B1+

BIG PictureTheintermediate teacher's Book

www.richmondelt.com/thebigpicture

SHEILA DIGNEN

Series editor: Ben GoldSteIn

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Contents

58 St AldatesOxfordOX1 1STUnited Kingdom

© Richmond / Santillana Educación, S.L., 2012

ISBN: 978-84-668-1063-0D.L.

Printed in Spain

All rights reserved.No part of this work may be reproduced, stored in a retrieval system or transmitted in any form, electronic, mechanical, photocopying or otherwise without the prior permission in writing of the copyright holders.

Publisher: Deborah TrickerManaging Editor: Mary ToddEditorial Team: Laura Miranda, Brigit VineyProofreaders: Hannah Champney, Rachel Edge

Cover Design: Lorna HeaslipDesign & Layout: Dave Kuzmicki, Lorna Heaslip

Cover Photo:Shibuya crossing in the eveningGetty Images Sales Spain / Tom Bonaventure

We would like to thank the following reviewers for their valuable feedback which has made The Big Picture possible. We extend our thanks to the many teachers and students not mentioned here.

(Argentina): Cecilia Chiacchio, Ingrid Suhring; (Brazil): Ana Falcao, Virginia Garcia, Patricia McKay, Cynthia Phillipps; (Colombia): Kathleen Canal; (Italy): Morgan Cox, Karen Geiger, Sarah Stats; (Mexico): Emma Dominguez, Melissa Ferrin, Lupita Neve, Coral Ibarra Yunez; (Poland): Malgosia Adams, Marta Rosinska; (Spain): Vicki Anderson, Juan Carlos Araujo, Karen Dyer, Gabby Maguire, Fiona McClelland, Karin Rickatson, Eva Sabater, Almudena Verdugo Valcarce, Merce Vilarrubias, Andy Walsh; (UK): Cathy Ellis, Howard Smith, Jonathan Stoddart

Every effort has been made to trace the holders of copyright, but if any omissions can be rectified, the publishers will be pleased to make the necessary arrangements.

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Student's book contents page 4

Introduction page 6

1 Communication page 14

2 A good read page 23

3 Art everywhere page 32

Review a page 40

4 Man and nature page 42

5 Bridges, borders and barriers page 50

6 Global and local page 58

Review b page 67

7 Is this yours? page 69

8 Telling a different story page 78

9 Rules and regulations page 87

Review c page 96

10 Insights and innovations page 99

11 A sense of identity page 107

12 Memories page 115

Review d page 123

Writing bank page 126

Grammar reference answer key page 128

Workbook answer key page 129

Track listing page 136

Contents

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Student's book contents

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Student's book contents

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6

Introduction

What’s the bIg Idea?

1 The Big Picture is... visual. Due to the growing importance of images in today’s digitalised world, we are all becoming more visually literate. This has important implications for language teaching: images used in the classroom should not be merely decorative or illustrative, but should play an active role in the learning process. In The Big Picture, visual material is used to engage learners, stimulate language and help cross language borders. Class activities develop students’ critical thinking skills by encouraging them not only to describe images, but also to interpret and discuss them.

2 The Big Picture is... international. As its name suggests, The Big Picture aims to take a broader view of the study of English in today’s world. The status of English as an international language means we need to consider cultural contexts not only from the traditional English-speaking world but from a variety of different global situations. The Big Picture is built around global topics and cultural material which are both stimulating and immediately relevant to learners’ lives and experiences.

3 The Big Picture is... about real lives. The course aims to make English language learning accessible by grounding tasks in real-life situations. Speaking and writing tasks are designed not only to practise key structures, but to simulate real-life contexts which learners may encounter outside the classroom. Similarly, The Big Picture challenges stereotyping and presents positive, sympathetic role models both in the voices heard in the audio material, and in the choice of cultural information made available to students.

4 The Big Picture is... about real language. Vocabulary panels at the start of each unit are designed to highlight the high-frequency words and expressions that students will need in the wider world. New structures are always presented and practised in context, facilitating language acquisition and encouraging students to see grammar as a natural and integral part of language learning. In addition, functional language sections promote the acquisition of phrases and conversation strategies to help students perform effectively in the real-life contexts they find themselves in when they leave the classroom.

Workbook

The Big Picture Workbook offers further practice of the vocabulary and grammar presented in each unit of the Student’s Book. Additional topic vocabulary is presented and practised in regular Vocabulary extension sections, which supplement the vocabulary building strand of the Student’s Book. Target language is combined in Bring it together activities, providing further, contextualised practice.

Each unit also contains a double-page Skills development section, with carefully staged activities to help students discover and develop strategies to improve their listening, reading and writing.

Four Progress tests give students the opportunity to review the language they have learnt, evaluate their progress and identify any areas of difficulty.

Student’s Audio, for use with the Workbook, is provided on CD and online, with full transcripts in the back of the Workbook.

For further information and sample material from the Workbook, please see page 13.

teacher’s book

The Big Picture Teacher’s Book provides full teaching notes with point-of-use answer keys and transcripts. Aims panels at the start of each unit contain a summary of the learning outcomes and language skills for that unit. Lead-in sections suggest activities and warmers to set contexts and elicit language, while Background notes offer extra information about the Student’s Book content.

Throughout the Teacher’s Book, Extra activity, Mixed ability and Alternative task sections provide additional ideas and activities to consolidate and extend Student’s Book material, as well as ideas for adapting lessons to suit different abilities and class profiles. Clearly signposted Grammar notes supply useful information on form, usage and pronunciation to aid grammar teaching.

Answer keys for the Student’s Book Grammar reference and the Workbook are included at the back of the book.

Class audio

The Class Audio CDs include all the listening material from the Student’s Book. A wide range of genres and accents keeps students engaged and helps them to develop their listening skills.

COURse COMPONeNts

student’s book

The Big Picture Student’s Book provides 90–120 hours of classroom material. The Student’s Book is divided into 12 topic-based units, each with six self-contained lessons and a unit review (approximately ten hours per unit).

The first lesson in each unit uses high-impact images to introduce the topic and present core vocabulary, engaging students from the outset. The following three lessons present and practise key vocabulary and grammar through integrated skills work. The final lessons focus on language output: functional language for practical, everyday situations and an extended speaking or writing task, which combines the language and skills from the unit in a final ‘big picture’ task.

The Student’s Book provides students with ample opportunity to review target language. The grammar syllabus is supplemented by an interactive Grammar reference, which can be used for additional practice in class, for homework or for self study.

Vocabulary, grammar and functional language are recycled in one Review section per unit, and in Bring it together sections which combine language from the previous three units in skills-based tasks. Self-assessment questions encourage students to reflect on what they have learnt and evaluate their knowledge and competencies.

The Writing bank provides additional writing tasks to ensure that there is one extended writing section per unit. The Communication bank contains material for a variety of interactive activities, including role plays and jigsaw readings.

To ensure full exploitation of listening material, selected transcripts are provided at the back of the Student’s Book, with full Class Audio transcripts available online at www.richmondelt.com/thebigpicture.

For further information and sample material from the Student’s Book, please see pages 8–12.

the big picture the overall perspective on a situation or issue; the whole situation, including all the things that are related to it: We need to think about the big picture here.

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7

Introduction

3 The Big Picture is... about real lives. The course aims to make English language learning accessible by grounding tasks in real-life situations. Speaking and writing tasks are designed not only to practise key structures, but to simulate real-life contexts which learners may encounter outside the classroom. Similarly, The Big Picture challenges stereotyping and presents positive, sympathetic role models both in the voices heard in the audio material, and in the choice of cultural information made available to students.

4 The Big Picture is... about real language. Vocabulary panels at the start of each unit are designed to highlight the high-frequency words and expressions that students will need in the wider world. New structures are always presented and practised in context, facilitating language acquisition and encouraging students to see grammar as a natural and integral part of language learning. In addition, functional language sections promote the acquisition of phrases and conversation strategies to help students perform effectively in the real-life contexts they find themselves in when they leave the classroom.

Workbook

The Big Picture Workbook offers further practice of the vocabulary and grammar presented in each unit of the Student’s Book. Additional topic vocabulary is presented and practised in regular Vocabulary extension sections, which supplement the vocabulary building strand of the Student’s Book. Target language is combined in Bring it together activities, providing further, contextualised practice.

