Advanced Teacher's Bool<

OXIORDUNIVERSITY PRESS

Great Clarendon Street, Oxford ox2 6Dp

Oxford University Press is a department ofthe University ofOxford.It furthers the University's objective ofexcellence in research, scholarship,and education by publishing worldwide in

Oxford NewYork

Auckland CapeTown Dares Salaam HongKong KarachiKuala Lumpur Madrid Melbourne Mexico City NairobiNewDelhi Shanghai Taipei Toronto

With offices in

Argentina Austria Brazil Chile CzechRepublic France GreeceGuatemala Hungary Italy Japan Poland Portugal SingaporeSouthKorea Switzerland Thailand Turkey Ukraine Vietnam

oxFoRD and oxrorp ENGLTSH are registered trade marks ofOxford University Press in the UK and in certain other countries

@ Oxford Universit5r Press zoog

The moral rights ofthe author have been asserted

Database right Oxford University Press (maker)

First published zoog2013 2012 2011 zOaO 2OOg70987654327

All rights resewed. No part ofthis publication may be reproduced,stored in a retrieval system, or transmitted, in any form or by any means,without the prior permission in writing of Oxford University Press (withthe sole exception ofphotocopying carried out under the conditions statedin the paragraph headed 'Photocopying'), or as expressly permitted by law, orunder terms agreed with the appropriate reprographics rights organization.Enquiries concerning reproduction outside the scope ofthe above shouldbe sent to the ELT Rights Department, Oxford University Press, at theaddress above

You must not circulate this book in any other binding or coverand you must impose this same condition on any acquirer

Photocopying

The Publisher grants permission for the photocopying ofthose pages marked'photocopiable' according to the following conditions. Individual purchasersmay make copies for their own use or for use by classes that they teach.School purchasers may make copies for use by staffand students, but thispermission does not extend to additional schools or branches

Under no circumstances may any part ofthis book be photocopied for resale

Any websites referred to in this publication are in the public domain andtheir addresses are provided by Oxford University Press for information on-ly.Oxford University Press disclaims any responsibility for the content

ISBN: 978 o 19 455222 6

Printed in Spain by Orymu, S.A.

ACKNOWLE DGEME NTS

The publisher and the authors wwldlike to thonkstre Hobbs for the material shecontribute d t o this b o ok.

The authors and the publisher woddlike to extend their speiul thanlcs to the follou,ingpeople for their contribution to the development of Solutius Adyanced'. ZintaAndzane, LaMa; Olga Belova, Czech Republic; Katalin Bergholdn6 K6zdi,Hungary: Irena Budreikiene, Lithuania: Szilvia Csaniidy, Hungary; HenrikCsepregi, Hungary; Erzs€bet Csontos, Hungary; Anita Daru, Hungary;[dik6 Ddmdtdr, Hungary; Kati Elekes, Hungary; Danica Gondovd, Slovakia;HajnalkaJuh{sz, Hungary; Ferenc Kelemen, Hungary; Katrina Kennedy,Czech Republic; D6ra Koltai, Hungary; Natasha Koltko, Ukraine; AlenaKopeck, Czech Republic; Gabriella K6r6di, Hungary; Mario Maleta, Croatia;

Juraj Marcek, Slovakia; Dace Mi5ka, LaMa; Anna Morris, Ukraine; ZsuzsannaNyir6, Hungary; Eva Paulerovi, Czech Republic; Hana Pavlikovii, CzechRepublic; Judit Petrask6, Hungary; Zolt:in Rdzmiives, Hungary; KatalinRicknd Cserj6s, Hungary; Rita Rudiatiene, Lithuania; Dagmar Skorpikovd,Marta Szalka, Hungary; Czech Republic; Gdbor T:imyik, Hungary; Katalin B.T6th, Hungary; Kati Zentai, Hungary.

The publisher andthe authorswouldliVcto thonkthe author of: Dyslexia andICT:Katarzlma Bogdanowicz

The wthors and publtsher are grateful to those who have given permission to rtproducethe follo\uingextrqcts and adaptations of copyrightmateriol: p23 Extract fromDeathof aSolesmafl byArthur Miller @ 1952, Arthur Miller. Reproducedby permission. AII rights resewed. p25 From 'Men choose beautyheatments to dval bride on wedding day' by Sarah Womack, 10 June 2006,www.telegraph.co.uk. Reproduced by permission. p8,{ From 'Antarctica toCosta Rica: mapping the humpbackwhale's amazing joumey', byJarnesRanderson, 4 April 2007, www.Guardian.co.uk. Copyright Guardian News &Media Ltd. 2007. Reproddced by pennission. p97 Frorn 'It's just water, right?Wrong. Bottled water is set to be the latest battleground in the eco war' byLury Siegle, 10 February 2008, www.Guardian.co.ttkThe Obsenter. CopyrightGuardian News & Media Ltd. 2008 p101 From'Conrad, the literary outsiderignored by his adopted country'byJonathan Brown, 3 December 2007,www.Independent.co.uk. Reproduced by permission. p107 From 'The truthabout lying and laughing' by fuchard Wiseman published,inThe Guardion,72 Aprll 2OO7 . Copyright @ Richard Wiseman. Reproduced by permissionof Pan Macmillan, London. p111 From 'Endless Summer' by David Ansen,www.newsweek.com. From Newsweek,79 April2oO8 @ 2008 Newsweek, Inc.All rights resewed. Used by permission and protected by the Copyright Lawsofthe United States. The printing, copying, redistribution, or retransmissionofthe Material without express written permission is prohibited.

The publisher wouldlikr to thank the followingfor their permission to reproduce the

following photogroph: Corbis p138 (Kylie Minogue).

nfusv atiorls by : John Haslam pp1 2 7, 136, 742: Ian Foulis p140

Three class audio CDsThe three audio CDs contain at t the t is tening mater ia l f rom theStudent 's Book.

The WorkbookThe Workbook mirrors and reinforces the content of theStudent's Book. lt offers:r fur ther pract ice, lesson-by- lesson, of the mater ia l taught in

class. additional exam tasks with support for students and teachersc Challenge! exercises to stretch stronger studentsr writ inS guides to provide a clear structural framework for

writ ing taskso step-by-step preparation with audio models for exam-style

speaking tasksr cumutative reviews to develop students' awareness of their

progress, with Exam Challenge! sections to practise exam-type tasks

r a Functions Bank and Writing Bank for quick reference. a dictionary definit ion style Wordlist which contains the

vocabulary activated in the units

The MuttiROMThe MultiROM is an interactive self-study tool that has beendesigned to give guidance, practice, support and consolidationof the language and skil ls taught in the Student's Book. TheMult iROM is div ided into uni ts and lessons corresponding withthose of the Student 's Book.r €V€ry grammar lesson in the book is extensively practised. all target vocabulary is consolidated with crossword, word

search, and gap-fit l activit iesr one listening activity per unit is included so that students

are able to practise l istening at their own pace. speaking and wri t ing sect ions help students improve these

ski l ls outs ide of the c lassroom. an audio CD element is included, wi th al l the audio for the

listening tasks in the Workbook, which can be played on a CDplayer

The Teacher's BookThe Teacher's Book was co-written by authors with first-hand exper ience of teaching at th is level . In addi t ion to fu l lprocedural notes for the whole course, it offers:. optional activit ies throughout for greater ftexibit ityo structured speaking tasks to get students talking confidently. teaching notes with usefuI t ips and strategies to improve

students ' exam techniouer 20 photocopiable pages to recycle and activate the

language.of each unit in a fun, communicative context

Test Bank MuttiROMA seoarate resource MultiROM contains:. Short tests: two for each unit. Progress tests: an A and a B version for each unitr Cumulat ive tests: one for uni ts 1-5 and one for uni ts 6-10o Answer keys. Results tableo Audio and tapescr iptsThe Short tests, Progress tests and Cumulative tests can beadapted. You can add, remove and edit tests depending upon whatyou have taught. You can even personalise the tests ifyou want.

Websitefhe Solutions website is oart of the Oxford Teacher's Club atwww.oup.com /el t / teacher i solut ions. You can f i nd :. extra act iv i t ies - including r . r r i t l lg a.c soeaking - that are

linked to the Solutions Acivc:cec S:,ce.:"s Book. These areclearty f tagged in the teac- ' -g - : : is .

o a fu l l Workbook an5\1'e '<er A :- - : :?-< e-: : 'anscr iptso a teacher's guide to c'us:ex,a z'c 7

.,i,ua::ul

A note from the authorsOur work on Solutions began with a research trip. We travelledfrom city to city with colleagues from Oxford University Press,v is i t ing schools, watching lessons and talk ing to teachers andstudents. The information we gathered on that trip, and manysubsequent trips across Central and Eastern Europe, gave usvaluabte insights into what secondary students and teacherswant f rom a new book. These became our guiding pr incipleswhile writ ing Solutions. Most people we spoke to asked for:. a clear focus on exam topics and tasks. easy-to-follow lessons which always have a ctear outcomeo plenty of support for speaking and writ ing. plenty of extra practice material

In response, we designed a bookwhich has a crystal-clearstructure: one lesson in the book = one lesson in theclassroom. We included up to thirty pages of extra vocabularyand grammar practice within the Student's Book itself toprovide more flexibit ity. We included at least ten specificlessons to prepare students for the school-leaving exam, aswell as ensuring that the book as a whole corresponds to thesyllabus topics required in the exam. And we recognised thediff icutties that students naturally have with speaking andwriting, and therefore ensured that these activit ies are alwayswell prepared and well supported. Achievable activit ies areessential for motivation!

Our research trips alsci taught us that no two schools or classesare identica[. That is why Solutions is designed to be flexible.There are five levets (Elementary, Pre-lntermediate,lntermediate, Upper-lntermediate, Advanced) so that yourstudents can begin and end the course with whichever is mostappropriate for them.

Solutions has benefited from collaboration with teachers withextensive exper ience of teaching 74-19year olds and ofpreparing students for their school-leaving exams. We wouldlike to thank Danuta Gryca for sharing her expertise in writ ingthe exam procedural notes in the Teacher's Book. The mainlesson notes and cultural and language notes were written byGroline Krantz. The culture notes and photocopiable resourceswere by Sue Hobbs.We are confident that Solutions will be easy to use, both forstudents and for teachers. We hope it witl also be interesting,engaging and st imulat ing!

Tim Falla and Paul A Dovies

The components ofthe courseThe Student's Book with MuttiROMThe Student 's Book contains:. 10 topic-based units, each covering 8 lessons. 5 Languoge Review / Skil ls Round-up sections, providing a

language test of the previous two units and a cumulativeskil ls-based review

o 1,0 Get reody for your exam lessons providing typical examtasks

. 27 pages of extra language material: 11 pages of furthervocabulary practice and extension in the Vocabutary Buitderptus 15 pages of grammar practice with an integratedgrammar reference in the Grammar Bui lder

r t ip boxes giving advice on specific skilts and how best toapproach different task types in all four main skitls

You wilt f ind more details on pages 5-7 in the section 'A tour ofthe Student 's Book' .

4 | Introduction

,/

Solutions and the examAlthough Solutions Advanced is above the level required by 82exams, it helps students develop and extend their languagecapabi l i t ies and f ine-tune their exam technique to at low themto approach 82 level exams with confidence.Typicat exam requirements are reflected throughout the coursein the choice of topics, tasktypes, texts and grammarstructures. ln addition to this, Solutions offers:

Student's BookThe Student's Book includes ten exam-specific lessonsdesigned to familiarise students with the task-types andrequirements of the exam. The lessons provide strategies andexam techniques to give students the skil ls they need to tackleexam tasks successfully.

WorkbookThe Workbook provides further practice of both the oral and thewritten exam. Work in class can be followed uo with Workbooktasks done as homework.Challenge! sections practise exam-type tasks.The listening material for the Workbook listening tasks is on theMult iROM.

Teacher's BookThe exam lessons in the Student's Book are accompanied by'.rl l procedural notes with advice and tips for exam preparation.

A tour of the Student's Book- ' 'rere are ten main units in the Student's Book. Each unit has eight lessons. Each lesson provides-lateriaI for one classroom lesson of approximatety 45 minutes.

r I'E I.Wa &hituiituhn'hdhld( :| @idtuseb@.dtu

sd. p@pl. * tuF 6 rb, @eddt wlv?'ltuddr@kd

.wwte ed q wD Nt/

hi$i .6r th i ! !ddtds4i :

2 eLFstmadb(4?ht i@df,

: ffsrhllq, nrrvlF ,

-, ry.. @rd

dd&rmxd.@.

i*&i:n;:lH._ i ru*",*u3 r-lil'*"d. , @B I ffiffi:*i*ffiMs'&s'

t f f ikrrbkee.ry ' * ; , " ; . "@.; '* . "" . " , ,etudch&leeddre i B'kF*afw.gb2.d.Giap'.ld@dft : I

E-=

ffiFr%*.|Drn I '*trIffiri*DJG,.KS I ,*"if*-*

F'"{F| 's*ffi,g,rrsg*'ji-ai- '.*-*"*'"""'"'-'-"'

ffini ffi*r*GIlnSsFii..6@rlts

'""''*"' r^-{ /4D *.',k'

Lesson A - Vocabulary and listeningr 'This Unit includes' states the main language and skil ls to

be taught.r EverV lesson has an expticit learning objective, beginning

' l can . . . ' .. Lesson A introduces the topic ofthe unit, presents the

main vocabulary set, and practises it through listeningand other activit ies.

. This lesson links to the Vocabulary Builder at the back ofthe book, which provides extra practice and extension.

@l i rced'dk&Ri*6td

aWtufrddb.tutus'dik&bddG!rBl@e!

hh@etu' i* in i i '

LessonB-RealEngtishLesson B focuses on features of naturaI spoken Englishand presents and practises sophisticated areas ofvocabulary and grammar.New language is presented in a meaningful contextthrough either a l istening or reading text, and often acombination of the two.The lesson always finishes with a speaking activity whichbrings the language from the lesson together.Learn this! boxes present key information in a clear andconcise form.This lesson has a l ink to the Grammor Builder at the backofthe book and provides extra practice and an integratedgrammar reference.

Introduction

1 Mh*ddr*ftqr*\tuk.Meqb

Aop night&e @M b &nnl.nedredF6tulwi

ahMr hnrtnL d hb @t@tr tuq &D4 rus rn|s d

2 tur&ddnq,rFo4rtFki@Btr i l i6adf.odsnlnder.

:0sLbrrr+h*rt4

I.!f,

I

t

dkqbh.pdtu.hrh6h

I r , -* ,+aol** , r . ,su*c.b.d6ft 'e_&Fd46rwrir ty.

atae&)@

b3.@tu1&@@'@a<@4rrN,4

r d&lkdrdtudtuhrfdnr!ddrir:]tdlsu@3D&,

! ser.56h*&i&! | le@rqrtufrherb.di.6h

s.'.,,.h"I. '""...h||*.,.n :

5 dbddrkrdqdB{.ld.lk*d6'rgiMdn4i1q)@.

Lesson G - Writing: Anatysis & Task

a

a

a

O

3::*^

Lesson G focuses on writ ing an exam text type.The anatysis lesson atways begins by looking at a modeltext or texts and studying the structure and format.Students learn and practise usefuI phrases.The clear writ ing guide helps students to produce theirown text.This supported approach to writ ing increases students'l inguistic confidence.

to 'd}d*ed*tu '

;i;;;;;;H:;ki;- ti::l;d@r@eod!ui-d,Es' t i i , l !

dhMsri@FaFdnr . . r i

re-- ffir mbrerE,ud&

. -.ri'hn.

ilfi.e5.l;ff;lila-_.sd '" iu 'b*# * .*_. t : :#L* ,

;F*.*Hm.ryfriW*WK iitu ;rm*wo*l: . :;d; ; .d; ; ; tAr ' ;eA t-b4k**4&q!r - r@*".ro

;;rr'a; i5xeglililffilfliL-- .: i.sd ' -d ' ! ;# * .* ; : : , :L" -

ro,ffi ffi,,ffi*it

Longuoge Review / Skills Round-upr There are five two-page reviews (after units 2,4,6,8 and 10).r The first lesson of each review is a Language Review of the

preceding two units.. There are exercises focusing on vocabulary and grammar.r The marks always total 40, so it is easy to monitor progress

through the book.. The second lesson of each review is a Skil/s Round-up

which covers all the preceding units of the book.. The lesson includes practice of all four skil ls: l istening,

reading, writ ing and speaking.. The materiaI is centred around a young man called Edgars,

who is working in Britain.

drdtrqi f t rbhhr: . . r l

Get ready for your examo There are Get ready for your exam lessons after each unit

which focus on exam skitts and preparation.. The lessons include exam tasks for reading, speaking,

l istening and grammar (with writ ing exam tasks in theWorkbook).

r These lessons also recycle language from previous unitsand tink with the unit tooics.

T,j.Tff#fr5'"** srq:r-. i. - i ' '" ' ' l

;5****gmn::;;; - i '6'ewd'e 'd 'd- - .bkdsrytu-*dr

a f rn, .dhi

:=.fHHE",r,trlltr 's"*''-^*,m"""- g:frff:::::* @HffiH*;ffi*ffi .T3s:";r"'*nn*x_

ffiffiffiipf ffiff:tj;:"_::,"::*j r6b4dd& d6tu6',@. .5{foiiio!i6c-o-,. : i I];:;.i;:;;;i;;:'j;l;;;lG ,J -l:

cdMdo,ddMffi* : :tuqb;@lrd!rd$hr sd@{!Rbn"ns.d

I @EbdiEftre@6d dsddsd. &.6l6bEruFhkrtd _lq

#ffiffiH.Hs 'SEFif.E*..*- - lffiSr$ffi;lg ,#r-".-- .-::,;--- ietuN*i*d.bffi

dn& tbFaBbsFrF

i l .&F' .

Introduction

,,

Memories

tEssol{ sul , l t lARY O | & &. l r ;Vocabulary: adjectives describing emotionaI states, words

descr ib ing memory and remembering, t ime expressions, pref ixes

Listening: short monologues: l istening for gist and specif ic

information

Speaking: describing a memory

Topic: family l i fe and relat ionships

Eiqt@ To do the lesson in 30 minutes, keep the lead-in brief, skip item 3 of exercise 7, askstudents to describe 2instead of 3 memories in exercise 6 and set the VocabularyBuilder exercises for homework.

i Lead-in 3-4 minutesAskthe students to brainstorm 'important f irsts' in aperson's l i fe, such as the first t ime you rode a bicycte. Witha weaker ctass, askthem to brainstorm in pairs.After 1-2 minutes, put students in pairs or groups of threeand ask them to share their ideas and pick their mostmemorable 'f irst '.

Exercise 1 page 5Ask students to look at the photo and elicit one or twogeneral comments on what is happening and how thechild might be feeling. Then focus on the adjectives inthe box and check understanding of their meaning byasking questions. Ask: Which word means so impressedby something that you feel nervous and frightened?(overawed); feeling worried or unhappy about a situation,because you think something bqd might happen oryou're not sure that what you're doing is rightT (uneasy);confused about where you are and where you shouldgo? (disorientated); extremely upset and anxious so thatyou con't think clearlyT (distraught); thinking or worryingabout something so thatyou don't pay attention to otherthings? (preoccupied); feeling nervous or frightened orhaving lost confidenceT (unnerved); feeling so emotional inresponse to sonething that you don't know how to react?(ovenrvhelmed); thinking carefully before you do somethingbecause there may be risks involved? (circumspect);extremely confused? (bewild ered); extremely quiet and shy /not wanting to talkto other peopleT (withdrawn).As you elicit the words, l isten out for errors in pronunciation,then model and dril l those words; words most t ikely tobe mispronounced are: distraught ldr'strc:t/, bewildered Ibr qrldad/ and overawed /.ai-rver'c:d/.11rr pairs students use the words to describe the chitd's:eel :rgs in more detaih encourage students to expand1r : 'e 'easons why he might experience these feelings,e'6; irr;6-rg he's feeling distrought as his father is justmlmrrl,n m r8r,r€ h:ifl; ask one or two students to repeat theird{ffiiir'tiltiln'mcni l: :€ c"ass.

rm ' eilimttt: irrinn :e n*s:e ci.ass situations that might causeSrllln ilffi ff]illnlml |1]f1[5..

rfi I,, rnr sier[.s fi:lJflefrfls !es::':e:heir rnemories of their firstdirul, ff rd.rlrrruw],. .u3rn$:,e -evii €ir- s drier€ possible. Conduct

; tM,rig' :lmrl mgdh*aL:'t,

Exercise 2 page I f) r.or. Explain that students are going to l isten to four speakers

tatking about aspects oftheir chitdhood. Pause after eachspeaker to al low them to choose a topic and compare theirchoice with a partner before checking the answer as a class.

KEY Speaker lc Speaker2d Speaker3f Speaker4b

Transcript 1.01Ben As I recal l , the trouble started when my t i t t le sister was born,and I had to move into my brother's bedroom. He hated havingto share, and he took i t out on me - although of course, i t wasn'tmy fautt. He used to ptay att kinds of tr icks on me, part icularlywhen I was in bed - l ike t ipping glasses of water over my pi l low,

or putt ing strange things underneath the blankets to scare me. Icomplained to my mum and dad t ime after t ime, but either theydidn't bel ieve me, or they fett they coutdn't do anything about i t .With hindsight, I suppose i t was at l fairty innocent, and he neveractual ly harmed me, physicatty - but at the t ime, I found the wholething quite traumatic, and I 'm sure i t affected my relat ionship withmv brother as we became adults.Miranda I 've always b'een quite an obsessive sort of person -

and f ickle too. l ' t t get real ly into something - or somebody - fora while, and then change my mind completely. For example, I 'mtotal ly fanatical about going to the gym. l t 's the most importantthing in my l i fe - for now. But l 'm sure I ' t t go off i t completely verysoon. lwas exactlythe same as a chitd. l 'd have a favourite dress,for exampte, and I 'd wear i t att the t ime. There was a denim dressI had when I was four. I can st i [ [ picture i t clearty - i t had f lowersembroidered around the hem. I wouldn't wear anything else - forweeks! Then suddenly, I decided I hated i t . l t was the same withvideos: I 'd watch the same f i lm a hundred t imes unti l i t becamecompletely ingrained in my memory. Then l 'd never see i t again.My parents always thought I 'd change as soon as I grew up but Ihaven't!Phi l Christmas is a very evocative t ime for me, I guess becauseit was so important to me when I was a chitd. As that t ime of yearapproached, I 'd have endtess conversations with my mum anddad about what presents I wanted Father Christmas to bring me.They always l istened careful ly, asking questions to make surethat I reatty wanted what I said I wanted. And when I opened mypresents on Christmas morning, I usual ly discovered that I 'd got

what I 'd asked for. l t was a great feeting. Of course, once in awhile I was st ightty disappointed - for example, one year when I 'dasked for a real, futt-sized aeroplane, I didn't get i t . But general lyspeaking, Father Christmas was very kind to me, and I can't cal l tomind many disappointments. And I d idn' t for a moment suspectthat my parents were buying the presents for me - at least, notunt i l I was much older. . .

' t I Unhl .Beginnlngs/

For further practice of Prefixes go to:

Sue It was my very first day at primary school and I was soupset about leaving my mum that I cried for most of the morning.Anita came up to me at lunchtime and told me not to worry, thateverything would be OK. She smiled, and I felt better. I sti l l havea clear recollection of that smile. We became friends at once, andwe remained inseparable for years. We sat next to each other inclass, we had lunch together, we shared our secrets, our fearsand anxieties, everything. After primary school, Anita and I wentto different secondary schools and saw much less of each other.We sti l l saw each other at weekends sometimes, but gradually wedrifted apart. In the end, we lost touch with each other completelyand l 've no idea where she is now orwhat she's doing. lt 's ashame, really - | stitt think about her quite often and wish wecould meet up. lt would fun to reminisce about the good otd days.Mind you, if we met up now, we might have absolutely nothing incommon! Perhaps it 's better just to keep the nice memories.

Exercise 3 page s 6) r.or. Students work individually. Encourage them to refer to

the wordlist at the back of the Workbook. Then play therecording for students to check their answers.

. During feedback clarify the differences in meaningbetween the words. Model and dril l the words with trickyp ro n u n c i ation, na m e [y, h i n d s i g ht lhatndsarV, tra u m ati c/trr: 'metrk/ and reminisce /,remr'nrs/, and hightightthe factthat the re in recollection and reminisce is pronounced /relin contrast to the usual pronunciation of the prefix re l i l asin rewrite, retake, rearrange, reorganise, etc,

. With a stronger class point out that to picture is an exampleof a noun used as a verb and ask i f they can think ofotherexamptes (to fother, to mother, to bin, to knife, to network, torubbish, to pencil).

. Remind students that many of the words in the box are partof f ixed expressions and that they should record the fullexpression in their vocabulary notebooks. (With hindsight,as I recall, picture sth cleorly, ingrained in one's memory,reminisce obout the good old days.)

KEY1 recal l2 hindsight3 t raumat ic

KEY1 occasionatly / from time to time2 immediately / at once3 then / at the t ime4 never-ending / endless5 never / not for moment6 al t the t ime / the whole t ime7 repeatedly / t ime after t ime8 finally / in the end

Exercise 6 pase s. Refer students to the topics in exercise 2. Demonstrate by

describing a memory of your own, incorporating languagefrom exercises 1, 3 and 4, then give students a minute tomake notes to describe their memories.

Exercise 7 pase s. Students take turns to describe their memories to their

partners. Circulate as they do the activity, l istening,answering questions and making a note of any importantmistakes to be used in feedback at the end.

Notes for Photocopiable activity 1.1S[am!Team gameLanguage: revision of negative prefixes, adjectives related topeople and feelingsMaterials: one copy of the game cut up per group of 3-4students. Oeacher's Book page 124). Refer students to Vocabulary Buitder 1.1.. Divide the class into teams of two and group two teams

together around each table. Spread out the prefix cards onthe table and put the adiective cards in a pile, face down.Tel[ students they are going to play a fast-moving gamewhich you wil l now demonstrate with one group.Exptain that student 1 is going to read out an adjectiveand the other players need to decide which prefix makes itnegative. The first player to place his or her hand over thecorrect prefix wil l win the chance to win a point. Now heor she must confer with his / her team-mate to provide anaccurate definit ion of the word. lf they can do this, they winthe point. The team with the most points at the end wins.The students should take turns to pick up an adjective cardand read it out. The reader cannot place his or her hand overa card on that turn but should be involved in providing thedefinit ion.In whole class feedback, review any words which causedprobtems either in choosing the correct prefix or f inding agood definit ion.

KEYimpractical, unwill ing, unenthusiastic, disadvantaged,il l i terate, irrationat, immoral, im partial, unem barrassed,dissatisfied, unwise, irresponsible, unreasonable,unpredictable, immature, impatient, incapable, incompatible,ineffi cient, irreligious, i l logicat, disapproving, inconsiderate,indecisive, immodest, intolerant, impolite, insensitive,unimaginative, unreliable

i Lesson outcomeAsk students: What have you learned todayT What can youdo nowT and elicit: I can talk about childhood memories anddescribe how I felt.

4 picture5 ingrained6 evocative

7 cat l8 recollection9 reminisce

Exercise 4 page 5. Students complete the exercise in pairs. Set a time limit of

two minutes. Check answers as a class.

KEY1 repeatedly2 then3 for now4 very soon5 al t the t ime

5 al l the t ime6 never-ending7 occasionally8 never9 immediately

8 never9 immediately

10 finalty

Exercise 5 page 5. Ask students to complete the text individually using two

synonyms in each gap. Then let them check in pairs beforegoing through the answers.

. During feedback highlight the foltowing points related toword order:- Generally speaking, simple one-word adverbs of

frequency, e.g. occasionally, never come before a verb,whitst longer adverbial phrases, e.g. t ime after t ime,for the time being sound more natural at the end orbeginning of sentences

- Not for a moment is commonly used, as it is here, insentences with dramatic inversion, e.g. Not for a momentdid I think about giving up.

Unit l .Beginnings t 9\

tESSOl{ SUtI i |ARY OOo* "rGrammar: habituat actionsListening: dialogue about family similarit iesSpeaking: talking about inherited characteristicsTopic: science and technology, family l i fe and relationships

EiNEtr To do the lesson in 30 minutes, keep the lead-in brief, set exercise 2 and the Grommar Builder exercises ashomework.

t Lead-in 3-4 minutesr Write on the board 'DNA'. Say: Do you know whot this is7

Talk with your partner and find out how much they knowabout it. Give them one minute to talk together.

o Elicit information from pairs to write on the board.

Exercise 1 page 6r Focus on the photo and questions and establish the

difference between inherited (via one's genes) and acquired(via one's environment), then ask students to discuss thequest ions in pairs.

Exercise 2 pagee 6) t.oz. Students do the exercise in pairs. You could run it as a

competit ion. After they have completed and answeredthe questions, ask students to exchange their answerswith another pair. Ptay the recording and pause after eachsection to altow them to mark the answers. Two points areawarded for each question: one for using the correct wordfrom the box and one for choosing the correct answer.

KEYt hel ix b2 chromosomes a

All of your DNA is inherited from your mother and father, but theparts are rearranged in a way that makes you genetically unique(unless of course you have an identicaltwin). That is why you havepoints of similarity with your siblings but are also different fromthem. lt is also possible to inherit physicat or personality traitsfrom your grandparents or more distant ancestors, since recessivegenes can be handed down through the generations and only takeeffect when two are inherited, one from each parent. That is howtwo people with brown eyes can produce a chitd with blue eyes.

Exercise 3 page o $) r.or. Before playing the recording, give students a few

moments to read through options a-f. Elicit synonyms forres e m b la n ce (si m i ta rity) and tro its (ch a racteristics).

KEY a, b and d are mentioned

Transcript r.03Tara lt 's strange, because physicatty, the person I 'm most similarto is my dad. We've got the same hair, the same eyes ... and I 'vedefinitety got my dad's nose ... unfortunately! But in terms ofpersonality, it's my mum that I take after.Ben In wfat way?T Lots of ways. For example, we've got a lot in common whenit comes to dealing with stressful problems. And if I 'm goingthrough a diff icult t ime, I ' l t often call my mum to talk about it. Sheunderstands me better than anybody else - because we're sosimilar.B I don't think I 'm particutarly l ike either of my parents, really.But apparently, I 'm the spitt ing image of my granddad. He diedbefore I was born, but I've seen photos.Claire And can you see the resemblance yourself?B Definitely! lt 's quite uncanny.C Hmm. Other people notice a strong family resemblancebetween me arld my sister, but to be honest, I can't really see it.T Welt, I think it 's always easier for outsiders to see thosesimilarit ies.C True. In fact, when we were younger, people were alwaysmistaking us for twins! | used to hate that, because I'm eighteenmonths older.B My brother looks absolutety nothing l ike anybody else in thefamily. We've att got straight, dark hair - his hair is curty ... andginger!T Maybe there was a mix-up in the hospitat.B Actually, when we were younger, I told him he was adopted.C Aaah, that's horrible.B I know. But I was onty eight or nine, I didn't know any better.T Did he believe you?B Yes, he did. He got reatly upset about it, and then told my mum- so then I got into trouble.C Serves you right!T And do you look l ike either ofyour parents, Ben?B Yes, I suppose so. I can see my dad in myself quite clearly. Andmaybe one or two features from my mum - my eyes, perhaps.T lt 's interesting hearing you say that you've inherited yourgrandfather's appearance. Because in my family, there's this weirdconnection between my sister and my grandma.C Oh yes? What's that?T Wett, my grandmother, apparently, when she was a l ittte girl,used to suck the third finger of her left hand. And my sister, whenshe was younger, used to do exactly that same thing - the samefinger. And of course, she never saw my grandmother doing it - sothe habit must have been passed on genetically.

Exercise 4 pase o S) r.or. Play the recording a second time, pausing to allow the

students to write down the complete sentences.

ln heritance

3 bases a4 genome b

5 code c6 trait c

Transcrlpt 1.02Every human being in the world begins l ife as an egg - a singlecel[. Once ferti l ised, that egg develops into a person. But howdoes one microscopic cell know exactly how that completeindividual should devetop?The answer is that all the instructions necessary for an organismto devetop, suwiue and reproduce are contained in its DNA,sometimes referred to as the'doubte helix' because of the waythe two long strands of genetic information run side by side in aspiral. The nucleus of atmost every human cell contains 23 pairsof chromosomes. Each of these chromosomes contains severalhundred or even several thousand genes, and each one oftheseis in turn made up ofthousands or hundreds ofthousands ofchemical building blocks catted bases. There are only four differentbases; it 's the sequence which determines the information, f ustas all the information on computer discs, CDs and DVDs canultimately be reduced to a succession of ones and zeroes.In total, the human genome, which is a complete map of humanDNA, includes about 25,000 different genes. These genes are byno means unique to humans, Chimpanzees and humans sharearound 98% of their genes - and even 50olo of the genetic codeof bananas is common to humans. That means we're all halfbananas!

10 ) Unit l .Beginnings

KEY1 I've definitely got my dad's nose.2 In terms of personatity, it 's my mum I take after.3 We've got a lot in common when it comes to dealing with

stressful situations.4 l 'm the spi t t ing image of my granddad.5 Other people notice a strong family resemblance between

me and my sister.6 My brother looks absolutely nothing l ike anybody else in

the famity.7 | can see my dad in myself quite clearly.8 The habit must have been passed on genetically.

.,. . .,rt:t: .,ll:::,t

OPTIOTAT EXTRA ACTIVITY 18Vanishing sentenceswww.oup.com/elt/teacher/solutions

Exercise 5 page 6. Give students five minutes to write their sentences. Let

them compare sentences with a partner before asking a fewstudents to read out their sentences.

Exercise 6 page 6. Ask students to underline the verb forms and check the

answers before getting them to complete the chart. Do thefirst two together to get them started.

t Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit: / can talk about habitual actions in the presentand past. I can describe inherited characteristics.

tEssol{ sutMARY a o. ,s " , ,Listening: a radio talk about the history ofthe Engtish tanguageVocabulary: words which have recently entered the EngtishlanguageSpeaking: ta lk ing about the or ig ins of the students 'own languageTopic: sport and culture

Eiqt@ To do the lesson in 30 minutes, keep the lead-inbrief, do exercise L and 4 as a whole class activity, and limit thetime given to the discussion questions in 5.

t Lead-in 3-4 minuteso Putthe students in smal l groups. Askthem to th inkof any

words in their [anguage which may originatly have comefrom another language (and which language that might be).After one or two minutes, regroup them so that they canshare their ideas with other students and finatly, conductwhote class feedback, elicit ing ideas, particularly aboutwhen and forwhat reasons certain words started to be usedin their language.

Exercise 7 paget. Exptain that the excerpts 1-5 i l lustrate different stages in

the development of the Engt ish language. Give studentstwo minutes to match the excerpts with the works of Engtishliterature. Ask them to explain how they made their choices.

KEY1 d (alt words are recognisable, but some are used differentty

or in a different order, e.g. four and twenty hours)2 c (mostwords are recognisable, but doth is no longer used)3 a (hardty any words are identif iable)4 e (alt words and their uses are the same as they are today,

the image of the grandmother exptoding is surreal andcontemporary)

5 b (there is a higher proportion of recognisable words than in3, but fewerthan in 2)

KEY1 used to 52' t t 63 were atways -ing 74' ,d 8

wit tis forever -ingwouldusual ly

a1 b4 c2 d8 e3 f 7 g5 h6

PROI{UilCtATtOil 1{OTE - EXPRESStItGDISAPPRO,VAL WITH W'LL AND WOULDWhen we describe a habitual action in a neutral tonewe do notplace strest on wilt and woAld and we often . ,contra€t thern to 'll and 'd.Io:express disapp,r:gval of ahabitual action,, we always use thsrfu,ll stressed fornr ofwill a:r::iitould.

Exercise 7 page 6o Students do the activity in pairs. Circulate and monitor for

correct use of habituaI language.

Exercise 8 pase 6. Focus on the instruct ions and the example quest ion. As the

students cont inue the quest ionnaire, walk around checkingthat the questions are correctly formed.

Exercise 9 page 6r Students interview each other in pairs. Encourage them to

give expansive answers with examples and to ask fottow-upquest ions. Conduct a br ief whole-class feedback at the end.

