on the board.. Students match the verbs to the tense descriotions.

Go through the answers.e Students identify the tenses. Go through the answers.o Ask students to write a further examole for

each tense.

> PHOTOCOPIABLE ACTIVIry PAGES 6O-61

3

. l f possib le, te i i s iudents to p ick up a novel in Engl ish(in the Iibrary or at a bookstall) after the lesson andnote the tenses used on the first page. They shouldreport back their f indings during the next lesson.

1 past continuous: was ringing2 simple: pulled 3 perfect: had decided4 continuous: had been sitting

Practice5 Students do the activity and check with their partner.

. Go through the answers.

. lf you have time, ask students to rewrite frommemory one of the stories in Exercise 2.

1 became 2 lost 3 bumoed 4 were waitino5 recognised 6 hadn't seen 7 were talkinq

-

8 found out t had been living 10 h;d nev6r seen

6 EE! Check students' understanding of stress (a word,or part of a word, pronounced with greater force).. Play the recording for students to identify the

stressed words. Check their answers.. Discuss the function of stress (to highlight important

words). Read just the stressed words. Stuoentsshould realise that they are sufficient to give a goodidea of what the text is about.

. Students practise reading the text to their partner.Walk round the class, encouraging clear stresses.

Get ta lk ing . . .7 Draw the chart on the board, write in some important

dates in your l i fe and begin to speak about thebackground to them, using the past perfect (simpleand'continuous) and past continuous.r Tell students to complete a sirnllar chart about

themselves.I Divide the class into groups. Srudents speak about the

events in their charts and the oeckground to them.. Walk round the class as students speak, giving help

where needed.. Ask a student from each gro,-ip to report any

similarit ies or coincidences they noticed.

9and writ ingTell students to use a range of tenses in their narrattve. Walk round the class as students write, giving help

where needed and making conections whereappropriate.

o Encourage students to edtt their own writ ing, and tocheck their partner's.

. Ask one or two students to read out their comoletedaccounts.

. For an example of a piece of nanative, seeWriting bank page 146.

. 1 6\

Vocabulary Noun combinations with -friend and -nate

Grammar Phrases of addit lon. result and contrastLanguage to go Discussing advantages and disadvantages

Fr iendsLanguage notese Point out that the stress in compound nouns goes on the

first part of the compound, e.g. flatmate, girlfriend.. Students often have problems using too, also and as

wel/. Explain that a/so usually comes after the subject,whereas foo and as well come at the end of the clause.

Way inr Tell students they are going to read and talk about

friendship. Write the words A good friend is someonewho ... on the board and tell students to complete thesentence. Ask students to read out their sentences.Are they similar? Or do students have different ideasabout what makes a good friend?

Vocabulary and speaking1 Focus attention on the ohotos. Ask what different

types of friendship are shown, to elicit, e.g.schoolfriends, friends at work, a romantic relationship.

2 Draw attention to the two keywords in the diagram:friend and mate.. Explain that compound nouns can be formed from

friend and mate to indicate different types of friends.. Students match the comoounds with their

definit ions. Go through the answers, pointing outthat compounds with rnafe would usually appear assingle words, whereas more variety is possible withcompounds with friend.

Get students to describe the types of friendshipshown in the photos, using the new vocabulary,o Ask students (if you don't think it wil l embarrass

them) what types of friends they have.

4 Read Ouestion 1 and wait for students to volunteeranswers. Remember, some students may not want totalk about very personal or painful memories; don'tinsist that they should.r Students continue talking in pairs or small groups.r Ask Ouestion 2 to the whole class, and begin a short

discussion about who to turn to when vou have aproblem. Write students' suggestions on the board, e.g.friends, relatives, doctors, psychiatrists, pfl'esfs. Ask ifstudents know of any organisations which help peoplewith problems. Encourage students to talk about anyorganisations which may exist in their own country.

Listening5 &s Explain that Chris Johnson is a counsellor who

offers advice and friendship to lonelt-F6opte;----.=j"Read the questi'on and gdtStude-nts to'guess what

the speaker wil l say about them. Do not spend toolong on this warm-up.

. Play the recording (more than once if necessary) andget students to report the speaker's ideas.

. Explain, if necessary the meaning of in the flesh(= In person).


f r iendsit,r,,have time to see

but i t is

6 Students read the gapped sentences. Allow time forthem to focus on meaning.o Play the recording for students to complete the

sentences. Go through the answers on the board, orask students to check with the script.

r Ask students what they understand by a 'semr-

detached' friendship and where they think theexpression has come from (a semi-detached house\.

1 therefore. 2 as a result 3However: also4 On the other hand 5 Althougrlr 6 nevertheless

Grammar focus7 Rst students to identify the function of the missing

words and phrases in Exercise 6 (they are all used tolink ideas and structure sentences).. Students l ist the conjunctions according to type and

check with a partner.r Go through the answers.

8 Give students time to look back at Exercise 6 anddiscuss the l inking words with their partners.r Go through the answers.

Practice9 Students read the text and underline the correct

alternatives.o Go through the answers, pointing out the role of

punctuation in sentence structure, e.g. a comma is'needed afler Howeverbut not after Althouoh.

of this

Get ta lk ing . . .10 Rs a warm-up, ask students if they think it is easy to

make friends. Why (not)? How long does it take?o Divide the class into an even number of Group As

and Group Bs. Tell Group As to think positive andGroup Bs to be cautious and suspicious, as they i istand discuss the oros or cons.

o When they have finished, give students from GroupA a partner from Group B.

r Walk round the class as they talk, helping andencouraging them to use expressions from Exercise 7

. . . and wr i t ing1 1 Rttow plenty of t ime for this activity.

. When students finish, they should exchange workwith a partner and edit his/her work, paying specialattention to sentence structure.

r lf time is short, students can finish the writing at home.. Try to give feedback on each piece of writ ing.. For an example of an essay, see Writing bank

page 147 "

3

1 7

Vocabulary

Grammar

Language to go

Ways of talking

0uestion tags

Making smal l ta lk at a paty

Smal l ta lkLanguage notes. Students sometimes have diff lculty identifying 'extreme'

adjectives (like lovely and terrible) which people use inconversat ion to g ive emphasis (other examples aregorgeous, awful, fantastic, hideous) One test iswhether the adverb absolutelyworks with the adjective,e.g. absolutely fantastic is OK, absolutely good isn'Il

. There are var ious examples in th is lesson of sentenceadverbs lapparently, seriously, actually) used inconversat ions These help make the sentences soundmore natura l .

. Ouest ion tags are featured in th is lesson: the ru le is thatthe tag is negative if the main verb is affirmative, andaffirmative if the main verb is negative. lt helps toremember that the tag is a sort of mirror image of the verb

Way ino Ask students if they often go to partles. Ask someone

who says 'yes ' what he or she usual ly ta lks about atparttes

Vocabulary and speaking1 Focus at tent ion on the p ic ture and ask studer :s =

they'd l ike to be at the party. Why (not)?r Prompt pai rs wi th quest ions i f necessal , .

2 Rt tow students t ime to read the sente ices c, ,themselves. Read the sentences a loud as naiLra , ?s : :ss - - =

th is may help them ident i fy the i ' . ' : i ' c= :a ( ' .g. Go through the answers

1 conf ide in 2 shout 3 gossip 4 make snra! , ia .<5 moan about 6 chat

3 Students work in pai rs to descr ibe the p ic ture. Get one or two students to d iscuss when they ta ik

in these different wayso Be prepared to say something about yoursel f , e .g

I often chat with colleagues about what happened ina lesson, but I hope I don't moan too much aboutstudents.

Reading4 Tell students to look briefly at the article and work out

the meaning of conversation stunners (things to saywhich wil l impress pedBle):--- -"--.^-. Once students have done the activity, go through the

answers. Do students disagree with any of them?

Listening5 KS# Play the recording several t lmes for students to

match the conversations with the advice and checkwith their partner.r Go through the answers.. Ask students to practise readlng the sentences

dramatically. They should enjoy this

Conversation = C; Advice = AC1 + 44 C2 + A5/A3 C3 + A2 C4 + AGIAIC 5 + A 3

> PHOTOCOPIABLE ACTIVIry PAGES 64_65

6 Ask studer:s \, ' . 'nich type of words are missing fromthe converser ons to elicil question tags,. Students rav ce able to complete most of the

conversa: c-s , , r , , i thout hear ing the recording againo Play the -e: r - l -g again for s tudents to do the

activity or c-::< . ' , '1at they have written.

1 dOeS it 2,,.,,:S-': ::; Shall We . :l.:,.,.',1','::;,',,',, ', ,,,,,,ri1'1.,:,,1,,: ..,.;

3 can you; isn': -: a-e ;3J. wil l you : ': ' , .1, , ' ' ' ' ' , ' , ,, ' '1,,t,,,.1,' , . '4 haven' t i ley - . ' , : - : y l i ; , , , i , , , - i

Grammar foc .s7 S tuden ts , co< : : . - - : : ^ : : ^ : 3s 3^J exc ta rn how tags

a r e f o r m e c , s = = L a l g , a g e n o t e s. Read : i . e : , ' , : : . : - - : : s : a , J sc i ha t s tuden ts can

heat : -g : "=- . ' : : : : : . ' , :e : i le iwo types of tag. Ge : s . , : : - : s . : - : : : : . : - : examp les cho ra l l y and

' 4 , : _ a

r - s . , ' . ' - - - ' : - : : : - : : - ces i s a rea l r eques t f o r- ' : ' ' ' . - . : - : - 3 ' - s - . . , : r i t s r i s i ng i n tona t i on ) .I - : - : s - - : - , - : : - - : ' i h e s e c o n d t y p e ( t h e t a g: " : -= ' ^ : s : : ^c : a chance to ag ree w i th t he. : : : . : - ' s : - cen ts have d i f f e ren t l anguage: : : . .J- l - i :cs. get them to te l l you whether they uses - - a ' :ags in thei r own language, and for what

8 - a, : :e recording again for s tudents to mark the tags. ' , . r e n arrow (r is ing or fa l l ing)" Go ' ihrough the answers Play the recording again for

s:udents to chech

-xample: ask ing r 1 checking - .2 asking r ; checking : 3 askrng - ' ; ask ing - ' ;check ing : ; chec< ing : 4ask ing r 5check ing a

Pract ice9 Srudents wr i te the :ags : iJ check wi th thei r par tner .

i hasn' t i t 2 wasn i , i 3 o 'dn ' t she 4 is there5 do you 6 couicin'r she 7 ',von't vou ,,8:1rb'a:n,t,thterV,:,::.,9 don't you rrr.ir,i.,l,ir,,,lr,irr.,rr,rr',':.'i.r,r,i''.,',..

10 i ; : P lay the record,ng 'c ' s : - : ; : is to check thei rA N S W C T S .. In pai rs , s tudents p:ec: s= ' : . -g the sentences.

Walk round the c lass, c3 ' - : : : ̂ g oronunciat ion, ^ , h ^ , ^ ^ ^ ^ ^ ^ ^ - ^ ,v v r 1 9 r v t t E U E ) J d t y

Get ta lk ing11 A t tow p len ty o f t ime ' c ' : ^ : : : : , : y .

. Tel l s tudents to i rn:g - : :^ : " : .e at a par ty . Theyshou ld t h i nk o f ques . : ^s : : : s< c the r peop le andways of making sr .e .a < 3-a,nstorm a few ideastogether , e.g ask o-e s. c-s -coui fami ly andboy/g i r l f r iends, ma<e ccr , 'ersal ion about theweather , the teachers. ine oosters on the warr

o l f s tudents don' t kno, ,^ ; eacr other 's names yet ,they should wear a nar-ne badge.

o Students c i rcu late aTounG ihe c lassroom makingsmal l ta lk Join in yoursei f , and ta lk to as manystudents as possib ie Be sure to use lo ts of quest iontags.

1 8

Vocabulary 1

Vocabulary 2

Language to go

True loveLanguage notes. The grammar of phrasal verbs is complex. ln this lesson, a

distinction is made between transitive verbs (come acrossland intransitive (fall oul, although this is complicated bythe fact that some verbs can be both

. Students find it diff icult to use phrasal verbsappropriately, partly because of their colloquial feel. AfterExercise 7, vou could ask them to rewrite the text using'ordinary' verbs, e.g. met instead oI came across, arguedinstead of fell out eLc.

r Students may be interested to note that phrasal verbsoften have two meanings: a l iteral one and a figurativeone. This is i l lustrated in the Language to go box, wherethere is a pun on the two meanings of to fall ouf. {Seealso Exercise 3 on the Practice page for this lesson.)

Way in. Brainstorm the names of some famous couples from

historv, l i terature or the world of show business.

Vocabulary and speaking1 Students match the verbs with the words. Thev can do

this in pairs if you prpfer. Go through the possiblecombinations. Ask what thev have in common, to elicite.g. relationships between people.

Discuss the questions with the class. Focus attentionon be divorced and get divorced. Make sure studentsunderstand that get divorced refers to the process, bedivorced to the state. Ask what people have to dobefore they get divorced (get married).

3 Ask students to say what they know about the couplesin the photos. Help them by asking questions based onthe vocabulary, e.g. Did they have a happy marilage?

Reading and speaking4a Students work in pairs (A+B). Tell students to read

their text and complete the relevant section of thetable.

4b In pairs, students ask and answer questions about thetexts and complete the table.. Early finishers should tell their partners other things

they remember about their text.r Ask students to summarise the text thev didn't read.

Expressions for describing relationships

Phrasal verbs 1Talking about a relationship

Vocabulary focus5 Oivide the class into small groups to choose the

correct definit ions. Go through the answers.. Tell students to choose one of the verbs and use it

to write a sentence about their own life. Ask someof them to read out their sentences.

1 b 2 a 3 b 4 a 5 a 6 b

6 Students decide which sentence is transitive andwhich is intransitive.r They then read the sentences again and decide which

type of phrasal verbs are used. Go through the answers.

Practice7 ffi Find out what students know about Marilyn Monroe

. Students complete the text with their partner. Playthe recording for students to check their answers.

o Ask students to think of alternative verbs.

8 ff i Play the recording for students to mark thestresses.o Go through the answers. Ask a good student to read

the text.

get on fell out came across solit uo made uB

got back togglher got ever :::'r.ti]t::ti:t;]:ti:l;s.r;,;::,:,r.,r,;;,:rr::,

Stress in phrasal verbs normally falls on the particte.

Get ta lk ing . . .9 Focus attention on the picture story. Ask students if

they understand what happens. Ask Does it have ahappy ending? to elicit Yes, it does.r Ask students to think of some of the words and

phrases needed to tell the story. Write any newvocabulary on the board, e.g. pet shop, assistant,manston.

o In pairs, students tell the story with their partner.Walk round the class as they talk, helping whereneeded.

. . . and wr i t ing10 tett students that most of the phrasal verbs in

Exercise 5 can be used in this story, too.. Students write the story with their partner.. Ask a student to read out the storv.. For an example of a piece of narrative, see

Wri t ing bank page 146.

1 9

Why d1d,th,6;.,

> PHOTOCOPIABLE ACTIVITY PAGES 66_67

Vocabulary

Grammar

Language to go

The ofLanguage notes. Modal verbs l ike musf and should indicate a greater

sense of speaker involvement than thei r non-mooaiequivalents have to and ought to.

. Need can behave like a modal verb when used in thenegative, e.g. You needn't go. In this case, the speaker isgiving authority not to go. In the non-modal version Youdon't need to go the speaker is merely stating a fact.

Way ino Ask students if they have/had good relations with their

parents (or children). lf anyone says 'yes', ask why.

Vocabulary and speaking1 Some of the expressions wil l be new to students.

Invite them to use dictionaries if they have them tohand. Clar i fy the meanings. Students divide the ohrases into four oairs wrrn

s imi lar meanings. Go through the answers

doing chores = doing odd jobs in the housegetting into trouble = being naughty and getting ca-g-:dolng what you're told = obeying

2 Get s tudents to descr ibe what is happening ^ eac^photo, using expressions from Exercise '1

.rSuggestionsPhoto A: getting into trouble/being naughty/p aying iruantPhoto B: doing chores/doing odd jobs in the housePhoto C: doing what you're told/obeying/getting intotrouble/being naughty (and getting caught)

3 Read the quest ions, or get a s tudent to read ihemAsk for some in i t ia l ideas f rom the whole c lassl f possib le, te l l s tudents about vour own chi ldhood.. Divide the class into groups of three or four to

discuss the questions. Walk round the class asstudents ta lk , l is tening to them.

r Ask one student from each group to summarise thethings they talked about. Find out what the class asa whole thinks about Ouestion 3 Are oarents lessstrict than they were? ls the situation different indifferent countries?

Read ing4 Focus attention on the photo of John Rosemono, an

American childcare expert. Ask students if they thinkhe looks l ike a strict parent or a permissive one.. Students read the article.r Discuss the two questions, and ask some more

questions about John Rosemond, e.g. What did hedo before he got married?


Phrases to describe behaviour0bligation verbs

Dlscussing ways of bringing up children

d isc ip l inedaddy 1 John Rosemond believes that parents are less strictnowadays, and they spoi l the i r ch i ldren too much.

2 He th inks they should be more st r ic t , and d isc ip l inethei r ch i ldren more st rongly

5 In pai rs , s iuc ien:s exchange thei r ideas.r Find out ho'.. ' -ai), students agree with Rosemond.

Grammar focus6 Cet s tudents : : ^ : - : s : -e rodal verbs (e.g. can,

mus t ) and . i c :e , : , - : - : i - - g abou t t hem (e g t heynave no i r i fC- : : -S:- - . : - t : - : \ a :e iOl lOwed by theinf in i i ive ' . ' . : :^ : - : : - -' S iu ie - : s - - s , ' , : - . ^ : : - : s . : ^ s ; cneck the i r answers .

PracticeI ff i Students rewrite the sentences using appropnare

verbs from Exercise 6o Ask some students to read out their suggestions.

Remind them that often more than one solution isoossible, e.g. You shou,c :-ont to wash the dishes.

. P lay the recording for s tucer ts io check what theyhave written

Explain weak form (reduce : s --:ss cn grammatical wordsand some modal verbsl , g , ̂ l , : :ar example of thestrong (full) form of a y,1c.t 3-l iS ,\/ook equivalent, e.g

,9

You must work harder.You must work harder

mrst/ (strong)mas(t)/ (weak)

o Play the recording for s : , :e- :s io repeat , focusingon the weak forms of ic" s-ould and not.

Get ta lk ing10 Read, or get a s tudent to reac, rhe quest ion and asK

for some ouick opin ionso Divide the class into grc,tcs of three or four. Walk round

the class as students talk, neiping where needed.r Tel l s tudents to wr i ie thei r commandments.. Ask one student from each group to read their l ist.r Decide wi th the c iass which l is t is most real is t ic ,

which is the mosi ideal is t ic , and which one chi ldrenwould l ike least .

L 2 0

Voca bula ryFun ctions

Language to go

That's funnyLanguage notes. The tit le has two meanings. Funny can refer to

something strange, as well as to something humorous.Often native speakers ask for clarif ication (Do you meanfunny'strange' or funny ha-ha?) Students may beinterested to learn of the ambiguity.

. Students sometimes ask about the difference betweenthink of and think about. Tell them that you can think of anumber but think about something for a long time ln lheexpression What do Vou think of . . . ?, of could besubstituted by aboutwith no change in the meaning.

Way inr Ask students when they last laughed. What was the

reason? Ask how many times a day they laugh. lfpossible, tell them about yourself .

Speaking and vocabulary1 Rst students to identify the comedians in the photos

(Char l ie Chapl in and Mr Bean (Rowan Atk inson)) . F indout what they know about them, and if they have seenany of thei r f i lms/programmes.e Ask students if thev have a favourite comedian.

Who? lf students come from different countries, getthem to tell you who the most popular comedians intheir country are, and why.

2 Students read the ohrases and match them with thedefinit ions. Go through any new vocabulary and ideas,e.g. get a joke, stand-up comedian, have the last laugh.r Point out the big difference in meaning between fun

and funny (and see the first Language note above).. Ask a few students if they prefer verbal or visual

humour.

Listening3 ffi etay the recording (more than once) for students

to match the interviewee with the tvpe(s) of humourthey prefer.. Go through the answers. Get students to summarise

the information about each oerson.o Ask students if they remember anything about the

interviewer. What nationality is he? (British.) What typeof humour does he l ike? (Verbal humour, cartoons andsatire.) What doesn't he l ike? (People making mistakes.)

HumourAgreeing, disagreeing, giving and asking for opinionsDiscussing what makes you laugh

rn9

Language focus4 Rst students if thev can remember who the

interviewer agreed with in Exercise 3 (Amanda andPablo in par t icu lar) . Who didn ' t he agree wi th?(Johnny.) Ask if they remember any of the expressionshe used to agree or disagree, and write them onthe board.. Students classify the expressions according to their

function, using the recording script on page 117 iInecessary. All the expressions appear in the scriptapart from lthink... and Personally...


Disagreeing: I 'm

recording for them to check their answers.r Play the recording again for students to l isten and

reoeat.

Practice6 Students complete the dialogues and check with a

partner.

7 ff i Play the recording, stopping after each dialoguefor students to practise saying it.. In pairs, students read the dialogues with their

partner. Walk round the class as thev talk,,encouraging the correct intonation.

. Ask students to practise some of the dialogues frommemory.

Get ta lk ing8 Ask a few students about their favourite type of

humour, and agree with some of the things they say.. Divide the class into groups of three or four.. Students identify the types of humour represented

in the photos, and give their opinions about them.(From left to right, they are The Nutty Professor(fi lm/physical humour), The Simpsons (cartoon),Laurel and Hardy (physical humour, people makingmistakes).)Can they think of any other types of humour?

o Ask one student from each group to report back theopinions of the group. Decide which form of humourseems most popular with the class.

. lf you have time, get students to tell the class aboutthe funniest thing they ever saw or heard.

G iv ing an op in ion : I t h i nkI reckon . . . : I suooose . . . :l ' -I reckon . . . ; I suppose . . . ; l -For me . . . : Personal lv . . . .Ask'mS foran opinion: Hor,nth ink so?; What do you th ink

T V.QW

5 ffi Students mark the stresses, then play the

> PHOTOCOPIABLE ACTIVITY PAGES 7O_71 21

A perfect weekendLanguage notes. Students often have trouble with the conditional

structure Would you. . if + past tense; Exercise 2 canbe used for extra practice of this if necessary

. At some point in the lesson, students wil l be reassured ifyou remlnd them that there is often very l itt le differencein meaning in alternative structures (especially betweenpresent continuous and going to, and between will andgoing tol when referring to the future.

Way inr Ask students what they l ike doing at weekends.

Make comments on some of the act iv i t ies, e.g.That sounds interesting / relaxing /fun etc.

. Ask the same students what thev did last weekend.Was it something different?

Vocabulary and speaking1 Focus attention on the photo. Ask what people are

doing ( they ' re having a dr ink and sur f ing the ln ternet)o Find out how many students use lnternet caf6s, and

how often.2a Go through the phrases Inv i te s tudents to guess :he

meaning where possible (e.9. have a lte-in, go^ 1 , ' l ^ L ' ; ^ ^ \ t r . , ^ l ^ ; ^ ^ + L ^ . ^ ^ ^ctuuutngl . t rxprarn oTners as necessary, e g. ce: : ' - :with friends (= exchange news and gossip l^, ' ' :r f ' :^:syou haven' t seen for some t ime), DIY {= do , :

" o- 's : r

. Focus at tent ion on s i tuat ions 1-9 As< a 'e, ' -n r r o q t i n n e h o n i n n i ^ ^ l A / l ^ ; ^ l - ^ ^ - ; \ t : n, , , n 9 V V n t C n a c | l v t L y i . a u C y C L J C . .

to check understanding Students cornp,e ie . -ematching activity.

2b Focus at tent ion on the inst ruct ion. Studenis ta lk vr i rhthei r par tner about the act iv i t ies. Walk round the c lassas they ta lk , g iv ing help where needed.o Ask one or two students to reoort brieflv what their

partner said.

Reading3 lf a number of students in the class use e-mail, ask

them who they write to, and how often.r Ask students to look briefly at the e-mails and tell

you what they are about (l lna and Ben are makingplans for the weekend).

. Students re-order the e-mails. Go through thecorrecl oroer.

:'X;le;:.gt0;tln;ll:i.:,Ai.:e il.'.,:.l.,'l.l'.'.l.,,'.l.,l,....,''.',..

Weekend activit ies

Tenses for describing future plans

Making plans

Vocabulary


4 nst wha, - -=

. - : 3en are def in i te ly going to do(spend tne a ' . s ' ^ l : r t oge the r ) .. Get s t r :cs- .s - : .e i l vou about other o lans l lna and

Ben ha' re l : - , . : : th s s tage ins is t on the tenses| , ^ ^ i , ^u ) E u i l L . : : - : :

Tina is going . ' , - r : ' . - :^opping wi th her cousin in themorning ou: , ' , : : l=^ to arrange where and whento meet . The- : -=. : ' : : : ;ng to spend the af ternoontoge the r . The . - . . : - ^ : - i n t he pa rk , t hen see an a r texhib i t ion ar . - . '?-

l : : : : -? c inema. They might go',fbi a drink afte['\','3:cs

Grammar focus5 R e m l n d s t u o e - : : : - = .

i n f l ec ted fu i - ' = := - : :to the future

-r^ r :esn ' t have an- - : : - : r i r n r a r r c n f r o f o r r i, - , - ' . ' n g

. Studen' :s c3- : : : : : - : - , 3so Go thrcug^ - ' : - - : , ' , : - : -s . l s ludents which of

t l e : \ , ' , ' c i - - : : : ^ : = ' : : - . : ; s i i l us t ra ted i n Ru le 1- - - - ^ . , : ! ^ ^ ^ ^ \' a - = - - - - _ : : = _ _ - : : : . = v r u t r l l u g r .

. I s : - s s : - : I - : - - : s s : - t e - : s h a v e w i t h t h es : ' , : : , - : s , ' , - : - : : : ' : . ' - c l a rdes t t o use?. - = - : r : : r r ' r !

l Gs :g :.: * i:fin;iive 2 The present continuous3 T.e cresei't: simple 4 Wiil ',,,,ii].:t]:,:::':i:lil:i]::,].t:]:]tl]

F'acr i :e

6 S.-cer :s choose : .e correct form and check wi th a! - L - i U l

I Gc througi" ::s a.s'!\,ers

1 l ' l l p ick i t up 2 We're v is i t ing 3 star ts ; f in ishes

if,:",Tl?"".1j]'""',u,,**""t"s''...1........11.

Get t a l k i ng . . .7 Brainstorm a feu, ' coss : s : :sr nat ions and wr i te them

on the board. This . ,^ , .= . . - : : - .ar ly usefu l fors iudents who are e ' . ' ,? , . ' ' . * - : re Br ief lv d iscuss theattractions of each c aceo Div ide the c lass ' i i :c g ' : *cs : : ' lhree or four .. Students d iscuss t -e . ' j . 'sa: ional aspects.

Walk round the c lass as : - : . .a ik , g iv ing help whereneeded.

. , . and wr i t ing8 Match students with a ce':-er { possible, partners

should not be sitt ing nex: . i each other.. Students wr i te and exc:e 'ge e-mai ls 'wi th thei r

partner. Both students sroJ c make an invitation,and reply to the one ihey receive.

o Deliver the invitations ar'd :eplies,o Ask students if they were rappy with the invitations.. For examples of e-mails, see Writing bank page 148.

> PHOTOCOPIABLE ACTIVIry PAGES 72_73

Expressions for describing yourself, !or.r l irWriting a CV

Way inr Ask students what they have to do if they want to get

a job. El ic i t a few ideas, and wr i te them on the board,e g. get the right qualifications, write a letter, go to aninterview.

o lf any students have recently got a (new) job, ask themto say what they did to get it.

Speaking and reading1 Read the rubric and suestions. Ask a few students if

they have an up-to-date CV.. Students cont inue ta lk ing in pai rs .. Ask two or three pairs for feedback. Find out what

the c lass th inks about the ideal length CV ls onepage long enough?

2 Rtlow students a few minutes to read the text.. Ask one or two students to summarise the

information. Explain any vocabulary which may benecessary, e.g. gaps (= intervals), caught out(= shown to be lying).

2 See reading text. 3 One side of 44.

3 Discuss the differences between students' ideas andthe advice in the text. Ask if students find anythingstrange or surpr is ing.. Ask a few questions based on the advice, e.g.

Why should you put your career in reverse order?. Get students to tell you about their own country lf

students come from different countries, f ind out ifthere are any major differences in CV presentation.Do they use the same 'abbreviated ' s ty le ment ionedin the Language notes?

4 Ask students to look quickly at the advertisement andtell you what the post is (Programme DevelopmentResearcher) and what this refers to (someone todevelop programme schedules for language students)r Students read and d lscuss the quest ions in pai rso Go through the answers Do students th ink that the

CV is wel l presented, even i f i t doesn' t fo l low al theadvice? Why (not)?

i'...|l':i ,'N-n;,':rthl6i..cv,: does n ot f ol I ow th e advice.

Vocabulary focus5 Look at some of the expressions with students. As<

whether they are formal or in formal ( formal , on thewhole), positive or negative (all positive). Students match the phrases from the CV with the

def in i t ions. Go through the answers.o Tell students to close their books. Can they

remember any of the phrases?

1 excel lent communicat ion sk i l ls 2 develOpedii3,iih'ilghit,.eiperienced 4 mollvalqng 5 pro.ie'Ssionaf,6l,Co.ordinated 7 proven managef al skills- irrr,:ri'8:,rfain ' '::9 ,good organisati.oha,l]' Sllifl$,i'.,.]:' i,,r,] ,,r:;' ',: r.r'r'r'r'r.iilri.lr.:i r:r.rrir'.,i

6 Focus at tent ion on the three 'macro ' categor ies andte l l s tudents that a l l the words and expressions inExerc ise 5 fa l l in to one of them.. Students work in pairs to match the phrases with

tne categofles.. Go through the answers.

Practice7 Focus attention on the photos and ask one or two

students if they would l ike to do any of the jobsAsk why (not).. Students cont inue the d iscussion in groups. Walk

round the c lass as they ta lk , g iv ing help whereneeoeo

Get wr i t ing8 Tel l s tudents to choose one of tne jobs in the photo,

or any other job You may need to prov ide the Engl ishword for the job.. Remrnd students that they should wr i te only a CV

(not a ie t ter of appl icat ion) .r S.u ienis may f ind i t in terest ing to d iscuss the use of

; :a ; cs to h ighi ight important words. In the model CVohrases are i ta l ic ised as par t of an exerc ise.However, some people h ighl ight words (by us ingi ta l ics, bold or under l in ing) to catch the reader 's eye.What do students think of thls strategy?

o lf students have no work experience, they caninvent some. However, they should try to be honestin thei r descr ipt ions of themselves.

. lf possible, wall-mount the CVs and get students todecide which one is the most effective.

. For an example of a letter of application, seeWri t ing bank page 149.

Just the jobLanguage noteso You may want to h ighl ight the te legraphic s ty le used in

CVs. One of the main features of this is the absence ofpersonal pronouns (Has successfully researchedl.

. 'A levels' (= Advanced levels) are exams students take inEngland at the age of 18 to gain admiss ion to univers i ty .

> PHOTOCOPIABLE ACTIVITY PAGES 74-75 23

VocabularyGrammar

Language to go

The mediaPresent perfect: simple / contrnuousHaving a job interview and talking about your experience

In the media .il been working 2 been:4r,'wotO"O 5 been doing

Language notes. Remember that the difference in meaning between

present perfect simple and present perfect continuouscan be very slight, especially when verbs refer to asituation or activity which can last for a long time (/ive,work, study etc.). But only the present perfect simplecan indicate completion: compare l 've been reading abook (which I may or may not have finishedl and l 'veread a book (l 've finished it).

Way ino Ask a few students how often thev watch television.

Did they watch anything last night? What sort ofprogramme was it?

Vocabulary and speakingRead the l ist of programme types with students.Make sure they understand the various terms, e.g.chat show (or talk show), soap (opera) (usually anever-ending drama series about the l ives of ordinarypeople). lf students come from the same country, askthem to give examples of each type of show.. ln pairs. students read and discuss the ouestions.r Get feedback from several oairs. Concentrate on

students' ideas about programmes useful forstudents learning English, and add your own ideas.

r Find out if students can watch any of theseprogrammes in English in their own country.

:i:..,,ibo*s programme, nature programme, quiz showand feature film

Ask students what they remember about Charlie's CVin the previous lesson.. Students re-read the job advertisement on page 23

and discuss with their partner the qualif ications andexperience needed.

r Ask one or two oairs their views.

Listening3a W Read through the questions with students and

make sure thev understand them.r Point out that the first question (Tell me about

yourself ...) has already been identif ied.. Play the recording (more than once, if necessary) for

students to do the activity.3b Students check their answers with their oaftner.

r Go through the answers.r Ask students to summarise Charlie's answers to

each ouestion.r ,Ask students if they think Charlie wil l get the job.

Whv (not)?

W Give students time to read the extracts. lf theywant to, let them decide which tense is used beforeyou play the recording.. Play the two extracts for students to do the activity

or check what they have chosen.r Go through the answers.

,r,7,workeO Saeveloped gieieb:flCh,e11 prepared 12 been involved

Grammar focus5 Look at Ouestion i rvith students. Get studenrs to

name the tenses lpresent perfect simple and presentperfect continuous!.. lnvite students to give their opinion about the

grammatical accu!'acy {both are correct).. Students conslder Ouestions 2 and 3 with their

panner.. Discuss their answers. You may like to refer to the

Language note above.

i Yes. Both sentences are2 No, the meaning is3 I've worked on a

completed

6 Students study the sentences in Exercise 4. lf possible,clarify any doubts they have.r Ask them to write two sentences about themselves

using work or study in the present perfect simpleand continuous forms.

. Ask a student to write the sentences on the board.Comment on them, and any d i f ference in meaning.

7 re Play the recording and ask students why have andbeen are phonologically reduced to lvl and hml(because they are less important than the contentwords which follow).r Get students to repeat the sentences, chorally and

individually.

PracticeI Students read the dialogues and identify the correct

tenses.r Go through the answers.. Students read the dialogues in pairs.r Ask good pairs to do the dialogues again from

memory.

1 been looking-; spoken; had 2 been playtlg3 heard; arrested 4 seen; been doing; beep" wgrklng5 seen; lost 6 finished; passed

Get ta lk ing9 Ask a student to read out the four questions.

r Ask other students which questions they think aremost diff icult to answer in a job interview (to elicit,probably, 3 and 4).

r Tell students to think of a job (their own, or a jobthev would l ike).

o Ask students what answers they would give to thequestions if they were applying for the job. Walkround the class as they think (and make notes if theylike), asking questions and givlng help whereneeded.