Each unit also contains a double-page Skills development section, with carefully staged activities to help students discover and develop strategies to improve their listening, reading and writing.

Four Progress tests give students the opportunity to review the language they have learnt, evaluate their progress and identify any areas of difficulty.

Student’s Audio, for use with the Workbook, is provided on CD and online, with full transcripts in the back of the Workbook.

For further information and sample material from the Workbook, please see page 13.

teacher’s book

The Big Picture Teacher’s Book provides full teaching notes with point-of-use answer keys and transcripts. Aims panels at the start of each unit contain a summary of the learning outcomes and language skills for that unit. Lead-in sections suggest activities and warmers to set contexts and elicit language, while Background notes offer extra information about the Student’s Book content.

Throughout the Teacher’s Book, Extra activity, Mixed ability and Alternative task sections provide additional ideas and activities to consolidate and extend Student’s Book material, as well as ideas for adapting lessons to suit different abilities and class profiles. Clearly signposted Grammar notes supply useful information on form, usage and pronunciation to aid grammar teaching.

Answer keys for the Student’s Book Grammar reference and the Workbook are included at the back of the book.

Class audio

The Class Audio CDs include all the listening material from the Student’s Book. A wide range of genres and accents keeps students engaged and helps them to develop their listening skills.

Vocabulary, grammar and functional language are recycled in one Review section per unit, and in Bring it together sections which combine language from the previous three units in skills-based tasks. Self-assessment questions encourage students to reflect on what they have learnt and evaluate their knowledge and competencies.

The Writing bank provides additional writing tasks to ensure that there is one extended writing section per unit. The Communication bank contains material for a variety of interactive activities, including role plays and jigsaw readings.

To ensure full exploitation of listening material, selected transcripts are provided at the back of the Student’s Book, with full Class Audio transcripts available online at www.richmondelt.com/thebigpicture.

For further information and sample material from the Student’s Book, please see pages 8–12.

Learning Platform

An online Learning Platform is available to all users of The Big Picture. The platform brings together key elements of formal and informal learning. Extensive interactive activities give further practice of the grammar, vocabulary, pronunciation and functional language from each unit of the Student’s Book. Scores for these activities are tracked and recorded in a gradebook, allowing teachers to monitor their students’ progress.

The Learning Platform also includes informal learning features such as regularly updated games, a monthly podcast and The Big Picture Blog. Every month a picture is added to the blog, along with a description of the picture written by one of the course authors. Students are invited to participate in the Big Picture community by writing their own descriptions of each picture, an engaging activity which also provides valuable practice for writing and picture description tasks.

The Learning Platform offers total flexibility for teachers. Teachers can simply give their students access to the platform to practise English outside the classroom at their own pace. Other teachers may wish to use interactive features such as the forum or the library to communicate with their students. For teachers wishing to set online activities as homework, the gradebook provides information on when a student started and finished an activity, as well as activity scores. Teachers can see the scores of individual students and the class as a whole.

test studio

The Big Picture Test Studio provides teachers with a wealth of test items, allowing them to monitor their students’ learning as they work through the course. The Test Studio is highly flexible: teachers can select which blocks of units they want to test, as well as which of the four skills they would like to include. A choice of five different question types ensures that tests are easily adapted to suit students’ needs, from quick progress tests to exam preparation. In addition, teachers can decide how to output the test – on paper or online.

digital book

The Big Picture Digital Book offers a complete digital version of the course for use on any interactive whiteboard. An optional resource for language presentation and practice in class, the Digital Book provides one-click access to audio, keys, teaching notes and extra activities.

COMMON eUROPeaN FRaMeWORK

Complete CEFR mapping documents listing objectives and competencies by level and unit are available online. See www.richmondelt.com/thebigpicture.

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Introduction

Core lexical items from each topic are highlighted in the Key vocabulary panel. The language presented here forms the basis of the unit vocabulary and is recycled in extension tasks throughout the unit.

Each unit opens with one or more high-impact images which engage students with the topic from the outset. Students are encouraged to think critically, not only describing, but also interpreting images.

Notice boxes appear throughout each unit, highlighting key points that emerge from language analysis or skills work. They draw attention to language items which are of particular interest because they are frequent, problematic or have multiple meanings.

Initial questions seek out a personal response from students, inviting them to find a link between the images and their own experience.

spread 1 spreads 2, 3 & 4

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Introduction

Grammar sections are carefully staged. Students begin by reflecting on the target language and interacting with the Grammar panel. They then practice the grammar in contextualised tasks, before consolidating their knowledge by using the new structures to discuss relevant topics as a class.

Clear aims introduce students to the structures and learning outcomes covered in each lesson.

Reading texts explore a wide range of genres, including print and online texts such as blogs, emails, literary extracts and adverts. Most texts have been adapted from authentic sources. Students often read the text first for general information and then again to answer more specific questions.

A double-page spread usually finishes with a speaking task which rounds up the lesson with a personalised focus, allowing students to make use of the language they have learnt in a real-life context.

spreads 2, 3 & 4

Integrated pronunciation sections practise individual sounds as well as stress and intonation patterns. Native speaker models are usually provided but international intelligibility is the principal aim throughout.

Vocabulary sections focus on lexical sets as well as common combinations of words such as collocations, word families and fixed expressions. New vocabulary is presented in clear contexts, often with visual aids to help acquisition.

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Introduction

Grammar panels encourage students to notice key aspects of a given structure and actively discover the rules for themselves. The panels are kept brief, with cross-references to further explanations and practice tasks in the interactive Grammar reference section.

Listening texts are varied and engaging, covering a range of genres such as radio programmes, podcasts and voxpop monologues. Students listen for gist and then for more detailed information. Students are often asked to refer to the transcript to check understanding.

spreads 2, 3 & 4 spread 5

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Introduction

Well-staged preparation tasks guide students towards the final outcome, while developing micro-skills and strategies. Students are encouraged to work together to negotiate the task goals, often looking back to topics seen earlier in the unit for ideas.

Functional language pages focus on the practical English phrases and expressions that students will need in everyday situations.

This section highlights the useful language students need to complete the tasks.

Students listen to a common, real-world situation which provides the context and acts as a model for their output. Again, images are often used to help learners relate to the topic.

Each unit culminates in an extended speaking or writing task. Language and skills work from earlier lessons is brought together in a fun, ‘big picture’ activity.

Students carry out the task and listen to and/or read one another’s work. Class discussion activities allow students to compare their approaches and provide feedback.

spread 5

Intonation and stress panels encourage students to listen for intonation and stress patterns in spoken English.

Students make use of the language focus and model in practical, communicative activities, creating their own contextualised conversations.

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12

Introduction

Art everywhere3

3

Vocabulary Works of art

1 Choose the correct word for the photos.

2 a Choose the correct words.

a I love this idea. It makes the room look so much more (1)interested / interesting. Plain walls are so (2)bored / boring.

b I’m (3)amazed / amazing that people spend so much time creating these. They don’t last very long! Personally, I often feel (4)annoyed / annoying when I see yet another one on the pavement. It’s a pain to walk round when you’re in a hurry.

c I was very (5)surprised / surprising to see this on a walk. I actually think it’s very (6)moved / moving. It reminds us all of the importance of nature.

d I felt a little (7)disturbed / disturbing by this painting. It isn’t exactly cheerful, is it? Was the artist trying to be (8)shocked / shocking? I think it’s worked – I’d never hang something like this in my home.

b Match the descriptions a–d to the images in 1.

a b c d

People-watching

4 Complete the text. Use the correct form of suitable verbs.

Gradable & absolute adjectives

3 a Give the sentences more emphasis. Replace the bold adjective with an extreme adjective from the box. There are two adjectives that you don’t need.

delicious  exhausted  fascinating  huge   impossible  stunning  terrible  tiny  unique

1 The Mona Lisa is a special unique portrait. It’s the greatest portrait in the world.

2 I find it difficult to take good photos.3 I think most graffiti looks bad .4 I think the Statue of Liberty in the USA is beautiful

.5 I think my local art gallery is interesting .6 I’d rather have one big painting on the

wall of my sitting room than lots of small ones.

b Which sentences do you agree with?