. , : t : : , , . : i t :1. '

GUTTURE ] IOTE . ET{GIISH TEXTSBeowulf - The poem is about a hero catled Beowulf whofights moniters and a dragon. lt is set in Scandinavia. In2,002 itwas mad€r:into a film starri6g,&ay Winstone andAntony Hopkins.The Canterba.y,fales - lrn this work, a number of pilgrimstralrel together from S.outhwarkin,London to Cantcrburyand tetl each other stories when they stop each night.There are many different characters inctuding a monk, amiller, a sailor, a:knight and a nln.,:,,, ' : 'GeoffreyChaucer- Born 1343, died circa 1400, Chaucer issometimes catled the futher of Engtish literature, as before - ihim, most work was in Latin or French. He wrote storiesand poetry but is mainly known for The Canterbury Toles.

For further practice ofTalking about habitual actions, go to:

^Unit l .Beginnings ( 11

\

also been made into a famo,us musical.The Crow Road - This novelris about S.iotsman PrenticeMcHoan. P-rentice's Uncle Rory disappears mysteriouslywhile writing a book calted lhe Crow Road. Prentice setsout to solve the mystery.lain Banks - Born 16 February 1954, lain Banks is a well-known contemporary Scottish author. He has written over,ri"twenty novels, including some science fiction. His mostfumous novels to date include The Wasp Facto,ry and TheCrow Rood, which has been adapted for British televjsfOn,

Exercise 2 page z 6) r.ozr. Tell students they are going to l isten to a radio programme

about the history of the Engt ish language. El ic i t ideas aboutwhat type of information they might hear. Ask: What factorsinfluence the development of o languoge? (wars, invasions,immigrat ion, t rade).

. Focus on the questions and play the recording. Checkanswers as a ctass.

KEY lOld 2Middle 3Modern

Transcript 1.04The history of the English language is a compticated one, mainlybecause it is inevitabty tinked with the history of Britain and itsinhabitants. Languages, t ike populations, are influenced by wars,invasions, immigration, trade and many other factors. But in orderto simplify the story of English, we often divide its history intothree main ohases.During the fifth century, Britain was invaded by Germanic tribesfrom mainland Europe: the Angles, the Saxons and the Jutes. Theydisplaced the existing population - and their Celtic languages -to the fringes of the country: Wales, Cornwatt and the North. Thelanguages of the invading tribes formed the basis of the Englishlanguage. Today, we usually refer to this Angto-Saxon languageas 'Old English' and much of the vocabutary that we sti l l usetoday has its roots in Old Engtish - particularty words which areconnected with their farming lifestyle: earth, plough and sheepare three examptes of words with Anglo-Saxon origins. Perhapssurprisingly, Otd Engtish did not borrow many words from theCeltic languages of Ancient Briton - maybe because the twopopulations did not really mix. One of the few is the word Britainitsetf - another is the name of London's main river, the Thames.lt did borrow words from Latin, however - school is one example -as we[[ as adopting the Roman atphabet, which is sti l l used todayto write Engtish and many other languages.

Between about 800 and 1000 AD, Viking invaders from Norwayand Denmark came to Br i ta in, set t l ing mainly in the northern andeastern parts of the country. Many words from their language -Old Norse - became part of Otd Engt ish, and some of thesesurvive to this day, such as the common verbs get, take and want.The transition from Otd Engtish to Middte Engtish happenedgradually - beginning around the eleventh century. Grammarbecame much simpler. In Old Engtish, there is a complex systemof inftections, iust as there is in German or Latin. But in MiddleEngtish, there are very few inftections. To avoid this resulting inambiguity, the word order becomes more rigid. In other words, wecan tell which noun is the subject of a verb and which is the objectnot by the endings ofthe nouns, but by the fact that the subjectcomes before the verb and the obiect comes after. This is of coursea feature of Modern Engtish, too.As well as the grammar, the vocabulary of Middle English isdif ferent from Otd English. For example, i t contains a lot of Frenchwords. This is because Britain was conquered by the Normansfrom Northern France in 1066. For the next three hundred yearsor so, Bri tain was ruled by the French, and the Anglo-Saxonpopulat ion were mainly deprived of power and wealth. Thesuperior social posit ion of the French during that t ime is ref lectedeven today in some of the words we use. For example, the wordsfor the meats beef and mutton come from the French words boeuland mouton, while the words cow and sheep original ly come fromAnglo-Saxon. This ref lects the fact that the Anglo-Saxon peasantshad to look after the animals so that their French masters coulddine on the meat.The third phase, Modern English, is generally agreed to beginaround the time that the printing press was invented at the end ofthe fifteenth century. In the 1700s, the first dictionaries of Engtishbegan to record vocabulary. The spetting of words became morestable; up to this time, writers used to spell a word however theywanted to! And as science flourished. thousands of new wordswere added to the Engtish language, the majority taken fromGreek - for exampte, microscope and biology - or Latin, such asthe word science itself.The process ofchange is a continuous one - and there isno reason to think that Modern Engtish witt be the final andeverlasting form of the language. On the contrary, it is alreadybeing transformed by several powerful influences. One ofthem isthe Internet; another, related influence is the global communityof non-native speakers of Engtish, which far outnumbers thecommunity of native speakers. What witt the Engtish language betike in the future? Nobody can be sure - but it wil l certainly not bethe same as the Engtish oftoday.

Exercise 3 page z f) r.o+. Focus on the sentences and em0hasise that each sentence

shoutd be completed with a maximum of three words. Letstudents complete some of the sentences from memory. Forthe others, give students practice in predicting answers bygoing through and elicit ing guesses for the type of answerthey can expect.

. Play the recording again and check answers together.o With a weaker class get students in pairs to recap on what

information they heard before they l isten again.

KEY

Romeo and'lulief - fhit:ii':me tragic story of a young man'and you*g woman who fall in love buf ,cannot be togetherbecause,,of,the feud between their famities. Many famousactors haie ptayed thg Starring roles, e.g. La:urdilceOlivier, Judi Dench,1t,rhas been made into a nurm,ber of ,,.,iif i lms, including one starring Leonardo DiCaprio. lt alsowas the basis for the musical West Side Story.Wllliam Shakespeqre - Born April 1564,d16d Aprll 1616.This Engtish pqqt'End playwright is often called Englan.disnational poet. He is best known for his plays but alsowrote 154 sonnets and oth€r',psems. His plays haveb€en trans,lated iflto every major living language, and areperformed,,more often than those of any other ptaywright.Greot Eqectations - This novel was written towards the endof Dicke:n,s's tife. lt is thre story of the, orphan Pip, writinghis l ife flom his early days of chitdhood untit adulthood.Charleg,,Dkkens -,Bom 7 February 1812, died,9 June1870, Dickens is qnq of England's best knowi'Wctoriannovelists. He wrote overtwen,tv novels and many short,,:.::t,,,stories. Wel[ known novels include Oliver Twist, AChllStnas Carol and Great Expectafions. Many of hisnovels have been made into films andAliverTwisthas

72345

Celtic languagesand the Northfarming Iifestytethe alphabetnorthern and eastern

6 much simpler7 French8 printing press9 non-native speakers

12 | Uni t l .Beginnings

Exercise 4 page 7o Focus on the instructions. Do the first question together

then ask students to continue the exercise individuallv andcheck in pairs before class feedback.

. During feedback ask students to explain how the wordswere formed.

KEY1 d (an acronym from not in employment, education or

training)2 h (from shed and headquarters)3 a (from peer and parent)4 f (from more and bourgeoisie)5 c (from ner,y and repeat)6 b (from slum and suburb)7 e (from local and globolisation)8 g (from local and -ivore (carnivore / herbivore)

OPTIOI{AL ACTIYITY -,N.EO[OGl5l l5, : , ,Write the following neologisms (new words) on the boardand ask students to try to guess what they mean.

EilNEtr To do the lesson in 30 minutes, keep the lead-inbrief, skip the second part of exercise 2 and ask students toread the texts for the first time at home.

i Lead-in 4-5 minuteso Tell the students you are going to give them one minute

to th ink of a sport , the equipment needed to play i t , thenumber of people who play and the place where i t is ptayed.They shoutd not talk to anyone else. After one minute, putthem in groups of four or f ive and ask them to slowly givepieces of information about their sport, pausing to give theother students in the group t ime to th ink and guess. Theperson who guesses the sport f irst gets a point.

r As a class. elicit some of the more unusual soorts.

Exercise 1 page 8. Refer students to the quotation and elicit ideas about what it

means. Then ask students to talk in pairs for a minute aboutwhether they agree with it, before discussing as a class.

KEYRobert Morley is probably suggesting that balt sports bring outhuman nature's worst traits: a tendencv to warlike behaviour,violence and cheating.

' ' l : . l : l " l l l : : : : : ' : : : . . .r:::l,lilllrl:li:1i,..'

CUTTURE ilOTE,;;."XnBERT li,Ofi,LEYThe actor Robett'Mbitey (1908-igt iltgs known rorbeing'portly' (overweight) with a doubte chin. He often '.,,

I ptayed rather pompous character paits in films. lt's easy .,, to imaginq thAt sp,ort wasn't realty'hJs thing.

r ' , , : i : : : : : ,1: , i , . , r ' : l

Exercise 2 page 8o Put students into pairs to name the sports, check answers,

then ask them to think of ten more ball sports. Stop whenthe first oair has come uo with ten.

KEYWater polo, rugby, polo, hockey, basketbattOther balt sports: baseball, bitt iards, bowling, cricket, croquet,football, gotf, netball, squash, (tabte) tennis, volteybalt

Exercise 3 page 8r Ask students to skim read the texts to find the answers

to the quest ions. Set a t ime l imi t of three minutes todiscourage them from reading too intensively at this stage.They witl have a chance to read the text in more detail later.

KEYA rugby B basketbatl C baseballRugby was invented first (1823), baseball second (1839), andbasketbatl third (1891)

Exercise 4 page ao Focus on the reading tip and ask students to hightight the

key words in the questions before they read the text. Theythen look for synonyms or paraphrases in the text andunderline the relevant sections. Check answers.

KEY1B 2C 3C 4A 5B 6B 7C 8A 9B 10A

1 staycaliqn2 fingxieqt3 exergaming

4 babymoon,,,,,,,'.,,.1, 5 marmalade dropper

Elicit ideas, but don't cgnfirm or deny at this:point. Next,read out the definitions below one by one. Students-callout the answers.a lhe activity of playing video games that provide

physical exerciseb vacation ta.keAl]a{r0i::neaf one's homec a piece of info:r:nia(ion, especially in a newspaper or on

television which,,isveryexciting,;,,,;,,,1,,.d the annoying feeling of mistakenly thinking you can

hear your mobile phone ringinge a speciaI hotiday taken by parents-to-be before their

first baby is born

KEY 1b zd 3a 4e 5c

Exercise 5 page z. Ask students to think about the questions in pairs before

opening up the discussion to the c lass.

i Lesson outcomeAsk students: What have you learned todayT What can you donow? and elicit: I can understand a talk about the origins anddevelopment of the English language. I have learned somewords thot have recently entered the English language.

Sporting origins

LESs()1{ SUmMARY a O. ' j ;Reading: three short articles; multiple matchingVocabulary: adverbs and adverb collocationsSpeaking: discussion about sportTopic: sport and culture

Unit l .Beginnings ( t3\

KEY1 largety2 resolutety3 promptly4 supposedly

essentiallyth usroughtyironically

9 widety10 cateforically11 onwards12 loosely

CUTTURAL IIOTE . PUBLIC SCHOOL:, Remind strtdqntstriflecessary, that,a:rp!:bfic qehool, in

direct contrast to what its name suggests, is actually anexpensive and exclusive type of private school. Well-known public schools are Eton, Harrow'and Rugby, which,l ike other public schools, place a lot of emphasis ontraditional subjects and sport. The term 'public'refers tothe fact that in th,e pa,st these schools could be attendedby any member of,.the paying public,,a!,lopposed to a

,, .r:eligious schoot;:t&tli1ch was openon]ly,rb.:m€mbers sf s ; ,:,:particular church. lt atso distinguished it from privateeducation at home.

Exercise 5 page 9r Students comolete the exercise alone and then comoare

answers with a partner before whole class feedback. Eticita ouick t ranslat ion to check comprehension of some of thetrickier words.

LESSOI{ SUi l l l , lARY o | 0 r ,

Grammar: ohrasalverbsReading: two short articles about the effect of genes andenvironment on personalitySpeaking: talking about personatity traits

E!UI@ To do the lesson in 30 minutes, set the GrammarBuilder exercises as homework.

t Lead-in 2-3 minuteso Write on the board: Noture or nurture? Ask if anyone has

ever heard this phrase before. lf not, tett them it 's aboutwhether your environment and upbr inging or your genes areresponsible for making your personatity. Put them in smallgroups to discuss which they think is t rue, g iv ing examplesif they can from their l ives, their family and friends. Conductclass feedback.

Exercise 1 page 1o. Focus on the tit le ofthe text and ask students what they

think i t means. Then ei ther ask students to read the textsitentty or get them to take it in turns to read it aloud aroundthe class and explain the meaning of the quest ion. In pairsthey write a sentence summarising the answer. Check theanswer together,

KEYThe title asks the question: What ore the factors that determineso m eon e's p e rson ality?Answer: Your genetics, your environment, your free wil l

Exercise 2 page 1o. Go through the four different types of phrasalverbs. Write

an example on the board to i ltustrate each type. (e.g. 1 sitdown,2 point out- point out a mistake, point a mistake out,but point it out notpoinffi,3 look for - look for the booknotleekthe4ookJor 4, get oway with)

. Do the f i rst one together, then students cont inue atone or inoairs.

5678

LAXGUAGE ] IOTE . COTLOCATIOl{To further illustrate the point about collocation in the lookout! box, refer students back to exercise 5 and explainthat some of the synonyms could be substituted into the ' 1..,text, whereas others wouldn't sound natural. For example,loosely based sounds natural, whereas vaguely doesn't . "' ..

normally collocate with based, and therefore doesn'tsound as natural. Likewise, state categorically collocatesmore naturally than sfafe unambiguously. Collocation ishighly important at advanced level, and a sense of whichwords commonty co-occur can only be developed throughmaximum exposure to written and s,,pgk€-n,,qng[sh.

Exercise 6 page 9. Read through the information about coltocations in the Look

out! boxtogether.Introduce the topic of drugs in sport by writ ing doping onthe board, asking students to tell you what they know aboutit and if they know of any recent scandats involving athletesthat have been banned due to a drugs-related incident.Students complete the exercise individuatty or in pairs.Check answers together.

KEY 1b 2a 3b 4c 5a 6c 7c 8a

Exercise 7 page 9. Begin by giving your own example of a sport which should

be un-invented, giving reasons why. Divide the classinto smal l groups and ask them to do the same. Ask aspokesperson from two or three of the groups to report theirideas back to the c lass.

I Lesson outcomeAsk students: What have you learned today? What con you donow? and elicit: / can understand an article about the origins ofsports. I can understond the importance of collocation ond haveIearned some adverb collocations.

KEYa type 4b type 2c type 3

d type 1e type 1f type 2

type 4type 2

ch

For further proctice of Phrosal verbs, go to:

9 unit l 'Besinninss

Exercise 3 page 1oo Read through the took out! box together then focus on the

instructions. Analyse the first verb together as a whole classbefore students continue alone or in oairs.

KEY1 to admit defeat, to take back an opinion type 1, active2 to resist, not accept bad treatment from somebody without

complaining, type 4, active3 to cont inue to do something unt i l i t has f in ished, in spi te of

diff iculties, type 2, active4 to stop doing something, type 1, active5 to give something to the next generation, type 2, active6 to develop into an adult, type L, active7 to be the explanation for, type 3, active8 with mind = to decide, type 2, active

Exercise 4 page 1oo Students quickty read the text to answer the question.

KEYldentical twins have the same DNA, so any differences betweenthem must be accounted for bv their environment.

For further practice of Phrasal verbs: passive and infinitiveforms, go to:

Exercise 5 page 1or Students can do the exercise indiv idual lv or in oairs.

EXTRA AGTIYITY - TURTHER PHRASATYERBS PRACTICEAsk students to write-five questions to ask their partner,along the lines of those in exercise 5, using the oth€rphrasal verbs in exercise 3. fiowever, instead of writing thefuil phrasal verb, they should write the:particle (adverb or - ,:r':,preposition) but btank out the main verb. They pass thequestions to their partner who fills in the btanks;lhey theninterview each other using the questions they have writ!!n.

Notes for Photocopiabte activity 1.2Phrasal verbsPairworkLanguage: revision of phrasal verbs in different tenses andinctuding passive forms, with and without object pronounsMater ia ls: one copyofthe game cut up pergroup of4 students.(Teacher's Book page 125). Refer students to Grammar Bui lder 7.2 and 1. .3.

Divide the class in hatf. The students in one half are studentA and the others are student B. Telt them that you are goingto give them some sentences with gaps. These gaps shouldbe fit led with phrasal verbs which shoutd be in the correctform, including pronouns if necessary. Put the students intopairs of the same letter, i.e. Student A + Student A, hand outthe sentences and give them ten minutes to do this task intheir oairs.Now give each pair of Student As a copy of the multiplechoice answers to B's sentences and vice versa for the oairsof Student Bs. Tetl them not to show these muttiple choiceanswerS.Each pair should now take it in turns to read out a sentence.lf the phrasalverb is correct, the pair score two points. lf i tis incorrect, they have another chance to score a point byl istening to the three mult ip le choice answers, choosing thecorrect one and reading the sentence again with the phrasalverb in the correct form. NB it is important that the multiplechoice answers are kept hidden as the correct choices arec irc led.You wil l need to monitor carefully and conduct feedback atthe end to highl ight any problems you have noted in termsofthe form / tense used. There may also be cases wherestudents have chosen different ohrasal verbs which makelogical sense in the sentences or they may wish to ask why acertain phrasal verb is not possible. These issues could alsobe addressed dur ing feedback.

KEYStudent A1 put her up2 was brought up3 ran into him4 cheer him up5 dropped off6 have been laid off

Student B1 get away with it2 has been called off3 turned it down4 get round to (doing) it5 let me down6 set off

7 get through to him 7 to drop me off8 put up with them / it 8 was beaten up

i Lesson outcomeAsk students: What have you learned? What can you do now?and elicit: I can use phrasal verbs correctly.

LA]IGUAGE TOTE - THE G.NATTAR OFPHRASAT YERBSThe aim'of exercise 2 is to remind students that knowinga phnsatverb is not s imply a quest ion of understandingits meaning buf:bf knowing how it beFraves grammaticaltyas lwetl. Students are nqtt,expected to remembrgr in thefuture exact,ly what a typ,e 2 phrasal verb is in relation toa type 3, or to be able to state whether a phrasal verbis transitlve or separable, but just to be aware of thedifferent patterns. For this reason when they come acrossa new']ihrasal verb they sho:iild make a point of inoticing'

the pattern itta&es, and when noting jt down in theirvocabulary book, including an example which showswhich type it is.

KEY1 break it down2 looking into it3 come up with4 give it up

get away with themwork it outbrought up in different familiesaccount for them

5678

Exercise 6 Page roo lf possible, get students to work with a different partner for

this exercise. Encourage them to use the phrasal verbs intheir answers and to ask at least two follow-up questions foreach answer their partner gives.

Unit 1 . Beginnings

tEssol l sut i lARY o.o. ,Functional English: reacting to opposing viewsListening: a discussion about genetic engineeringVocabulary: adverb collocationsTopic: science and technotogy, health and fitness

i ' - - ! - ! - - ,1

E!@@ To do the lesson in 30 minutes, keep the lead-inbrief, play the recording once only and limit the discussion timein exercise 7.

* Lead-in 3-4 minutes. Put the students in pairs or small groups. Ask them to

brainstorm what traits make humans unique in the animalworld. After one minute, ask them to think of any animalsthat they think display traits which are similar to humanbeings. Give an example if necessary; dogs are often saidto show loyatty, dolphins disptay considerable intell igence.Give them a minute or two to brainstorm. Now ask them:Which of these animals, blended together, would be theclosest to a human beingT After a minute more discussiontime, students share their ideas with the class and giveexplanations for their choices where necessary.

Exercise 1 page 11r Focus students on the question and the options and then

ask them to quickty find the answer in the first paragraph.

KEY c

Exercise 2 page 11. Ask students to read the rest ofthe text and share their

views with a partner. Keep this brief in order not to pre-emptthe discussion later.

Exercise 3 page 11 O 1.05. ln a weaker class pre-teach: weird, alter, feoture and offspring.. Play the recording once and let students compare with a

oartner before class feedback.

KEYa The man is in favour, the woman is against.b The woman thinks the man isn't being serious when he

starts fantasising about having Spiderman powers.

Transcdpt 1.05Man Did you read about that experiment they did on a monkey -adding a gene from a ietlyfish?Woman I think I saw something about it on W.M lt made the monkey give offgreen tight. Weird, eh?W I think it 's terrible.M Why? lt 's just an experiment. The monkey looked OK to me - itwasn't in pain or anything. lt was just a bit ... welt, a bit green.W I just hate the whole idea. I don't thinkyou can defend animalexperiments, from a morat point of view. We don't have the right touse animals in that way.M I don't really agree with that. Of course nobody wants animalsto be harmed unnecessarily - but these are really importantexperiments. Without them, scientists wil l never find a cure forserious diseases l ike cancer.W That's lust an opinion - there's no evidence to prove it.

M I reckon it 's true, though. And I think genetic treatments arethe future of medicine. In fact, in my opinion, scientists wil l oneday be abte to cure any disease - serious diseases, I mean - byattering a patient's DNA. I read that in a magazine somewhere.Wouldn't it be amazing if all those diseases had cures?W But where wilt i t end? lt 's a dangerous road to go along, don'tyou think? | mean, we sti l l don't know enough about how our DNAworks. We might make alterations which cure a certain disease,but at the same time, have other terrible consequences - youknow, side effects that nobody predicted.M That's a fair point, I suppose. But in my view, it 's worth takingthe risk- because the benefits could be so fantastic. And thescience is advancing so quickty - it 's impossible to stop it, so weshould learn to l ive with it and be happy about it.W That argument doesn't make sense. Just because somethingseems unstoppable is no reason to welcome it. I mean, you couldsay the same about global warming and climate change. Wouldyou welcome those?M Well, I do tike a bit of nice weather.W I iust hate the idea of'designer babies', with parents choosingal[ the best features for their offspring by tooking at their genes.It iust isn't right. And you know what witt happen - 'ordinary'people, who haven't been speciatly designed by their parentsusing genetic technology, wil l end up as some kind of inferior race.Only the genetically perfect people wilt get good jobs, or healthinsurance - or be allowed to have children.M You don't need to take things to such an extreme. Nobody'stalking about creating a race of super-humans - it 's much simplerthan that. Why shoutdn't parents have the choice ofa girl or a boy?W Huh. I knowwhich I 'd choose. :

M What do you mean?W I'm amazed you're sti l l defending this kind of experiment.Can't you see where it wil l lead? One day they're experimentingon monkeys, the next they'lt be creating some kind of monster bycombining human and animal DNA. lt 's l ike a science fiction horrormovie.M I see what you mean. But I quite l ike the idea of somehowmixing human and animal DNA. lmagine, you could have a spidergene inside you and be Spiderman - watking up buildings andspinning webs ...W You can't be serious.M Or Eagle man - with the power of f l ight ...W Now you're just being sitty. I 'm not talking to you about it anymore.

Exercise 4 page rro Having established who is in favour and who is against, the

students can work out who made each statement withouthearing the recording a second time.Students then work individuatly or in pairs to completethe sentences. Point out that many ofthese are furtherexamples of adverb collocations and should be learned andrecorded as a complete phrase.During feedback, to check understanding, ask for synonymsfor some of the more challenging vocabulary, e.g.i n d efe n si b Ie (wro n g), m od ifi ed (cha n ged), u n fo res e e n (notpredicted), vi rtually (almost).

KEY1 morally2 genetically3 eventua[[y

4 freely5 entirely6 realistically

7 widely8 virtualty

Exercise 5 pase 11 6) 1.06o Ask students to complete the sentences, then listen and

check.

KEY1 agree2 prove

3 end 5 make4 suppose 6 have; take

7 see8be

t6 | Unit l .Beginningst

4 qlterly barbarie5 lglatly unethical6 gdectty iustifiable7 entirely reasonable.8 morally wrongg,l:,:Virtuallv impgggib le

10 hishly improbable

Exercise 6 page 11

Transcript t.061 don't reatly agree with that.2 That's just an opinion - there's no evidence to prove it.3 But where wil l i t end?4 That's a fair point, I suppose. But in my view ...5 That argument doesn't make sense.6 You don't need to take things to such an extreme.7 | see what you mean. But. . .8 You can't be serious.

EXTRA"PROf,iU:ilCIATIOil ACTIVITY -'WORDSTRESSThe{oliowing adverb-adiective collocations a re_ usefu Ifor discussion. Write them on the board (without stressmarked) for students to copy. Read them out (stressingthem as shown) and ask students to mark the stress.Wjth a stronger class they can be asked to write thestress beforil hearing,it. Mode[ and dril l the words ., i,,

'ghorally and individudlly, keepinrg a snappy pace.

1 environmentally unfriendly2 politicalty incoryqg!3 completely unacggptable

lfllNnlf*ilfdilnm To do the writing analysis and writingtask in one 45-minute lesson, keep the lead-in for the writinganalysis brief, skip exercise 6 of the writing analysis and theIead-in for the writing task. Ask students to brainstorm ond planin class but to finish exercise 7 for homework.

r Lead-in 2-3 minutesr Put the students into pairs. Tell them to ask each other:

What's your fovourite kind of music and who ore youlistening to these days? Do you buy CDs or download musicfiles? Do you prefer songs in English or your language?

r Give them two minutes to tatk then ask some students tofeedback on what their partner said.

Exercise 1 page 12r Students read the model and answer the quest ion in pairs.

Make sure students understand Ihat gig (meaning concert)can refer to a smal l band ptaying in a smal[ venue or a bigname band playing at a very large venue. Ask a few studentsto report back their partner's experience.

o With a weaker class pre-teach: buzz (the sound of peopletatking in an excited way), make ouf (distinguish), encore(an extra short performance of a song at the end of aconcert), stumble ouf (walk outside in an unsteady way).

Exercise 2 page 72. Focus on the wr i t ing t ip and ask indiv idual students to f ind

examples of short sentences and determine their purpose.

KEYI was thri l led used for emphasisWe waited used to build susoense

Exercise 3 page 12o Students rewrite the sentences individuallv or in oairs.

KEY1 When we arrived at our hotel, I went straight upstairs and

looked out of the window. There was the sea!2 As Ben approached the door, he could hear footsteps inside

the room. He turned the handle. The door swung open.He finatly came face to face with the man who had beenfotlowing him.

3 The playground was huge and I had never seen so manychildren in one place. They were running to and fro,shouting and bumping into each other. lt was terrifying.

Exercise 4 page tz. Students comptete the exercise individualty or in pairs.

KEY 1 l ike 2 as; as 3 as if

Exercise 5 page 12. Again, students can do the task individually or in pairs. Check

students understand the meaning of maze (labyrinth). Pointout that os though can be used as an alternative to as rf.

KEY 1 t ike 2 as; as 3 asi f l though

. Read the statement together and find out via a show ofhands how many students agree and how many disagree.Divide the students into two groups accordingly. The groupsshoutd be equal in size so some students may have to'adopt' another view. Monitor as they write their l ists,feeding in ideas if necessary.

Exercise 7 page ttr Ask students to find a partner from the opposite group, sit

next to them and discuss the statement. Circulate as theyspeak, noting down examples of language (both good andbad) to highlight in a language feedback session.

:''1::l'l' I r::'r:r:ir l

oP[toltAtspEAKtltc AcnvtTy lF ,,,,:]i:Presentation: sports at schoolwww.oup.comlett/teach erlsolutions

I Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit: / can express my opinions on ethical issues.

t Essol{ suMi lARY . . & { : :Writing: an account of an eventLanguage: using sentences of different lengths, using similesTopic: people

EI@U To do the lesson in 30 minutes, keep the lead inbrief ond skip exercise 6.

OPTIOIIAT EXTRA ACTIVITY lGSimileswww.oup.com /elt/teacher/solutid{rs

Describing

^Unit l .Beginnings [ 17

\

Exercise 6 pase 12r Put students in pairs to invent their own similes. Ask a few

pairs to read out their answers.

i Lesson outcomeAsk students: What have you studied today? and elicit: I candescribe an event. I know howto create emphasis and buildtension using short sentences. I can make my writing moredescri ptive usi n g si m i les.

an

tESSOll SUMil IARY . .Writing: a description of an eventTopic: people

EigE@ To do the lesson in 30 minutes, finish the writingtask for homework.

i Lead-in 2-3 minutes. Give students two minutes to brainstorm ad.iectives for

feelings, e.g. delighted, depressed. When the time is up,ask them to give you adjectives for any strong feelings andcheck everyone knows the meaning of each word.

Exercise 1 page 13e Students do the matching task indiv idual ty and then check

in pairs. Encourage them to refer to the word tist at the backof the book. Check their answers, et ic i t ing quick t ranslat ionsfor the harder i tems, before asking them to th ink ofs i tuat ions where they might exper ience these states.

KEYPossible answers1 The room was vast, with enormous windows.2 She was a s lender woman with a s l im face.3 My clothes were soaked and my hair was dr ipping.4 | could see the breathtaking mountains and the stunning

lakes.5 When the phone rang, I answered it straightaway, and knew

at once that something was wrong.6 | discovered my father's diary and came across an old

Dostcard inside it.

Exercises 4 page 13o Ask the students to discuss their personaI memories, and

encourage them to ask their partner quest ions, in order tohelp generate content for their writ ing task. Ask one or twostudents to report back on their partner's memories.

Exercise 5 page 13o Students copy and complete the ptan with brief notes.

Exercise 6 page 13. Focus on the instructions. Ask students to form different

pairs for this activity.

Exercise 7 page 73. Give the students fifteen to twenty minutes to write the first

paragraph or two of their article. Walk around monitoringand hetping and encouraging students to sel f -correct . Theycan finish the article for homework.

Exercise 8 page 13. Students check their work. l f there is t ime ask them to swao

essays with a partner. They shoutd assess the essay interms of the criteria in the Check vour work lisl.

oPTtoltALWRmilG ACT|VITY,,IG . ,:An account of an event

r':f

www.ou p.com/elti teach er/solutions

t Lesson outcomeAsk students: What have you studied today? What can you donow? and eticit: / can describe an event. I can use synonymstoavoid repetition.

gDescribin

KEYapprehensive, nervousbaffted, perplexeddisenchanted, dis i l tusionedeager, enthusiasticelated, thrit led

petrif ied, terrif iedreluctant, unwi l l ingremorsefu[, repentanttense, upt ight

Exercise 2 page 13o Read through the writ ing tip together. You could point out

that even in a rich language tike English there are very fewtrue synonyms. Words which seem like synonyms usuatlydiffer very slightty in meaning, collocation, register orregional use. The dictionary extract shows how the OxfordAdvanced Learner's Dictionary gives information about thedifferences between these synonyms.

o Students do the task indiv idual lv and check their answerswith a partner.

KEY lcross 2mad 3indignant 4mad

Exercise 3 page 13. Do the first sentence together and then students continue

the activity individuatly or in pairs. Make sure theyunderstand that they need to find an alternative for both ofthe repeated words in each sentence.

event

{ 18 ) Uni t l .Beginnings

,/

TOPIC a . &Sclence and technotogy

i Lead-in page t4 2 minutes' Write: Dolly the Sheep on the board and elicit what the

students know about it.. Ask the students to explain what cloning is.

Exercise 1 page 14 5 minutes. Ask two students to read the dictionary definit ions.r Ask the class to make 2-3 sentences with clone as a verb

and a noun.. Divide the students into pairs; ask hatf of the groups to

write down two arguments in favour of cloning; the otherhal f - against c loning.

. Atlow five minutes. Ask each student to present one argument;ask them not to repeat arguments already presented.

ExerCiSe 2 page 74 2-3 minutesr Tetl the class they are going to read a text about ctoning.

Ask the students to scan the text to find two arguments infavour ofcloning. Tett them to ignore both the gaps and thesentences below the text.

. Allow two minutes. Check answers as a class.

KEYpeople who miss their dead pets wil l have a chance to get anident ical animah ctoning wi l l be a source of useful animals l ikespecial dogs

ExerCiSe 3 page 14 15 minutes@

o

Ask students to read the instructions and the text carefully.Explain that if they identify the topic of each paragraph, itwil l be easier to narrow the options to those sentences thatdeatwith the r ight topic.Exptain that each missing sentence wil l have a certainfunction in the text. lf i t 's the first sentence of a paragraph,it witl probably introduce a new topic or l ink this newparagraph with the previous one. lf i t closes a paragraph, itmay summarise what has been said in this paragraph. lf i t 'sin the middle, it witl probabty serve as a l ink between thepreceding sentence and the one that follows. The studentsshould notice the position of the sentence in a paragraphand also read carefully the sentences before and after thegap to understand the context.Tell students you are going to do the first part of the task asa class. Ask them to read sentences A-F and identifu twomost l ikely options - they should easily pick sentences Aand D. Point to the words'the tissue' in the sentence afterthe gap and ask what it refers to. Stress 'the' and elicitthat the tissue must have been mentioned before. Ask thestudents whether there is any tissue mentioned in either ofthe sentences they have picked.Ask the students to do the rest of the task in pairs,hightighting the parts ofthe text that have helped them tochoose the right sentence. Allow 8-9 minutes, Check theanswers as a class, pointing to the hetpfut phrases in the text.With a weaker class, do the whole task as a class. For gap 2,tell one student to read out the sentences before and afterthe gap. Ask the students what this part ofthe text dealswith (research team), and which sentences A-F refer to thesame topic. Then point to 'the latter' in sentence B and askwhat it refers to. Refer them back to the word 'disgraced' inthe sentence before the gap.

Ask another student to read out the sentences before andafter gap 3. By this time, they wil l remember that sentence Awas not used for gap 1.Remind the students to cross out those sentences they haveatready used. Ask a student to read out the sentence aftergap 4. Point to the words 'at least one ofthese' and askwhat 'these' coutd be. Ask them to took in the remainingsentences for what coutd be referred to as 'these'.Telt the students to read the sentences before and after gap5 and both remaining sentences. Tell students that iftheycannot decide which sentence fits the gap, they should tryto eliminate the one that is less suitable. Point to the factthat sentence E introduces a new topic (cloning people)which the text does not mention at al[.Remind the students that in an exam, after f it l ing alt thegaps they should read the text again to check it 's coherent.

l (EY 1D 28 3A 4F 5C

ExefCiSe 4 page 74 1-3 minutes. Choose one ofthe questions in the exercise. lfyou are

running out of t ime - skip the questions, just ask thestudents to look at the picture and identify what it shows.Elicit Frankenstein, and telt the students that the text theyare going to work with concerns ctoning people.

EXerCiSe 5 page 14 10-15 minutes@. Read out the instructions; stress the importance of spelting

in this examination task.Tett the students to scan the text so that they know what it isabout. Tell them to ignore the gaps at this stage.Ask students to work individualty. Ask them to read the textonce more, aloud so that they can hear themselves. Whilereading they shoutd fill those gaps that seem obvious. Advisestronger students to repeat the process. Allow 3-4 minutes.Go through the text as a class with students contributingtheir words for each gap. lf there are no suggestions for aparticular gap, leave it unfi l led.Ask a student to read out the text. For the gaps that sti l tremain unfi l led, help the students with the right answer,e.g. for gap 1, write'people regard clones - horrof, forgap 10, rephrase the sentence - lt 's another question _cloning people would be a good thing. Explain that if anindirect question is fronted whether is used, not rf.

l(EY1 with2 out3to

4 even5 too6as

7do8ln9 even

l0 Whether

ExerCiSe 6 page 74 3-5 minutes. Ask the students to discuss the topic in pai:rs. lf you are

running short of t ime, set the task as homework. Ask thestudents to prepare to argue either for or against the ideaof cloning humans. Alternatively, ask them to prepare a 2-3minute presentation either for or against the idea.

I Lesson outcomeAsk students: What have you learned / practised today? andelicit l have leorned about commercial cloning of animals. Ihave practised reading comprehension through o matchingtask. I have practised vocabulary through completing a gap-filling task.

Getreadyforyourexam t g

,u i l tT t l tc luDEs ,a a $ ,. compound adlectivos i qornpournd:nouns r verb-noun /

noun collocations e phrag4t v€fbs , agp€Cts of filrrls r ad:iectivesf ilms . modifying adv€-rb9.: .::c like, unlike andss .:,$airative tenses . simple and continuous farfis.