10 Watt round the class as students talk, encouragingthem to be as natural as possible.. Ask students to tell the class about their partner's

interview performance. Ask job candidates if theyfelt the interview was fair.

rrt:itiiat::a

tir:W( - , { l

> PHOTOCOPIABLE ACTIVIry PAGES 76-77

Ready

Vocabulary

Grammar

Language to go

to cook !Language notes. Remember that many 'uncountable ' nouns of ten turn up

as countables l In the rec ipe, beer is uncountable, butyou can order beers at the bar (actually short for bonles/glasses of beer)

. Students cften have trouble with few/a few and little/al i t t le Be prepared to spend t ime expla in ing that few and/iff le both imply 'not enough', whereas a few and a l itt leare more positive. Compare There's l i tt le to eatandT A ^ - ^ ' ^ - I ; + + l ^ + ^ ^ ^ +I I I O I O J d I I L L I O L U C d L

Speaking and vocabulary1 nst a student to read the questions

. Walk round the c lass as students ta lk in pai rs , g iv inghelp where needed

o Ask two or three students to say something abouttherr partner

o Find out who has cooked for the most people andask them to say something about the experienceWho did they cook for, and what did they cook?

Ask students to look at the words in the box and tellyou what they have in common (they are all verbslinked with food preparation).. In pairs, students match the words with the

definit ions Tell them to use dictionaries if thev havethem to hand.

. Go through the answers

1 serve 2 frv 3 melt 4 add 5 (brinq to the) boil6 gr i l l 7 chop . 8 mix 9 roast 10 st i i 11 s immer12 pou r

Focus attention on picture A of each pair and askstudents if they recognise most of the food.. In pairs or small groups, students match the words

with the pictures.. Go through the answers Ask a few students which

set of ingredients they would prefer. Note that, inBrit ish English, shrimps are called prawns.

Listening and speakingfrff i etay the recording for students to identify lr erecrpes.o Note that the first speaker has an American accent

and pronounces herbs as l=xbzl , whereas in Brit isnEnglish it is pronounced lhs'.\r)bzl .

irA.l',.rir,'.A,.r,.r.,,.,.'.'. .,.',ff iKS Tell students to close their books. Play the inst ruct ions for maklng Cajun Shr imp.. In pairs, students open their books, read Sentences

1-5 and complete what they can.. Play the recording again if necessary.. Repeat the procedure for Chi l l i con carne and

Sentences 6-10.e Go through the answers

Preparing and cooking food

Countable / uncountable n0uns and quantif iers

Describing how to make a dish

1 at least an hour 2 a lmost a l l the but ter3 about two 4 the beer 5 rice 6 ten minutes7 thev are brown 8 chopoed tomatoes9 30 minutes 10 r ice

6 tett students if Vou have ever eaten either of thedishes, and say what you th ink of them.. Students d iscuss the d ishes in pai rs .r lf students come from different countries, get some

of them to ident i fy any s imi lar d ishes they have7 Students do the activity and check with their partner


. Clarifv anv doubts Most of the answers involvedist inguishing between countable and uncountabienouns, and ensur ing s ingular and p lura l agreement(each onion, bu| all the onions). Most of and some of( the example and 8) are incorrect because theyshould be fo l lowed by the def in i te ar t ic le .

. Play the recording again for students to hear thephrases In context .

1 a few 2 all 3 a l itt le 4 every few 5 almost ail,'6..,a1];ii1ie''. ].,7''S'ome 8 a bit of 9 a small amount of1 0 not too much 1 1 not a great deal of

Ot;;; ; ; ; ; ; ;8 Take the opportunity to revise countable and

uncountable nouns. Draw some s imple p ic iures offood on the board and get students to labei t i.rem,e.g. some rice, an apple, two bananas, scri,e c'4eeseDraw at tent ion to the two categor ies: coL' Iao e(nouns which have a p lura l form) and urcour table(nouns wi thout a p lura l form)o Students complete the charto Go through the answers

ti. 'cO.u:niab'le:ria'few, severaL, eac', eilen!' 'e,.v, a small' :,nUmrbOr.'of; not too many, n:r ? a'ge'u', 'rber of, rnany'unC[untable: a l itt le. a s.]ra a-cir. i oi, not too much,not a great deal of a c : : '

'countable or uncountabie: : a r rost a l l , some (of ) ,most o'

Practice9 S : - : : - - - . r : . - : : : : . - . and check w i th t he r r pa r rne r

. l : : - ' a - a ^ - . ' ; : ^ s , ' , e r s .

. ' " . - - s : - l : - : s < o \ v B r i t a i n , ask t hem l f t hey ag ree

, ' . : - :^ : . : \ , :

e,' ' 2euery 3a l itt le 4number .l:.: ' , ' , , ' . ,,,,,: ' ,,,: l l l ' , ,, l , l l l . :. l : l- ; great deal of 6 many 7 numberE iots of 9 few ,,11;rr:',','.''l.'.,',1,',rr'r,r.r,,,.'.,r,,,,",,:,,

Get ta lk ing10 f inO out how many students can cook Si t cooks wi th

non-cooks, if there are non-cooks in the class.. Cooks choose thei r d ish and wr i te notes, whi le non-

cooks (or those that can't think of a recipe) study therecine on nacrc R5 of the Students' Book

r Walk round the class as students explain how tomake thei r d ish.

r Get some students (especially non-cooks) to reporttheir partner's recipe.

4

> PHOTOCOPIABLE ACTIVITY PAGES 78_79 25

Vocabulary


Expressions to desci ' ic: :esruresIhe -ing form / inf in ri , -;Discuss ing soc ia l beha, : . -

G r a m m a i ' c : r s7a Rs f s : - l : - , s . : : - ^ : r f y t he g rammar po in t h i gh l i gh ted

by the : . : s : t , ' , : ' :s rn the text ( the use of gerundsand rn j ̂ _ . : : : - . = - s : -e ve rbs ) .r Exo ia ^ . - : . . - = - . . ' . - o rea l ' r u l es ' abou twh ich

ve rcs : - : - : _ , : : : . : ^e ge rund and wh ich by t hein+ - : , = : . , - _ : : : ^ ' s : o be l ea rned i nd i v i dua l l y .

. S : - : : - : = ̂ - : . - - - : : : - _ - . - C e s w i t h t h e r u l e s .

. ' f : . - - _ . l - - - : : - : : S

/ n \ -

: - : - - : : ' - ; = ' : : , , - : : : 3 ( C i a c e t n e a C h C a S e .

: : : ' . ' . :

- Ser , tence 1, remember

- : - : - ' . - : v e w i t h f o

: , -= , ' . : ^3 : i a r t on t he boa rd , w i t h t he examp les .. ! - : :^ - .s s tudy the text and complete thei r char ts .

ContactLanguage notes. This lesson deals with verbs followed by the infinit ive

with to or by the gerund As there is no easy way oflearn ing these, i t may help to bra instorm some samplesentences with students.

Way in. l f you th ink i t won' t cause embarrassment , ask a few

students who they kissed last, and why.

Speaking and vocabularyShake hands wi th a student . Ask the c lass what thegesture means.. Students do the matching actlvity.. Go through the answers Get s tudents to make t le

gestures (with the possible exception of ltem 2)

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

Focus attention on the pictures Ask students icdescr ibe the people. Where do students th lnk : - : ,come f rom?o ln pai rs , s tudents say what the people are . : - :. Go through the answers

1 point ing at something 2 c.osstng her - , - : : - .

3 pat t ing h im on the back 4 wink ing5 waving goodbye 6 k iss ing h im on t le c-e=,7 shrugging her shoulders 8 shaki r :g - : .cs

3 D iscuss wha t t he ges iu res r , e i - i - - : s - - l : - . : - , . . -countr ies Do th is as a lvnc ie-c ass :a: , : ,r In pai rs , s tudents make a i isL c: g:s : , : :s ,sa l - : - : -

own countries and discuss them r,,;.t: -_-:.-i ..---=i. Distinguish between rude/offensiye ges:ules a-t

porre gestures.. Ask two or three students to talk about the qestures

they use, and how of ten they use them.4 tett students to read and discuss the statements in pairs.

. l f s tudents have no exper ience of Br i ta in, they coulddiscuss the statements in the l ight of thei r owncountry or another nat ional i ty (e.9. North Amer ican) .

. Make a quick check of s tudents ' ideas.

Reading5 tett students to read the article.

o Deal with any questions about vocabularv.. Go through the answers to the quest lons in

Exercise 4. Were thev what students predicted?r Ask one or two students what they find most

interesting about the text, and why.

1 False (onlv one in four th ink that) 2 False (onlv onein ten are) 3 True 4 False ( i t shows people maybe lonely)

6 Students can discuss the article if they have plenty ofexper ience of Br i t ish people.o lf students do not have experience of the Brit ish, get

them to d iscuss the s igni f icance of k iss ing in thei rown cul ture. l f th is is l ike ly to cause embarrassment ,choose another f requent ly used gesture (e.g.bowing, shaking hands)

. Walk round the c lass as students ta lk , jo in ing in thei rd iscussions and adding your own ideas


: - ' - ' "| : r i^ 'ough the answers by asking three students to

" -s< students i f they can expla in the d i f ferencer::,.veen remember to do somethlng (= p61 to forEet:o do a task) and remember doing something= recol lect something done in the past) .

. roint out that contrnue a..o try can also be followedcy the gerund, wi th no c.a^ge cf meaning

Pract ice9 Go ' t h rough the exan l : , , . - , - : " ' . ^ c i e c l ass so tha t

they get the ideao S tuden ts con t i nue c " : -=^ - ! : . : s. Go th rough the ans ' ' , : ' =

t t osee ;ea i i ng 2 t c : : : : ; : : : t oge t ; as i i i nq , , r , . : , ,4 t o t a k e l t a k i n g ; t o a " , = : : : - . , r g ; t o u c h i i n g r , , , , r ' ' , ,

10 Ask a few quest ions c=s: ' : - : -3 s :atements,e .g . Do you th ink i t ' s ' -== ; : : : ' : e : oeop le?o students exchange t : . : , . . : - : - ,+ i - par tner .o Get feedback abo,- : S- . : .=--=- :_= - ard 5 (when to

arr ive for d inner , a" : , . , - : . - : - : s :ude to point )

Get ta lk ing1 1 Discuss the categcr :s . ' := : : : - :cresented in the

chart ( fami ly , f r iends : : : : t -=sr Tel l s tudents to cc- : : - . - . := : - - -e d i f ferent ways of

behav ing w i th d "e -= - : J - : - : so Focus a t t en t i on c ' . : ' . ' : - ^ - : : , . w r i t i ng t he

beg inn ings o f sc^^= - : : ' . - : . : ^ s cn t he boa rd , e g .Always remembe ' -,. . Try not . .

r Div ide the c iass - . : :^ - . l - : ,os to do the act iv i ty .Wa lk round the c . ss : s . - : , - a < , he lp ing whereneeded.

. Report , or get sr - l=- : - . . : - :con, some of the mostinterest lng facts,

Vocabulary

Language to goGeographical location and character

Describing places

T

lwo c l i lesLanguage notes" Manv words and phrases in th is lesson ref lect the

promotlonal hype of advertising (charming, stunning,vibrant etc.) Cliches and predictable collocations alsoappear (international flavour, cosmopolitan atmosphere,wide varietv of attractions\.

Way in. Ask a few students about their ideal town. ls it old or

modern? How big is i t? What fac i l i t ies does i t have?

Speak ing and l i s ten ing1 Focus at tent ion on the photos Tel l s tudents they show

two di f ferent towns which have the same name -

Bi rmlngham.. Ask one or two students to describe the picturesr In pairs, students compare the two towns.

Suggest making l is ts of s iml lar i t ies and d i f ferences. Ask one or two students for feedback. Encourage

nnmnar:tirro qf rr ictures such as more modern than . .,not as o ld as . . -

2 Read the inst ruct ions wi th the c lass. l f you th ink i t wi l lhelp to focus the activity, choose, or get students to^h^^^^ ^ +^^ ia +^ ' the conference which ref lects thei ru l l u u D E , o t u p r u I u l

i nterests.r Brainstorm a few factors which would be important

for organisers, and write key words on the board,e g. Accommodation? Entertainment? Transport?

. Students continue in pairs. Write any more goodideas they have on the board.

3 frX# Read the instruction and ask students if theinformation wil l be positive or negative (positive,because i t comes f rom a promot ional v ideo) .. l f any students have v is i ted Bi rmingham, ask them

to g ive a quick opin ion Did they l ike i t? Why (not)?. Play the recording.. Go through the statements orally, invlt ing different

students to correct the faise ones'1 False. Bi rmingham is very accessib le.2 False. Bi rmingham isn ' t a vast c i ty .31 '[alsg,;,,. l16e rBu1].RinS is a bustl ing, 80O-year-old markei4 Fa|se.'Tne,'Biimingham Symphony Orchestra is

wel l -establ ished.5 True.6 True.

4 Play the recordlng again and get s tudents to say nr ia.they remembero L is t the points they make on the board, under the

three headings Location, Characteristrcs and Fameo Comnlete the l is ts .v v ' ' ' v ' v ! v ! ' ' v

" v

. P lay the recording again for s tudents to check


Vocabulary focus5 telt students to match the words and expressions with

thei r def in i t ions.r Allow plentv of t ime for the activity. Students can

use d ic t ionar ies i f they have them to hand. Go through the answers.r Ask students if they can think of another word or

phrase to add to each category

1 a 2 1 3 c 4 9 5 b 6 o 7 d 8 j 9 f1 0 n 1 1 k 1 2 e 1 3 1 1 4 b 1 5 h 1 6 m

Practice6 Tell students they are going to cross the Atlantic, to

the other Bi rmingham.. Ask (or show students) where Alabama is ( in the

south of the USA).o Students do the activity and check with a partner.o Go through the answers.r Ask students which town thev'd rather spend time

in - Bi rmingham UK or Bi rmingham USA. Why?

1 thr iv ino 2 renowned for 3 wel l -establ ished4 vast 5 cosmopol i tan 6 v ibrant 7 s tunning8 charming 9 bust l ing 10 wi th in easy reach of

Get t a l k i ng , . .7 tett students about a town Vou know well - not the

town you are in now. Write some notes on the boardas you talk, e g old market town, lots of parks.lf students know the town too, don't say the name -get them to te l l you.. Students choose another town or city and maKe

notes. Encourage them to choose different placesr Div ide students in to groups of four . Each student in

the group should have notes about a d i f ferent p lace. TheV discuss the mer i ts of each p lace as a possib le

conference centreo Walk round the c lass as they ta lk , encouraging them

to g ive real reasons for or agarnst p laces as possib le, conference ceni resr A-"k 6 o.iuGeni iio,m each group to report beck to the

class about the group's cholce Which town wouldbe ' ihe f i rs t cho ce of the whole c lass?

. . . a n d \ / r i t i n g8 1 s: ;ce- .s :o oToduce a brochure s imi lar to the one

'o ' 3 - l^ ngram Alabama in Exerc ise 6, for the p lace: :ey chose rn Exerc ise 7,e Focus at tent ion on some of the expressions used in

promot ional l i terature (see Language note above).. Students can work indiv idual ly , ln pai rs or in groups.. lf necessary, distribute paper (ideally clean 44

sheets) for students to work with.. When students have finished, circulate the leaflets

for other students to read. lf you l ike, get studentsto vote for the one they f ind most appeal ing ls thei rchoice different from Exercise 7?

r For an example of a brochure, see Wri t ing bankpage 1 50.

27

Vocabulary


. T eo L .

n i . . ^ ^ - - ^ - -h u j i : : _ . : -

. 3 : - : : - : . - - :

. Ask one perso! ' ' ' : ' - : . - ''n ight owls '

: : J scuss the topic in pai rs , and f ind. : : l e s a m e o p i n t o n .

- 1 4 -

^ ' a a i ^ i d o n f i f r r + h a' v v r r L [ y L r r v

about thei r par tner

to work round the clock: :c lr,,cr-<Without s leepingto work long hours: to , . . , ,3 .< ' l - 3on a regular basisto work split shifts: to work more i| lair 3re s^ _ - -24-hour periodto be an early bird: ro l ike gett 'ng up earlyto be a workaholic:' to be addicted to workto be a nigh!1.oWl,: to l ike staying up late at nightto burn the candle atrboth,ends:,to get up ear-ly anostay up lateto burn the midnighti6jl:r,tois$'! up tate Wor,king. '

3 The statements are based on a text about Brit ishsociety. lf students do not have experience of Brit ishsociety, tell them to think about their own country.r Read the statements and clarify vocabulary as

needed, e.g cope (= manage, get on) .o Students read the statements and discuss them

with thei r par tner

Reading4 tett students to glance quickly at the text and find out

which society it is about (the UK).. Students read the text and check their answers to

Exercise 3.. Go through the answers. lf you have time, take a closer look with students at

the vocabulary and text structure. The style is typicalof the Br i t ish press (see Language note aoovel .

' l lrue 2 lrue 3 False 4 False b True

5 Ask students to summarise the advantaqes anddisadvantages. Write notes on the board, e.g.Advantages: spreading workload ...


: :3o i r r i rg lhe day3: =,rs se::-confidenl

:^:s inay also be reduQed,

l ' ; " - ' ^ ̂' : : : - sc i - - : ^ : : , - - : : : = :ne ru lesabou tcond i t i ona l sen tences .

. _ - - . - : - : :swers and present them on the board. - t = ' . ^ ; ̂ eaC ings 0 , 1 and 2

' : t_ _: : - -s :nen match the condi t ional types wi th

' l : . - - cugh the answers

- : - : : : rd i t ional : present ; present ' , r : l i ' r r .

' -s : :ondi t ional : present ; lv l l /s=::nd conditional: pasl; lnrould :r. ' , l ,,,, ' .:1..1'; ' ,..,.r '' '-sr conditional 2 secoil ccroirional S zero condii ional,

I S - , d e n t s a n s w e r t h e c - : s . : ^ s. Check thei r ansvve.s . - :^ l : - . en1 to formulate

some ru les for the -s : : ' t - : , :ed. ihat , as long as,unless and if noi.

": Provided that 2\=: : ::

r 'act ice

8 +sk students in tur- . - - ; . , - - - . -^c s tuat tons.+sk o the r s tuden ts : : t - , : : ' , - = s t ua t i on cou toacp l y t o t hem, and , , , . - . - , = , -= . o f ce r ta in t yce ' t a n? l i ke l y? ve - . _ - :r Students then dec : : _ - , - : - I . tonal would be

mos t app rop r i a te . _ - : - , - : : - . . , , j be sub jec t i ve ,b u t e n s u r e t h a t t - : , - : : - , : l : ^ e c o r r e c tcondi t ional to the : - : _ : : . : : : cer ta in - zerocond i t i ona l ; l i ke l y - ' - - . - . - _ - . : - a : . , un l i ke l y _ secondcondi t ional ) .

- , . , . . j d o i f . . . ) , b u t: ;

' . s tudent in the c lass=. . : - , ' , culd be What do. _ , :. ' .ake at night?- :? - . s w r i t e , g i v i ng he lp

wi th the quest ic- :

Get ta lk ing10 o iv iOe the c lass -" - : . . . .

. S t u d e n t s a s k e a : - _ . ' =a n d a n y m o r e : - : . - : -

9

[ "

Round the c lockLanguage noteso The text in Exercise 4 offers a good example of

contemporary journalism: a direct approach (lmagine this),short 'snappy'

sentences (That wil mean less sfress) andinformal expressions (And that's on top of ...\.

Vocabulary and speaking1 ldentify one or two students as early birds, and say

whether you are one too.. Ask students to complete the expressions. Expla in

shift (= a period of work, e.g. in a factory, lastingseveral hours).

o Go through the answers but don' t d iscuss meaningsto work round the c lock/ long hours/a spl i t sh i f tto be an ear ly b i rd/a workahol ic /a n ight owlto burn the candle at both ends/ the midnight ot l

2 Inv i te s tudents to expla in or guess the meaning t= : - =expressions in Exerc ise 1. Ask, or point out , \ r , . - : - :some of them come f rom (e.g. workahol ic ?\ , . - . . - . : ,with alcohblic; a night o/ because owis fl\, z.- .--.. Go through the answersr Ask students to ident i fy therr favour i te e, : - :_r : _ -

A re t he re s im i l a r exp ress ions i n t he t r 2 - . , a )=. I n pa i r s , s tuden ts ask each o the r aoc_ - : -= -

nocturnal habi ts , us ing some of tne 9\ : - : : s : - :. Ask one o r two s tuden ts t o t e l r : n - - - a : : : . . -= _ : : :

Verb + noun combina. crs i0 describe work patterns and habitsZero, f i rs t and seco-c : : ' l : onalsTalk ing about consec*: - : : s

- - : - :: . : - , i ,orkload so you can work- . ' . - . - ,^an ' lUSt work ing t radi t ional

- - : : : = : S : . i e e i S m

VocabularyFunction

Language to go

Person to personLanguage notes. Sub-modifiers (e.9. a bit, quite, really4 are especially

usefu l when g iv ing opin ions or impressions aboutsomeone. Encourage thei r use where possib le.

o Pay attention to the stress patterns of compoundadjectives (easy-going, self-confident, big-headed).

Way in. Brainstorm a few words for describing character and

write them on the board. They may or may not be wordsfrom Exerc ise 1; i t doesn' t mat ter

r Ask one or two students which word(s) apply to theirown character.

Vocabulary and speaking1 Tell students to match the words in the box with the

def in i t ions.o Go through the answers.r Ask students to work with a partner and think of

adjectives which are opposite in meaning to theones in the box

r Go through students ' suggest ions (possib leopposites: self-confident / shy; dull / interesting; big-headed / modest; sensitive / insensitive).

1 cheerful 2 easy-going 3 self-confident4 moody 5 opin ionated 6 sensi t ive 7 thought fu l8 pushy 9 b ig-headed

2 Describe yourself to students - if you darel Be preparedfor students to disagree.. ln oai rs . s tudents d lscuss thei r own and other

people's characters. lf there is t ime, ask students to write a short pen-

portrait of one of the people their partner described.

Listening3 ffi Focus attention on the photos Tell students it

shows a television programme. Why do they thinkthere ls a screen between the man and the women?. Play the recording.r Discr rss the crr rcst ions wi th s tudents. Ask them what

thev th ink of the idea of a b l ind date ( i e . a datewhere the couple do not know each other) . Wouldthey ever go on one? Why (not)?

4 ff i Tell students to look again at the photos of Laraand Dean. Do they th ink the b l ind date wi l l be asuccess? Why (not)?. Play the recording (at least twice) ,. Students answer the quest ions then check thei :

answers with their partner.. Go through the answers.. Ask students what e lse they remember about the

date. What does Dean seem to be par t icu lar lyinterested in? (Catching and cooking f ish )

Adjectrves for describing people's characters

Descrrbing personali ty

Talking about people you know

5 Al low plenty of t ime for s tudenis:3 s: -1, ' " ;sentences wrth a par tner and t ry :c : : -^ : i , -r Go th rough the i r answers , t hen :3 . - - : - : : : - : - -

again for them to checko Wri te the miss ing words on the boarc. a- : : : ,

students to read out the sentences.. Ask what funct ion a l l the sentences share

opin ions about character) .

',,1':,,'getl';to:,;knowt,::.::::,t2;,:9o:ttl:tof::t:p,eiSon:l.,,,,'3..,.tlr.ikes; about4 a,b i t 5 something; about 6 l iked about h im;maKlng / or t or an

Language focus6 ffi$# Discuss the headings in the l ight of Lara and

Dean's date, How were their f irst impressions differentf rom thei r f ina l ones?. Students match the expressions wi th the headings.r Go through the answers.r Play the recording. Students repeat the sentences

and mark the stresses; then go through the answers.

you laugh.He makes me laugh.She's the !g4 of perSon,','you:'can,,,haVe a good time with.

,,.:Hre'ls..ldWaVs,i::malk!,n g .'176-,uri',lEuqb:''. ]]',.iheie.iir., thing"qruile_:irushr7 about him.She's a OLf maoOy.He's a b i t o f an id iot .

Practice7 Co through the example so students get the idea.

. Remind them that the rewrt ten sentence might bequi te d i f ferent f rom the or ig ina , a l though themeaning wi l l be the same

. Students write sentences and check with a partner.o Go through the answ,ers

1 She makes me iaugh a l l the t ime. /S-he' i$ra lways

Get t a l k i ng . . .8 Brainstorm some famous names and wr i te them on

tho hn:rd Trv to dot an even mix of men and women.r In neirq str rdentc describe the characters and match

three couples. They can guess details they don't know.. Get students to tell the rest of the class who they

have matched, and why.

. . . and wr i t ing9 Students write a text about another couple. This can

be a more personal choice, for example, thei r parents.

> PHOTOCOPIABLE ACTIVIry PAGES 86_87 29

Vocabulary


PositiveLanguage noteso Will is the usual way of referring to the future with

expressions of possibil i ty.' (Un)likelY (unlike possrble and probable) can be used

wi th personal as wel l as impersonal subjects, e.g.You are quite likely to get run over by a bus (personarl;It's unlikely that computers will change our way of lifemuch ( impersonal) .

. Chil led out is a very informal expression

Vocabulary and speaking1 Check students understand the weather words in the

list (e g. dull, chil l , breezy) by asking which wordsmake them think of clouds (dul/) and wind (breezy)r Ask students if they can describe today's or

yesterday's weather using the words in the l ist.o Ask students i f thev th ink the ohrases in the l is t a ie

positive or negative when applied to someone'scharacter (positive: warm, chilled out, bright andbreezy, negative: dull, cold, makes heavy weather,hot-temperedl.

r Students match the expressions wi th the def in i t ionsand check wi th thei r par tner .

. Go through the answers.r Ask students which exoression thev l ike best,

t hot-tempered 2 warm 3 cold4 bright and breezv 5 rather dull6 makes heavy weather of something

2 te l s tudents to th ink of a rvord to descr ibe rne peoolein the pictures (oprim,sl and pess;rn;sl). Prompt def in i t ions f rom s i -Ce.r :s o ' ; sa1, -g 4, i

optimist/A pessimtst is someone ,',.1c :. .<so Ask a few students i f they consider ihense ves :c

be (general ly) opt imist ic or pessimist ic

Reading and speaking3 Students do the quest ionnaire and check wi th

thei r par tner. You may need to clarify vocabulary as students

read. Walk round the class as they work, offeringto help.

4 tett students to check the key on page 85. Do theyagree with the result? And with their partner's result?r Ask for words to describe someone who is neither

pessimistic nor over-optimistic to elicit logical,level-headed, rational, realistic. Write the woros onthe board

r Ask students if there are any pros or cons about beingpessimistic or optimistic, to elicit, e.g. If you're apessimist, you'll never have any unpleasant surprises.

Grammar focus5 tfris features some guite comolex structures Write

them on the board wi th the examples underneath.r Draw at tent ion to the changing posi t ion of the

adverb in the fourth structure, i.e. we wouldnormally say You'l l probably stav at homebutI probably won't stay at home

o Tell students to find more examples of eachstructure in the questionnaire.

> PHOTOCOPIABLE ACTIVITY PAGES 88'89

Weather idioms used for personali ty

Expressions of probabil i ty

Talking about how l ikeiy things are t0 happen

th in kin g . Go : - ' l - l - . ' e answers Wr i t e t hem on the boa rdU n C : ' . - : . : : - O C T l a t e S t f U C t U f e s .

i s / a r e - : ^ - : : ? - t o . . 1 . . , . . 1 r ' r ' . ' . .

I t ' s b o : - : : : . \ 3 - a T e q u i t e l i k e l y t o , . . , ' y o u a r e 'sure i3 . : : . . : , . , :o . . . , a re cer ta in ' to i . .

i s + a c - : : - . = - i t a i . . t y i l l : : . ' I " ' : ' ;

I t ' s c r ' := : : : s : : . ^ . : : , rv i l l , l t ' s inev i tab te ' tha t ' '

you ' i i : - , ' - " : _ -a i w i l l . , l t ' s doubt fu l ,+ h - ,

n l - . l l : - : - : -P i . u r -

Yor a -= ' a ' a - - , - : : l : - a - , . , : - , . , , i . : , You expec t i t\ i r i - : - : : = ' r ' : ' z ' : a - , ^ z - t , , C : t ' 1 , 1 . , Y O u a f e- 1 . : - ' . - : : : . - j . . . . . i - : 9 . e t 1 a t

' , ' , , ' l - a - . , = ' : : t , = ' c - w o n ' t .' ' - - . . - - . . . , \ , c r c e r t a i n l y w o n ' t . , . . d e f i n i t e l y

" . : - . : : r c a b i y w o n ' t

6 S . , - := - : . :a :egor ise the ex t ra express ions .

S=: <eY above. ' ' : r . , . . "

Pi 'act ice7 Tel l s tudents to subst i tu te the phrases wi th d i f ferent

st r -uctures which have s imi lar meanings. Go throughthe example wi th ihemo Students complete the act iv i ty and check wi th

thei r par tner ,. Ear ly f rn sne's aa- , .1 , , : te a sentence about

themse les -s - j .^o iner s t ructure f rom Exerc ise 6.

S : = ' : - t - ' - - = - - . = : :

:^em to mark the st resses.r Go :h ro i - rg l : ^ : a -3 , ' , : - s. P iay the recc ' l ̂ g : := - :ausing af ter each

sen tence f c . s - - : : ^ : - . l - : oea t cho ra l l y andindiv idual ly .

Get ta lk ing9 Get students to identriy an optimistic prediction from

Exerc ise 7 (e.g 3) and a cessimist ic one (e g. 2) .. Div ide the c lass in to groucs of three or four .. Students d iscuss the pr-edic t ions. Walk round the

class as they ta lk , g iv ing help where needed.. Get a spokesperson for each group to say whether

the group is opt imist ic , pessimist ic or real is t ic .. lf there is t ime, ask groups to write some more

predict ions about the future of the wor ld.. Groups exchange thei r l is ts of predict ions and

discuss them

8a

8b

t 3 0

Vocabulary 1

Vocabulary 2

Language to go

Money talks

Way inr Ask students if they bought anything yesterday.

Who spent the most money?

Vocabulary and speaking1 Rst students if they know the expressions in the

dragram.. Tell them to find a suitable expression for each

prcture. Ask them to think with a partner of examples to

il lustrate the remaining expressions (to earn goodmoney, pocket money, good value for money).

A 3 to be worth a lot of moneyB 1 to run out of money C 4 to raise moneyD 5 to be a waste of money

Listening2 ffi Read the instructions with students Ask if they

have ideas about how the f inancia l s i tuat ions of Bruceand Vladimir may have changed, to elicit e.g. They'vegot richer.. Play the recording (more than once if necessary).. Students check their ideas with their partner.o Go throrroh the answers.v v ! ' ' ! v v v '

. Ask a couple more quest ions based on therecording, e.g. Where did Bruce sleep before hewrote his book? (on friends'floors); What haschanged for older Russians? (not very much)

:Bliue,O.,Aim.Strong didn't use to have any money, but

3 Students read the sentences and underline the correctinformation.. Play the recording again for them to check.r Go through the answers. Ask students which

phrases they can remember (e.9. doing all sortsof jobs).

. lf you have time, tell students to turn to the script onpage 1 1 9 and play the recording again for studentsto read and listen


Expressions wilh money

Financia l terms

Talking about money

Vocabulary focus4 Allow plenty of t ime for this activity.

. Students work in pairs using the recording scriptand d ic t ionar ies i f they have them to hand.

o Walk round the c lass g iv ing help where neededr Go through the answers. Focus attention on the

pronunciation of mortgage (lmc(:-d3l\.

5 &K$ Say the word money (/m,rni/) and get students toidentify the vowel sound (similar to shut).. In pairs, students say the words and decide which

column they belong to.. P lay the recording for them to check and amend thei r

answers if necessary.r Go through the answers, getting students to repeat

words choral ly and indiv idual ly .

shot: profit, well-offshow: loan, bonus, overdrawnshut : money, income

Practice6 Students complete the texts and check with their

partner. Go through the answers.. lf you have tlme, ask students to rewrite a paragraph

from memory and then check wi th the or ig inal .

1 loan; overdrawn; af ford; ,pay; b i l ls ; income2 invest; make; profit; well-off; bonus

Get ta lk ing7 There are lo ts of in terest ing quest ions to d iscuss, and

students would probably be in terested to hear a rangeof ,v iews, so keep th is as a c lass d iscussion.. Ask indiv idual s tudents quest ions and then inv i te

students with different vlews to speak. lf students come from different countries, f ind out

how attitudes to money change, if at allr End up wi th the quest ions on saving and making

money; ask the c lass to decide whlch are the bestideas.

31

Language notesl . You may l ike to focus on preposi t ions which fo l lowI highlighted verbs, e.g. spend/waste money on, investl money in, inherit/borrow money from.i . Students often confuse lend l= give temporarily) and

borrow (= take temPorarilY).. Remind students of the two structures possible with

give and lend, i e give money to beggars(object + fo + indirect object), lend me five pounds(indlrect object + object)

Voca bularyGrammar

Language to go

Unlucky for someLanguage notes. The reading text uses several phrasal verbs which are

not featured in Exercise 1, e.g give up You could askstudents to identifv them

o Sometimes phrasal verbs have very l iteral meanings(e.9. knock overl, bul others (e.9. write off, which refersto the insurance companies' practice of signing adocument which says that a vehic e is so badly damagedthat it is not worth repairing) can't be guessed. And some(e.9. fall outl can have literal and non-literal meanings(see Lesson 6)!

Way in. Ask if anyone has had any bad luck recently What went

wrong? Give them an idea of the sort of incident youmcen e n not s t r r r .k ip s l i f t? locked themselves out? f einto a canal?

. l f you have a bad luck story about yoursel f , te l l i t , i : i l snot too senous.

Vocabulary and speaking1 Tel l s tudents to match the verbs and the meanrngs

. Go through the answers. Ask which verbs are notusually connected with accidents (fi l l up, cheer upl.

. Students mav be interested to learn thal to write(something) off and to break down have thecorresponding noun forms a write-off and abreakdown

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

2 Read, or ask a student to read, the four s i tuatronsl { ^ ^ ^ ^ ^ ^ ^ - , ^ . , - , ^ i - m n n a r j i : n - o i n r r : v n a \ . r ; : - h a - ,f f l f v u u ) > d l y U ^ p l d l l l t t t v p c u \ o r . , v L v ' v y u u ! 1

engine s ize of up to 50cc). Make a suggest ion about the f i rs t s i tuat ion (e g rhe

animal b i tes you and you end up in hospi ta l ) , andinv i te f ur ther suggest ions.

o In pai rs , s tudents d iscuss possib le d isasters for eachsi tuat ion. Walk round the c lass as they ta lk , l is teningand g iv ing help where needed.