1 drawing / photo / painting 2 graffiti / mural / installation

3 street art / graffiti / exhibition 4 sculpture / statue / street art

Vocabulary extension People in the arts

5 Complete the chart with the people and art forms from the box.

architect  architecture  author  composer  director   film  literature  music  painter    painting photographer  photography  sculptor  sculpture

Art form Person Art form Person

painting painter

6 Complete the list with words from 5. Do you agree with any of the suggestions?

7 Complete the extract from a gallery brochure. Use the correct form of the words from the box. There is one word that you don’t need.

amaze  disturb  exhibit  install look  photograph   sculpt  watch

8 Read the extract again and find words which mean

1 very interesting 2 very large 3 very beautiful

14 15

The nineteenth-century artist Henri de Toulouse-Lautrec

famously loved to spend time in Parisian cafés. During the day he might sit at a table near the window and (1) watch the world go by, but he was most enthusiastic about the cafés at night. Toulouse-Lautrec painted customers while they were (2) g about their business, (3) p the time of day with their friends, or simply sitting and (4) s

into space. Sometimes Toulouse worked in silence. Perhaps he (5) l in on other peoples’ conversations and (6) t in to the parts he found most interesting, or perhaps he simply concentrated on his work. However, he was naturally a very sociable person, and he liked to be part of the crowd himself. He often painted while he was sharing a table with friends!

My top five artistic inspirations

1 Beethoven He wrote such wonderful music , and in my opinion, he was the greatest ever.

2 Dante’s Divine Comedy It’s easy to forget that this amazing piece of was written by a medieval !

3 The Giza Pyramids The is absolutely stunning. Sadly, we’ll probably never know who the ancient s were.

4 Michelangelo An incredible painter and . The Pietà he made out of cold stone moves me to tears every time I see it.

5 Krzysztof Kieslowski I’ll never get bored with watching the Three Colours films by this brilliant .

Bring it together

What’s on: displays and (1) exhibitions at the Moortown Art Gallery.

Room 1

Screams – (2) paintings of unhappiness and anxiety inspired by the fascinating work of Edvard Munch.

Room 2

All in the Mind – an (3) by local sculptor, Cassie McBride. Step inside a huge, 10 metre-high (4) of a human head and explore our ideas of mind and self.

Room 3

Tricks of the Light – strange and mysterious pictures by local (5) , Miles Brooks. ‘You’ll be (6) by his stunning photography.’ – The Evening Times.

The stylish Art Café is open from 9 a.m. to 5 p.m. every day. Come and (7) the world go by while enjoying our delicious hot drinks, cakes and sandwiches!

MOORTOWNART

GALLERY

Bring it together pages are characterised by a ‘big picture’ approach, with activities which bring together language and skills work seen over three units to give students a broader perspective and alternative contexts.

Every three units there is a Review section with a one-page review per unit, allowing students to recycle target language and structures. Varied tasks and an emphasis on classroom interaction make these sections dynamic and communicative.

At the end of each Review, students are invited to complete a Quick check self-assessment section. They are encouraged to think critically about their learning strategies and ways of developing or improving them.

Looking back sections give students an opportunity to reflect on what they have looked at in the unit and think about what else they would like to study in relation to the topic.

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Introduction

Functional language Adding emphasis

1 a Tick (✓) the three emphatic sentences.

1 What I like is that all the artists are extremely talented.

2 The problem is that the paintings aren’t very original.

3 The new display in this gallery is the best exhibition I’ve seen.

4 I’m not keen on the lazy drawings and bad painting.

5 The most disappointing thing is the lack of variety here.

b How many speakers are enjoying the exhibition?

Listening Completing summaries

1 a 3.2 Listen to an audio guide about Temple Newsam House in the UK. In what order do you hear about the rooms? Draw a route on the room map.

b Match photo b to one of the rooms.

2 Listen again and complete the summaries from the brochure. Write one word or date in each gap.

Strategy When you have to complete summaries, don’t add unnecessary information. Does the rubric tell you how many words you need to write? Don’t write any more words than this!

2 Rewrite these sentences so that they are more emphatic.

1 I hate the confusing design. What I hate is the confusing design. 2 I love the strong political message. 3 This self-portrait is my favourite painting. 4 The grey colour is the most disturbing thing about the

photo. 5 I don’t like the statue’s expression. 6 The fact that the exhibition is so expensive is the problem.

Reading Identifying purpose & intention

2 Read the text again and find the answers to the peopleʼs questions. Whose question can’t you answer?

1 Ligaya – Where can I find out more information? On the Flickr help page. (paragraph 7)

2 Jimar – What kind of photos are most successful?

3 Precious – Why use Flickr rather than other photo-sharing websites?

4 Christian – How much money will I make?

5 Keziah – Is it a good idea to create some adverts?

6 Ren – How many photos should I upload to my first collection?

7 Beatriz – Where do I say what each photo costs?

1 Read the webpage quickly. Who do you think it is for?

a people who take photographs professionally

b people who are just starting to learn photography

c people who are interested in buying photographs

d people who have some photography skills

3 Read the start of another webpage on the same topic. Underline two places where the writer disagrees with the writer in 2. Who do you agree with the most?

Strategy Identifying the purpose of a text can help you to understand it. Decide what kind of text it is and who it is written for. What ideas does the writer include in the text? Do you think other writers would have different ideas about this topic?

s

18

Skills development

19

Skills 3

Welcome to Temple Newsam

In the sixteenth and seventeenth centuries the Hall was used for dancing and (1) parties . On the east wall, there’s a very big (2) of a horse.

The desk in the Library was made in around (3) . In 1912, the room was used for playing games and (4) .

In the entrance to the Blue Room you can see a (5) of Narcissus and an interesting ceiling. The ceiling was painted to look like a (6) .

In around (7) , Lady Hertford decorated the Blue Room with Chinese wallpaper and pictures of (8) birds.

a b

••

•

%

Art for sale

Flickr is an excellent site for photographers hoping to make a small profit from their skills. I’d recommend visiting their help page first.

In my opinion, the best way to make money is to upload as many photos as possible to each album. However, don’t add all your holiday photos. They’re interesting to you, but boring to other people!

Try not to visit other people’s photo albums, because you’ll spend too much time making comparisons. Remember, they’ll be better than you at some things, and worse than you at others. You’re unique!

Upload photos,

download sss?

If you enjoy sharing your photos with friends and family, you’re probably uploading your best shots to a site like Flickr already. But why not make some money from your hobby, too?

Although you can’t sell photos directly through Flickr, you can write a comment on your page to say that your work is for sale. People who want to buy a photo can then contact you by email. In your reply, you can give more information and suggest a price for your images.

What I like about Flickr is that you don’t have to pay the site any money for the photos you sell. The bigger photo-sharing websites usually ask you to pay them a percentage of your profits, so I’d only recommend these for serious professionals.

To improve your chances of success, think of your photo albums as exhibitions. Don’t add too many photos. The problem is that many viewers find huge albums boring and even annoying! A maximum of 20 pictures per album is ideal.

Think about which photos people will find the most interesting or

surprising. Good-quality ‘action’ shots of people or animals are often popular. Bad-quality holiday photos are not!

Try to make yourself popular. Advertising is expensive, and I wouldn’t recommend it. The easiest and cheapest way I know to attract more visitors to your page is simply this: be friendly! Look at other people’s photo albums and write positive comments. They’ll probably then visit your page and do the same.

The Flickr help page includes lots more useful tips. Good luck, and above all, have fun!