. . . : , . : , . i : : .

ltalking aboit clpr:aetero iii f!!ms and boqks . talking about TV viewingi-€actlng to liternry tetit$:

Speaker 3 The only fi lms | [ ike are sci-f i and fantasy. I lovefitms that are set in the far-distant future, t ike Blade Runner, forexample. lt 's quite an otd fi lm - itwas made in 1982, but it 'sa real classic. lt 's quite slow-moving and diff icult to follow attimes, but it 's a fitm you can watch over and over again. The maincharacter, ptayed by Hanison Ford, is an ex-cop who's brought outof retirement to help find and destroy things called 'repticants',which are basically genetically-engineered robots that areindist inguishable f rom humans. These man-made rept icants havesuper-human strength but t imited l ifespans and they want to forcethe people who created them to prolong their short l ives. I guessthe fi lm's really a futuristic detective thri lter.

Exercise 2 pase 15 6) 1.07o Students work indiv idual ly to f i t t in the gaps. Then play the

recording for them to check their answers. Point out that thewords are not in order.

r Encourage students to guess the meaning of any unfami l iarwords from their component parts. To check comprehensionask questions about some of the words, e.g. Whichcompound adjective meons: causing happiness or pleasure?(heart-warm in g) intelligent or fast thinkingl (q u ick-witted)in very bad condition? (run-down) extremely frightening(hair-raising) not prepared to accept ideas or beliefs that oredifferent from your own? (narrow-minded). Onceyou havegone through the answers as a c lass, check comprehensionof some of the words and phrases by asking quest ions.As a general rule this is the most effective method ofchecking that students understand. lf you simply ask Do youunderstand? or Do you have any questions? students maynot respond because they are ei ther too shy to ask or maywrongly suppose that they already know the meaning.

KEY1 engineered2 act ion3 heart4 moving

5 man6 witted7 cool8 t ime

9 run10 rais ing11 narrow12 sel f

Exercise 3 page 15o Do the first two together and then ask students to complete

the exercise alone or in pairs, writ ing a or b next to theword. Check answers, then ask students to read theinformation in the Learn this! box silently and then ask themto close their books and et ic i t examptes of types 1a and b,type 2 and type 3.

KEY a 7, 6, 7, 17, 72 b 2, 3, 4, 8, 9, t0

Exercise 4 page 1s. Put students into pairs and give them a t ime t imit of three

minutes to come up with as many compound adject ives asthey can. Wri te their words on the board and clear up anVquest ions about meaning.

, trs

Compound adjectivetEssol l suMi lARY oof g:

Vocabulary: compound adjectives, aspects of f itmslistening: monologues - l istening for gist and specific languageSpeaking: talking about fictionat characterTopic: sport and cutture

EIQI@ To do the lesson in 30 minutes, keep the lead-inbrief, skip exercise 7 and set the Vocabulary Builder exercise ashomework.

i Lead-in 4-5 minutes. Ask the students to think what is important for them when

choosing a book to read or deciding which fi lm to see. Theyshould make a l ist of four factors they might consider. Givethem a minute to th ink and then put them in pairs and askthem to f ind out i f their partner has the same factors in mind.

o With a stronger class, encourage them to rank their keyfactors in order of importance.

. Ask a few students to feed back to the class.

Exercise 1 pase 15 O 1.07. Focus on the photos and ask students to identify the fi lms.

Tell them they are going to hear three speakers tatkingabout the fitms in the photos. Ask them to predict whatpositive things they are going to hear about these fi lms.

r With a weaker ctass, in order to facil i tate the l isteningprocess, before you play the recording, elicit moreinformation about the fi lms: the outl ine of the story, themain characters, where and when they are set.

. In a weaker ctass it would be also be useful to pre-teach:contemporary (set in today's wortd), run-down (in a very badcondition), dead against (in complete disagreement with),twists and furns (unexpected developments in a story), cop(policeman (slang)) and i n di sti n g ui sh able from (i m possi bleto tell the difference from other things or people).

KEY1 set in the real world, it 's heart-warming2 it 's action-packed, Daniel Craig is cool3 it 's sci-f i, you can watch it over and over again

Transcript 1.07Speaker 1 | t ike contemporary dramas that are set in the reaIworld. One of my al l- t ime favourites is Bi l ly El l iot. l t 's set in arun-down mining town in the north of England, and i t 's about aneleven-year-old, working-ctass boy who wants to become a batletdancer. But his dad and brother. who are a bi t o ld- fashioned andnarrow-minded, are dead against i t and want him to become aboxer. But when his dad gets to see his son dance, he comesround to the idea and lets Bit ly go to bal let school. l t 's a real lyheart-warming story.Speaker 2 | real ly l ike action-packed thri l lers, with a fast-movingr.ci and lots of twists and turns. For example, I iust love the James3orC f i lns, especial ly the more recent ones, wi th Daniel Craigas 3ond. He's such a cool guy, you know, smart ly dressed, good-

-oc<"rg a' ld always so self-assured. He gets involved in some hair-z 's i -g ao' . ,entures, but he remains cool-headed however much:a-ge'-e 's i . r , and he's always quick-wit ted enough to get out of: ' : - : .e.

For further practice of Compound adjectives, go to:

^20 ) Uni t2.Stor ies

o Point out that compound adjectives are nearly alwayshyphenated, as opposed to compound nouns which aresometimes two separate words, sometimes hyphenated andsometimes one un-hyphenated word, depending on howlong the word has existed in the English language.

KEYPossible answersbig-headed, big-hearted, broad-minded, broad-shouldered,cold-blooded, cold-hearted, empty-handed, em pty-headed,fai r-skinned, fair-haired, fai r-m i nded, kind-hearted,ton g-legged, narrow-minded, sin gle-minded,single-handed (done by one person alone, without any help),th in-hai red, thin-skin ned (oversensitive to crit icism), wide-eyed

Exercise 5 page 15. Students do the exercise individuatly or in pairs.

KEY. . . Nobel Pr ize-winning author, John Steinbeck.. .... George is quick-thinking and kind-hearted .... . . Lennie Smal l , who is chi ld l ike. . . George is smal l and sl im-bui l t , whi le Lennie is ta11 and

broad-shouldered... The ending is heart-breaking ...... The hundred-page novel is a fantastic read

Exercise 6 page 15. Demonstrate by giving your own example of 1 and 2.

Students continue the exercise in pairs before feeding backto the class.

KEYSome typical collocations include:1 Cotd-blooded murder / execution / attack / crime2 Absent-minded orofessor3 Light-hearted fitm / book / ioke4 Long-lasting battery / t ight bulb / relationship / friendship /

effects5 Time-eonsuming task / recipe / hobby6 Cut-price tickets / computers7 Remote-controlled aeroplane / boat / robot

Exercise 7 pagetl. Students make notes individuatty. Make sure they choose a

characterwho others may know.

Exercise 8 page 15. Students describe their characters in pairs or small groups.

For further practice of Compound nouns, go to:

Notes for Photocopiabte activity 2.1Compound dominoesGameLanguage: compound nouns and compound adjectivesMaterials: one copy of the worksheet cut up per group of 3-4students. Oeacher's Book page 126). Refer students to Vocabulary Builder 2.7 and 2.2.. Ctarify the following rules for'compound dominoes'. All the

dominoes are dealt out face down, equally to all players.The player who has the START domino plays first. The nextptayer attempts to put one of their dominoes down but if i tis not possible then the next player can try. This continues

until alt dominoes are on the table. The first oerson to useatt their dominoes is the winner.

. A follow-up activity would be for pairs or small groups ofstudents to take each compound noun / adjective in turnand discuss how important it is for them when decidingwhether to see a fi lm. (t might help to tell them to imaginethey have read a fi lm review which contains the word.)

o An altemative follow-up activity would be for groups ofstudents to sit together, each student choosing two ofthecompound nouns / adjectives. The first student begins talkingabout a fictit ious fi lm and uses one ofhis words. Then the nextstudent in the circle continues the oral film review and usesone of his words and so on unti l all the words have been used.

. The second set ofdominoes is to be used after lesson 34 asa quick review of strong collocations.

t Lesson outcomeAsk students: What have you leorned todayT What can you donow? and elicit: / can talk about various aspects of stories. I canunderstand and use a range of compound adjectives.

tESSOll SUttARY a a. & 1.

Grammar: like, unlike and osReading: a short article about the effects ofTV on childrenlistening: three people discussing televisionSpeaking: discussion about the effects ofTV on children andabout viewing habits and preferencesTopic: school, science and technology

' l

Elqt@ To do the lesson in 30 minutes, keep the lead-inbrief; don't play the recording a second time for exercise 6 andset the Grammar Builder exercises as homework

i Lead-in 2-3 minuteso Write on the board; books, films, television, radio, theatre.r Ask students to discuss in pairs or smatl groups which of

these media they prefer for entertainment, giving clearreasons for their preference over the other media. Give them1-2 minutes for th is.

o Conduct a potl with the whole class. lf there is one mediumwhich stands out, eticit reasons for this choice.

Exercise 1 page 16o Ask the students to do the task individually and then check

answers in pairs before whole class feedback.. Tell them that they should fitt in the gaps with 'functional' or

grammarwords, such as prepositions and adverbs, and not'content' words, wh ich contain concrete meaning.

o The text is rich in useful language, so during feedback,analyse its l inguistic features as follows:2 Ask: How else could you soy: He wotches TV for four hoursevery day? (He watches four hours ofW a day)3 Askt What's onother way of soying: They are less likely tograduoteT (lt is less tikety / probabte that they will graduate)Ask: Who are your peersT (Other people of the same age)4 Ask: What's the opposite of holf as likely? Twice as likety(not twice more tikely)7 Write: subsequent on the board: Ask where the stressfalls (subsequent), elicit a synonym (later).Write: he failed to graduate Ask: Does that meon the sameas he failed his exams? (No, it means he didn't graduate, failto means not do something e.g. he faited to arrive on time.)

What's on the box?

Unit 2 . Stories

KEY1in2of3 than

7in8Bv9on

10 of11 with12 such

8 Write: 1 _ comparison to his brother, lohn is very shy.2 His brother is outgoing. _ comparison, lohn is shy.Elicit the prepositions (1 : In, 2 : Ay). Explain that ifcomparison is followed by a comma, as in the text, we useby. lf foltowed by an object to +object, we need in.11 Write attention deficit. Askwhere the stress falls(attention deficit) Ask for a paraphrase (inabitity to payattention for long).Ask: Whot is a learning disorder? A condition where childrenhave diff iculty reading, writ ing or doing mathematics. Ask: /sit reloted to intelligence? (No)Finatly, ask students to tell you the adjective form ofbehaviour (behavioural), cause (causaD and challenge(challenging).

5 Do you watch a lot of tetly, then Joanna?J I suppose I watch quite a lot ... but I don't have a W in mybedroom, l ike Chris does. I t ike to watch the news and find outrwhat's going on in the world. And um we usualty sit down togetherafter dinner as a family and watch telty ... We tike the same kindsof things, luckity.5 What kind of stuff do you watch?I We watch dramas and fi lms mainly, and series l ike Heroes.5 Realty? | can't stand all that fantasy and superhero stuff.I Heroes is great. The storytines are really good.C I'm with Joanna on that. The stories are fascinating, as are thecharacters - really well drawn.S I prefer series tike losf. The stories and characters are greattoo, but unlike Heroes, losf is set in the real world.J I'm a big fan of lost too, but I wouldn't say it's set in the realworld. In fact one of the reasons I watch it is to escape from thereal world. You can really lose yourself in programmes tike that.C Welt, our family can never agree on something to watch. Mymum and sister always want to watch romantic comedies or slushysitcoms. Me and my dad atways go for the thri l lers or the action-packed blockbusters. But I guess it 's just that men and womenhave different tastes.J I think that's just stereotyping peopte, I don't think it holds truefor everybody. I 'm not a big fan of rom-coms, l ike your mum andsister - | prefer something with a bit of action ...C The exception that proves the rule!J Yeah. Whatever.S losl's starting in a few minutes. Shatt we watch it?

Exercise 4 page 16. Students complete the exercise in pairs referring to the

wordlist if necessary.o Check the pronunciation of unwind /,,rn'warnd/ and

demonstrate i ts meaning, miming the winding up and slowunwinding of a toy.

4to5to6 between

Exercise 2 page t6. Ask a student to summarise the information in the text.r Put the students in pairs or sma[[ groups to discuss the

question. Go round monitoring as they do so, l istening,correcting and offering your own opinions.

o Conduct a brief whole-class feedback.

Exercise 3 page 16 O 1.08r Ask students to close their books. Tell them they are going

to hear three people discussing television. Brainstorm asa class the reasons why people watch television and writetheir ideas on the board. Askthem to ooen their books andcompare the words in the box with their own ideas.

. Play the recording and ask students to write down the wordswhich helped them answer the question.

KEYRelaxation (give my brain a rest)Getting news (watch the news)Family activity (sit down together after dinner as a family)Escapism (to escape the realworld)

Transcript 1.08Chris I watch W most days I guess, usually when I come in fromschool. I do it to unwind realty, and give my brain a rest. l'lt watchmore or less anything, and Mum comes into my room and -Joanna You've got a W in your bedroom?C Yeah, yeah, and Mum comes in and she's l ike, 'Why are youwatch ing that rubbish?'Steve Yeah, my parents are a bit l ike that too. But they're justas bad, forever watching cheesy sitcoms and quiz shows. lt 's truethere's a lot of rubbish on, though, don't you think?| | suppose. My main crit icism of TV these days is the way womenare portrayed. They're atl impossibty thin and good-looking.And everything is so sexualised. The women and girls are all inrelationships with guys and the relationships are, um, nothing l ikewhat happens in the real world.S Yeah, I think you're right about the world we see in Wprogrammes not being realistic. There's always a beginning, amiddte and an end - usually a happy one - and things just aren'ttike that in real life.C Stories are atways tike that, though, whether on W or in booksor whatever.

Exercise 5 page reo Ask the first question to one or two students as a

demonstration, making sure students give expansiveanswers, then students continue asking the questionsin pairs. At the end, go through each question askingindividuals to report back their partner's answer,encouraging the rest ofthe class to react.

Exercise 6 page 16 O 1.08r Students do the exercise individually. Ptay the recording for

them to check.. Highlight the use ofthe present tense to talk about the past

in sentence a. The present tense is often used instead ofpast in this kind of narrative.

KEY al ike bl ike c l ike dl ike eas f unl ike

Exercise 7 page 16r Students do the exercise individually or in pairs.

KEY1b2c

KEY1 to unwind2 rubbish

3 slushy4 are portrayed

5 we[[-drawn6 set

5d6a

3e4f

For further practice of as and like go to:

22 ) Unit2.Stories

Exercise 8 page 16r Students discuss the question in pairs or small goups. Have

a brief class feedback.

t Lesson outcomeAsk students: What did you learn today? What can you do now?and elicit: I can discuss the effects ofTV on children. I can talkabout my TV viewing preferences. I can talk about similaritiesand differences using as, like and unlike.

tESSOll SUi l IMARY o. a &.: i -Reading: an articte about Arthur Milter and Death of a SalesmanVocabutary: adiective + noun collocations, verb + nouncoltocationsListening: an extract from Death ofa SalesmanSpeaking: a discussion about the issues raised in Death ofoSalesmanTopic: sport and cutture, work

Eiqt@ To do the lesson in 3O minutes, keep the lead-inbrief, don't spend long dealing with unknown vocabulary inexercises 3 and 4 ond Iimit the time spent on discussion inexercise 9.

r Lead-in 3-4 minuteso Divide the classroom in half and explain that one side is for

those who believe you should have dreams and ambitionsand believe you can achieve them, no matterwho you are.The other side is for those who believe you should be realisticand have your feet on the ground and in that way you will behappy. Ask the students to choose their side. Depending onthe distribution of students, you could put them in pairs orsmall groups across the centre l ine and askthem to defendtheir position, or encourage debate fBtween the two groups.

Exercise 1 page 17. Read the definit ion together, explaining if necessary

prosperity (being successful and earning money) andirrespective (without taking sth into consideration). Letstudents consider their views in pairs before elicit ing a fewopinions. lf your students have done the lead-in activity, omitthe pair work and move straight into the open class stage.

Exercise 2 page t7. Students do the exercise individuatly. Set a time limit of four

minutes.. With a weaker class, go through the first two gaps together,

elicit ing what class of word is needed to go in the gaps(adjective, noun, etc.).

r Write the answers up on the board as some of the wordsmay present spelting diff iculties.

r Students might come up with indications for number 4. Thedifference between the two words is very subtle. Indicationis a sign that something is happening or what somebodyis thinking or feeling e.g. There are indications that theeconomy is slowing down.Indicator, on the other hand is asign, that shows what something is l ike, e.g. an indicator ofwealth, poverty, high self-esteem, etc.

KEY1 dramatist2 financial3 insistence4 indicators

5 employers 9 prestigious6 painfutty 10 guilty7 pretence8 enthusiastic

Exercise 3 page 1z. Read carefutly through the instructions. Students do the

exercise ind ividually.

KEY1 experience2 attract3 set up

4 overturn5 financial5 social

7 titerary8 communist

Exercise 4 page t7o Students can do both parts of the activity individually or

in pairs. Check answers to the matching activity before thestudents write their sentences.

. As you go through the answers elicit or explain maritalsfofus (whetheryou're single, married, divorced, etc.),right-wing (strongly supporting capitatism) and coveted(something that a lot of people want very much).

. Explain that to have sympathy (uncountabte) means to feelsorry for, or to understand or care about a person's problems.The countable noun sympothres is usually plural, goes afteran adjective and means showing support for a polit ical cause.

KEYa reach a verdictb serve on a committeec cause hardshipd draw attention

maritaI statusright-wing sympathiescoveted awardconsiderabte hardship

efch

Exercise5 pagerz O1.09o Tel[ students they are going to listen to the openin g of Death

ofo Salesman Focus attention on the glossary and on thequestion and options.

. Encourage students to sit back and enjoy the play withoutbeing distracted by unknown vocabulary.

KEY t

Tnnscrlpt r.09Linda Witty!Wilty lt's att right. I came back.L Why? What happened? Did something happen, Willy?W No, nothing happened.L You didn't smash the car, did you?W I said nothing happened. Didn't you hear me?L Don't you feel welt?W I'm tired to the death. I couldn't make it. I just couldn't makeit, Linda.L Where were you all day? You look terribte.W I got as far as a little above Yon kers. I stopped for a cup ofcoffee. Maybe it was the coffee.L What?W I suddenly couldn't drive any more. The car kept going off onto the shoulder, y'know?L Oh. Maybe it was the steering again. I don't think Angeloknows the Studebaker.W No, it 's me, it 's me. Suddenly I realize I 'm goin'sixty miles anhour and I don't remember the last f ive minutes. I 'm - | can't seemto - keep my mind to it.L Maybe it's your glasses. You never went for your new glasses.W No, I see everything. I came back ten mites an hour. lt took menearly four hours from Yonkers.

Death of a Salesman

Unit 2. Stories

L Well, you'll just have to take a rest, Witty; you can't continuethis way.W I just got back from Florida.L But you didn't rest your mind. Your mind is overactive, and themind is what counts, dear.W I'tt start out in the morning. Maybe I' l l feel better in themorning. These goddam arch supports are kitt ing me.L Take an aspirin. Should I get you an aspirin? lt ' l l soothe you.W I was driving along, you understand? And I was fine. lwaseven observing the scenery. You can imagine, me looking at thescenery, on the road every week of my life. But it's so beautiful upthere, Linda, the trees are so thick, and the sun is warm. I openedthe windshietd and iust let the warm air bathe over me. And thenall of a sudden I'm goin'offthe road! I 'm tell in'ya, I absotutelyforgot I was driving. lf I'd've gone the other way over the white lineI might've kitted somebody. So I went on again - and five minuteslater I 'm dreamin' again, and I nearty - | have such thoughts, Ihave such strange thoughts.

Exercise 6 pase 17 O 1.09o Go through the questions and ask students to make notes

for the answers as they hear the recording a second time.Let them discuss the questions with a partner, iustifoingtheir reasons.

KEY1 He's physicatty and mentally burned out. He feels tired

to death and his feet are hurting him. He is constantlydistracted (by the beautiful scenery for example) and unableto focus. He is troubled by some strange thoughts andbewildered by his own behaviour.

2 Linda is caring, attentive and extremely worried about hismentat and physical state. We know this because she triesto find reasons for what happened to him, probably toreassure herself as much as him.

3 She suggests first that what happened was due to thesteering on the car, then that it was his glasses.

4 She suggests that he takes a break and rests his mind, thenthat he takes an aspirin.

Exercise 7 page 17 O 1.10. Explain that they are going to l isten to another extract which

follows straight on from the first. Ask students to readthrough the glossary and then elicit predictions about whatthey wil l discuss. Again, encourage them to put their pensdown and iust sit back and listen.

KEYThey talk about Wilty's work and about their son Biffs lack ofachievement.

Transcript 1.10Linda Witty, dear. Tatk to them again. There's no reason why youcan't work in New York.Willy They don't need me in New York. I 'm the New England man.l 'm vital in New England.L But you're sixty years otd. They can't expect you to keeptravelling every week.W I' l l have to send a wire to Porttand. I 'm supposed to see Brownand Morrison tomorrow morning at ten o'clock to show the l ine.Goddammit, I could sell them!L Why don't you go down to the ptace tomorrow and tell Howardyou've simply got to work in New York? You're too accommodating,dear.W lf old man Wagner was alive I'd a been in charge of New Yorknow! That man was a prince, he was a masterful man. But that boyof his, that Howard, he don't appreciate. When I went north the firstt ime, the Wagner Company didn't know where New England was!

L Why don't you tell those things to Howard, dear?W I wil l, I definitety witt. ls there any cheese?L I' l [ make you a sandwich.W No, go to sleep. I ' l l take some mitk. I '11 be up right away. Theboys in?L They're steeping. Happy took Biff on a date tonight.W That so?L lt was so nice to see them shaving together, one behind theother, in the bathroom. And going out together. You notice? Thewhote house smells of shaving lotion.W Figure it out. Work a lifetime to pay off a house. You finattyown it, and there's nobody to tive in it.L Well, dear, life is a casting off. lt's always that way.W No, no, some people - some people accomplish something.Did Biff say anything after I went this morning?L You shouldn't have crit icized him, Witty, especially after he justgot off the train. You m ustn't lose your temper with him.W When the helt did I lose my temper? | simply asked him if hewas making any money. ls that a crit icism?L But, dear, how could he make any money?W There's such an undercurrent in him. He became a moodyman. Did he apologize when | left this morning?L He was crestfallen, Witly. You know how he admires you. I think ifhe finds himself, then you'tl both be happier and not f ight any more.W How can he find himself on a farm? ls that a tife? A farmhand?In the beginning, when he was young, I thought, well, a youngman, it's good for him to tramp around, take a lot of different jobs.But it's more than ten years now and he has yet to make thirty-fivedollars a week!L He's finding himsetfiWitly.W Not finding yourself at the age of th irty-four is a disgrace!L Shh!W The trouble is he's lazy, goddammit!t Willy, please!W Biff is a lazy bum!L They're sleeping. Get something to eat. Go on down.W Why did he come home? | would l ike to know what broughthim home.L I don't know. I think he's sti l l tost, Witly. I think he's very lost.W Biff Loman is [ost. In the greatest country in the world a youngman with such - personal attractiveness, gets [ost. And such ahard worker. There's one thing about Biff - he's not lazy.L Never.W I' l l see him in the morning; l ' l l have a nice tatk with him.I' l t get him a job sell ing. He could be big in no time. My God!Remember how they used to fottow him around in high school?When he smiled at one of them their faces l it up. When he walkeddown the street...

Exercise 8 page rz f) r.roo As before, ask students to take notes as they l isten and

then to pool what they can remember with a partner beforewhole-class feedback.

KEY1 Linda suggests that Will asks to relocate to New York so that

he doesn't need to travel so much.2 The first t ime he disagrees with the idea, saying he's too

important in New England, the second time he ignores herand starts thinking about his meeting the next day, and thethird time he finally agrees to speak to his boss.

3 Witly had crit icised Biff for not making anything of hisworking l ife, for working on a farm instead of trying to getahead in business.

4 He says he won't speakto his boss about relocatingthenchanges his mind.He complains that Biff is lazy then says he's a hard worker.He says Biff is a moody man then says he has an attractivepersonality.

9 Unit2.stories

Exercise 9 page 77o Put students in different pairs to discuss the questions.

After a few minutes ask setected oairs to summarise theirconversations.

t Lesson outcomeAsk students: What have you learned today? What can youdo now? and elicit: I can understand an article about ArthurMiller. I can understand and react to an extroct from Death of aSalesman.

Lord of the Flies

tESSOlt SUMil IARY o o.

Reading: an extract from a novet; sentence insert ion,

com prehension quest ions

Speaking: discussion about human behaviour

Topic: peopte, sport and culture

EIE@ To do the lesson in 30 minutes, keep the leod-inbrief and ask students to read the text before the lesson.

t Lead-in 2-3 minutes. Put the students in pairs. Ask them to look at the ohoto on

page 18 and descr ibe i t in as much detai l as possible. Af terone minute, ask them what they th ink might happen next,giving reasons for their suggestions.

CUITURE TOTESWitl iam Golding Born 1911, died 1993, Gotding was aBritish novelist and poet,:1.|e won both the N:obel Prizefor Literature and the Booker Prize. Lord of the Fliesishisbest known novel, published in 1954.Lord of the Flies The book is about what happens whena group of boys are stranded on a deert island, lt coversthemes such as leadership, moral choices, civit isedversus animal behaviour and the group versus theindividual. Two films of Lord of the Flies have been made-int963 and 1990.

Exercise 1 page 18. Ask students to discuss the quest ions in pairs then hotd a

class feedback.

Exercise 2 page 18. Students read the text and answer the questions. Refer

them to the glossary and warn them that not al l thequestions are in the same order as the text.

KEY1 They have been marooned on a desert island following a

plane crash.2 He is angry because the fire has been allowed to go out.3 The purpose ofthe fire was to attract the attention of

passing ships.4 lt is Jack's responsibil i ty to keep the fire going.5 He was hunt ing.5 He says that he needed everybody's help to capture the pig

and they needed meat.

7 Ratph had been chosen as the leader.8 Jack broke Piggy's glasses.9 Simon hetps Piggy f ind his glasses.

10 Jack apologises for letting the fire go out.

Exercise 3 page 18. Remind students how to approach this k ind of reading task.

Ask them to reread the text up to the [ine 12 carefulty, stopat the gap, look at the sentence after the gap and try topredict what kind of information might come in between.Then refer them to the ideas a-h and see i f the idea theypredicted is there (d - retates to the sentence after the gapand mirrors its language). Students continue atone.

. During feedback ask students to explain the l inguistic andor conceptual [ ink between the inserted sentences and thesentences before and after.

KEY1d2 h (then his voice came afrer being silent for a moment)3 b (being hi t in the stomach by Jack made him si t down with

a grunt)(glasses - specs (spectacles))(laugh - laughter rose ...)(in the wrong - an apology - pronoun one refers toopology)(lack loud and active - gave orders, sang, whistled)

4a5f5e

7g

Exercise 4 page 18. Students do the task indiv idual ty and compare their answer

with a partner before feedback.

KEY1 The depressing truth that they could have been rescued was

being passed on from person to person.2 Jack represented the exciting, unrestrained side of l i fe, e.g.

hunting and extreme pleasure. Ralph represented sensiblebehaviour and an inabi l i ty to comprehend Jack's rashness.

3 Ratph was angry and felt it that it was unfair that in additionto letting the fire go out and hitt ing Piggy, Jack had giventhe impression of being decent by apologis ing.

4 The barrier made of wood for the fire was symbolic of theenormous rift between them and of their totally contrastingcharacters,

Exercise 5 page 19o Ask students to underline the relevant sections of the text.

They do the task individually then compare their answerswith a partner.

. Make sure students understand the meaning of defiance(rebell iousness, refusal to obey orders).

KEYHis voice was loud and savage, and struckthem into silence.When he heard the hunters agree that he shouldn't havelet the fire out The bolting look came into his eyes and hehit Piggy in the stomach. He smacked Piggy's head. He'salways shouting.lack hacked and pul led at the pig.His voice was shaky when he was angry with Jack, helaughed at jack when he didn' t mean to, he steppedforward when Jack threatened Piggy but didn't stop himfrom hitt ing him

23

unit2.stories e

67

He shouted atJackYou and your blood ...!And later Youdidn't ought to hove let the fire out. He threatened Jack afterhis glasses broke: /us you waitHe refused to comment on what Jack had done or to moveout of the way when they were buitding a fire.He picked up Piggy's glassesThey wailed when they realised Jack had let the fire go out,they, taughed uncontrollably at his parody, gave out a buzzof approval af ter he apologised.

Exercise 6 page 18. Ask the students to tatk about the quest ions in pairs and

then open i t up as a whole c lass discussion. You couldround offthe discussion by tying it back to the novel andasking students how they think the story of Lord of the Fliesends. (The boys al l end up siding with warr ior Jack againstRatph, the voice of reason. They descend into v iotence andsavagery and in the end have to be rescued by adutts - seeWorkbook page 15 for detailed synopsis.)

oPTtotAtspEAKttG AcTtvrTv 2D "Discussion: survivalvi/wwtoup,c6m/ettlieacherlsolutions . ",

i Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit: / can understand on orticle an extract from Lordofthe Flies. I can reactto and discuss the issues (about humannoture) raised in the novel. I have revised how to do o sentenceinsertion exercise.

l i:air. .rit:

tESSOl{ SUMil IARY o O s : r rGrammar: narrative tensesReading; Aesop's fablesSpeaking: inventing and tetl ing a fable

EiE@ To do the lesson in j0 minutes, keep the lead-in brief, do exercise 5 together and set the Grammar Builderexercises os homework.

I Lead-in 3-4 minuteso Elicit the meaning of the word 'fable'. Write on the board:

The North Wind and the Sun, The Lion and the Mouse andThe tortoise and the hare. Ask ifanyone knows any ofthesestories by Aesop. lf some students do know the storiesappoint them storytellers and put them in a group. Give 2-3minutes to tell the story. lf nobody knows the stories, putthem in small groups to discuss what they know about Aesopor if they know any stories which have a moral at the end.

CUTTURE i lOTE - AESOPThe ancient Greek storyteller, Aesop, tived from 620to 550 BC. Not much is known about his,life but he isthought,to h,ave been a,slave. ,He is, famous for his shortfabtes which illustrate truths about life and humannatu:re. lt is generatly agreed that not alt of the fableswere created'by him but he was so famous that manyother earlier and later fab-les were attributed to him.

Exercise 1 page 2oo Students quickly read the fable and choose the moral .

KEY b

Exercise 2 page 2oo Explain that this is a revision exercise to checkwhat

students remember and an opportuni ty to c lear up anydoubts about narrative tenses. Ask students to findexamples of the tenses and descr ibe their uses in pairs.

KEY1 came, stood, stretched, couldn't, tr ied, said, walked

Past simple is used for short actions and events, longact ions and events and repeated act ions.

2 were hanging, was ... dying,Past cont inuous is used to set the scene of a s i tuat ion inthe past. lt is often used to describe a background event inconjunct ion wi th past s imple, which descr ibes an event oraction that interruoted it.

] had . . . p icked, had thoughtPast perfect is used to tatk about an act ion which happenedbefore another event in the oast.

4 had been searchingPast perfect continuous is used to talk about longer eventsthat were happening before another event in the past.

5 would . . . watkWould is used to describe past habits that are different now.

6 used to wanderUsed to is used to describe past habits or situations that aredifferent now.

7 would be easywas going to eat themThe future in the past is used to ta lk about th ings that werein the future when we were talk ing or th inking about them.

Exercise 3 page 2or This exercise focuses on the more subtle differences

between the tenses. Students discuss the differences inpairs before asking individuals to describe the difference.It can be tricky for them to explain succinctly so promptthem by asking concept quest ions, e.g. in number 7, Hod hefinished? Was it a quick action?

KEY1 a I had f in ished making the coffee (a quick s imple act ion)

before Joe arrived.b I made the coffee after Joe arrived.c I was in the middle of making coffee when Joe arrived.d Before ,|oe arrived I had been making some bread (which

had taken some t ime)2 a He had l ived in Japan for two years at some point in his

tife.b He had been l iv ing in Japan fortwo years up to the t ime

the sentence refers to.3 a You f in ished reading the book.

b You were in process of reading the book. lt isn't clearwhether i t 's f in ished or not.

4 a The f i rst sentence is said in a neutral tone.b The second sentence expresses disapproval.

5 a In the f i rst sentence the marr iage was planned and may ormay not have happened.

b ln the second sentence the marr iage was planned butdidn' t happen.

Narrative tenses

1, unit2.stories

For further practice of Narrative tenses, go to:

Exercise 4 page 2o. Students work alone or in pairs.

The moral of the storv is 'slow and careful wins the race'.

Exercise 5 page 2oo Students construct the fable using the information. Tell them

they should try to combine the sentences where possibleto make longer sentences. Remind them that although it 'spossible to tell the story using just past simple, they mustuse a range of narrative tenses.

. Set a time limit of f ive minutes, then ask individuals tocome fonruard and wr,ite a sentence each on the board.

KEYThere was once a shepherd boy who lived in a vil lage. Hisfamity had lived there for many years. He used to look after aflock of sheep and every day he would go to the vil lage. Oneday he was feeling bored so he left his sheep and ran to thevil lage and shouted 'Wolf! Wolf! 'The vil lagers heard his criesand ran to help him but they had wasted theirtime and hetaughed at them. After he had done this two or three times, awolf really did come. He shouted 'Wolf! Wolf! ' but the vil lagersignored him and the wolf kil led the whole flock of sheep. Theboy woutd never / was never Going) to cry wolf again.

Exercise 6 page 2oe Circulate and check students' work as they write their

sentences. Encourage them to self-correct.

Exercise 7 page2or First, get students to interpret the meaning of the sayings.t Make hay while the sun shines. (do something white the

conditions are right). Don't judge a book by its cover. (appearances can be

deceptive)c Look before you leap. (don't rush into things without

thinking them through)c A stitch in time saves nine. (if you deat with a problem when

it f irst arises you'l l save yourself a lot of troubte later)o Students should write a brief outl ine of their fable in note

form only. lf time is short, they recount their fables in groups.

For further practice of Simple and continuous forms, go to:

Notes for Photocopiable activity 2.2Tetting talesGroup workLanguage: narrative tensesMaterials: one copy of the worksheet cut up per pair. (Teacher'sBook page 127)o Ask students in small groups to l ist tenses which they might

use in tell ing a story. Make sure the l ist is comprehensive bydirecting them back to lesson 2E exercise 2. With a weakerctass, elicit appropriate tenses for setting the scene ofastory (past continuous), for looking backto a previous eventin the past (past perfect), and for talking about plans whichchanged (future in the past).Tetl the students that you woutd l ike them to write a storyfrom pictures you are about to give them. Highlight thatthey should make an effort to use as many of the narrativeforms as they can. Explain that the final scene ofthe storyis missing so they wil l need to decide how the story ends.Ask them to make sure they write legibty! Put the studentsin pairs and give half of the pairs Picture story A and theother pairs Picture story B. They witl probabty need 15-20minutes for the task.When they have finished, move the stories around so eachpair has another pair's work (preferably the same picturestory). Give them a few minutes to read and discuss anydifferences between that story and their own. Group thepairs together to discuss what they think works best and tryto come up with one story between them.

o Finally put together two groups with different stories. Askthem to read out their stories to each other and afterwardsto discuss any similarit ies between the two stories.

r Aftenruards in whole-class feedback, encourage constructivecrit icism and comments on the use of the narrative tenses.

I Lesson outcomeAsk students: What did you leorn today? What can you do nowTand elicit: I con use a variety of narrative tenses.

tEss(,1l sutmARY o. & *FunctionaI English: speculatinglistening: interview with a hometess personSpeaking: comparing and specutating about two photosTopic: society

EiqI@ To do the lesson in 30 minutes, keep the lead-inbrief, do exercise 4 as a class without paying the recordinga second time, and set the Grammar Builder exercise forhomework.

t Lead-in 3-4 minuteso Write on the board down-and-out, beggar, itinerant,

homeless, vagrant, tramp, busker. Eticit that these wordsretate to people on the street and clarify whether each wordis a noun or adjective, or both. Put the students into smallgroups and ask them to discuss similarit ies and differencesbetween the words in this set. After two minutes, encouragegroups to share their knowledge with the class and clarifumeaning, using a dictionary, if necessary.