. Report some of the most amusing disasters to thewhole c lass.

Reading3 Tell students they are going to read some true stories

about each situation. Students read the texts.o Clarify any problems with vocabulary.o Ask students who thev think was the unluckiest,

an0 wnv.

Disaster verbs and preposit ionsFr r t r r r o i n t ho nac t

Talking about thrngs you were going t0 d0

Grammar focus4 te i t s t i icer is :c c iose thei r books.

. Wr i te t re 'c : ' sentences on the board.r Ask i . . " ' l ro : -e s-orect of each sentence is , to e l ic i t

the names "c^: :he stor ies. Ask sor,ê -c'e o'-restions about the content of each

senience, e Q ,, ' , -rai does it refer to in She was onthe poin: c' ' ^g : up? (the moped).

. Sh i f t t he a * : - : : ^ : c :he ve rb f o rms . Show, o r ge tstuden:s :c : ; , I - i .a t they a l l re fer to a futuret n t e n i c r - : - : c : s :

. Stude r :s 3: - :^ : -= ' : : : (s , s iudy the explanat ions ofl he , : - ' s : ' - : : - ' : s a - J aaoose i he co r rec t ones

t Cc - ^ ' : - j - , - a e^s , ' , ' e : s

l ! 2 a 3 a 4 a

D / ^ ^ - : ^ Î O U l t L U

5 locus at tent ion on the p ic tures and ask students i fthey can relate to any of the situations (e.9. have theyever ' fa l len just before the f in ish ing post ' , l ike theracehorse?). Read the example. Add a suggestion, e.g maybe

he was injured the day before his first internationalmatch.

. In pai rs , s tudents wr i te a sentence for eachsi tuat ion Remind them to pract ise d i f ferentst ructures f rom Exerc ise 4.

. Ask some pai rs to read out thei r sentences

. Fead ou r :he s -gges ted a l swers .r l { ; i igrc ls : - : as< srudents to wr i te a t rue

se- :a^3- . ac3- . - - : -se ' res us ing was going to.

Sugges t i onsA He was occ;t lo â',,e his dinner when tfre:,cit ' , lstolb,l:

t he f i sh ,

Get t a l k i ng . . .6 Div ide pai rs o j s :Jcents in to As and Bs.

. Students reai : re inst ruct ions and th ink how theywi l l re te l l the i r s iory

. Students retell ' iheir story to their partner, whotakes notes,

. Walk round the c lass as students ta lk and wr i te ,giving advice on note-taking where necessary.

. . . and wr i t ing7 Students rewrite their partner's story from notes and

check wl th the org inal .r Ask students to comment on the sort of errors they

made. Were they errors of fact or of language(grarnn"rar, spell ing etc )?

r For an example of a p iece of narrat ive, seeWri t ing bank page 146

32 > PHOTOCOPIABLE ACTIVITY PAGES 92_93

Vocabulary

Grammar

Language to go

Taxi !

Way in. Make a 'strong' remark about your journey to work today,

e.g. It took such a long time to get here (or p-erhaps Iheroads were really emptfi. Do students agree/

Speaking and l is tening1 Ask for a few opinions on public transport. ls the servlce

good? ls it easy to find a taxi? Are they expensive?. Dlvide students into small groups. lf they come from

different countries, they could work with studentsfrom other countries and compare situations in theirhome towns.

. Ask one student from each group to report backbriefly to the class.

2 Focus attention on the photos and ask students to saywhere thev were taken. You can choose whether ornot to tell them if they are right at this stager lf students have been to the places in the photos,

ask them to tell you if they used the taxis. What dothev remember about them?

r Discuss Ouestion 2 with the class. Which taxi dothey f ind most appeal ing?

1 A Thailand B EgyPt C Venice, ltalYD London, England E lndia

3 6$# ptay the recording. Students number the photos inorder and write the name of the countries.o Check thei r answers.. P lav the recording again.. Write the names of the countries on the boardr Get students to remember what speakers saiC about

each country. Write key adjectives on the boardunder the appropriate country, e g Egypt- great

o Ask students which country they would rather take ataxi in now they have listened to the descriptions'

4 D ' N ' E A A t r .I T ' Z U J t r , Z + A O U

Vocabulary4a Read, or get a student to read, the example sentences.

. Ask what the f unction of totally and quite is, to elicit,e.g. they e'Il+Dha-sLte the ad,ie'ctive which follows.

. Ast which intensifier strengthens the adject ve andwhich weakens it.

Totally makes the adjective stronger; qulte makesit *"it"r.

Adverbs of intensity

So / such

Talking about journeys

4b Students divide the words into two categories andcheck with their Partner.o Go through the answers.. Can students think of anv other words to add to

ei ther column?

Grammar focus5a Students complete the sentences then look at the sci',F:

on page 119 and locate the examples of so and such. Go through the answers. Make sure that students

understand that the phrase beginning with thafis opt lonal .

5b Students complete the rule.. Ask a student to write the rule on the board'

such (a).(+ adjecttve) + nounso + adjective

PracticeStudents do the exercise and check with their partner.o Go through the answers, remember ing that several

words may be appropriate ln some sentences'

1 so amazing/wonderfu l /good2 qui te / rather / fa i r ly ugly /bor ing3 real ly re lax ing/sunny

i,,** etay the recording and discuss how the speakersshow enthusiasm (by emphasis ing the in tensi f iers) .. Students practise reading the dialogues in patrs

Ask one or two students questions from Exercise 6,e g Do you like doing houseworkT Ask students togive a truthful answer.. Students cont inue asking and answer ing the

quest ions in pai rs . Encourage them to use soisuchwhere appropriate, but don't insist on it

Get ta lk ing9 tet t s tudents to th ink of a real or imaginary lourney.

o Walk round the c lass as students make rotes, g iv tnghelp where needed.

. Divide the class into groups of three.

. In turn, students describe their journey.

. lf there is t ime, students write a description of thejourney one of their partners made.

Language noteso Use the lesson to clarifv the concept of gradable and

ungradable adjectives. For example, expensive tsgradable because something can be more or lessexpensive; however classical (as in c/assical music) isungradable; the music is e i ther c lass ical or i t isn ' t .

. Note thar quite can be either weak or strong as anintensifier, depending on whether it qualif ies a gradableor ungradable adjective. Auib nice \quite + gradableadjeciive) means fairly nice (weak); quite brilliant@uite +ungradable adjective) means totallY bri l l iant (strong).

> PHOTOCOPIABLE ACTIVIW PAGES 94_95 33

Major eventsLanguage notes. Weaker students often substitute the infinit ive for the past

participle when trying to construct passive sentences.Be prepared to spend some time on pattern dri l ls.

r Point out that the passive, far from being an infrequentlyused structure, is very common in news stories.

Way ino Ask students if they have read a newspaper or seen the

news today (or last night). What were the main stories?

Vocabulary1 Students match the photos with the headlines.

. Check thei r answers and ask more ouest ions aboutthe photos, e.g Which country do you think thephoto was taken in?

A 2 B 6 C 1 D 8

2 Students work in pairs on the meanings of new verbso Go through the answers.

I devastates 2 breaks out 3 starving 4 drowningc goes oTT

3 Repeat wi th the nouns. Draw at tent ion to tnepronunciation of drought Udrautil

1 drought 2 floods S breakthr;uqh "'

4 i ivit war5 famine

Speak ing and l i s ten ing4 nst the c lass what they th inr rnras lne mcsi 1- t : : :a- :

event of the 20th century Exchange a ie ! . , ceas. : - .'don ' t spend too long on th is warm-up.

. Students do the quiz in oai rs .

. Ask a few pairs for their answers, but don't at . ihis

stage tell them if they are right

1 b 2 b 3 c 4 b b c

5 fiSff ftay the recording for them to check therr answers.. Ask students which of the events were positive, to

elicit, e.g the end of apartheid. Note thepronu nciation of a pa rthe id: le'po:,theitl

Grammar focus

Vocabulary


Students identify examples of the passive in the scripto Check the examples and write them on the board.o Tell students to discuss the features present in eacn

example with their partner.o Discuss the features with students.

News, events and disastersPassives

Describing imponant events

Pract ice8 tet t s i lCer :s :o i "eed the sentences and f lnd out how

many afe Dassive (only one, Sentence 4) .. Foc..ts a:lenrion on the example, and ask students to

look ar its transformation into a passive sentence.Exprain, or get a s tudent to expla in, that the passiveis preferable because the event was more importantthan the 'someone'

who was the murderer anobecause the word murdered is more prominent atthe end of the sentence.

. In pai rs , s tudents d iscuss possib le changes to theother sentences.

. Go through : re r ransformat ions again, showingstudents :nai rne passive is of ten preferable.

. Focus aicenticn on the pronunciatlon. Show studentshow was, were and have been are phonologicallyreduced lo lwazl , /rve/ and /vbrn/ as they are'grammat ica l ' not 'content ' words.

. Students practise saying some of the sentences.

Get ta lk ing10 l f s tudents come f rom the same country, bra instorm a

few important events in the country's history.o l f s tudents come f rom di f ferent countr ies, ask them

to think of an important recent period You mayprefer to focus on recent world news events.

. Divide students into groups. lf possible, studentsfrom the same country should work together.

. Ask a student from each group to report back briefly.

. Decide which period discussed seems to have beenthe most positive.

6

7

34 > PHOTOCOPIABLE ACTIVIry PAGES 96.97

Vocabulary 1

Vocabulary 2

Language to go

Street personali t ies

Phrases with get and takeTalking about city l i fe

Street l i fe

\A/arr in

. Ask a few students which is thei r favour i te p lace in thei rhome town, and why.

Speaking and vocabulary1 tett students about your home town - where you like

going for a walk and the par ts you'd rather not walk in ,e.g. at n ight .. Students d iscuss the quest ions in pai rs

2 Invite students to work out the meanings of the words(1-5) from the activit ies (a-e). Go through the answers.r Get s tudents to def ine the people us ing the phrases

given, e.g. A busker is someone who makes music.t r hl e Z a 3 d 4 c c u

Reading3a Read, or get a student to read, the introduction

o Ask students if they think the people in Exercise 2can be seen in a l l b ig c i t ies.

r Focus attention on the photos of Tokyo and London,and invite students to suggest any differences inst reet l i fe . Which town do they th ink is c leaner?

3b Oiv iOe pai rs in to Student A and Student B Assign thereading tasks.r Invite students to use dictionaries if they have them

to hand4a Focus at tent ion on the table. Expla in the headings,

e.g travell ing around refers to the most common formof public transport, professional enteftarners Io thedi f ferent types of people who ask for money on thestreets.. Tell students to make notes based on the text

they read.

4b ln pairs, students tell each other about the city theyread about, and decide which city they prefer.o F ind out i f there is a c lear preference in the c lass.

lf so, try to find out why

Vocabulary focus5 tett students that gef and take probably have more

dictionary entries than any other words. They cancheck i f they don' t bel ieve you!r Ask for a few examples; this might elicit phrasal verbs

(like get up) and idioms (like take someone for a ridelPoint out the difference, but don't spend too long onthis warm-up (and see Language note above).

o Students search both texts for the phrases andcheck wi th thei r par tner


Practice6 Students complete the sentences and check wi th

their partners.r Go through the answers.o Ask students to choose another verb from Exercise

5 and write another sentence with it.. Go through students ' example sentences

I raKe rr ror granteo z get to Know3 take their t ime 4 get around 5 take advantage of6 took me by surpr ise

Get t a l k i ng . . .7 Focus attention on the town or city you are in Ask

students how l i fe could be improved Brainstorm a fewideas and wr i te them on the board, e g,l ^ , A t t a r / ^ h 1 a ^ a . n t , l h l i e t r 2 n c n . r t m a r a n a r b g g l g .' a y v t L , t t ' v ' w P u t t \ e

. Focus the ideas on the three requi rements of thetask

. Div ide the c lass in to groups of three or four .

. Walk round the c lass as students speak, g iv ing helpwhere needed

. Ask a spokesperson for each group to report to therest of the class

r Decide, or get the c lass to decide, which group hast he bes t n ronosa lg .

. . . and wr i t ingI Students stay in thei r groups to produce thei r proposal

r Point out that wrl/ is the most suitable way ofreferr ing to the proposals.

r Walk round the c lass as students wr i te , help ingstudents to write accurately.

. Wal l -mount the proposals i f possib le.

-anguage notes. Basic verbs l ike get and take can sometimes be used

:nterchangeably (get the subway is a possible alternativeIo take the subwayl. However, it can lead to error (e.9.


Speaking and readingTell students they are going to read an article about ayoung American woman. Give them the word rif le.. In pairs, students answer the questions.r Ask one or two pairs to tell the rest of the class

their ideas.Students read the article and ask and answerquestions with their partner.e Go through the answers.o Deal with any questions about vocabulary.. Ask one or two more questions about Ellen, e.g.

What does she usually use guns forT (hunting),Where does she keep her rifle? (in the bedroom).

> PHOTOCOPIABLE ACTIVITY PAGES 1OO_101

Vocabulary Crimes and criminals

Grammar Third and mixed condit ionals

Language to go Describing how things could have been different

Ask students if they know anything about theArkansas shooting referred to in the article (it tookplace in Jonesboro, Arkansas, in March 1998; twoboys kil led a teacher and four students, and injuredten others when they opened fire at their school).

She feels good because she wasan intruder.She thinks the shootings happenedhad psychological problems. notable to use a gun.

6 Invite students to give their opinions about Ellen'sviews. Tell them to give reasons to support their views.Find out if the majority agree or disagree with Ellen.. Students wil l appreciate it i f you give your own

views on the subject too.

Grammar focus7 tett students to close their books.

. Write the first part of the conditional sentence onthe board - lf she'd walked through the door - andask students to comolete it.

. Students open their books to check. Complete thesentence on the board. Tell them that the structure isknown as a 'third conditional' or 'type 3 conditional'.

o Point out the two possibil i t ies for word order. The ifclause can come before or after the main clause.

. Read and discuss the questions with students. Makesure they realise that the hypothetical actions orsituations both refer to the past.

1 No. 2 She d idn ' t3 Would have isare possibil i l ies; no1',csl

8 Students read the sentence and choose the correctanswers.

1 past 2 present 3 mixed

Practice9 Students complete the sentences and check with

their partners.r Go through the answers.

Get ta lk ing10 Rsk three students to read the summaries aloud.

. Tell students the stories are all true. Ask what thevhave in common (e.9. they a l l involve cr imes) .

. Tell them that in each case things could have beendifferent and have them discuss alternativeoutcomes to the three situations. Walk round theclass as they talk, giving help where needed,especially with the structure could have + pastoarticiole.

o Get students to report some of the more interestingideas to the rest of the class.

Gun crazy

Speaking and vocabulary1 Approach the topic by asking a few students if they

think it is a good idea to keep a gun for self-defence.Whv (not)?o Divide the class into groups of three or four.. Students discuss the three ouestions. Walk around

the class as they talk, giving your own ideas andhelping where needed

. Summarise the ideas vou heard.2 Get students to think of as many different kinds of

cr iminal as they can.r In pairs, students pool their knowlege of the terms.

Tell them to use dictionaries if thev have them to hand.

12

3

A

Language notes. Be prepared to spend time on the conditional clause of

third conditional sentences; students typically use aconditional tense (would go) instead of a conditionalperfect (would have gonel.

. Try to introduce the two useful adverbials: by mistake(= unintentionally) and on purpose (= intentionally).


p lans and executes an i l legal k i l l ing of

steals from the pockets or bags of, in public places

for a pol i t ica l cause

t 3 6

VocabularyFunctions

Language to go

Dif f icu l t s i tuat ionsLanguage notes. Students often make 'register' errors, by being too formal

or, more often, too informal. By forgetting to attractsomeone's attention with Excuse me, or simply forgettingto say p/ease at the end of a request, they can unwittinglycreate a negative impression on the l istener. Discuss theneed to be polite in English, which, although in manyways is an ' informal' language, nonetheless offers dozensof ways in which to show respect to others.

Vocabulary and speaking1 Write the beginning of two example sentences on the

board, e.g. The shirt ... , The fV... Invite ways ofcompleting them, to elicit, e.g. The shirt is torn, The Wneeds repairing.. In pairs, students make more sentences.. Go through the answers.. lf you think it may be useful, give more practice wlth

need + gerund. Get each student in the class torepeat something about the picture using need.

2 Read the questions, and ask students if anyone nasever done any of these things.. Students mav need a l itt le t ime to think: don't be

afra id of s i lence!. Listen to one or two anecdotes. Get students to tell

you why they did what they did.. lf possible, tell a short personal anecdote about one

of the ouestions.. Divide the class into groups of three or four.. Students continue the discussion. Walk round the

class as they talk, giving help where needed.o Get feedback on one of the situations, e.g. How

many students would be prepared to break schoolrules? Whv (not)?

Listening3 ffi Tell students they are going to hear examples of

each situation.r Play the recording for students to identify and

number them in order.. Go through the answers.r Ask students to identifv the exact problems, to elicit,

for example, a man is sending back the winebecause it doesn't taste good.

to workng to jump the queue

Play the first three dialogues again for students tocomolete them.r Go through the answers.o Play the recording for students to make a final check.

Phrases for describing problems

Complaining and gett ing resultsCoping with diff icult situations

Language focus5 Students study the phrases in the boxes, most of which

come from the l istening and are used when dealing withdiff icult situations, and identify the functions.o Go through the answers.

Ii:.ii:il;itliX::i:latlxti:::i:l::i::Point out that some phrases are more formal than others. Students may have diff iculty identifying the formal

language. Before they start, remind them that formalphrases wil l often be longer, more hypothetical (/ waswondering ... ) or tentative (Could you possibly ... ).

. Students do the activity and check with their partner

. Go through the answers. . )

7 ff i Play the recording for students to l isten to theIntonailon.o Get students to practise saying phrases individually

and choral lv .8 ln pairs, students practise the dialogues. -

Practice9 tett students to decide whether the situations are

formal, informal or neutral before they write thedia logues.r Tell students that the two dialogues they choose

should use different registers {= levels of formalitv4.. Walk round the class as students write, giving help

where needed.. ' l f t ime is shor t , they can learn just one d ia logue.

Sample dialogue (situation 1)A: I'm terribly sorry to interrupt.

a word? lt's about the saies figWould you mind waiting a

Get ta lk ing10 Students read their dialogues in pairs. Walk round the

class as students practise, encouraging good intonation.. Get one or two good pairs to read out their dialogues

to the rest of the class.o lf there's enough space, invite students to practise

act ing out the d ia logues.. Choose different pairs to act out their chosen

dialogue for the rest.. Start the applause after good (or all) performances.o Get a member of the audience to identifv the

si tuat ion, i .e . who was ta lk ing to whom, and thefunct ion (e,9. a formal compla int ) .

B:I\:B:A


Vocabulary

Grammar

Language to go

Expressions for annoying habrts

Present continuous and present simple for describing changeTalk ing about changing s i tuat ions

6 Studen:s rcc< at the graphs and say what theyindicate, ,s ' -g ihe range of expressions for increasingand cec-aas ' -c in Exerc ise 5. As< s: - le^:s :c draw a s imple graph of a

pherc* : - :^ ie g ihe pr ice of bread, bank in terestraies - ?'a: c. .c or from students' countries) anddes : ' : : : : : : ^e r ca f t ne r ,

7 te" s : -Je- .s :c ' rc : , ' , ,o expressions for each meaningr : re ex : : * : e 31 ' : sesr Gc : : rc ,g^ : -e a:s ' , \ , 'e is

1 are beg,rn ng to understand = are catching ohlaie::]:r::,:rslo'.., Ly ccmlng io realise

2 3r9 pE1-5 ' . , '19 o: f ferent ly = are changing/are noti3, 3,,,yinq the trend .

Practice8 Allow students time to complete the texts, then go

through the answers. l f you have t ime, ask students what they th ink of the

super-cold therapy How long do they think theycould stay in the cold room?

1 increasingly popular2 Mor:e'and more; are realislh'$;,|hdieq5b1rare not .:

catching on; cont inue3 organise; are tak ing par t ; s tar t ing to come down; are

not following the trend .""r,r':,:':r,',.:,r::.: .

G a t t e l k i n n

9 Focus a i .eni ion on the d iagram and make a fewsra ' ierenis based on your own exper ience, e g.,'a'sport is becoming more stressful because there is-are traffic on the roads.I Students cont inue in groups. Walk round the c lass

as they speak, g iv ing help where needed. Ask one person f rom each group to summarise the

discussions by saying whether thei r group th inks l i feis becomlng mor.e or less st ressfu l .

. l f you have t ime, organise a compet i t ion. In pai rs ,, students think of an anti-stress activlty to be done

before or af ter work (or the Engl ish c lass) .. One student f rom each pai r out l ines the act iv i ty .

The c lass decides which is the best .

Under pressureLanguage notes. Students often have diff iculty with it as an impersonal

subject This lesson offers many examples (lt drives mecrazy when, lt's a relief that, lt's a shame thatl

Way in. Begin by te l l ing students about something that gets on

your nerves (e g. /t gets on my nerves when I can't finda parking placel,

Vocabulary and speaking1 Read through the expressions with students and chec<

thel r understanding.. Ask them to classify the expressions according to

the quest ions, then check thei r answers

rNeutr:al:r dll the others : " '

2 Focus attention on the photo, and ask studentswhether they find traffic jams stressful and why. Students ta lk in pai rs . Tel l them to th ink of re lax ing

as well as stressful situations. Get feedback. F ind out i f s tudents share s imi lar

feel ings

Read ing3 Students reao rhe ar t ic le qd 'ckty ano chcose i :e

best t it le.. Ask students which t i t le they have chosen,

i l I |e I

4 tett students to read the statements in pairs, makethei r decis ions and check wi th the texto Go through the answers. Ask students to g ive

evidence from the text for the statements whlchare t rue.

. Ask a few students what they th ink about laughingbefore an important meet ing. Do they th ink i t wouldbe a good idea to laugh before an exam, too?

Grammar focus5 Rst about the main use of the present continuous (to

ta lk about what is happening now).o Tell students that it is also used to talR"about new,

changing or developing s i tuat ions. Read theexamples with students. Explain any new vocabulary(e g. catching on = becoming popular).

. Students answer the questions Point out that somephrases can oe used for both categories.


Vocabulary

Language to goPhrases to describe housesTalking about homes

At homeLanguage noteso Houseand home are used ln th is lesson as near

synonyms, but be sure that s tudents understand thedi f ference: a house is a bui ld ing, a home is somewhereyou feel you belong, hence the phrase to feel at home.The word homehas a much warmer, emotive feel to it.

Way in. Ask a few students to say what kind of house or f lat

they l ive in . Ask one or two s imple quest ions, e.g. /s i tbig? Has it got a garden? How long have you lived there?

Speak ing and l i s ten ing1 Read the quest ions wi th s tudents.

. Students d iscuss in pal rs

. Ask a few students to g ive thei r ideas. Don' t spendlong on the f i rs t quest ion, and don' t a t th is point te l lstudents if they are right.

2 i lSX Play the recording for students to l isten and makenoteso Play the recording again.

3 Students check with their partner.o Go through the answers.o Ask students what e lse they remember about the

two houses. Ask a few students which house they would prefer

to l ive in . Why?

Vocabulary focus4 In pairs, students match the words with the caieqor ==


1 b 2 c 3 k 4 d 5 e 6 g 7 f 8 h 9 i1 0 J 1 1 a

Practice5 Rst s tudents what thev l ike best about the houses

they l ive in . Wr i te some of the words and expressior-son the board.

- . Tell students to read the text and choose the besta l ternatrves.

. Go through the answers.' l overlooks 2 on the second floor 3 classical4 second hand 5 not far f rom 6 min imal is t/ rnilmale u cnilry Y centrat neattng

6 Students discuss Lucy's flat in pairs.. Ask a few students if they would l ike to l ive in

Lucy's flat Why (not)?. Give your own opin ion.

Get ta lk ing7 Find out i f any student has done a house excnange

lf so, get them to describe the experience brief ly.o Ask students where they would l ike to go on a

nouse excnange.o Tel l them to descr ibe thei r house for a possib le

exchange. l t can be thei r own home or an imaginarynouse .

. Allow students time to write notes about their house.

. Divide the class into groups of f ive or sixo In groups, s tudents ask and answer quest ions

about the houses. Walk round the c lass, g iv ing help where needed

and encouraging students to exchange homes fora hol iday.

. Get a spokesperson for each group to say whichnouse aroused most rnterest

. If you have time, students can write a description ofthei r house f rom notes Col lect the descr ipt ions in afo lder , and leave i t for s tudents to consul t in thei rf ree t ime. Encourage them to arrange houseexchanqes wi th other s tudents,


VocabularyGrammar

Lang,uage to go

A new beg inn ingLanguage notes. Students often confuse used to for past habits and

be/get used to (doing) something because of thesimilarity of structure and meaning (it doesn't help thatthey are pronounced the same: /Justuh. lt might help ifyou point out that be used fo is normally used in thenegative (e.9. I'm not used to getting up so earh),whereas the negative and especially interrogative formsof used fo for oast habits are rare.

. For used to in the sense of past habits, it can help studentsif they remember that they shouldn't have too many 'd's;

because didn't use to and Did (vou) use fo ...7 have 'd's inthe word did, thev don't have them at the end of use.

Way ine Ask students how they think American English is

different from Brit ish English. Get them to identify typesof differences, e.g. pronunciation, spelling,vocabulary. Can they think of examples of each type?

. Reassure students that in spite of the differences, theBr i t ish and Amer icans usual ly manage to understandeach other.

. Ask a few students which variety they think is mostuseful to learn, and why; but don't spend too long onthis warm-up.

Vocabulary1 tett students to look at the photos and say what they

have in common (e.9. they are urban scenes) Askwhere they think the photos were taken.. In pairs, students read the words and identify them

in the photos.o Go through the answers.

1 , 2 , 4 , 5

2 Students match the Brit ish and American worqs.r Go through the answers.. Ask students which words thev prefer: the American

ones or the Br i t ish ones.

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

3a Students match the words with their definit ions andcheck with their partner.o Go throuoh the answers.

3b Invite students to tell you the equivalents.r Suggest students mark new vocabulary UK or US if

they think it belongs to only one variety. Tell themthat a good dictionary wil l give this information.

. lf Vou have time, and students are interested,brainstorm some more UK or US words.

t holiday . 2.autumn 3 trousers 4 bil l 5 biscuit6 sweets

Listening4a W Tell students they are going to l isten to a man

who has moved from Poland to the USA. Ask what hemight f ind different about l i fe in the USA. Discuss afew suggestions, but don't spend too long on thisactivitv.

> PHOTOCOPIABLE ACTIVIry PAGES 108-109

US/UK Engl ish

To be/get used to

Describing a personal change of environment

o Play the recording for students to l isten and identifythe topics

diff erences in voca[gfd.tv;:AtffiliqQ$j0ifi$lKi$aVeii:::i;*itraditions, cost of l iving

4b Students check thei r answers in pai rs .. Go through the answers. Ask what details students

remember about the different topics. lf necessary,prompt them by asking focused questions, e.g.Which variety of English did he learn at school?

o Play the recording again for students to check.

Grammar focusS:- : , , : ;e example sentences wi th s tudents and askr . - : - - - l : i .3 iarr lhe meaning of each. Encourage them- - : , ' , ' - . a : : ' . : - ' 3ses , e g Once I t ook t he t ram;' '":.- -; --t- s new ta me; lt didn't take me long toa - a - - = - - l )

. S: - : : - -s s : -3 ' r i te f unct ions. and match them wi th

^ - - . -. : : :^ - : ,J- :^e answers Answer any quest ions (and= : : Language no tes above ) ,

' , c 2 c 3 a

S:-rerrs s tuoy and complete the ru les. Go through the answers.

1 the in f in i t ive 2 the - ingform or a nounJ Tne -/ng Torm or a noun

Remind students that all three sentences are examplesof used lo as a main verb in the oast simple tenseThe negative form is drdn't use fo and the question isDid you use ta .., Z See the second Language noteabove.. Relnforce the fact that use to and used to are

pronounced the same (see the f i rs t Language noteabove).

Used to drops the 'd' rn

Practice8 Students complete the sentences and check with their

partner.r Go through the answers.

,,i,,wes,,ute.a,,to 2 is used to/hatffi$$af16lit|ti|:lii1t:ggie'ttihSllSeO to 4 will get Gdd,lmg;$:{(iilmQa.1to 6 didn't use to rir:::;iilia:iiiiil. .. . .. ...

Get ta lk ing9 tett students to read the instructions, think about a

situation (e.9. a new school, a new job, a new country)and say which structure they are going to practise(be/get used to (doing) somethingl.. Say something about your job as a teacher in the

school where you are now. What did you have to getused to? ls there anything you sti l l haven't got used to?

. Students choose the situations they want to talkabout and make notes.

o In pairs, students talk about the situations.. Tell students to talk from memory (not their notes),

as their partner l istens and writes.. Walk round the class as students talk, giving help

where needed.. Report any interesting or amusing facts to the rest

of the class.

t 4 0

Grammar

Language to goRelative clauses

Describing and defining things

Animal magicLanguage notes. Students frequently make mistakes with relative

pronouns which and that, since they are sometimes, butnot always, interchangeable. Explain that the pronounsubject of a non-defining clause should always be which.

Way ino Ask students what their favourite animals are, and why.

Write the words for the animals on the board.o Discuss which animals students think are the most

intell igent, and why.

Speaking and reading1 nst if anyone can name the animals in the photos.

o Ask students to say what they know about them(e.9. a rattlesnake is very dangerousl.

r Students discuss the questions in pairs.. Find out what most students think, but do not at this

point tell them if they are right.

Tell students to read the text and find the answers tothe questions in Exercise 1.. Allow plenty of time for this activity and invite

students to use dlctionaries if they have them to hand. Check the answers.o Ask students what they found most interesting in

Tell students to answer the questions if possible frommemory, not by reading the relevant passage fromthe text.. Early finishers can ask their partner another question

based on the text.

Grammar focus4 Ask students to study the explanation of defining and

non-defining relative clauses.o Check understanding by asking them which clause

can be removed without changing the meaning ofthe sentence (the nondefining clause).

r Students find the other clauses in the text and checkwith their partner.


find disastersmall changes in

3

5 tett students to comolete the rules.. Check what thev have written.

l:.No 0gl iggFfffinnPractice6 Read the instructions and go through the exampres

with students. Write them on the board. Make surethey notice the change of indefinite to definite articlein the example of a defining relative clause.. Students complete the exercise and check with their

partner.r Walk round the class giving help where needed.r Go through the answers.

1 The tiger, whichmember of the

2 Camels, which ar6,,can drink 113 litreS

3 The ostrich, which iScannot fly.

4 Bee hummingbirds,come from the

5 Electric eels, which kil l

7 m Play the recording.r Play the recording again, pausing after each

sentence for students to repeat, chorally andindividually.

r Ask students to choose a sentence and memorise it.. Students practise saying the sentence to their

oanner.

Get ta lk ing and wr i t ing8 Oivide the class into groups of three.

r Designate each group A or B.r Groups work together to write definit ions. Group As

write the Across clues and Group Bs writethe Downclues. Walk round the class as they talk and write,making suggestions and giving help where needed.

. Students then work in pairs (A+B) to complete thecrosswords by asking each other questions.

. lf you think students wil l enjoy it, organise theactivity as a competit ion: the first pair to completethe crosswords successfully are the winners.

r Go through the answers.

;,a swimmer who is6-f warmth;


in the sea; electro-

41

Vocabulary

Grammar

Language to go

Treat yourselfLanguage notes. The gerund is frequently used as the subject of a sentence

in phrases such as Spending time with my dog .. ,Listening to music ...

r Although get something done and have something doneare usual ly in terchangeable, get seems to be moredynamic, imply ing vol i t ion on the par t of the speaker.Have something done is probably the more commonSTTUCIU TE.

. The lesson tit le may need explaining. lf you treat yourselfto something, you buy something nice (e.9. a cake or anew pai r of shoes) that you wouldn ' t normal ly buy.

Way in. Ask if anyone is in a good mood. lf anyone says 'yes',

asK wny. lf you are in a good mood, tell students why.

Speaking and vocabulary1 Turn to some students who did not sav they were in a

good mood. Ask What can you do to put yourself in agood mood? Get three or four suggestions.o Ask students to describe what people in the photos

are dorng.. Ask a few students which of the activit ies (if any)

would put them in a good mood. Why?2 Students match the expressions wi th the meanings

and check wi th thei r par tners,o Go through the answers.r Focus attention on the adverbial particles up (io

indicate an improved mood) and down (to indicatere laxat ion) .

,,,1,,;c;:,',,,,,2,,,,b,,1,.,,,t,,ar'."',,..'4ls 5 t 6 d

3 Say something about yoursel f us ing some of theexpressions in Exercise 2, e.g. I f ind l istening to musiccalms me down. Ask students if they agree with you. In pai rs , s tudents ta lk about themselves and pract ise

tne expressrons.

Reading and speaking4 tett students to read about different people's strategies

for getting into a good mood.r Ask students to identify the three people in the

photoso Encourage students to guess the meaning of unknown

words, e.g. splash out = spend lots of money

,'Al.M:;1ii,a.:'...''.1tBt'.. .iil'.l.,''1lc werner ....:'..':::l.,.':.:'','1.'1'.1rt:1:,.tr,.1,.,.,;

Expressions to describe mood

To have/get somethrng done

Talking about things you have done for you

5 Rst< a studeni to summarise the various strategiespeople use, to elic't go shopping, eat chocolate e|c.. Tel l s tudents to d iscuss in pai rs which of these

activlt ies they do, and what other strategies theyuse, to put themselves in a good mood.

. Walk round the c lass as students ta lk , l is tening andgiv ing help where needed

. Report some of the most interesting strategies tothe c lass.

Grammar focus6 Wri te the example sentences on the board and focus

at tentron on them.o Ask a student to read Ouest ion 1, and get another

student to answer i t .. Reoeat the orocedure for Ouestion 2. Expla in that we use these st ructures when i t is not

lmportant to say who is doing the act iv i ty l fnecessary, get students to ref lect on tl re differencebetween l'm getting my house redecorated and I'mgetting my husband to redecorate the house

1 b 2 b

Practice7 Students read and correct the sentences

. Go throuqh the answers.

