C1

BIG PictureTheADVANCED Teacher’s Book

www.richmondelt.com/thebigpicture

SHEILA DIGNEN

Series editors: Ben GoldSteIn & CeRI JoneS

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Contents

Richmond58 St AldatesOxfordOX1 1STUnited Kingdom

© 2013 Santillana Educación S.L. / Richmond

ISBN: 978-84-668-1574-1First edition: 2013

Printed in SpainDL: M-20982-2013

No unauthorised photocopyingAll rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing of the Publisher.

Publisher: Sue AshcroftDigital Publisher: Luke BaxterEditor: Jo KentProofreader: Shona RodgerAudio production: John GreenCover Design: Pentacor Book DesignDesign & Layout: Dave Kuzmicki, Lorna Heaslip

Cover photo: Shipping containers, Port of Virginia, Norfolk, Virginia © Cameron Davidson/Corbis

Publisher acknowledgmentsThe publisher would like to thank all those who have given their kind permission to reproduce material for this book.

Every effort has been made to trace the holders of copyright before publication. The Publishers will be pleased to rectify any errors or omissions at the earliest opportunity.

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Students book contents page 4

Introduction page 6

1 Language matters page 14

2 Community spirit page 26

Review a page 37

3 Work trends page 39

4 In business page 51

Review b page 62

5 Fear and courage page 64

Bring it together A page 74

6 The funny side page 75

Review c page 87

7 Images at work page 89

8 Sense and sensation page 100

Review d page 112

9 The same but different page 114

10 The beginning and the end page 125

Review e page 136

Bring it together B page 139

Writing bank page 140

Grammar reference answer key page 144

Workbook answer key page 145

Track listing page 153

Contents

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4 2

Contents Units 1–5

Grammar Vocabulary Reading & Listening Pronunciation

1 Language matterspage 4

∙Articles review

∙Substituting & referring back

∙Languages

∙Prefix mis-

∙Expressing change

R My family's experiment in extreme schooling ∙Listen Mr Oxford Don

L A podcast about translation ∙A radio phone-in about expressions which are difficult to translate ∙Native and second-language speakers of English

∙Schwa /ə/ ∙Intonation: sounding reassuring

page 12 Functional language: being reassuring page 13 Speaking task: creating a learning plan page 130 Writing bank: an online guide for students

2 Community spiritpage 14

∙Auxiliary verbs review

∙Modal verbs: speculating about the past

∙Community

∙Achievements

R Is it me? ∙Twitter: is there more to it than meets the eye?

L Settling into a new community ∙Ancient cave paintings

∙Weak forms (have)

∙Intonation: fluent connected speech

page 22 Functional language: gathering your thoughts page 23 Writing task: promoting a community project

page 24 Review A, units 1–2

3 Work trendspage 26

∙Hedging

∙Uses of it

∙Work

∙Personal qualities

R Hot-desking ∙Just another interview...? No!

L A short report about school ∙Distractions at work and productivity ∙Qualities employers look for in job applicants

∙Word stress

∙Intonation: emphatic stress on adverbs

page 34 Functional language: softening the message page 35 Speaking task: preparing for an interview page 132 Writing bank: an email confirming arrangements

4 In businesspage 36

∙The passive voice

∙Speculating about the future

∙Business

∙Business metaphors

R Three basic principles of successful niche marketing ∙The Bull and the Bear

L The sharing economy ∙Business logos

∙Emphatic stress

∙Intonation: denying knowledge

page 44 Functional language: confirming and denying information page 45 Writing task: describing data

page 46 Review B, units 3–4

5 Fear and couragepage 48

∙Participle clauses

∙Past perfect continuous

∙Fear

∙Descriptions

R That Nearly Scared Me to Death! Let’s Do It Again ∙An extract from The Smoke Ghost

L An expedition into the Antarctic

∙Weak form of had been

∙Intonation: lengthening syllables to express doubt

page 56 Functional language: expressing reservations page 57 Speaking task: dramatising an anecdotepage 134 Writing bank: a narrative

page 58 Bring it together A, units 1–5

3

Units 6–10 Contents

Grammar Vocabulary Reading & Listening Pronunciation

6 The funny sidepage 60

∙Patterns with get

∙Uses of would

∙Humour

∙Jokes

∙Laughter

R Spoofing ∙No Funny Business

L A sense of humour? ∙A joke ∙Laughter yoga

∙Strong & weak forms of would

∙Intonation: connected speech

page 68 Functional language: managing misunderstandings page 69 Writing task: a review

page 70 Review C, units 5–6

7 Images at workpage 72

∙Uses of if

∙Alternatives for if

∙Images

∙Advertising collocations

R Dispelling myths ∙A brief history of sponsorship

L Images in advertising ∙Advertising techniques

∙Turning statements into questions

∙Intonation: questions inviting comment

page 80 Functional language: interpreting images page 81 Speaking task: giving a presentation page 136 Writing bank: an opinion essay

8 Sense and sensationpage 82

∙Adverbials overview

∙Inversion after negative & limiting adverbials

∙Senses

∙Tastes

∙Uses & meanings of like

R Synaesthesia: when two senses become one ∙Extract from Shantaram

L The world's favourite foods! ∙Smells associated with memories

∙Stress in polysyllabic words

∙Intonation: being polite

page 90 Functional language: managing interruptions page 91 Writing task: an article

page 92 Review D, units 7–8

9 The same but differentpage 94

∙Sentences & clauses

∙Noun phrases

∙Similarities & differences (1)

∙Binomials

∙Similarities & differences (2)

R It's a Big Mac World ∙Marriage en masse

L The same but different

∙Stress in binomials

∙Intonation: listing

page 102 Functional language: criticising politely page 103 Speaking task: weighing up options page 138 Writing bank: a proposal

10 The beginning and the endpage 104

∙Linkers

∙Infinitive & -ing review

∙Starting & finishing

∙Cinema

∙Mood & atmosphere

R A midsummer party ∙What makes a good opening?

L An important first time

∙Weak form of to

∙Intonation: saying goodbye

page 112 Functional language: saying goodbye page 113 Writing task: a summary

page 114 Review E, units 9–10 page 116 Bring it together B, units 6–10

page 118 Quick checks page 120 Grammar reference page 130 Writing bank page 140 Communication bank page 146 Transcripts page 159 Irregular verbs

Student's book contents

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52

Contents Units 1–5

Grammar Vocabulary Reading & Listening Pronunciation

1 Language matterspage 4

∙Articles review

∙Substituting & referring back

∙Languages

∙Prefix mis-

∙Expressing change

R My family's experiment in extreme schooling ∙Listen Mr Oxford Don

L A podcast about translation ∙A radio phone-in about expressions which are difficult to translate ∙Native and second-language speakers of English

∙Schwa /ə/ ∙Intonation: sounding reassuring

page 12 Functional language: being reassuring page 13 Speaking task: creating a learning plan page 130 Writing bank: an online guide for students

2 Community spiritpage 14

∙Auxiliary verbs review

∙Modal verbs: speculating about the past

∙Community

∙Achievements

R Is it me? ∙Twitter: is there more to it than meets the eye?