KEY1 was running2 came across3 had been following4 had never come5 was walking6 began7 challenged8 had never had9 accepted

10 had been running

77 had teft72 sat73 had fal len74 wasn't hurrying75 woke up76 realisedt7 had beaten18 would / was going to /

was to remember

Photo comparison

Unit 2 . Stories

CULTURE ] IOTE - HOTETESSXESSThe UK Government's,Rough Sleepers Initiative 1990-1999 was aimed at helping homeless peopte. Chari t iessuch as 5h9!!er, Centie'point and Crisis operate ii'i::iheUKto help:lhOmeless people. Recent:figu,tes released by..qfllis state that there are 380,00O homretess people in,the UK. Governrnent figu:r€5:ls:how a decrease in the lewlof h omelessn€l!:,but no n-govern ment sources show,'aiiincrease of arqaiiiiJ'9yo in 2007 , , ,,:,,,,.

: i i : : : r t . t . , . . . : . t , : : t i r t j . , , , r

Exercise 1 page 21o Ask students to discuss the quest ions in pairs then have a

class feedback.

Exercise 2 page 2tr Tel[ students they are going to listen to an interview with a

homeless person. Give them two minutes to think of questions.Write one question from each pair's l ist on the board.

Exercise 3 page zr 6) r.rr. Play the recording then ask students to tell you which of the

questions on the board were answered.

Transcript 1.11Interviewer How long have you been homeless?Youngwoman Foraboutayearnow.I How did vou become homeless?Y I had family probtems. I was l iving at home and I wasn't gett ingon very wett with my mum. We used to row every day. And then Istarted skipping school and they suspended me and then f inat ly Iwas expelled .. .I So you were at home every day?Y Not real ly. l t got me down being at home. I slept there but Id idn' t hang around dur ing the day. I used the place t ike a hotel ,that 's what mum said.I So what made you leave in the end?Y I 'd got into drugs by then, and I 'd steal to feed my habit, youknow, shopli f t ing stuff.I Did you steal from your parents?Y From my mum, yeah. My dad doesn't l ive with us. I 'd nickmoney from her purse. And one day she confronted me andaccused me of steal ing from her and we had an almighty row.That's when I walked out.I And you came to London.Y Yeah.I And where did you stay?Y At f irst I stept rough, on park benches, under bridges - i t wassummer so i t wasn't too bad. Then I started going to a hostet. Youcan take a shower and get a good night 's sleep. But they kick youout at nine and you can't go back t i l l f ive.I So what do you do during the day?Y Wander around, hang out with other homeless peopte.I And have you kicked your drug habit?Y Yeah, pretty much. I haven't taken anything for a month now.I So where do you get money for food?Y By begging.I How do people react when you ask them for money?Y Most people ignore me and walk on. A few are nice andgive me a bit of loose change. You get the occasional one who'saggressive and nasty.I Does your mum know where you are?Y She knows I 'm in London. I r ing her about once a month to lether know I 'm 0K.I Do you want to go back home?Y I don't know. I want to get off the streets, but I 'm not sure aboutgoing home. I used to see hometess people on the streets andwonder why they just didn't go home. But i t isn't atways that easy.

O unit2.stories

I Where do you see yourself in a year or two from now?Y I dunno. l 'd l ike to get a job, but I haven't real ly got anyo ual i f icat ions.I Why don't you go to col lege?Y Yeah, maybe I wi l l .

Exercise 4 page 21 6) 1.11. Students do the exercise alone or in pairs. Onty ptay the

recording a second time if necessary.

KEY1 down f2 outb

3 into a4 outc

5 oute5 with d

Exercise 5 page 21o Students do the exercise alone or in pairs.

KEY 1e 2c 3a 4d 5b

Exercise 6 page 2ro Read through both speaking t ips, the task and the phrases

in the box. Ask pairs to tatk about the photos. One studentshould compare and contrast the photos focusing on whatthey can see for about a minute, then the second studentshould of fer opinions and speculate about what t i fe is t ikefor them and why they might be hometess.

r Ask a pair ofstudents to repeat their descrlption to the class.

ExerciseT page21 O1.12o Tell students to take brief notes as they [isten and then

compare what they remember / understood with a partner.

KEYThe speaker th inks he hasn' t had a part icular ly hard t i fe.He probably s leeps in a night shel ter at n ight, but must feelvulnerable when he has to steep on the streets. He probabtyhas to beg for food, [ ife must be pretty tough.She thinks he might have run away from home after quarrel l ingwith his parents or he might have a drugs probtem.

Transcript 1.12This man looks quite young - possibty not even twenty. l t doesn'tlook l ike he's had a part icularly hard l i fe. I doubt he's beenhomeless for very [ong. He certainly appears to be in better shapethan the man in the second ohoto.His clothes look l ike they're in good condit ion, and i t tooks t ikehe has enough layers to keep warm. He's sit t ing on a bunk bed inwhat's presumabty a night shelter of some kind - there are plentyof other beds crammed into the room. I imagine he hasn' t beensitt ing there for long, and he probably doesn't spend his daysthere. These shelters are onty open at night, so i t 's t ikely that he'son the streets during ihe day. He must feel quite vulnerable whendoesn't get a bed in a shetter and has to spend the night on thestreet. I imagine he's short of money and probably has to beg tobe able to buy food. He doesn't appear to have any possessionswith him. I guess l i fe is pretty tough for him. I wonder i f he's runaway from home for some reason, maybe after quanell ing with hisparents, or he might have a drugs problem.

Exercise 8 page zt fl trz. Students complete the sentences and then l is ten again to

ch eck.

For further practice of Speculating, go to:

KEY1 looks2 doesn't look tike3 looks tike4 presumably

5 imagine; probably5 doesn' t appear7 guess8 wonder

Exercise 9 page 21. Students speculate about the second photo. To encourage

them to use the new language tell them they can use eachspeculative phrase once only.

Exercise 10 page 2ro Refer the students to the task on page 142. Quickly elicit the

functional language for comparing and contrasting and forspeculating onto the board for students to refer to. This timestudents should take it in turns to do the complete task.They shoutd speak for about 2 minutes each.

o Circulate and monitor, noting example of good language aswell as mistakes to hightight in a feedback session.

Exercise t page22r Students discuss the questions in pairs then ask two or

three students to feedback what their partner said. Checkunderstanding of screenploy (the words of a fi lm, and theway they are spoken).

Exercise 2 page22Focus on the task instructions. Explain that lukewarmhas a l iteral meaning of stightly warm, often used tosay something is not hot enough, e.g. this soup is onlylukeworm so in reference to a review it means not verypositive.Students compare their opinions with a partner beforefeedback.

KEY3 There are a lot of negative points: the film is let down by

a rather convoluted and far-fetched plot. lt abandons anypretence of a story and descends into a sequence of ...It's nowhere near as good as the first three instalments.The negative [anguage is quite strong but it is balanced bypositive comments: very good performances ..., pretty ffictivestate-of-the art special effects, fairly entertaining, and it endson a positive note: lf it's ... this film's probably for you.

Exercise 3 page22a

a

Students can work individually or in pairs. Check answers.After tooking at the structure, you could exploit the textfor further usefulvocabulary for review writ ing, by askingstudents to underline the words predecessors, goodies,u p com i n g, state- of-th e- art, co nvoluted.Then ask: which word means: good people in a film or book?(goodies) Elicit its opposite (baddies). OvercomplicatedT(convoluted), things which came before? (predecessors),growing in populority? (upcoming), extremely advanced e.g.te ch n o Io gy? (state-of-th e-a rt).

KEY l th i rd 2second 3f i rst 4fourth 5third

Exercise 4 page22r Students complete the sentences with the help of the

wordlist, if necessary.. Ask fast f inishers to identify three compound adjectives in

the sentences and think of synonyms for them.best-selli ng (very popular)below-average (pooDnoil-bit ing (making you feel tense and excited)h i g h ly- a cclai med (oft en praised)

' . : i : . - : . . : . . ' : . : : : : : : : : : : : ',:i:I::.,:.:::::. - 'I,:il::l-ll:Il

,oPftoilAl, 5pEAKtil6 A,g1?S!ry'tfr::Pirdientation: s€f tgxt$ foi;iiji{ents

cherlso,lu+ion. .,.i:,,1]:t,,t

i Lesson outcomeAsk students: What did you learn today? What can you do now?and elicit: I can compore, contrast and react to photos, by givingopi n ions and speculati ng.

tEssol{ sut tARY o o. ,sWriting: a fi lm review, structuring a reviewLanguage: vocabulary related to fi lm reviewsTopic: sport and culture

EiE@ To do the lesson in 30 minutes, keep the lead-inbrief and skip exercise 5.

@l$ffliqt@ To do the writing analysis and writingtask in one 4s-minute lesson, keep the lead-in for the writinganalysis brief, skip exercise 6 of the writing onalysis ond theIead-in for the writing task. Ask students to broinstorm and planin class but to finish exercise 7 for homework.

* Lead-in 3-4 minutesDivide the class into three groups. Tett them they are goingto brainstorm vocabulary about f i lms. Group 1: peopleinvolved in fi lm-making. Group 2: f i[m genres. Group 3: theaspects involved in making a successfut f itm. Set a timelimit of two minutes. lf possible, one student in each groupshould write their ideas on a large piece of paper.After two minutes. ask the students to move around andlook at the other groups' pieces of paper or, if this is notpossible, regroup students so there are some from all threegroups together and askthem to share their ideas orally.

Exercise 5 page22r Students write the sentence number underthe correct heading.

KEY tr ,3,B 25,7,r0 34,9, t ! 42,6,72

KEY1 unfolds2 adaptation3 sequence4 location5 miscast6 box-office; gross

7 supporting8 twists9 setting

10 delivered11 enhanced12 sequel

Unit 2 . Stories

Exercise 6 page22o Students can do the act iv i ty in pairs or smal l groups.

Encourage them to use the vocabulary from the lesson fordescr ib ing ptot .

t Lesson outcomeAsk students: What have you learned today? Whot con you donow? and elicit I know how to structure a film review. I havelearned vocabulary for writing a film review. Ask: What usefulwords and phroses have you learned?

LESSOl{ SUMMARY "

C::Writing: a film reviewTopic: sport and culture

EIQI@ To do the lesson in 30 minutes, keep the lead.inbrief and ask students to brainstorm and plan in class but tofinish exercise 7 for homework.

Lead- in 2-3 minuteso Put the students in pairs. Write on the board: adverts on TV,

trailers, interviews with stars on chot shows, media buzz,recommendations from friends, film websites. Ask themhow much each of these might inf luence them i f they werethinking about going to see a f i lm. Let them discuss for1-2 minutes then br ing the c lass back together again forfeedback. Ask whether any of them read fi lm reviews. lf so,where do they find their reviews and have they ever decidednot to see a fi lm because of a bad review.

Exercise 7 page 23r Give students three minutes to categorise the vocabutary.

KEYdisappointing, edgy, f lawed, moving, powerful, serious,third-rate, wackyfar-fetched, fast-movi n g, gri pping, t ight-hearted, m oving,powerful, predictable, serious, violentbig-budget, disappointing, edgy, epic, f lawed, gripping,l ight-h earted, tow-bud get, moving, th ird-rate, thought-provoking, violent, X-rated, wackypowerfuldisappointing, frightening, third-rate

Exercise 2 page23. Read through the writ ing tip, hightighting the fact that it is

particularly important to use these modifiers when sayingsomething negative.

r Draw a l ine across the board and write up the words inthe correct place on the l ine from strongest to weakest.Highl ight the points in the wr i t ing t ip.

KEYextremely- pret ty lvery - qui te / fa i r ty/ rather/ a bi t - notvery / not particularly

very good, pretty effective, rather convoluted, fairlyentertaining

Exercise 3 page 23. In pairs, students talk about a fitm. Ask two or three

students to feedback their views to the class.

Exercise 4 page23r Focus on the writ ing tip then ask students to rewrite the

sentences indiv idual ly.

KEY1 Directed by three-time academy award winner, Steven

Spietberg, Soving Private Ryan is one of the most grippingwar f i lms ever made.

2 Panned by crit ics when it was first reteased, The lncredibleHulkwas a box office hit.One of the most successful f i lms of all t ime. Titanicwoneleven Oscars.Featuring Tom Hanks in the tit le role, Forrest Gump is myfavourite movies of all t imes.Adapted from a Steven King novel, The Mist is a terrifyinghorror f i lm.

Exercise 5 page 23r Students work individually or in pairs. Eticit or give

synonyms / explanations for some of the more diff icultworos.if you have an aversion to (if you don't like)hardcore fans (serious fans)marred (spoited)hype (advertisements and discussions in the media abouthow good something is)dazzling (stunning)

KEY1 b negative2 g positive3 d negative

positivelukewarmpositive

7 e positive8 a positive

Exercise 6 page 23. Give students five minutes to write notes following the ptan.

Exercise 7 page23. Give students 15-20 minutes to write their review. Tell them

to try to incorporate as much vocabulary as they can fromthe lesson. Walk around monitor ing and helping.

Exercise 8 page 23. The students check their writ ing against the Check your work

tist. Tetl them that this is a vitaI part of the process and thatthey must make sure that in the exam they leave ptenty oftime to read their essays through.

OPTIOI{AL WRITIXG ACTIVITY 2GFilm reviewwww.ou p.comleltlteach er/solutio ns

i Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit: I can write a film review.

Key for Language Review and Skills Round-up 1-2 is onpage 119.

4h5c6f

45

For further practice of Modifying adverbs, go to:

Unit 2 . Stories

E;

2L

TOPIC . . eSport and culture

r Lead-in page 26 1-2 minutes. Ask the students if they can remember any strange and

untrue stories that many people seem to believe in. Askif they know what such stories are catted. lf the studentscannot come up with ;urban myth / [egend', referthem tothe instruction in exercise 1.

ExerCiSe I page 26 3*5 minutes. Workas a class. Askthe studentsto give examples funny

or unusual urban / Internet myths. Encourage them toremember details or variations of the stories other studentsremember. lf the group cannot provide any examples, giveyour own, preferably one that is / was widespread in yourarea (e.g. a myth about people having their kidney stolen orabout poisonous food sold in supermarkets).

. Tetl the students that later during the tesson they are goingto learn about some other urban myths.

Exercise 2 page26 l0minutes

Write: produce on the board, Ask the students to use theword to create as many words as they can.ln a weaker ctass, pre-teach allege I allegation I allegedly.Tetl the students to do the task individualty. Remind themto decide what part of speech is required in each gap, tobe careful with singular / plural nouns, and with positive /negative adjectives, adverbs and verbs.Allow five minutes. then ask individuat students to readout the text to check the answers. Write the answers on theboard so that the students can check the spet l ing.Ask fast f inishers to create word families for some wordsfrom the text e.g. completely, add, criticise, sofety, protect,

a

a

KEY1 simitarity2 i l lness3 Producers4 resulting

untruescientif icrotallyimpossible

9 allegations10 recently

567I

a

a

Exercise 3 page 26 10-15 minutes f) r.r+

Telt the students to read the instructions and the taskcarefully. Altow two minutes.Remind the students that it is more important to l isten forinformation rather than for words - the correct answer isusuatly a paraphrase of the words used in the recording.Explain that it is sometimes easier to eliminate the wronganswers than to identify the right one. Encourage thestudents to markthe wrong answers.Explain there's no need to answer all the questions duringthe first l istening; it 's more important to grasp the overallsense ofthe text. Encourage the students to use the timebetween the first and the second listening to read theunanswered quest ions again.Play the recording once, atlow a minute, then play it again.Check the answers as a class. ln a weaker ctass make shortbreaks while ptaying the recording the first t ime.

Transcript 1.14Stories of cotonies of all igators l iving in the sewers under thestreets of New York date back to the early 1930s. The first sightingwas reported in The New YorkTimes. Accordingto the newspaper,a group of boys was shovell ing snow into a manhole cover, whena [arge all igator emerged. When it threatened to attack the boys,they beat it to death with their shovels.At about the same time, men working in the sewers ctaimed tohave come across a large number of all igators, a ctaim which wasverif ied when city officials [aunched an investigation. As the newsspread, more sightings were reported, including one of an all igatorin the subway. Passengers who were waiting for a train at BrooklynMuseum station were startled by the sudden emergence of atwo-foot all igator from a rubbish bin on the platform. However,witnesses tater told the police that shortly before the all igatorappeared, a passenger had been seen putting a large bundleinto the rubbish bin. However, this possibte exptanation did tittteto quash the rumours. People began to speculate as to how theatligators might have got into the sewers, as they are not native tothat part of the United States. The most frequent explanation wasthat weatthy famities would return to New York after hotidaying inFlorida, bringing all igators with them as presents for their children.When the atl igators grew too large for comfort and becameunsuitable as pets, the famity woutd ftush the repti les down thetoilet. The altigators woutd survive in the sewer by feeding onrats and rubbish, and would reproduce to form large colonies.Eventuatly they would grow to enormous sizes, striking fear intosewer workers and anyone foolish enough to venture down intothe tunnels beneath the streets. However, zootogists believe thata sewer is not a fit environment for an altigator, and they wouldbe untikety to be able to reproduce down there. The animals needwarm temperatures atl year round. They also point out that if analligator reatty did get into the sewer, it woutd not stay in thesewer but would try to get out. But, despite the scientific evidence,the rumours persist to this day.

ExefCiSe 4 page26 1o minuteso Elicit strategies for dealing with the phrase insertion task.

Remind the students to identify the topic of each paragraph,and the function of each missing phrase.

KEY 1H 2G 3I 4D 5E 6] 7B 8A

I Lesson outcomeAsk students: What have you leorned / practised today? andelicil: I hove learned about urban myths. I hove practisedvocabulary through a word formation task and listeningcomprehension through a multiple choice task.

KEY 1C 2D 3A 4C

Getreaoyroryourexam, O

. i r , . . : . . . . . , . ' : : . , . .

t l l l5 Ut lT ! tCl t t l t .E. t ot0! :Voeabulary . verb,{+ adiective) + noun collocations r set phrases . p,hrasesto friendship r literal and figuralilgtlarguagb'i comparatite.phrases o phrases E"negotia$*g o adiectives for dexiibiiig ptaces . dependenlrpr€positions (1)

. contrast: plesent petfeqt eimple aod:qqntinuous r verb patterns. talking about relat ionships . negotiat ion

r al article aUout a ptace ,l:l,:;,:i

tOOK pages2lr?8

Relationships

tESSOllSUi| i lARY oII l . "Vocabulary: verb (+adiective) + noun cottocations, set phrasesListening: monologues; l istening for gist and specific informationSpeaking: discussing relationshipsTopic: family l i fe and retationships

EiN@ To do the lesson in 30 minutes, keep the lead-inand exercise 1 brief and set the Vocabulary Builder exercises ashomework

i Lead-in 3-4 minutes. Put the students in pairs or small groups. Ask them to

brainstorm important relationships an average person wilt havein their life, e.g. teacher-student, boss-employee. Then askthem to discuss which are the most important and choose theirtop three. Change the pairings so new students are togetherand can share their ideas and explain their ranking.

Exercise t page 27r Focus on the photos and the discussion quest ions.r Divide the class into groups. Ask each group to appoint

themselves a spokesperson (to feed back to the classtater) and a secretary (to take notes from the discussion).Al low f ive minutes for the discussion and then ask thespokespeople to briefly feed back.

e For the feedback, focus on the photos one by one and elicitanswers to question 2 from each spokesperson. Build up alist of qualit ies on the board.

. Some suggestions: mutual respect, a witl ingness to giveas wel l as take, commitment, pat ience, to lerance, abi l i tyto take crit icism, sensitivity, hon esty, open-m inded ness,shared goats and values, an abi t i ty to communicate wel l ,witl ingness to make compromises and sacrif ices.

r El ic i t some other partnerships and then using the l is t on theboard ask students to say which quatit ies are required.

Exercise 2 page 27 €l t.t5. Te[[ students they are going to hear five people tatking

about their partnerships and give them time to read throughthe options. Remind them, if necessary, that one extrapartnership opt ion is given.

KEYSpeaker 1Speaker 2Speaker 3Speaker 4Speaker 5

f (confined space, car, sport)a (side by side, l ive on air, viewers, studio)d (rehearsals, l ine, character)c (songs, publisher, music)b (run a business, fashion design, retail)

Transcript 1.15Speaker 1 We've spent so much time together - and in aconfined space, too - that we've formed a friendship that's reallyquite close, in a way. For example, you really start to notice theother person's initating habits. Joe hums to himself when he'sfeeling stressed - annoying l ittte tunes. Maybe he's .iust trying tostay calm - or just pretending to be calm - but anyway, it realtygets on my nerves, that humming. But he definitety makes up

for it when it comes to handling the car - he's one of the best inthe sport, so l ' It forgive him for humming! I 've mentioned it, too.We're atways comptetely honest with each other. lt 's important tospeak your mind and get everything out in the open. That way youcan resolve a dispute before it gets out of hand.Speaker 2 We've been working side by side - literattyl - for aboutfive years now, and in that t ime, we've developed an intuit iveunderstanding of each other. We're a bit t ike a manied couple,I suppose - we always know what the other person is going tosay! That's essential if problems occur when we're l ive on air - forexample, if one of us is trying to ask a question but can't think ofthe rightword, the otherone can step in and rescue the situation!It happens quite a lot - although hopefulty it isn't too obvious tothe viewers. We're both tiabte to make occasional mistakes. lf I helpher out one week, she'll return the favour the next. lt's a mutuallysupportive relationship - it has to be. And it makes it doubtyimportant to pay attention when the other person is speakingand not let your mind wander even for a second. lt 's easy to getdistracted by something else going on in another part ofthe studio.Speaker 3 We've been working together for about a year now -or more, if you include rehearsals. By and large, it 's been a goodworking relationship. We've had a few tense moments, but we'verarely had a full-scale argument. I have to be a titt le careful aboutwhat I say - after all, people in our profession are famous fortheir fragite egos! When I offer advice - for example, about howto deliver a l ine, or the best way to bring a character to tife - he'ttsometimes take it the wrong way. But he soon calms down andrealises that I 'm trying to hetp. And if he's been unreasonable,he's always quick to say sorry afterwards.Speaker 4 Last year was the twentieth anniversary of ourpartnership! And in general, they've been good years - although ofcourse, we've had our ups and downs too. But when things weren't sogood, having a partner really hetped. Whenever we suffered a setback- for example, if one of our songs was rejected by the pubtisher - |would get really depressed about it but George would stay optimistic- and gradualty he'd cheer me up! When I stop to think about it, i t 's agreat way to make a living - especially as we love music so much.Speaker 5 She's the dreamer, I 'm the reatist. So from the pointof view of running a business, we comptement each other wel[.She's always coming up with these crazy ideas - some of themare br i t t iant , some of them are disastrous - and lvoice an opinion.Often I say whoa, hold on a second, is that really going to work?Another positive aspect is that we bring different experience to thebusiness: her background is in fashion design, whereas mine is inretail. So it 's an equaI retationship - neither of us has ever tried totake control, it just wouldn't work.

Exercise 3 page 2T €l t.ts. Play the recording again and then check answers as a class.

KEYSpeaker 1 d hummingSpeaker 2 b they've devetoped an intuit ive understanding ofeach other, they know what the other is going to saySpeaker 3 e he sometimes takes things the wrong waySpeaker 4 a when a song is rejected by a publisherSpeaker 5 c one has a background in fashion design, theotherwas in retail

Unit 3 . Partners

KEY1 form; relationship2 take; control3 voice; opinion

4 suffered; setback5 offering; advice6 resolve; dispute

oPTloltAt ACTTYTTY 3ALangiigd:ielated to relationshlpswww, Oui,comlelt/teacbeilsolutions

Exercise 4 page27o Students complete the exercise individualty.

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

Exercise 5 page27. Draw attention to lhe Learn fhisl box then ask students to

complete the exercise individuatly before checking in pairs.Elicit a synonym for constructive.

CUITUREI{OTE.CSLEWISClive Staptes Lewis, bom in lreland in November 1898,died November 1,963:,A lecturer at both Oxford andCambridge universities during his tife, he is best knownfor his fantasy novels fhe Chronicles of Narnia and hewas a friend of J R R Tolkien who wrcte,:tqrd of the Rings.

Exercise 1 page 28Focus on the quotat ion and ask students what sort of th ingYou too? I thought I wos the only one. might refer to (sharedtastes, interests, experiences, beliefs, fears, goals, etc.).Put students in pairs to discuss the questions. Encouragethem to th ink of f r iendships they have and how they started,and what makes them successful .

Exercise 2 page2lo Ask the students to read quickty the lyrics with a partner

sum up the meaning of the song.

KEY The song is about f r iendship.

Exercise 3 page 28e Explain that students are going to focus on some of the

metaphorical images in the song.r Go round the class eticit ing explanations for the phrases.

Students should be able to do i t 'of f the cuf f . wi thoutpreparation.

KEYlosing ground - to lose ground titerally means to lose theadvantage in a competit ion, here it means facing problems /losing controlturn it all around - make everything better againa shield from the storm - protection from the difficutt thingsthat l i fe bringsthe will to carry on - the motivation to continue living tifenormatlyI can reach the sky again - | feel confident and optimistic againsomeone to lean on - a person who can give me supportthe one who I can run to - the person who I can go to to askfor helo

Exercise 4 page 28. Give students two minutes the think of other songs about

fr iendship.

KEYStudents knowledge and tastes wil l obviously be varied butsome classic songs about f r iendship include:I'll be there for you - The Rembrandts (theme tune from Friends)With a little help from my friends - The BeatlesYou're my best friend - QueenStand by me - Ben KingMy friends - Red Hot Chitti Peppers

Exercise 5 pase zs f) r.re. Before [istening to the recording, give students a few minutes

to check the vocabulary in the box in the wordlist. Then testtheir comprehension and memory by giv ing def in i t ions andasking students to say which word describes:- A close friend who understands you really well (soutmate)- A person who you know but isn't a friend (acquaintance)- A person you do business wrth (associate)

Exercise 6 page 27. Elicit some functionaI language for expressing agreement

and disagreement and write it on the board (see Workbookpage 102). Encourage students to use a different phrase foreach discussion topic. Look at the example together andremind students that they need to give futt answers withreasons and examples.

For practice of Set phroses, go to:

+ Lesson outcome{sk students: What have you learned today? What can you do now?and elicit I can tolk about different kinds of relotionships. I can usea variety of common verb (+ adjective) + noun collocations.

LESSON SUMMARY OOI

Topic: the meaning and importance of f r iendship

Grammar: present perfect simple and continuous

Reading: song lyr ics

Listening: a woman describing a fr iend

Topic: famity l i fe and relat ionships

EIQEEE To do the lesson in 30 minutes, keep the leod-ins,ief, skip exercise 4, set the Grommar Builder os homework:,1d Iimitthe discussion time in exercise 70.

* Lead-in 3-4 minutes. Put the students in pairs. Tel l them you'd l ike them to th ink

about their friends and brainstorm together when theyparticularly need their friends and what they need theirfriends for. Conduct class feedback or put two pairs togetherto discuss their ideas.

Friends

Unit 3 c Partners

- A person who stops being a friend when you're in trouble(fair-weather friend)

- A word with negative connotations describing a personthat someone spends a lot of time with (crony)

KEY A soulmate

Transcript 1.16Liz As friends, we go back more than ten years and we've knowneach other even longer than that. Our families used to l ive in thesame street. Actually, I don't think our parents ever really spokemuch to each other, but Karen and I often ptayed together in thestreet after schoo[. And then, as we got a bit older, we had somefr iends in common and used to hang out wi th the same group.Gradually, we got closer and now, I 'd definitety describe her as mybest friend. She's certainly my otdest friend - | mean, the one I 'veknown [ongest.I wouldn't say that the friendship has always run smoothly. Wehaven't fallen out at alt in recent years, but in the past, we've hadour ups and downs. We've even had the odd set-to over the years,atthough to be honest, I can't remember now what any of themwere about!But I remember that there were times when we weren't speakingto each other. We always got over it, though, and I think in a way,those arguments helped to cement the f r iendship. I mean, part ofthe reason why we're so close now is that we've been through somuch together.I guess now that we're a bit older, our l ives are less closelyconnected. We work in completely different f ields, for example -but that doesn't mean we can't talk about work with each other. Infact, recently, problems at work have been getting me down andit 's been great having somebody I can turn to. As an individuat,I 'd say I was quite reserved - | don't really wear my heart on mysleeve, shatl we say. But with Karen, things are different. She'salways been somebody I can really open up to. I guess it 's justbecause we've known each other for so many years. lt 's easy totalk to close friends because they know you inside out. You don'thave to watch what you say, because they're not going to beshocked!lf I look back over the last ten years or so, I can think of quite a fewpeople that I 've struck up friendships with and then been closeto for a while ... but then we've drifted apart. But Karen's been aconstant in my life, and that's good. She's very dependable, andhonest through and through. I know I can trust her, and that's vitalin any genuine fr iendship.

Exercise 6 page 28 6) 1.16r Students complete the sentences in pairs then l is ten to the

recording to check.. Hight ight the use of odd in sentence 3 meaning 'occasiona[ ' .

KEY1 back2 out; ups; downs3to4 through

5 down5 upto7 inside out8 through; through

Exercise 7 page 28. Suggest that students try to work out why each tense was

chosen, and to look at the grammar reference if necessary.

KEY1 the verb know is a state verb and as such isn' t used in the

456

cont inuous formwe haven't fallen out and we've had are in the simpleform because they refer to actions which did not happenrepeated lywe've had is simple because the odd set-to happenedoccasionally not repeatedlythe verb to be isn't usually used in the continuous formrefers to a recent action which is ongoingthe verb to be isn't usually used in the continuous form,also i t 's not something recent

TATGUAGE I IOTE -,sITP.LE AIIDcolrf l i luous ASPEcrTo reinforce students' understa,nding of the differencebetween present perfect simpte and continuous,highlight the fact that the concept of simple v continuousremains the same across the tenses. The simple aspect,whether it is present, past, present perfect or future,describes whole, completed actions. The continuousaspect, on the other hand, focuses on tempo,rarinessand duration. Help students to get to grips with this by

. aski'ng concept questions such as: ls it completed? ls it inprogress? ls it temporary?

For more practice of Present perfect simple and continuous,go to:

Exercise 8 page 28r Students discuss the differences in pairs before open ctass

feedback.

KEY1 sentence b suggests that th is has only been happening

recentty2 sentence b suggests that they are continuing to drift apart3 no difference4 sentence b seeing has the meaning of 'going out wi th '5 sentence a asks i f the person has been wearing the coat

recently whereas b asks if the coat has been worn at all

Exercise 9 page 28r Students do the task indiv idual tv. Set a t ime [ imit of two

minutes.

Exercise 10 page 28. Monitor as students do the task, ensur ing that the [ is tener

is asking questions to keep the conversation going. Monitorfor correct use of present perfect tenses.

Notes for Photocopiable activity 3.1A helping handGroup workLanguage: vocabulary related to friendship, present perfects imole and cont inuous formsMaterials: one copy of the worksheet cut up per group.(Teacher's Book page 128)o Ask students in smal l groups to l is t any of the vocabulary

they remember for different kinds of friends, referring themto lesson 3B exercise 5 to consolidate if necessary.

tO )

Uni t3.Partners

. Tell the students that you have some cards with thisvocabutary on them. Hand out the vocabulary cards and askthe students to spread them out face down on the table.Now explain that you are going to give them some othercards which have situations written on them. Place these ina oile face down on each table.

. They shoutd take turns to turn over a card and read it out.Then the same student should turn over two vocabulary cardsand discuss which relationship would make them more l ikelyto get involved. The student should say what action theymight take or what advice they might give to the person inthe situation card. Hightight that alt ofthe things that havehappened are recent and that they may well need presentperfect forms to discuss them. Other members of the groupcan ask quest ions and add their own ideas to the discussion.

. Once the discussion of that s i tuat ion has ended. therelationships cards should be turned face down again as theycan be reused. Then the next student shoutd have a turn.

. When time has run out or alt the cards have been discussed,conduct feedback as to which situations they would be mostlikety to become involved in and any situations they feelrequire no action on their part. Delayed error correction of anyerrors regarding the verb forms might be useful at this point.

I Lesson outcomeAsk students: What did you learn today? What con you donow? and eliciI: I con discuss the meaning and importance offriendship ond describe my friendships. I can use the presentperfect simple and continuous tenses.

. El ic i t the meaning of the quotat ion. 'Having one husbandor wi fe is having too much. ' In other words, Witde is cynicalabout marriage. (NB Before it was altered, Wilde's originalquote was 'Bigamy is having one wife too many. Monogamyis the same. ' Nowadays, of course, th is is consideredsexist.)

Exercise 2 page29. Focus on the chart - eticit what type of chart it is (pie

chart) - and then on the glossary. Students present theinformat ion to another pair . Ask a student to repeat thepresentation. lf necessary, feed in the following [anguagethat can be used in exercise 3.- the vast majority- a large / small proportion of people- a small / tiny minority

Exercise 3 page29. Students do the task in pairs. Conduct a whole ctass

feedback.

Exercise 4 page 2s €11.77. Teil students they are going to l isten to a news report about

weddings. Ptay the recording. Ask students to l is ten andcomoare answers.

KEY b

Transcript r.rZMen are turning to teeth whitening and fake tans to improve theirappearance on their wedding day, says new research carr ied outfor the magazine Wedding. While i t is commonptace for women towant to look their best , increasing numbers of men are becomingself-conscious about how they wil l be perceived on the day.42 per cent of men planned to diet before their wedding whi letwelve per cent aimed to get their teeth whitened and eight percent wanted a fake tan spray. Among the brides-to-be, 72 per centplanned to diet , 27 per cent wanted their teeth whi tened and 60per cent wanted a fake tan.The average coupte planned to spend f10,600 on their weddingday, the survey for Wedding magazine showed, although mostended up spending f6,400 more, and more couples were opt ingfor non-tradi t ionaI venues, wi th iust 4B per cent planning a churchwedding.Of the 1,000 people surveyed, the majori ty of whom were aged 20to 34,39 per cent had chosen a c iv i l wedding in a l icensed venue,eight per cent were travel l ing abroad and f ive per cent had chosena registry office.When i t came to the cost of the engagement r ing, one in ten br idescontr ibuted f inancialty in order to have a more expensive piece ofjewettery, with 30- to 34-year-olds spending the most (t1,730).Since 2002, the average amount spent on the r ing has increasedby 40 per cent, from fB93 to f1.,242.Perhaps because couples now get marr ied later in l i fe, 87 per centof women also contr ibute towards their big day themselves andalmost a quarter wi t l make the largest f inancial input.Br ides are wi l l ing to sacr i f ice spending on other aspects of theirwedding so as to spend more on a dress. A quarter opted for acheaper cake, twelve per cent for fewer guests and almost twentyper cent for a shorter honeymoon.The average engagement was 22 months. At a l i t t te over two years,under-25s spent the longest t ime together before gett ing married,while 30- to 34-year-otds spent iust over a year engaged.Asked which celebri ty the bride would most l ike to look t ike onher wedding day, the favoured responses were Kate Winslet, theactress, and Tess Daty, the co-presenter of Strictly Come Dancing,a poputar real i ty TV show on BBC1. The same question was notasked of men.

Marriage in the U K )

tEssot{ SUMMARY o.6Listening: a news report about weddings in the UK, s ix people

talk ing about weddings and marr iage

Speaking: discussing weddings and marr iage

Topic: famity t i fe and relat ionships

EiqI@ To do the lesson in 30 minutes, keep the lead-inbrief and skip exercise 6 and the first two items of exercise B.

+ Lead-in 3-4 minutes. Put the students in pairs. Ask them to th ink of the longest

marriage they know (perhaps their grandparents or parents)and encourage them to share informat ion about th ismarr iage with their partner. When they have done this, askthem to discuss what they th ink makes a good marr iage.Conduct class feedback.

CUTTURE IIOTE - OSCAR WILDEOscar Fingal O'Flahertie Wilts Wilde (born 15 October1854, died 30 November 1900) was an lrish ptaywright,poet and author. His plays are sti l l popular and the mostfamous is probably The lmportance of Being Earnest.

Exercise 7 page29r Do this activity in open class.. Ask the class what the real definit ion of bigamy is: ' the

cr ime of marrying someone when you are legal ly marr iedto someone else. ' and monogomyi ' the custom of beingmarr ied to onty one person at a t ime. '

Unit 3 . Partners

2345

Exercise 5 pase ze {l ttto Give students a few moments to read through the sentences

before playing the recording a second time. Remind themthat they are unlikely to hear the same words as in thesentences and should l isten out for synonyms.