123A

5

6

l'rl r^ave the engine repa+ repaired tomorrow.I had my hair cuteuffit-yesterday.i 'm having my book+obepubl ished fext year ' , , , , , ,| -ookmnp+eture had my picture taken by a famousphotograpner.We need to have{ixthe-heaterthe heater fixed.We @rhed:,ourr:, ldtdh,en,,, ' ,.redecorated last week.

Get ta lk ing8 Read, or ask a student to read, the examples.

. Think of one or two more examples which might beappropriate for your class, and write them on theboard.

. Tell students they have to find people who fit thedescr ipt ion in the examples.

. When they have found someone, they should askfor more deta i ls , e .g. When . . . ? Why. . . ?

. Students circulate in the room, speaking to otherstudents.

. Move around the class with students, asking andanswer ing quest ions wi th them

42 > PHOTOCOPIABLE ACTIVIry PAGES 112-113

Vocabulary 1Vocabulary 2

Language to go

Ages and stages

Phrasal verbs 2

Talking about growing up

Growing upi Language notesr This lesson features four different types of phrasal

Students may find it useful to categorise themgrammatically, i.e.:verb + adverb (intransitive): end upverb + adverb (transitive): make up, tell offverb + preposition (transitive): pick on, look afterverb + adverb + preposition (transitive): get away Iput up with, look forward to, look up to

Vocabulary and speaking1 Read the l ist of words for students and explain that a

toddler is a child who is just beginning to walk.. Students decide approximate age ranges for each

stage and check with their partner.. Discuss their suggestions.

Tell students to look at the cartoon. Although the ideais for them to follow the gist of it, rather thanunderstand every word, you may like to help themwith some of the more diff icult vocabulary, such asYikes! (= an exclamation expressing surprise/dread,pronounced /jaiks/).. Students discuss the questions in pairs. Allow plenty

of t ime for this activity.. Walk round the class as students speak, giving help

where needed.r Discuss the answers to ouestions with students.

Ask them if they think people everywhere feel thesame way as the character in the cartoon.

Speaking and l istening3 Focus attention on the ohotos and ask students ro

describe them (e.9. an old man is telling a little girl a storyl.o Tell students the photos show important stages in

the lives of three people: one of the teenage boys inthe group, the young woman and the l itt le girl. Askwhy they think they were important. Exchange a fewideas with students but don't spend too long on thiswarm-uD.

4 f,p Play the recording more than once.. You could keep this as a whole-class activity. Ask

three students to summarise why the photos showimportant stages in the lives of the three people.

5

6

Allow time for students to read the ideas and transferwhat they can to the table.Play the recording again for them to complete the table.. Students check with their oartner.r Go through the answers.

Vocabulary focus7 Students read the extracts and write the number of

the speaker (1, 2 or 3) .r Go through the answers.

8 Students match the verbs from the previous exercisewith their definit ions.o Invite students to discuss with a oartner.r 'Go through the answers.

1 b 2 a 3 f 4 d b s 6 e . z ! . 8 l l . , : 6 : : l t i : :

PracticeI Students complete the texts and check with therr panner.

o Remind them to think carefullv about the correcrform of the verb.

Get ta lk ing . . .10 Give students time to think about their own answers

before choosing what to ask other students.o Divide the class into small groups.. Students discuss the questions in groups.o Get a spokesperson to report back some of the

similar experiences and opinions.

. . . and wr i t ing11 Students write about growing up.

o Walk round the class as they write, checking theappropriacy of the verbs.

o For an example of a piece of narrative, seeWriting bank page 146.

43

verps.

with,

Speake r 2Which ideas do they talk at

funny; l iking foods he neverlop music any more; f inding

6uickly; becoming more

> PHOTOCOPIABLE ACTIVITY PAGES 1I4-115

Vocabulary Word building: measurements

Grammar Modals for past deduction

Language to go Speculating about l i fe in the past

Monumental mysteries

Vocabulary and speaking1 Students read and complete the sentences

. Go through the answers,

. Ask students to say where places are located (KualaLumpur is the capital of Malaysia etc.)

. Focus attention on the missing words. Ask whetherthev are adiectives or nouns.

Students look at the photos and identify the places.o Pool students' knowledge of the three places.. Ask which place attracts them most, and why.o Inv i te quick guesses about d imensions.

Reading3 Divide the class into groups of three (A, B and C).

. Students read their text and complete the table.Remind them to write brief notes.

. Students exchange information with the other twomembers of their grouP.

r Encourage students to tell the rest of their groupother interesting facts about their monument.

r Go through the answers.

Students choose the correct alternatives and checkwith their partner.r Go through the answers.

4b Ask what function the verbs have (they all makehypotheses about the past) and how choosing thealternative verb would have changed the meaning

7a

Using the other verbs impli*knowledge of something, Whis i tuat ions. ln i tems 1, 3 and 4,a greater degree of certainty;meaning in 1 and 3; in 2, theopposite hypothesis.

EE ltay the recording for students to check.. Play the recording again, pausing after each

sentence for students to repeat.. Get students to say which words are stressed, and

which word is contracted.o Ask students to practise saying the sentences again

to their partner.

stressed words = might, must, could, maycontracted words = have

Students read and choose the correct modals.r Go through the answers.

1 must

Read the two sentences and invite students to explainthe difference in meaning.r lf a student gives a clear explanation, ask him/her to

repeat rt.

r an occasron Int the door (it mi

+ ^ ^ ^ ^ . , ^ ^ + h ^L U O t t Y V E | t L t t O

knocking at the door

7b lf necessary, prompt students' answers by tell ing themthey have already seen the two other modal verbs intheir past formo Go through the answers, reminding students that

there is very l itt le difference in meaning betweencould, may and might .

might/may

PracticeI Ask students what thev know about the Mayans' (a civil isation which flourished in what is now Mexico

and which reached its peak between the fourth andninth centuries).. Students complete the sentences using appropriate

modal verbs and check with their partner.r Go through the answers.

4a

Get ta lk ing9 ln pairs, students choose or are allocated a topic.

. lf possible, provide students with encyclopaedias orother background information and invite them toresearch their topic briefly.

. Walk round the class as students think and discusswith their partner, making sure they have ideas. Askfocusing questions, e.g. What sort of houses do youthink thev lived in? What food did they eat?

. Form groups of three (one student for each topic).o Walk round the class as students talk, giving help

where needed.

t 4 4

Language notes. Note that weigh is an anomaly; the other verbs (heighten

etc.) refer to an increase in dimension. Also, theadjective heavyis not used in the same way as otherdimension adjectives (e.9. /f 's two metreslong/wide/deep); the verb weigh is used instead: /tweighs ...

.. Weighty and heighten tend to be used figuratively(e.g. a weighty matter, to heighten tension\. For literalcontexts, other words are used @.9. a heavy box).

. A typical error is to use can for present deductions.Could (just l ike may and might\ is used for deductionsabout the present as well as the past.

> PHOTOCOPIABLE ACTIVIry PAGES 1 16-1 17

Vocabulary

FunctionLanguage to go

Phrases for describing f i lmsExpressing reactions

Giv ing your opin ion

Film reviewsLanguage notes. This lesson practises personal and immediate reactions to

fi lms, rather than a more crit ical and objective overview.As a resul t , the sty le is in formal , co l loquia l , and makesliberal use of lntensifiers (really, absolutely etc.l.

Way in. Ask a few students when thev last went to the cinema.

What d id they see? Did they l ike i t?

Speaking and vocabulary1 Make sure students understand fi lm reviews

(= shor t repor ts of f i lms in the press) .. Students d iscuss the quest ions in pai rsr Ask one or two students to report back about

their partner.2 Discuss the meaning of any new words

(e.9. location / setting, soundtrack) with students.. Students complete the review and check wrrn

therr par tner .. Go through the answers.. Ask if the review is positive or negative (it 's positive;

the only negative point is the storyline).

1 supporting actors 2 performances3 location/setting 4 soundtrack 5 storyline6 special effects

3 Start the discussion with the whole class t-.rse someof the words in Exercise 2, including suspense.r Students continue the discussion in small groups.

Walk round the c lass as they speak, g iv ing helpwhere needed.

3 The Good, The Bad and The Ugty; Bobocop,Notting Hill; Titanic

Listening4 ffi Play the recording for students to identify the fi lm.

r Ask about the speakers' reactions.r l f any students have seen the f i lm, ask whose

reaction they agree with most: the woman's(Char lot te 's) or the man's (Danie l 's) .

. T i tanic was made in ' l 997 and hai led as one of thegreatest f i lms ever. Ask students if they agree r^,,; ihth is , or whether they th ink i t is /was just 'hyped'

(given excess publicity to make people think it 'sreal ly good). What f i lms are current ly being hypeci?

1 l ltgnic_ 2 Charlottels opinion is positive, Danie!'soprnron rs negat tve.

Focus at tent ion on the table and ask i f s tuder ls carremember any of the comments the speakers maoe. Play the recording again, more than once i ;

necessary.r Go through the answers. Expla in any vocabulary

(e.9. over the top = excessive) as the need arses,but don' t spend too long on i t a t th is s tage,

Language focus6 Ask students to remember who said the phrases and

mark them C (Char lot te) or D (Danie l ) .. In pairs, students decide whether the statements

are positive or negative.r Go through the answers.o Point out that I could hardlv bear to watch couto

have a positive meaning (as in the recording script)or a negat tve meaning.

o Ask students to choose a favourite new phrase fromthe l is t .

it,!3' 8t,f!' J-,S3"?i1;l'', 11 - (D)Practice7 Students do the activity and check with their partner.


1 i could hardly bear to watch. 2 lt was worth everypenny 3 a real diSbppo,intment 4'breathtaking ' i ,r,5 a b i t over the top 6 absolute ly br i l l iant7 | couldn ' t s tand 8 i t wasn' t for me

Get t a l k i ng . . .8 Tel l s tudents to choose a f i lm thev know wel l ( i t

doesn' t have to be recent) .. S iudents wr i te notes, us ing expressions f rom

Exerc lse 6 vvhere appropr iate. i r oa ' rs s :udents ask and answer quest ions about

: re ; ' : .s ani make notes about thei r par tner 's f i lm.. - .s< s:udents which f i lms they ta lked about .I is< , ' , l - .e lher thei r comments were main ly posi t ive

. . , and w r i t i ng9 tett students they can write about their partner's or

thei r own f i lm. Remind them of the word l imi t(120-180 words) .r Tell students to refer to the model review rn

Exercise 2 if thev l ike.. Walk round the class as they write, giving help

where needed.. lf possible, give feedback on each piece of writ ing,

and make the rev iews avai lable (e.9. in a fo lded forall students to read

o For an example of a fi lm review, see Writing bankp a g e 1 5 1 .

1 + ( C )6 - ( D )

the best part, but notthat cJassy considering

> PHOTOCOPIABLE ACTIVITY PAGES 1 18_1 19 45

Vocabulary

Grammar

Language to go

Phrases to describe machines

Future perfect / continuous

Talking about future developments in dayto-day living

Making l i fe eas ierLanguage notes. Students sometimes conf use by and within when

referring to future time. By is used with a moment intime (e.g. next Tuesday\ and within is used with a periodof t ime (e.9. two weeksl. Draw a parallel with stnce andfor, which are used in a similar way with perfect tenses.

Way ino Point to any machines or apparatus there might be in the

room and ask students to name them (fape recorder,hi-fi, fan, radiator etc.\

Speaking and vocabularyAsk students to write a l ist and show it to their partner.. In pairs, students discuss which machine or gadget

they find the most useful or important.. Get feedback from several pairs. Do they all speak

about the same th ings?. Tell the class what machines you find indispensable.Students study the expressions and match them totheir opposites.r Go through the answers.

Ask a few questions around the class to promptanswers, e.g. What do you find really indispensable?Have you got anything that's alwaYs breaking down?. Students continue in pairs or small groups.Focus attention on the oictures and ask for some init ialideas about what the inventions do.. Read the questions.. Students discuss the questions in pairs.. Walk round the class as they speak, giving help

where needed.

Reading5 Tell students to read the text and find out what exactly

the picturgd inventions are.. Deal with any questions about the text.. Students discuss in pairs whether their answers to

Exercise 4 were right.t Go through the answers with students. Ask which

invention thev would orefer to have.

Grammar focus6 Read, or ask a student to read, the example.

. Copy the timeline onto the board and focus attentionon it. Explain that it represents the time context inwhich we use the future oerfect.

. Read the questions and invite answers.o Point out the use of by in By the end of the decade

(= before) (and see Language note above).

l y e s 2 n o

Read, or get a student to read, the example.. Ask if i t is another example of the future perfect

tense ( i t isn ' t ) .. Draw the timeline on the board and exolain that it

shows the context in which we use the futurecont inuous.

r Invite students to reflect on the questions.. Go through the answers,o Ask a few students what they think they'l l be doing

this time next year.

Practice8 Students match the questions with the answers, then

complete the answers and check with their partner.o Go through the answers.. lf you have time, get students to write two more

sentences using the future perfect tense, sayingwhat theV wil l have done, and won't have done, bythe end of the Vear.

Get talking9 Students may find it hard to think of ideas for new

inventions. Brainstorm a few ideas and write them on' the board (e.9. clothes that change colour, amechanical dog-walker, motorised shoes, glasses fortourists with micro-cameras incorporated ... ).. Tell students they can use the ideas on the board, or

think of other inventions.. Divide the class into groups of about three.o Students decide on one or more useful new

inventions and discuss the points.. Walk round the class as they talk, giving help where

needed.o lf there's time, ask groups to make a sketch of the

invention.. Ask one student from each group to present the

ideas. Find out which idea appeals most to the class.

3

3 c :5 b :

t 4 6 > PHOTOCOPIABLE ACTIVITY PAGES 120-121


Language to go

Phrases for describing clothesPhrases for describing emotionsTalk ing about your fee l ings

ln a b lack moodLanguage notesr - Draw at tent ion to the adjectrve suf f i res - rsh and -y

Expla in that the f i rs t suf f ix in panicu ar rs a product ivefeature of the language, and can be used to indicate'approximat ion ' when the bare adject ive r ,vould be toospecific Give some examples, e g green'sn, warmish.

. The lesson t i t le h ighl ights the l ink between co;cur ardmood: if you are in a black mood, you are angry cr g:-,rl ipy

\A/av in

o Ask a few students what thei r favour i te colour is. Tell students what your favourite colour is, and why

Speaking and vocabulary1 Students d iscuss the two p ic tures wi th thei r par tner .

. Find out which style most students prefer, and why2 tell students that most of the words in the oox can De

used to refer to the pictures.r In pairs, students try to l ist the words in the correct

column They can use d ic t ionar ies i f they have them.. Go through the answers. Get students to repeat the

words after you.

3 In pairs, students describe what the women in then i a + r r r a e r r a r n r a a r i n r- ' - " " - - ' " ' J .. Students may want to write the descriptions.

4 Choose a good student and ask h im/her the quest ions.. Students d iscuss the same quest ions in groups. Walk round the c lass as students ta lk , g iv ing help

where needed.o Find out which colours are most popular . l f you have

a mixed (male and female) c lass, f ind out i f there is abig d i f ference in the colours they l ike

Listening5 fr;ff i Tell students they are going to l isten to a colour

therapist , and ask what s tudents th ink the termmeans, to elicit, e.g. someone who gives you adviceabout colours. Play the recording for students to make notes. Students then check thei r notes wi th thei r par tner .. Go through the answers.o Play the recording a f ina l t ime.r Ask students what they th ink about Emi ly 's ideas.

Do they agree with any of her interpretations?Would they pay her for a consul tancy?


Vocabulary focus6 Oo the example wi th s tudents to g ive them the idea.

Say, 'someone who shouts " l 've just had the mostc ' ant ideal" is inspi red 'r S:rdents match the other words and phrases and

crec< rv i th thei r par tners.. Go . i rcugh the answers.r As< students l f they are feel ing in a par t icu lar mood

ar :ne moment; can they descr ibe i t wi th one of thevvoros 'n the exerc ise? (Don' t ins is t that they speak.)

1c 2t 3g 4i 5j O,,.n'l ' , l .. i1ti,,.:,..,...$:,..b.,i.; ' i . i t ' .$i[.1,l i ,,] j l$i,e'

7 :- - Play the recording for students to mark the stresses.. Play the recording again for them to l isten and repeat. Note that all the words from Exercise 6 are on the

audio, not just those in italics. lf you prefer, you canask students to mark all the stresses

PracticeI Students read the s i tuat ions wi th thei r par tner and

th ink of a sui table word or phraser Go through the answers Be prepared to accept

answers other than those shown below, provided that.students can just:fy them, e g l 'd feel optimrsticbecause I '.,,,as sLtre that no one else had the same idea.

I demoi ivated 2 t ranqui l 3 opt imist ic4 nervous 5 grumpy/in a bad mood ., ,,,,,,,.,;:,.;, ,;,,,,, ,1,,6 lonely/a bit down :..a::..,:.':..'.",,,',:,':' :,..,:.::.

9 Rsk students which words from Exercise 6 were norpractised in Exercise 8 (resfless, over-emotional,insecure).r Tel l s tudents to th ink of s i tuat ions to pract ise any

three words in Exercise 6.. Walk round the c lass as students wr i te , g iv ing help

where needed.. Tell pairs to read their situations to another pair, who

try to guess the feel ings.o Read out some of the best-described situations.

Get ta lk ing10 Begin th is as a c lass d iscussion Ask a few quest ions

on the connect ion between colours and moods, e.g,What colours make you feel happy/depressed? Doyou feel in a good mood if you wear clothes of aparticular colour?. Students cont inue in pai rso Div ide the c lass in to groups. In turn, each studenr speaks about h im/hersel f . The

rest of the group can ask quest ions i f they wish.

47

Vocabulary

Grammar

Language to go

Verbs used for reporting

Constructions with reporting verbs

Giving other people's opinions

Speaking

3

rmpoftance.8 The Wall Street Journal

would lose.

Get talking8 Read the list of statements with students.

. lf there are any controversial issues of specific (maybelocal) interest to students, you could add them.

. Students choose a topic. Tell them they can agree ordisagree with it!

r Tell students to give their opinion to their partner injust two minutes. Then the partner gives his/heropinion, on the same or a different topic. Keep time.

. Students change partners and report what their f irstpartner said.

. Keeping the same partner, students give theirooinions about a different topic.

. Repeat the procedure with new partners.r Find out which tooics are the most controversial and

tell the class.

Miss ing the markLanguage notes. Say and tell may sti l l cause problems for students at this

level. Take the opportunitv to revise basic structures,e.g. say something to someone/tell someone something,and expressions with tell, e.g. tell a story, the truth, a lie,the time and tell someone to do something.

r Remind students that, in reported speech, tenses usually' jump back' in time and adverbial expressions of t imehave to change, e.g. I feel cold becomes She said she feltcold and I told her yesterday becomes He said he hadtold her the dav before.

Tell students to read the predictions and tick the onesthey agree with.. In pairs, students compare their predictions.o Get feedback. Find out which statement most

students agree with, and why.r Point out how wrl/ is used to make predictionsRead the question and invite suggestions.o lf students find it diff icult to answer, give some

examples (e.g. when we pack a suitcase, when welaunch a new product on the market etc.), and askstudents what we have to make a orediction aboutin each case (e.9. what the weather will be like, howmany people will buy a new productl.

r Continue as a class discussion, or ask students todiscuss in small groups.

Focus attention on the oicture and ask students whatadvances in technology it shows, to elicit, e.g. spacetravel, planes, the invention of the radiolcomputerlX+ays, the election of Britain's first female PrimeMinister.

Listening and vocabulary4 EEI rett students they are going to listen to a

programme about inaccurate predictions.. Play the recording for students to identify the topics,. Go through the answers.

5a tett students to look at the sentences.. Ask what sort of word (or words) are missing, to

elicit sardor reporting verbs.o Designate students as A or B.r Play the recording, more than once if necessary, for

students to comolete the sentences.. Student As check their sentences with another

Student A. Student Bs check with another Student B.r Play the recording again.

5b Students work in pairs (A+B) to complete and check allthe sentences.o Go through the answers.. Ask pairs to read the sentences in turn.r lf you have time, ask students to correct sentences,

e.g. Lord Kelvin said that flying machines wereimpossible, but the first aeroplane flew in 1903.

Grammar focus6 Tell students they have to classify the reporting verbs

used in Exerc ise 5.o Go through the two examples, focusing on the

structure and the meaning.. Students cont inue in pai rs ,r Go through the answers. Note that claim can also

take the st ructure '+ to + in f in i t ive ' .. l f you th ink i t wi l l be usefu l , rev ise sayand te l / (see

Language note above).

1 point out 2 insist 3 predict 4 deny 5 argue .:6 warn 7 assure 8 confess 9 refuse 10 Fi6misg,i.l

Practice7 Tell students they are going to report some more

inaccurate predictions.r Remind students that verb tenses usually change in

reported speech (see Language note above).. Students report the sentences, referring to the

structures in Exercise 6.r Go through the answers.r Ask students which prediction they find the most

amusing, embarrassing and expensive.. lf you have time, ask students if they can explain

why each statement is laughable.

i r:a

.rui::ir:r'ri::ial:ralrl ial:: j l l

]:.:]]::rl.::.1:ia:l.lllil:i:;iirlla

,June.

[, 48 > PHOTOCOPIABLE ACTIVIW PAGES 124-125

Now or neverLanguage notesr Par t ic ip les can indicate s imul taneous meaning, e.g.

Taking one step, he found himself rn a dark corridor.To indicate a consecutive action, a different structurewould be needed, e.g. When he had taken one step, heheard a strange noise.

. Verbs of senses can be followed bv the infinit ive(without fo) as well as by the participle, with very l itt lechange in meaning, e.g. He felt the cold wind bite/bitinginto his skin.

Way inr Ask students what type of books they l ike to read, and

make a l ist of the genres on the board, e.g. sciencefiction, travel writing, biography, detective novels.

Vocabulary and speaking1 Rst the ouestions to the whole class. Find out who

likes detective novels.o Get students to name some of the most famous

fictional detectives (e.9. Sherlock Holmes, HerculePoirot, Marlow). This wil l help them focus on thequalit ies detectives need.

r Brainstorm students' ideas and write them on theboard (e.9. intelligence, patience, courage, intuitionl.You may need to give help with vocabulary.

2 Go through the book types with students. Ask if theyrecognise and can describe any of them.. Students match the book types with their uses and

check with a oartner.. lf you have time, students can discuss in pairs what

types of books they like to read, what they haveread recently, what they are reading at the momentetc. lntroduce the terms fiction and non-fiction, itthey don't already know them.

3 Focus attention on the oicture in the text and ask astudent to describe it.r In pairs, students discuss which type of book they

think the extract comes from (a thri l ler) and whatthey think happens in it.

r Ask one or two pairs to report their ideas.

Reading4 Students read the text.

o Check their answers to Exercise 3.o Ask students if they l iked the extract. Why (not)?o Discuss how the writer creates suspense.

VocabularyGrammar

Language to go

Types of books

Participles in narratives

Tell ing stories

Grammar focus5 Rst students to find an example of the present

participle in the text. Write one or two on the board.o Tell students that participles can be used in a

number of wavs.. Students underline or write out the remaining

participles.. Go through the answers. For each example, ask a

student to identifv the use (1-5).

Practice6 Read the instructions with students. Remind them

to focus on finite verbs which can be changed toparticiples.o Go through the example.. Students rewrite the sentences.. Walk round the class as students write, giving

helo where needed.. Students check their sentences in oairs.. Go through the answers, commenting on their

versrons.. Decide with students whether the changed

sentences are an imorovement.

Get ta lk ing . . .7 Students look at the oictures and describe to their

partner what happens.e Give help with vocabulary @.9. check-in deskl

as needed.r Get a few students to tell the end of the story

each one adding a small part to the narrative.r Give your feedback.

. . . and wr i t ing8 Students write the end of the story.

. Walk round the class as students write, makingsuggestions where appropriate.

o lf you notice a well-written piece of narrative, askthe writer to read it out.

o Invite other students to say why it is a good pieceof writ ing.

r lf students are interested in clich6s, get them tothink of clich6s which they might f ind in a differenttype of genre (e.9. a romantic novel) or to identifytypical collocations in a newspaper article, wherecliches usually abound (e.9. herald a new staft,a strife-torn country, deny categoricallfi.

. For an example of a piece of narrative, seeWriting bank page 146.

49

Grammar Preposit ional phrases

Language to go Talking about working in a company

3 of 4 about 5 in l l 6 'on ' ' ,7 wi th . i10wi th 11 on tz f ror :n 13i ,n. , . l . . , , . : , , ' .

5

The dream businessLanguage notes. Often errors with prepositions come from mother tongue. interference. lt may help students if you discuss with

them the source of any errors. Remind them thatpreposi t ions have l i t t le ( l f any) meaning; eachprepositional phrase has to be learnt as a separatevocabularv item.

o This lesson contains an example of a business letter.You might l ike to draw attention to some of the moreformal expressions typical of the style. See also theexample of a formal le t ter in the Wri t ing bank page 149.

. The phrasal verb sorf ouf is used in this lesson in itsmore literal sense, i.e. put things in a logical order.However, in Br i t ish Engl lsh, i t is a lso commonlV used inthe more figurative sense of find a solution to a problem,as in One of his tasks was to sort out customer oueries.

Way inr Ask students what would be their ideal business to

work in. lf necessary, give prompts, e.g. tourism?financial services? the retail industry?

o l f any of your s tudents are in business, ask them whichbusiness they would change to i f they had the chance.

Speaking and l is tenihg1 finO out how many students use the Internet regularly.

Ask a few questions, e.g. How often do Vou use it?What do vou use it forT. Divide the class into groups of three or four.. Students discuss the questions.r Walk round the class giving help where needed.

2 ff i Find out if any students use the Internet to l istento music. l f so, ask a few quest ions about theexoeIence.o Tell students they are going to l isten to someone

who provides music compilations on the Internet.. Students read the ouest ions.. Play the recording more than once.. Students check thei r answers in groups.o Go through the answers.r Play- the recording a f ina l t ime i f you th ink i t wi l l be

useru | .

Tell students to remain in their groups to discuss theouest ion.. Ask groups for feedback, and find out how many jazz

lovers there are in the class.

Grammar focus4 Tell students to supply the prepositions only if they

know them, or are fairlv sure of them.. Have students check their answers with tne

recording scr ipt on pages 121-122.r Find out which (if any) errors students made, and

discuss the reasons (see Language note)

1 in ; of 2 for8 with 9 out14 o f 15 o f

Students match the phrases from Exercise 4 with thedefinit ions and check with their partner. You may needto point out that the answers are grouped in the sameway as the phrases. Go through the answers.o lnvite students to choose one or two phrases to

learn. Discuss which would be the most usefu l .ano wny.

o Point outsort out)

with,

Practice6 Ask students to look briefly at the letter and say what

it is about (a new restaurant) and who it is being sentto (perhaps a bank manager) .. Students complete the gaps and check wi th thei r

partner.r Go through the answers.. lf you have time, get students to rewrite the letter

from memory and compare with the original.

14

Get ta lk ing . . .7 Rsk students if thev can remember the name of the

lnternet company in Exercise 2 (Musicmaker).r lnv i te suggest ions for a name for the Mongol ian

restaurant in Exercise 6.o Read the questions with students.r Point out the phrasal verb sef up (a business).. Students th ink and take notes.

I Div ide the c lass in to smal l groups ( three or four) .o Students read and answer the ouestions.. Walk round the c lass as they ta lk , g iv ing help where

needed.. Each group decides which idea is the best .o Ask a spokesperson for each group to present the

proposat .

. . . and wr i t ingI Decide, or let students decide, who the orofi le is for. lf

i t is part of a business presentation, the style shouldbe fa i r ly formal. Walk round the class as students write, giving help

where needed.. For an example of a company profi le, see

Wri t ing bank page 152.

50 > PHOTOCOPIABLE ACTIVITY PAGES 128_129

Fingers crossed

Vocabulary

Language to goBody idioms

Language notes. Students at this level are often attracted by idioms, and

this in itself can be a reason for a close look at some ofthem. But students should realise that many idloms,especially the more colourful ones, are not used veryoften. Rarn heavily, for example, would be a more usualalternative lo rain cats and dogs. However, most of the'body' idioms presented in this lesson are quite commonand belong to a fairly neutral register.

r Most of the bodv idioms have fixed word order, butmake up your mind can also be make your mind up(because it contains a phrasal verb).

wayo Ask students what they understand by idiomatic

language. Explain, or get a student to explain, that anidiom is a phrase whose meaning is different from theapparent meaning.

. Ask for examples of idioms, and write a few on theboard. lf necessary, provide one or two well-knownexamples to give them the idea, e.g. rain cats and dogs'kick the bucket. They should be able to remember burnthe candle at both ends and burn the midnight oil from

English

Practice6 Go through the example on the board to show what

is reouired.. Students complete the sentences, then check with

their partners.o Go through the answers, writ ing the idioms on

the board.. lf there is t ime, students work with their partner to

write another sentence which can be rewritten usingone of the remaining idioms from Exercise 5'

. Students exchange their sentences wlth another pair.

Get talking7 Read the questions, or get a student to read them.

Ask what most of them are about (how to get on withother people).. Choose one of the questions (e.9. 6) to ask a few

students round the class.. Give students a couple of minutes to think about

possible answers to questions.. Divide the class into groups.. Students discuss the questions which interest them

most. Walk round the class as they talk, giving help' where needed.r Alternatively, designate one topic to each group.. Get feedback from each group. Choose one of the

questions (e.g. 1) for a class discussion.

Lesson 1 5.

Speaking and reading1 Students discuss the pictures in pairs.

. Get different students to describe what people aredoing (e.9. he's Pushing the carl.

2 Explain that each picture can be succinctly describedwith an idiom. Invite suggestions.

3 Tell students thev can check their suggestions byreading the text.. Allow a few minutes for students to read.o Go through the answers to Exercise 2.o Ask what all the idioms have in common (they are

based on parts of the body).

4 Discuss the use of idioms in the students' owntanguage(s). Are there manyT Are they frequently used?. lf students come from different countries, they will

enjoy learning something from other students'languages. Ask students to choose an idiom, totranslate it l i terally into English, and then explain themeaning.

Vocabulary focus5 Read the list of meanings with students.

. Students look back at the text to find the idioms.Walk round the class as they read, giving help withcomprehension where needed.

e Go through the answers.o Ask students how many of the idioms they already

knew.r Ask students if they know any more idioms meaning

lose your job lget the sack, get firedl.

51> PHOTOCOPTABLE ACTIVITY PAGES 130.131

VocabularyGrammar

Language to go

I wishLanguage notes. Take the opportunity to revise structures with wish,

e.g. I wish I could/were, I wish you would etc. toexpress unlikely wishes, and the formal expressionI wish to (see the manager, make a complaint etc.l

r The fossil ised subjunctive form were of the verb be(e.9. in l f I were you . . . , l f i t were possib le, . . . ) is notdealt with in this lesson, but may be acceptable instudents' answers in the exercises.

Way inr Ask students to wr i te a sentence beginning lwish . . .. Students read out their sentences. Correct them if

necessary (see Language note above), but do not spenda long t ime on th is . Ask the c lass i f anv of the wisheswere about the oast.

Phrasal verbs f0r describing opportunit iesShould have/ if only/wish + past perfectTalking about regrets and missed 0pportunit ies

6a

6b

Ctrl etay the recording of the first story, stopping rtwhen you hear the 'beep' to a l low students to f ind thecorrect pair of sentences Release the 'pause' buttonto play the answersr Cont inue wi th the remain ing three stor ies. Ask questions about pronoun reference, e.g. Who is'he' in Sentence 1? Who is 'him' in Sentence 5?

1: 4,5 2:2, 8 3: 3, 7 4: 1, 6 tt i : l : l r l : ]1Ask a few students to say which story was the biggestmissed opportunity, and why.

Grammar focus7a Students read out the sentences. Explain, or get

students to tell you, that they all refer to the past.o Tell students to close their books and write the

sentences from memorv.e Invite an early finisher to write them on the board.. Students h ighl ight the correct forms.r Go through the answers.

1 past participr" l1pai.!!. i€' rt'jiiqd$f:d tltr|7b Rst students to tell you which form is used to express

blame or cr i t ic ism.r Point out that wish and if only + past perfect are

ident ica l in meanino.

Practice8 Students may not f ind this activity easy. Go through

the example to give them the idea. Remind them thatthere may be several ways of completing the dialogue.o Students complete the dialogues and read them

with their partner.. Go through their answers, commenting on suitabil ity.

Get ta lk ing and wr i t ing10 Oiv iOe the c lass in to groups of three.

r Allocate students their roles (A, B or C).. Students read their situations and add details where

requested.. Students write the final l ine of the storv, and tell the

story to the rest of the group, without the final l ine.r The other members of the group try to guess it.

1

2

9

Speaking and vocabularyTell students to study the questions and match thephrasal verbs to the definit ions.. Check thei r answers.o Ask students which phrasal verbs they already know.

1 turn down 2 be let down 3 give up 4 qigl up5 miss out 6 set out 7 put (something) off8 come off

lnvite students to ask you the questions. Where theanswer is yes, explain the circumstances.. Students cont inue in pai rs .. Walk round the class as students speak, l istening

and g iv ing help where needed.. Report back one or two interesting anecdotes.Focus attention on the photos and ask students toidentify the objects (a football, a guitar, a diamond ringand an ant ique vase) .r Explain that there is a story behind each photo: they

all represent a 'missed opportunity' for someone.. Choose one of the photos and invite suggestions

about the missed opportunity. lf necessary, give helpby asking prompt questions, e.g. if you focus on thefootball, ask Did vou ever want to become aprofessional footballer when you were younger?

r In pairs, students imagine the situations. Some pairswil l not f ind this easy. Walk round the class as theyth ink and ta lk , encouraging them to th ink of anyplausib le scenar io.

sentences.

52

Fu n ction

Language to go

Mind your mannersLanguage notese Being 'pol i te ' has as much to do wi th cul tura l models as

it does with language systems such as grammar andintonation. Indeed, an exaggerated emphasis on so inThank you so much or a vague invitation such asYoureally must come again soon are f requently insincere;the speaker is merely 'being pol i te ' .

wayo Ask students What different ways are there of being

polite in English? and exchange a few ideas (e.9. the useof please and thank you, Excuse rne to interrupt, the useof short forms in Ves/no answers: Yes, I am; No, hedoesn't instead of the brusque-sounding Yes or No).

r Ask for a word opposite in meaning to polite to elicitrude or impolite.

Reading and speaking1 Read the first situation and ask two or three students

to give their answer.r lf students say lt depends, ask them what it

depends on.r Ask students if they think get /osf is polite or rude

(it 's very rude).o Ask students which reaction they think is rudest:

to reply, as in b), or not to reply at all, as in c).. Students do the questionnair:e and discuss it with

their oartner.. Go through their answers. Find out which situations

would cause similar reactions, and which would not.. Ask students if they have ever found themselves in

any of the s l tuat ions (e.9. a wai ter sp i l l ing somethingon them), and what they said.