• •

Library Blue Room Great Hall

Corridor

Room Map

Entrance to the Blue Room

Art everywhere3

3

Vocabulary Works of art

1 Choose the correct word for the photos.

2 a Choose the correct words.

a I love this idea. It makes the room look so much more (1)interested / interesting. Plain walls are so (2)bored / boring.

b I’m (3)amazed / amazing that people spend so much time creating these. They don’t last very long! Personally, I often feel (4)annoyed / annoying when I see yet another one on the pavement. It’s a pain to walk round when you’re in a hurry.

c I was very (5)surprised / surprising to see this on a walk. I actually think it’s very (6)moved / moving. It reminds us all of the importance of nature.

d I felt a little (7)disturbed / disturbing by this painting. It isn’t exactly cheerful, is it? Was the artist trying to be (8)shocked / shocking? I think it’s worked – I’d never hang something like this in my home.

b Match the descriptions a–d to the images in 1.

a b c d

People-watching

4 Complete the text. Use the correct form of suitable verbs.

Gradable & absolute adjectives

3 a Give the sentences more emphasis. Replace the bold adjective with an extreme adjective from the box. There are two adjectives that you don’t need.

delicious  exhausted  fascinating  huge   impossible  stunning  terrible  tiny  unique

1 The Mona Lisa is a special unique portrait. It’s the greatest portrait in the world.

2 I find it difficult to take good photos.3 I think most graffiti looks bad .4 I think the Statue of Liberty in the USA is beautiful

.5 I think my local art gallery is interesting .6 I’d rather have one big painting on the

wall of my sitting room than lots of small ones.

b Which sentences do you agree with?

1 drawing / photo / painting 2 graffiti / mural / installation

3 street art / graffiti / exhibition 4 sculpture / statue / street art

Vocabulary extension People in the arts

5 Complete the chart with the people and art forms from the box.

architect  architecture  author  composer  director   film  literature  music  painter    painting photographer  photography  sculptor  sculpture

Art form Person Art form Person

painting painter

6 Complete the list with words from 5. Do you agree with any of the suggestions?

7 Complete the extract from a gallery brochure. Use the correct form of the words from the box. There is one word that you don’t need.

amaze  disturb  exhibit  install look  photograph   sculpt  watch

8 Read the extract again and find words which mean

1 very interesting 2 very large 3 very beautiful

14 15

The nineteenth-century artist Henri de Toulouse-Lautrec

famously loved to spend time in Parisian cafés. During the day he might sit at a table near the window and (1) watch the world go by, but he was most enthusiastic about the cafés at night. Toulouse-Lautrec painted customers while they were (2) g about their business, (3) p the time of day with their friends, or simply sitting and (4) s

into space. Sometimes Toulouse worked in silence. Perhaps he (5) l in on other peoples’ conversations and (6) t in to the parts he found most interesting, or perhaps he simply concentrated on his work. However, he was naturally a very sociable person, and he liked to be part of the crowd himself. He often painted while he was sharing a table with friends!

My top five artistic inspirations

1 Beethoven He wrote such wonderful music , and in my opinion, he was the greatest ever.

2 Dante’s Divine Comedy It’s easy to forget that this amazing piece of was written by a medieval !

3 The Giza Pyramids The is absolutely stunning. Sadly, we’ll probably never know who the ancient s were.

4 Michelangelo An incredible painter and . The Pietà he made out of cold stone moves me to tears every time I see it.

5 Krzysztof Kieslowski I’ll never get bored with watching the Three Colours films by this brilliant .

Bring it together

What’s on: displays and (1) exhibitions at the Moortown Art Gallery.

Room 1

Screams – (2) paintings of unhappiness and anxiety inspired by the fascinating work of Edvard Munch.

Room 2

All in the Mind – an (3) by local sculptor, Cassie McBride. Step inside a huge, 10 metre-high (4) of a human head and explore our ideas of mind and self.

Room 3

Tricks of the Light – strange and mysterious pictures by local (5) , Miles Brooks. ‘You’ll be (6) by his stunning photography.’ – The Evening Times.

The stylish Art Café is open from 9 a.m. to 5 p.m. every day. Come and (7) the world go by while enjoying our delicious hot drinks, cakes and sandwiches!

MOORTOWNART

GALLERY

Vocabulary extension sections present and practise additional topic vocabulary.

Vocabulary and grammar presented in each unit of the Student’s Book is reviewed and recycled in the Workbook. Staged activities focus on both form and usage, building students’ confidence in using new language.

Strategy boxes highlight practical strategies to help learners improve their listening, reading and writing.

Each unit in the Workbook includes a double-page Skills development section. In addition to further practice of functional language from the Student’s Book, key skills for listening, reading and writing are practised, using a variety of engaging texts and genres.

Each Vocabulary and Grammar section in the Workbook builds up to a Bring it together section, a ‘big picture’ activity which offers contextualised practice of all target language from the unit.

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Communication1

Keyvocabularypages4–5

Lead-in

Withbooksclosed,askstudentstonamesomeformsofcommunication.Ask:What forms of communication do you use every day?Elicitafewexamplesfromtheclass,e.g.phoning,texting,emailing.Ask:Which form of communication do you prefer? Why?Elicitarangeofanswers.

1 aStudentsworkinpairstolookattheimagesandanswerthequestions.Asksomestudentstoreportbacktotheclass.

bReferstudentstoAintheKeyvocabularypanel.Studentsmatchtheexpressionstotheimages.Checkanswersandmodelpronunciationoftheexpressions,thengivestudentsoneortwominutestobrainstormotherformsofcommunicationintheirpairs.Bringstudents’ideastogetherontheboardasaclass.

Answersafacial expressions, hand gestures, body languagebsocial networks, instant messagingcsign language, facial expressionsdplacards & signs, hand gestures, facial expressions, the written

wordebody language, facial expressionsf hand gestures, facial expressions

2 Playtheaudio.Studentslistentotheconversationsandmatchthemtotheimages.Checkanswers,thenaskstudentswhichdescriptionstheyagreewith,andwhichtheydon’tagreewith.Elicitarangeofideas,andencouragestudentstoexpresstheirownopinions.

Answers1 e 2 d 3 f 4 a 5 b 6 c

1.1 1 Ah yes, this is a Kabuki dancer, isn’t it? And each dance tells a

story, with the costume and the make-up and the movements all communicating something different – the only problem is… you have to know the language of Kabuki dance to understand what he’s saying!

2 She’s obviously angry about something and she’s decided to protest about it. She’s using a placard to communicate her message – and the strength of the crowd as well – that makes

Studentswillpractise...• tenses• question forms• state and dynamic verbs

andtheywilllearnhowto...• talk about communicating• talk about signs and their purpose• talk about the senses

the message much louder and more powerful.3 This gesture speaks a thousand words, doesn’t it? So gentle,

so tender, it’s communicating love and protection – it’s amazing how a hand gesture can say so much!

4 I love this photo, the way the two people are looking at each other, the way they seem to be so deep in conversation. They’re not just talking with words, the expressions on their faces, the gestures they’re making with their hands, it’s all part of the conversation.

5 Mmm. There are two things going on in this photo – I mean first of all there’s the keyboard, and that’s so much part of modern communication, isn’t it? You know, people staying in touch by email, or on social networks, or instant messaging services – but it’s also the hands. Look, the henna on her hands, that tells a story, too. It communicates a lot about the person who’s typing, don’t you think?

6 OK, this one is obviously showing sign language. I wonder where they are. I wonder if they’re both deaf, or perhaps they’re communicating with someone else?

3 aStudentscompletetheextractsindividually.Theycanthenworkinpairstocomparetheirideasandmatchtheextractstotheimages.Don’tcheckanswersatthisstage.

bReferstudentstothetranscriptonpage162oftheStudent’sBooktochecktheiranswers.

Answers1 talking (a) 2 speaks (f) 3 communicate (d) 4tells (e) 5 say (f) 6 communicating (c)

4 ReferstudentstoBintheKeyvocabularypanel.Pointoutthatsay,tellandspeakhaveverysimilarmeaningsbutareusedindifferentcontexts,withdifferentcollocations.Studentscompletetheexercise.CheckanswersandreadtheNoticeboxwiththeclass.

Answers1 speak 2 say 3 tell

5 aStudentsworkindividuallytocompletethequestions.Pointoutthatinsomequestionsitisnecessarytouseadifferentformoftheverb.Withweakerclasses,brieflyrevisetheirregularformsoftheverbsbeforestudentscompletetheexercise,anddothefirstoneortwoasexampleswiththewholeclass.

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Answers1 speak 2 speak 3 spoke 4 said 5 telling 6telling 7 telling 8 spoken

bStudentschoosethreequestionsindividually,thenworkwithapartnertoaskthethreequestionstheyhavechosenandanswertheirpartner’squestions.Studentscanrepeattheactivitywithanewpartnerforextrapractice.Monitorwhilestudentsareworkingandcorrectanymistakesinashortfeedbacksessionattheend.