KEY1 False 42o/o of men and 72"/o of women woutd l ike to lose

weightTrueFalse The majority were aged between 2O and 24TrueFalse Under-25s spend the longest t ime together beforegetting marriedFalse Only the women were asked

Exercise 6 page29. Students discuss the questions. Have a class feedback.

Exercise 7 pageze f| r.rao Students l isten to six people talking about weddings and

marriage. They only hear the recoding once. Pause betweenrecordings to allow them to read the question, and deat withany vocabulary queries which arise.

. Vocabulary which may need to be explained is consent(permission), civi I ce remony (non-religious ceremony), vowlvaul (a formal and religious promise).

. Give students a few moments to read through the sentencesbefore playing the recording a second time. Remind themthat they are unlikely to hear the same words as in thesentences and should l isten out for synonyms.

o lf there is t ime, highlight the following vocabulary related tomarriage and relationships from the l istening.tie the knot (get married)sweep someone off their feef (make sb fall suddenly anddeeply in love with you)whirlwind romence (a romance that happens very quickly)

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

Transcript r.r8Speaker 1 I've been to a lot of weddings over the past fewyears - including three in the last six months. I guess my friendsare all getting to that age now when they want to settle down,and maybe have kids. I usually quite enjoy weddings, or at least,I enjoy the first hatf - the ceremony itself, and then the weddingreception with the meal, the speeches, att of that. lt 's the stuffthat happens in the evening that often ruins them. There's neadyalways a row of some kind, about hatfway through the eveningdisco! lt usually involves relatives of the bride or groom, whoprobabty can't stand each other and have been forced to spendthe whole day together!Speaker 2 In Britain you can get married at the age of sixteen,which to me seems terribly young. Admittedty, you need to getyour parents' consent, but that won't stop people rushing into abad marriage before they're really old enough to make such animportant decision. I don't think your parents can necessarilyjudge who would make a good husband or wife for their child. Ireckon the minimum age should be eighteen. I mean, if you're sosure that you've met the right person, why not wait another coupleofyears before tying the knot? lfthe relationship fatts apart duringthat t ime, then you know that it wasn't meant to be.Speaker 3 lt annoys me that so many people want to get marriedin church these days, when so few peopte actualty go to churchon a regular basis. 0f course, their choice has nothing to do withreligious beliefs, or anything l ike that. They've probably seenphotos in a magazine and thought, 'Oh, that looks nice, I 'd l ike

that kind of wedding'. lt 's a fairytale for them, isn't it? You know, a'proper' wedding. But it 's hypocrit ical of them, because they makeall those religious vows without really believing in what they'resaying. lt would be more honest of them to have a civil ceremony.Speaker 4 Since I told my friends and family last month that Iwas getting married, I 've been amazed at how many people havebrought up alt those sil ly superstit ions that surround maniage. Forexample, they'l l ask me 'Have you found something blue to wearon your wedding day?' When I ask them if they really believe inthose superstit ions, most of them say they don't - but then theytalk about how it 's nice to keep these traditions going and followthem as much as you can. But why? That's what I 'd l ike to know.Why keep something going that belongs to another time in history- when people were ignorant?Speaker 5 | suppose the idea is to end with the funniest ofthethree speeches - that's why they get the bride's father to speakfirst! He usualty tells a few [ong, wandering anecdotes about thebride as a young girt which might or might not be amusing, but itisn't often the highlight ofthe reception. There are exceptions, ofcourse - l 've been to weddings when the father of the bride gavea hysterical speech and the best man's speech fell really f lat. Butmore often than not, it 's the best man's speech that everyone iswaiting for. The groom's speech is usually very forgettable. That'swhy they put it in the middte, between the other two.Speaker 6 There are always stories about them in the papers,aren't there? So-and-so got manied at the top of Mount Everest, orat the bottom of a swimming pool, or halfway through the LondonMarathon - the weirder the better, it seems. I guess people justl ike to see their picture on the news or in a newspaper. I can'timagine why else they'd do it. What's the point? lt should be anunforgettable day anyway - so why do you need a gimmie k? I 'd bevery suspicious if some guy swept me off my feet in a whirlwindromance, asked me to marry him and then suggested we do it in acanoe halhruay up the Amazon. Particularly if he also tipped off thelocal news channels. lt 's just attention-seeking, isn't it?

Exercise 8 page 29r Students discuss the questions in pairs. Go round helping

and contributing to the conversations, and making a note ofany common errors for feedback.

t Lesson outcomeAsk students: What have you learned today? What can you donow? and eticit: / have learned about the marriage and weddingcustoms in the UK. I can express my opinion on marriage anddescribe wedding customs in my country.

LEsSOil SUt i lARY . . . s .

Reading: an article; true / false questionsVocabulary: verb + noun collocationsSpeaking: tell ing a story about love triumphing over obstaclesTopic: society, peopte

EiqE@ To do the lesson in 30 minutes, keep the lead-inand exercise 1 brief and ask students to read the text before thelessons.

t Lead-in 2-3 minuteso 'Love conquers alt ' is the titte of the lesson. Ask them to

think what th is means and whether they agree. Put them inpairs to discuss.

Loves conquers a[[

Unit 3 . Partners

Exercise 1 page 3o. Students discuss the quest ions in pairs. Ask them to make

brief notes.

Exercise 2 page 3o. Lead a feedback on the discussion and el ic i t their ideas

onto the board in three columns.

CUTTURE TOTESThe Fatt of Baghdad This marked the end of the Battle ofBaghdad in 2003 when American troops secured Baghdadairport and then successfully invaded the city of Baghdad.The Sunni Triangle An area to the north of Baghdad,poputated mainly by Sunni Muslims. This area wasthe centre of su,pport for Saddam Hussein and mainopposition to th,e US invasion of lraq. , ,,, ,r ,

Exercise 3 page 3o. Give students 4 or 5 minutes to read the text and identifv

the problems Ehdaa and Sean face.

KEY al l of them

LAIIGUAGE il,OTE - ALL'S FAIR II{ LOVEAND WARf h i s id io mat|| sayring m eans th at UetravioUi::trifi ic fr isunfair in, nomial,tirdumstances, is acteplablo;[1i1,,1*. undwar. By extension, it now means that in soing'.situationsany type of behaviour is justifiabte to get wh,at you want.

Exercise 4 page 3o. Students work indiv idual ly then compare answers wi th a

partner, correcting the sentences that are fatse. Suggest thatthey begin by underlining the key words in the sentences,before finding the relevant parts in the text. They shoutdwrite the paragraph number next to each sentence.

. Explain that the sentences are not in chronologicaI order.

KEY

23

True (D and E) she's very attractive ... a tall, shy, handsomesoldier. He had the most beautiful eyes I had ever seenTrue (10 lt seems ironic that when ... i t manoeuvred to divideTrue (H) 0nce the battalion commander found out ...Btackwetl was exiledFatse (B) She's fitted with hope for the futureTrue (G and H) made an unauthorised detour... two soldiers... stood guard outside

6 False (E) between patrols and weapon raids7 True 0) fame is a passport. Ehdaa continues on her journey8 False (E) hours of conversation9 False (B) there was one thing the army didn' t count on . . .

love conouers al lt0 False (G) There was no regulation against a marriage11 Fatse (J) lt 's t ike I haven't been away from her for six months12 Fatse (D lt was a conversion of convenience, not conviction

Exercise 5 page 31. Focus attention on the reading tip. Ask students if they can

think of any mi l i tary metaphors in their own language.o In a stronger class ask students ifthey can think of any

more in Engt ish.

Some examples include: to fight / battle something (e.g. acotd), fo fight a losing battle, to be in the firing line, totarget, a minefield.Students comolete the collocations individuatlv.

KEYa launchb donc disobey

d go backe respondf make

ch

standfite

45

Exercise 6 page lrr Students do the exercise alone or with a oartner and check

their answers with the text.

KEY1 f (t iterat)2 e (figurative)3 c (titerat)

456

a (figurative)g (figurative)b (l iterat)

Exercise 7 page3tr Circutate and monitor as students discuss the quest ions.

Exercise 8 page 3r. Ask as many students as possible to present their stories to

the class or ask them to present them in groups. Take notesof errors and have a brief language feedback at the end.

motrtottEl SPEAKTIG Acnvrff ,rtDiscussion: relationshipswww.ou p,com lelt/teacher/solutio'ns

* Lesson outcomeAsk students: Whot have you leorned today? Whot can you donow? and elicit: / can understand and respond to a love story. Ihave learned some verb+ noun collocations.

Verb patterns

tEssol l sui lMARY o o.Grammar: verb patterns

Reading: a short text about identicaI twins, a short text about a

singing duo

Speaking: further practice using dif ferent verb patterns

EiN@ To do the lesson in 30 minutes, keep the leod-inbrief, for exercise 5 divide the class into pairs and ask studentsto look up half the words each, and set the Grammar Builderexercises as homework.

I Lead-in 2-3 minutes. Either write on the board, dictate or simply ask the following

questions: Do you know any twins? Do you think being atvvin is special ond how can this relationship be beneficial ordetrimental to your life? Put the students into small groupsto discuss their answers.

Exercise 1 page 32. Discuss the ouest ion in open class.

Unit 3 . Partners

IAIIGUAGE I{'OTE'- VERB PATTERIISKnowing the patterns which foltow verbs is essential foraccu:racy and accountsfor'ma,ny errOrs at advanced level..There are not many rules governing which verb form isneeded aftef a particular verb and students must simply'learn and practise them, You could encourage them 'to start a page in theirvocabulary bqoks dedicated to.each verb pattern. They could then copy the verbs in thegrammar reference to the correct page and then add tothem as they come across new words.However, there are certain families of veibs which behavein the sam'e way. You could encourage students to noticethese. For example:1 likes and dislikes: adore, Iove, like, enjoy, don't mind,dislike, can't stand, detest, loathe, etc. are followed by.ing form2 communiea tingt tell, ask,'beg, warn, request, remind,recommend, persuade, etc. are followed by the patternverb + object + infinit ive

Exercise 2 page32. Give the students two minutes to comptete the text. Then

stop them and ask them to check their answers wi th apartner and when they've f in ished, to descr ibe the twins'working relat ionship.

o During feedback ask students why it is that fo is followedby an - ing form in number one (because to is not aninfinit ive but a preposition). Ask them to identify two moreprepositions in the text (on and like) and remind them thatprepositions are always followed by an -ing form.

KEY1 doing2 watching3 to read4 to pursue5 to focus

6 working7 writ ing8 to get9 pubt ished

10 to be

Exercise 5 page 32o Students use their d ict ionar ies to f ind out the behaviour of

the verbs in the box.

KEYclaim 1demand Lfai t lguarantee L

hate 3love 3refuse 1remember 4

r isk 2stop 4try4

Exercise 6 page32o Ask students to read the Look out! box then complete the

text individually before checking in pairs.r Point out that go on + -ing means continue to do something,

whereas go on + infinit ive means to do something aftercompleting something else, e.g. The Mulgray twins wereteachers who went on to become writers.

KEY1 to be booked2 to look3 being impressed4 to have5 to stay6 trying

to maintainto have been forgivenbeing / having been disgustedperformingnot to have spoken

789

1077

Exercise 3 page 32o Students do the exercise individualty. Go round and check

their example sentences. Exptain that there are a fewexamples of each. Suggest that atthough they onty need tochoose one, they should choose one which is unfami l iar , sothat the practice is more usefu[.

KEY1 tend to, choose to, have yet to, happens to2 has allowed them to, took the twins five years to3 lets her sister f inish4 spent f ive years working, keen on writ ing, anticipate the

book being, feels l ike typing5 get their novel . . . pubt ished

Exercise 4 page32r Asks students to look at the dictionary entry and then elicit

the answers from the class.

KEYThe dictionary entry shows the pattern in botd in brackets[V-ing]. lt also contains an example sentence.

Exercise 7 page 32r Circulate as students do the task monitoring for correct use

of verb patterns. At the end ask students to report back theirpartner's answers.

Notes for Photocopiable activity 3.2Proper patternsPairworkLanguage: verb patternsMaterials: one copy of the worksheet cut up per pair. (Teacher'sBook page 129). Div ide the c lass in hatf . Give one hatf the Student A

sentences and the other hal f the Student B sentences.Explain that they have eight sentences which use variousverb patterns that they have studied. They need to decidewhether these sentences are correct or if they contain amistake, in which case they should correct it.Ask them to work in pairs or groups of ten to decide whethertheir sentences contain any mistakes and correct any theyf ind. Give them a t ime l imi t of 10 minutes.When they have finished, regroup the students into pairsof Student A and Student B. Now give each student theanswers which correspond to their partner's sentences.Tell them that they need to take turns to say whethertheir sentence is correct and if not, read out the correctedsentence. Their partner wi t l be able to look at theirworksheet and check their answer. Each student gets onepoint for correctly deciding if the sentence contains amistake and a further point if they have corrected it wett.Foltowing the activity, ask students to make notes of anyof the verb patterns they had diff icutty remembering andencourage them to review them to commit them to memory.

I Lesson outcomeAsk students: What did you learn today? What can you do nowTand elicit: I can use a variety ofverb patterns.

11 being12 to be13 typing14 f in ish

For further practice ofVerb pafterns (2), go to:

For further proctice ofVerb patterns (1), go to:

Unit 3 . Partners

Negotiation

tEssot sui l i lARY o.. &FunctionaI English: negotiatin g, making suggestionslistening: two business partners discussing plans to buy a caf6Speaking: negotiating a plan ofaction for opening a nightclubTopic: shopping and services

Eiqt@ To do the lesson in 30 minutes, keep the leod-inand exercises 2 and 3 brief.

t Lead-in 4-5 minutes. Ask the students to think about these questions: When was

the lasttime you needed to negotiate for something? Whatdid you want to achieve? Were you successful or not? lf youcould go back in time, how would you do it differently? Givethem one minute thinking time to write any notes they wish.Now, encourage a few students to tell the class about theirexperience. Other students may ask questions.

Exercise 1 page 33Focus on the photos and ask students to tell you brieflywhat they can see. They continue the task in pairs.During feedback elicit synonyms fot affluent ((ich),affordoble (cheap) and clientele (customers). Point out thatthese words are somehow more 'tasteful'than the simpler,blunt alternatives.Model and drit l the pronunciation of offluent I 'a'f luantl ,hyg i ene /'hardSi:n/and cli entele /,kli:en'tel/.

Transcr:pt 1.19Man So, let's look at the different options. Atl three of thesecaf6s are up for sale - and the prices are similar.Woman OK. What's this first one ca[[ed?M The Soup Bowl.W Yuk. I don't l ike the name.M Me neither. We could change that, I suppose.W We could, but that can cause confusion - especially if i t 'salready in the phone book and on the Internet.M True. How long has it been open?W About a year. lt's not doing badty, apparently. lt's got a fairtyloyal ctientele. What puts me off is its location. lt's too far from amain road.M I agree. And looking at these photos, we'd need to spend a lotof money sorting out the internal decoration.W Atl in atl, i t isn't very appealing.M I think we should move on to the next ootion.W Yes - Mario's. Here are the photos. This one has quite a lotgoing for it, in my opinion.M lt looks very otd fashioned from the outside, doesn't it?W Yes, but that wouldn't cost much to put right.M Where is it, exactly?W Atthe north end ofthe High Street.M Really? That couldn't be better. And it 's quite large too - 25tables. Can you think of any drawbacks?W I've heard that the service is very slow. They get quite a fewcomplaints.M I suppose there are ways around that, For example, we couldsend the staff on training courses.W I suppose so. Shatt we look at the last one?M Yes - The Corner Caf6. lt's on the corner of Green Street andMansion Avenue.W That's a little far from the centre of town.M Yes, but it's a nice tittle caf6. Good reputation, plenty ofregular customers. I think it 's definitely worth considering.W Reatty? How manytables?M Fifteen. lt 's a bit smalter than we would tike, I admit.W And the location isn't great either.M OK, you've got a point. On reflection, maybe we should reiectthat option.W I agree.M So, have we reached a decision?W Yes, I think we have. Personalty, I 'm in favour of buying Mario's.M I't l go along with that. lt seems the only choice, really. lt 's bigenough and the location is perfect.W Absolutety. Welt, [et's get on the phone ...

Exercise 5 page rr O r.rso Students work individually, trying to remember as much

as they can. Play the recording a second time for them tocheck. Check understanding by asking for translations orsynonyms in English for what puts me off (what makes menot like it), has a lot going for it (has a lot in its favouD,drawbacks (disadvantage s) and woys around that (sotutionsto that problem).

. Hightight the use of the cleft sentence structure in What putsme off is... This phrasat verb is frequently used in this way.

KEY1 options2 off3 at l4 move

5 going6 drawbacks7 waysI worth

9 reject10 reached11 along

Exercise 6 page 33o Ask students to think now about nightclubs and referthem

to the questions for discussion.

KEY1 c (photo 1)2 d (photo 2)3 e (photo 1)

4 a (either)5 f (photo 2)6 b (photo r)

7 d (photo 2)8 e (photo 1)

Exercise 2 page 33r Eticit language from lesson 2F for comparing and contrasting

photos and write it on the board.The photos are similar in that...ln the first cafe ... , whereas in the second ...ln the first cafd ... ln the second caf6, on the other hand, ...Give the students 1-2 minutes to describe the photos, thenask a pair to repeat their description.

Exercise 3 page 33. Students rank the factors giving reasons.

Exercise 4 page sr 6) r.rs. Play the recording once and let students compare their

answers with a partner before open class feedback.

KEY b Factors 1 (location) and 2 (size) lead to the decision.

Unit 3 . Partners

Exercise 7 page33. Ask students to work in pairs and make notes under

headings 1-5.

Exercise 8 page 33r Focus on suggestions 1-5 and on questions a-e. Remind

them that the aim of the exercise is to practise the languagein exercise 5 so they should consider the options thoroughlybefore reaching a decision.

. Round up the activity by asking two or three pairs to presentideas for their ideal n ightc lub.

. ' , - i '-.r,,.,,1a, r - ' .- -"- -.,-- a , :-r- --::. -. , ..,,,

t"l .. "" ,,,, ' i l ' ,,,

"

.lOpnOtALrgP[AKItG AGT|UITT:'1F',..., -Presentation: friendship

' , , ' ,W1t i f : .gup.cqrnlet t l teactrer/SolUtrons' ' . 1:" , , , : , . ] ' ' ' , , , , '

''' -. "

.,ti, iiif .. ..1 - li:i

.... ..--' if " ,tr

t Lesson outcomeAsk students: Whot did you learn today? What can you do now?and elicit: I can discuss suggestions and negotiate a course ofaction.

tEssol l sut | tARY o. o inWriting: an article, describing and comparing two townsLanguage: using elaborate instead of basic vocabularyTopic: travel and tourism

-.ri!1i:.,.t.. :!,

EiEgtr To do the lesson in 30 minutes, keep the leqd-inbrief and do exercises 4 and 5 together as a class.

@l$ffti$|@ To do the writing analysis and writingtoskin one 45-minute lesson, do exercises 4 and 5 on page 34as a class, skip the lead-in for the writing task. Ask studentsto broinstorm and plan in class butto do exercises 8 and 9 forhomework.

t Lead-in 4-5 minutes. Ask the students to pick a touristy spot in their country and

think about why it is so popular with tourists. Elicit ideasfrom the whole class. Now, put the students in pairs andask them to pick a place they think tourists don't knowabout but should visit and say why they should go there.They should prepare a 3O-5O-second presentation. Invitestudents to give their presentations to the class.

Exercise 1 page 34o Focus on the photos and elicit a few adiectives to describe

the general feet of the ptace (Burford: peaceful, pretty,charming, picturesque, quaint. Cheltenham: bustling, lively,vibrant) then ask two or three individuals to say which placethey would prefer to visit and why.

Exercise 2 page34r Students do the task individualty. Ask them to underline the

relevant section of the text and write the appropriate letternext to it.

KEYBurford b, e, f, h Cheltenham a, c, dg isn't mentioned in either text.

Exercise 3 page 34r Ask students to consider the standard of writ ing and

ask what distinguishes it from the writ ing of, say, anintermediate student.Read through the writ ing tip together and ask students to dothe exercise individually.With a stronger class ask students to find seven differentalternatives.During feedback, hightight the differences in meaning of thewords in part 2.- picturesqus = prett! in a way that looks otd-fashioned, it

can apply to buildings, scenery- quaint: attractive in an old-fashioned or unusualway- idyll ic = peaceful and beautiful, perfect, it can also apply

to a lifestyle or existence- exquisite = extremely beautifu[, but it can also describe

food or hand-made items

KEY1 readity available, has a great deal to offer, has a wealth ol

are teeming with, are wel[ provided for, a wide variety, you'l lf ind yourself spoilt for choice

2 exquisite, quaint, picturesque, idyll ic

Exercise 4 page 34r Students do the exercise in pairs.

KEYt c gripping is used to describe a book, f i lm or other kind of

story2 a considerable is used to describe something that is not

tangible e.g. interest, pain, amount, expense3 b ontique is used to describe an object, e.g. furniture,

iewellery, etc.4 b current is used to describe something happening now,

e.g. current prices, the current year

Exercise 5 page 34r Do the first sentence together on the board to show that

students need to make all the component parts of thesentences more elaborate. Explain that atl the oossibil i t iescan be found in exercises 3 and 4.

KEYPossible answers1 The High Street boasts an impressive array of historic

bui ld ings.The financial district has a wealth of vast, contemporarybui ld ings.The port has a wealth of fascinating history.Young people looking for things to do in the town centre wi[[f ind themselves spoilt for choice.The streets near the station are teeming with state-of-the-artInternet cafes.Culture lovers are well-provided for in the theatre district.

Exercise 6 page34. Go round monitor ing and prompt ing as students do the

activity. Have a brief class feedback.

t Lesson outcomeAsk students: What have you learned today? and elicit: I knowhow to write an article about o popular tourist destination. I conmake a description sound more interesting by using elaboratewords and a ronge of synonyms.

34

An article

OO )

Unit3.Partners

-An article ,

tEssot{ sui l tMARY . . . ' ,Writing: a description , comparing two townsLanguage: adjectives for describing places, prepositional phrasesTopic: travel and tourism

:i::,::i:.,ili:,:tii:::

EIpEEE To do the lesson in 30 minutes, keep the lead-inbrief and ask students to brainstorm and plan in class but to doexercises I and 9 for homework.

I Lead-in 2-3 minutes. Ask the students: lf you could live anywhere else in the

world, which country would you choose? Ask them to thinkfor one minute and prepare to explain their reasons. Now,get the class to mingle and encourage them to speak to asmany di f ferent people as possible. l f they meet someonewho has chosen the same country, they should f ind out i fi t is for the same reasons. lf they meet someone who haschosen a different country, they should try to convince themthat their choice is better.

Exercise 1 page 35

Exercise 4 page35. In a stronger ctass students can attempt to complete the

expressions from memory.o To check students understand the expressions, ask. Which

meonsi very nearby? (a stone's throw away) very well-knownfor? (renowned for) similar to? (reminiscent of) to providethings that a particular situation needs or wants? (cater for)

KEY1 for2in3of

4 with5to6 for

7 awayI with9to

10 for11 for72 for

Exercise 5 page 35. Set a time limit of f ive minutes for the exercise. After

checking the preposi t ions el ic i t t ranslat ions for theexpressions.

KEY2to3in

8in

Exercise 6 page 35. Students complete the sentences indiv iduat ly or in pairs.

4to5to

6 with7 from

Refer students to the wordlist at the back ofthe book.Elicit their ideas onto the boards as three tists. lf a studentmispronounces a word, write it up on the board in bracketsand focus on its pronunciation later.Words which are l ikely to be mispronounced are bustl ing/'b.r.slr4/, which has a sitent t, desolate / 'deselat/, whosefinal syltable is a schwa, and picturesque /,prktJe'resk/,which has stress on the final syltable.Check comprehension of some of the trickier words byasking students to telt you which word means: very poor,without enough food, education etc to live a happy andcomfortable lfe? (deprived) full of people moving oboutbusily? (bustling) empty and without people, moking youfeel sad? (desotate) with a strong and healthy economyT(thriving) spreading out from the centre in on untidy woy?(sprawling).

5 steeped6 dates

EXINA ACTIVITY 'GVocabulary game

www.oup.co m leltlteachedso,hfigns

Exercise 7 page 35o Focus on the task and elicit or explain the meaning of extol

the virtues o/ (tatk in very positive terms about all the goodthings the towns offer). Set a time timit of 3-4 minutes forthe brainstorm.

Exercise 8 page 35. Give students ten minutes to write a first draft. Walk around

monitor ing and hetping. After th is t ime ask students toswap theirwork. They should comment on good examptesof language and find ways of f ine-tuning it. They write theintroduction jointly.

Exercise t page 35r Students check their writ ing against ihe Checkyour work

l ist and make f inal amendments. l f there is t ime. ask two orthree oairs to read out their work.

omoilAt:wilTmc AcwrTY 3GMagazine articie ::ri:.ll,:,j::,1www.ou p.com/eltlteacherlsok:itiions

i Lesson outcomeAsk students: What have you learned today? and elicit: I canwrite on article extolling the virtues of a tourist destination.I have learned some adjectives used for describing places aswell as a variety of prepositional phrases.

KEYt home2 ptays host

3 harks back4 take pride

KEYPossible answersPositiveaffluentcosmopol i tanhistor icpicturesq uethrivingvibrantwell-connected

It dependsbustt inghigh-risehi l tyindustr ia lremotesprawl ing

Negativecrowdeddepriveddesolateisolatedrunoowntouristy

Exercise 2 page 35. Students, in pairs, begin by descr ib ing what they see,

using previously learned language for comparing andcontrasting, then move onto the questions. Have a wholeclass feedback.

Exercise 3 page 35o Read the Study t ip together and el ic i t the preposi t ion to

comolete the sentence.

KEY from

^Unit3.Partners ( 4l

\

TOPIC o . sFamily tife and relationships

t Lead.in page 35 5-7 minutesAsk the students to decide what they think true love shouldbe tike. Write on the board: lf your love is true,... and askeach student to finish it. Give an example, e.g. lf your love istrue, yau always want to be with the person you love.Ask the students to read out their sentences. As a classdiscuss what the rnost important characteristics of truelove are,

. Write on the board:True love will never fadeLove at first sight can't lastIt's never too late to fall in loveFirst love is always the dearest to your heartThere is no such thing as true love any more

o Tell the students to choose one statement they agree withand one they strongly disagree with. In pairs ask them toexptain to each other why they agree I disagree with theparticular statement. Ask some students to report theirpartneds opinion to the class

Exercise 1 page 36 5-8 minuteso f n a weaker class pre-teach drift apart and tie the knot.r Ask the students to imagine they work as newspaper or

W reporters. Tetl them to use the vocabulary in the box tooutline a story to go with the picture. Allow three minutes.Ask some students to present their stories to the class.

EXefCiSe 2 page 36 15 minutes

re-f,f#$EEW. Divide the class into three groups. Tetl the students in group

A to read text A, in group B - text B, and in group C - text C.Tetl them they'tt have to report the text to the rest oftheclass. Allow three minutes for individual reading.

. ln groups ask the students to report their text to one anotherto prepare a sumrnary for the two remaining groups.

r Ask one student from each group to present their story tothe class.

. Ask the students to answer questions 1-8 individuatly. Tettthem to do only those questions they can answer withoutreferring to the texts.

. Tell the students to read the two texts they have not read toanswer the questions they have not been able to answer sofar.

r For each question, ask them to identify the part ofthe textthat helped them to answer. Ask individual students to readout th.ese parts ofthe texts: e.g. for question 1: 'they stayedin touch over the years with letters and cards', question 2:'despite the obstacles they had to overcome and the peoplethey hurt, Jackie and John both firmly betieve it was atlworth it ' , question 3: 'when Mr Hicks was stationed back inEngland, they drifted apart', etc.

. Point out that some of the questions are easier answered byelimination (e.g. question 8).

KEY 1A 2C 3A 48 5B 6A 7B 8C

Exercise 3 page 36 15 minutes@. In pairs tetl the students to make a l ist of superstit ions

connected with wedding. Allow three minutes, then discussas a class,

Tell the students to scan the text in task 3 to find out whatsuperstit ions they have not mentioned.ln a weakerclass pre-teach doamed.The students work individuatly to complete the task.Fast f inishers underline the following words and phrasesin the text and find synonyms that would fit in the text:o r i g i n ated (sta rted), m a i n ta i n e d (prese rved), p ro s p e ctive(potential), susceptible (vulnerabte).Allow five minutes. then check as a ctass.

a

a

a

KEY 7 ,/9 the 70 ,/t6 ,/ 17 as

2 that11 thet8 ,/

3 is72

19

4/ 5. / 5can 7. / 8, /,/ 13 his 14 ./ 75 ,/

,/ 20 not 2t ,/

' ' ' I : r '. .1: , t , : : , : . : , l l : : ' : : :1, : l . . - , : : : : : :

CUTTURE l IOTEThe white wedding gown is probably the best-knownwedding tradition. Although it is hard to imagine a timewhen a wedding did not mean a woman in an exquisitewhite dress, this has not always been the case. lt used tobe that brides wore their best dress, in whatever colourit happened to be. All that changed, however, whenQueen Victoria chose white for her wedding gown. Thewhite wedding:$dwn soared in poputarity, and also cameto symbolise virtues such as purity and innocence. Thenotion that a wedding gown should be white has becomeso ingrained in the fabric of our society that it is not atall unusual today to see even pregnant or second timebrides wear white.Many of our currcnt wedrdini*liiiito*s alerbaied onancient beliefs that a bridir,il*b'partlcukiV6llirtctive .,, :r,,:::to evil spirits. Thus, manlliituats arose i166::66u6 1o .,,:r.:11ttt::ra,protect her. One of the$e was the bridal veil, which wat',.'.:l.:li:'designed to shietd her from evil. (This is also why brideshad bridesmaids. Her friends would dress in garb andveils identicalto the'.bride's, so that th_e_.,splrits could notidenlifu her.) :.:,,,:iirit,l:1.:i:i,Alollgr reason why brides wore veili'wis to friOe,hii;;,11,,;1.'.,fuce from her fianc6 in.,!he days when arranged mardag,eswere common. The wedding day was often the first t imethat the fuo particl$nts met, and the idea was that,theg-room not be atlowed to see the,,biiddl,untit after the

,werdding, in case he did not find h:erpretty. (Onceiitiqi::r.:.ilr:.&iibtwas tied, it was too late for him to back out of a,n,,.aiit lhgement that would have been financially important

t0 rhis familyJ This is also the origin of keeping the brideand groom apart on the day ofthe ceremony.,Noise was also believed to drive off evit spirits, which is

,.,,,.,,*tty we ring the church betts at a wedding. This is also -:1,11,l,th,e reason ![qt,noisy cans are tied to the newlywed's ,,,,,: bumper {althqugh these days the people doing the tying

of cans pr:obablty just think,that it's a funny prank), andthat glasses are clinked at the wedding reception.

.,,,

r) Lesson outcomeAsk students: What have you learned / proctised today? andeliciI: I have learned abautwedding superstitions. I havepractised a matching reading text. I have practised vocabularyand grammar through a multiple choice gapped text.

9 Get readyforvourexam 3

THIS U1{IT ITCLUDES I '

&

Vooabulary . synonyms of change, r irbuns formed from ve'ibs r expressions witht.cher_tge,. adjective-noun collocations . expressing opin:ion:9.r linking words .

.neither:1 nor, either / or, not only./ but also. specutatinC (degrees of probabitity)

1r1911nmat . comparative and,!9p:eilative forms . reduced relative clauses .lirrrrtonditieinals .::,r,.::r:,tl:r:tl::::,tl::r:,.,..

Describingchange

ut55(, l l SUMMARY o. * , . ,Itrhhutary: synonyms of change, nouns formed from verbs

Jl l l l r i rduning: monologues on things that have changed, l istening for

l$rf i : a-c specif ic information'c'Elking; tatking about change]fuoic peopte, science and technology, sport and culture

@!tr To do the lesson in 30 minutes, keep the lead-ins'n: erercise 1 brief and set the Vocabulory Builder exercise forn:'*ew7fk.

+ Lead-in 4-5 minutes. trut the students into smal[ groups. Ask them to brainstorm

,'rhat important changes they have had in their l ives so farand any changes they expect in the next f ive years or so.'rVith a weaker class, offer suggestions to start them off;start ing school , start ing and stopping hobbies or sports,having a new brother or sister, moving house. When theyhave a l ist of a few things, ask them to think about whetherthey feel positive or negative about the changes they havelisted. Conduct brief class feedback.

CUTTURE t0fl , , , , . GEORGE BERI{ARD SHAWGeorge Bernard Shaw (born luty 1855, died November1950) was a famous lrish playwright. HQ,Wfote over 60plays, won the Nobel prize for Literature in 7925 and is , .,'. :most famous for his play Pygmalion which was the basiS,:111;,::for the hit musloal My Fair Lady.

Exercise 1 page 37r Give the students time to interpret the quotation and to

talk about their own attitudes to change in pairs beforediscussing it as a class. As feedback, elicit a paraphrase forShaw's attitude and then ask a few students to teil the classabout their oartner's attitude.

KEYShaw says that some people quest ion the cause of th ings,whereas he tends to ask himself why things can't be different,which indicates that he is generally in favour of change.

Exercise 2 iage37r lf students don't have dictionaries, refer them to the

wordlist. Do the first pair of sentences together to checkthey understand that they need the same verb for bothsentences.

. Remind students of the point ra ised in the previous uni t ,that at advanced level students need to go beyond the basicvocabulary, in this case, the word change.

r To help students remember how we use the words, as wellas the meaning of the words, suggest that they write the fullsentences in their vocabulary notebooks.

Exercise 3 page t Sb t.zo. Read through the instructions. Ask students to make a

note of any [anguage which indicates a positive or negativeopinion. Play the recording and give students t ime to checktheir answers in pairs, giving reasons.

KEYSpeaker 7 1. (they made a really good iob of it, they capturedthe flavour and otmosphere. The speaker'softens' any crit icismhe makes by saying inevitablv they missed bits out, theychanged the ending slightly to make it happier - butthat'sHollvwood for vou\Speaker 2 2 Qt s a complete transformation and not for thebefter, it's much |ess pleasant for pedestrians now, (namechange) is totally pointless)Speaker 3 1, (On the whole, it works very welf)Speaker 4 3 (lt doesn't bother me)

Transcript r.20Speaker 1 | went to see lhe Golden Compass last week. lt'sa screen adaptation of the Northern Lights by Phitip Putlman.Everyone always says fi lm versions of books are never as goodas the original, but I thought they made a really good job of it.They made some minor alterations to the plot and they inevitablymissed some bits out, but they really captured the flavour andatmosphere of the book. My onty crit icism is that they changed theending slightty, basicatly to make it happier - but that's Hollywoodfor you.Speaker 2 | recentty went back to Newbridge, the town whereI was born, twenty years ago. When I came out of the station Ithought for a moment l 'd got off at the wrong stop, it had changedso much. They've basicatty knocked down most of the oldbuildings in the town centre and replaced them with modern officeblocks. lt 's a comptete transformation - and not for the better.They've widened the roads, no doubt to ease traffic congestion,but it 's much tess pleasant for pedestrians now. At least they teftthe old theatre more or less untouched, apart from one slightmodification: they've changed its name to the New Theatre. Why?Totally pointtess. lt isn't new!Speaker 3 They've just introduced a new computer system at thecall centre where I work. lt 's supposed to streamline the way wework, making it quicker to answer customers' queries and accessfi les. We've only been using it for a day or two, and we'[ obvioustyface a period of adiustment as we get used to it. No doubt they't lneed to make some refinements to it once it 's been up andrunning for a while, but I must say that, on the whote, it seems toworks very welt.

KEY1 aconvertsbconverted2 aadaptedbadapt3 aal terbal tered4 a transformed b transform

5 aevolvedbevolved6 aref inedbref in ing7 aadiustsbadjust8 amodif iedbmodifu

Unit4.Changes ( 43\

KEY2 minor al terat ions3 completetransformat ion4 stight modification5 period of adf ustment

5 make some refinements7 undergo a conversion8 theory of evolution

Speaker 4 My grandpa decided to undergo a rel igious conversionlastyear. Before that he hadn't real ly bel ieved in God - i t 's notthat he was an atheist; he just hadn't given i t much thought. Butthen he started watching rel igious channets on daytime tetevision.He's atways had a bad back, and he ctaims that God cured himwhile one of these so-calted televangelists was del ivering asermon on TV. His back certainly seems to be much better, so whoknows what happened? But his whole personality seems to havechanged and he goes around tell ing everyone that the theory ofevolution is a load of nonsense and that the earth was createdabout 6,000 years ago. lt doesn't bother me, but grandma isn'tvery happy about it because he keeps making large donations to aChrist ian W channel .