L Settling into a new community ∙Ancient cave paintings

∙Weak forms (have)

∙Intonation: fluent connected speech

page 22 Functional language: gathering your thoughts page 23 Writing task: promoting a community project

page 24 Review A, units 1–2

3 Work trendspage 26

∙Hedging

∙Uses of it

∙Work

∙Personal qualities

R Hot-desking ∙Just another interview...? No!

L A short report about school ∙Distractions at work and productivity ∙Qualities employers look for in job applicants

∙Word stress

∙Intonation: emphatic stress on adverbs

page 34 Functional language: softening the message page 35 Speaking task: preparing for an interview page 132 Writing bank: an email confirming arrangements

4 In businesspage 36

∙The passive voice

∙Speculating about the future

∙Business

∙Business metaphors

R Three basic principles of successful niche marketing ∙The Bull and the Bear

L The sharing economy ∙Business logos

∙Emphatic stress

∙Intonation: denying knowledge

page 44 Functional language: confirming and denying information page 45 Writing task: describing data

page 46 Review B, units 3–4

5 Fear and couragepage 48

∙Participle clauses

∙Past perfect continuous

∙Fear

∙Descriptions

R That Nearly Scared Me to Death! Let’s Do It Again ∙An extract from The Smoke Ghost

L An expedition into the Antarctic

∙Weak form of had been

∙Intonation: lengthening syllables to express doubt

page 56 Functional language: expressing reservations page 57 Speaking task: dramatising an anecdotepage 134 Writing bank: a narrative

page 58 Bring it together A, units 1–5

3

Units 6–10 Contents

Grammar Vocabulary Reading & Listening Pronunciation

6 The funny sidepage 60

∙Patterns with get

∙Uses of would

∙Humour

∙Jokes

∙Laughter

R Spoofing ∙No Funny Business

L A sense of humour? ∙A joke ∙Laughter yoga

∙Strong & weak forms of would

∙Intonation: connected speech

page 68 Functional language: managing misunderstandings page 69 Writing task: a review

page 70 Review C, units 5–6

7 Images at workpage 72

∙Uses of if

∙Alternatives for if

∙Images

∙Advertising collocations

R Dispelling myths ∙A brief history of sponsorship

L Images in advertising ∙Advertising techniques

∙Turning statements into questions

∙Intonation: questions inviting comment

page 80 Functional language: interpreting images page 81 Speaking task: giving a presentation page 136 Writing bank: an opinion essay

8 Sense and sensationpage 82

∙Adverbials overview

∙Inversion after negative & limiting adverbials

∙Senses

∙Tastes

∙Uses & meanings of like

R Synaesthesia: when two senses become one ∙Extract from Shantaram

L The world's favourite foods! ∙Smells associated with memories

∙Stress in polysyllabic words

∙Intonation: being polite

page 90 Functional language: managing interruptions page 91 Writing task: an article

page 92 Review D, units 7–8

9 The same but differentpage 94

∙Sentences & clauses

∙Noun phrases

∙Similarities & differences (1)

∙Binomials

∙Similarities & differences (2)

R It's a Big Mac World ∙Marriage en masse

L The same but different

∙Stress in binomials

∙Intonation: listing

page 102 Functional language: criticising politely page 103 Speaking task: weighing up options page 138 Writing bank: a proposal

10 The beginning and the endpage 104

∙Linkers

∙Infinitive & -ing review

∙Starting & finishing

∙Cinema

∙Mood & atmosphere

R A midsummer party ∙What makes a good opening?

L An important first time

∙Weak form of to

∙Intonation: saying goodbye

page 112 Functional language: saying goodbye page 113 Writing task: a summary

page 114 Review E, units 9–10 page 116 Bring it together B, units 6–10

page 118 Quick checks page 120 Grammar reference page 130 Writing bank page 140 Communication bank page 146 Transcripts page 159 Irregular verbs

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.

Five 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 10 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 five 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.

Five 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 five 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. 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 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 social 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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8

Introduction

spread 1 spreads 2, 3 & 4

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

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.

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.

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

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9

Introduction

spreads 2, 3 & 4

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

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

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.

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.

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

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10

Introduction

spreads 2, 3 & 4 spread 5

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.

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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11

Introduction

spread 5

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.

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 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 students relate to the topic.

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

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

Pronunciation 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.

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.

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12

Introduction

Every two 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.

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.

At the end of the book, 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.

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13

Introduction

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.

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.

Vocabulary extension sections present and practise additional topic vocabulary.

Strategy boxes highlight practical strategies to help students 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.

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14

Language matters1

Key vocabulary pages 4–5

Lead-in

Ask individual students: How long have you been learning English? How often do you speak English? Who to? In what situations? Do you chat to friends in English? Do you discuss important issues in English? Elicit a range of responses.

1 a Put students into small groups to answer the questions. Remind students that when they are answering questions in small groups they should encourage everyone in the group to join in and they should interact with each other by agreeing, disagreeing, asking for opinions, etc.

b Ask each group to tell the class about their conversation. Encourage students from other groups to react and express agreement or disagreement.

2 a Play the audio. Students listen and match the speakers to the photos.

1.1 SavithriWe moved to Germany three years ago. My daughter was two. She was just beginning to speak. At home we always spoke Hindi, and sometimes a little bit of English – that’s what we’d been brought up with in India. She spoke her first words in Hindi, but then she started going to nursery and then to school and she picked up German so quickly. It was really amazing, she learnt much more quickly than I did! I had to really struggle to keep up with her – she’s forever correcting my German now – I think she gets quite embarrassed when I make a mistake! And of course, German started to be more important to her than Hindi – her school friends, her teachers, all the stuff she was learning in German – that was what she was really interested in – and at the same time we realised that English would also be really important to her, too. So we started using more English at home, and spending time with other families that spoke English – families from the USA, the UK, India, the Philippines – you know in a big city it’s so easy to find other bilingual families. So now we speak to each other in English more than in Hindi. It’s a shame in a way. Hindi is my mother tongue, I miss it. When I’m speaking English sometimes I’ll switch into Hindi. I still use it for all the little affectionate expressions, and sometimes to scold. I always scold better in Hindi! But our home language has now become English – mixed in with German when Mina’s friends come round. I guess that’s just the way the world is going…DaniI was born in Barcelona so I am Catalan and that means that my first education, the first language I used in my school, even in my university, my friends – all that was done in Catalan. Catalan is my preferred language. But at the same time my Spanish is perfect. You learn it at school, the truth is I actually learnt it through someone working in my