Extraactivity

Askstudentstowritethreemorequestionsoftheirown,usingtheverbsandcollocationsinBintheKeyvocabularypanel,e.g.Have you ever told a lie? How often do you speak to friends on the phone?Studentscanaskandanswertheirquestionsinpairs.

Mixedability

Ifsomeweakerstudentsneedfurtherpracticeofsay/tell,askthemtoworkinpairstocorrectthesesentences:

1She said me that he wasn’t hungry.(Shesaidthat/ Shetoldmethat...)

2 They told to me that the flight was full.(Theytoldme...)

3You must say me the truth.(…tellmethetruth)

4He told that he didn’t have any money.(Hetoldme/ usthat/Hesaidthat...)

1.1 Communicationbreakdown page6

Speaking & Vocabulary

Lead-in

Ask:Do you sometimes find it difficult to speak to people? In what situations? Do you sometimes prefer other forms of communication, for example writing? When?Elicitarangeofanswers.Feedinideasifstudentsarestrugglingtothinkofany,e.g.discussingasensitiveissue,expressingfeelingsormakingacomplaintmightbeeasierinwriting.

1 aStudentsworkindividuallytomatchthecommunicationexpressionstothecategories.Encouragestudentstousedictionariestolookupwordsandexpressionstheyarenotfamiliarwith.Monitorandhelpasnecessary.Modelpronunciationofanywordsthatstudentsmightfinddifficult,e.g.lectures,Skype.

bStudentsthinkofanexamplefromtheirownlifeforeachofthecommunicationexpressions.Giveafewexamplesfromyourownlifetohelp,e.g.I sometimes speak to members of my family on Skype. I discuss politics a lot with my family.

2 Studentsworkinpairstocomparetheiranswersanddiscussthedifferencesbetweenthem.Askeachpairtoreportbacktotheclassonsimilaritiesanddifferencestheyfound.

Reading

1 aDiscussasaclasswhatformsofcommunicationtheimagesshow.EncouragestudentstoreferbacktotheexpressionsinSpeaking1atohelpthem.Elicitideas,butdon’tconfirmorrejectstudents’ideasatthisstage.

Answersausing your body to express yourselfbcommunicating with/stroking a petc speaking on a mobile phone, not communicating with the person in the room

bStudentsreadthetextsquicklyandmatchthemtotheimages.Remindstudentsthattheyshouldreadthetextsquitequicklyatthisstageandnotworryiftheydon’tunderstandeverything.Checkanswers,andchecktheanswersto1a.

Answers1 b 2 a 3 c

2 StudentsreadthetextsagainandmatchthemtothetypesofcommunicationinSpeaking&vocabulary1a.

Answers1 talk to pets 2 use my body to express myself 3text, tweet or email friends

3 Studentsworkinpairstomatchthetextstotheproblems.Checkanswersandasktheclasswhichstatementa–ctheyagreewiththemoststrongly.

Answersa3 b 2 c 1

4 Studentsreadthetextsagainandanswerthequestions.

AnswersPerson 1 prefers talking to animals because he/she has a lot of trouble talking to people. Person 2 prefers using her body to express herself because she can say a lot with her body and now has real problems with speaking.

5 Allowstudentstimetopreparetheirideasindividuallybeforetheydiscussthequestionsinsmallgroups.Monitorandhelpwhilestudentsarespeaking.Askgroupstoreportbacktotheclass.

Grammar

1 aStudentsworkinpairstomatchtheextractstotheimages.Encouragethemtoworkfrommemory,withoutlookingbackatthetexts.

Answers1 image b 2 image a 3 image c 4 image b5 image c 6 image c

bStudentsworkindividuallytounderlinetheverbsanddecideiftheyrefertothepresent,pastorfuture.Checkanswers.

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Answers1 g 2 d 3 c 4 h 5 f 6 i

Extraactivity

Forextrapracticeofthepresentsimpleandpresentcontinuous,referstudentsbacktotheimagesonpages4and5.Studentscanworkinpairsanddescribewhothepeopleareandwhattheyaredoing.

Extraactivity

Playagametogivefurtherpracticeofthetenses.Writetenorfifteenfamiliarverbsontheboard,e.g.come,go,buy,see,give,spend,talk,have.Youcanbrainstormtheverbswiththeclass.Dividetheclassintoteamsofthreeorfourstudents.Telleachteamtonominateonestudentastheirwriter,andmakesuretheyhaveapenandpaper.Pointtoaverbandcalloutatense,e.g.present perfect.Studentsworkintheirteamstocomeupwithacorrectsentenceusingtheverbinthattenseasquicklyastheycan.Whentheyarehappywiththeirsentence,theybringittoyouatthefrontoftheclass.Readoutthefirstsentencethatisgiventoyou,andifitiscorrect,theteamgetsapoint.Ifitisnotcorrect,readoutthenextsentencethatisgiventoyou,andawardapointifthatiscorrect.Ifasentenceisincorrect,discusswiththeclasswhyitisincorrect.

Pronunciation

1 aStudentsworkinpairstocompletethechart.Drawthechartontheboardandcheckanswersbyaskingstudentstocomeoutandcompleteit.Don’tmodelpronunciationoftheformsatthisstage.

AnswersPresent Past

start starts startedwatch watches watchedtext texts texteddance dances danced

bIfstudentsareunclearaboutwhatasyllableis,writetwoorthreewordsontheboard,e.g.book,problem,telephone,communicate.Saythewords,clappingforeachsyllable,andgetstudentstocopyyou.Studentsthenworkinpairstoreadtheverbformsoutloudandunderlinetheonesthathavetwosyllables.

2 Playtheaudioforstudentstolistenandchecktheiranswers.Studentsthendiscussthequestionsinpairs.

Answersstarted, watches, texted, dances1 We add -es for verbs ending in -s, -sh, -tch,-ch ,-h or -x.2We pronounce -ed as an extra syllable for verbs ending in -t

or -d.

3 aPlaytheaudioforstudentstolistenandwritethetenverbsthattheyhear.Elicitanswersfromtheclassandwrite

Answers1 have – the present 2 started – the past 3will separate – the future 4 ’ve had – the past and present 5’re speaking – the present 6 ’m going to try – the future

2 Studentscomplete1–6intheGrammarpanelwiththesentences.CheckanswerswiththewholeclassandreadthroughtheexplanationsintheGrammarpanelwiththeclass.Withweakerclasses,youmayalsoliketorevisetheformsofthepastsimpleandpresentperfect,andremindstudentsthatalotofcommonverbsareirregularinthesetenses.

Answers1 I have a lot of trouble talking to people.2They’re speaking, texting or tweeting on their phones.3When I first started dancing.4I’ve had a lot of dogs.5…this technology will separate us…6I’m going to try and meet a friend every week.

Tense review Manylanguagesonlyhaveonepresenttense,somany

studentsfindthedistinctionbetweenpresentsimpleandpresentcontinuousquitetricky.Thepresentsimpleisusedforhabitsandroutines:I get up at seven o’clock every day.NOTI’m getting up at seven o’clock every day.Thepresentcontinuousisusedforthingsthatarehappeningnow:Look, it’s raining.NOTLook, it rains.Hey, where are you going?NOTWhere do you go?

Manylanguagesdonothaveanequivalentofthepresentperfect,sostudentsoftenfindthisadifficulttensetousecorrectly.Thepastsimpleisusedforcompletedactionsinthepast,oftenwithaspecifictimereference:I saw John yesterday.NOTI’ve seen John yesterday.Thepresentperfectisusedwithoutapasttimereference,asitreferstoexperiencesyouhavehadatsometimeinyourlife.Compare:I’ve been to Paris(atsometimeinmylife)andI went to Paris last year(acompletedactionataspecifiedtimeinthepast).

Thedifferencebetweenwillandgoing todependsontheattitudeofthespeaker.Toexpressaplanorintention,weusegoing to:I’m going to join a gym.Toexpressaprediction,wecanusewillorgoing to:I think the gym will/is going to be good for me.

3 aStudentschoosethecorrectverbformsinthesentences.Checkanswers.Withweakerclasses,dothiswiththewholeclass,matchingthesentencestotheusesintheGrammarpanelasyoudotheexercise.