Exercise 4 page 37 O 1.20. Students do the task individuatty. Point out that both

collocations are l inguisticalty correct, and their task is toremember which one the speaker used.

LESSOI{ SUMTARY . . & l

Grammar: comparative and superlative formsListening: three teenagers talking about changes in their l ivesSpeaking: discussion about how people change when theybecome aduttsTopic: famity tife and relationships

EIEEtr To do the lesson in 30 minutes, keep the lead-inbrief and set the Grammar Builder as homework.

t Lead-in 3-4 minuteso Divide the board in half verticatly and write 'yes' at the

top on one side and 'no' on the other. Put the studentsin smal l groups. Ask them to think about the idea thatchi ldhood is the best years of your l i fe. They should wri te alist of arguments for and against. When they have had 2-3minutes, put two groups together to compare their ideas.

Exercise 1 page 38. Focus on the photos first and elicit some adjectives to

describe the chitdren and teenagers. Next refer students tothe words in the box and deaI wi th any quer ies about theirmeaning.

o Words tikety to require an explanation are carefree (withoutany worries, t iteratty'free of cares'), idle I 'atdll andIistlessness (having no energy or enthusiasm). Remindstudents that they came across idyllic (meaning perfect,without problems) in the previous unit, to describe beautifulvil lages in the Cotswotds.

KEYSome possible alternatives: stressful, pressurised, lonely,i solated, da u nti n g, m i se rab le, b usy, exci ti n g, h op e -fi lled,fu n -fi lled, o pti m i sti c

Exercise 2 page 38r First give students some time to read the sentences and

indiv idual ty formulate their thoughts about the statements.o Eticit some [anguage for agreeing and disagreeing and write

it on the board.l'd agree / wouldn't agree with that.I'd say / wouldn't say ...I'd go / wouldn't go along with that.ln myview,. . . .ln my experience, ...I (don't) reckon ...I guess it's probably true thot ...

. Then put students in pairs or small groups to discuss them.

Exercise 3 page 38. Suggest that students highlight the comparative and

superlative phrases in exercise 2 before rewrit ing thesentences. Check answers, then get them to discuss theirreaction to each sentence in pairs. Refer them again to thelanguage of agreeing and disagreeing on the board.

EXTRA ACTIVITY - VERB + I{OUTIcorrocATlorsDictate the following excerpts from the l istening:1 They _ a good job of it.2 They _ the flavour of the book.3 Thet/ve -the roads.4 The computer system makes it qul.cker to

queries.5, ,He hadn't - it much thought. :6 A so-cslled televangelist wat_ a sermon on,::fy.Write these verbs on the board'in a word pool: deliver,make, capture, give, answer, widen.Stud,e,nts complete the sentences. In a stronger:class,see if students can complete the sentences without thehetp of the word pool.

.:i..:: : ..:.t::.ta

|(EY l

1 made 3 widened2 captured ,':'::,r 4 answer

5 giveii',,5 delivering

Exercise 5 page 37. Put the students in pairs to discuss the changes. Conduct a

brief feedback.

For more practice of Expressions with change go to:

i Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit: / can describe the process of change.

Life chang

^OO

) Unit4.Changes

KEY1 lt becomes less and less easy to make new friends during

your teenage years.2 The more you go out, the more money becomes centraI to

your l ife.3 One of the most important things to teenagers is friendship.4 The more fashionable clothes teenagers have the better.5 As a teenager, you are at your most sensitive to crit icism.6 As a teenager, you are not quite so wil l ing to fotlow orders.

Exercise 4 pase ra f) r.zro Focus on the instructions and give students time to read

through the sentences.r With a weaker class pre-teach come to terms with (gradually

a ccept) and co n fro ntafionol (a rgu m entative).

KEY Speaker l be Speaker2 a c Speaker3 d f

Transcript 1.21Speaker 1 As a chitd, I spent most evenings at home with myfamity, watching W or doing homework. These days, I spend agood deal more time with my friends than I do with my famity - orit feels that way, at least. Not that I've got anything against myfamity - | get on fine with them. In fact, I get on with them a bitbetter now than I did, say, a year ago, when I had quite a few rowswith my mum. I think at that t ime, she was just coming to termswith the fact that I was growing up and wanted to do my ownthing. I suppose she's accepted it now - and she doesn't expectto know where I am or what I 'm doing every minute of the day.Maybe I'm not quite so confrontational either. I 've grown up a bit.Speaker 2 The typical image ofa rebell ious teenager doesn'treatly apply to me, and it never has. I 've always had quite a lotof freedom compared to most of my friends ... and if I comparemyself with the people I hang out with, I 'd say that I 'm the mostmature and responsible by a tong way. From my point of view, thebiggest change that's happened since I became a teenager is thatI 've got myself a part-t ime .iob and started to earn some money.It 's not much, because the job isn't particularly well paid and Ionly do a few hours a week - but it does make me marginally lessdependent on my parents for cash. lt 's something I really wantedto do - it didn't come from my parents. They've always been happyto give me money whenever I need it.Speaker 3 As a chitd, you tend to be very influenced by yourparents. Most of your ideas and opinions come from them. Butthen, as you get older, you become more of an individual. Youdon't iust accept what your parents tell you without questioningit. And I thinkthis is what often leads to arguments. Basicatly, it 'sthe parents who find it diff icult to come to terms with the changes,not the teenager! | argue with my dad quite a lot ... and money isfar and away the most common reason for arguing. Usually, we fattout when I ask him for money to buy clothes, because he neverthinks lneed them. He's not interested in fashion himself and hedoesn't understand how important clothes are to me. lt 's not that Iinsist on having the very latest fashion - but I do care about whatI wear. I guess it won't be so much of a problem when I get a joband can afford to buy my own clothes.

Exercise 5 page 38. Students do the exercise individuatly or in pairs.o Before moving on to the freer activity in exercise 6, provide

some controlled practice of the expressions by drawing threestick figures on the board: Tom, Dick and Harry. Tom, on theteft, is the smallest, Dick, in the middte is a l itt le taller andHarry, on the right, is considerably taller than both.

Point to Dick and then Tom to elicit:Dick is a little / very slightly / a bit, etc. toller thon Tom. Don'|accept any sentences without modifiers.Then point to Tom and then Dick to elicitTom isn't quite as tall as Dick.Point at Harry to elicitHarry is the tollest by far / by miles / by a long woy, etc.Finally, point at Harry then at Tom to elicitHarry is much / a far sight / taller / an awful lot / a greotdeal taller than Tom.Each time, nominate an individual student to make asentence. Elicit several possibit it ies, not just the mostfamiliar forms.

KEY1 far and away2 very3 a long way

4 onty5 marginally6 abi t

7so8 a good deat

Exercise 6 page 38o Read through the Look out! box together. Divide students

into pairs and small groups to discuss the topics. Encouragethem to use a range of modifiers and to experiment with theones which are less familiar.

Notes for Photocopiable activity 4.1ComparisonsLanguage: comparative and superlative formsMaterials: counters, a coin and one copy ofthe worksheet cutup per group of 3-4 students. (Teacher's Book page 1 30). Divide students into groups of 3-4. Telt them they are going

to play a game which practises using comparatives andsuperlatives.

. Give each member of the group one adjective strip and,if needed, a minute to check they understand all theadjectives tisted. (With a weaker class, the game could beplayed in groups of six or eight, in teams with two studentsworking on the same adiective strip.)

. Players move around the board by tossing a coin: Heads =1 space, Taits : 2 spaces. When they land on a square theymake a sentence using one of the words from their l ist inthe form listed on that square. lfthey can do this accurately,they can remain on that square. lf there are any mistakes orthe player cannot make a sentence, they must go back totheir previous square. They can choose anyword from theiradjective strip on any square but can use each adjective onceonty (so they shoutd cross out adiectives as they use them).

r There are two'cha[[enge' squares. When a player lands onone of these he / she can challenge any other player whois behind him / heron the board to make a sentence usingone of their adjectives and any form he / she setects fromthose listed on the board. lfthe sentence is good and thenthe challenged player can move up to ioin their challenger.

. The game ends when one student reaches the'finish'square.

t Lesson outcomeAsk students: What did you learn today? What can you do now?and elicit: I can talk obout changes that occur at different stagesof life using a range comparative and superlotive structuresand expressions for modifying comparative and superlativeadjectives.

For more practice of Comparative and superlative forms go to:

^Unit4.Changes [ 45

\

Protest songs

LESSOIl SUMTARY o o. eReading: a text about protest songslistening: a radio programme extract about a protest songSpeaking: discussing songs as a vehicle for protestTopic: society

EiqI@ To do the lesson in 30 minutes, keep the lead-inbrief and do exercise 5 together as a closs.

t Lead-in 3-4 minuteso Askthe students to name any protest groups they know and

what they protest against. Elicit ideas and buitd a list on theboard. Put the students in pairs and ask them: Would youprotest about something close to your heort? Give them 1-2minutes to talk and then conduct whole class feedback.

Exercise 1 page 39. When the students have had a chance to discuss the

questions in pairs, elicit their ideas, getting them to explainwhich words hetped them decide. Don't confirm theirsuggestions yet.

Exercise2 pagete$t.zz. Play the first part of the recording and let students compare

what they understood in pairs before checking the answer.r With a weaker class pre-teach mob (a crowd of people, the

word has negative connotations and suggests they that maybecome violent and cause trouble).

KEYThe strange fruit are the bodies of two black men who werekitled by a mob of whites and their bodies were hung on trees.

Tapescript 1.22Part 1Strange Fruit began as a poem written by Abel Meeropol, a Jewishschoolteacher from the Bronx district in New York City, whopublished under the pen name Lewis Allan. (Lewis and Allan werethe names of his two children who died in infancy.)Meeropol wtote Strange Fruif to express his horror at the murderof two black men - Thomas Shipp and Abram Smith - in Marion,Indiana, in the southern states of America. They were kitted by amob of whites, and their bodies were hung from trees. Meeropolsaw a famous photo ofthe scene and the horrif ic image hauntedhim for days, untit f inatly he sat down and wrote the poem toexpress his anger and shock.He pubtished the poem in 1,937 in a magazine called The NewYorkTeocher. Although Meeropol had often asked others to set hispoems to music, he set Stronge Fruif to music himself. The songgained a certain success as a protest song in and around NewYork. Meeropot, his wife, and a blackvocalist called Laura Duncanperformed it at Madison Square Garden.

Exercise 3 page ts S r-zz. Play the recording a second time. Students only need write

abbreviated forms of the names.

KEY1 Lewis Allan2 Abel Meeropol

3 Thomas Shipp and Abram Smith4 Laura Duncan

Exercise 4 page 3e 6) 1.23r Give time to students to read through the sentences and

deat with any vocabulary questions that arise.Pre-teach retaliation (action somebody takes in response tobeing harmed or offended).Let them compare and explain their answers beforechecking the answers together.Before going on to exercise 5, now that the students arefamiliar with the background of song, you could ask themto look again at the lyrics and discuss with a partner whatmakes them so powerful: the juxtaposition of the image ofa dead body against an otherwise idyll ic, pastoraI scenewith a breeze and the sweet fresh scent of magnolia; thecomparison with fruit, which is usually associated withsweetness, but which here is bitter, in all senses; thereference to the elements - the rain, the wind and the sun -which normally combine to provide the right conditions forthe ripening of fruit, instead gather, suck and rot the flesh.

KEY1 True2 True3 False4 Fatse

5 True6 False7 True8 False

Tapescript r.2:Part2Barney Josephson, who was the owner of a nightctub in GreenwichVillage, NewYork, heard the song and introduced it to thelegendary lazz singer Bil l ie Holiday. ln 7939, Holiday performedthe song at Barney Josephson's nightctub, Caf6 Society. lt wasthe first nightclub in New York to atlow black and white customersto mix. Hotiday said that singing the song made her afraid ofretaliation. She later said that because the imagery in StrangeFruif reminded her of her father, she insisted on singing it. (Herfather had died of pneumonia when several hospitals refused totreat him because he was black.) The song became a regular partof Hotiday's l ive performances.Hotiday approached her recording tabel, Columbia, aboutrecording the song. Columbia refused, fearing that record storesin the southern states of America would be unwill ing to sett it.However, Columbia did atlow Hotiday a one-session releasefrom her contract in order to record it in 1,939 for Commodore,an alternative jazz label. She recorded two major sessions atCommodore, one in 1939 and one in 7944. Strange Fruitwas asuccess, both crit ically and commercially, and in time it becameHotiday's biggest sell ing record.Though the song became a regular feature of her tiveperformances, Holiday's accompanist Bobby Tucker recalled thatHoliday woutd break down in tears every time she finished singingit. For Holiday at least, the song never ]ost its power.

Exercise 5 pase 39. Students do the exercise alone or with a partner. Remind

them that the first step is to consider which word class fitsthe gap.Be prepared to explain in number 7, where students mightcome up with economical, that economic means related tothe economy whereas economical means cheap.Ask fast f inlshers to explain in their own words the meaningof the metaphorical expressions: had their roots in, provedfertile ground.

KEY1 significantly2 captivity3 polit icat

4 freedom5 abol i t ion6 performers

7 economic8 condemnation9 environmental

Ot )

Unit4.Changes

Exercise 6 page 39r Circulate and monitor, whi le students discuss the quest ions

and then have a whole c lass feedback.

t Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit: / con understond a task about Strange Fruit. Ican understsnd an article obout protest songs in general.

oi*lt';rytEssol{ sut i l lARY o. a *Reading: a text about someone who radical ly changed her l i fe;

mult ipte-choice quest ions

Vocabulary: adiective + noun col locations

Grammar: reduced retat ive clauses

Speaking: a discussion about motivation and goats

Topic: people, sport and culture

EIEEtr To do the lesson in 30 minutes, keep the lead-inbrief, set the Grammar Builder exercises as homework and askstudents to read the text ahead ofthe lesson.

t Lead-in 2-3 minutes. Put the students in pairs. Ask them what plans they have

for when they leave school. Ask them to think about anyoneor anything which is inf luencing these plans, e.g. parentalpressure, location of a course they want to do, etc. Givethem 1-2 minutes to ta lk in their pairs, then conduct c lassfeedback, asking some students to report on what theiroartner said.

Exercise 1 page 4o. Students discuss the quotat ion in pairs, then have a c lass

feedback. Can they think of an example of something theyhave done because they are good at it, rather than becausethey wanted to do it (e.g. a subject, sport, instrument)? Howsuccessful was it?

Exercise 2 page 4or Do the exercise as open class. Ask for an explanation of

tormented (extremely troubted and distressed). Studentswi l [ no doubt predict that she changed her career, so askthem to imagine what sort of diff icutties she faced and whatshe decided to do instead.

. Set a strict t ime limit of three minutes to read the text.

Exercise 3 page +oo Remind students that a good strategy for answering multipte

choice questions is to read the question stem and tryto answer it without looking at the options. Next checkthe opt ions for something simitar, and f inal ly, read theappropriate section ofthe text in detail to double check.

Exercise 4 page 4or Students do the exercise individuatly.. Check understanding by asking comprehension quest ions,

such as:What does an overbearing father do?ls a protracted row long or short?How do you feel ofter an uplifting experience?At what age do people tend to be impressionoble?

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

Exercise 5 page 4o. The students telt halfthe story each. As the first student

tells the story their partner crosses off the coltocations.When the first four have been crossed ofl the secondstudent continues tell ing the story.

Exercise 6 page 4o. Copy the sentence onto the board and expand it.

KEY ... instinct which is reouired ...

Exercise 7 page +o. Copy the sentence onto the board and expand it.

KEY1 ln the women's locker room, which was inhabited by ....2 her should er, which had been sustained3 qualit ies which are easily transferable

Exercise 8 page r+o. Students discuss the quest ions in pairs. You could ask

them to comoare their ideas with another pair before classfeed back.

t - . . , , , . . . , , , , . : : , . :

ADD ITIOl{AL SPEAKI 1I G ACTIYITYRemind students of the text 'Litt le Stars' and elicit whatAndrea used to do and what she does now;fuptain that you have iust heard of a similar situation.

.,,, A young dot com millionaire ca{led Chris Bishop hasdecided at the'age of 2 5 to try to find a new direction inhis tife. He wants to change his priorit ies from makingmOney to using trls body, mind and skilts to help:others.As a class, buitd up a profile of Chris Bishop on theboard, This should in,clude the details you'd normally

: find on a CV a,nd also his personality, likes and: dislikes,anything he is not good at, etc. ,1, ,Put the students in pairs. Tell them to th'ink of a jobor occupation where the person really has a greateffect on others. With a weaker ctass, give ideas suc.h65 s polit ician, a nurse, an aid worker, a children's

: entertainer. Alk them to write bn advertisement for thisiob or occupation, giving information about it and clearlystating the requirements. Give them a time limit of 5-10minutes (and ask them to write legibly if necessaryl).Monitor carefully.

For further practice of Reduced relative clauses, go to:

KEY 1b 2c 3d 4c 5c 6d

^Unit 4. Changes ( 47

\\

TakC'the advertisements and put thqm up around theroom as a gatlery. Ask the students to go around and readthem, Now each pair needs to, choose one advertisementand sit down together again. They should imagine th.eywilt be interviewers for this iob / occupation and preparequestions forthe interview candidates. As a guide,suggest 5-1 0 questions.When the questions are ready, i l ivide the pairs and takehalf -of the students aside. They witl be Chris Bishop. Theothers are'interViewers. Pair them up again and tetl themthey have five minutes for the interview.When the interviews are finished, conduct class feedbackand find out whether the interviewers were im,pressedand whether the interviewees felt this job / occupationprovides the right new direction. lf there is sufficienttime, change the pairings and allow them a secondchance to interview I be interviewed. Otherwise, withan o'utgoing class, engourage one or two pairs to act'outtheir interview in fro,nt o'f the class and elicit feedbackfrom the group.

LESSOII SUMMARY o I6 ' r r

Grammar: second, th i rd and mixed condi t ionals, other condi t ionalstru ctu resReading: a short ar t ic le about dinosaurs

i:tt,.....:: :,r:. i,:

EIUITI To do the lesson in 30 minutes, keep the leod-inbrief, set the Grammar Builder exercises as homework and doexercises 4 and 5 as a class.

i Lead-in 2-3 minutes. Put the students in smal l groups. Ask them to brainstorm

everything they know about dinosaurs. After two minutes,elicit information from the class.

Exercise 1 and 2 page 42. Focus on the task and el ic i t answers to the ouest ion. Don' t

confirm or deny the answers but ask them to read the text tofind out.

KEYI t was or ig inat ly thought that they were cold-blooded but somemay have been warm-blooded.They became ext inct 65 mi l t ion years ago when a giantmeteorite hit the Earth.

Exercise 3 page +ze Students can do the exercise alone or in pairs.

KEY1 l f there were no sheep, cows and dogs, we wouldn' t have

man's best friend. (b)What would have happened if a meteorite had missed itstarget? (a)l f the meteor hadn' t struck the earth, we wouldn' t be aroundtoday. (c) Suppose dinosaurs were sti l l roaming the earthtoday, would the human race have managed to evolvealongside them? (c)Suppose dinosaurs were st i l l roaming . . . l t was thought . . . .would never have survived. (a)Had the meteor not hi t the earth, d inosaurs would havecontinued to thrive. (a)

Exercise 4 page 42r Using item 3 of exercise 3 as an example, point out that

mixed condi t ionals can consist of two tense sequences.. f + past s impte / past cont inuous in the condi t ionat c lause

and would have + infinitive in the result clause. 0ro f + past perfect in the conditional clause and would +

inf in i t ive in the resul t c lause.

KEY

45

lf Kate hadn' t fa i ted her dr iv ing test last week, she wouldn' tbe retaking it in July.lf he'd paid his tax / hadn't refused to pay tax, he wouldn'tbe being prosecuted now.l f he hadn' t been rude to me, I would l ike him.l f he'd been wearing a seatbett , h is in jur ies wouldn' t be soser ious.lf I hadn't forgotten my keys, I 'd be abte to get into thenouse.

tAtf cuAGE l{oTE -

tF If wEREn,T / AADil'TBEEN FORHighlight the use af if it weren't for and if it hadn't beenfor in sentences 4 and 6 of exercise 5. This structureallows us to use a noun as a condition.E.g. lf he hadn't been so brave... can be expressed as f ilhadn't been for his bravery ...Or we ca,n refer to a p,erson E,g. lf it hadn\ been forlohn,,l'd never hove known aboutthis place.Give students practice in the structure using prompts forthem to transform.E.g. lf i thadn't rained ... lf, i t hadn't been for the rain ....tf he hadn't insisted ...If it hadn't been for his insistence ...lf she hadn't said such kind words... lf it hadn't been forher kind words ...lf he hadn't scored that magnificent goal... lf it hadn't .been for his m,agnificent goal ...

Exercise 5 page 42. Do the f i rst sentence together and then students to cont inue

alone before checking in pairs.o Point that in sentences 4 and 6 i t is not possible to use

the contracted forms weren't and hadn't. We use fu[t formsi n stead.

For further proctice of Conditionals, go to:

Conditionals

4" )

Unit4rChanges

34

56

KEY1 Shoutd you need to make any photocopies, there's a

photocopier outside my office.Please contact head office should vou need to make acomolaint .Were Kurt Cobain alive today, he'd be over 40.Were she not married to the boss / Were it not for the factthat she's married to the boss, she's never have got the iob.Had I known it would rain, I 'd have taken an umbrella.Had it not been for my parents'generosity, I could neverhave afforded to buv a new car.

Exercise 6 page 42o Elicit or explain Ihat lf only I had more time is more

emphatic and regretful than lf I had more time... and thatHow I wish is much more emphatic than / wish ... .

o After they have compared their sentences with a partner asksome students to report back their partner's sentences.

Exercise 7 page 42. Students work alone to transform the sentences.. Remind students they can write sentences with the f clause

at the beginning or end, and that if i t 's at the end, it doesn'tneed a comma.

KEY2 Unless we hurry, we won't get to the airport on time.3 You can borrow my MP3 player, provided you give it back to

me tomorrow.4 Supposing there were intell igent l i fe out there, how would

we make contact?5 As [ong as you follow the instructions I gave you, you can't

go wrong.6 lf he had admitted he was wrong, it would have been totally

out of character.

Exercise I page 42r Give students a min ute or two to think of answers to

the questions so that they can tatk for tonger about thesentences.

' Go round monitoring for correct use of conditionals as theysoeak.

Notes for Photocopiable activity 4.2Conditionals mazePairworkLanguage: conditionaI formsMaterials: one copy of the worksheet per pair. (Teacher's Bookpage 131). Divide students into pairs and te[[ them this activity focuses

on conditionaI forms. lf possible, elicit the meaning ol maze.. Hand outthe worksheets and tell them that they need to

successfully get out of this maze by deciding if each sentenceis correct or incorrect. Ask them to look at the sentencemarked lN. Ask them to discuss in their pairs if this is acorrect sentence or not. Elicit that it is correct. Say'lt is acorrect sentence so you follow the straight arrow tonumber 14.' With a weaker class do a second demonstrationwith sentence 14.)

o Now tell them to continue discussing and moving throughthe maze, following straight arrows if the sentence iscorrect, zigzag arrows ifthe sentence is incorrect. Telt themto change the incorrect sentences to make them correct.Tett them if they don't reach OUT, then they have made amistake somewhere and they should start again. Give them10-15 minutes to comolete the task.

o In feedback after the task, check as a whole class that thestudents have identif ied where the mistakes occur in theincorrect sentences.

KEYlN sentence correct so move to 14- 14 incorrect so move to 8- 8 incorrect so move to 10- 10 correct so move to 3- 3 incorrect so move to 12- 12 correct so move to 5- 5 incorrect so move to 1- 1 incorrect so move to L1- 11 correct so move to 4- 4 incorrect so move to 13- 13 correct so move to 7- 7 correct so move to OUT

i lesson outcomeAsk students: Whot did you learn todayT What can you do now?and elicit: I can use a wide range of conditional sentences.

tEssol l sul lMARY o o o *&,: , :Functional English: giving an opinion, agreeing, disagreeing,conceding a pointl istening: a discussion about proposed changes to a townSpeaking: discussing town development plansTopic: home

Ei@@ To do the lesson in 30 minutes, keep the time forthe preparation phases in exercise 5 brief, and limitthe numberofopen class performances in exercise 8, gefting studentstoperform to another pair.

t Lead-in 2-3 minutes. Ask the students to decide in small groups: What ore the

three bestthings aboutyourtown?\Nhen they have decided,move them around so that the groups are mixed up and theycan discuss their ooinions with their classmates. Conductclass feedback and find out whether there is consensus.Encourage them to give reasons for their opinions.

Exercise 1 page 43o Students discuss the questions in pairs. After a class

feedback, f ind out through a show of hands how manystudents prefer renovated old buitdings and how manyprefer totally modern ones.

Exercise 2 page 43. Students do the exercise in pairs, using dictionaries if

necessary.. Check comprehension of the vocabulary elicit ing from

students the difference between:- a chain store / an independent shop- o landscaped area / landscape- o pedestrianised street / a pedestrian crossing- a shopping mall / a shopping centre (matl is American).

Discussion

Unit4.Changes ( 49

\

KEYcycle racks (tower right)chain store / independent shoplandscaped area (upper right)multi-storey car park (upper right)pavement caf6 (tower right)pedestrian crossing (alt three)period buildings (teft and lower right)skateboard park (tower right)water feature (upper right)

Exercise 3 page 43. F i rst teach / e l ic i t the meaning of the less fami l iar words, by

asking which word or words mean:- using the most modern methods and technology (state of

the art)- lacking character (souttess)- attractive in an old and unusual way (quaint)- lacking in colour (drab)- very fashionable (chic, trendy)- very fashionable in an elegant way (chic)- built to be practical and useful, without emphasis on the

way it looks (functionat).

Exercise 4 page +t €l r.z+Tell students that they are going to hear two peoplediscussing the changes that are being proposed in picture 2.Ask them to predict what benefits and drawbacks wil l bement ioned. This wi l l make the l is tening process easier.As they l is ten, they should note down the benef i ts anddrawbacks. Let them check their answers with a partnerbefore class feedback.

KEYBenefitsThe car park wilt attract more people and be good for business.The car park witt be good for elderly peopte.The shopping malt wi t t of fer a good range of shops.DrawbacksThe multi-storey car park is a step backwards as it encouragespeopte to dr ive.I t would mean losing the lovely old bui td ings.Too many people wil l make the town congested.The shopping mal l is soul less and impersonal .

Transcript 1.24Young man What do you think ofthe changes they're proposingto make in the town centre?Young woman I quite t ike the plans for the pedestr ianised area.But I don't t ike the idea of the new mult i-storey car park. Andthey' l l have to knock down alt those lovely old bui ldings to makeroom for i t .M True. But they're in very poor condit ion, practicalty fatt ingdown. The whole area is very run down.W There must be something else they could do, though.Renovating the bui ldings would seem l ike the best option to me.And anyway, why are they buitding a car park when they should beencouraging peopte to use public transport, or cycte, or walk? Tomy mind, bui td ing a car park is a step backwards.M I don't know. l t 's impossible to f ind a parking space now. Thenew car park' l l attract people into the town, and that ' l l be good forthe shoos and caf6s.W That's not how I see i t at alt . l f the town centre becomes evenmore congested, everyone wil l avoid i t l ike the plague. Shops andcaf6s witt be worse off, not better off.

M I think i t ' t l make things easier for people, especiat ly elderlypeopte. My gran't [ tove i t - she' l l be able to park in the mult i-storey and walk straight into the new shopping malt. She won'thave to carry al l her shopping home on the bus.W That's a fair ooint.M What I don' t t ike is the new shopping mal l . l t 's a[ [ concreteand glass. Real ty funct ional and impersona[.W I couldn't agree more. l t looks total ly soul less. But I imaginethere' l l be a great range of shops. There atways is in malls t ike that- we' l [ be able to get practicatty everything we need in one place.M But the shops't t be mostly big chain stores, and they'rethe same al l over the country. l t woutd be nice to have someli t t te independent retai lers there too - l ike in the plans forthepedestr ianised area.W I suppose. They've tr ied to make i t quite nice though. They'veplanted some trees and there's a tandscaped area outside, with awater feature.M ls that what i t is? | think I preferred what was there before,though, the l i t t te row of shops and that nice caf6.W lt wasn't nice. The food was realty greasy.M I t iked i t .W There's no accounting for taste.

Exercise 5 page +t fb r.z+. Students complete the sentences alone or in pairs.o Draw attention to the preposition fo in to my mind in

contrast to from my point of view, in my view, in my opinion.

KEY1 opt ion2 mind

3 see4 falr

5 agree

Exercise 6 page 43. Students do the exercise alone or in pairs.

KEY 1B 2A 3C 4D 5B

Exercise 7 pase 43o Give students two or three minutes to make notes about the

merits of their plan and drawbacks of their partner's.

Exercise 8 page 43r Circulate as they do the task, making notes of any mistakes

that you want to highl ight , inctuding pronunciat ion. At theend, ask a pair to re-enact their d iscussion.

o Finatly, conduct a [anguage feedback session, write themistakes on the board ( including mispronounced words)and ask students to correct them in oairs.

OPTIO.IIAL SPEAKII{G ACTIVIW {F .:Presentation: irnprove where you livewww.o up.com/ett/teacherlsolytio n s

t Lesson outcomeAsk students: What did you learn today? What cqn you donow? and elicit: / con talk about changes to a town centre. I canuse a range of phrases for expressing my opinion, agreeing,disagreeing and conceding a point.

50 ) Uni t4.Changes

Discursive essay

LESSOl{ SUMMARY O.. {$ , .

Writing: a discursive essay, topic sentencesFunctional English: l inking wordsTopic: science and technology

EiqE@ To do the lesson in 3o minutes, keep the lead-inbrief and limit the topics for discussion in exercise 7.

! ilNEft{lfdilnm To do the writing anolysis and writingtask in one 45 minute lesson, keep the lead-in and exercise 7brief for the writing analysis. ln the writing task lesson omit thelead-in, and ask students to complete the essay for homework

+ Lead-in 3-4 minuteso Ask the students to imagine they could meet somebody

from 100 years in the future. They woutd be allowed to askthis person iust one question. Give them a minute to thinkabout what question they would ask. lf you wish, allow themto discuss their ideas in pairs. Elicit some of the questions.

Exercise t page 44. Choose one of the topics, for example, food, and elicit three

or four ideas about how it might be different a hundredyears from now.

r Some ideas; neorly allfood will be scientifically modifiedto make it more healthy, and to make it last for ever withoutgoing off. New flavours will be invented. Artificial flavourswill taste exactly like the real thing. There will be an amozingselection of futuristic snacks.

o Students cont inue discussing the topics in their pairs. l ft ime is t imited, ask them to select just three.

Exercise 2 page 44o Students do the exercise alone.

KEY 2 computers 3 clothes 4 transport

Exercise 3 pase 44o Refer students to the writ ing tip then ask them to match the

topic sentences with the gaps.o Point out, if necessary, that there is one extra topic

Sentence.

KEY1d 2a 3f 4c 5eSentence b matches the topic of 'heatth'.

Exercise 4 page 44. Monitor and correct as the students write. Ask a few pairs to

read out their sentences.

Exercise 5 page 44. Let students discuss the meanings in pairs. In feedback

ask for an example sentence as well as an explanation ofmeaning.

KEYwhich neither requires fuel nor creates pollutioneither as friends or as potential rivalsfty to work rather than sitting in a traffic jampeople could be wearing jeans or even nineteenth centurysuits or dressesboth nylon and Lycranot only as sources of information, but atso as sources ofwisdom and advice

not only... but also is similar to both ... and ...neither ... nor ... is used to loin two negative ideas (lt is theopposite of both ... and ...)either ... or... is used to talk about a choice of two differentthings... rather than... is used to say that something is preferable tosomething elseor even... suggests that the next thing mentioned is somethingsurpr is ing

Exercise 6 page 44o Students work alone or in oairs.

KEYPossible answers1 Computers are not only becoming more powerful, but also

cheaper.Not only are computers becoming more powerful, but theyare also becoming cheaper.Soon computers may be able to hold conversations, or eventett jokes.We may be able to control it with our mind rather than usinga mouse or keyboard.Computers may demand better treatment or even equalrights.Some people maintain computers wil l neither be able tothink l ike people nor have emot ions.Super-powerful computers witt either be incredibly useful orincredibty dangerous to mankind.

Exercise 7 page 44. Encourage the students to practise the linking words as they

discuss the questions.

t Lesson outcomeAsk students: What have you leorned today? and elicit: I knowhow to write o discursive essay. I can write topic sentences. I canwrite more fluently using linkers.

tEssot{ suMi lARY o o.4a " iWriting: a discursive essay, topic sentencesFunctiona[ English: speculating about the futureTopic: science and technology

EiqI@ To do the lesson in 30 minutes, keep the lead-inbrief, and finish writing the essay for homework.

Discursive essay

,^.Unit4.Changes [ 51

\

i Lead-in 4-5 minureso Write these words on the board: possible, l ikely, probable,

certain. Eticit the part of speech (adjectives) and ask thestudents to buitd word families, i.e. possible, possibly,possibility, impossible. (NB Ukely is different: likely, noadverb, l ikelihood, unlikely.) Put them in pairs to discuss thedifference in meaning between these words and to decidewhich are the nearest in meaning. Monitor and f inat ly checkas a c lass.

Exercise 1 page 4s €11.25o Give students a few moments to familiarise themselves with

the ideas and deal wi th any vocabulary quest ions whichmav ar ise.

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

Transcript r.2lGirl Well , humans might not even l ive on earth a hundred yearsin the future - we might have al l moved to another ptanet, or wemight be extinct. They might have invented things that they canplug into your brain so thatyou don't have to go to school.Boy I was reading a book the other day about everyone havinga chip in their brain and, you know, the r ich people had amore sophist icated one than the poor people and so the poorpeople's ones were always going wrong and they end up, l ike,malfunctioning and, you know, so, l ike,24 | 7Internet access in your head. And there't t be no cars .. . they't lprobably have been banned by government.G Er. . . we might have discovered al iens and - | dunno -cross-bred with them. Erm ... we might have antennae, we mighthave green skin and scales.B l f we l ived in space, I doubt we'd have any hair, and we'dprobably be as pale as death.

Exercise 2 page 45r Ask the students to number the ideas in pairs. They

shouldn't worry too much about an exact order. At the endel ic i t a few opinions about which one they think is the mostlikety and which one the teast l ikely.

Exercise 3 page 45r Students work alone, then check in pairs before class

feedback.

KEY1 l t wi l t happen.213 l t 's bound to happen. / l t wi l l a lmost def in i tety happen.41516 l t 's very t ikety to happen. I t may wel l happen. l t wi t l

probably happen.7 l t could / might happen.8 There's a (faint) chance it might happen.9 There's (almost) no chance of it happening.

Exercise 4 pase 45o Ei ther ask students to do this in pairs or do i t as a round the

class activity.

Exercise 5 page 45r Students complete the exercise alone.

Exercise 6 page 45. Allow pairs five to ten minutes to brainstorm ideas for their

essay.

Exercise 7 page 45. Students write their f irst draft individually. Walk around

hetping and correct ing.

Exercise 8 page 45. Students check their partner's work, t icking the Checkyour

workboxes as appropriate. For the fifth point, checkingspet l ing and grammar, suggest that they under l ine anymistakes and hand the essay back to their partner forself-correction.

OPTIOI{AL WRITIilG ACTIVITY 4Gwtagiiirne':aitictewww.oup,corn/el t / teacher/solut ions, ' , '

t Lesson outcomeAsk students: What have you learned today? and elicit: / conwrite a discursive essay. l can talk about how likely it is thatsomething will hoppen in the future.

Key for Language Review 3-4 and Skitls Round-up 1-4 ison page 119.