Listening2 W Play the recording, pausing after each

conversation for students to tick the correct option.. Go through the answers.. Play the recording again for students to check. Ask

students if the speakers are generally rude or polite(polite). Ask if anyone is too polite (perhaps thespeaker in the restaurant, who should have shownannoyance).

Language focus3 Read the l ist of functions with students.

. Students match the groups of phrases with theirfunction and check with their oartner.

o Go through the answers.. Choose some of the phrases (e.9. Congratulations!

Don't worry about it. Have a good tripll and askstudents which speaker from the recording saysthem and about what.

Using social English

Saying the right thing

good / badto

f gilt,,:ti:'r,8.:,Re5.1p.O0o:ingrttO,:rr.a,nrapology

Practice4 ffi Tell students they are going to l isten to the

recording again. This time they must respond whenthey hear the 'beep', using phrases from Exercise 3where appropriate.r Ask individual students to respond. Alternatively, get

the whole class to respond.o Do the activitv a second time.

5 Play the ungapped recording again (Exercise 2),pointing out how stressed words receive extraemphasis through high intonation to reinforce'pol i teness ' .. Tell students to read the dialogues using the

recording script and then practise one or more ofthem from memory.

. Walk round the class as students speak, drawingattention to problems of pronunciation whereappropflate.

Get ta lk ing6 You wil l need coloured counters for this game.

Alternatively, students can make their own by cuttingout small paper discs and colouring them.. Divide the class into groups of four.r Read the rules (on page 85) with students, and

check thei r understanding.. Walk round the class as students play, giving help

where needed.. lf you think students wil l appreciate it, ask each

group to decide which player has the best manners.

> PHOTOCOPIABLE ACTIVIry PAGES 134-135 53

Photocopiablematerial

Photocopiable activities by Steve Baxterand Liz Ki lbey

Photocopiable tests (with answer key)by Kenna Bourke

Photocopiable writing bank by Liz Kilbey

56-135

136-145

146-152

55

Vocabulary Phrases for talking about your l i fe

Grammar Review of tenses

Language to go Talking about your job/hobby

The name of fameAimTo practlse present, presentperfect and past tenses (simPle

and cont inuous)

MaterialsOne sheet per student(A, B, C or D)

l lmeApproximately 30 minutes

PreparationCopy and cut up Sheets A-Das above

Procedure1 Students work in groups of four. (lf your class doesn't divide evenly into

four, have a few groups of three and give one student two sheets')

2 Hand out the sheets. each of which has a series of statements about

a famous person plus three t imel ines.3 Student A reads out the first statement. Other students in the group

f i l l in any information on t imel ine A, then discuss who i t might be.

They are then allowed one guess. Student A records their answer,

without telling them if it 's right.4 Repeat the procedure with Students B, C and D's first statements.

5 Continue with Student As next statement, and so on (original

guesses may be repeated or changed).6 At the end, points are allocated according to how early the correct

identity was guessed (five points after first statement, four after

second etc.).7 lf students have failed to guess the correct person after all the clues

have been given, the student with the rolecard may invent additional,

easier clues (e.g. A: I used to be one of The Beatles; B: I own

Microsoft; C: I directed Jaws and Jurassic Park; D: I recently married

Guy Ritchie and have two children).

ExtensionWriting:Students write a biography of one of the people in the quiz (or

another celebrity), based on their knowledge or on research.

56

The name of fame

12

45

12

I starred in my f i rst f i lm in 1964.I first met my working partner while I wasstudying at school.I became a 'Sir ' in i997.I have been making records for over 40 years.I am st i l l working in music and l iv ing (mainly)in Scot land.

(Answer: Paul McCartnev)

Past Present

Past Present

::i1*'-.,ry:5::'=:- )

I wrote a best-selling book in 1995.I started at Harvard University in 1973. butnever f in ished the course.I read lots of books and enjoy golf and bridge.While I was studying at university, I startedmy own company.I have given over $800 mil l ion to chari t ies.

(Answer: Bill Gates)

1z

I was born in 1947.I started my present job while I was workingas a TV director.I received a knighthood in Bri tain in 2001 .l 've been at the top of my profession for over20 years.One of my f i lms won seven Oscars in 1994.

(Answer: Steven Spielberg)

1 In 1979, I played drums and sang in a bandcal led Breakfast Club.

2 l've appeared in a Broadway play and inseveral f i lms since 1980.

3 | d id mode l l ing jobs dur ing 1977 wh i le Iwasstudying dancing.

4 In 1996, I played the part of a famousArgent inian.

5 l've been making worldwide top-ten recordss ince 1983.

(Answer: Madonna)

A

4

4

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Past

c

Present

r':1Pi:qi*6r@16:i&

Past Present

!tS:.:*l !!qf l:?.&i:lieiit

,e,*,,s,'8e:}t,

Past Present

Past

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Present

w, w$

.,ag. ;:6l.,lrorqq:,$

Past Present

Past Present

Past Present

@ Pearson Education 2002

Past Present I

57


Language to go

Adjectives for describing lifestylesVerb phrases to describe healthDiscussing health and l i festyles

Proced u re1 Outl ine the si tuat ion: a magazine has asked three people with

di f ferent jobs to keep a dlary of everything they eat and dr ink for aweek, then given the results to a professional nutr i t ionist forcomment.

2 Organise the class into groups of three (Student A, B and C).3 Hand out the sheets Explain that each one has a l i festyle descr ipt ion,

a typical day's food diary and a numbered t ip from the nutr i t iontsr.4 Students read through their own sheet.5 Without showing their information, students should match correct

people with their l i festyle and advice. One student begins bydescribing their person, then one of the other two can suggest thattheir food diary f i ts this descr ipt ion. Final ly, as a check, the thirostudent can talk about the t ips on his/her sheet to see i f this too f i ts.When they al l agree, they can f i l l in the table.

6 Check and compare the groups' answers (see below). l f preferred,the last two quest ions could be kept back and used as a whole-crassround-up discussion, using the vocabulary of the lesson

ExtensionWriting : Students wrrte descriptions of their own occupation / lifestyleand diet, as on the sheets. They then exchange this with a partner, whowri tes the 'nutr i t ionist 's t ips' .

Occupat ionpostmanstudentmo0el

:]ll:l]lll:ll:l,]lll]]:]ll]i1l'::,1:;'.,;:1;1r,r.i.rit,111ta1l

a...:::.'4..::.'

L

You are what you eatAimTo provide further oral practiceand vocabulary in the areas ofdiet, l i festyle, health etc.

MaterialsOne copy of the appropriate sheetfor Students A, B and C; one copyof the table for each group of three

TimeApproximately 30 minutes

Prepa rationCopy and cut Sheets A, B and C(opposite page) and the table(this page); pre-teach vocabulary i fdesired. (Note: i f preferred, thetable can be wri t ten on the boardfor students to copy.)

ANS\l',rEiq I(='1-ll3

Nilanl're'l

Sancl'ir2 .Jo3 Lee

The following table may either be photocopied or written on the board for0ost-activitv feedback.

Name

Tip'.,.Z,

Occupat ion

Healthy l i festyle?

Healthy diet?

58

You are what you eat

meatpie, chips, baked beanst packet of oisps, I can of beerbeefourger,

"hps, small salad

Cguld be stor ingrr,irrirru:p..prOblemS fOr:l.:tla,te,r, in,life.l''tl'H:ea!.th..lY,e Ati n gr,::1rrr:d:eieSnltr'rh ave to,r1,;,1,b,,er,,1eX,p,e..h,sive, but'11;1.'it.,.db !,{lnvdve arrtrirlit.bitritqf :t.p!:A,h:nr! n S,:,t::.u'a1h,6atl}:'iiithich'':i:]:, doesrnlt::fi t:r,th€,1.,,';l..iasne!.i':l!t;!ty!,e .1 ,,,'.,',:rEf t,::16i6,rg:,:f i€s'h.,,.,,'..

,:]]:],f 09di:.!es,neot'4'l'lV..;.,']:.rt:.i.f!Uiit)i i'gnd,'. hbve:'.',''.,,r'i,::r:.m:Ofe:::'lnlon;itri.ur,ii:, i:':,'rr,,'r'.

..ra'lCoh'6!'iiCl;)'. lt.i.qUi d i',, i

Ba.s:i ea [|V1O K;,b ut'nray:be .6 ', b.i t : rmO,iepiot.ei'n,':{fisht';i

''': . .:egigs;r,rtrnjik;' ; :: " ",;hreb-aelli.wou |d ,i :-

thtelp'];,.'AtSo, '1['s r'] ,',r",r

calorri,e intakei rr': i ..m'i9:ht:,b,e,a bit,t'qw,.to, keep upth'is pace of life. ,:lty, eating more. lregularly (difficult,to f i t in, but : " :benef ic ia l ) . ' r , ' , ,

':L,i,!e6tVpl'm'aV.:',,,,:l.::': .,l,,,j,bu rn eal O:r,ie*;,1,'b,ut rr;r:th.e.' rdmOU:ht:r,Of,:rfat:., .'rarnO'.,.*,n;-ir..t€V.,'.,f ,, lrr,r bg.'iA,.:tigali.,r.r i,rr,,,..,:lr,,lt:t'ti,l.,:t i...: lit I l

ip'l:0:b.'tem;i,;Ti1t:,ir,'i,r,i,,,.i..'.,'ii.:i,ll...C.utting,itdown:1,ro:n:,,r,,,,,,,,,Ithe.'::la'U,y:,tsn,Q Ckst,,,t,t t i.t,:,.t,::,a:nd,:r1h1a,Vi1n !|:,:l I g'srS:tru:t1:t:trtr:i

''Si|ga.i:.!,n1tidtiink6,i'11',l,'1.',t.',,laieO;t:the:'aid'i ol.:,:.l',l:.'ilnta ke:j!1,a,, i:bi!l..,1. . .:.l.l.:.'i:,,,.tl',h;iU,h,,'!,f .,,,th,!.S,,'d:aV,,,is,,r':','.lw.Oieal!..,....''11',.,.....1.'''.'''.,.:ll.,,.1..l ll',l...tl:'

.:,''l::lgjO' . ,10 j5

,.,',:,',1230',,,',.,,r,,,,6,,Un

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@ Pearson Education 2002 59

Vocabulary Time adverbials

Grammar Narrativetenses

Language to go Tell ing stories in the past

ConsequencesAimTo practise past tenses in narrative

MaterialsOne copy of the sheet per student

ImeApproximately 30 minutes(perhaps less but may berepeated - it could be moresuccessful second t ime aroundwhen students are more aware ofhow it works)

Prepa rationCopy one (or more) sheet(s) foreach student

Procedure1 Divide the class into groups (minimum three, maximum eight).2 Al l the students in each group wri te a man's name in the f i rst space,

as instructed.3 They then fold the sheet so that what they have just written is

not vis ible.4 Students pass their sheet to the left or right.5 They cont inue wri t ing, folding and passing unt i l a l l e ight parts

are written.6 After the final pass, students unfold the sheet they have and read out

the story. The student reading the story may correct any grammaticalerrors they spot, but may not change any of the details.

ExtensionSpeaking: ln a larger class, each group could choose their most amusingor entertaining story and read it to the class.

60

Consequences

(Write a male name - someone famous or someone evervone knows)

met

.................... f/\-61ci-^-\t:

(Write a female name -. someone famous or someone everyone knows)

3 while thev were(Finish the sentence in the past continuous)

4 She

(What did she do?)

frt "?:;.i --lt-l

5 because he

(What had he done?)

6 He told her that

(Finish the sentence in any past tense)

f "i;iii ^\

7 so she

(What did she do?)

8 and in the end


/ri-t;]it-A1l:

(What was the consequence?)

61

Vocabulary


Noun combinations with -friend and -mate

Phrases of addit ion, result and contrastDiscussing advantages and disadvantages

A f r iend in needAimTo reinforce the meaning and useof l inking words and phrasespresented in the Students' Book

Mater ialsOne copy of Sheet A, B or C fora : n h q t r r d a n t i n t h a n, . , , , . , , _ v r o u p

Time25 minutes +, more i f wri t ingextension is used

Prepa ratio nCopy and cut Sheets A, B and Cas above

Proced u re1 Divide the class into groups of three and hand out the cards.2 Student A reads out the begrnning of his i her f i rst sentence (pr inted in

bold). The other two students must complete the sentence with theappropriate ending, according to grammar and sense, choosing from theendings on their cards. Studeni A records who was the f i rst to 0o so.

3 Cont inue w i th S tudent B 's f i rs : ceg in r ;ng , then Student C, then roundagain, each t ime recording the winner Monitor the act iv i ty anomediate in cases of dispute Note that the endings of the sentencesare given so that the s: , :oeni reading the beginnings of the sentencescan qu ick ly judge rvnar rhe cor rec t answer shou ld be l

4 When al l sentences nave been read, add up the points to decide the'w inner ' in each g foup.

ExtensionWrit ing Students (st i l l in their groups) wri te out the result ing twelvesentences.

c1

62

f r iend in need

Beginn ings1 Although they're not very good

conversat ional ists, I think I prefer animals topeople.

2 He's my best friend. Nevertheless, we oftenhave disagreements about l i t t le things.

3 Having fr iends round to vis i t is usual ly goodfun. On the other hand, i t can somelmes oea bi t of a nuisance.

4 He's popular because he makes peoplelaugh. Also, people l ike him because he's agood listener.

Beginn ings1 I've never met my penfriend before.

Because of this, l 'm exci ted and a bi t nervous.

2 He never returns a favour. As a result , hehasn't got many mates.

3 As wel l as being an emotional benef i t ,having fr iends is said to be good for yourhealth.

4 We dont have much in common.Nevertheless, we hardly ever quarrel witheach other.

Beginn ings1 l t 's his rel iabi l i ty that I value most, but I

appreciate his honesty too.

2 E-mai ls have made keeping in touch soeasy. Nevertheless, I stil l write letters to mVclose fr iends.

These days, people are under more andmore pressure. Therefore, they have lesst ime to devote to relat ionships.

We rarely meet nowadays. However, whenwe do, it 's like we've never been apart.

Endingswhen we do, i t 's l ike we've never been apart .

I stil l write letters to my close friends.

he hasn' t got many mates.

I appreciate his honesty too.

we hardly ever quarrel with each other.

they have less t ime to devote to relat ionships.

I 'm exci ted and a bi t nervous.

having fr iends is said to be good for yourhea l th .

End i ngs. . . i t can sometimes be a bi t of a nuisance.

. . . they have less t ime to devote to relat ionships.

. . . I th ink I p re fe r an ima ls to peop le .

people l ike him because he's a good l istener.

when we do, i t 's l ike we've never been apart .

I st i l l wr i te let ters to my close fr iends.

we often have disagreements about l i t t leth ings .

I appreciate his honesty too.

End i ngs. . . l 'm exci ted and a bi t nervous.

. . . having fr iends is said to be good for yourhealth.

. . . we often have disagreements about l i t t leth ings .

. . . he hasn' t got many mates.

. . . people l ike him because he's a good l istener.

we hardly ever quarrel with each other.

I think I prefer animals to people.

i t can sometimes be a bi t of a nuisance


VocabularyGrammar

Language to go

Ways of talking

Ouestion tags

Making small talk at a party

Proced u re1 Divide the class into groups of four (Students A, B, C and D).2 Outline the situation: they are attending a two-day conference, and at

the end of the first day there is a reception party for delegates. Theother three in their group are al l people they only know from readingthe list of participants ot may have met once before.

3 Hand out the sheets and allocate a role (A, B, C or D) to each student.Allow five minutes for students to read and memorise their own andthen skim the others. They should then add one or two extra pieces ofpersonal information to the details given on their own card. Encouragestudents to put the other three cards face down once they haveskimmed the information, as they should not refer to these during thecourse of the conversation.

4 lt may be a good idea to suggest some opening gambits beforebeginning, and necessary to revise the appropriate rise-fall intonationof question tags.

5 Students begin chatting in roles. They introduce themselves but donot volunteer too much information. The aim is to ask checkingquestions until everyone in the group has a clear idea of everyoneelse's details, then to extend the conversation as long as possible byasking fol low-up quest ions, improvising answers etc. The mostsuccessful group wi l l be the students who are st i l l chatt ing at the endof a ore-determined time limit.

6 Monitor the conversations for feedback, either 'on the spot' or afterthe activity, as appropriate.

I know you, don' t l?AimTo practise exchanginginformation in a party-typeroleplay, in part icular the use ofquest ion tags to check detai ls

MaterialsCopies of al l four sheets for eachstudent

TimeUp to 30 minutes (see Step 5 inProcedure)

PreparationCopy and cut sheets as above

64

I know you, don'tt?

Name: TERRY ATKINS

From: CANADA

You met Jackie Page at another conference last year.

You've recent ly been to Scot land on hol iday.

You're going to speak about Tourism in tomorrowafternoon's session.

You are interested in historv and food.

You would l ike to go out to the cinema later thisevenrng.

Name: PAT ELLIOT

From: IRELAND

Name: JACKIE PAGE

From: NEW ZEALAND

Name: LESLIE DONALDSON

From: SCOTLAND

You met Lesl ie Donaldson at a party last month.

You've recent ly been to New Zealand on business.

You're going to talk about Stress Management attomorrow morning's session.

You are interested in reading (especial ly histor icalnovels) and travel.

You would l ike to spend the evening in the hotel bar.

You met Terry Atkins at a conference last year.

You've l ived in Canada.

You talked about Marketing at this afternoon's session.

You are interested in outdoor sports and readingdetective fiction.

You would l ike to go out to the theatre later thisevenrng.

You met Pat El l iot at a party last month.

You've vis i ted l reland several t imes.

You talked about New Media at this morning's session.

You are interested in walking and history.

You would I ike to go out for a meal later this evening.


Vocabulary 1

Vocabulary 2

Language to go

Expressions for describing relationships

Phrasal verbs 1

Talking about a relationship

Together foreverAimTo pract ise and consol idate thecol locat ions (especial ly phrasalverbs) presented in the Students'Book by wri t ing, asking andanswenng queslrons

MaterialsOne set of A or B cards andinstruct ion Sheet per group ofthree students

Time30 minutes +

Prepa ratio nCopy and cut up the cards andsheets as above

Proced u re1 Divide class into groups. Six (3+3) is preferable, but four (2+21 or

eight (4+4) would also work.2 Hand out A or B cards olus the relevant information sheet to each half

of the group.3 Students rearrange their 'cards' to form phrases. Check their phrases

before proceeding to Step 44 Students work together rn their 'hal f groups' to wri te quest ions for

the other half . Monitor ing is important at this stage to ensure thatquest ions are sui table (not too personal, but personal enough to beinterest ing). Suggest ions could also be given i f necessary.Good quest ion types include 'Have you ever . . . ? ' , 'What would youdo i f . . . ? ' and ques t ions ask ing fo r op in ions .

5 Once quesi ions are prepared, As and Bs get together to ask andanswer. They should be encouraged to explore any interest ing areastha t may (and probab ly w i l l ) a r i se .

ExtensionWilt ing:Students wri te their answer to one of the quest ions in the formof a story or essay.

ANSWER KEY '". ',.

rGroup A phrases ,l.'r',',:r,..,,: :a,' rn.ak e :u p, ( w i t h ), f a I I o u i,,lw il h),

66

Together forever

. Rearrange your cards to form seven two- or three-wordphrases from Lesson 6.

o Use each of the phrases to wri te a quest ion to askGroup B, on the subject of relat ionships. You can designyour quest ion for the whole group or target part icularstudents, but don' t always choose the same onelFor example, you could begin with this quest ion:where is the best place to come across a potential partner?

. Now answer Group B's quest ions. Try to be honest, but i f you think aquestion is too personal, you may refuse to answer it.

l _ l

our (with) divorced qel f all move

OUT on (wir,h) make acroee

f all come love uV (wiLh) qel

Rearrange your cards to form seven two- or three-wordphrases from Lesson 6.Use each of the phrases to write a question to askGroup A, on the subject of relat ionships. You can designyour quest ion for the whole group or target part icularstudents, but don' t always choose the same one!For example, you could begin with this quest ion:Who was the last person you took to immediately?Now answer Group As questions. Try to be honest. but ifquest ion is too personal, you may refuse to answer i t .

you think a

f ind

in

lo

l r l

work lake

5?l i t

qet U ? aqainel

i - - - - - - - - - r - - - - - - - - - - - l. l

C O M E U ? overt ogelher


OUN back t oqelher

67

Vocabulary Phrases to describe behaviour

Grammar 0bl igat ionverbs

Language to go Discussing ways of bringing up children

True ItesProcedure1 Divide the class into Team As and Team Bs ( ideal ly three students per

team. but could be four).2 Explain that Option 1 is the correct continuation of the sentence in

each case, and Option 2 is wrong. Ask teams to decide together on

another wrong (but plausible) answer (Option 3). Their sentence

should use one of the verbs from Lesson 7. lf teams have four

members, they can provide an extra wrong answer.3 Students choose one sentence each and read out their sentence to

the other team in mixed order (without, of course, saying if it is

Option 1, 2 or 3). The other team confers to try to agree on which

sentence is true. lf they are correct, they score a point. lf they are

wrong, the point goes to the other team.

AlternativeFor more advanced students, and depending on your own cultural

knowledge, you could add another correct continuation for each sentence.

Students then have to pick out one or both of the correct options.

AimTo provide oral practice of verbsof obl igat ion

MaterialsOne copy per team of Sheet A orSheet B


Prepa rationCopy and cut Sheets A and Bas above

68

. 417-year -o ld in Br i ta in . . .

1 isn' t supposed to buy alcohol.

2 is supposed to carry an identity card.

o 412-year-old in Bri tain . . .

1 isn' t al lowed to have a paid job.

2 doesn't need a passport to travel abroad.

?

. An Engl ish proverb says that people who l ive ing lass houses . . .

1 shouldn' t throw stones.

2 ought to keep their c lothes on.

?

l f teenagers spi l l red wine on the tableclothduring a party, they . . .

1 should put sal t on i t . then r inse i t in cold water.

2 must wash it immediately in very hot water.

A 16-year-old in Bri tain . . .

1 is al lowed to get marr ied with parental consent.

2 is not allowed to join the army.

In Bri tain. on your lBth bir thday you shouldtradit ional ly be given . . .

1 the key of the door.

2 a si lver r ing with your ini t ia ls on i t .

An Engl ish proverb says that chi ldren . . .

1 should be seen but not heard.

2 should be told off but not cr i t ic ised.

a

e l f the zip fastener on your young chi ld 's jeans isst icking, you . . .

1 should rub i t with a penci l .

2 need to put some whisky on i t .


Vocabulary Humour

Functions Agreeing, disagreeing, giving and asking for opinions

Language to go Discussing what makes you laugh

Get i t?Proced u re1 Divide class tnto pairs and give each pair a sheet (A or B)

2 Students work in pairs to separate and unscramble the two jokes on

their sheet.3 Once they have agreed on the sequence, they choose one joke each

and memorise i t .4 Students work in new pairs (A+B) and tel l their jokes to each other.

5 Each group wri tes out one of their jokes as a narrat ive-style anecdote.

students should change the tenses to the past and add detai l to the

events and descriPt ions

ExtensionSpeaking'Have a whole-group (or whole-class) discussion on which

jokes ( i f any) are funny. which are not and why.

AimsTo pract ise reading ski l ls bYsort ing out scrambled jokes; topract ise changing spoken registerto narrative style; to practise oralski l ls by retel l ing the jokes

MaterialsOne copy of Sheet A or Sheet B

for each pair

TimeApproximately 30-45 minutes

Prepa rationCopy and cut Sheets A and B

as above

70

4 A

G et it?

'Yes, I came in because I saw a not ice in thewindow offer ing low pr ices and high qual i ty. '

' l t doesn' t go anywhere. l t a lways stayswhere i t is, ' comes the reply.'Good morning, madam, can I help you?' heasks pol i tely.

She stops and asks an old local man fordirect ions.

'Excuse me, my good man, but where doesthis road go to?' she asks.'Yes, that's right,' he agrees cheerfully. 'Now,

which would you l ike?''No, that 's not what I mean, you stupid oldman l ' she says .

A woman goes into a shop and walks up tothe assistant.

A r ich lady is on a dr ive in the countryside.'Ah, I may be stupid and I may be old, ' heanswers, 'but at least l 'm not lost. '

1

2

3

4

tr

6

The assistant steps into the box. 'Now watchthis, ' says the man.'Yes, l 've worked in the Sahara desert . '

He takes a saw and proceeds to cut i t in half .' l see, and have you any previousexperience?'

'Ah yes, ' comes the tr iumphant reply. 'Not

nowl '

'Yes, it 's OK,' says the stage manager, 'but

i t 's not a very or iginal magic act. '

A man goes for a job interview.'But that 's r id iculous, ' objects the manager.'There aren' t any trees there. ''Magic act?' exclaims the man. ' l d idn' t sayanything about magic! '' l 've come about the tree-cutt ing job, ' he tel lsthe manager.

A man arr ives for a theatr ical audit ion with hislady assistant and a large box.

7

B

1 0

1 1


Vocabulary Weekend activit ies

Grammar Tenses for describing future plans

Language to go Making Plans

Busy weekAimTo practise using future forms tomake arrangements by writinge-mails or text messages

MaterialsOne copy of Sheet A or Sheetper student

Time30 minutes +

Prepa rationCopy and cut Sheets A andas above

Procedure1 Arrange the class in pairs and hand out a Sheet A and a Sheet B

to each oair.2 Working alone, students put the extra appointments into avai lable

slots in their diar ies, wherever they wish. They should end up withonly two spare slots.

3 Explain that they now have to 'e-mai l ' or ' text message' each otherto arrange a meettng, which wi l l last about three hours. Student Abegins by wri t ing out a br ief message and passing i t to Student B,who responds. Messages cont inue unt i l the meeting is arranged.

4 The random element means that a pair may wel l f ind that thqy haveno vacant slots in common, in which case they wi l l have to decidewhich of their appointments can be rearranged (or missed). l f a pair islucky enough to hi t upon a solut ion too quickly, tel l them you've just

heard that the t ime of one of their appointments has changed!5 Once a date has been found, students should f inal ise detai ls l ike

where they are going to meet, what they are going to do etc.

ExtensionSpeaking:Tell students the date they have chosen is now impossibleas something urgent has come up. Have them 'phone' each other torearrange the date.

l_ 72

Busy week

T H I S I S Y O U R D I A R Y F O R N E X T W E E K :

THIS IS YOUR DIARY FOR NEXT WEEK:

a.m.

Friday

ADD:cinema (p.m')

vis i t f rom cousin (P'm')

swimming (P.m.)

long l ie- in (a.m.)


Vocabulary Expressions for describing yourself, your skl l ls and experience

Language to go Writ ing a CV

Sel l yoursel f !AimTo discuss advice on handl inginterviews, and, in the extension,conduct an interview in pairs

MaterialsOne copy per pair /group ofSheet A or Sheet B

Time30 minutes or less, but 60 minuteswith extension

Prepa rationCopy and cut Sheets A and Bas aoove

Procedure1 Divide the class into pairs or smal l groups and hand out ei ther

Sheet A or Sheet B to each pair /group,

2 Explain that the activity is based on expert advice provided from

managers who have a lot of experience of conducting job interviews.

and that this is the source of the numbered comments on the othergroup's quest ions. The numbers in brackets show where the expertswould rate the quest ion on the cont inuum.

3 Students discuss the relative importance of the different approachesin a job interview and circ le a number on the cont inuum for each pair ,

according to the behaviour they consider appropriate.4 Students swap pairs (A+B) to compare decisions and give the 'expert '

v iew on the other group's quest ions.

ExtensionSpeaking: Students could conduct interviews in pairs by exchanging the

CVs they produced for the wri t ing task in the main lesson. Give them

time to study and make notes on each other 's CVs before beginning.Writing:Students write a letterto a friend who is aboutto have animportant interview, giving advice based on the information on the

sheet, plus their own ideas.

n 74

O U E S T I O N S F O R D I S C U S S I O NLook serious

Look the interviewer in the eve

Iry to 'sell yourself'

Keep talking to avoid si lences

Sel l yoursel f !

ii]'iif i::::]l::]l:i2::i:it]]ti:i3:l::i:i.]::a]:]:$::ti].i:tii:]]Si:]:l]tf

at:::::il.'l:::'::i::,2:.i:,lti:ialiS:::il:llil::ll4il::illi:il:5,iilillif

::,''.1'11,,.111'1;!r'11;1,,;'1;;i;3;i;li;11ll iil:ll;il;:15a,11i:

r],::i,]i:r:ti2::]:.:i3:|l;i:;: liil:l:]:]l:$]:ilil

Smile a lot

Avoid too much eye contact

Be honest about your abi l i t ies

Do not respond to si lences

T H E E X P E R T S ' O P I N I O N O N G R O U P B ' S O U E S T I O N S1 Consider questions carefully, especially hypothetical ones. (4)2 Be prepared to defend your views, but don't argue aggressively. (2)3 Don't volunteer information about your weaknesses. (1)4 Don't be evasive or try to bluff. (2)

O U E S T I O N S F O R D I S C U S S I O NTry to answer questions promptly

Be assertive

Say nothing about your weak points

Admit when you don't know an answer

:ljl,:*:: il*S3i::X*:i :g:l:lli*silix::*::*#1#i!:it$1!$*tl;::X+:rll:]]t::i1*s::f ::i$!:l:*S:r:l:*$a:i|;3*:iiiii:Sr::iii$:ittllF::il

Take your t ime in answering

Be submissive

Be open about your l imitat ions

Try to give some kind of answereven if you don't know

T H E E X P E R T S ' O P I N I O N O N G R O U P A ' S O U E S T I O N S1 Smile at the interviewer, but don't let your smile become a fixed grin. (4)2 Maintain lots of eye contact during the interview. (1)3 Get across any information that wi l l help your case. (2)4 Try to help if the interviewer is in difficulty, but don't panic if silences develop. (3)


Vocabulary The media

Grammar Present perfect: simple/continuousLanguage to go Having a job interview and talking about your experience

Missing personsAimTo practise present perfect(simple and continuous) in spokenand written form

MaterialsOne copy of Sheet A, B or C perstudent

Time30 minutes +

Prepa rationCopy and cut Sheets A, B andas above

Procedure1 Make sure students are famil iar with the rdea of a soap opera/

domest ic drama. Outl ine the si tuat ion: the programme is set in atown in which the main industry has been closed down, and fol lowstwo main famil ies as they struggle to cope in di f ferent ways.

2 Divide class into groups of three and distr ibute Sheets A, B and C toeacn group.

3 Each student in the group asks the other two students quest ions tof ind out detai ls of the 'missing' person in each family, using thepresent perfect, for example Where has John been working? Howhas Tom felt recentlyZThey use the information to complete thenotes on their sheet.

4 Tell groups to work together to write the profile of a new characterfor the programme, including name, age, character, background andrecent act iv i t ies. Point out that he or she should be connected insome way with one of the two families.

5 Groups tel l the class about their new character.

ExtensionWriting:Either together or individually as homework, students write thescene in which their new character is introduced.

76

Missing persons

THE HIGSON FAMILY

John (39) Used to be assistant sales manager.Has now been unemployed for s ix months, thoughhe has been doing some f1e-glance work. Worriesabout being unable to support thej %mily.Liz (36) Also worked in the industry as a secretary,so the familv income has received a double blow.Has recent ly been doing cleaning work to keep upthe payments on the f lat .

C la i re (17)

THE HIGSON FAMILY

John (39) Used to be assistant sales manager.Has now been unemployed for s ix months, thoughhe has been doing some freelance work. Worriesabout being unable to support the family.

Liz (36)

Claire (17) St i l l at school; she is quite clever, buthas been wondering recently whether it is worthstaying in educat ion. Her parents are determinedthat she should go to col lege, and there have beena lot of arguments.

THE HIGSON

John (39)

FAMILY

Liz (36) Also worked in the industry as a secretary,so the family income has received a double blow.Has recently been doing cleaning work to keep upthe payments on the flat.Claire (17) St i l l at school; she is quite clever, buthas been wondering recently whether it is worthstaying in educat ion. Her parents are determinedthat she should go to col lege, and there have beena lot of arguments.

THE ROBINSON FAMILYJim (28) Was a manual worker in the factory, butfor nearly a year has been earning a l iv ing doingelectr ical and mechanical 'o*Qd jobs' .

Mary (29)

Tom (10) Has just started gett ing interested inmusic and fashion. He knows his parents can' tafford to buy him very much, but has recentlybeen showing signs of anger at the si tuat ion,and his school work is suffer ino.

THE ROBINSON FAMILYJ im (28)

Mary (29) Hasn't worked since the bir th of theirson. She is worr ied that J im hasn't been tel l ingthe tax office about his pqsq.al work, and wantshim to set up his own smalt business.Tom (10) Has just started getting interested ihmusic and fashion. He knows his parents can' tafford to buy him very much, but has recentlybeen showing signs of anger at the si tuat ion,and his school work is suffer ino.

THE ROBINSON FAMILY

Jim (28) Was a manual worker in the factory, butfor nearly a year has been earning a l iv ing doingelectr ical and mechanical 'odd jobs' .Mary (29) Hasn't worked since the bir th of theirson. She is worr ied that J im hasn't been tel l ingthe tax office about his casual work, and wanrshim to set up his own smal l business.


Tom (10)

77

Vocabulary Preparing and cooking food

Grammar Countable/uncountable nouns and quantif iers

Language to go Describing how to make a dish

Cookery chal lengeAimTo practise cooking vocabularyand countable/ uncountable nouns

MaterialsOne copy of Sheet A or Sheet Bper group of three/four students



Procedu re1 Divide the class into groups of three or four and distr ibute the sheets

so that some groups have Sheet A and some have Sheet B (if a group

is l ikely to be less prof ic ient at cookery, Sheet A is less chal lenging) '

2 Explain that they have fifteen minutes to devise a three-course meal

from their given ingredients. l f students f ind this a l i t t le daunt ing,

reassure them that they can use their imaginat ions to create real ly

bizarre dishes - the end result doesn't have to be edible!

3 (Optional) With more able classes, and i f t ime al lows, tel l students

they may, after their prel iminary discussion, talk to another group and

exchange one ingredient.4 Students work together to produce their menus, including detai led

instruct ions on making each dish. l f you need to reduce the t ime

needed for this, cut the number of dishes to two.5 Students form pairs (A+B) to describe their menus and how to make

the dishes.