Answers1 ’ve never been 2 ’m speaking 3 communicate 4both are correct 5 did 6 ’m going to study

bStudentsworkindividuallyorinpairstomatchthesentencestotheusesintheGrammarpanel.Checkanswerswiththeclassanddealwithanyqueriesorissuesthatarise.

1.1

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themontheboard.Playtheaudioagainforstudentstocheck.

Answerstexted, tweeted, emailed, skyped, talked, chatted, discussed, watched, used, communicated

1.3 Today I’ve texted friends, tweeted with colleagues at work, I’ve emailed work contacts, I’ve skyped with my partner, I’ve talked on the phone to a few people, I’ve chatted to people in the street. In fact I’ve discussed all kinds of things and I’ve watched lots of people speak on their phones, and I’m sure I’ve used my body to say things – but I’m not sure if any of us have communicated very much with each other!

bReferstudentstothetranscriptonpage162oftheStudent’sBook.Studentsworkinpairstoreaditaloud.Monitorwhilestudentsareworking.Ifnecessary,stoptheactivityanddrillthepronunciationoftheverbformswiththewholeclassbeforestudentscontinue.

Speaking

1 Elicitafewideasfromthewholeclassanddiscusstheexperiencesbeforeyouputstudentsintopairs.Studentsdiscusstheirexperiencesinpairsandaddideastothelist.

2 aReadthesituationswiththeclassandexplaintake offence,distractedandhurtifnecessary.Givestudentsoneortwominutestothinkoftheirideas.Withweakerclasses,givestudentssomesentencebeginningstoaddtheirideasto,e.g.I think it would be best to...,I think a good idea would be to...

bAskindividualstudentstotelltheclasstheirideas.Theclasscouldvoteforthebestsolutiontoeachproblem.

1.2 Signofthetimespage8

Lead-in

Withbooksclosed,drawafewcommonsignsontheboard,e.g.ano-entrysignora‘Stop’sign.Elicitthewordsign,thenask:Where do you see signs?Brainstormideasasaclass,e.g.showingdirectionsintownsandcities,inbuildings,advertisingthingsinthestreet.Ask:When do people carry signs?Elicitarangeofideas.

Backgroundnotes

DavidBeckhamisaBritishfootballplayerwhohasplayedformanyinternationalteamsandfortheEnglandnationalteam.

NYCisanabbreviationforNewYorkCity.

Speaking & Vocabulary

1 Checkthatstudentsunderstandqueueandprotest.TellstudentsthattheusualAmericanwordforqueueisline,

andin linemeans‘inaqueue’.Studentslookattheimagesandanswerthequestionsinpairs.

2 aStudentsreadthesentencesandmatchthemtothephotos.Checkanswerswiththeclass.Focusonsentence4andwriteontheboard:they’re simply speaking their mind.Underlinetheirandpointouttostudentsthatwhenwedon’tknowifapersonismaleorfemale,wecanusetheyortheir.

Suggestedanswers1 a, d 2 b, c 3 b, c 4 b 5 d 6 b, c

bStudentsmatchthewordsandexpressionstothedefinitions.Checkanswerswiththeclass.

Answersaspeak (your) mind b stand up for c put across dchange somebody’s mind e make a point f pay attention

3 a&bStudentsworkindividuallyorinpairstocompletethequestionswiththeexpressions.Playtheaudioforstudentstochecktheiranswers.

Answers1 pay… attention 2 stand… up 3 change… minds 4mak(ing)… point 5 put… across 6 speak… mind

1.4 1 Which sign do you think makes people pay the most

attention? Why?2 What rights is the man in the mask standing up for?3 Do you think any of these signs can actually change people’s

minds? If yes, which?4 Which sign do you think is making the most important point?5 Do you think making a sign is the best way to put a message

across? Why/Why not? What other ways are there?6 Do you ever speak your mind in public like this? Why/Why

not?

4 Allowstudentsalittletimetopreparetheiranswersbeforetheyaskandanswerthequestionsinpairs.Monitorandcheckthatstudentsareusingtheexpressionscorrectly.

Extraactivity

Forhomework,askstudentstosearchonlineformorepicturesofprotests.Theycanbringtheirfavouritestothenextclassandshowanddescribethemtotheirclassmates.Theclasscandiscusswhichtheythinkareeffective.

Listening

1 aFocusontheimagesagainandusethemtopre-teacheconomic recession,crisis,polar bearandglobal warming.Playtheaudioforstudentstolistenandmatchtheinterviewstothephotos.

1.1–1.2

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And for the TV cameras and reporters. Quite a few people have taken photos, and others have stopped to talk to me.

bAllowstudentstimetoreadthestatements,thenplaytheaudioagainforthemtomatchthestatementstothephotos.

Answers1 d 2 b, d 3 a 4 c

2 Studentsworkinsmallgroupstodiscussthequestions.Monitorandhelpasnecessary.Askeachgrouptoreportbacktotheclassontheirdiscussions.

Extraactivity

Askstudentstochooseoneofthesignsandimaginethattheyareholdingit.Putstudentsintopairstoaskeachotherquestionsaboutwhytheyareholdingthesignandwhattheywanttoachieve.Studentscanthenguesswhichsigntheirpartnerisholding.

Grammar

1 a&bStudentsmatchthequestionstotheanswers.Playtheaudioagainforstudentstochecktheiranswers.

Answers1 e 2 a 3 c 4 h 5 b 6 f 7 g 8 d

2 aWritethefirstquestionontheboard.Elicitthequestionwords(How long)andunderlinethem.Focusonthepronounyouandask:Is it a subject pronoun?Elicitthatyouisthesubjectoftheverbstay,andsoisasubjectpronoun.Circleitontheboard.Ask:Is there an auxiliary verb in this question?Elicitthatwillistheauxiliaryverbinthisquestion.Highlightitontheboard.Studentscontinueunderlining,circlingandhighlightingtheitemsinthequestions.Checkanswersbywritingtheremainingquestionsontheboardandaskingstudentstocometothefrontoftheclassandmarkthemup.

Answers1 How long will you stay here for?2What made you want to dress like a polar bear?3How long did it take to make the sign? Was it difficult to make?4How long have you been here?5What gave you the idea?6Do you think the sign will work?7Did he say anything to you?8Who is the sign for?

bLookatthequestionsontheboardandelicitanswerstothequestions.Don’tconfirmorrejectstudents’ideasatthisstage.

Answersa) Questions 6 and 7 don’t have question words.b) Questions 2, 5 and 8 don’t have subject pronouns.c) Questions 2, 5 and 8 don’t have auxiliary verbs.

3 ReadthroughtheexplanationsintheGrammarpanelwiththeclassandchecktheanswerstothequestionsin

Answers1 a 2 d 3 b 4 c

1.5 I=InterviewerS1,2,3,4=Speaker1,2,3,41 I: Hello, now tell me, why are you holding this sign? S1:Well, we need change... I’m hoping that this economic

recession will end. I: Why do you need a sign to do that? S1:Because I want people to know there are other people like

me. I’m desperate, we don’t have work, we don’t have a future.

I: Do you think the sign will work? S1: I hope so but I just don’t know, but we have to do

something... this crisis is killing us... if it makes people change their mind and join us, that would be good.

I: How long will you stay here for? S1: It doesn’t matter, as long as necessary... as I said I don’t

have a job to go to so I really don’t mind.2 I: Hi, just a couple of questions. You’re holding a sign. What

exactly does that sign mean? I mean what is it saying? S2:Well, of course, it’s a protest. I: What sort of protest? S2:About climate change. I: Why did you decide to dress like this animal? I mean, what

made you want to dress like a polar bear? S2: It’s a powerful symbol of what’s happening as a

consequence of global warming. Polar bears are losing their habitat – the ice in the North Pole is quickly disappearing – we need to do something now, before it’s too late.

I: Why did you use those particular words, though? S2:Because normally we write ‘save the animals’ on our signs.

I thought it was effective to change that round. Sometimes you get more attention if you make a serious point but you have a sense of humour.

3 I: How long did it take to make the sign? Was it difficult to make?

S3:Well, about an hour, I think. No, it was easy. I made it with a friend.