KEY1 doubtless2 as l ikely as not3 more l ikely than not

4 no doubt5 in at t probabi t i ty

, , )

Unit4. Changes

drt{

xfTw-

TOPIC j | : i r ,Nature and the environmenl

+ Lead-in page 48 3 minutes. Work as a class. Telt the students to remember all the

factual information they have about the Potes. Suggest theycould think about geography, history, exploration, climateissues, etc. Divide the board into two parts - one devoted tothe South Pote, the otherto the North Pole.

r Note anything the students come up with, e.g. the NorthPole: Arctic, the Arctic Ocean, Greenland, drift ing ice, polarnight, polar bears, seals, etc. the South Pole: Antarctica(continent), Amundsen, Scott, temperatures much towerthan at the North Pole, snow storms, Marek Kamifiski, etc.

ExerCiSe 1 page 48 2-3 minutes. Refer the students to the headl ine and the quest ion in task

1. Altow a minute, get feedback from two or three individuatstudents; elicit reasons for both answers.

ExerCiSe 2 page 48 2-3 minutes. Ask the students to scan the text very quickly, iust to find

the answer. Attow a minute. Ask them to identify the partsofthe text that have helped them find the answer (possiblefragments: 'Antarctica had been warmer because it wasonce much closer to the equator', 'when dinosaurs roamedthe almost sub-tropicaI forests of an ice-free Antarctic', ' theArctic Ocean was a gigantic freshwater lake infested withcrocodile-l ike repti les').

ExerCiSe 3 page 48 12 minutes

ln a weaker class pre-teach plateau, coniferous, roam,infested, gharial.Ask the students to read the instructions, the text and thetask on their own. Allow four minutes.Warn the students not to rely on their memory or impressionbut check each answer against the text. Tell them to makesure atl the answers they have not chosen are wrong.Telt the students to do the task individuatly. Allow fourminutes.Ask fast f inishers to look through the text to find synonymsto the following verbs: find (come across), climb (scale),suggest (put forward), come out (emerge), depend (rely).Check the answers as a class. lfthere are any doubts, askthe students to read out the fragments that contain thecorrect answers.

KEY 1T 2f 3f 4F 5notstated 6F 7F 8T

Exercise 4 page 48 5 minutesr As a class, read the exam tip, then ask the students to do

the exercise individuallv.

KEY 1b 2a 3c

Exercise 5 page 48 10-15 minutes

o Focus the students on the task. Allow two minutes for thestudents to read the instructions and the task. Ask them tounderline the parts ofthe original sentences that requirerephrasing (e.g. if our car hadn't broken down). Stress theimportance of correct spell ing. Remind the students to readthe rephrased sentences to make sure they are logical andgra m matically correct.

. In a weaker ctass help the students by giving hints (e.g.suggest they should first rephrase sentence 1 beginningwith f_, and then use inversion) or providingalternatives to choose from.

o Check the answers as a c lass, asking indiv idual students toread out the rephrased sentences.

KEY1 our car not broken down, we would have2 time I spend ontine, the easier I f ind it3 it isn't raining, l ' t l meet you4 hadn't been wearing the jacket l 'd given him, I wouldn't

nave5 easy to ski when the snow5 does she write songs but she also plays several

i lesson outcomeAsk students: What have you learned / practised today? andelicil: I have learned about the climate around the North andSouth Poles in the past. I hove practised reoding comprehensionthrough a a true / false tosk. I have practised vocabulory andg ra m m ar th ro ug h re p h rasi n g sente n ces.

Getreadyforyourexam- e

yirii:f idio.ms q vetbinounieotllo€ations . sexual discriminaticra,presentation r personal gualities o word formation (1)

,noutl l,pronoun + lnfirnitive r; etli.psis (reduced infinitives, omiss

armed cqnfliglu: digcussing:fainily tensions . discussir:

War and peace

tESSOI{ SUi lMARY . . . .Vocabulary: war and war idioms; verb-noun coltocationsListening: an account ofthe Battte ofthe SommeTopic: society

EiOIEtr To do the lesson in i0 minutes, keep the lead-inbrief, do exercise 5 together as a class and set the VocabularyBuilder exercise for homework.

i Lead-in 3-4 minutes. Show them the t i t te of the lesson and ask them to look at

the pictures. Eticit the names of wars from recent history(e.g. WWl, WWll, Korean war, Vietnam war, lraq conflict).Put the students in smal l groups and ask them to discusswhat they know about these wars. With a weaker group, givethem categories to guide discussion: When was it7 Who wosfighting? Why? What was the outcome? When did it end?Conduct class feedback.

Exercise 1 page 49. Ask indiv idual students to read out the quotat ions. Et ic i t or

explain that mighty is a l iterary word meaning 'extremelypowerful'. Then elicit the meaning of the expression The penis mightier than the sword (negotiation and communicationare more effective than fighting).

. Encourage students to think of examples to back up theirooinions.

Exercise 2 page 49r Do an example together before students continue atone or

in pairs.. Highlight the use of personatisation for a country (her ralher

than i fs) in number 5.Check the meaning of the more diff icutt words by askingfor: a synonym for soldiers (troops), a synonym for rebel(insurgent /rn'se:d3ent/), a word that describes a countrythat has agreed to help another country atwar (ally I'alal)a word which means a group formed by people fromdifferent groups, ogreeing to work together far a particularp urpose (coatit ion /,keoe'hJn/).Mode[ and dritt the words as necessarv.

KEY

r ofa person

les3F46

Exercise 3 page 49e Students complete the exercise alone or with a partner.

Exercise 4 page 49 5) 2.01r Focus on the photo and elicit a translation for trenches.r Go through the instructions, give students time to read

the sentences and deal with any vocabulary queries, e.g.bombardmenf (an attack which involves continuous fir ingor bombing). With a weaker class you could go through thesentences anci predict what the words in the gaps could be.Exptain that there wil l be some unfamiliar vocabulary butthat students should ignore it and concentrate on l isteningout just for the sections they need to answer the questions.Ptay the recording and let students compare with a partnerbefore class feedback.In a weaker class let students l isten a second time.

KEY1 two2 no man's land3 walk4 in bunkers / f ifteen metres underground5 confusion and poorcommunicat ion6 progress7 launch further attacks8 Neither s ide

Transcript 2.01The Batt le of the Somme, which took place in northern Francebetween Juty and November 191.6,was one of the biggest andbloodiest batt les of the First World War. The Brit ish and French hadbeen f ighting the Germans for nearly two years, and neither sidehad made a decisive breakthrough. The armies, dug into trenchesalong a 40-kitometre front, faced each other across a narrow stripof 'no man's [and' - an area of land occupied by neither side. TheFrench and Brit ish decided to launch a massive attack against theGerman [ ines in an attempt to break the stalemate. For f ive daysand nights before the attack, their big guns pounded the Germanposit ions. In al l , over 1.7 mil t ion shelts were f ired. At 7.30 a.m. onthe sixteenth of July, the guns fel[ si lent and orders were given tothe soldiers in the trenches to advance on the German l ines. TheBrit ish and French bel ieved that the Germans would put up t i t t teresistance fot lowing the f ive-day bombardment, and, astonishingly,some of the troops were ordered not to run but to walk. However,the Germans had previously retreated into their bunkers, someof which were fifteen metres underground, and had suffered fewcasuatt ies. When the Brit ish and French soldiers emerged fromtheir trenches, they were met by a storm of r i f le and machine-gunfire, which inft icted heavy losses. 0n the f irst day alone, the Brit ishsuffered 60,000 casualt ies, inctuding over 19,000 dead. 7,000Frenchmen atso died, and 8,000 Germans tost their l ives. Confusionand poor communications meant that i t was a few days before theBrit ish generats real ised the scale of the disaster, and cal led upreinforcements. For the next ten weeks, the Germans continued toput up st i f f resistance, and despite a few small Bri t ish and Frenchsuccesses, no signif icant progress was made. In October theweather changed and heavy rain turned the batttef ietd into a seaof mud. The armies ground to a halt once more, and by Novemberfurther attacks became impossible. The Brit ish and French had wona str ip of land 50 ki lometres tong and eight ki lometres wide, at i tswidest point. However, neither side could claim victory and thecost in human t i fe and suffering was immense: 650,000 Germancasualt ies, 450,000 Brit ish and 195.000 French.

72345

coal i t ionmass destructionviolationweapons inspectorsal l ies

6 troops7 insurgents8 suic ide bombers9 security

KEY1 advance + withdraw2 arm * disarm3 defeat '. victory4 defend * attack

5 enemies * al l ies6 civil ian * military7 occupy * l iberate8 release * capture

C r,nir5'Banies

fEYtr make2 launch3 break

7 inflict8 catl up9 grind

10 claim

Erercise 5 page49. Students complete the exercise using a dictionary if necessary.. During feedback elicit explanations for the following words:

make a breakthrough (an important development thatmay lead to an agreement or achievement), stalemate(a situation where neither side can win or make progress -you could explain that the word comes from chess, when aplayer can't move on a chess board), casualties (injuries ordeath), reinforcements (extra soldiers) , grind to a halt koslower graduatly then stop completely).

tEssol l suMi l lARY o..64 i : :Grammar: for + noun / pronoun + infinit iveSpeaking: an account ofan argument, discourse markers whichindicate attitudeReading: an article about arguingListening: three monologues about family argumentsSpeaking: an account of an argumentTopic: family l i fe and relationships

EiOtEtr To do the lesson in 30 minutes, keep the lead-inbrief and set the Grammar Builder as homework.

i Lead-in 4-5 minutesr Write the following eight nouns on the board: argument, row,

quarrel, clash, disagreement, difference of opinion, fight,battle.Putthe students in pairs to discuss the differencesin meaning between these near synonyms. You couldencourage them to think about which are stronger or weaker,more polite, more aggressive, etc. Give them 2-3 minutes.Monitor and then ctarify any confusion as a whole class.

Exercise 1 page 5o. Students discuss the questions in pairs and then as a

whole class.

Exercise 2 page 5or Ask students to skim read the text. Stop them after one

minute and askthem to answerthe question in pairs beforechecking as a class.

KEYYes, it 's good to argue because it brings families closer. lt givesteenagers a chance to understand their parents' points ofviewand vice versa. The most constructive arguments are the onesabout everyday issues such as homework, clothes, curfewsand fr iends.

Exercise 3 page 5or When students have looked at the sentences, copy them

onto the board and hightight the retevant parts to show thestructure.

KEY for + noun / pronoun + infinit ive

Exercise 4 page 5oo Either read through the information in the Learn this! box

together or ask students to read the information silently tothemselves. Do the first sentence on the board togetherthen students continue with the exercise alone.

4 give5 put up5 suffer

Exercise 6 page 4s 612.0l. Go round monitoring and prompting as students retell the

story. Play the recording for them to check.

Exercise 7 pase49. Explain or elicit the meaning of as a last resorf (something

you do only when al[ other possibil i t ies have beenexhausted). Encourage students to think about the warsthat they talked about in the lead-in, why they started andwhether they were justif ied.

=or further practice of ldioms, go to:

ilotes for photocopiable activity 5.1ldioms bluffGroupwork

-anguage: idioms with their origins in warrslaterials: one copy of the worksheet cut up per group of 72-1,8students. (Teacher's Book page 132). Divide students into pairs or groups of three.r Demonstrate the activity, by writ ing an idiom on the board,

together with an example sentence: to toke a lot of flak. Thedirector has taken a lot of flok over his decision to lay off 500workers.Say that you are going to give three possible meanings forthis idiom and students have to guess which is correct.Read out the following, two or three times if necessary.This idiom meons ...7 when you are physically attacked2 when you receive a lot of praise3 when you are criticised a lot.

. Students vote on the true meaning. Tell them it 's number 3.

. Hand out the cards to the pairs / groups. Exptain that there aretwo idioms on their cards. For each idiom there is the conectmeaning and two empty spaces where they have to inventfalse meanings for each idiom to try to trick their classmates.

r When they have finished, teams take turns to read out theiridiom, example sentence and suggested meanings. (With aweaker class write the idiom and sentence on the board.)The other teams choose the meaning which they believe iscorrect. Ask for a show of hands for each. lf a team gets theanswer right, they win a point. Keep a score on the board.lf a team reads out their meanings and nobody guessescorrectly, they win two points (for convincing meanings!).

i Lesson outcomeAsk students: What have you learned today? What can you danow? and elicit: I can describe military conflicts and tolk aboutny opinion af them.

Family tensions

For further practice of for + noun / pronoun + infinitive go to:

unit5.Battles e

KEY1 lt 's important for her to say sorry.2 My idea is for us to leave before dawn.3 | was anxious for her not to feel offended.4 lt would be a disaster for us to lose the match.5 lt isn't cold enough for it to snow.

Exercise 5 pase so 6) 2.02. Tell students they are going to hear three people tatking

about fami ly arguments.. Play the recording and let them check in pairs before class

feedback. Ask which words from the recording led them tothe answer.

KEY1 S (made him a stronger person)2 T (you're thrown together so there are bound to be reasons

for arguments)3 M (testosterone)4 T (l recognise them in myselfl5 M (vying for parents' attention)6 S (l was always the peacemaker)

Transcript 2.02Speaker 1 - Mandy I tend to argue most with my older brother.For some reason we get on each other's nerves. We love eachother to bits, but quite honestty, at the same t ime we absolutelydrive each other crazy. l t 's a bit better now that we're older, but wedo have proper arguments in a way that I don't have with anybodyelse. No doubt i t 's because we are very close in age - there's onlya year between us - and when we were younger, we were probablyvying for our parents' attention most of the t ime. We're also quitedif ferent. which can cause a bit of fr ict ion as wet[.Surprisingty enough, with my t i t t le brother - | don't argue at al lwi th him. He's three years younger than me, and I th ink that theage gap is probably big enough .. . we general ly get on very well .My brothers and my dad argue a bit though. I think i t 's . . . yeah,i t 's because they're al l male! Atl that testosterone. They're at linto sport, and there can be quite a few f iery discussions aboutfootbatl and stuff around the dinner table, which can sometimesdegenerate into a family argument.My mum, thank goodness, she doesn't argue with anybody. She'squite easygoing and laughs at the rest of us - don't blame her.She and Dad hardly ever argue, come to think of i t , even thoughhe's natura[[y quite argumentative. Not sure how she managesthat - she must ignore him a tot.Speaker 2 - Simon My parents are always arguing. Absotutetynothing is happening, and to my utter astonishment, my parentswil l manage to make an argument about i t . They argue aboutnothing and everything. I am an only chi td, and growing up I wasalways the peacemaker. I wasn't very keen on the arguments andI would always try to patch i t up for them. But I do that tess nowthat I 'm older and have more of my own t i fe. Now I iust tet themget on with i t .I don't know why they argue. To be perfect ly honest, i f I got married,I wouldn't want to have a relat ionship l ike them. But they've beenmarried for a very long t ime, so i t works for them, I suppose. Theydo know how to say sorry, so no doubt that helps a tot.Oddly enough, I real ise that growing up in a noisy andargumentative household has made me a stronger person. WhenI'm in a confrontat ional si tuation, I 'm not int imidated, and I knowa lot of my fr iends are when somebody shouts at them. Theyget scared and run away, but I don't . I 'm quite able to stand myground. Don't know if that 's a good thing or a bad thing!Come to think of i t , my parents don't argue much with me at alt .They are qui te calm and discuss things with me. As an only chi td,I 've always been quite responsible, so I get a lot of freedom,anyway, thank goodness. 0r I 'd definitety argue with themabout that!

Speaker 3 - Tina Families are funny things ... I mean, you don'tchoose your famity members, do you? lt 's not l ike your friends -you can choose them, fortunatety. But with your family - you'reiust put in a house with them and you've got to put up with theireveryday habits, their annoying traits. So there are bound to belots of reasons to argue. And in many ways, you're all very simitar- quite frankly, that's one ofthe things that is very hard to take!I know I end up having arguments with my mum about things Idon't t ike, because - much to my annoyance - | recognise themin mysetf! I 'm thinking - | don't want to be tike that, I don't wantto be l ike her. And so, it 's not really her fault - it 's me reactingagainst her, Doubtless it wi[[ change when I get older, and have myown house and life. Perhaps our being atike won't be a cause forconflict then! Perhaps we'tt get on better, because we are so alike.I don' t argue so much with my sister or my dad, I don' t th ink,at though my sister does annoy me at t imes. We share a room andshe's not as tidy as me, so there are usually arguments about that.And she wants to [isten to music when I want peace and quiet tostudy, that sort of thing. My mum usualty sorts things out betweenus. She's very fair about things l ike that. Oddty enough, my dadiust gets cross with us!

Exercise 6 page 50 6) 2.02. Students do the exercise alone or in pairs.

KEY1 oddty2 qui te3 qui te

4 much5 doubt6 enough

7 goodness8 perfectly9 utter

Exercise 7 page 5o. Students do the exercise alone or in pairs.

KEY1 quite frankty, quite honestly, to be perfectly honest2 oddty enough, surpr is ingly enough, to my ut ter

astonishment3 no doubt4 fortunately, thank goodness5 much to my annoyance

LA]IGUAGE AilD PROI{UI{CIATIOT IIOTE .l:,r,,r D | sCO U RgE'' liAn KEtr$:r ttv H I C H EX pt ES S

ATTITUDE' Explain tostudents that the discourse markers usually

come alihgbeginning of a sentence torgignal that whatyou are about to say is going to be surprising, sincere,etc., but they can also come at the end of a sentence,or mid-sentence, betui€enr commasi lf they come at thebeginning of the sentence, the intonat ion ends on arising:tsne, whereas at the end, lhgy',ena with a fattingtOn:e. Expressiopg:which i n d i cate s'u rp rise {add}y': enau g h,surprisingly efiioAglt and to my utter astonishmi:::::::::::::::nt)

,:,.' ,Should be sporken with pteno,unced stress and intonation,to emphasise the sense of surprise.

Exercise 8 page 5o. Give students a minute to remember the detai ls of an

argument they had or wi tnessed. Put them in pairs todescr ibe i t .

. Ask a few students to recount their partner's argument.Remind them that they need to change some ofthediscourse l inkers to the third person, e.g. Much to Tom'sannovonce ...

56 ) Uni t5.Batt les

@,;;; .oJ,rtryLESSOII SUl l t tARY O o * ' r ' rReading: an article about the SuffragettesListening: a song about feminismSpeaking: discussing equal i ty between men and womenTopic: society

t Lesson outcomeAsk students: What have you leorned todoy? and elicit: I cantalk about family disputes and arguments. I can use discoursemarkers to express my attitude.

Flf.TInm To do the lesson in 30 minutes, keep thelead-in brief, limit the preparation time and the number ofpresentations to the class and set the Vocobulary Builderexercise as homework.

r Lead-in 2-3 minutes' Ask if anyone can exptain the term 'civil r ights'. l f not, give

a definit ion (the rights that each person has in society,whatever their race, gender or retigion). Put them in pairsand ask them to brainstorm what these rights are (theright to food, education, work, freedom and freedom ofexpression / speech, equality in the [aw, voting rights).Conduct whole class feedback.

Exercise 1 page 51. Discuss the quest ions as a c lass and el ic i t their react ions.

Ask whether they th ink there should be a higher percentageof women in power. Why / why not? In some countr ies,l ike Sweden, there is a minimum quota of woman'srepresentation. Do theV think this is fair, or not?

KEY-he graph compares the percentage of women in par l iament in2007 compared with 1.997.

Exercise 2 page 51r Students complete the text individuatty. Remind them that

the words that f i t the gap wit l be funct ionalwords ratherthan content words.

KEY1 The government didn' t take any not ice of them.2 They took (non-violent) action rather than hold meetings

and send oet i t ions.3 Deeds means things you do, so i t means taking act ion

rather than just discussing, petit ioning, etc.4 They fett it would be too divisive at a time when the country

should be hotding together in the face of war.5 From the age of 21 to 29 they could become an MP but

weren't allowed to vote.

Exercise 4 page 51 O 2.03r Focus on the song t i t le. Find out what the c lass know about

The Eurythmics (see note). Ask what they think sisfers refersto in the context of lesson (women fighting together for acause).

. Students read as they l isten or get them to sing along ifthey'd tike to.

KEYThe tyrics don't suggest the song is anti-men. The messageof the final verse is that men don't need to feel threatened aswomen aren' t ' layin ' p lans to take over and that there is st i l l arole for them because 'a woman st i l l loves a man. 'The overall message is that women are more l iberated thanthev were and we shoutd celebrate that.

GUTTURE I{OTE - THE EURYTHTIGSThis band, formed in 1980, consisted of Annie Lennox

,'.:and Dave Stewiirt;They made over ten albums and soldS0 million records. Th!,15ong Sisfers Al€l\oing lt ForThemselves was recorded as a duet with American R&Bmusician, Aretha Franktin, and is from the hit album BeYourself Tonight.

Exercise 3 page 51o Students work indiv idual ty then check in pairs. Ask them to

use their own words rather than repeat the language of thetEXI.

Transcript 2.03Now, there was a time when they used to sayThat behind every great manThere had to be a great woman.But in these times of change,You know that it 's no longer true.So we're comin' out of the kitchen'Cause there's somethin'we forgot to say to you.

We say, sisters are doin' it for themselves.Stondin' on their own tuvo feet.And ringin' on their own bells.Sisters are doin' it for themselves.

Now, this is a song to celebrateThe conscious l iberation of the female state.Mothers, daughters and their daughters too.Woman to woman, we're singin'with you.The inferior sex has got a new exteriorWe got doctors, lawyers, polit icians too.Everybody, take a look around.Can you see, can you see, can you seeThere's a woman right next to you?

We say, sisters ore doin' it for themselves.Standin' on their own tuvo feet.And ringin' on their own bells.Sisters are doin' it for themselves.

KEY1 the2 themJ IOT

4 That5 with

6to7so8to9 were

10 when

11 out12 that13 to14 under15 woutd

unit5.Battles e

Now we ain't makin' storiesAnd we ain ' t layin ' p lansDon't you know that a man st i l t loves a woman,And a woman st i l t loves a manJust the same though.Ooh ooh oohOoh ooh ooh ooh.Sisters are doing i t for themselves.etc.

Exercise 5 page sro Go through the quest ions and the ideas in the box. You may

need to explain the following:- Glass ceil ing - a situation where a woman's progress

in her job is t imi ted. She can' t go any further becauseshe hi ts a cei l ing. I t is cal ted 'g lass cei l ing' because thetimitation is not apparent, i.e. it is not written in thecompany policy.

- Positive oction (or positive discrimination) - poticies thatencourage women or people from racial minorit ies toapply for jobs and promot ions.

- Maternity leave - the time a woman has off from workbefore and after having a baby. For men it is cattedpaternity leave.

. Have a br ief round up, asking pairs to summarise theirthoughts.

i Lesson outcomeAsk students: What have you learned today? Whot can you donow? and elicit: I can understond and reactto an article oboutcivil rights campaigners and o song about feminism.

Witdtife warrior

tEsSOl{ SUi l IMARY o o {$: : : :

Reading: an art icle about a natural ist; sentence insert ion

Vocabulary: verb-noun col locations

Speaking: discussion about voyeurist ic TV

Topic: nature and the environment

Eitrt@ To do the lesson in 30 minutes, ask students toread the text for the first time at home and set the VocabularyBuilder exercises for homework.

i Lead-in 3-4 minutes. Tel[ the students that they are going to read about a famous

Austratian. Put them into pairs and ask them to discuss whatthey know about Australia, including anything specific aboutthe climate and witdtife. Conduct class feedback. Ask if any ofthe students woutd l ike to go to Austratia and if so, why?

Exercise 1 page 52o Focus on the photograph. Students, in pairs, descr ibe what

is happening and why. They should ' look behind the photo'and think of his motives. Encourage them to use speculativeranguage,

Exercise 2 page 52. Students discuss the quest ions in pairs then conduct a br ief

ooen class feedback.

Exercise 3 page sz. Give students a time [imit of two minutes to read the text.

Check answers.

KEY1 He was stung by a stingray.2 He became rich because visitors came in droves to watch

him get up close to dangerous animals.3 He took over the Queensland Reptile and Fauna Park.

Exercise 4 page 52. Students comolete the task alone. Remind them to look out

for reference words such as pronouns, l inkers and definitea rtic les.

KEY 1E 2A 3D 4H 5G 6B 7C

Exercise 5 page 52. Students do the exercise alone and cont inue in oairs.

Encourage them to answer in their own words.

KEY1 People were surprised because it 's very rare to be kil led by

a stingray.2 At the time he apologised, but later defended his action,

ctaiming that he was completely in contro[ .3 Many Australians had mixed feelings about lruin because

he portrayed an unsophisticated image of Australia thatthey didn't want to be associated with.

4 Some people objected to the programmes because he tookdangerous risks in order to satisfy the public's desire to seesomeone put themselves in danger.

Exercise 6 page 52. Students complete the collocations from memory and then

look back at the text to check.

KEY1 provoke2 shake off3 take

4 acquire5 laugh off6 pronounce

7 take over8 administer9 cause

EXTRA ACTIYITY - PREPOSTTIOI{5Ask fast finishers to complete the following phrases withthe corect preposition and then check their answers inthe text.1' spiders capable delivering a fatat bite2 he was in tune his surroundings

,,, 1,.,rllhrink -,- the sun: 1' :;' , ,;', , " '4 l 'm fine _ that5 Unprovoked attacks are virtually unheard6,::l:0ne co,rn m entator btamedr hlb.:d€atlh :=___ th e

demands . . . .7 he developed it - a tourist attraction

KEYlof2 :with3.,.,i,flom

5of4 with, , ,,

5on7 into

For further practice ofVerb-noun collocotions, go to:

C unit5.Batt les

Exercise 7 page 52o Students do the exercise individualtv and check with a

paftner.

KEY1 He had an instinctive understanding of the natural l i fe

around him.2 He knew how to respond to any situation.3 lt may have been his betief that nothing could harm him

that eventual ly k i l led him.4 He had spent t ime with animats from a very young age.5 He enioyed entertaining people and i t came easi ly to him.6 People say that I 'm addicted to thri l l-seeking.

Exercise 8 page 52o Circulate as students discuss the questions. At the end, f ind

out through a show of hands whether the maiority admireSteve lrwin and approve of the programme.

r::lii.,l.:::r::r,: . ,,...a' ' r'',i:iiii.i:,

.,:.:lilllil. . : : :aaa.

rrlli:::l.rrr-

t Lesson outcomeAsk students: What have you learned today? What can you donow? and eticit: / can understand an article about a naturolistand discuss the issues roised in it.

tEssot suMtARY o. a" i rGrammar: ell iosisReading: dialogues containing ettipsisSpeaking: a dialogue containing etl ipsis

f{milnm To do the lesson in 30 minutes, setthe GrammarBuilder as homework and for exercise 5 ask pairs to act outtheir dialogues in tvvo groups ratherthan open closs.

+ Lead-in 2-3 minutesr Write on the board: repeat. Elicit the part of speech (verb)

and buitd the word family together (repetition, repetitive,repetitively, repeated, repeatedly). Ask students to thinkabout the way they use language and discuss whetherrepetit ion is or isn't a good thing.

Exercise 1 page 54 O 2.04. Stop the recording after I don't want to and elicit the missing

words (furn it ofi. PIay the rest of the recording. Studentswrite the rest of the missing words. lf necessary, give themtime after the recording has ended to finish writ ing.

Transcript 2.04Mum Harry, can you turn off the computer now, please?Harry | don't want to.Mum Have you done your homeworkyet?Harry No, I haven't. But I witt when l 've finished this e-mail.

Fred Have you drunk att the Coke?Lucy No, I haven't.Fred Wet[, someone has. There were a couple of cans in the

fridge this morning.Go and buy some more.Why should l? | bought the last lot!

Did you remember to post that letter for me?Er... No, I forgot.Oh, Sally! You promised you would.I know I did. I 'm sorrv!

LucyFred

DadSaltyDadSally

ADDITIOTAI SPEAKIilG ACTIWTY 5DDiscussion: Steve Invinw\uw.oup.co rn/ett/teacher/solutio ns

Exercise 2 page 54o Either read through the Leorn thisl box together or ask

students to read it quietly to themsetves. Or, for the sake ofvariety, ask them to work in pairs and read the informationaloud to each other.

r During feedback point out that don't l ike fo means 'thinkit's better not to', e.g. I don't like to disturb him when he'sworking. This meaning of like is very different from (don't)like + -ing, e.g. I don't like doing crosswords, which means Idon't enjoy doing crosswords.

EttipsisKEY1 'd love to2 didn' t mean to3 wanted to

4 intend to5 hope to6 don't t ike to

7 won't be able to8 used to

Exercise 3 page 54 6) 2.05. Students do the exercise alone or with a Dartner.

KEY1 shouldn' t2 won't3do

4 have5 haven't5 haven't

7 hasI wouldn't have9 like

Dad

Transcript 2.0SDad You're not going out dressed like that!Alice Why shoutdn't l?Dad Because you'l l freeze to death.Alice I won't! lt isn't that cotd. And anyway all my friends dress

like this.Maybe they do, but I insist that you put on somethingwarmer.

Neil, wilt you tidy up in the bathroom, please?I have.You haven't. You've left your clothes in a heap on the floor.

Sandra Who's pinched my hairdryer?Cathy I haven't. Maybe Ell ie has.Sandra No, she wouldn't have. She never uses one.Cathy lf you l ike, you can borrow mine.

Exercise 4 page 54r Students prepare their dialogues in pairs. Go round

monitoring. Get them to practise reading them aloud,focusing on the pronunciat ion.

MumNeitMum

KEYto turn it offhaven't done itwi t tdo i thaven't drunk it

has drunk i tforgot to post itwoutd post itd id promise

For further practice of Ellipsis, go to:

Unit 5. Battles

Exercise 5 page 54o Ask as many pairs as possible to act out their d ia logues.

t Lesson outcomeAsk students: What have you learned? What can you do now?and elicit: I can use ellipsis to avoid repetition.

.--. _rir:::_i:l

Presentation

TESSON SUMMARY oo*rFunctional English: changing the subject, acknowledging anddismissing an opposing viewListening: two presentations about pacifismSpeaking: giving a presentationTopic: society

Ei@@ To do the lesson in 30 minutes,limittheDresentations to fuvo minutes and askthe students to Dresent ingroups rather than to the whole class.

t Lead-in 3-4 minutes. Put the students in pairs or smal l groups. Ask them to th ink

about government spending. What does any governmenthave to spend money on? They should brainstorm for abouttwo minutes. When they have a l is t of ideas, ask them to putthem in order of importance, in their opinion.

,,,CU L?U'R E "'t Ot E, -"' "

RIt O $ S,,..'WAN f S Y O lIPOSTER:The poster, showing,Lord Kitihener, the Secreiary ofState,foiWar, was'the most famous image used in therecruitment campaign for World War 1. The campaign

'' resulted.in Lherteguitmeflt of,three,,million vsluntgei5. ,,' ...

: : . t ; . . , ' i

: : , l : '

Exercise 1 page 55. Students discuss the quest ions in pairs. Conduct a c lass

feedback and ask some addi t ional ouest ions:- Are you surprised by the information in the chart?- Explain the background to the poster (see Culture note)

and ask Why was it so effective? (the image of a pointingfinger which seems to foltow the viewer as they moveround is powerful).

- Have you or would you take part in an anti-war protest?

Exercise 2 page 55 6d 2.06,. Go through the speaking t ip and clar i fy some of the

vocabulary, e.g. acknowledge (recognise that something istrue) and counter-argumenf (a statement which disprovesthe previous argument).

. As the students l is ten, suggest that they t ick the points inthe speaking tip box if the advice is followed, rather thantaking notes.

o Conduct the feedback in two stages: for question 1, givestudents time to compare ideas with a partner beforeleading a c lass feedback on quest ion 1 only. Then el ic i t thearguments and counter-arguments onto the board and askthem to discuss in pairs which they f ind most persuasive.

Transcript z.o61 The first thing I 'd l ike to say is that I don't agree with thestatement. Um, I don't think it 's true that pacifists are cowards.A coward is someone who doesn't have the courage to dosomething that other peopte are prepared to do. A pacifist, on theother hand, is somebody who has a strong - what 's the word? - astrong reason why they are not wil l ing to kil l other people. lt is notbecause they are afraid or lack courage.The reason pacifists wil l not kitt peopte is often because they havea strongly hetd retigious betief, not because they are frightenedof getting hurt. One of the Ten, um ... er ... in the Bible - ordersfrom God - i f you understand what lmean - is 'You mustn' t k i l t 'and some people betieve that it is always wrong to ki[[, um, in anycircumstances. In my view, if a betief t ike that is genuine and, er,sincere, then we shoutd respect it and not force people to fight.Other people are pacifists because they simpty betieve that it isalways possibte to find non-violent solutions to disputes betweennations. They argue that polit icians do not make enough effort toresolve their differences peacefully, through the United Nations,for example. l agree with this view.Let me see ... Uh, now, as far as the arguments against pacifismare concerned, it is sometimes argued that cit izens have a dutyto protect their country and their fellow cit izens from othercountries who want to attack them. However. as I said eartier.governments would never have to ask their cit izens to go to war ifthey themsetves made a bigger effort to find peacefuI solutions todisputes, so we can dismiss th is argument out of hand.To summarise then, I don't believe pacifists are cowards. On thecontrary, I think it must take an enormous amount of courage torefuse to fight when everyone else wants to go to war.

2 Um, right. Wett, um ... First of alt I 'm going to state my ownopinion: I agree that to be a pacifist is to be a coward and I don'tbelieve there are any valid reasons for refusing to fight for yourcountry. Um ... Why do I betieve that? | think - um, there are anumber of reasons. Firstly, we do not l ive in a perfect world. ltwould be nice if everyone lived in peace. But that is not a realisticview. Some potit ical leaders are really evil and actuatly want togo to war. Tatking to them won't stop them. The only way to stopthem is to defend oursetves, and that unfortunately means kil l ingpeopte. I think it is people who refuse to fight in a war tike thatare, um ... I don't know the word ... . Anyway, I think they arecowards.Moving on to my second argument, um, what would a pacifist doif somebody attacked a member of their famity? What if the onlyway of preventing the attack was to hurt the attacker, and possiblykit l him? | think it would be cowardly not to defend that person.There is some merit in the argument put forward by pacifists thatat towing somebody to k i l l someone else is as not as bad as k i l t ingsomeone yourself, but in the circumstances I 've just outtined, Idon't think this argument holds water.I 'd l ike to conctude by saying that I think the arguments in favourof the statement are stronger than those against, and to reiteratethe point I made at the start, that there aren't any valid reasons forrefusing to fight for your country.

Exercise 3 page 5s f) 2.06o Before ptaying the recording, read through the phrases in

the box. Ask students to give example sentences containingsome ofthe phrases.

. Students wil l need to write the phrases from the recordingon a separate piece of paper.

r With a weaker class, write the answers in gapped form on theboard. Students copy them and complete them as they l isten.

g Unit5.Batttes

KEY1 Eradicating2 to defend

3 Having4 to spend

5 Too much6 were destroyed

KEYi As far as the arguments against pacifism are concerned2 Moving onto my second argument3 lt is sometimes argued that4 There is some merit in the argument put forward by pacifists5 we can dismiss this argument out of hand5 | don' t th ink th is argument holds water7 as I said earlier8 to reiterate the ooint I made at the start

Exercise 4 page 5s. Do the first example together, then students continue

individuatty or with a partner.

Exercise 7 page 55o Students rehearse their presentation in their pairs before

presenting to the whole ctass.

I Lesson outcomeAsk students: What have you leqrned today? What can you donow? and elicit: / can give a presentation on a subject related towar. I can use phrases in a presentation to change the subject,acknowledge and dismiss an opposing view and refer toso m eth i n g sai d ea rlie r.

tEssoi l sui l lMARY o.. . " j i

Writ ing: analysing the style of an articleVocabutary: adiectives and nouns to describe peopleSpeaking: describing admirable qualit iesTopic: peopte

EIOI@ To do the lesson in 30 minutes, keep the lead-in brief and set the Vocabulary Builder as homework ashomework.

@ffiffiipf,@ To do the writing analysis and writingtask in one 45-minute lesson, keep the lead-in to the writinganalysis brief, do exercises 1-3 quickly os a whole class andskip the Vocabulary Builder exercise. ln the writing task lessonskip the lead-in ond the Grammar Builder exercise and setexercises 7 and 8 as homework.

t Lead-in 3-4 minutesr For this writ ing lesson, the students need to focus on

people's best qualit ies. Put them in small groups and askthem to brainstorm good qualit ies a person may show, e.g.kindness, tolerance. They should write their answers downtegibty. After 1-2 minutes, invite students to get up andwalk around and look at others' t ists, taking note of anyunknown vocabulary. In a whole class feedback session theymay ask the meanings of these words. You could also askwhich of these gualit ies they feel are the most important.

Exercise 1 page 56r Students answer the question with a partner. Conduct a

brief feedback.