Students will practise...•theusesofarticles•substitutingandreferringback•vocabularyforexpressingchange•languageforbeingreasonable

and they will learn how to... •talkaboutexperienceslearninglanguages•talkabouttheartoftranslation•talkaboutdifferentvarietiesofEnglisharoundtheworld•createalearningplan

family house who was Spanish speaking, she was the only person I used to speak in Spanish to. But still my Spanish is perfect. You can tell the difference when I have to count in the bakery trying to buy some bread… I do that in Catalan or when I nail a finger with a hammer, I swear in Catalan. But you wouldn’t be able to tell where I’m from when I speak Spanish... But still when I use one or the other you can tell there’s a big difference inside of me. Mainly, Catalan is the person I am, …is the person my parents taught me to be… my friends, my knowledge. While my Spanish, Spanish is a bit different because I feel I can hide behind that language, I kind of feel more secure when I use Spanish in the sense that the one talking is not really, really me. I use Spanish as a protective tool. And what happens with English you may ask? English arrived later. English arrived when I already knew who I was and what I wanted and somehow it became more of a fun tool. I use English to travel around the planet, to meet friends, to go to parties, so English probably represents the person I want to be. I am in Catalan, I protect myself in Spanish, I wannabe in English.FabrícioI work for a multinational corporation. Although the offices are here in São Paulo, the official language of the company is English. All the paperwork and official communication is in English so you need a pretty good command of the language I guess. We write most of our emails and our reports and things in English because some of the staff are not Brazilian, they don’t speak Portuguese, they’re often only here for a few months, maybe a year, some learn a little bit of Portuguese, but on the whole it’s easier to talk about work in English. You know there are even some terms – you know specific words, expressions – that I don’t really know how to say in Portuguese, even though that’s my mother tongue. I guess I use Portuguese more for friends and family and discussing general topics, you know, the news, sport, stuff like that. It was difficult at first. It felt really strange to be working in a foreign language, but now, you know, it doesn’t feel foreign anymore. I think I can express myself pretty well, I mean I get the job done, you know… and we’re definitely not the only company that works this way…

b Students work in pairs to compare their answers and try to remember what the speakers said. Check answers with the class and elicit which languages each person speaks and which country they live in.

Answers1 Savithri,b(speaksHindi,EnglishandGerman;livesin

Germany)2 Dani,c(speaksCatalan,SpanishandEnglish;livesinSpain)3 Fabrício,a(speaksPortugueseandEnglish;livesinSãoPaulo)

3 a Check that students understand integrate (become part of a society). Students work individually or in pairs to match the speakers to the topics.

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b Play the audio again for students to listen and check their answers.

Answers1 D 2 F 3 D 4 S 5 F 6 S

Extra activity

Put students into pairs and ask them to choose one of the photos and imagine and practise a conversation between the people. Monitor and help as necessary, and encourage them to use their imagination. Stop the activity after a couple of minutes and ask pairs to perform their conversations for the class. Ask the class to match each conversation to the correct photo.

4 Check that students understand that collocations are words that are typically used together. Students work in pairs to complete A in the Key vocabulary panel. Check answers, and remind students that they should record collocations when they record new vocabulary. Students then write their paragraphs.

Answersmother+language un+-lingual English+spoken beginner+speaker

5 Students discuss the questions in pairs. Ask pairs to report back on how similar or different their answers were.

Alternative

As an alternative, students could move around the classroom and discuss the questions with different partners. Students could then tell the class whose answers they found most interesting or most similar to theirs.

6 Put students into pairs to complete B in the key vocabulary panel. Encourage them to pool their knowledge and use their dictionaries to check the meaning of any verbs/phrases that they don’t know. Be prepared to explain the meanings of some of the things if necessary. Students rank the verbs in order of difficulty. Ask pairs to report back on their answers, and see if the class can agree on a final list for you to write on the board.

Extra activity

Refer to the list of verbs/phrases on the board from activity 6. Point to each in turn and elicit phrases that can be used to do each thing, e.g. commiserate: Oh, dear. Poor you. Put students into pairs and ask them to prepare a conversation in which they do one of the things on the list. Monitor and help as necessary. Ask pairs to perform their conversations for the class, and get the class to identify what each pair is doing.

7 a Students work individually to make their lists.

b Ask students to read out individual items from their list, and see if any other students have written the same thing. Discuss as a class the best way to learn how to do the different things on students’ lists.

Focus on the Notice box in the Key vocabulary panel. Discuss as a class what the two different meanings are, and how they relate to the topic.

Answers1 mattersasanoun=thingstodowithlanguage(thisrelates

tothetopicbecausethetopicisallaboutlanguage)2 mattersasaverb=languageisimportant(thisrelatesto

thetopicbecauselearninglanguagesisimportantformanypeople)

Mixed ability

To consolidate the collocations in the Key vocabulary panel, especially with weaker classes, ask students to use the collocations to write four questions to ask a partner. Elicit a few examples from the class first, e.g. What’s the official language in your country? Can you name five English-speaking countries? Monitor and help while students are working, then put students into pairs to ask and answer their questions. Ask some students to tell the class what they learnt from their partner.

1.1 Total immersion page 6

Speaking&Reading

Lead-in

Focus on the photo and ask students to describe what it shows. Encourage them to describe the people in detail and how they might be feeling. Ask what they think is happening. Explain that the children are learning a language. Then focus on the title of the lesson and elicit or explain that it refers to a method of learning a language in which someone is surrounded by the language all the time.

1 Students work in pairs to discuss the questions. Ask some students to tell the class how similar or different their experiences were.

2 The article contains quite a lot of vocabulary that may be unfamiliar to students. You could pre-teach the following words to help them: hug (to hold someone as a sign of affection), cling (to hold tightly), soothing (comforting), coddled (treated indulgently and over-protected), expatriate (someone who lives in a foreign country), prodigy (a child who learns to do something well at a young age), scar (to leave an emotional mark on someone). Students read the text quickly and find the answers to the questions. Remind students that when they read a text for the first time they should read it quickly, and not worry if they don’t understand everything. Discuss the answers with the class, and ask students what else they can remember from the text.

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Grammarpage 7

1 a Students complete the extracts with the correct article or no article. Point out that students should do this without looking back at the article.

b Students read the article again to check their answers. Discuss with the class how many answers they got right, and whether they find the use of articles difficult in English.

Answers1 the 2 a 3 the 4 a 5 noarticle 6 noarticle7 noarticle 8 a 9 an 10 the

2 a Students work in pairs to match the words in bold to the categories. Discuss the answers carefully as a class, making sure that students understand why each of the bold items belongs to each category.

Answers1 metro2 foreigncorrespondent,localschool3 lifeabroad4 expatriates,internationalschools

b Work through the Grammar panel as a class, eliciting the answers as you go. Alternatively, with stronger classes, students could work through the Grammar panel in pairs. Check answers, and refer students back to the bold words in 1a as examples. Students look at the article again and find examples of countries, streets and cities. Then refer students to the grammar reference and practice activities on page 120.

Answers1 the 2 a/an 3 noarticle 4 noarticle 5 the 6 theCountries,streetsandcities:KrasnoarmeyskayaStreet,Moscow,ParkSlope,Brooklyn,Russia

Articles A lot of students continue to find articles difficult, even

when they reach advanced level, because of interference from their own language. Some students may omit articles altogether, if their own language does not have articles, e.g. I think it’s good idea. Other students may use the wrongly to refer to people or things in general, e.g. The life is beautiful. I love the art. Point out where students make errors with articles in their writing or in class, and encourage them to self-correct or peer-correct.

3 Students discuss the differences between the sentences in pairs. Discuss each pair of sentences as a class and make sure that students understand the difference between the use of a/an and the.