I: Who gave you the idea? S3:Nobody. I just love this footballer. I thought how I can

show that? I thought the TV cameras might spot me and they did! But I didn’t want England to win this match and of course, he wasn’t playing... but he was there in the crowd.

I: And what happened after the match? Did he say anything to you?

S3:No, unfortunately not.4 I: So, tell me, why are you here, sir? S4:Because I want to be the first, the first in line to get one of

these things. I: How long have you been here? S4:Twenty-four hours, I slept here overnight. I: Who is the sign for? S4:Well, for nobody really… it was just a joke. But it’s for other

people in the line really, to let them know I got here first!

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2b.Studentsthencomplete1–4intheGrammarpanel.Checkanswers,andreadtheNoticeboxwiththeclass.Askstudentstofindanexampleofaquestionendingwithaprepositionin1(questions1and8).

Answers1 before 2 long 3 before 4 don’t need

Question forms Studentsneedremindingthatweputtheauxiliarydo/did

beforethesubjectpronoun,notafterit:Who did you talk to?NOTWho you did talk to?

Studentsmayalsoforgetthatwedon’tusetheauxiliaryverbsdo/didinsubjectquestions:What caused the explosion?NOTWhat did cause the explosion?

Studentsmayfinditdifficulttorememberthatweputprepositionsattheendofquestions:Who did you buy the present for?NOTWho for did you buy the present?

4 aStudentscorrectthemistakesinthequestions.Dothefirstonewiththeclassasanexampleifnecessary.

Answers1 When was the last protest held in your town?2What was it about?3When did your local football team play their last game?4Who won?5Have you ever queued to buy something?6What did you want to buy?

bStudentsaskandanswerthequestionsinpairs.Makesurethatstudentssaythequestionstoeachother,ratherthanjustlookingatthemintheirbook.Asksomestudentstoreportbackonwhattheylearnedabouttheirpartner.

Extraactivity

Togivemorepracticeofquestionsendinginprepositions,readoutthesesentencesandquestionwordstotheclassorwritethemontheboard.Askstudentstoformquestions.

I’m waiting for Sam. Who?(Whoareyouwaitingfor?)

I went to the cinema with my friends. Who?(Whodidyougotothecinemawith?)

I got an email from my uncle. Who?(Whodidyougetanemailfrom?)

They are sheltering from the rain. What?(Whataretheyshelteringfrom?)

She’s saving up for a new car. What?(Whatisshesavingupfor?)

Speaking

1 Studentsworkinpairstodiscusstheirownexperiences.Asksomepairstoreportbacktotheclass.

2 Studentsworkindividuallytowritetheirownsign.Monitorandhelpasnecessary.Pointoutthatstudentsshouldalsopreparetheirideasaboutthepurposeoftheirsign,wheretheywouldliketoshowitandwhoto.

3 Studentsworkinpairstoshowtheirsignstoeachotherandanswerquestionsaboutthem.Studentscanrepeattheactivitywithotherpartnersformorepractice.

1.3 Whencoloursspeakpage10

Lead-in

Ask:Do you read blogs? Which ones? Do you write a blog?Askstudentstodiscussthequestionsinpairs.Askpairstoreportbacktotheclass.

Speaking

1 Studentsdiscussthequestionsinpairs.Asksomepairstoreportbacktotheclass.

Reading

Backgroundnotes

AustinSeraphinisarealpersonandtheblogisgenuine.Studentscanvisithissiteathttp://behindthecurtain.usandreadmoreofhisblogs.

AustinSeraphinisanAmerican,andsomewordsandspellingsinthetextaretypicalofAmericanEnglish,e.g.mom(BritishEnglishmum),color(BritishEnglishcolour)andgray(BritishEnglishgrey).

1 aStudentsreadtheheadlineandthedescriptionoftheblogger.Asktheclasswhattheythinktheblogisgoingtobeabout.Elicitarangeofideas.

bStudentsreadtheblogpostandchecktheiranswers.Askwhopredictedcorrectly.

2 aStudentsdiscussthequestioninpairs.Askpairstoreportbacktotheclass.

AnswersThe images are of an iPhone and a pumpkin. Austin describes how his iPhone helped him find his pumpkin plants by telling him what colours things were.

bStudentsreadthepostagainandanswerthequestions.Allowstudentstimetocomparetheiranswersinpairsbeforeyoudoaclasscheck.

Answers1 It has helped him to do things that he couldn’t do before

because he is blind.2He can receive text messages and he can ‘see’ colours.3A voice-over program that reads the text that is on his screen,

and an app uses the phone’s camera and speaks the names of colours in the pictures.

4He can now receive text messages from his mother.5He can enhance his visual experience using the colour-

identifying app.6He is most impressed with the app that identifies colours

and reads their names, because it enhances his visual experience.

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3 aExplainthatthewordsandphrasesappearintheblogpostinthesameorderasthedefinitions.Studentsfindthewordsandphrasesintheblogpost.

Answers1 activate 2 alerted 3 swiped 4 blurs 5roamed 6 enhances

bStudentsthinkofanadjectivetodescribetheblogpost.Askindividualstudentstotelltheclasstheadjectivetheyhavechosenandwhy.Seeiftheclasscanagreeonthethreebestadjectivestodescribeit.

Extraactivity

Withbooksclosed,writethewordsfrom3aontheboard.Putstudentsintopairsandaskthemtousethewordsaspromptstorecallthemaineventsdescribedintheblogpost.Askstudentsinturntorecallpartoftheblogpostandbuildupthewholeblogpostasaclass.

Mixedability

Strongerstudentscouldusetheblogpostasamodeltowriteablogpostoftheirownaboutapieceoftechnologythathashelpedthemtocommunicate.

Vocabulary

1 aStudentsreadthesentencesandunderlinetheverbs(looked,looked,can see).Explainthattheverbsrefertothesenseofseeing,buttheyhavedifferentmeanings.Studentsmatchthemeaningsoftheverbstoa–c.

Answersa3 b 1 c 2

bReferstudentstotheexamplesentencesina.PointoutthatI can…referstoanabilityandIt…+adjectivereferstoadescription.Studentscanworkindividuallyorinpairstocompletethechart.Encouragestudentstousetheirdictionariestohelpthem.

AnswersAbility: feel, hear, see, smell, tasteConscious action: feel, listen, look, smell, taste, touch, watchDescription: feel, look, smell, sound, taste

2 Studentscompletethesentenceswiththecorrectverbs.

Answers1 touch 2 hear 3 looks, smells 4 sounds

3 aStudentschoosethecorrectverbstocompletethequestions.

Answers1 see 2 listen 3 feel 4 tastes

bStudentsworkinpairstoaskandanswerthequestions.Askpairstoreportbacktotheclassandseeiftheclasscanagreewhichsenseismostimportanttothemandwhy.

Grammar

1 aAskstudentstoreadthesentencesanddecidewhichonesaretrueforthem.Ifnecessary,explainsee something out of the corner of your eye(seesomethingalthoughitisnotdirectlyinfrontofyou).

bStudentsworkinpairstocomparetheiranswersandanswerthequestions.

Answers1 Sentences 1 and 4 2 Sentences 2 and 3

2 ReadtheexplanationofstateanddynamicverbsintheGrammarpanelwiththeclass.Studentscomplete1–4withthecorrectsentences.

Answers1 I can see something strange out of the corner of my eye!2I can hear the sound of children playing in the distance.3I’m looking out of the window.4I’m thinking about this exercise.

State & dynamic verbs Aswellasverbsofthesenses,stateverbsalsoincludeverbs

ofthinkingandopinionsuchasthink,believe,likeandagree.Studentsoftenforgetthatwedon’tusetheseverbsincontinuoustenses,evenwhenwearetalkingaboutathoughtoropinionatthemoment:I agree with you.NOTI’m agreeing with you.

3 Studentschoosethecorrectverbstocompletethesentences.Remindthemtothinkaboutwhethereachverbdescribesanabilityoraconsciousactiontohelpthemchoose.