ExtensionWriting: In groups or individually as homework, students write out the

instruct ions as a recipe, with ingredient l ist .

r. 78

Cookery chal lenge

Cookery ChallengeA three-course meal in fifteen minutes!

Ingredients in the store cupboord:herbs, spices, oil, sugor, eggs, rice,

milk, flour, butter

Cookery ChallengeA three-course meal in fifreen minutes!

Ingredients in the store cupboord:herbs, spices, oil, sugor, ?ggs, rice,

milk, flour, butter

f{lfifiatlilllTAfifE @ Pearson Education 2002 79

Vocabulary Expressions to describe gestures

Grammar The -ing form/infinit ive

Language to go Discussing social behavlour

Body talkProcedure1 Divide the class into smal l groups of between three and f ive and

each group a copy of ei ther Sheet A or Sheet B.2 The sheets each contain a set of questions plus answers to the other

group's questions.3 Groups work together to agree on and write down their answers.4 Students re-form in pairs (A+B) for feedback. ln turn, they read out a

quest ion and explain their answer, and their partner tel ls them i f theyare correcr.

AlternativeGroups receive only the quest ions to read and discuss. They are thengiven the answers to their own questions so that they are in a position

to (orally) quiz the other group.

grveAimTo revise and practise the use ofgerunds and inf ini t ives aftercertain verbs

MaterialsOne copy of Sheet A or Sheet Bper group of three students


PreparationCopy and cut Sheets A andas aDove

80

OUESTIONS1 On the Greek is land of Corfu, crossing yourf ingers means . . ,

a) ' l choose to ignore what you are saying. 'b) ' l want to break off our fr iendship, 'c) 'We wi l l cont inue to be fr iends. 'Some facial expressions are universal. For example, i f you smile,no one in the world wi l l fa i l to understand. True or false?Which fwo meanings are possible interpretations ol_flje-Kingj[e'--*chin during a conversat ion?a) 'You are only pretending to l isten. 'b) ' l am not interested in that. 'c) ' l refuse to bel ieve that. 'Why should l tal ian vis i tors to southern Spain avoid using the'cheek-screw' gesture?

ANSWERS TO GROUP B'S OUESTIONS1 a) ( l ta ly and Greece) and c) (Northern Europe). This gesture is

meaningless in Spain.He jerks his lef t forearm upwards, placing his r ight palm on his lef t bicep.In most countr ies, this is extremely insult ing.False. In Greece and Eastern Europe, i t is the other way round fromthe rest of Eurooe.He will probably walk up to her, interpreting her palm-down wave as abeckoning gesture.

IfiII.

i

I

OUESTIONS1 Which two of the following meanings can be conveyed by an upward

'head toss' in some countr ies?a) 'l r6Tuse to do it. 'b) ' l resent having to do that. 'c) ' l want you to come here.'A man from Sweden travelling around Europe uses a gesture to show howstrong he is. He fai ls to communicate his intended meaning, and in fact thereaction is very different from what he intends to achieve. Why?In any European country, you wi l l manage to communicate 'yes'and 'no'

by nodding or shaking your head. True or false?At a crowded party, an American businesswoman sees anArabic colleague across the room. She waves to him in her normal way,expecting him to wave back. What is he more likely to do?

ANSWERS TO GROUP A'S OUESTIONS1 b) This meaning seems to be conf ined to some Greek is lands and the

Turkish mainland.True. Although there are variations in how people smile (for example, inJapan people dten don't show their teeth), smil ing seems to be universal.Even chi ldren who were born bl ind smile when they are pleased.a) and c). This expresses lack of interest in most of Europe, but disbelief inGreece and France, and nothing at al l in the UK and Scandinavia.An l tal ian may think i t means 'good', but in southern Spain i t is just as l ikelyto mean 'e f feminate ' o r 'homosexua l ' .

/ , : . ; i t . ! . " , . . :

81@ Pearson Education 2002

Vocabulary Geographical location and characterLanguage to go Describing places

Across town, downtownAimTo reinforce vocabulary descr ibingcrtres

Mater ia lsOne copy of Sheet A or Sheetper pa i r /g roup

Time30 minutes +


Procedure1 Make sure students are famil iar with the convent ions of crosswords:

across/down, numbering clues and indicat ing the number of let tersreouired in brackets after each clue.

2 Divide the class into pairs or smal l groups and give each group ei therSheet A or Sheet B

3 Point out that the answers are al l words from the Students' Booklesson.

4 l t may be worth point ing out standard formats for c lues. The simplesttypes are def ini t ions or sentences with blanks.

5 Students should work together to wri te clues for their completed gr id.6 Once wri t ten in clear legible form, clues are exchanged between

Group As and Group Bs and used to complete the blank gr id.7 l f the crosswords are not f in ished within the al lot ted t ime, groups

may consult each other about the r ight answer.

L82

Across town, downtown

B

Across

5

Down

1

Across

i$

N .I

J

h

o

7

2

4


Vocabulary Verb + noun combinations to describe work patterns and habits

Grammar Zero, f irst and second condit ionals

Language to go Talking about consequences

Trouble in storeAimTo reinforce and practise first andsecond conditionals

MaterialsOne copy of Sheet A or Sheetper parr



Procedu re1 Divide the class into pairs and distr ibute one copy of Sheet A or B to

each pair alternately.2 Outl ine the si tuat ion: Finestore Minimarkets is considering a change

to 24-hour opening in the face of competi t ion from larger stores, andthere has been a discussion between the Personnel Manager (A) andthe Staff Representative (B).

3 Pairs work together to f i l l in the missing half of their dialogue.They should be encouraged to pick up clues from the preceding andfol lowing sect ions, and to take opportunit ies to use condit ionalsentences.

4 When the dialogues are complete, students form different pairs(A+B) . S tudentA reads h is /her 'g iven 'ha l f and Student B reads thehalf he/she has wri t ten, then vice versa.

5 Discuss how wel l the dialogues f lowed.As a check, students could read the or iginal conversat ion.

84

Trouble in store

IIIIIIIIIIIIIIIIIIIIIIII

R5

A:A:

A:

B: Thank you.

A:B:Well , what we're concerned about is the idea

of changing to 24-hour working. The staff feelthat i f th is goes ahead, some people wi l l beforced to work at night, and their family l i feand social l i fe wi l l suffer.

A:B: The staff 's react ion? Well . I th ink that would

depend on what the company can offer themIn return.

B: Yes, but remember the opposite is also true: i fyou don't reward people enough. they can getvery stubborn.

A:B: Fi f ty pence an hour isn' t that much of an

increase, is i t?

A: Come in. Have a seat.B :

A: Now then, what 's on your mind?B:

A: No, there would be no pressure on people - itwould be purely voluntary, and we certainlydon't want to spoi l anyone's social or familylife. What do you think the reaction of the staffwould be if we introduced it?

B:

A: Yes, that 's understandable. In my experience,if you offer people the right reward, theyusually see your point of view.

B :

A: I agree, it works the other way round too. So,what would people say if we offered an extra50 pence per hourT

B:

A: You may not think it 's much, but if we increasewages too far, our profitability will go downand before long we could all be out of work.

B :

B: We think you could offer more i f you wantedto.

A:B: OK, then. What would you say if we asked for

f 1 an hour extra for those working unsocialhours?

A:B: Surely we could discuss the detai ls at a later

date.

A:B: l 'm sure when I put this to the staff they' l l

agree that's a very generous offer. lf theyagree, we can make very good progress.Meanwhi le, thank you for agreeing to see meand listen to our qellg_AILS*

A:B:Yes, I wi l l . Goodbye.

A:

A: lt 's not a question of not wanting to pay more.Bel ieve me, i f we could, we would.

B :

A: f1 an hour? My answer would be that i f youasked me that quest ion, l 'd have to ask youwhat you meant by 'unsocial hours' .

B :

A: All right, perhaps we don't have to be specificat this point. We are prepared to offer a f 1 anhour rise, provided that we can agree on thedetai ls.

B :

A: You're welcome. lt 's my job to listen after all.And thank you for your frank comments. Getback to me when you've gj"!.gg_d"Jhe reaction.

B:


A: Goodbye.

The perfect couple

Vocabulary Adjectives for describing people's charactersFunction Describing personali ty

Language to go Talking about people you know

AimTo practise describing people

Materials1 copy of Sheet A or Sheet Bper student

Time30 minutes

Prepa rationCopy and cut Sheets A andas aoove

Proced u re1 Set up the situation: students have to prepare a confidential report on

a couple they know quite well, who have applied to appear on a TVprogramme where selected couples live together in a house equippedwith video cameras.

2 l f necessary, in i t iate a class discussion on what kind of qual i t ies theproducers are l ikely to be looking for. Suggest ions could include:. couples with interest ing backgrounds and characters;. people who are not necessari ly good looking, but who wi l l come

across well on TV;o people with clear opinions who are able to express them;. couples who don't blandly agree with each other al l the t ime;o people who are reasonably intel l igent and art iculate without being

too intel lectual.3 Leave some quest ions (e.9. age, social c lass) open to be considered

in Steo 4.4 Divide the class into small groups (between three and four) and

distr ibute ei ther Sheet A or Sheet B to the students in each group.5 Groups work together to decide on which points are relevant to include.6 When they have narrowed down the points, Groups A and B combine

to share their chosen information.

ExtensionWriting:Students group the points into logical paragraphs, The reportcan then be written as homework (it may be necessary to revise linkingdevices). Point out that the language of the notes is qui te col loquial , sowill sometimes need to'be transformed into a more formal style.

86

The perfect couple


Vocabulary Weather idioms used for personali tv

Grammar Expressions of probabil i ty

Language to go Talking about how l ikely things are to happen

Look on the br ight s ideAimTo praOtise expressing probability

MaterialsOne copy of the sheet for eachstudent

Time30 minutes +

Prepa rationCopy sheets as above

Procedure1 Put students into pairs (A+B) and give out the sheets.2 Students read the example first, then write reactions to the eight

si tuat ions on the sheets, according to the instruct ions. Their react ionsdon't have to be long - one sentence is f ine, al though they can wri temore i f they want to - but they should include expressions ofprobabi l i ty (see below for suggest ions).

3 Students compare their react ions and discuss them, then share themwith the class.

ExtensionSpeaking:Ask the class to suggest six more situations, and write themon the board. Have a competition to find the gloomiest prediction foreach si tuat ion, and the most opt imist ic!

l ' language which wi l l help youOptimist I 'm sure l ' l l enioPessimist l ' l l

7 You have been,,i1

88

Look on the br ight s ide

EXAMPLEYou have a job interview tomorrow morning. lt 's in a town you've never visited before.You real ly want the iob!

OptimistI don' t imagine that i t ' l l take me very long to get there.I have al l the r ight qual i f icat ions so there's a fairchance l ' l l get the job.

PessimistThere's bound to be a problem gett ing there,so l ' l l set out real ly ear ly.I probably won't get the job, anyway.

S I T U A T I O N S 1 _ 4Student A: You are an oot imist lStudent B: You are a pessimist!

1 You are going to a party tonight. You haven't got a partner to go with you,and you won't know many people.

2 You have entered a paint ing competi t ion. The f i rst pr ize is f10,000.3 You've just bought a new car. lt 's the most expensive car you've ever owned.4 You've just met someone you real ly l ike. You gave them your phone number.

SITUATIONS 5_BStudent A: You are a pessimist!Student B: You are an oot imist!

5 You are moving house next week.6 Your boss has suggested that you

in your job.7 You have been invited to a dinner

and glamorous people.8 You are taking an important exam

There's a lot to dollearn a new language

party where there will

next week.

which wi l l help you

be some very famous


Vocabulary 1 Expressions wilh moneyVocabulary 2 Financial terms

Language to go Talking about money

Mi l l iona i re or miser?AimTo practise money-relatedvocabulary

MaterialsOne copy of ei ther Sheet A orSheet B per student

Time30 minutes +


Procedure1 Divide the class into groups of three or four.2 Distr ibute the quest ionnaires to each group so that al l the students in

the group have the same sheet (ei ther Sheet A or Sheet B).3 Students read and discuss the f i rst quest ion, then work together to

complete the other two along simi lar l ines.4 Each group devises a simple scoring system and key for their

completed quest ion naire.5 Students form pairs (A+B) to ask and answer the quest ions, keeprng

a record of the score and giving feedback on the result .

90

Mi l l iona i re or miser?

ARE YOU AP OTENTIAL il4 I LLI O N AI RE?Find out by completing our guestionnoire!

I You have just inheri ted $100,000. What are you planning to do with the money?a) Pay off your mortgage, so that you can live comfortably.b) Buy a racehorse for fun and as an investment.c) Put i t in the bank where i t wi l l be safe.

2 You f ind that you're hard up and need some cash. What do you do?

a) take out a loan

b)

c)

3 You

d l

b)

c)

I

i

I

I wrr icrr statement best summarises vour att i tude?a) You have to soeculate to accumulate.b) You can' t take i t with you when you die.c) Save your pennies and they turn into pounds.

2 You are in a restaurant with three friends who are all better off than you, and who had moreexpensive i tems from the menu. When the bi l l arr ives for al l four together, what do you do?

a) Explain that your money is in another jacket at home.

b)

c)

3 You

a)

b)

c)

ARE YOU A MISER?Find out by completing our guestionnoire!


Vocabulary Disaster verbs and preposit ions

Grammar Future in the oastLanguage to go Talking about things you were going to do

I don' t bel ieve i t !AimTo practise 'future in the past'structures

Materialsone sdt of sentence 'cards' foreach group

Time30 minutes ( including preparat ionfor wri t ing)

Prepa rationCopy and cut 'cards' according tonumber of students (see Procedure)

Procedure1 Divide the class into groups of three or four.2 Hand out a di f ferent 'key sentence' card to each student in the group,

making sure you don't hand out the ' joker ' .

3 Place al l the remaining sentences, including the ' joker ' , face down inthe middle ( they are laid out on the page in correct order, so wi l l haveto be shuff led f i rst) .

4 The first student takes the top sentence and reads it out. Any studentcan claim it if it appears to fit their story, and is allowed to take it ifthe group agree.

5 The second student takes and reads out the next sentence. and thiscont inues unt i l a l l students have four sentences each. with one lef tover. In cases of dispute, the group should decide collectively.

6 Each student reads out his/her story in order as a check, thentogether they construct another simi lar story of their own, using theone leftover sentence as a basis.

ExtensionWriting:Students write up their stories, adding detail to make themlonger than the four-sentence models. These could be in astraightforward narrative style or written as newspaper stories.

ANSWER KEY

m

92

don't bel ieve i t !

Key sentences ( including ' joker ' sentence)

An American Some Nime beforeohe wae due Io go

No Ihe T,heaf,re,Ihey brouqhl. her a

cu? of t ea.

At the end, rheywoman wao

going Io hanqout, herwaehinq,

were abouf, trot ake iI down when

they realieedoomething,

7he wa6 on Ihe poinl ofchecking i l in, when ohe oaw

)he wae on the poinl ofVicking i I uV when ehe

not ic ed o ome|,hin q of,r anqe,i f , was due back in 1823. .

Other sentence cards

Suddenlyshe heard anoiee andlooked up,

)he wae h i t on thehead by an

extremely hard duckfal l ing ouf, of Ihe

sky,

A Vatienf,wao in

hospilal foran o?eraTton.

Ae iI wao nof, Io herl ik ing, she goN up,wenf, home andmade one for

herself , i

Then eheref,urned, ebill in

her dreeeingqown, and ol iVped

back int o bed,

A famoul ?ainfinq by l I last ed eixmonbhs and

wae veryVopulaf,

Nhe lmVreoeionietManef, wao len| t o a

New York qallery for aopecial exhibit ion.

It had beenhang inq upe ide

down al l theL ime,

A man look abook back ro rhe

l ibrary andhanded i I lo the

l ibrar ian.

The man'o greaf-grandfabher hador ig inal ly t aken

it, ouf,.

Lucki ly, hedidn'T, have tro

?ay Ihefi2,646 fine.

f 'Tjf lif ltif ll7AliIll@pearsonEducation2002e3 l

VocabularyGrammar

Language to go

All at sea

Adverbs of intensity

So/ suchTalking about journeys

Proced u re1 Divide the class rnto pairs and distr ibute copies of ei ther Sheet A or

Shcef R fo each n4 i1 .

2 Ask students to look at their text and speculate on what might go intothe numbered gaps (odd numbers for As, even for Bs). Don't spendtoo long on this stage, as many of the gaps are very 'open' andcannot be easi ly guessed. Students should just ident i fy the type ofword(s) that are needed (e.9. verb phrase, noun phrase etc.) .

3 Explain that information missing from As text can be found in B's.Students change pairs (A+B) to ask and answer quest ions to f i l l in thegaps, without, of course, showing their text. For example, Student Amight start by asking How did the author feel at first?, and StudentB's first question might be What wasn't the author sure about?

4 Students compare texts to check accuracy.

ExtensionSpeaking:Students, in groups or as a whole class, exchange ideas onwhether they would enjoy a cruise hol iday or, i f any have actual ly beenon one, what their impressions were.Writing: Students write, either from personal experience or imagination,an essay ent i t led 'My hol iday hel l ' .

94

AimTo practise a variety of intensifiersand to revise/pract ise quest ionforms

ateria lsOne copy of Sheets A andeach pa i r



B for

I

III

?

I

;:;::li|:lrlrtl.]:]::]::il:,li:j li

lrlr:::ll.ll:,:ai'l::i,l:r:,::lll:il

::l.::l rl:x-t,


t,

t.

Vocabulary


News, events and disasrersPassives

Describing important events

Here is the newsAimTo practise reading and writing inthe passive

MaterialsOne copy of Sheet A each for halfthe class, one copy of Sheet Beach for the other half

Time30 minutes +


Procedure1 Divide the class into smal l groups. Give half the groups Sheet A and

the other half Sheet B.2 Students read the three texts in Part 1 and decide on a suitable

headl ine for the stor ies.3 They then read the three headl ines in Part 2, discuss their meanings

and compose short opening paragraphs for the stor ies. Ensure thatstudents use the passive where appropriate.

4 Bring the class back together. Students read out, match and comparethe headl ines and texts.

ExtensionWriting: In groups, students choose topical news stories and composesuitable headl ines and opening paragraphs.

96

Here is the news . . .

A

B

NEw CTION HOPE FOR

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4



Language to go

Street personalities

Phrases with get and takeTalking about city l i fe

City l i feAimTo practise using verbs with gefand take

MaterialsOne copy of the sheet per student

Ime30 minutes +


1 Ask the students to choose a town or city that they know very well.Encourage them to choose a variety of places, although it doesn'tmatter i f thev al l choose the samel

2 Hand out the sheets. Students decide whether or not the statemenrsare true of the places they have chosen.

3 For each statement, they note down one or two examples toillustrate why the statement is either true or false.

4 Put students in smal l groups to tel l each other about their places ORinvi te them to tel l the class.

ExtensionWriting: Students imagine they are a visitor to one of the citiesmentioned in the lesson, and wri te a postcard describing i t , using someof the expressions practised.

Procedu re

City life

1 l t gets very busy in the summer.

2 You can get around easi ly on foot.

3 Nobody takes any notice of tourists.

4 Dif ferent races and national i t ies are taken for granted.

5 You can get to know your way around quickly.

6 The local people take advantage of foreigners.7 l t 's di f f icult to get to know the people who l ive there.B l t 's cheap and easy to take publ ic transport.9 You get a lot of homeless people in the shop doorways.

10 A lot of street cr ime takes place.

11 The cost of l iv ing often takes visi tors by surprise.12 Drivers are courteous and take their t ime.

e9r l@ Pearson Education 2002

Vocabulary Crimes and criminals

Grammar Third and mixed condit ionals

Language to go Describing how things could have been different

Not gui l ty lAimTo practise using third and mixedcondit ionals


Time30 minutes +

PreparationCopy and cut Sheets A andas above

Procedure1 Divide the class into smal l grbups. Give half the groups Sheet A and

the other half Sheet B.2 Students read about the cr iminal on their sheet and out the facts in

order of s igni f icance in relat ion to the cr ime committed.3 They prepare a statement in defence of the cr iminal, explaining how

things could have been di f ferent, using condit ionals where possible.4 They read the defence statement to one of the groups with a

different sheet, who act as judges and decide on the sentence.

ExtensionWriting: Students write the defence statement for one or both ofthe cr iminals.

Not gui l ty!

Jimmy Franks, armed robber

He was bullied,at school. '' l

_ r ' l r " '

Hts friends encouraged him to shoplift,, , r ''

He watched a lot of violent videos. ,i ,

He found schoolwork difficult, ' ,r ,",' ,,

Sally Ronkswood, drug smuggler

She is a drug addict.

She owes an enofinous amount of money.

Her boyfriend persuaded her to do it.

She was being threatened.

She has a very low IQ.

Her parenti abused her physically.

She didnlt understand how serious thecflme was.

@ Pearson Education 20021 0 1 l

Vocabulary Phrases for describing problems

Functions Complaining and gett ing results

Language to go Coping with diff icult situations

I t 's just not good enough IAimTo pract ise making complaints


Time30 minutes +


Procedure1 Put students into pairs (A+B) and give them the corresponding sheets.2 Students read the two dialogues, Student A taking Part A and Student

B taking Part B. Encourage students to work on their intonat ion andto sound truly annoyed when complaining. (NB In each dialogue, the'customer' cannot see the other person's l ines.)

3 Get them to practise the dialogues several times so that they arefamiliar with them. then choose several pairs to act them out for theclass from memory.

4 Students move into different groqps or pairs, As together and Bstogether. Student As compose a letter of complaint to the manager ofthe restaurant. Student Bs comBose a letter of :complaint to theCustomer Services department of the train company.

ExtensionWriting:Students compose dialogues in which the customers complainIn oerson.

102

I t 's just not good enough!

YOU ARE A CUSTOMER IN A RESTAURANT.Excuse me, l 'm sorry to bother you, but . . .@@Well , those people over there are smoking.You're not supposed to smoke in here, and . . .@oYes, but I get asthma, you see.

@oo h !

A:B:

A:

B:

A:B:

A:

YOU ARE AN OFFICIAL AT A RAILWAY STATION.B: could you tel l me which platform the London train goes from, please?A: The London train? l t 's gone.

B: What do you mean, gone?A: l t went twenty minutes ago. The t imetable,s changed.B: Whatl? | didn' t know.A: wel l , there's a not ice over there, look, 'New weekend t imetabre' .B: But how am I supposed to know that? And how am I going to get to London?A: Nexttrain 's in three hours, l th ink. Go and have a cup of coffee!B: Wel l l

YOU ARE A WAITER IN A RESTAURANT.A: Excuse me, l 'm sorry to bother you, but . . .B: Yes, what is it? l 'm quite busy, you know.

A: Wel l , those people over there are smoking. You're not supposed to smoke in here, ano .B: Surely they're not hurt ing anyone?

A: Yes, but I get asthma, you see.B: l ' l l get them to si t a bi t nearer the window, OK?A : O h l

YOU ARE A PASSENGER AT A RAILWAY STATION.B: Could you tel l me which platform the

London train goes from, please?n, @0B: What do you mean, gone?n' @@B: What !? | d idn t known' @@B: But how am I supposed to know that?

And how am I going to get to London?n, @OB: Wel l !

@ Pearson Education 2002103 l

Vocabulary


Trends

Expressions for annoying habits

Present continuous and present simple for describing changeTalking about changing situations

Proced u re1 Distr ibute ei ther Sheet A or Sheet B to each student. Make i t c lear

that the graph and the text are not connected.2 Give students about f ive minutes to study their graph, thinking about

how they might express the trends shown on i t , and to read the textunderneath, thinking about how the gaps might be f i l led.

3 Students work in pairs (A+B) to ask and answer quest ions to completetheir text (without looking at their partner 's sheet, of course!).

4 Hold a session of c lass feedback to check answers.

ExtensionSpeaking:As a class/group, discuss what factors might explain thesetrends, and how they would compare with students' own countr ies.

ANSWER KEY

' , f am!ly ' SD,endi ng on food, tra nspo rt a nd com m un icat ionsSince 1967, spending on food has beew faLLLwg steadi ly.Nowadays, the average family Ls sTewdLwg less than r.=% ofthe total budget on food Over the same period, people havebeen spending wtore and wvore on transport and ,,,,,i,,,:,,.:,.,r,:,,r,r,,,,1.rrr.,',.,r,.r.., ,com m u n i cation s. Altho ug h the rate tevef]ed,, off , afterr 1 9t97,,,,i1,,started Io rLse again, and Ls stLLL golwg vtq

. : . r . ' , t . 1 . , " ' l l ' l

' r : 1 l ' r ' ' 1 1 ' 1 : 1 ' . ' l ' 1

Religious marr iages vs civ i ' l : Cergmonies in the UK "" ' . ' l , i ' : r , 'Between 1950 and 1970, there was a steadyfaLL in the numberof rel ig ious,marr iages taking'place, and a corresponding rLsC in

ceremonies are ow the iwcrease .

AimTo practise / consolidate vocabularyand tenses, especial ly the presentcont inuous tense

MaterialsOne copy of ei ther Sheet A orSheet B for each student


Prepa ratio nCopy and cut Sheets A andas aoove

104

Trends

RELIGIOUS70

60

50

40

30

20

1 0

1950 1960 1970 1980 1990 2000

the UK 1950-presentReligious marriages vs civil ceremonies in

Family spending on food and transport and communicat ionsSince 1967, spending on food _ steadily. Nowadays, the average family _ lessthan - o/o of the total budget on food. over the same period, people have beenspending - and - on transport and communications. Although the rate levelledoff after 19_ , it started to _ again, and _ .

Transport andcommunicat ion

1967

Family spending on

1977 1987 1997

food and transport and communications l 967-1997

Rel igious marr iages vs civ i l ceremonies in the UKBetween i950 and 1970, there was a steady - in the number of rel ig iousmarriages taking place, and a corresponding - in the number of civil ceremonies.In fact, by 19-, the numbers were more or less equal. By 1980, about _ of al lmarriages were not religious. since then, civil weddings _ continuously, and _,whereas religious ceremonies are _ .


Vocabulary Phrases to describe housesLanguage to go Talking about homes

Deceptively spaciousAimTo pract ise understanding andproviding descript ions of houses


Time30 minutes +

Prepa rationCopy the sheet as above. lfpossible, have a set of Engl ish-Engl ish dict ionaries ready

Proced u re1 Put students into pairs or smal l groups and give each student a copy

of the sheet.2 Al low t ime for the students to study the sheet.3 Students take turns to describe a oicture while the others in the

group match the description with a text.4 Check that the whole class have agreed which picture matches

which text.5 Individual students descr ibe one of the houses to the class. and the

class matches the description with the picture

Extensionwriting:students re-read the texts and note the use of euphemism(e.9. ' in need of some attent ion') , formal language (e.9. use of thepassive), as well as 'jargon' (e.9. 'semi-rural locality', 'offers the benefit of',' ready to hand') . In pairs or smal l groups, students wri te descr ipt ions oftheir own houses or f lats in a simi lar stvle.

ANSWE R KEY1 e 2 b 3 a 4 c

Decept ively spacious

Dltiffrtilliltll @ pearson Education 2002107

Vocabulary US/UK Engl ish

Grammar To be/get used toLanguage to go Describing a personal change of environment

Get used to i tAimTo practise using use to, be usedto, get used to

MaterialsOne copy of Sheet A each for hal fthe class, one copy of Sheet Beach for the other half

Time30 minutes +

Prepa rationCopy and cut Sheets A andas aoove

Proced u re1 Arrange students into A+A and B+B pairs and give out sheets

accordingly.2 Students brainstorm answers to the quest ions. For Student As, this

depends to a certain extent on students' knowledge of differencesbetween the two countr ies/cul tures, so change 'Br i tain ' to anothercountry students know bettel if hecessary.

3 Rearrange students to make A+B pairs.4 As and Bs share and discuss ideas with each other.

ExtensionWriting:Students write a letter to a penfriend who is planning to visitthem, descr ibing the town.

Get used to i t

lmagine somebody from Bri tain is vis i t ing your town.What would he/she have to get used to, and what would they alreadv be used to?

what are the differences between your town now and your town 50 years ago?

accommodation

cl imate

dress code

driv ing

entertatnment

et iquette and manners

food

ranguage

money

publ ic transport

snops

working hours

accommodation

cl imate

dress code

driv ing

entertainment

et iquette and manners

food

ranguage

money

publ ic transport

snops

working hours


Grammar Relative clauses

Language to go Describing and defining things

Cal l my bluf fAimTo practise using relative clauses

MaterialsOne copy of the sheet per sixstudents

Time30 minutes +

Prepa rationCopy sheets as above then cut tomake sets of nine cards (1-9)

4

Procedure1z

Tel l students that they are going to play a game cal led 'Cal l My Bluff 'Put students in groups of six and give each group a set of cards,olaced face down.Grouos subdivide into two teams of three.The teams take turns to take a card and study the descript ionsof the animals. One descript ion ( in bold) is t rue, the other twodescriot ions are false.

5 They tel l the other team the name of the animal, and then give onetrue and two false def ini t ions. They can only say one sentence foreach def ini t ion. and thev must use relat ive pronouns.

6 The others guess which is the correct def ini t ion.

ExtensionSpeaking: Have a competition to see who can make the longest sentenceabout an imaginary animal, using as many relat ive pronouns as possible.Writing:Students write their own true and false definitions forunusual animals.

1 1 0

Call my bluff

A an insect / carr ies many diseasesB a bird / its wings look like eyesC a f ish / i t can breathe air

t..]liii]plf.::lll,ii:i:lii:rl:l lit:,tt::a:!i]:i.i:::l :.::lli.1-.i::..;?t

i;, A a rept i le / looks l ike a dinosaurB a bird / its feet are covered in

feathersC a smal l mammal/ i t 's very popular as

a chi ldren's oet

f4ffifjnafllEFE @ pearson Education 2002111 l

Vocabulary Expressions to describe moodGrammar To have/get something done

Language to go Talking about things you have done for you

Get it sorted !AimTo practise using to have/getsomething done


Time30 minutes +

Prepa rationCopy and cut Sheets A and BAS ADOVE

Procedure1 Put students in pairs (A+A, B+B) and give out the sheets accordingly.2 Students read the example and then think of a sui table sentence to

start or complete each pair of sentences. The second sentence mustalways include have/get something done.

3 Students regroup into pairs (A+B) and compare sheets and answers.

ExtensionWriting/Speaking:ln pairs, students write five more pairs ofsentences to add to the sheet, then exchange/compare them withother students' ideas.

112

Get it sorted !

Example The grass is short.

1

l 've just had i t cut.

Let 's get i t painted.

2

4

tr

6

8

v

1 0

1 1

1 2

1 3

1 4

I can' t carry al l th is shopping,

Have them shortened. then.

Where did you get this pizza?

I got i t done in the shopl

l 've changed my address,

l 've had i t painted.

l'd love a oizza

No, I had them made.

Mv bike is broken.

Yes. I had them forwarded.

The grass is long.

Get some made!

Where's your bike?

Example The grass is short.

1 The house looks awful.

2

I 've just had i t cut.

Have it delivered.

3

4

5

6

7

8

9

1 0

1 1

1 2

1 3

1 4

These trousers are too lono.

I had i t del ivered.

Did you wrap Jane's present?

Have your mail forwarded, then.

The house looks great.

Let's get one delivered.

Did you make your curtains?

Get it fixed!

Did you get al l your messages?

l ' l l get i t cut.

I need some curtains.


l 've had i t stolen.

1 1 3


Language to go

Ages and stagesPhrasal verbs 2Talking about growing up

i t r :

Looking after the kidsAimTo pract ise using phrasal verbsand adapt ing register

MaterialsOne copy of Sheet A each for hal fthe class, one copy of Sheet Beach for the other half

Time30 minutes +


Proced u re12

Put students into pairs (A+B) and give out the sheets accordingly.Students read their texts and then subst i tute the verbs/expressions rni tal ics with the ones in the boxes (changing their forms as necessary).Students compare and check texts and decide which is more formar.

ExtensionWriting: Students work in pairs to produce a text with as many phrasalverbs as possible. They then exchange texts with another pair and' translate' the phrasal verbs into more formal Engl ish.

AN SWE R KEY

th ink'cardful ly 'about the responsibi l i ty you wi l l b€rtaking onl l t rs . .not as easy as i t looksl On the one hand, you wi l l want the

: . ' i . , : l : . l : l

: r 'chi ldren to l ike you, and you wi l l need to look after them iust astheir parents do. On the other hand, you wi l l sometimes need to

f ,r-'t d"-1

Looking after the kids

Before you make a decision about teaching young chi ldren, think careful lyabout the responsib i l i tyyou wi l l be assumrng! l t ' s notas easyas i t looks! Onthe one hand, you wi l l want the chi ldren to l ike you, and you wi l l need Io careforthem just as their parents do. On the other hand, you wi l l sometimes needto reprimandthem. You must nottolerate bad behaviour and childrenmust not escape punishment.Children will not respect teachers whocannot control them. You must alsoensure that you never appear to bebullying any of your pupils. Finally,before you start anticipating shortworking days and long hol idays,remember that the chi ldren wi l lexhaust you, and you will find yourselfasleep for most of those hol idays!

end up get away without look afterlook forward to look up to make suremake [ . . . l mind up pick on put up withtake on tel l [ . , . ] of f t i re [ . . . ] out

You have to admire women who go out to work and raise children too.Supervising children is a full-time job anyway, but if you have undertaken paidemployment too, i t can be extremely stressful. Working mothers not only haveIo endure stress, however. They can often come to have feelings of guilt, too.After a hard day in the office, it 'sonly too easy to come home andstart harassing your kids andscolding them, even though you'vebeen excited about seeing them allday. On the other hand, non-workingmothers don't escape with an easyl i fe, ei ther - many complain ofboredom and isolat ion.

bring up end up with get away withlook after look forward to look up topick on put up with take ontel l [ . . . ] of f

@ Pearson Education 2002 1 1 5

Voca bula ryGrammar

Language to go

Word building: measurementsModals for past deductionSpeculating about I i fe in the past

Proced u re1 Put students in smal l groups and hand out the sheets.2 Students read the facts about the f i rst bui lding and complete the

table. They must be ready to just i fy their answers.3 They repeat the process with the second bui lding.4 The groups report back to the class, explaining/discussing their

answers, using musf have, might/could/maV have and can't have.

ExtensionSpeaking: In pairs, students make two or three more guesses abouteach bui lding, using the given facts and/or their own generalknowledge, and then share their ideas with the class.