Answers1 Thewriter’schildrenarelearningRussianbygoingtoa

Russianschool.TheyarelearningitbecausethewriterhasgotajobinRussia.

2 No,itisn’taneasyexperiencebecausetheydon’tunderstandanyRussianandsoareunabletocommunicateatall.

3 a Put students into new pairs. Students compare their answers, then answer the questions together.

b Ask students to share their answers with the class. Discuss each answer and encourage students to express their own opinions. Ask students for their reactions to the experiment and if they think it was a success.

Answers1 BecausetheywantedthemtolearnRussianandlearn

aboutRussianlifeandculture.2 Initiallytheyfeltthatitwasagoodidea,andtheyhopedthat

theirchildrenwouldadaptandlearnthelanguagequickly.Onceithadbecomeareality,theyrealisedhowdifficultitwas,andtheywonderediftheyhadmadetherightdecision.

3 (possibleanswer)Itwasperhapsmoredifficultfortheparentsbecausetheyhadtomakethedecisionaboutwhatwasbestfortheirchildren.

Extra activity

Put students into pairs and ask them to find the following expressions in the text and work out the meanings. Check understanding by asking: What emotion is being described in each case? (answers in brackets).

1 my stomach clenched (fear)

2 they would get through the day without falling apart (being upset)

3 she composed herself (made herself calm after being upset)

4 she walked out of the school nearly in tears (upset)

5 she brightened (became more cheerful)

Extra activity

Put students into pairs and refer them back to the text. Ask them to find three words or expressions that are unfamiliar to them and use their dictionaries to check the meanings and write an example sentence. Students can then share their words with other pairs to increase the number of words they cover.

4 Refer students to page 140 to read the paragraph and see if their predictions were correct.

Alternative

Before students do exercise 4, you could ask them to write an extra paragraph to add at the end of the article, beginning: Six months later... Monitor and help while students are working. Ask students to read their paragraphs out to the class, and discuss as a class which scenario is the most likely. Students can then turn to page 140 to compare their ideas.

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Answers1 a Thespeakeristheonlyforeigncorrespondentforthis

newspaper. b Thenewspaperhasmorethanoneforeigncorrespondent.2 a Thereismorethanonelocalschool. b Thisreferstotheinstitutionofschool,notaspecificschool

building.3 a Thisreferstospecificexpatriates(theonesthewriter

knows). b Thisreferstoexpatriatesingeneral.

4 Play the audio for students to listen and answer the questions.

AnswersHewaslearningKoreanbecausehewasstudyingatuniversityinKorea.

1.2 When I first arrived in Korea I had no idea of the language so life was hard. I couldn’t read the characters, I couldn’t say a word. I quickly learnt how to say very simple things like hello and please and thank you. I was a student at the local university and for the first month I took classes in Korean with the other foreign students who had just arrived. The classes were really useful and the people I lived with were very friendly and welcoming and made me feel at home. The only problem was that they wanted to practise their English and it was really, really difficult to persuade them to speak to me in Korean.

5 a Refer students to the prompts on page 140. Elicit the first sentence from the class. Students then write their summaries individually, using the prompts.

b Refer students to page 146 to compare their summary with the transcript. Allow students to compare their versions in pairs and discuss any differences. Then discuss as a class what other possibilities are correct.

Mixed ability

To reinforce the work on articles with weaker students, put students into pairs and allocate a paragraph of the text on page 6 to each pair. Ask students to read through their paragraph and identify all the nouns. They should then look at the articles that are used with each of the nouns and try to explain why each article is used. Monitor and help while students are working, helping them to match the use of articles in each case with the rules in the Grammar panel. Put students into different pairs to exchange information and explain the use of articles in their paragraph. Students can repeat the activity with different partners for extra reinforcement.

Pronunciation

1 a Play the audio for students to listen and mark the stressed syllables. Point out the underlined words and the schwa symbol. Play the audio again for students to listen to the pronunciation of the and and.

AnswersIcouldn’treadthecharactersandIcouldn’tsayaword.

b Students find more examples of the schwa sound in the extracts. If students find this difficult, play the audio again to help them. Check answers, and elicit that the schwa sounds are all in unstressed syllables.

AnswersSchwas:Icouldn’treadthecharactersandIcouldn’tsayaword.

2 a Put students into pairs to read the extracts aloud and underline examples of schwas. Monitor while students are working, encouraging them to stress the important words and use schwas in the unstressed words where possible.

b Play the audio for students to listen and check their answers. With weaker classes, play the audio again for students to listen and repeat.

Answers1 Theclasseswerereallyuseful...2 …andthepeopleIlivedwithwereveryfriendlyandwelcoming

andmademefeelathome.

Speaking

1 Allow students a few minutes to prepare their ideas individually before you put them into small groups to discuss the questions. Ask them to list as many advantages and disadvantages as they can.

2 Ask each group to report back to the class. Discuss as a class which situation is better for language learning and why.

Alternative

Alternatively, divide the class in half. Ask half the students to work in pairs and think of advantages of learning in a formal language situation, and ask the other half to work in pairs and think of advantages of full immersion. Elicit arguments from each side in turn and discuss the advantages and disadvantages of each method as a class. In strong classes, you could hold a formal debate on the issue.

1.2 Lost in translation page 8

Lead-in

Focus on the title of the lesson and explain that it refers to words or ideas that cannot easily be translated from one language to another. Ask students if there are any words in their language which cannot easily be translated into English, or vice versa. Ask students if they have had to translate for someone else, and, if so, whether they found it easy or difficult. Elicit a range of answers and encourage students to talk about their own experiences.

Listening&Speaking

1 Put students into pairs to discuss the questions. Ask each pair to share their ideas with the class.

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b Put students into pairs to compare their answers. Check answers with the class, then ask students to answer the questions in pairs. Ask pairs to report back to the class, and see which opinions the class agrees about.

Answers1 a HeneedstouseGermanforwork. b Sheworksinashopthatalotoftouristsvisit.2 a Nathanial b Betty c Nathaniel d Nathaniel e Betty

Extra activity

Dictate these questions to the class and ask students to discuss the answers in pairs. Elicit some possible answers, then play the audio again for students to check their answers.

1 According to the audio, what do we not need to buy now? (bilingual dictionaries)

2 What kind of words does Nathaniel have to translate? (technical words)

3 What does Betty say that automatic translation doesn’t work for? (measurements)

Grammar

1 a Students read the extracts and decide what the words in bold refer to. Check answers carefully with the class.

Answers1 youuseautomatictranslationsoftwareortools2 abilingualdictionary3 automatictranslation4 had5 themeasurements6 Thefactthatclotheshavelabelsshowingdifferentsizesfor

differentcountries.

b Discuss as a class what each of the expressions substitutes.

Answersa anoun:2,3,5 b averb:4 c alongersentence:1,6

2 Read through the Grammar panel with the class and elicit the missing words and expressions. Alternatively, stronger classes can work through the panel in pairs. Check answers carefully, and ask students if they use substitution in the same way in their language. Then refer students to the grammar reference and practice activities on page 120.