Answers1 I can’t smell 2 I’m seeing 3 I’m tasting 4I can feel, I’m burning

4 aStudentswritetheirsentencesindividually.Monitorandhelpasnecessarywhilestudentsareworking.

bStudentsworkinpairstocomparetheirsentences.Asksomestudentstoreadouttheirsentencesandseeifothermembersoftheclasshadthesameorsimilarsentences.

1.4 Functionallanguagepage12

Tune in

1 ReferstudentstothetitleBreaking the iceandexplainthatitmeansbeginningaconversationwithsomeoneyoudon’tknowverywell.

Askstudentstolookattheimages.Ask:Who are the people? What are they doing?Studentsworkinpairstodiscussthequestions.Asksomepairstoreportbacktotheclass.Withmultinationalclasses,youcouldseeiftherearepreferredtopicsusedinsomecountriesbutnotothers.

1.3–1.4

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5 A:Hi! B:Hi! Did you hear the news? A:No. What happened? B:The flight’s been cancelled, air traffic control strike. A:You’re joking! B: I just got an email. Did they send one to you?

5 Playtheaudioagainforstudentstolistenandanswerthequestion.Discussasaclasswhatthissaysaboutconversationstarters.

AnswersConversations 1, 2 and 4 change topic.

Focus on language

6 aAskstudentstoreadthequestionsanddecidewhotheywoulduseeachonewith.Checkanswersandmakesurethatstudentsunderstandthemeaningofthequestions.

Answers1 a 2 a 3 b 4 c 5 b 6 a 7 b 8 b 9 b 10 a

bStudentsworkinpairsanddecidewhichquestionswouldbeusefulforbreakingtheice.Discusstheanswerswiththeclassandaskstudentstojustifytheirchoices.Playthefirstsentenceontheaudioandpointoutthemainstress.Playtherestoftheaudioforstudentstolistenandunderlinethemainstress.Playtheaudioagainforstudentstolistenandrepeat.Encouragestudentstousethecorrectstress.Drillindividualquestionschorallyandindividuallyifnecessary.

AnswersQuestions 1, 2, 4, 6 and 10 might be useful for breaking the ice.Main stress:1 Your face is really familiar.2Excuse me, can I give you a hand with that?3How are you feeling today?4So, how do you know Sergio, then?5What’s the problem? You look terrible.6What did you say your name was again?7Hi, what are you up to?8Did you sleep OK?9Hi, what brings you here at this time?

10You don’t know me, but…

Over to you

7 aReadthroughthesituationswiththeclassandmakesurethatstudentsunderstandthem.Withweakerclasses,brainstormpotentialfirstsentencesorquestionsforeachsituation,e.g.Excuse me, do you know what time the bus is due? This rain is terrible isn’t it?Putstudentsintopairstochooseasituationandpractiseaconversation.Youmightliketoallocatedifferentsituationstodifferentpairs,togiveaspreadacrosstheclass.Monitorandhelpwhilestudentsareworking.

2 Studentsworkinpairstomatchtheverbstothenouns.Pointoutthatsometimesmorethanoneoptionispossible.

Answers1 d 2 c, d, e 3 a, b 4 f 5 b 6 e

3 a&bStudentsthinkofaconversationopenerforeachexpressionin2.Asksomestudentstoreadtheirstotheclass.Playtheaudioforstudentstolistenandcomparewiththeirownideas.Askstudentswhichconversationopenerstheyarelikelytousethemselves.

1.6 1 Hi! Have you heard the news about Jenny?2 Did you watch the match, then?3 Hello... erm… I see you got a bit wet there...4 Do you have any plans for the weekend, then?5 Hi, Joe. Are you feeling any better?6 How many people do you know here?

4 ReadtheNoticeboxwiththeclass.Allowstudentstimetoreadthesituations,thenplaytheaudioforthemtomatchtheconversationstothesituations.

Answers1 e 2 b 3 c 4 a 5 d

1.7 1 S=SoniaM=Makoto S: Hi, how are you? M:Fine, thanks... S:I’m Sonia, Sonia Cruz. M:I’m Makoto. How many people do you know here? I don’t

know anyone... S: Well, not many people, just the hosts really... and you

now... M:How did you meet Cathy and Craig? S: We were at university together... M:Wow, long time ago...2 A: Hi. So...erm... Do you have any plans for the weekend,

then? B:Not really. Just need to relax a bit, that’s all. A:Me too. B:Do you want sugar with yours? I can’t remember... A: No, thanks.3 A:Morning, Goran. How’s it going? B:Good morning. A:Ah, did you watch the match then? B:Yeah, just reading about it. Five nil, amazing! A:Absolutely, oh... this is me! See ya.4 A:Hello... erm, I see you got a bit wet there... B:Yeah, forgot my umbrella. I’m totally soaked. Oh well... A:English weather, eh? B:So, it seems... Sorry, I’m going to try and dry off a bit. Is

there a toilet on this train? A:Yes, just go to the end of the carriage and you’ll find it. B:Thanks, bye. A: Bye.

1.4

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bAskpairsinturntoactouttheirsituationfortheclass.Theclassmustguesswherethepeopleareandcandecidehowsuccessfullytheybreaktheice.

Extraactivity

Ifyouhavefilmingequipment,youcouldfilmthestudentsdoingtheirroleplays.Playingthefilmbacktotheclasscanbeagoodwayforstudentstoassesshowtheyaredoingandlearntoimprovetheirfluencyandconfidence.

8 Putstudentsintosmallgroupstodiscussthequestions.Ifpossible,putstudentswithclassmatesthattheydidnotworkwithin7b.Askgroupstoreportbacktotheclassanddiscussasaclassthebeststrategiesforbreakingtheice.

1.5 Speakingtaskpage13

Tune in

1 Focusonthetaskandelicitorteachthemeaningofpromotional campaign(acampaigntomakepeopleawareofsomething).Studentsreadthearticleandchoosethebestheadingforeachsection.Ifstudentsarestruggling,dotheactivitywiththewholeclass,usingexamplesinthetexttoexplainthedifferencebetweenpromotion,public relationsanddirect selling.

Answersa 3 b 1 c 4 d 2

2 Studentsreadthearticleagainandunderlinethedifferentmarketingstrategiesinthetext.Dothefirstfewwiththewholeclassbeforestudentsworkindividually.Checkanswersandwritethestrategiesontheboard.Checkthatstudentsunderstandthembyaskingthemtoexplainwhateachoneinvolves.

Answersadvertising on radio, TV, print flyers, online sites, billboards or social networking sites; product displays, product samples, discounts, free trials, sponsoring events, product launches, press conferences, stands at trade shows, one-on-one meetings

Prepare for task

3 Readthroughthestrategiesasaclassandmakesurethatstudentsunderstandthemall.Ifnecessary,explainmerchandising(sellingT-shirtsandothergoodswithacompanylogo),cold-calling(phoningpeopleorknockingondoorstoadvertiseproducts)andword of mouth(makingaproductknownbyencouragingpeopletotelleachotheraboutit).Studentsworkinpairstodiscusstheprosandconsofeachstrategy.Askpairstoreportback,andencouragestudentstoagreeanddisagreewitheachother.

4 Studentsworkinpairstodiscussthebestmarketingstrategiesfortheproducts.

5 Brainstormasaclass,orputstudentsintosmallgroupstobrainstorm,thencollectideastogetherasaclass.

Task

6 aStudentsworkinsmallgroupstoprepareanoutlineoftheircampaign.Monitorandhelpwhilestudentsareworking,andfeedinideasandvocabulary.

bReferstudentstothestrategiesonpage158oftheStudent’sBook.Studentsworkintheirgroupsanddiscussideasfortheirstrategy.

Report back

7 Askeachgroupinturntopresenttheircampaigntotherestoftheclass.Encourageallstudentstotakepartinthepresentations.Askstudentstogivefeedbacktoeachotheranddecideonthebestcampaignoverall.

Alternativetask

Withstrongerclasses,allowgroupstocomeupwiththeirownideaofanewproducttopromote.Theycanworkintheirgroupstopreparedetailsoftheproductandthecampaign.Monitorandhelpasnecessary.Groupscanthenpresenttheircampaignstotheclass.Theclasscanvoteforthebestoverallproductandcampaign.Ifyouhavefilmingequipmentavailable,studentsmightliketoplanandproduceaTVadvertfortheirproduct.

1.4–1.5

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