Clever construct ionAimTo pract ise making deduct ions^ l - ' ^ ' ' + + l - . ^ ^ ^ ^ +o u u u r u r v l - , , d J t

MaterialsOne copy of thestudent

Time30 minutes +


sheet for each

SUGGESTED ANSWER KEYThe EiffelTower

1 1 6

iI[ ,

IiI

The Eiffel Tower, Paris

i t i r

I t was designed on computers.I t was made horizontal lv and then l i f ted into oosit ion.Some people thought i t was ugly.People thouqht i t would fal l on top of them.Several people died making i t .

The bui lders' hands froze in winter and burned in summer,The first restaurant at the top was a burger bar.The top was dropped into place by a helicopter.They had hundreds of engineers working on i t .They were worr ied about thunderstorms.

The Palace of Versai l les, 23km SW of Par is

il r,i maybeArchitects were flown in from abroad.I t took years and years to bui ld i tI t was verv di f f icul t to bui ld.It was very smelly.The bui lders l ived on the si teThe bui lders were wel l oaid.The design was based on a photograph.

The rooms were huqe.There were lots of kitcnens.There were lots of stables outside.

Elmif*ilI7AGfE @ Pearson Education 2002 117

Vocabulary Phrases for describing f i lmsFunction Expressing reactions

Language to go Giving your opinion

On locat ionAimTo practise reading andcomposing film reviews


I rme30 minutes +


Procedure1 Put students into small groups and hand out the sheets.2 Students read the review of 'Love and Beyond' and then compose

their own version, using the handwritten opinions.3 Students then read the notes about 'The Big Freeze' and prepare a

second review, in written or spoken form.4 Groups compare and discuss their results.

ExtensionSpeaking/Writing: ln their groups, students compose a review of animaginary f i lm, and exchange with another group. They then compose areview of the other group's film, but with the opposite opinions.

hitat"ir>us

0n locat ion

scene where they first met, and the computers all go crazy!),

is not really a film worth going to see.

I loved th is f i lm l l t

qener^L opLni,on 6/tostorytine |/toplotoqraphy to/to

speei.aL e#ect-s g /tosta-rs 2/tosounc(traek- 1/to

,-!!

DlfjffiniEEilll @ Pearson Education 2002 1 1 9

Vocabulary Phrases to describe machinesGrammar Future perfect/continuous

Language to go Talking about future developments in dayto-day living

iji

The future's smartAimTo practise making predictions


I rme30 minutes +

PreparationCopy sheets as above

Procedure1 Hand out the sheets.2 Students consider the likelihood of each invention becoming reality by

the year 2050 and complete the sheet.3 Tally the 'results' for each invention on the board and invite students

to justify their answers to the class.4 Take a second 'vote' for each invention to see if opinions have changed.

ExtensionSpeaking: In pairs, students think of three more inventions: one for the'yes' column, one for the 'no' column and one for the 'maybe' column.

Th e f utu re's sm a rt

maybe

Health watch: monitors your health anddiagnoses future problems

Time-travel machine

Virtual hol iday hotels: each guestchooses and controls their own hol idavenvironment

lntel I igent houses: remote-control ledheat ing, cooking, food storage,shopping, securi ty, entertainment,communrcalron

cont ro l led c l imates : 'b iodomes ' bu i l tover cities, deserts etc.

Space ci t ies

House robots: perform domestic tasksin every home

filEfifiiflTTilll @ pearson Education 2002


Language to go

Phrases for describing clothesPhrases for describing emotionsTalking about your feel ings

Proced u re1 Put the students in pairs. Students look at the table and discuss

together how they might complete i t .2 Students read the art ic le, discuss/check vocabulary and then check

their 'answers' in the table.3 They design ei ther a l iv ing room, a bedroom or an off ice, with detai ls

of and reasons for the colour scheme.4 Students present their designs to the rest of the class.

ExtensionWriting: Students-produce detailed plans for their designs for aclassroom display.

f t t \ , f ,V ' r ' r , isL - 4 'L ' - ' : i

' ' l ' ; ' - ' .

f !:'{ i It | - 4,:ri,. :i .: .: ;.i:i;tJji-.

( r i , ( : . , . . ! r , ; :

{ , .6 . , r , " , rut1 5 f t i , t , ; , " : t ' ^ i ' i '4 i ' ' ' : { ' \a ; t r t { i ; " i 'u71

*A i "a '"

tli""'!'.t ti t*t{tt' i r'

The power of colourAimTo discuss colour schemes andtheir ef fects on emotions


Time30 minutes +

Prepa ratio nCopy sheets as above; i f possible,have a Set of dict ionarieq rcadv

122

The power of colour

green

violet

depressing

energrsrng

yel low

simpl i fy ing

fiffrif*iEEfill a Fearson Eaucarnn 20a2 123

Vocabulary Verbs used for report ing

Grammar Constructions with reporting verbsLanguage to go Giving other people's opinions

Famous last wordsAimTo discuss predict ions


Time30 minutes +


Procedure1 Tell the students that they are going to read some predictions that

were al l made in Bri t ish newspapers in the year 2000.2 Put students into pairs (A+A, B+B) and give out the sheets accordingly.3 Students consider each category 1-4 and note down what they guess

the oredictions were.4 Put students into new pairs (A+B).5 Students report the true predictions to their partners (NB they are not

allowed to read the texts, they must use reported speech, e.g.ln 2000, they thought that ... ln 2000, somebody wrote that ...l.

6 Students compare their own ideas with the true predictions anoreport back to the class.

ExtensionSpeaking: Copy the following questions onto the board. Studentsdiscuss the quest ions for,some or al l of the categories.o ls i t a good idea?o Has i t already happened?. ls i t l ikely to happen?

Famous last words

2 Cars

3 Books

4 Money

RobotsWithin a few years, IBM researchers and others bel ieve they wi l l succeed in creat ingthe f i rst robot capable of reproducing i tsel f . This could enable the development ofincredibly powerful and cheap electronic devrces.

EmploymentJobs will be lost as old forms of work are replaced by new ones.However, that wi l l not increase unemployment.

Software industryIn five years, the current software industry will be dead. We will access all our softwarevia the web instead of by a cD, which is out of date by the t ime vou instal l i t .

Road-bu i ld ing mater ia lAfter 2002, recycled glass will routinely be turned into tarmac for roads.

1 Robots

Employment

3 Software industry

4 Road-bu i ld ing mater ia l

Med ic ineEach of us wi l l be in possession of a gene chip - our own personal DNA code.Every doctor's surgery will have sophisticated software that can read it. From birth,we wi l l know our inheri tance - the l ikel ihood of heart disease or certain cancers.We wi l l know what to do to minimise the r isk.

CarsThe internal combust ion engine wi l l soon be history. There is st i l l a way to go,but cars run on fuel cel ls wi l l be with us bv 2004.

BooksThe book is dead. The book is going to become extinct. By 2020,907o of everythingyou read wi l l be del ivered in an electronic form.

MoneyWhen our spending power can be transferred instantaneously over a secure network,then money wi l l no longer be required.


VocabularyGrammar

Language to go

Types of books

Participles in narratives

Tell ing stories

Suddenly wonder ingAimTo pract ise using part ic iples andadverbs


Time30 minutes +


Procedure1 Put students into pairs-(A+B) and give out the sheets accordingly.2 Students study their lists and choose ten words, which they underline.3 Students then work together to create a story which includes all the

underl ined part ic iples and adverbs.4 Students read out/ tel l their stor ies to the rest of the class.

Suddenly wonder ing

bel ieving

cleahing

cuttrng

driv ing

f ear ing

feel ing

f ly ing

h id ing

rmagrnrng

knowing

looking

riding

runnrng

screamtng

searching

swrmmtng

throwing

wavrng

whispering

wondering

accurately

badly

br ief ly

caref ul ly

u r E o i l y

completely

happi ly

hard

horr ibly

late

loudly

quickly

quiet ly

sadly

secretly

slowly

strangely

suddenly

#i,t&w

s

IIIIIIIIIIIIIIIIIIIIIII


Grammar Preposit ional phrases

Language to go Talking about working in a company

Spider's webAimTo practise using prepositionalphrases

MaterialsOne copy of Sheet A each forapproximately half the class, onecopy of Sheet B each for the rest

Time30 minutes +

PreparationCopy and cut Sheets A andas a00ve

Proced u re12

?

A

Put students into groups of at least five.Give three students in each group a copy of Sheet A and the othersa copy of Sheet B. The students read the description of thecompany Spiders.The three students with Sheet A allocate the candidate roles(they can cut up their sheets i f they wish to) and discuss what theirstrengths and weaknesses might be. The students with Sheet B(the 'managers') plan some quest ions to ask the candidates.The managers interview each candidate one by one.The managers then discuss who is the best candidate, whi le thecandidates discuss the interviews and guess who will be appointed.The managers offer the job to the successful candidate.The groups report back to the class and discuss the differentdecisions.

6

webSpider 's

f-n The Web!Spiders is q new compqny which designs websites.

Mosf of its designers work from home. lts clients include locolbusinesses, schools ond colleges, qs well os privote Internet users.

Becouse it is very successful ond exponding ropidly, it needs onOperotions Director to oversee the entlre orgonisotion.

Let Us PrrtY#ffi

You are Jo Sal isbury and youare 22. You graduated inComputer Studies andBusiness Management lastyear. This would be your f i rstreal job, al though you workedin a bar last summer. You l ikemeeting people and you arelooking forward to earningsome money at last.

You are Alex Cl i f ton and youare 32. At the moment, youare a teacher of lT at a localsecondary school, but you arelooking for a di f ferent job. Youl ike the idea of being in chargeof other people. You are amethodical and organisedperson. You are marr ied withtwo young chi ldren.

You are Steph Porter and youare 25. You have a degree inMathematics and you are acomputer enthusiast. Sinceyou graduated, you have beentravel l ing and you spent lastyear working as a computeradvisor in the USA. You lovedthe States and want to settlethere one day.

Tder, t-tts PrrtWffi&,$L -nTl€Webl

Spiders is q new compqny which designs websites.Most of its designers work from home. lts clients include locoi

businesses, schools ond colleges, os well os privote Internet users.Becouse it is very successful ond exponding ropidly, it needs on

Operotions Director to oversee fhe entire orgonisotion.

You are the Directors of Spiders. You are going to interviewcandidates for the post of Operat ions Director, to be in charge of theoveral l organisat ion of the company. The Operat ions Director wi l r oeresponsrble for the workload of each designer and wi l l l ia ise withthem on a da i l y bas is . He/She w i l l need to be someone who cancope with sudden changes of plan and deal with emergenciesswif t ly, as wel l as someone who can work on their own. you wi l l bedepending on their judgement. The Operat ions Director needs tohave a thorough working knowledge of computers but does not needto be a special ist in web design.


Vocabulary

Language to goBody idioms

Using idiomatic English

Ouick drawAimTo pract ise using idioms

MaterialsOne copy of Sheet A, one copy ofSheet B, two copies of Sheet C

l lme30 minutes +

Prepa rationCopy Sheets A and B and cuteach one into a set of fourteencards; copy Sheet C as above

Proced u re1 Divide the class into two teams. Give each team a copy of Sheet C.2 Shuffle each set of 'cards' and olace them face down at the front of

the class. one set for each team.3 One player from each team comes to the front and looks at the f i rst

card from the relevant pi le. He/She then places the card face downnext to the pi le and returns to the group.

4 The player f inds the corresponding place on Sheet C and draws themeaning of the idiom for the rest of the team to guess, taking carenot to shout out the answer ( the other team wi l l hearl) .

5 When the first idiom has been guessed, a different player goes tolook at the next card in the pi le. Play cont inues in this way unt i l a l l theidioms have been guessed.

6 The f i rst team to guess al l their id ioms correct ly are the winners.

ExtensionSpeaking: Students remain in their teams. The teams exchangeSheet C. The two teams study the new drawings and guess the idioms.When they have f inished, they check their answers against the otherteam's set of cards.

I

fii

I-q

InpI

t

0uick draw

r 1 ^ ; . , ^ . , ^ , , ^i I v ,ve yuu

" hand i t face facts

I- - - r - - - - - - -i 2 catch someone's eye i z keep your fingers crossed

i 4 face facts i + get out of hano il - - - - - - - - - - - - - - - - - - - r - - - - - - - r; 5 get on your nerves i n oer fho clhornr i

r " v v ( ( , r v I- - - T - - - - - - -

i 6 have your hands ful l i O make up your mind i| 7 k c c n r r n t t r f i n n o r c n r n c c o d

t 1 n n + h n a + A ^ . r - . ^ ^ r I

| ' , \ s s v y v u r | , , r v e r o v r v r o e u r J O n t h e O t h e f h a n d iF - - - - - - - - - - - - - - - - - - + - - - - - - - {i 8 get the elbow i g get on your nerves i

i 9 break your heart i g cheekrr IF - - - - - - - - - - t " I| ^ ^ |

- - _ - - - - - - - - t - - - _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ {

i lU learn by heart i 10 give you a hand ir - - - - _ _ _ _ _ _ _ _ _ _ _ _ _ - _ r _ _ |- - - - - - - - - 1

i 11 make up your mind I t t have your hands fu l l ,F - - - - - - - - - - |

_ _ _ _ - _ _ _ _ _ _ J

i t2 on the other hand i r 2 breakyour hearr - l

r - - - - - - - - - - - - - - - - - - t - - |i 1 ? c a a 6 \ / 6 f n a \ r ^ | 4 c ^ ^ + ^ L ^ ^ - ^ ^ ^ - ^ , ^ - - - - - - - - - - - - - - - - - - - - - - - - - - ' l- ) , - . - eye ' 13 catCh someone's eve IL - - - - - - - - - - t - - - - l _ _

- - " ' I| ^

" . ,

- - - , - - - - - - - - - - - - - - J

i 14 get out of hand I 14 learn by heart _ i

1 3 1 I@ Pearson Education 2002

Vocabulary Phrasal verbs for describing opportunit iesGrammar Should have/ if only/ msh + past perfect

Language to go Talking about regrets and missed opportunit ies

Crying over sp i l t mi lkAimTo practise using should(n't) have,I wish, if only

MaterialsOne copy of Sheet A per fivestudents, one copy of Sheet Bper ten students

Time30 minutes +

Prepa rationMake copies of Sheet A asabove and cut them into sets ofsixteen 'cards' ; make copies ofSheet B as above and cut it tomake sets of the four 'boards'

Proced u rei Put students into groups of about five.2 Give one student in each group a set of cards, the other students

have a different board each.3 The student with the cards reads out the first one, and the others

look at their boards to see if thev can follow the sentence witn asuitable phrase (e.9. l 've lost my job ... I shouldn't have argued withthe boss).

4 The first person to call out correctly takes the card and places it overthe corresponding square on their board. NB The whole group mustagree that the phrase is appropriate.

5 l f necessary, the student must just i fy i t by explaining the 'story ' , e.g.' lf I hadn't argued with the boss, he wouldn't have fired me!

6 As soon as one student has completed four squares, he/she takesthe role of 'cal ler ' ( i .e. he/she takes the remaining cards and givesthe f i rst 'cal ler ' his/her board). Cont inue changing the role of thecal ler every t ime a student gets four squares.

7 Cont inue unt i l a l l the cards have been taken or unt i l one student hascompleted a card. The winner is the person who has coveredthe most souares.

B Remember that there are no r ight or wrong answers. Provided thatstudents can just i fy their responses (using a condit ional, of coursel) ,they should be al lowed to win the card. For example, the obviousanswer 1o I didn't pass my exam is I should've studied harder.However, it could also be I should've worn warmer clothes (lf I hadworn warmer clothes, I wouldn't have shivered so much during theexam and my wilting would have been easier to read!).

ExtensionSpeaking/Wrifrng; Students make their own version of this game, andplay i t with the class.

Crying over spih milk

I've loaL ny job, I can't dance.

I'm broke. l'm not fit.

I don't feel well. My hearbte broken.

I'm lonely, My wallet'obeen etolen.

l f on ly I hadn ' tealen so mucn.

II

- - - - - - - - - - - - - - J

I waa late, I cauqht a cold,

I've forqotten tobuy the milk,

I didn'L paaamy exam.

The car's runout of petrol,

I should havejoined the gym.

We loatthe match, I

I hadan arqument

with hin,

It wae anawful holiday,

l f only l 'd wontho ln t tanr

I shouldn' t have arguedwith the boss.

I wish l 'd not icedthe gauge.

I wish we'd nevermeI.

You should'vereminded me.

I should've studiedharder.

I wish I'd stayedat home.

iI

l f only I hadn't been ilate so many t imesl i

II

- - - - - - - - _ _ _ _ _ . i

l f only I had beenmore careful .

We should'vetrained more.

He shou ldn ' thave started it.

I should've made ashopp ing l i s t .

I wish I 'd hadlessons.

I shouldn' t haveleft it in the car.

I wish I 'd playedbetter.

I should've I istenedto my fr iends.

I w ish I 'd gone tobed earl ier.

I wish we'd nevergone there.

I wish l 'd understoodit better.

We should've gonesomewnere else.

l f on ly I cou ld meetmore people.

I should've f i l led i tup yesrerday.

I should've learnt whenI was younger.

I wish I hadn'tstarted smoking.

I should've wornwarmer clothes.

I w ish I 'd kept intouch with my old

school f r iends.

I should've gotup earl ier.

I wish I hadn'tbeen rude.


Function

Language to goUsing social English

Saying the right thing

I t 's a pleasure !AimTo practise using appropriateresponses

MaterialsOne copy of the sheet per four orfive students

Ime30 minutes +

Prepa rationCopy the sheet as above and cutinto sets of twentv 'cards'

Proced u re1 Put students into groups of four or f ive and give each group one

set of 'cards' .

2 One student has the set of 'cards' . He/She cal ls out the f i rstprompt ( in bold) and the others guess the response wri t ten on thecard (in italicd.

3 The f i rst student to cal l out the correct guess wins the card.Explain to students that the answer on the card is not necessari lythe only possible answer, so they may give several appropriateresponses before arr iv ing at the 'correct ' one. l f necessary, remindthem that al l the phrases are featured in Lesson 40.

4 The cards are passed around the group so that each student takes aturn at calling out the prompt. This can be done after every card orevery two or three cards.

5 The winner is the student with the most cards at the end of the game.

l'm terribly eorry,Don't worcy aboub it.

Do you fanay coming out tonight?That'd be lovelv.

Thank you so much.It'e a pleaaure.

IIIL - - - - - - - - - -

How about havlng a pizza tonight?Good idea. I'd love Lo.

We wonlWell done!

I'm afraid it'e bad newo.How avrful!

5ee you again eoon,Bye!

Would you mind if I eat here?No, not,at al l .

You'f l never gueee what ,,,I got thar jobl

Drilliant!

It was lovely to eee you,You muat come aaain,

Can I get you a drink?That'a very kind, but I'm juot leavtnq.

It was really kind of you to help.You're welcome,

l'm eorry, but I can't, help.It's no problem at all,

I paeeed my examtCongratulatione!

Do you fancy joining ua?I'd love to!

l'm afraid 1ob'e had an aoaident,l'm eorry to hear that,

5orry about that,That'a all right.

Can I help you?No, but thank you anyway.

How aboui going out tomorcow?Thank you for the offer, but I can't.

l'm off to the airpora.Have a good trip.

-!

I- - t

135 I

Test 1

487

Liz:

Liz

supermarket!

@

Grammar1 Complete the dialogue using the present simple,present continuous, past simple, present perfect orgoing to forms of the verbs in brackets.

David: What t - you - (do) today?Liz. Wel l , I usual ly ' - (work) on Mondays, but

today | " - (have) some friends round forl unch .

David: That's nice. What o _you - (cook)

for them?Liz l 'm u - (make) some fresh pasta, I think.David: 6 you - {not make} that for me

once?Yes, | 7 (do). I I (not make) its ince then.

David: l t n - (be) del ic ious. I remember i t wel l .

'o - you - (enjoy) cooking?

Yes, usually, but I haven't got much time today, soi t won' t be such fun.

David: Do what I do - buy it from the

2 Gorrect the ten mistakes in this itinerary for aholiday to India.

Our tour starts on Monday 25th September. ' The plane istaking off at 9.45. On arrival at Delhi alrport, a coach meetsus and takes us directly to Agra. ' The lourney is lastingapproximately four hours. Next, we check into Clark's Hotel.3 We hoping relax and enjoy the swimming pool before wego out. o I think after that we wil l having lunch in theRajah's Restaurant.5 l 've never had real lndian food before,so l 'm look forward to tasting a genuine curry.6 The first excursion starting at 2.30. First, we're going togo to the world-famous bird sanctuary at Baratphur. ' Manybirds wil l migrate at this time of year, so I 'm sure it 's goingto be an interesting afternoon.e -" Tuesday is begins with a visit to the Taj Mahal! Thebrochure says a tour guide is coming with us. ' He going totell us the wonderful story of the Taj Mahal. 10 | think it 'sbeing the trip of a l ifetime.

3 Replace the words in,ifalics with the correct tense ofthe phrasal verbs in the box.

come across spl i t up fa l l out make upget on

My two best friends have decided not to be togetheranv more.Jane and Simon had a row, too, but they became friendsagain very quickly.It 's sad when that happens. lt 's great when people en1byeach other's company.People oflen have an argument over the least importantth ings.I found an old letter from Jack yesterday. lt brought backvery happy memories

4 Put the sentences from a magazine article in thecorrect order.

Couch potato or fitness freak?A So, do you consider yourself to be inB up aerobics?C hours every daysurfingD with friends is a form of exercise? Or haveE good shape? Or do you spendF youjusttakenG W? Do you think that catching upH the Intemet and watching

o

5 Correct the ten errors in this interviewmusician.

Tom: Welcome to the show, Andy. ' You've just releaseda new album, don' t Vou?

Andy: Yes, I have! lt 's called Midnighft Whisper. 'You've

got a copy here, did you?Tom: Yes. 3 Let's plav a track from it now, wil l we? a The

first track's the one you wrote in New York, doesn'tt 1 /

Andy: Yeah. We're releasing it as a single soon.Tom: 5 lt 's the one that has the subway sound effects,

aren't they?Andy: Yesl lt was bril l iant recording those 6 But people

always stare at celebrit ies, aren't you? Well, youshould have seen the kids on the subway

Tom: 7 | bet they couldn't believe you were there, canthey?

Andy: No! They loved it. I had to sign thousands ofautographs.

Tom: 8 So, your next tour isn't in Britain, isn't it? n You'redping a gig in Paris next, wil l you?'

Andy: Yes. Then we' l l be in London. 10 You' l l come along,shal l vou?

Tom: I certainlv wil l

15

C--LO

I

136 @ Pearson Education 2002

6 Complete the postcard using the correct form of theverbs in brackets.

T e s t i - L e s s o n s l - 1 0

9 Complete the notes for a CV with the correct form ofthe words in brackets.

Dear J,.{lian

See ycv soon

Thorrfr

12

J

45678

1 0

l 'm we l lI have excellentI m veryl 'm h igh l yI don't f ind hard workI have very goodMy work isl 've beenI f ind new chal lengesI enjoy being a team

(travel)sk i l ls .(communicate)

(action). (experience)

{ s f r o e e l

. (qualify)( innovat ion)

in prev ious jobs. (success)(interest)

( lead)

1 A :

2 B .

3 A :

7 A'.

4 B :

6 B :

What / th ink / th is product name? / reckon / toosponyYes, / a long / that . What / image I you lwant i t /have?th ink / we should / choose / name / suggest /sophisticationknow / you mean. I how labout / something French?really I think? / disagree / think / should / Americannot / sure I that. I my view / should / sound /in ternat ionalsuppose I righr. I Let's / choose / something / short /mooern.

8 Choose the correct options to complete

Humour is a strange thing. lt can bring people together but itcan ' divide them. lmagine being at a clubl is tening to a '_ comedian. He te l ls a 1_All your friends laugh, but you don't o

_ it.'- of this, you feel sil ly or, worse sti l l , you feel stupid.u

- , i t 's not all bad. lt 's a well-known fact thatlaughter ' _st ress. There are now several lauqhterclinics across the country and 8 the treatmeit isquite expensive, their techniques are proving popular.9^o, for a e

_ mind in a healthy body, havrngis definitely the next step.

1 a) too b) also c) in addition d) as well2 a) stand-up b) laughing c) sit-down d) joking3 a) ta le b) l ie c) l ine d) joke4 a) have b) get c) use d) f ind5 a) Result b) Cause c) Because d) Reason6 a) In spi te b) However c) Though d)Al though7 a) relieves b) l ikes c) makes d) uses8 a) because b) in spite c) although d) so9 a) healthy b) good c) well d) funny

10 a) laugh b) ioke c) happy d) fun

@@

@Vocabulary

7 Expand the sentences to make a conversationbetween two marketing people.

re10 Match the sentences to make conversations.

1 lt 's t ime you broadened your horizons, John.2 My son is so naughty I don't know what to do with him.3 Jackie and I had a real ly good gossip last n ight4 Do you th ink Kat ie and Jack are in love?5 Peter 's watching h is weight again.

a) So's mine. Always playing truant.b) He should forget the diet and get some exercise.c) l 'm going to! l 've just got a job in New Zealand.d) I certainly hope so They've been together for ages.e) Did she confide in you? She hardly ever tells me anything.

11 Complete the puzzle.

Across2 He thought he'd tr icked Jane but she had the

_ i augn .4 Many polit icians are in the eye these oays.6 All I ask for is a stress-_ existence!7 lf you know what's good for you, you'l l do as you're

9 J i l l and Hugh haven' t got _ , have they? Theyseemed so happy together.

10 You need _ manager ia l sk i l ls for th is job. But i tcan be very hard to demonstrate Vou have those skil ls.

Down1 Don't you just hate making talk at dinner parties?3 lt 's t ime you became more active Your l ife is far too

at the moment.We saw a great stand-up last night. Welaughed t i l l we cr ied.

8 lt 's Sunday tomorrow so the whole family is having a


n

Test 2

Grammar1 Underline the correct options.

Mandy: 1 Do you watch I Have you watched much Wrecently?No, not reallv because l2 have worked I havebeen working on the new kitchen in our house.Oh, really? " Do you finish I Have you finished itvet?Nearly. But we've been having a lot of troubledecid ing what colour to paint i t . Sam st i l l4 hasn't made I didn't make her mind up!,lf | 5 had I have a brand new kitchen,l6 paint I would paintit yellow.Oh, yuck! Would you? lf Sam 7 chooses I choseyellow, l ' l l move out So, what 8 did you do I haveyou been doing since I last s have seen I sawyou?110 help I have been helping Sam choose paintcolours, mostlv.

Frank:

Mandy:

Frank:

Mandy:

Frank:

3 Correct the mistakes.

1 He managed serv ing the whole meal on t ime.2 lf you are rich, what would you do?3 The polit ician avoided to answer the most diff icult

quest ion.4 lf i t rains on Saturday, we'd probably stay at home.5 l 've read this book - | can't wait to find out how it ends!6 We were about to setting off when we realised the car

\A/aq nt rt nf netrnl

7 Would you earn a bonus if you work harder?8 | was due to seeing the dentist but I forgot all about it9 Let's not pretend enjoying ourselves. This party is

terr ib le!10 Provided you pay in advance, we gave you a

take r m i l kof cream.

al l the f lour .P u t i n a aNext 5

pepper - nor rooof salt - be generou

Vocabulary

5 Choose the correct options to complete the text.

A new comedy ' - starts next week on ChannelSix. l t 's a programme about a ' - ca l led Jake.Jake spends h is l i fe 3 the midnight o i l , dr iv inghis patient colleagues crazy and trying a _ thewoman of his dreams. Jake lives on the 5 ofLondon, trying to u _ a large mortgage, anddreaming that one day he wil l 7 - a fortune fromhis elderly Aunt Mabel.

Jake's offices are 8 in the centre of London.Despite the journey, Jake isn't the type of man to make'_ weather of commuting. On the contrary! Hesees the tube journey as the ideal way of making newfriends. One of these journeys changes Jake's l i fe forever.He stops burning the to - at both ends, and turnsinto a rather in t r igu ing young man. F ind out why ateight o'clock on Thursdays.

1 a) advert b) chat show c) cartoons d) series2 a) overworker b) employee c) workaholic d) labour3 a) l ight ing b) burn ing c) s immer ing d) gr i l l ing4 a) to meet b) meeting c) seeing d) see5 a) suburbs b) outskirts c) side d) edge6 a) pay up b) pay out c) pay off d) pay into7 al earn b) invest c) have d) inherit8 a) located b) found c) built d) established9 a) rainy b) heavy c) dull d) cloudy

10 a) mi lk b) o i l c) candle d) toast

J

81o

4 Complete the recipe using the words in the box.

amount bit of some a lot almost

So, f i rs t o f a l l ,Add a smal l 2

Use 3CD

2 Match the phrases to make whole sentences.

1 We were on the point of2 As long as you book the tickets,3 l f you gr i l l i t ,4 They were due to5 Could you please remember6 lt 's inevitable7 You can stir it, provided8 lf you weren't so moody,9 Peter always resents

10 l t 's bound

a) i t wi l l burn.b) that he'l l forget.c) you don't spil l i t.d) being paid so l i t t lee) | might l ike youf) to ra in.g) l ' l l come.h \ + n n n c t m r r l a f i a rr r r t r v r r v r .

i) leaving when it was cancelledj) get married in December

z

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51 0


re

9 She doesn't f ind it diff icult to oav for herShe can easi lv

6 Complete the second sentences using the words in thebox so that they mean the same as the first sentences.

a night owl afford thoughtful pushyself-confident welloff hot-temperedbright and breezy opinionated round the clock

1 Monica is very fond of her own views.Monica is very

2 Apparently she works all day and night.Apparently she works

3 She stays up most of the nightShe's

4 She bel ieves in hersel f .She's very

5 She considers other people's feelings.She's very

6 When I saw her th is morning,she looked cheerfulShe looked

7 They say she can get angry quite easily.She's quite

8 She's got quite a lot of monev.She's quite

This autumn, why not choose a long weekend in the(wonder) city of Brussels?

A compact and 2 _ (access) capital city

(renown) for its restaurants, culture andcosmopolitan way of life. Visit the o

_ (amaze)Atomium - a large steel structure in the shape of an atom -or soak up the 5 (bustle) atmosphere of theCrand Place with its gold-painted medieval buildings andSunday flower market. Choosing souvenirs is an 6

_(enjoy) pastime, so why not look at some of the 7(stun) lace artefacts on offer in the many shops? Or perhapsyou would like to indulge in some of the 8

_ (fame)Belgian chocolate instead!

Brussels: a e _ (thrive) city full of 10

_(charm) places to explore.

Test 2 - Lessons

9 Complete the advertisement using the correct formof the words in brackets.

10 Tick (/) the correct options.

1 Which of these sentences is correct?a) He pretended being my friend.b) He pretended to be my friend.

2 lf you are due to get married tosomebody, are you:a) marr ied?b) s ingle?

3 Do you:a) shrug your shoulders?b) wink your shoulders?

4 lf you are chil led ouf about something,you are stressed about it.a) True.b) False.

5 lf you are overdrawn, you have lots ofmoney in the bank.a) True.b) False.

6 Which of these sentences is correct?a) l t 's absolute ly amazing.b) lt 's absolutely good.

7 A place that is cosmopolifan is full ofpeople of:a) the same nationality.b) different nationalitres.

8 When they are hoping for something,peopre:a) hold their f ingersb) cross their f ingers.

9 lf somethin g is inevitable, iLa) wi l l happen.b) won' t happen.

10 lf you work in two separate parts of theday, e.g. nine to twelve and three to five,you worK a:a) sp l i t sh i f t .b) shift split.

sporus car.ner spons car.

7

1a

4

10 She does a lmost anyth ingto get what she wantsShe's really quite

rcUnderline the correct options.

Put the milk in a pan and take I bring I raiseit to the boil.Once it 's boil ing, turn the heat down and fry I gri l l Isimmer it for f ive minutes.Stir I Push I Force in a heaped teasooon of flour.ln a separate pan, boil I freeze I mett20g of butter.Finally, shake I pour I throw in the hot milk.

8 Correct the ten mistakes in this letter.

Dear Tom

Well, here I am in Florence. 1 I'd never metmy cousin Robert before, but he's very easy-goer and we're getting on fine. 2 In fact, he issuch a cheerful and energetic 3 that he makesme feel quite dulled!

I Robert is an earlier bird. so we usuallv setoff early in the morning to visit a churih oran art gallery. s Then we have a long, relaxmeal in a restaurant.'0 I refuse to keeping to my diet while I'mhere - the food is just too good.

See you next week.

Barbara

Lessons


C-rD

Test 3

Grammar1 Complete the text using the phrases from the box.

used advantage by surprise it easy to knowcrowded around for qranted no notice break

On arrival in Los Angeles, it 's important to find out how toget 1

-. Next, you need to get 2 - toyour new surroundings. Why not jump on a c i ty bus, sothat you get 3

- where the landmarks are? Takeo

- of the cheap public transport availablewhenever you can Once you've done all that, take a

in one of the city's many caf6s or bars.

lf you go anywhere by taxi, don't take it 6 _ thatthe driver knows where he's going. You may be taken'

- ! The city streets get I - during rushhour, so leave plenty of t ime. Take e _ of all thehooting car horns. lt 's just part of LA life. And finally, dotake 10 . There's no need to rush. LA wil l alwavsbe there waiting to welcome you back.

2 a) Match the people and places with theinformation.

1 a mugger2 the hijackers3 the street vendor4 a busker5 a bedsit6 senior c i t izens7 thirty-somethings8 Mount Etna9 our baby

10 th is apar tment

a) is t iny / also very draughtyb) people / between 30 and 40 years oldc) have worked hard all their l ives / deserve good pensionsd) born three days ago / is adorablee) diverted the fl ight / were arrestedf) someone / attacks people in the streetg) sold me the necklace / was very oldh) apartment / onlv has one roomi) someone / makes money by singingi) erupted last week / caused a lot of damage

b) Write a sentence for each one containing a relativeclause, adding commas where necessary.

3 Correct the mistakes in these sentences.

1 lf there hadn't been a famine, there won't be a civil war.2 Whole cit ies are destroyed by last month's earthquake.3 The murderer which was tried for the kil l ing was

released on bail yesterday.4 lf the kidnappers' demands weren't met, there would

have been a tragedy,The use of mobile phones really catches on.The flooding caused by the river bursting its banks.

7 When he f in ished col lege, he come to real ise work washard to f ind.

8 A new computer virus has been discovered last week.9 A murder committed in Central Park last night.

10 | cut my hair at the hairdresser's yesterday.

4 Make full sentences about this family's activit iesusing have in the correct tense. Remember - today isWednesday!

5 Complete the text with the correct form ofin brackets.

The burglar ' (arrest) last month after ashort police chase. He ' lsentence) at themagistrates' court yesterday morning lf he

(not catch), police fear that he(commit) other burglaries in the area.