Answers1 one 2 any 3 it 4 it 5 they 6 it7 do 8 Ifnot 9 This

2 a Check or pre-teach automatic, smartphone, bilingual and body language. Play the audio for students to listen and put the images in order.

1.5 I = Interviewer N = Nathaniel B = BettyI: On this week’s podcast we look at translation. Digital technology has

meant that we no longer need to buy bilingual dictionaries. Do you know anybody who uses one these days? And businesses might even think twice about recruiting the services of a translator. That’s because everyone relies increasingly on automatic translation software. But it doesn’t stop there. If you’re a tourist and you have a smartphone, you can now download an application which works as if by magic. It’s easy, all you have to do is place the screen over a text which the app translates before your very eyes. That’s rather different to the old system when you had to press a button to get information in another language, for example, in a car park or tourist resort. We spoke to two people who use translation on a daily basis, Nathaniel and Betty.

N: For my work, I occasionally need to use German. I don’t understand it very well so I rely on automatic translation software. Usually, it’s a technical term that I need to know, so the translation software is OK. If not, I might ask someone in the office who’s bilingual. That’s the traditional way, of course. I like both, the automatic software provides a fast and efficient translation and usually serves my purposes, but if I’m not satisfied with that, I’ll get a second opinion from one of my workmates… Sometimes it’s good that a real person – like your workmates – can confirm it for you, you know that they can tell you if it’s right or wrong… and you’re not just relying on a machine. You know, like, sometimes there are words or expressions that just can’t be translated by a machine, their meaning just gets lost in translation… But, as I said, there aren’t usually problems of ambiguity in my field.

B: I work in a clothes shop, a lot of tourists come here so we translate quite a lot of things for their benefit; like sales posters for example. Sometimes we do the measurements of the clothes as well, because they change depending on the country. So, on the labels there’s a series of flags with the corresponding sizes. So for example, in England a size 10 would be a size 8 in the USA and a size 38 in Spain. This makes me realise that translation isn’t just about translating word for word. I don't know, perhaps translation doesn’t have the same importance as it once did. As I said, we have these labels… also more people speak English now… and they use body language, etc. so I don't really need to speak their language. But I think we need to be careful about things like automatic translation because, obviously, it wouldn’t work in the case of the measurements.

I: Do you use automatic translation software or tools? If so, tell us about your experiences…

b Students compare their answers in pairs. Check answers with the class and check that students understand what each image represents. Ask students what else they can remember from the recording.

Answersd,c,a,bImagearepresentsonlinetranslationsoftware;imagebshowsasignadvertisingasale;imagecrepresentsamachineonwhichyoucouldpressabuttontogetinformationinanotherlanguage;imagedrepresentsasmartphoneappwhichcantranslatemenus.

3 a Allow students time to read through the questions. Deal with any vocabulary issues, then play the audio again for students to answer the questions.

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Substitutingandreferring back

Students should be fairly comfortable with pronouns. However, they may be reluctant to use other forms of substituting and referring back, preferring to repeat words or phrases instead, e.g. We translate sales posters and we translate (rather than do) the measurements as well. Although this is not incorrect, it is worth encouraging students to check their written work to see where they can use substituting and referring back to improve their writing style.

3 a Students work individually or in pairs to rewrite the advert.

AnswersDoyoudreamofgettinginstanttranslationswithouttouchingakey?If so,readon!Well…let’simagineyou’reinJapan,youdon’tspeakthelanguage,yougointoarestaurant,themenuisimpossible.Youcan’tunderstandawordofit.YouneedTextConvert!TextConvertisatranslationapplicationthatiseasytodownloadonyoursmartphone.Onceyou’vedone that,chooseyourlanguagesandplacethescreenoverthetextyouwanttotranslate.Thetranslationwillappearinstantaneouslyandwepromiseitwillbeareliableone.BuyTextConverttoday.Ifyoudo sobeforeJanuary31we’llincludeafreedictionaryappaswell.Thiscouldbethebestinvestmentyou’vemadeinyears.

b Ask students if they would buy this application and why/why not. Hold a brief class discussion.

Extra activity

Put students into pairs and ask them to write an advertisement for another app. Tell them to use three or four examples of substituting and referring back. Students can then swap advertisements with another pair and discuss which app they would buy and why.

Listening&Speakingpage 9

1 a Put students into small groups to read the signs and correct the English. Check answers.

AnswersTheancientbuildingisbeingrenovated.Weapologiseforinconveniencingyou.Thewearingofshoesisnotallowed.

b Discuss as a class what problems the signs show. Elicit that they show the dangers of translating literally from one language to another. Ask students what examples of bad translation they have seen.

Extra activity

If students are interested in the subject of bad translations and have access to the internet, they could do a quick online search for ‘bad translations signs’. Students can work in pairs and find two or three bad translations that they find amusing. to share these with the class.

2 a Pre-teach misinterpretation, longing and nostalgia. Play the audio for students to listen, then elicit the answer to the question.

Answerc

1.6 P = Presenter T = Thiago To = TomasP: Hi, welcome to today’s World of Words. Today’s phone-in is dedicated

to words and expressions that get lost in translation. Every language includes words or expressions which are hard to find an equivalent for. If you translate them literally, that can lead to misinterpretation or worse still total misunderstanding. But if you leave them in the original language can you be sure that the whole meaning is being transferred? Well, let’s hear what a couple of our regular contributors have got to say on the subject. Thiago, as our resident Portuguese expert, do you have any examples to share with us?

T: Hi there. Yes, I think the best example in Portuguese is the word saudade; one of the most beautiful of all words. It kind of refers to the feeling of longing for someone or something that you love and which is lost. People use it in English as a substitute for nostalgia, but I think that’s a misuse of the word, because you can use it simply to talk about something you yearn for, you know. Also, saudade is a very common word in Portuguese and ‘nostalgia’ isn’t, it’s too formal. People who speak English but understand Portuguese will use the word a lot, they might say ‘I have saudades’, for example – and for those people who understand the word it just says so much.

P: Thanks Thiago, and what about you Tomas, do you have any equivalents in German?

To: Mmm, yes, in German we have many expressions which are quite difficult to translate. Maybe the best example is schadenfreude. It’s quite a specific word – it’s a feeling you have when you see other people suffering and instead of feeling sympathy, you actually take pleasure in their suffering. That’s a lot of meaning to pack into one word. Although, actually, it’s two words put together – schaden (harm) and freude (joy). And I guess that other languages don’t have a single word that expresses the same idea, so the German word gets borrowed. People use it in English, for example, though usually only in a literary or formal style and I think sometimes they get it wrong. Ah, and, of course, when they’re speaking there’s always the problem of mispronunciation – or at least the pronunciation gets modified to suit the language it’s being used in.

P: Thanks to both of you. I wonder if any of our listeners have got any other words to add to the list. If you have, please call us on…

b Elicit the two words that are mentioned (saudade and schadenfreude) and write them on the board. Elicit the languages that the words come from (Portuguese and German). Play the audio again, pausing if necessary to allow students time to make notes. Discuss as a class what the two words mean, and ask students if there are words with similar meanings in their language.

AnswersSaudademeansafeelingofsadnessandwantingsomeoneorsomethingyouhavelost.Schadenfreudeisthefeelingofenjoyingthefactthatsomeoneelseissuffering.

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Vocabulary

1 a Write a few words beginning with mis- on the board, e.g. mistrust, misbehave, mishear. Elicit that mis- has the meaning of ‘do something badly or wrongly’. Ask students if they have a similar prefix in their language. Students complete the gaps with the nouns. Check answers.

Answers2 misunderstandings 3 misuse4 misinterpretation 5 mispronunciation

b Ask students to read the sentences individually to decide which are true for them and change the ones that are not true. Students can then compare their answers in pairs. Ask some pairs to tell the class if their answers were similar or different.

Extra activity (1)

Point out that all the nouns in 1a also have a verb form. Put students into pairs and ask them to use their dictionaries to find out the verb form for each noun and write an example sentence. Ask some pairs to read their sentences to the class.

Extra activity (2)

Put students into pairs and give them two minutes to think of as many mis- words as they can. With weaker classes, you could allow students to use dictionaries. Check answers, and write all the mis- words on the board. Ask pairs to write example sentences for three of the new words. Monitor and help while they are working. Ask pairs in turn to read out one of their sentences, omitting the mis- word. Give a point to the first pair who can correctly guess the missing word.

Speaking

1 a Read the example with the class and elicit one or two other examples from the class. Students then work in pairs to discuss expressions in their own language.

b Ask each group to tell the class about their discussion. Discuss as a class which words from English or other languages have been incorporated into students’ own languages, and whether the meaning has changed.

1.3 English everywhere page 10

Lead-in

Ask students what they think is the most popular language in the world. Discuss the answers as a class. Point out that according to the number of native speakers, Mandarin Chinese is the most popular language, followed by Spanish and English. However, if second-language speakers are included in the statistics, the order of the most popular languages is English, Spanish and French.

Listening&Speaking

Background notes

Students might be interested to know what percentage of the population speaks English in some other countries. Some examples are given below:

0–20%: China, Russia, Gambia

20–40%: Egypt, Italy, Poland, Iraq

40–60%: Hong Kong, Slovenia, Latvia, Luxembourg

60–80%: Austria, Finland, the Philippines

80–100%: USA, Canada, Australia, New Zealand, Netherlands, Sweden, Denmark, Israel

1 Focus on the map and point out the four featured countries. Students discuss the question in pairs. Ask pairs to report back on their discussions. You could discuss the information in the Background notes with the class and ask if they find it surprising and why.

2 a Focus on the phrases and model pronunciation of creole, pidgin and elitist. Allow students time to work in pairs and use their dictionaries to check the meaning of the phrases. Check answers, and make sure that students understand all the phrases.

Answers1 informallanguage2 asimplifiedformofalanguagethatisspokeninanother

country,andhasbecomealanguageinitsownright3 alanguageusedbypowerfulpeopleinacountry4 alanguageusedasaformofcommunicationbypeoplewho

speakdifferentlanguages

b Pre-teach medium of instruction and colony. Play the audio for students to listen and match the phrases to the countries.

Answers1 Singapore 2 Guyana 3 India 4 Nigeria

1.7 As we know, English is spoken all over the world, but it plays a very different role depending on the country where you find it being used. Here are four examples where you’ll definitely hear English on the streets…India is a good place to start, it now has more people who speak or understand English than any other country in the world and its use is increasing all the time. But it’s still considered quite an elitist language there, with only 10% of the population speaking it – that’s still about 125 million people because, of course, the country is huge!Meanwhile in Singapore, English has a very different role – it’s the official language of business, government and the medium of instruction in schools. Some households have shifted away from speaking Mandarin or Tamil at home with English now becoming more popular. You hear different kinds of English there, some versions are very colloquial, and people often adapt the way they speak to suit the context – but just over 80% of people speak the language.

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Answers1 switch+from,to2 vary+alot3 adapt+to4 shift+ourattention,towards5 alter+theway

b Students decide which statements they agree with, and change some of the statements if necessary. Put students into pairs to compare their answers, then discuss as a class which statements students agree and disagree with.

2 Students work in pairs to talk about their own languages and changes that have taken place. Ask individual students to tell the class what they learnt from their partner.

Extra activity

You could conduct a class discussion on whether English has become too influential in the world. Encourage students to think of arguments for and against English being the global lingua franca, and encourage all students to join in and express their opinions.

Readingpage 11

1 a Read the instructions with the class and refer students back to the map on page 10 to see where Guyana is (it is the small country at the top of South America, with 80–100% English speakers). Point out the photo of John Agard on page 11, then refer students to the background information on pages 140 and 142.

b Put students into pairs or small groups to discuss what they read about John Agard, and to discuss the meaning of the words and expressions. Discuss the words and expressions as a class to make sure that students understand them correctly.

Answers1 anareainLondon2 aprofessoratOxfordUniversity3 standardBritishEnglish4 veryinformalEnglish

2 a Students discuss the question in pairs. Ask pairs to tell the class their ideas, then discuss the answer with the whole class.

AnswersThetitleofthelessonis‘Englisheverywhere’becauseEnglishisspokenallovertheworld.ThepoetcomesfromacountrywhereEnglishisspoken,andhewritespoetryinEnglish.

b Point out the glossary under the photo of John Agard. You could also pre-teach axe, hammer, armed and self-defence if you think your students will not know these. Warn students that the poem is written in Guyanese English, rather than British or American English, so some words, expressions and grammar might be unfamiliar. Students then answer the questions.

Nigeria has the fastest growing population in the world and English is an official language with over 50% of people now speaking it. But that has not altered the use of other languages in the country. There are seven other national and regional languages and these are spoken in different areas. This means that English has become the lingua franca between different communities.Finally, Guyana is a small country and almost all of the people speak English because they were a British colony until 1966. The people have their very own kind of English, some call it a kind of creole or pidgin English, but those terms are quite negative. I prefer to think of it as non-standard because it certainly varies a lot of from standard English and you might not understand it so well if you’re not used to it.

3 a Allow students time to read through the facts. Check understanding of inferior. Play the audio again for students to match the countries with the facts. Check answers, and ask students which facts they find surprising.

Answers1 Nigeria 2 Guyana 3 India 4 Singapore

b Refer students to the transcript on page 146 to find other surprising facts. Allow students time to prepare their ideas individually, then put them into pairs to compare and discuss. Ask pairs to report back.

Mixed ability

With stronger classes, ask students to write a short account of the role of English in their country. Students can use the transcript on page 146 for ideas. Students can share their accounts in small groups and compare the experiences in their countries.

With weaker classes, refer back to the map at the top of page 10 and use it to revise countries and nationalities. You could do this as a competition, for example by putting students into pairs and giving them three minutes to write down as many countries and nationalities as they can. Check answers with the class and see which pair got the most countries and nationalities correct.

Vocabulary

1 a Students read the sentences and choose the correct verbs. Check answers and check that students understand all the sentences.

Answers1 switch 2 varies 3 adapt 4 shift 5 alter 6 become

Extra activity

Focus on the sentences in 1a again. Ask students to find and underline the dependent prepositions/collocates. Check answers, and remind students that they should record dependent prepositions/collocates when they record new vocabulary.