At the moment, cr ime 5

London, and the pol ice 6( increase) in inner(put) larger

d t

resources into tackling the problem. These resources(not be) available a few years ago, but

persistent appeals for more money t

last (bring) about a result.The Borough of Chelsea e (give) anincrease of over a mi l l ion oounds onlv lastmonth, andyesterday the Pr ime Minis ter lo (promise)furtheifunds in the coming year.

z

J

4

6

6

reVocabulary6 a) Give the American English for the words in rfalics.

1 Turn left out of the lube station and you'l l see thesignpost to lhe motorway.Just look at all the rubbish in this f/at!I usually take my holidaysin lhe autumn.While you're out, buy some biscuifs and sweefs,would Vou?There was a huge queue all the way down the pavement.

b) Give the Brit ish English for the words in italics.

6 | think these pants are too small for me.7 Could I have the check please?8 We stopped at the gas station to fi l l the car up.9 Oh, no. fhe elevator is broken again. We'l l have to walk.

10 Are there any good movies on at the cinema this week?


Test3-Lessons2 l -30

7 Complete the crossword.

Across1 Traffic is banned from the town centre to make it easier

for - to walk around.5 An - has devastated the region, kilhng

hundreds and destroying thousands of buildrngs.7 The _ in Eth iopia has f ina l ly been brought

under control. Aircraft brought in ten thousand tonnesof food last week.

8 - can be very diff icult. I prefer kids whenthey're a bit older, about four or f ive.

9 They paid a - to assassinate the presroent.10 The hotel room was airy and _, with plenty of

room to retax.

Down2 The transition from childhood to adulthood isn,t easy -

which is perhaps why _ can be so diff icultl3 Scientists believe there wil l soon be a _ in the

battle against cancer.4 Your flat really is _ - there's nothing in it.6 The charity does a lot of work with _ people who

live on the streets.

8 Correct the ten mistakes in this text.

I was talking to my grandson the other day, and ne wascomplaining about all sorts of things! | told him he didn,trealise how lucky he was. ' After all, he l ives in a cosiedapartment ' full of modernity gadgets. 3 | told him when I

superlooks the motorway, but I say'so what?'When I wasa boy, our house was miles from anywhere. e We neverfelt isolating, though, even though it was in the middle of afield and we had no neighbours. t0 We just loved thepeaceful and quiet.

10 Match the phrases to make whole

1 Children don't alwavs roor2 Tom and Margaret have taKen3 You're working too hard,4 | never thought l 'd end5 Pete driyes me6 lwish I could make7 This building work just isn't8 lt 's t ime you made9 Do you th ink the mi lk nas

10 Text messaging is really catching

a) you feel better.b) up to their parents,cl qazv, but I love him.d) your mind up - the dog or me?e) gone off?f) on a lot of responsibil i t ies.g) on these days,h) you should take it easy.i) good enough.i) up with such a bri l l iant iob!

1o

resentences.

51 07

4q8

--fin')\--_1_____:./

@

9 Underline the correct options.

Dear Si rs

I am writ ing to you to make a 1 complaint Iargument about the work you did on mV houselast month.

I have tried to contact you by phone twice, but Ihave been cuI2 up I off. I regret to say that I amfinding it rather 3 stressed I stressfull iving in whatis noth ing less than a bui ld ing s i te . You came toinstall a new a centrat I main heating system, but Iam becoming 5 growingly I increasingly awarethat you have ngt installed it correctly.

I don't wish to make a u rness/ fuss, but I mustasK you to send your builders back at once torepair the wall in the bathroom. As far as I can see,they knocked il7 down I overbv mistake.This means that we can now see the bath fromour bed. In addition, they left the house extremetyI messy I fussy.

Please would you also guarantee that you wil lreplace the wallpaper that was e pushed I torn offduring the building works. I would also be gratefulif you could provide me with a new set of taps.The ones you gave me are 1o old I second hano.

Jours faithfully

E.B. Turner


Test 4

Grammar1 Rewrite the sentences in reported speech using theverbs in brackets.

1 ' l 'm taking three weeks off work.' (announce)She

2 ' lf we don't save some moneV, the firm wil l gobankrupt'. he told Brian. (warn)H E

3 ' l d idn ' t s teal the money. ' (deny)The th ief

4 'There's a good caf6 we can stop at. ' (point out)She

5 'This turn is def in i te ly the r ight one, 'he to ld us. (assure)He

4 Match the phrases to make complete sentences.

1 | turned2 We signed3 My husband won't invest4 Thanks for agreeing to take care5 lt 's t ime I gave6 Don' t you just hate miss ing7 My sister has just set8 | really hope your plans come9 He's lustif iably proud

10 l ' l l have to sor t

a) of h is achievementsb) in stocks and shares.

out on something good?off on a long journey.out my clothes and get rid of some!n f f - r r n r r r { a c o n r o i i

y v v v v r v ' Y v , 1 .

up a l l my bad habi ts .up for a course in French conversation.down his invitation.of my puppy

1o

2 Rewrite what the chef says using the words inbrackets. He has done everything wrong.

1 I d idn ' t read the inst ruct ions! (should)2 | f r ied the f ish. (should)3 | gr i l led the steak. ( i f on ly)4 | d idn ' t roast the chicken. (wish)5 | chopped the onions too ear ly . (should)6 | d idn ' t wai t long enough. (should)7 The ice cream melted. (if only)8 | d idn ' t fo l low the rec ipe. (should)9 | put too much salt in the soup. (if only)

10 The customer ordered chocolate tart (wish)

3 Complete the conversation with thethe verbs in brackets.

Nancy: What are your ambi t ions, Richard?Richard: Well, I hope that by the time I'm 25, I

(l ive) in a house by the seasomewhere l ike Cal i forn ia And I imagine I

(earn) a good salary. Whatabout you?

Nancy: By next year, | 3 already(specialise) in psychiatry, so I

expect I a (work) in one of thebig hospi ta ls . That 's f ine, but I would l ike to th inkthat in a few Vears' t ime, i

( lecture) in psychiatry all overthe world I want to be famousl

Richard: Good luck with thatl I reckon in two Vears' t imel 6 (drive) a fantastic sports car. Ihope the manufacturers 7

(come) up with a seriously funky model by thenNancy: I hope that by the t ime l 'm about 30, I

(marry) some really nice guYl 'd l ike that .

Richard: I reckon you e

time vou're 25! You're a real romantic at heart,aren ' t you? | th ink I probably 10

(not settle) down ti l l much later in l i fe. l 've got toomuch l iv ing to do f i rs t !

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recorrect form of

Tick (/) the correct options.

1 Which sentence is correct?a) With each passed hour, Jane became weaker. L-lb) With each passing hour, Jane became weaker. n

2 Heighten is the verb from the noun height.a) True. Eb) False.

3 'Mary can't have left yet. ' This means:a) l 'm sure she hasn' t le f t . L lb) | th ink she has le f t n

4 Which is the correct way to rewrite the followingsentence? As Jarvis turned round, he saw the ghost.a) Turned round, Jarvis saw the ghost.b) Turning round, Jarvis saw the ghost.

5 lf somethin g is worth every penny, is it good value?a) Yes.b) No.

nn

(do) that by the

nn

6 Can a person or thing be overrated as well as underrateila) Yes. nb) No. tr

7 lf someone catches your eye, you're:a) interested in them.b) not interested in them.

I lf long is the adjective, what is the noun?a) longnessb) Iength

9 Do you l ia ise:a) wi th someone?b) to someone?

10 The verb deny in reported speech cannot be followedby a gerund.a) True.b) False.

nnnnnn

nn


Vocabulary

6 Match the sentences to make short conversations.

1 You' l l never guess what l2 lt was very kind of you3 l 'm just feel ing down4 That meal was great5 The special effects were terrible6 Do you want to go out tomorrow?7 lsn ' t the v iew breathtak ing?8 l t 's OK, i f you l ike that sor t of th ing.9 l 've got through to the f ina ls .

10 You're really cheeky, you know

a) Yes, l 'd love to.b) And l 'm pretty nosylc) Don' t te l l me: you got the jobd) l t 's out of th is wor ld le) Wel l , I l ike i t , actual lyf) Yes, it was worth every penny.g) Do you th ink you' re depressed?h) So was the soundtracki) Congratulations !j ) l t was no problem.

16

2l

7 Correct the ten mistakes in this e-mail.

; I c e:i 'qie'., l '9 3,q 9,,,9,,e 19 c 9,9 q qrg rq I Y.r,9.re t s-:q, 919,9,,,P, 91

T e s t 4 - L e s s o n s 3 l - 4 0

8 Complete the text with the correct form of the wordsin brackets.

lf I ever feel 1 (a lone) , I get out of the

3I

4

f ^ ^ l ^ k ; + 4r g c t o u t L (nerve) , somet imes even

(rest), so my cure for that is to gojogging. l t s tops me feel ing 6 (agitate)immediate ly - i t 's just br i l l iant .

A friend of mine recently persuaded me to go to anaerobics c lass. What a laugh! He said i t would help l i fe runmore t (smooth) . And guess what?He was right! l 've transformed mvself from an

(emot ion) person into one who is(adventure) and always 10

(opt imist ) .

9 Underline the correct options.

10 Choose the correct options to complete t

Do you ll - - lo you wi th th ings ef f ic ient ly? Just publ ishedt h i s week - a 2 on how to n r n \ / o r r r l i f o l l c r r n r r rpartner l 'kety to break your '

on how ro 'u t your l i fe ! ls yourpar tner l tKely to break your ? l f the answer isyes, then th is is the book for vou, Do vou ever sav royou, Do you ever say toyoursel f ' l f on ly '? Turn to Chapter 5 and f ind out how tocha. ,ge a, :na: ;or good, You roo can be in o of

I saw John the other day, you know, Keith's son. He,sf i f teen now, and you wouldn ' t recognise h im. He,s lookingvery scruffy I patterned. He wears dirty old 2 suits Itrainers on his feet and looks pretty 3 reliable I grumpymost of the time. lt 's quite funny, actuallv. When I sawhim, he had a a h igh I baggVjumper pul led over a" tight-fitting I sharp-fitting pair of jeans with hotes inthem. His g i r l f r iend was wi th h im. She was wear ing 6 fa l / /high heels and a 7 patterned I optimistic miniskirt. And ontop of all that, she had a B striped I insecure T-shirtl l ,msure they both thought they looked extremely e tranquil Ifashionable. lf you ask me, they'd look much better if theywore nice 10 motivated I ptain clothes.

office and walk round the centre of the city. lt,s rearry easyto be 2

_ ( inspi re) by the woi ld around you.All sorts of 3

- (create) people are out theretl 'm in adver t is ing, so I need ideas Occasional ly , I might

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ao'es, l t .up l . t is ' rn ind quickly. I ,m so excired,

f can . f rarafy wai t .

your dest lny; only you are responsib le u _ voursel f

So, ' .v l t r the help of th is 6 l i t t le book, f ind out.ovv io resign ' ___________ jobs that don,t suit you, stop

t ime, make your e _ up to be a

oecis ive and 'o _ indiv idual .

j : : r : , : . 1 : . r . , r ' t l : : , , , : u i i t r : i I i ,

a/ run b) manage c) organise d) deala) programme b) manual c) vo lume d) comrca) head b) hear t c) hand d) lega) v iew b) management c) responsib i l i tya) for b) to c)wi th d) ina) indestruct ib le b) indefensib le c) ind ispensabled) inept

7 a) to b) out c) with d) from8 a) forgetting b) wasting c) spending9 a) bra in b) head c) thought d) mind'1 0 a) creat ing b) imagin ing c) dreaming

d) charge

d) us ing

d) creative


2 12

z

4

Test 11 ' l are; doing/going to do 2 work 3 am having/going

to have 4 are; cooking/going to cook 5 going tomake 6 Didn't; make 7 did 8 haven't made9 was 10 Do; enjoy

Test answer key

The plane €+ak+ngroff takes off a|9.45.The journey is{asting. Lasts approximately four hours.We hop+ng hopeto l.are hoylwg to relax and enjoy theswrmmrng pool betore we go out.

Test 21 1 Have you watched 2 have been working

3 Have you finished 4 hasn't made 5 had6 would paint 7 chooses 8 have you been doing9 saw 10 have been helping

2 1 i 2 9 3 a 4 j 5 h 6 b 7 c 8 e 9 d 1 0 f

He managed seFring:to scrve the whole meal on timelf you arewere rich, what would you do?The politician avoided +eanswer an swerLwg ithemost diff icult ouestion.

4 lf it rains on Saturday, wed we'LL probably stay atnome.

5 l 've read beewreadiwa this book - | can't wait to findout how i t ends!

6 We were about to s€tt+ng set off when we realisedthe car was out of petrol.

7 Would you earn a bonus if yourr+e+k worked harder?8 | was due toseeingsee the dentist but I forgot all

about it.9 Let's not pretend enioyn+g to ewior4 ourselves.

This party is terrible!10 Provided you pay in advance, we gavewiLL glveyou

a discount.

4 1 s o m e 2 a m o u n t 3 a l m o s t 4 b i t o f 5 a l o t

5 1 d 2 c 3 b 4 a 5 b 6 c 7 d 8 a 9 b 1 0 c

6 1 opinionated 2 round the clock 3 a night owl4 self-confident 5 thoughtful 6 bright and breezy'7 hot-tempered 8 well off 9 afford 10 pushy

T l b r i n g 2 s i m m e r 3 S t i r 4 m e l t 5 p o u r

8 1 l'd never met my cousin Robert before, but he's veryeasy€eer usg-goln4 and we're getting on fine.

2 In fact, he is sueh+sa cheerful and energetic3 that he makes me feel ouite dt+[ed datu!4 Florence issesrech an amazing place!5 There are lots of interested LwteretLwg things to do

and see.6 | go around weftdeF wowderLvtg if l'll ever have

enough time to see it all.7 lfs a quite possible that I won1t.8 Robert is an eadier earLgt bird, so we usually set off

early in the morning to Visit a church or an artgallery.

9 Then we have a long, rchx reLaxLng meal in arestaurant.

10 | refuse to keeftng keap to my diet while l'm here -the food is just too good.

9 1 wonderful 2 accessible 3 renowned 4amazing5 bustl ing 6 enjoyable 7 stunning 8 famous9 thr iv ing 10 charming

1 0 1 b 2 b 3 a 4 b 5 b 6 a 7 b 8 b 9 a 1 0 a

Test 31 1 around 2 used 3 to know 4 advantage

5 break 6 for granted 7 by surprise 8 crowded9 no nolice 10 it easy

2 1 t A mugger is someone who attacks people in thestreet,

2 e The hijackers who diverted the flight were arrested.3 g The street vendor who sold me the necklace was

very old.

J I

4 | think after that we w#lhavng are golvvg to havelunch in lhe Rajah's Restaurant.

5 l 've never had real Indian food before, so l 'm lookLooklwg forward to tasting a genuine curry.The f irst excursion s+ar++ng stats at 2.30.Many birds wi# mlgrate at this time of year, so l 'msure it 's going to be an lnteresting afternoon.Tuesdayis begins with a visit to the Taj Mahal!He ls going to tell us the wonderful story of the TajMaha l .

10 I think it 's berng golwg to be the trip of a l ifetime.

o7

8q

4 1A 2 E2 made up 3 get on 4 fall out 5 came across

3 C 4 H 5 G 6 D 7 F 8 B

. ln my view, it should

Let's choose something

9 divorced

8 l ie

5 1 You've just released a new album , dsnl- havew+vou?You've got a copy here, did havew'tyou?Let's play a track f rom it now, wi{l shall we?The first track's the one Vou wrote in New York,dees#+ Lsra,'t it?

5 lt 's the one that has the subway sound effects,atenaf++ey kw'tLt7

6 But people always stare at celebrities, are++Veurd,on'ttheu?

7 | bet thefr couldn't believe you were lhere, ean oowLd.they?

8 So, your next tour isn't in Britain,-isn+k it?9 You're doing a gig in Paris next, wilf arer+'t you?

10 You'l l come along, shall won't |ou?6 1 are having 2 have been learning 3 have been

canoeing 4 went 5 visited 6 were travell ing7 took 8 have been doing / have donet haven't had 10 had left

7 1 A: What do think of this oroduct name? | reckon it 'stoo sporty.Yes, l 'd go along with that. What image do youwant it to have?I think we should choose a name that suggestssophistication.I know what you mean.-How about somethingFrench?

A: Do you really think so? | disagree. I think it shouldbe American.l 'm not sure about thatsound International.I suppose you're right.short and modern.

8 1 b 2 a 3 d 4 b 5 c 6 b 7 a 8 c 9 a 1 0 d

9 1 t ravel ied 2communicat ion 3act ive4 experienced 5 stressful 6 qualif ications7 innovative 8 successful 9 interesting 10 leader

1 0 1 c 2 a 3 e 4 d 5 b

11 Across: 2 last 4 public 6 free 7 told10 orovenDown: 1 small 3 sedentarv 5 comedian

2 B :

3 A :

A

4

5

o

4 i A busker is someone who makes money by singing.5 h A bedsit is an apartment which onlV has one room.6 c Senior cit izens, who have worked hard all their

l ives, deserve good pensions.7 b Thirty-somethings are people who are between 30

and 40 vears o ld.I j Mount Etna, which erupted last week, caused a

lot of damage.9 d Our baby, who was born three days ago, is

adorable10 a This apartment, which is t iny, is also very draughty.

3 1 lf there hadn't been a famine, there went$ewowLdwthavebeew a civil war.

2 Whole cit iesarewere destroyed by last month'searthouake.

3 The murderer whieh wholthat was tried for thekil l ing was released on bail yesterday.

4 lf the kidnappers'demands weren+ hadwtbeewmet, there would have been a tragedy.

5 The use of mobile phones reaUy-eatenes k reaLLgcatchLwg/has reaLL4 cawqht on.

6 The floo--ding was ciused-by ttre river bursting itsoanKs.

7 When he finished college, he eeme canae to realisework was hard to find.

8 A new computer virus has-bee+ was discovered lastWECK.

9 A murder was committed in Central Park last night.10 | €u+my+€+r had nug haLr c;.tt at the hairdresser's

yesterday

4 On Monday, Ju l ie had her hai r cut and thev had thelawn mown (by the gardener).On Tuesday, Dad had his suit dry cleaned and the twinshad their blood pressure checked (at the surgery).Today, they're having their W fixed (bv Mr Jones) andthey're having the windows cleaned (at six p.m.).Tomorrow Tom's having his fi l l ing done / tooth fi l led(at the dentist's) and Mark's havino the car serviced.On Friday, Mum's having the gas ireter read anoSarah's having her dress altered (at four p.m.).

5 1 was arrested 2 was sentenced 3 hadn'r oeencaught 4 would/might have committed5 is increasing 6 are putting 7 were not8 have; brought 9 was given 10 promised

6 1 subway; freeway/expressway 2 garbage; apartment3 vacation; fall 4 cookies; candy b l ine; sidewalk6 trousers 7 bil l 8 petrol station g l ift 10 fi lms

7 Across: 1 pedestrians 5 earthquake 7 famine8 Toddlers t hitman 10 spaciousDown:2teenagers 3breakthrough 4minimal is t6 homeless

8 1 After all, he lives in a eesied oos!,,r apartmenr2 full of meeemity rwoderw gadget!.3 | told him when I was young, I used to l ive in a ehi#

chLLLu house4 mad3 only of v*eedy wood.5 He thought I was lying, of course, but I tell you

what, we may not have been very €€m+er++ngoovwfovtabLe then, but we were happy.

6 Yes, of course the house was a bit €faffipy oravwped7 there were ten of us living in a small sBaeefutspioe

- but we had all we needed.8 He says that his apartment supe+eets overLooks the

motorway, but I say 'so what?'

Tests answer key

9 We never felt {s€+at+nC LsoLated, though, even thoughi t was in the middle of a f ie ld and we hao noneighbours.

10 We just loved the p€aeefu peaoe and quiet.

9 i compla int 2of f 3st ressfu l 4centra l 5 increasingly6 fuss 7 down 8 messv 9 torn 10 second

1 0 1 b 2 f 3 h 4 j 5 c 6 a t i 8 d 9 e 1 0 g

Test 41 1 She announced that she was taking three weeks off

work.He warned Brian that if thev didn't save somemoney, the firm would go bankrupt.The th lef denied steal ing/having sto len/ that he nadstolen the monev.

4 She pointed out that there was a good caf6we/they could stop at.

5 He assured us that this/that turn was (definitelv) ther ight one.

I should have read the instructions!I shouldn't have fried the fish.l f on ly I hadn' t gr i l led the steak.wish l 'd roasted the chiq<en.shouldn't have chopped the onions so early.

I should have waited longer.lf only the ice cream hadn't melted.

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I should have followed the recioe.l f on ly I hadn' t put too much sal t in the soup.I wish the customer hadn't ordered chocolate tart

3 1 wi l l be l iv ing 2 wi l l be earning 3 wi l l ; havespgcialised 4 wil l be working 5 wil l be lecturingp wil l be driving 7 wil l have come8 wil l have married 9 wil l have done 10 won't settle

A

6

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7

1 i 2 h 3 b 4 j 5 g 6 c 7 d 8 f 9 a 1 0 e1 b 2 a 3 a 4 b 5 a 6 a 7 a B b 9 a 1 0 b1 c 2 j 3 g 4 f 5 h 6 a 7 d 8 e 9 i 1 0 b

l've been soexe*rng, excLted all daythat lea+t car+ hardly bear to watch the video theygave us.We all had to learn a bit of ShakespeareoR bu hearrand then go out on stage and do the auditionlThe guyat Lru charge of the whole thing was reallyntce.I was so worried*e abowt mv lines that I couldn'tthink straight.

6 Even the€€Frp+rftgscrllt I had in my hand wasshaking.

7 There were some suppo+s4pportih,g actors at thetneatre. too.As for the spee+al+y sTecLaL effects they use: theywere incredible!fhis is the l ife from for me, Sam!I hope the directordees y*akes up his mind quickly.

1 lonely 2 inspired 3 creative 4 nervous5 restless 6 agitated 7 smoothlv 8 emotional9 adventurous 10 optimistic1 scruffy 2 trainers 3 grumpy 4 baggy5 tight-fitt ing 6 high 7 patterned 8 striped9 fashionable 10 p la in

12

2

A

8

I1 0

1 0 1 d 2 b 3 b 4 d 5 a 6 c 7 d 8 b 9 d 1 0 d

Start with ashort t i t le.

rnirod uct ion/a a a n o c a r T r n n

v v ! r " , : , .

rTlwo coupleq lived together,in,a cold land. One day, the trvo menI- were talking. "The world is big," said the hrst. "Horv big?"

iwondered the second. ':Let's find out," answered the hrst.

The original couples grew old and frail. The men could no longer drivetheir'sledges; the women could no longer keep up the pace beside them.

So they took their sledges and set off in opposite directions Their rvives,cried at parting from each other. but each accompanied her husband.

' running beside his sledge.Year after year they travelled. The wives had babies, and the babies

' grew up. Then they had children, and so on, until there were two wholetribes travelling across the ice.

But still they travelled,

Useful languageo first, then/next, finallv:

First they packed their bags, then they saidgoodbye, and finally they were ready to go.as soon as:As soon as they heard the news, they rushed home.when/after + past perfect:When/After they had finished their meal, theywent for a walk.after + gerund:After finishing their meal, they went for a walk.

although / however:Although it was late, they weren't tired.It wasn't late. However, they weren't tired.whi le + past cont inuous:While the children were sleeping, she wasthinking.pas t con t inuous /s imp le fo r ' in te r rup ted ac t ion ' :He was climbing out of the window when thepolice arrived.

Development.

Teaching notes1 Discuss with students what kinds of stor ies they

l ike reading and why (e.9. romance, science f ict ion,horror, adventure, myths and legends, humour).Ask them to recommend their favouri te wri ters(not necessari ly wri ters of Engl ish stor ies), and askthem i f they wri te stor ies themselves. Ask i f theyagree with the view that short-story wri t ing is themost di f f icul t wri t ing form of al l .

2 Ask them to suggest the basic structure for astorv' el ic i t sfadcs such as: an introduct ion whichsets the scene and captures the reader 's interest,a development (of the story and the characters),a c l imax and an end ing .

3 Po in t ou t tha t wh i le the pas t s imp le i s usua l ly usedfor narrat ives, the past cont inuous is often used toset scenes, and the past perfect is very useful toclar i fv the sequence of events.


4 Give out the model, then ask students to read rtand say whether they think i t is ef fect ive or not.(Some students may think that not enoughdescript ion is given, others may feel that thisenab les the reader to use h is o r her imag ina t ion .Some students may think that there is almost nostoryl ine, whi le others may think that i t is thought-provoking.)

5 Lessons 3, 6, 19 and 36 in the Students' Book givepract ice in this type of wri t ing

Story taken from The lllustrated Book of Myths byNei l Ph i l ip , Dor l ing K inders ley , 1995

146

l

Useful language. Explaining di f ferent points of v iew:

On the one hand, a holiday can be the perfectway to cement a friendship.On the other hand, it can also be the time ...

Although a holiday can be the perfect way tocement a friendship, it can also be the time ...A holiday can be the perfect way to cement afriendship. However / Nevertheless / Even so,it can also be the time .

Teaching notes1 Brainstorm possible topics for this kind of

discussion (e.9. c igarette smoking, capitalpunishment, mi l i tary service, school uni form).

2 El ic i t di f ferent ways to present opposite arguments(on the one hand ... on the other hand I although Ihowever I nevertheless I even so). Point out thaton the other hand is often used withoul on theone hand.

Pract ise by choosing a topic and invi t ing studentsto present opposing statements (e.9. we al l havethe right to do what we tike ... on the otherhand, cigarette smoke can affect other people).Give out the model for students to read.Lesson 4 in the Students' Book gives pract ice inthis type of wri t ing.

A

5


Your name appears automatical ly here.

Put the address of the person you are writing to.

From: Peter Harris/To: [email protected]

Hi, Frank!How are you? We're fine, although the weather isawfut and we're really busy!We wondered if you'd like tof come and stay nextweekend? Bring Stella. We {ould have a day outsomewhere, or maybe just rflax herQ and catchup on some news. ILet me know what you thinkf anyway.Bye for nowPete (and Lucy)

lf you want somebody else to receive thesame message, wri te their address here.

I t is helpful , but not essent ial , to wri te thesubject of your message.

Thanks for the invi tat ion. Not sure r ight now . . .i t 'd be great to see you, but l ' l l have to askstella first.ls it OK if I let you know later on this afternoon?Frank

That's fine. Hope you can come. Excuse the rush ...

PeteI 'm real ly sorry but we can' t make i t . I justspoke to Stella - it 's her mother's birthday onSaturday. l 'd forgotten (HELP!).Maybe another t ime?

Conclusion and farewel l .

Of course. l'll phone you next week. Enjoy the party!

Thanks. Speak to you soon.

Useful languageo Salutat ions:

Dear Mr/Ms + surname (people you don't know)Dear + first name (people you don't know very well)Hello/Hi!(friends and people you know well)

. End ings :Best wishes (for friends and people you know less well)See you soonl (informal)Byel (informal)

Teaching notes1 Discuss with students when/ i f they use e-mai l ,

and whether they l ike i t . El ic i t or point out that theregister used in e-mails is often less formal, andthat normal letter-writing conventions do not apply.Explain that it is important, however, to avoid

s r v filyi afl R n JrcssTon ;o? r'tft.le rfbbst^ ̂

2 Point out that the ini t ia l message at least shouldalways be framed by a greeting and a farewell ofsome sort. Ask students to suggest suitable waysto frame a message (see Useful language).

3 Explain that it is easy to give a poor impression by 5sending an e-mai l with bad spel l ing and punctuat ion,

o Forms of address:You can use Mrs or Miss for women insteadof Ms if you know their marital status.

or one that appears too curt. Emphasise that it isalways a good idea to use the spell check, and alsoto avoid using capital letters throughout, as thisgives the impression of shout ing!

4 Ask students to read the model and to note howtu r e- h n r i a i'in'eys"gu rs rar n et' morc -ca reru n fi

-f f a rh e othan the subsequent ones. Check that theyunderstand the headings above the message. andpoint out that there is no need to write the date,as this wi l l automatical ly appear.Lesson 9 in the Students' Book gives practice inthis type of writing.

{8 @ Pearson Education 2002

Formal letters / Letters of appl icat ion

Write the nameand/or t i t le andaddress of theperson you are

wri t ing to.

Write youraddress and

phone number /e-mai l address

in the topr ight corner.

Write the dateunder both

addresses, ei theron the left or on

the r ight.

Give a br iefdescr ipt ion of

your backgroundand relevant

qual i f icat ions andexpeflence.

S ign and pr in tyour name.

Wrile DearMr/Ms +

surname or DearSir/Madam.

Explain whyyou think you

would be goodat the job.

lf you wroteDear Mr/Ms ...

wrile Yourssincerely.lf you

wrote DearSir/Madam,write Yours

faithfully (UK) orYours truly (US).

Explain yourreason for wri t ing.

nt at Newport Hotel,of two people who

Useful languageo Job appl icat ions:

With reference to your advertisement in 'The

Times', I would like to apply for .... Complaints:

I am writing to complain about ...

o Requests:I would like to enquire about/l would like someinformation about ...

Teaching notes1 Discuss with students when a formal letrer rs

required (e.g. job appl icat ions, let ters of complaint,requests for information).

2 Elicitl leach the layout of a formal letter (seeabove), point ing out that the wri ter 's name shouldappear only at the bottom of the letter.

3 Point out that reasonably formal language isrequired, and that therefore contractions(e.9. isn't, can'f) should be avoided.

4 Ask students to read the model and note thealternat ives. Tel l them that they may conctuoe aslightly less formal letter with With best wishes.

5 Lesson 10 in the Students' Book gives a si tuat ionwhere this type of let ter may be required.


v1,,r,te aneye-catchingt ir i le / s logan.

Useful languageo lmoerat ives:

lnterested? Call now for more information!Visit our new showroom and see for vourself !

. Comparat ives and superlat ives:We offer more choice and more competitive pricesthan any other tour operator!

B roch u res

i 'HX

Our phone l ines are open from 8.30 a.m. unt i l 6.00 p.m. Monday to Fr idayand from 9.00 a.m. unt i l 1.00 p.m. on Saturdays or vis i t our website at:[email protected]

Simply the best!For the latest music at the lowest prices, ...

. 'Sc ien t i f i c ' in fo rmat ion :Our products all contain 'Nutrozania', which hasbeen scientifically shown to protect the skin37% more than other leadino brands.

f - ^ + ^ A + l - ^ . ^ ^ l ^ . ' ^V O L U I I L I I U I U O U C I J

attentron.

Give more detai ledinformation.

Give contactinformation.

Teaching notes1 Discuss with students what brochures are for

(advert is ing, giv ing information) and brainstormexamples (e.9. hol idays, electr ical products,furni ture, cosmetics etc.) .

2 Discuss what style of language is required. Pointout that direct questions are often used to attractattent ion and to engage the reader and thatimages are used (e.9. the heart of the countryside)as well as adjectives (e.9. stimulating, luxurious).

Explain that because this is a form of advert is ing,the style needs to be posit ive and persuasive,al though you should point out that i t is i l legal insome countr ies to make claims whrch are untrue,e.g. fhis will make you thin or x works better than y.

3 Ask students to read the model and discusswhether i t would oersuade them!

4 Lesson 14 in the Students' Book gives anotherexample of this kind of wri t ing.


Give information andyour opinion about

key points.

Useful language. F i lms:

actor/actress, director, lead role, location, script,soundtrack, special effects, star

r Novels:humorous, romance, science fiction, thriller,author, character, dialogue, narrative, plot

Teaching notes1 Discuss with students whether they read f i lm

reviews, and i f so, where. Do they usual lybel ieve/agree with them?

2 Brainstorm di f ferent tvpes of f i lm and wri te themon the board (e.9. science f ict ion, romance, thr i l ler,western, comedy, horror, musical). Ask studentswhat types of f i lms they l ike and disl ike and askthem to suggest 'key points ' that they mightexpect to see covered in a film review(e.9. soundtrack, special ef fects, act ing, storyl ine).

Concerts:band, conductor, hall, orchestra, performance,singei, soloistPlays:actor / actress, character, costume, leading role,lighting, script, set, theatre

3 Ask students to read the model and discusswhether they would go and see the f i lm, havingread the review.

4 Ask students to suggest other types of reviews(e.9. books, concerts. plays) and invi te themto suggest 'key points ' .

5 Lesson 32 in the Students' Book gives al ternat iveways to express opinions and practice inthis type of wri t ing.


Company prof i les

Pontqstic Products LtdThis company produces and sel ls a var iety of bread, cakes and

biscuits made to unique recipes. The Head Off ice is located in

Manchester, UK, where the products are made in the company-

owned plant before being distr ibuted to stores throughout the r

north-west.

The Managing Director, Financial Director and Operat ionsManager are in overal l charge of the company, whi le thePersonnel Manager is, responstble for recruttme.nt The Publ ic i ty

Officer arranges advertis-ing, working closelv with the Customer

S e r v i c e s . M a n a g e r , T h e s e p e o p | e a r e a | | b a s e d a t t h e H e a dOff ice. Branch managers take care of the day-to-day running of

the twelve stores, with three or four assistants working under

their supervision. In addit ion, twelve people are employed at

the product ion plant, wlth a Product ion Off icer in charge: '

The company or iginated as a market stal l in the early 1950s. :

David Hodges and his cousin Mick Graham started sel l ing their

successfUl; and t,hererare plans to expand !nto the south of ''i ' . : . . ' . . ' l

Outl ine of organisat ionand hierarchy.

Outl ine of history.

Teaching notes1 Ask students to tel l Vou about di f ferent companies.

Ask them to descr ibe the product or servlceoffered, the organisat ion and the managementstructLrre.

2 Discuss the purpose of a company prof i le ( to

inform prospect ive employees or shareholders)and ask students to tel l you the style of languagethey would expect to read (see Step 3).

3 Ask students to read the model, and then discussthe stvle. Point out that i t is formal, and that theoassive voice is used more than the act ive (because

the focus is most ly on the product, organisat ion andstructure, except in the f inal paragraph).

4 Explain that there is no 'blueprint ' for wri t ing acompany prof i le, as they are usual ly tai lored forspecif ic readers, but that normal ly they wouldinclude a descr ipt ion of the product or servlceoffered, an out l ine of the management structureand the organisat ion of the company and perhaps

brief descr ipt ion of the company's history.5 Lesson 37 in the Students' Book gives pract ice of

this type of wrl t ing.

152 @ Pearson Education 2042

Language to Go - Upper Int - Teacher's Resource Book

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