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Answers1 HeisaccusedofmuggingtheQueen’sEnglish.2 Heuseslanguage.3 Herepresentsaneducatedpersonwhohascontrolofthe

languageandtellspeoplewhatisrightandwhatiswrong.4 HerepresentspeoplewhospeakdifferentformsofEnglishin

otherpartsoftheworld.5 Thelanguage‘authorities’,i.e.educatedpeopleinBritain

whobelievetheyknowhowEnglishshouldbeused.

3 a Students work in pairs to categorise the words in the glossary.

Answers1 mugging,mashup,assault2 onderun,mugging,assault,servetime,inciting(crime)

b Students discuss the questions in pairs. Ask pairs to report back, and discuss the answer as a class.

AnswersNo,thepoetisnotaviolentman.Hedescribeshimselfas‘aconcisepeacefulman’andsays‘I’mnotaviolentman’.

4 a Students discuss the question in pairs. Make sure students understand that there is no right or wrong answer to this question, but they should discuss their own impressions of the poem.

b Students read the last verse again. Discuss the main message of the poem as a class. Ask students if they agree with the message.

AnswersThepoetissayingthatalthoughheisanimmigrantandlivesinEngland,hehastherighttospeakEnglishhowhewants.

5 a Students find the equivalent words and phrases in the poem.

Answers1 Menotno 2 de 3 Ienthaveno 4 yu5 demwantme 6 Itekkingitquiet 7 witmih8 Ientserving

b Play the audio for students listen. Students work individually or in pairs to identify some of the characteristics of Guyanese English. If students find this difficult, see the alternative activity below. Note that the author is saying the poem from memory, hence it does not match word for word with the published version.

AnswersItuses‘me’insteadof‘I’sometimes:me a simple immigrant.Theverbbeissometimesomitted:I only armed… I warning you…Thepastsimpledoesn’talwaysusean-edending:I immigrate.Nocanbeusedwithdon’t:I don’t need no axe.

Alternative

You could divide students into pairs or groups. Assign each pair or group a verse of the poem, and ask them to rewrite it in standard English. This will help students to focus on the language and how it differs from standard English. Students could read their version aloud, then listen again to the audio to compare the Guyanese English with their own standard version.

Speaking

1 Allow students time to prepare their own answers first, then put them into groups to discuss the questions. Ask each group in turn to tell the class about their discussions. See how much agreement there is in the class.

1.4 Functional language page 12

Tunein

1 Lead-in by asking students to look at the photo and describe what they can see. Read the title of the lesson with the class and elicit that the woman on the left is being reassuring. Put students into pairs to answer the questions.

Answers1 Sheisfeelingsad/upset.2 Don’tworry./Nevermind.3/4 Students’ownanswers.

2 a Students read through the list individually and decide in which situation they would feel most worried. Elicit a range of answers from individual students.

b Ask individual students in what other situations they might need reassurance. You could build up on the board a list of ‘Top 5’ situations in which people need reassurance, taking suggestions from students in open class.

Alternative

An alternative approach to this lesson would be to put students into pairs and get them to roleplay the situations in 2a. Ask some pairs to perform their role plays for the class and ask other students to note down what phrases they use to reassure each other. Write useful phrases on the board, and add these to the ones in 4a when students have completed that exercise.

3 a Pre-teach or check operation, routine (adjective), coach (sports coach) and masochistic. Play the audio for students to listen and answer the questions.

Answers1 Oli’spethastohaveanoperation;Ginnyisplayingasport

tomorrowandisworriedthatshehasn’tpractised;themanisgoingtothedentist.

2 Thefriendinconversation1soundsthemostsympathetic.Thewomaninconversation3istheleastsympathetic.

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1.9 1 A: Hi Oli, I’ve been looking all over for you. You alright? You look a

bit worried. B: Oh, I just got a text from my dad. A: What’s up? B: He’s got the date for Joey’s op. A: Joey’s got to have an operation? I didn’t know that. Poor little

thing. B: Yeah, he’s got a dodgy heart apparently, though you wouldn’t

think it if you saw him in the park. They’re doing it on Tuesday. A: Aaaw, bless him. I didn’t know they did that sort of thing… How

are you feeling? B: Oh, you know, it’s a bit of a worry, but it’s got to be done, I

suppose. A: Oh, absolutely. And these things are fairly routine nowadays. B: Yeah, I know, but you can’t help thinking about the ‘what ifs’, can

you? A: Mm, well, try not to think about it too much. B: No. There’s no point worrying, really, is there? A: Exactly. I’m sure he’ll be up and running around in no time. B: Mm. I hope so.2 A: Ginny, what’s on your mind? B: Oh, it’s nothing really, I’m just thinking about tomorrow. A: Tomorrow? Oh, right, yes, but what are you worried about? It’ll be

a laugh! B: I know, but I haven’t been practising and Coach is bound to

notice. A: I’m sure you’ll be fine. You’re brilliant. B: But what if we lose because of me? The others are all really good,

I know I’m going to let the team down! A: I’m sure everyone feels that way sometimes. It’s perfectly normal

to feel that way. B: You’re probably right. I just can’t help worrying. A: Look, what’s the worst thing that can happen? B: I know, I know.3 A: I can’t believe you haven’t been for four years. B: Yeah, well, now you know why. A: OK, but one bad experience when you were a kid and you carry

on like this? B: Yes, I hate it! It’s torture, even a check-up, even if I don’t have

anything done. A: It wouldn’t be like that if you went more often, though, would it? B: You don’t think? That’d just be masochistic. Anyway, the

appointment’s at five. It’s going to be horrible! A: It’ll be over before you know it. B: I don’t want to go. A: Oh, don’t be such a baby! You’re making such a big deal about

nothing. My nephew handles it better than you, and he’s five!

b Play the audio again for students to listen and match the friends to what they say.

Answers1 (It’sperfectlynormaltofeelthatway.) 2 (There'snopointinworrying.)3 (It’llbealaugh)4 (It’llbeoverbeforeyouknowit.)

Focusonlanguage

4 a Students complete the extracts with the correct words. Allow students to compare their answers in pairs, but don’t check answers at this stage.

b Refer students to the transcript on page 146 to check their answers. With weaker classes, you could play the audio again for students to hear the phrases again in context.

Answers1 too 2 no 3 sure 4 on 5 laugh 6 way7 perfectly 8 worst 9 over 10 such

5 a Students work individually or in pairs to match the phrases to the uses.

Answers1 3,5,9 2 1,2 3 6,7 4 8,10 5 4

b Students work individually or in pairs to think of another phrase for each category. Elicit possible phrases for each category and write them on the board.

Possible answers1 I’msureit’llturnoutOK.2 Trytoputitoutofyourmind.3 We’veallbeenthere.4 It’snotthatbad.5 Doyouwanttotalkaboutit?

Mixed ability

With weaker classes, point out that short forms are used in all the phrases, e.g. It’ll be..., There’s... . Point out that we very rarely use full forms in informal spoken language. Encourage students to use short forms when they speak.

Focus on the information on sounding reassuring. Play audio 1.10 and ask which speaker sounds more reassuring. Play the audio again for students to listen to the falling intonation. Play audio 1.11, stopping after each phrase for students to repeat. Put students into pairs to practise saying the phrases in a reassuring way.

AnswersSpeaker2

1.10 I’m sure you’ll be fine.

Overtoyou

6 Read the task and example with the class. Elicit one or two more examples from the class, then put students into pairs to think of four situations. Monitor and help as necessary.

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7 Model the activity by asking a student: What’s on your mind? Elicit their answer, then give reassurance. Students continue acting out their conversations in pairs. Monitor and help as necessary, encouraging students to use appropriate intonation.

8 Pairs choose one of their situations to act out to the class. When all students have finished, ask the class who sounded the most reassuring.

Extra activity

For some freer practice, ask students to think of one more situation in which they might be worried. Ask students to mingle, asking each other what they are worried about and giving reassurance. You could join in this activity yourself. After a few minutes, stop the activity and ask some students to tell the class who was the most reassuring.

1.5 Speaking task page 13

Tunein

1 a Lead in by asking students what aspects of language learning they find easy and difficult. Conduct a short class discussion. Students then read the common frustrations and decide which ones might be illustrated by the photo.

Answers2,5,6

b Students discuss the questions in pairs. Ask pairs to report back on their discussions, and see which frustrations are the most common overall.

2 a Explain that a SWOP chart is a tool you can use to plan your learning. Students read the guide and complete the headings.

AnswersStrengths,Weaknesses,Opportunities,Problems

b Students think about their own learning, and think of one thing they could write in each box of the chart. Elicit a range of ideas from individual students.

3 Play the audio for students to listen and fill in the chart. Play the audio a second time if necessary, pausing to allow time for students to complete the chart. Check answers and ask students if any of Olav’s ideas are similar to theirs.

AnswersOlav’sstrengthsasalearner:outgoing,notembarrassedtospeakEnglish,goodatgrammar,readsarticlesandwebsitesabouthishobbiesinEnglish,readingandspeakingHisweaknessesasalearner:poorlistening,doesn’tpractiselistening,notdisciplinedOpportunitieshehas:speaksinclasstwiceaweek,languageclubatLazzoBarProblemshefaces:universityworkisnotinEnglish,lotsofworkforuniversitysolittletime

1.12 G = Gemma O = OlavG: Right, so Olav, what would you say are your main strengths?O: I’m quite outgoing, I suppose. I mean, I’m happy to talk to anyone,

really, and I’m definitely not embarrassed to speak English, am I?G: Definitely not! But do you get to speak English a lot, though? I mean, I

only ever practise my English here for, what? An hour and a half twice a week. You don’t speak English in the street either, do you?

O: I do, well, not in the street, maybe, but I go to that language club they have at the Lazzo Bar sometimes.

G: Oh, do you? You should put that down somewhere, in ‘opportunities’, I guess.

O: Yeah, good. Lazzo… Bar. Actually, I haven’t been for a while. But it’s quite good. There are usually some German students there I talk to in English.

G: What else? What about your strengths in English?O: I’m probably better at reading and speaking than listening. And my

grammar’s quite good.G: Your listening’s good, isn’t it?O: Oh, I’m terrible. I failed at listening last year.G: But that was difficult – everybody said so.O: No, but I really failed – I got 34 percent or something. And it’s true,

I’m not very good at listening to the TV or anything.G: Why is that, do you think?O: I don’t practise, I guess, spend too much time talking!G: But do you practise reading?O: Yeah, I’m always reading stuff on the internet – Formula 1 news,

interviews, loads of things.G: You don’t read for university?O: Not in English. Well, not much, anyway. There are sometimes articles

in English. Would you say that’s a weakness?G: Probably more of a problem, no?O: Yeah… no chance… to use… English at uni…versityG: So what’s going to stop you learning this year?O: The same as always. Lack of time. I’ve got too much to do for

chemistry.G: But you’ve got time to watch TV!O: OK, yeah, that’s true, but you have to relax sometimes!G: You could do 30 minutes at least.O: I’m not very good at being disciplined, I sometimes forget.

I should put that down, shouldn’t I?G: Yes. OK, my turn!O: Right, good. What did you say were your strengths?

Preparefortask

4 a Students work individually to draw their SWOP chart and write two things in each box. Monitor and help as necessary.

b Students work in pairs to interview each other and think of more ideas for their SWOP charts.

5 a Play the audio for students to listen and make notes on Olav’s five-point learning plan. Check answers, and ask students which points they think are important for them.

Answers1 speaking–gotoLazzo’sBareveryweek,keepadiary2 watchafilmonceamonth3 maketimeforEnglishtwoorthreetimesaweek4 readoneEnglishpaperforprojects5 makeEnglishmoreofapriority

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1.13 O: OK, so, er, this is my five-point learning plan. So number one is about

speaking. Sometimes I go to the language club at Lazzo Bar – you know, where you meet people for a language exchange – which is really great, but recently I haven’t been so often, so I’m going to try to go every week if I can, even if I only go for one hour. Number two…

G: Diary!O: Oh, yes. And I’m going to do this by buying a diary and writing it in

there every Wednesday, I think it is. OK, what’s number two? Oh, yes, so the thing I really need to work on this year is my listening, so I’m going to try watching a film once a month in English.

G: You said once a week!O: I know, but I don’t think it’s realistic to expect me to fit a film in that

often. Because the main problem I face with English is a lack of time. I’m sure we all have this problem, no? So, again, using my fantastic new diary, I’d like to decide on two or three times a week I can block out in my diary for English. That was number three. Number four is about university, because I was saying there isn’t much chance to use English in the Chemistry department where I study, but actually, there are lots of English books in the library, so I’m going to make sure I read at least one English paper for my projects this year, as it’s the main reason I’m learning English. And finally, I’m going to get a tattoo just here that says: ‘I love English!’ Not really, but I am going to make English more of a priority this year.

b Allow students time to read through the gapped sentences, then play the audio again for them to listen and complete the sentences.

Answers1 workon 2 realistic 3 lack 4 on,out5 sure 6 make

6 Students work individually to decide on their five-point learning plan. Monitor and help as necessary.

Task

7 Put students into groups to present their learning plans to each other. Tell students they should present their five points and explain how each one will help them. Encourage other students to listen carefully and make notes to answer the questions as their classmates speak.

Reportback

8 Ask individual students to tell the class about their group’s learning plans.

Mixed ability

With weaker students, write Olav’s five points for his learning plan on the board. Elicit more ideas for a learning plan from individual students and add ideas to the board. Students can then use these ideas to draw up their own learning plans. Alternatively, students could brainstorm ideas in small groups and then use these ideas to draw up their own learning plan.

At the presentation stage, stronger students could present their learning plan to the class. The class could comment on each learning plan, asking questions and making suggestions to help students improve their plans.

Alternative

Instead of working on their own learning plans, students could work in pairs to tell their partner their difficulties and frustrations with learning English. Their partner could then draw up a learning plan for them based on the information they have given. Students could present their learning plans to each other in pairs and give feedback on how useful it seems.

Refer students to Review A, Unit 1 on page 24.

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