KEYThe first part of the quotation suggests we love to be admiredso we love the people who admire us. The second partsuggests that the feelings of admiration and love are verydifferent and not necessarily compatible. For example, wemay admire someone for their success, but don't love thembecause of their ruthlessness. Or looked at another way, wemay be too familiar with the people we love to admire them,and may take their admirable qualit ies for granted. We mayeven be jealous of the people we admire.

Exercise 5 page 55. Students do the exercise in oairs.

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

Exercise 6 page 55. Circulate and monitor as students brainstorm, feeding in

ideas if necessary. (See key.)

KEYPossible argumentsa

Prosf National Service were compulsory, countries would be bettercrepared for emergencies.National Service teaches important skil ls such as leadershipskilts, teamwork and self-discipline.Consf people are forced to do National Service they won't becommitted, it has to be voluntary.There is no need for NationaI Service in countries that are notl ikety to go to war in the near future.bProsWe should reduce mi l i tary spending because sending in t roopsto win unwinnable wars in other countries is a waste of money.Money should be spent on helping locals in war zones to lookafter themselves - they are better at it.ConsThe mi l i tary need more money. At the moment equipment ispoor and salaries low.The military has other benefits: Mil itary and defenceindustries benefit the economy, many advances in science andtechnotogy are made by peopte working in the defence sector.cProsAmerica's foreign policy, particularty in lraq, is highlyprovocative.The USA has been too witl ing to ignore the UN, e.g. war onlraq / bombing Libya.ConsFundamentalists and extremists pose the biggest threat toworld peace.The USA doesn't threaten peace; it keeps world peace.

Article: describingperson

Unit 5 . Battles

Exercise 2 page 56e Students read the writ ing tip and discuss the questions in

Pairs.

KEYReaders ofthe school magazineTo informA combination of formal and chattv

Exercise 3 page 56o Discuss the question in open class. Ask a few students to

tellyou which they tike best and why.

KEYC works least well. The first sentence repeats the wording inthe instructions for the task and the second sentence repeatsthe wording and meaning of the first sentence. Therefore it ismechanical and unengaging.

Exercise 4 page 56r Students identify the feature individually then compare their

answers with a partner before class feedback.

KEY1 lf you were to meet him, you wouldn't believe ...2 What's he really l ike as a person ...?3 a Top ofthe tist comes..., threeyears short of a hundred ...,

on top of that, ... alt this was long before I was born ofcourse, ... ln the years I have known him, ... He's one of thewisest and most tolerant people I know, and I 'm very luckyto have him as my great-grandfatherb if you were to meet him ..., Throughout his long l ife he hasbattled against adversity ..., not only was he badly injured,but he was also captured ... However, the business ran intodiff icutties ...

Exercise 5 page 56. In pairs, students choose the best t itte. Ask them to think

about why it 's better than the others.

KEY3 'Battl ing against adversity' is deeper, more meaningful and

more l ikely to be interesting to the audience than the othertit les.

Exercise 6 page s6. Students do the exercise alone.

KEYTwo nouns in the box: courage and determinationThree adjectives formed from nouns in the box: tolerant, wiseand witty

Exercise 7 page s6o Students complete the activity alone or in pairs with the

help of a dictionary if necessary.. Check students understand the trickier words by asking for

a synonym for Iikeable (amiable), selfless (altruistic), faithful(loyal), p I eo s ant (cha rm in g).

KEYaltruistic, amiable, charming, courageous, determined,devoted, generous, honest, intell igent, loyal, patient, reliable,sensitive, sincere, trustworthy

Exercise 8 page s6. Suggest students choose from the realm of polit ical

campaigners, polit icians, sports people, authors, actors,etc. Ask a few pairs to present their ideas to the class.

Notes for Photocopiable activity 5.2Happy Word FamiliesGameLanguage: word formation using suffixes (VB 5.3 and 5.4)Materials: one copy of the worksheet cut up per group of 3-4students. (Teacher's Book page 133). Divide students into groups of 3-4. Tell them they are

going to play a game, based on a traditional game, whichin Britain is ca[]ed 'Happy Families'. The aim of the game isto collect word families, which are then placed on the table.The first person to have placed all their cards on the table isthe winner.

. Give the cards to one student in each group and askthem to deal them out to the players in that group. Now,demonstrate with one group. Player one looks at his cardsand decides which word famity he witt try to collect, e.g. Hehas the words'possess'and 'possession'so he needs theadjective 'possessive'to complete the famity. He makes asentence containing the word he wants and says it to theplayer of his choice, emphasising the key word, e.g. Mariusis very POSSESSIVE about his laptop. lf that player has thecard, he must hand it over. lf he doesn't have it, he says'Sorry, I don't have that card.'Then the next player has histurn. Play continues unti l there is a winner.

o With a weaker class, this could be played in groups of 5-8with teams of two students instead of individual players.

t Lesson outcomeAsk students: What hove you learned today? What can youdo now? and elicit: I con write an effective title and openingIine for an article. I can select a suitable style according to thetarget audience and purpose of an article. I can use a range ofadjectives and nouns to talk about a person I admire.

For further practice of Word formation (1), go to:

Unit 5 . Batttes

For further practice of Linkers (1), go to:

personArticle: describing

LESSOlI SUMMARY O'&:

Wri t ing: an art ic le about someone students admireLanguage: l inkers for addi t ionTopic: people

FlfdilnFf To do the lesson in 30 minutes, keep the lead-ncrief and set exercises 7 and B as homework.

+ Lead-in 3-4 minutes. Put the students in sma[[ groups. Ask them to th ink about

chal lenges peopte may have in their l ives e.g. bereavement,disabi l i ty . Give them 2-3 minutes to th ink about chal lengingcircumstances and wri te a l is t . Then, as a whole ctass el ic i tideas and bui td a l is t on the board.

CUTTURE IIOTES . BEETHOVETI Al{D l{ELsOilTAIIDETALudwig van Beelhoven (barn 7770, died 1827) was aGennari €om,Pgse,r:r He lived in Vienna for mqst.qlhislife.H is fi fth and. i11611i, 5ymphon ies are very we,[l, .known, asare the'moont ight ' and 'pathet ique'sonatas. He startedto go deaf in his twenties and became totally dieaf butcontinued to compose and conduct music.Nelson Rolihlahla Mandela was born in South Africa inJuty 1918. He was an anti-apartheid activist campaigningfor racial equality. He was the leader of the AfricanNational Congress and spent 27 years in prison for hisbeliefs and activities. He became the first President ofSouth Africa tq be elected in democratic electio,ns. ln1993 he received the Nobel Peace Prize.Emmeline Pankhurst - see Student's Book page 51.

Exercise 1 pase 57. Students discuss the ouestions in oairs before ctass feedback.

KEY1 Beethoven was one of the most highty acclaimed composers

of al [ t ime. He managed to achieve this despi te being deaf.2 Nelson Mandela was the first President of South Africa

to be voted in a democrat ic elect ion and a winner of theNobel Peace Prize. He had to serve 27 years in prison for hisrefusal to give up his betiefs.

3 Emmel ine Pankurst p layed a crucial ro le in br ingingthe women's right to vote to Britain. In her fight for thesuffragette cause she had to endure prison sentences,hunger strikes and force feeding.

Exercise 2 page 57o Students do the exercise indiv iduat ly.. You could atso ask students to te l l you which one of the

[ inkers would onty be used in an informalcontext . (ptus)

KEY:urthermore and moreover are onlv used in a formal context.

besides 3 on top of that

Exercise 3 page 57o Students work indiv idual ty then check answers in pairs

before class feedback.. Point out that when the l inkers consist ing of preposi t ion +

noun or preposition + gerund e.g. As wellos ... are placed atthe beginning of a sentence they are fo l lowed by a comma.

KEY1 Besides being very determined, Wendy is very ambit ious.2 Henry travelled up the Amazon atong with some of his friends.3 Liam is a f ine painter and a good pianist to boot.4 My mum has a full-t ime job as wetl as doing all the housework.5 In addi t ion to a great sense of humour, Jake has a great deal

of charm.6 My grandmother looked after f ive children as well as her

own sick mother.7 Apart from a flat in London, Pete owns a house in the country.

Exercise 4 page 57. Students read the task and make notes indiv idual ty. l f they

choose to wr i te about a publ ic f igure, they may wish toresearch some informat ion on the Internet. They could ei therdo this dur ing the lesson i f faci l i t ies are avai table, or do i tat home and wri te the essay for homework or they could beasked to do some research before the lesson.

r Tel l them their notes need to be tegibte because theirpartner wi l l need to read them.

Exercise 5 page 57e Circulate and monitor to check students are fo l lowing the

procedure correctty.

Exercise 6 page 57o Encourage studentsto help theirpartnerthinkof a good

t i t te. l f they can' t th ink of a t i t te they are sat isf ied wi th, theycan come back to it at the end of the first draft.

Exercises 7 and 8 page 57. Students write their f irst draft. After 15-20 minutes ask

them to check their composi t ions against the check l is t .o You could ask students to write a finaI draft at home and to

br ing in a photo of the person. The art ic les coutd then bedisplayed around the classroom together wi th the photos,for other students to read.

O.PIfO,l{At WRlTlt{G ACTIVI?Y 5G,, ,

Profi le of a personwww.ou p.com/eltiteacheri solutions

t Lesson outcomeAsk students: Whot have you learned todoy? What can you donow? and eticit: / con write an article describing a personI admire. I can organise my writing using linkers for addition.

What 's more 4 Not only . . . but a lso

Unit 5 . Battles

TOP|Caa*, : i :Peopte

t Lead-in page 58 2 minuteso Write: a quarrel on the board. Ask the students to provide as

many synonyms as possible. Elicit: argument, disagreement,fi g h t, m i s u n d e rsta n di ng, raw, co n trove rsy, co n fI i ct. Askthe students to explain which are the strongest and most:ssrpccirrp

Exercise 1 page 58 3 minutes. Refer the students to task 1. Ask them to discuss the

questions in pairs. Then ask 2-3 i,ndividual students toreport their partner's answers.

r As a ctass, discuss the commonest causes of aggressivebehaviour.

ExerCise 2 page 58 1o minutes

r Focus the students on the task by asking one ofthem toread out the instructions-

o In a weaker class pre-teach: road rage, to suppress,internalised anger,

. Te[' l the students to work in pairs and to think about theiranswer to the question. Ask 2-3 strong students to presenttheir answer.

ExerCiSe 3 page 58 5 minuteso Ask the students to discuss the questions in pairs. Have an

open-class feedback session.

Exercise 4 page 58 15 minutes

Tetl the students to do the task individuatly. Suggesttheyshoutd start with reading the text ignoring the gaps to graspthe generat sense. Remind them to read the whole textagain when allthe gaps have been fi l led to make sure it islogical and grammatically correct. Allow five minutes.ln a weaker ctass, pre-teach encroachment, inhibit.Fast finishers underline the foltowing words and lookfor synonyms that would fit in the text: friction (conflict),ca n ce rn s (worries), fati g ue (ti red n ess), di stracti o n s(d istu rba n ces), p re d i cto r (fo recaste r, i n d i cato r)Checkthe answers as a class.

KEY1D 28 3A 4C 5A 6D 7C 8B 9A 10D

ExefCiSe 5 page ss 5 minuteso Ask students to discuss the question in pairs.

f : t : : ; ; : . .

$*liii, ,

Exercise 6 page 58 15 minutes $ z.oz

Telt the students to read the instructions and the task ontheir own.Play the recording once, stop for a short white, then playagain.In a stronger class, ptay the recording straight through twice.Check as a class.

(EY 1T 2T 3T 4T 5F 6F 7F

Transcript 2.021066 is probably the most fa,mous date in English history. lfyou ask anyone in Britain what happened in that year, they wil latmost invariably answer'The Battte of Hastings'. The events ofthat momentous year have almost become part of our nationalconsciousness. Why is that so?Every child in Britain learns about the Battte of Hastings in historytessons, but that cannot account for it. They also learn about othernotable dates in English history, but for some reason 1066 is theone date that sticks in almost evervone's mind. There are twomore l ikely reasons for this phenomenon.Firstty, the Conquest of 1066 is the last time that a foreign powerhas succeeded in conquering and occupying Britain. This isundoubtedly a source of pride to Brit ish people, atthough arguablythe English Channel has played a more important role than Brit ishmilitary might in keeping us safe from invading armies.The second reason is that the Battte of Hastings changed thecourse of British history in a way that no other single battle hasdone. Prior to that date, Britain was ruted by Anglo-Saxons, peoplewhose ancestors had corne to Britain from Northern Germany fivecenturies earlier. They spoke an early form of Engtish and had theirown sophisticated form of government. The invading Normansbrought with them their own culture, a new system of government,and above all, their own tanguage: French. For manydecades after1066, Angto-Saxons were exctuded from government and positionsof power and authority, and in effect became second-ctasscitizens in their own country. English remained the [anguage of thecommon people, but it would take three hundred years for Englishonce again to establish itsetf as the language of government.Brit ish people are notoriously ignorant about many aspects oftheir own history, but 1056 is the one date you can be sure thevast maiority of the poputation know,

t Lesson outcomeAsk students: What have you learned / practised todayT andelicit: I have learned aboutthe Battle ofHastings. I haveprepared a discussion task. I have practised vocabulary andgrammar through multiple-choice gapped text.I have practised a True / False listening task.

I

a

a

a

9 Getreadvforyourexam 5

T I ICTUDES O "byoonynls of pitidi!l,!,'itptessions fu iplans',a,r!d predictions

Looking into the future

tE55()1{ SUi lMARY O O. i i ,

Vocabulary: expressions for plans and predict ions, synonyms forpredict

Listening: six peopte talking about their future; l istening for gist

and soecif ic information

Speaking: tatking about the future; expressing doubt and

u n certainty

Topic: people, work

EIQI@ To do the lesson in 30 minutes, keep the lead-inbrief and set the Grammar Builder exercises as homework.

+ Lead-in 2-3 minuteso The title of this unit is 'Dreams'. Elicit the two meanings

of the word 'dreams'; dreams we have when sleeping anddreams for the future (hopes or ambitions). Put the studentsin oairs. Ask them to share anv dreams of ei ther kind.

Exercise 1 page 59. Use the photo to pre-teach clairvoyant and fortune-teller.. Give the students two or three minutes to discuss the

questions before holding a class feedback.

For further practice of Synonyms of predict go to:

Exercise 2 pase 59 6) 2.08. Tell students they are going to l isten to six teenagers tatking

about their future. Pause after each soeaker to allow studentsto take brief notes on which to base their discussions.

. In open class ask students to explain their answers.

Transcript 2.08Speaker 1 Where do I see myself in ten years't ime? lt 's diff icuttto say reatly. I 'm not particutarly ambitious. Actually, I think it 'sl ikety that I ' l l be married with a couple of children. I don't see whyI shouldn't have a iob, too - though it may be diff icutt white thechildren are young. I can see myself working part-t ime, maybe anoffice .job of some sort. But I don't mind if I don't go straight into ajob - | can concentrate on my career later.Speaker 2 | study music at school - which is mainly studyingclassicaI composers and music theory. But I also play the guitarat home and me and my friends have got a band, I 'm determinedto continue with that - even if I go to university - and try to makea career of it. You know, write songs and try to get a recordingcontract. lt 's notoriously diff icutt to succeed in the music business,but l ' l t give it everything I 've got. I 'm fairly confident of myabitit ies, so I think I ' l t succeed. But it may take longer than tenyears to realise my dream.Speaker 3 I 'm going to university to study law - at least that'swhat I 've set my sights on. But it depends how well I do in myschoot-leaving exams - I 'm not sure my grades wil l be goodenough. lt 's reatly diff icuttto get a place at universityto study [aw,so we'l l see. But assuming that I futfit my ambition and become alawyer, in ten years from now I guess I ' l l be working in some lawfirm or other, possibty here, but more l ikely in London. lf my planscome to nothing, I don't know what I ' tt do. I suppose l ' l [ have toreapply to university to study something etse.

eo. _qttef:arg{riient . reporting verb! " r,r

gsaan:.ille,iqfq1s r phrasal verbsr partlcles and their mea:nings

ambition5 . talking about sleep and d?eams.{1re:

Ffoty

pnges 47-54

Speaker 4 | want to leave school as quickly as possible andstart earning money. My parents aren't very well off, so I don'twant to rely on them for longer than I have to. I 'd t ike to get a jobsomewhere round here - something involving computers would begood. But I need to get good grades in my school-leaving examsfirst, so l 'm not pinning my hopes on it. But hopefutty, in ten years,I 'tt have a steady job somewhere round here. The other thing I 'mreally keen to do is play footbatt for the locat team. lt 's iust a smallamateur ctub, but they're pretty good. I ptay for the school teamnow, so there's a reasonable chance that l ' l l achieve my goal.Speaker 5 I 'd t ike to go to university, but I haven't made my mindup yet about what I 'd l ike to study. I 'm quite good at science so Imight well do biology or chemistry. Then again, l'm reatly interested inhistory too, so that's another possibil i ty. Anyway I hope I succeed ingetting a place at coltege to study something. I could go in a numberof directions after that. I 've thought about teaching, so I may worktowards that, but I'm not sure. I'd tike to get manied and start a famityat some point, but I doubt if I ' t l be married with kids ten years fromnow. No, I don't really see that happening in the foreseeable future!Speaker 6 In ten years? I 'm seventeen now, so that's about fouryears after I leave university. I can certainly telI you where I 'd I iketo be, though I'm not counting on it. I 'd l ike to be working for acharity in a developing country, maybe in Asia or Africa, on anenvironmentaI or humanitarian project. The probtem is that jobstike this are really hard to come by. Vacancies don't come up a[[that often and there are always toads of applicants, some alreadywith lots of experience. So in order to improve my chances oflanding a iob, I 'm going to spend my gap year doing voluntary workin Gambia, then I 'm going to appty for courses in developmentstudies and economics at co[[ege. Hopefutty that' l give me a headstart and l ' l t be in a better position to apply for a iob overseas.

Exercise 3 page 5e 6) 2.08e Tell students they can find some the answers in the wordlist

at the back of the Workbook. The rest they complete byinstinct or memory. Play the recording for them to check.

KEY1 tikety2 mysetf3 sights4 count ing5 futfil sp

6 come7 determiped8 everything9 realise

10 hopes

11 goat12 succeed13 work14 foreseeable15 position

Exercise 4 page 59. Give students a minute or two to make brief notes.. Ask hst finisherc to make further predictions: What kind of music

will they listen to? Whatwill they do in their ftee time? What kind offilms will they be into? What sort of food wiil they like?

Exercise 5 page 59. Students make predictions about their partner's future using

the headings in exercise 4. At this stage they don't look attheir partner's notes. The partner doesn't confirm or denythe predictions. (They wilt do this in exercise 6.)

r Ask which future forms they wil l need to use. (m//, futurecontinuous, future perfect).

For further practice of Talking about the future go to:

Unit 6. Dreams

Exercise 6 page 59r Ask studqnts to exchange notes and ask questions about

the predictions. You could ask them to ask two questionsfor each heading. Make sure students understand thatthey have to write their own answers to their own notes.Alternatively, you could ask students to write the answers totheir partner's questions next to their partner's notes.

Exercise 7 pase 59r Ask individual students to read out three ofthe expressions

each. Give them a minute to prepare to present their ideas.

Exercise 8 page 59e Ask students to pair up with a different partner to tatk about

their future. Encourage them to use the expressions from thebox that they are less familiar with. Monitor the conversations asthey speak. At the end have a class feedback, asking studentsto repoft back one ortwo sentences about their partner, e.g.Magdaleno thinks ift unlikely that she'll work obrood. She saysifs anyone's guess whether or not she'll be married by then.

+ Lesson outcomeAsk students: What have you learned today? What can you do now?and elicit: I can speculate and make predictions aboutthe future.

tEssoi l sui l i lARY o. a &Grammar: phrasalverb particles and their meaningsReading: an article about.the purpose of dreamsSpeaking: discussion about dreamsTopic: people

EiUt@ To do the lesson in 30 minutes, keep the lead-inbrief and set the Grammsr Builder os homework.

t Lead-in 3-4 minuteso Write on the board: a doydream, a nightmare, a recurring

dream. Ask the students in pairs to write a definit ion foreach of these lexical items. Regroup them in different pairsto compare their definit ions and discuss whether they haveexperienced any of these different types of dreams.

Exercise 1 page 6or Students discuss the questions in pairs before class feedback.

Exercise 2 page 5o. Begin by asking students why they think we dream. Then

askthem to read through the text ignoring the gaps and seei f any of their ideas are ment ioned.

o As with muttipte choice reading comprehension questions,suggest that students try to answer without looking at theoptions first and then see if their answer is given as an option.

Exercise 3 page 6,0 6) 2.09o Stop the recording after each speaker to let students note

down their answers. Let students compare their answers inpairs before class feedback.

KEY1 lt was based on a story that was read to her.2 He has to convince himself that he can fly.3 She thinks it 's a way for the mind to be able to deal with

information overload.

Transcript 2.09Speaker 1 - Belinda I think dreams are really interesting. When Iwas littte I used to have a recurring dream which was actually moreof a nightmare I think, um, because it was related to a fairy storythat I used to read, or used to have read to me, about, um threetitt le pigs who built different houses, out of different materials,and the straw house was the one that the wolf would come toblow down, and in my dream I would be in this straw house and Ithink I remember the wolf coming up to the house but iust beforeanything really awful happened I would always wake up. I think -I 'm not really sure whether this means anything, I 've never tried towork out what it means, and though I'm not really sure in generalif dreams are actually significant, but I remember being scared outof my wits by this particular dream.Speaker 2 - Harry I 'm a l ight sleeper, which means that I tend todream a lot, I think. I do have one or two recurring dreams whichstay vividty in my memory. One recurring dream is a flying dream- actually, I haven't had this dream for a while now. lt usualtygoes l ike this. I am being chased, usually by two men, and theyare about to grab hold of me. I break into a run, going faster andfaster, and then lthrow myself forurrard and ltake off. Butthen Ithink, no, I can't f ly, of course I can't - and I took down and startsinking down again towards the ground where my pursuers arelooking up at me and waiting. So in order to carry on flying, I haveto believe I can fly. So I try to rise up again and it's realty scary.But I know that I have to get over my fear in order to be able to doit, and gradualty I calm down. After a while, I start to reatly enjoyit. In one dream | f lew all over my home town, Edinburgh. I circledround the castle, swooped over the old town where I used to l ive- | could see everything so clearly - the streets, the people, thecars, and the sea sparkling in the distance. lt was fantastic, and Isti l l remember it all so clearty.Speaker 3 - Christine Um, I often dream and I often remembermy dreams, and I have to confess that I am a person who likes totetl other people about my dreams, um, I'm probably less interestedin hearing about theirs, but nevertheless I think it 's quite amusingsometimes to recount the dream or at least to go over the dreamin your own head, and sometimes during the day I can have totallyforgotten what I've dreamed and then suddenly something witt triggera memory and I will recalt a dream that I've had. Mostty my dreamsare just a rehash of events of the day, coming back in muddted form.I think it's a way for the mind to cope with a lot of surptus informationthat you might receive during the day, and somehow that informationhas to be processed and, whether that's conscious or unconscious,I think it definitety comes back during the night in your dreams. ButI don't think there's any point really in trying to interpret particulardreams - you could attach any number of meanings to most dreams.

Exercise 4 page 6oExptain to students that the particles of phrasal verbs havebasic meanings and a knowledge of these can help themguess the meaning of new phrasaI verbs they come across.Let them study the Learn this! box on their own.You may need to explain the meaning of jot down (notedown), make off with (steal something and hurry away withit), drone on (talk boringly and at length - literally, to makea continuous low noise l ike a bee, or traffic), pick on (treatsomeone unfairly often because they are vulnerable in someway), make ouf (distinguish), pop over (visitquickly).

KEY1 wondered2 serve3 state

4 unravell ing5 single6 activity

7 whi le8 somehow9 which

a

I

The meaning of

66 ) Unit6.Dreams

a

a

With a stronger class ask students to think of other phrasalverbs where the particle has this meaning e.g, back 7 saysth back, 2 go back (our friendship goes back ...) down 7note down, toke down,2 cut down.Students do the exercise atone then check in oairs.When you go over the sentences ask students to guess themeaning of rehash (a rearrangement of the same ideas in adifferent order).

Exercise 2 page 6to Students can work alone or in pairs.

KEY1 way2 what3 further4 l ike

5in5 on / about7by8 every

9in10 over

XEY:. up (1)2 out (2)3 off (1)

4 on (1)5 down (2)

6 back (1)7 over (2)

Exercise 3 pase 61o Students do the exercise individually and compare answers

before class feedback-

Exercise 4 page 61. Students complete the exercise alone.

Exercise 5 page 6o. Circulate and monitor as students discuss the ouestions. At

the end ask students to relate to the class any particularlyinteresting recurring dreams that their partner has had, orany that have come true.

+ Lesson outcomersk students: Whot did you learn today? What can you do nowT;-d elicit: I can talk obout the significance of dreams. I havetffirl€d the meaning of severol phrosal verb particles.

I ,ESSOl{ SUMil IARY O O o &,: : i 'kading: a text about the European Union{ocabulary: verb-noun collocations, dependent prepositionsjstening: four people talking about the EUSpeaking: discuss the advantages and disadvantages ofthe EUropic: society

Flni fm To do the lesson in 30 minutes, set exercise 7 as a=-search and writing task for homework.

r Lead-in 4-5 minutes. fut the students in pairs and tell them they are going to have a

writing race. As soon as they finish, they shoutd put their handsup and the first pairto do so willwin. Now say: Write down theEnglish namesforallthe different continents of the world. Assoonas one pair finish, end the task and check their answers (Asia,Africa, North America, South America, Antarctica, Europe andAustralia). Now ask them to bminstorm countries of Europe. Givethem a one-minute time limit. Conduct whole class feedback.

Exercise 1 page 61r Students do the quiz in pairs. Elicit ideas but don't give

ihem the answers yet. You could make the checking part ascan reading race.

ihe 1950sFrance, Germany, ltaly, Betgium, the Netherlands andLuxembourg273russels and Strasbourg

Exercise 5 page 61. Students do the exercise alone.. Point out that we say vote for to talk about which option you

choose in an election , e.g. Which candidate did you votefor? butvote on to take about the issue which has been putto the vote, e.g. The Parliament votes on the laws proposedbythe Commission.

KEY 1 evolve into 2 consist of 3 vote on

Exercise 6 p.r" 61 6) 2.10o Give students time to read through the sentences then '

ptay the recording. Students compare answers before classfeedback.

o With a weaker class, asr:- Speaker 7 What did people have to do in the old days

if they wanted to travel to another European country?(exchange money, stop at customs, show your passport,get an international driving l icence)How many people so for have exercised their right to crossborders? (15 mitl ion)

- Speaker 2 Whot example does the speaker give of anissue that is best lefr to domestic governments? (law andorder)What example does the speaker give of issues which theEU does have a useful role in? (the environment I regionaldevelopment)

- Speaker 3 Why is it so important for member stotes tohave a voice in world affairs? (to stand up to the Arnerica,the superpower.)ln what sense is the European Union undemocrotic? tTheEuropean Commission who think of the new laws havenot been elected by the people)

- Speaker 4 What example does the speoker give of a lowwhich nobody wants or needs? (no-one s"o-[d vrcrk morethan 35 hours a week.)

KEYSpeaker lbandfSpeaker2dande

Speaker3aandhSryker4candf

KEY1 join an organisation2 delegate powers3 propose new legislation4 oass a law

5 hold an election6 bring benefits7 deliver peace and stabitity8 exercise control

IEY

I

=tr further proctice of Particles and their meanings go to:

The European dreamFor further practice of Dependent prepositions go to:

Unit 6. Drems

Transcript 2.10Speaker 1 | thinkthat on the whole the EU has brought morebenefi ts than disadVantages. In the otd days when you travel ledin Europe, you had to change money before you left home, stopat customs, show your passport at the border control, get aninternational driving l icence before you could drive abroad, and soon. Now al l that has disappeared, at least in most EU countr ies.Not onty can people travel for leisure, but because ofthe singlemarket they are also free to l ive and work in other member states.I heard that more than f i f teen mil l ion people have crossed bordersto exercise this r ight. On the whole, that 's a good thing, but i t hascaused problems in some countr ies, such as the UK, which hasseen a huge inf lux of immigrants.Speaker 2 I 'm in favour of the EU, but I 'm worried that i t 'sbecoming too centrat ised and taking too much power away fromnational governments. I think i t was much better when i t wasjust an economic union, but the countr ies are gradually movingtowards pol i t icat union, and I think that 's a bad thing. What's goodfor people ol say, Spain isn't necessari ly good for people herein lreland. The EU has an important role to play in areas l ike theenvironment and regional development.For example, it's given a lot of money to the poorer parts of Europe.But i t shouldn't interfere in domestic pol i t ics - things t ike law andorder and social poticy shoutd be left to national governments.Speaker 3 What's great about the EU is that i t has given themember states a strength and world inf luence which none of themcould have on their own. Countr ies l ike France and Britain usedto be gtobal powers, but they aren't any more. America is the onlysuperpower now and i t 's important for her to have an al ly withreaI power that can stand up to her. I don't think i t 's good whenAmerica acts alone. The individual nation states of Eurooe haveno real inf luence with the US - not even Britain, with i ts so-cal led'special relat ionship'. Europe needs to speak with a single voice- that way, there's a chance that the Americans may l isten. Theaspect of the EU that l 'm not very keen on is i ts lack of democracy.Sure, we al[ get to elect the Members of the European Parl iament.But have they reatty got that much power? l t 's the Commission thatcomes up with new laws and they are unelected. Personatly I thinkthat they should be etected too.Speaker 4 l t 's great to be part of a group of countr ies wherepeople, goods and services can move freely. I think the days ofnarrow national ism are over and we've discovered that we havemore interests in common than we have dif ferences. The singlemarket has brought enormous economic benef i ts as companiesin EU countr ies can now sel l their goods and services in a marketof hal f a bi l l ion people. My only comptaint is that the EU employstoo many peopte and pays them too much. I th ink these Europeanbureaucrats create work for themselves by dreaming up tegislat ionwhich nobody wants or needs. For example, there's an EU lawthat says that no one should work for more than 35 hours a week.That 's r id iculous. l t 's nothingto do with the EU. l t 's a matterforemployers and employees to sort out at company levet.

Exercise 7 page 6tTo hetp students prepare for their d iscussion i t would beuseful to recap on the issues raised in the recording byasking more comprehension quest ions.Give students time to a) decide whether they agree ordisagree with each statement and b) decide whether theyare generally in favour of the EU.

I Lesson outcomeAsk students: What have you learned todoyT What con you donow? and elicil:. I can understand on article obout the the EuropeanUnion. I can give myviews on the pros and cons of the EU.

r**;lilii*-::::t:::,

IiI4STID

Steep-deprived 1teenagers .-/

tESSOt{ SUl lMARY Ooor: :Reading: a text about the importance of steepVocabulary: collocations with sleep, registerSpeaking: discussing steep patternsTopic: heal th and f i tness, science and technotogy

EI[I@ To do the lesson in 30 minutes, keep the lead-in brief and exercise 1 brief, ask students to reod the textbefore the lesson and set the Vocabulary Builder exercises forhomework.

t Lead-in 2-3 minuteso Write on the board: babies, children, teenogers,

30-somethings, middle-aged people, the elderly. Put thestudents in smal[ groups and ask them to discuss whichgroup, generat ty speaking, needs the most s leep and whichneeds the least and the reasons for their views. They couldgo on to ta lk about how many hours each group might need.

LATI G UAG E I{OTE -,."..i.87 S LEEPT N GTEENAGERS L'EThe tiiie'of the article is a play on the proverb Letsleepingdogs I'ie, which alludes to waking up a fierce watchdqgand means don't s,t i i up trouble untess it 's reallynecessary. For example, Som k1glw he ought to rep'ort the

,..incident ta the police but decid€:dta let sleeping dogs lie.

Exercise t page 62o Students descr ibe the photos and discuss the quest ions in

oairs before class feedback.o .Referstudents to the tit le of the lesson and see if they can

remember the meaning of deprived which they learned inlesson 3G in the context of a deprived area. Elicit the meaningof sleep-deprived (suffering from a lack of sleep). Find out howmany people in the ctass consider themselves sleep-deprived.

Exercise 2 page 62r Give students five minutes to read the text. They witl need to

process quite a lot oftext before they find the answers.

KEY2 The writer mentions 3 but says that 2 is a more likely

explanation (line 73)

Exercise 3 page 62r Let students discuss their answers in oairs before feedback.

Encourage them to reformulate the text into their own words.

KEY1 Lack of sleep can affect teenagers physicalty and mentalty.2 Some experts believe this because these kinds of activit ies

st imulate the brain and the br ight l ights delay the release ofmelatonin.

3 Some research revealed that when teenagers were observedin a sleep laboratory it was found that they didn't releasemelatonin unt i [ 1 a.m.

Unit 6 . Dreams

KEY: 'op off torpt tn

=l to

survive onlosecatch up onpattern

deprivationa lack ofa good night's

Exercise 4 page62. Students may not be familiar with a Cotlocations dictionary

so explain that it 's a type of dictionary which doesn't givedefinit ions but is purely dedicated to showing which wordscombine together naturally. Students do the exercise alone.

Divide students into groups of two or three. Tell them you aregoing to give them half a crossword. They need to tatk togetherand, for each word in their crossword, choose two words of thewords from the box which can come after it to make a commoncollocation. They write the words on the numbered lines.Hand out the crosswords to the groups - one for each student- making sure that there are equal numbers of Crossword Aand Crossword B in the class. Give the students ten minutes todiscuss their words in M / BB groups.When they all have collocations written down, regroup thestudents into pairs of A and B crosswords. Tet[ them theyshould not show their crossword but keep it a secret.Now they take it in turns to ask'What's number_?'. Theother student answers by giving the first word it collocates with.lf the student guesses the word, he gets 2 points. After twoword clues, he gets 1. Students should keep their own scores.

t Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit: / can understond on article about the causesand effects ofsleep deprivation. I can discuss sleeping habits.I can use a variety of collocations of'sleep'.

tEssol{ sui l l i l lARY o. l & "1Grammar: reporting structuresVocabulary: adverbs which convey emotions of a speakerReading: an anxiety dreamlistening: sentences and dialogues i l lustrating reporting structuresSpeaking: information exchange practising reporting structures

EiEE[f To do the lesson in 3o minutes, do exercise 1together as a class, set the Grammar Builder as homework andreduce the number of items in exercise 9 to 5.

+ Lead-in 2-3 minuteso Put the students in pairs. Ask them to talk about exams. How

do they feel in the run up to an exam? How do they preparefor exams? How do they feel in the exam room? Give them1-2 minutes. Then change the pairs and ask them to tell theirnew partner what their previous partner said about exams.

Exercise 1 page 64. Ask students to read the text and then find out if anybody

has had an anxiety dream.

Exercise 2 page64o Students can do this orally in pairs. Check answers and quickty

elicit the rules for transforming indirect to direct speech.. In a weaker class ask then to write down the original words.

KEYPossible answersMum Have you remembered your exams start today?Mum Have you done enough revis ion?Me The exams aren't for another three weeks. I promise

l' i l revise for them.Me Sorry I 'm late.Teacher Sit down and start writ ing.Me I haven' t read any of the books.Teacher You've got to do the exam anyway.

Exercise 5 page 63. Reiterate the fact that the dictionary gives example sentences

(not definit ions), from which they can deduce the meaning.

KEY1 tose steep2 snatch some sleep3 dur ing s leep, in your s leep

tutl / send sb to sleepfeign sleep

45

Exercise 6 page 63. Students do the exercise individuatly and then compare

answers with a partner.

KEY1 drifted into, fe[[ into, sank into2 cycles, patterns, schedules3 cried4 catch uD5 deep, drunken6 fatt backto: came, overcame, overtook

Exercise 7 page 63. Students work alone or in pairs. During feedback, see if

students can identifu a general similarity between the formalwords. (Formal words tend to be of Latinate (or in the case ofplethora, Greek) origin.) By contrast, less formalwords tendto be of Anglo-Saxon origin and include many phrasalverbs.

KEY1 require2 a profound effect3 regulate

4 conduct5 occur6 plethora

7 cease

Exercise 8 page 63o Ask students to pair up with a different partner to discuss

the quest ions.

aDDlnottr tP,EAKttG tcnnlY 60Diseusiioii;'letileeiping. teeniigers,tibi,'wwiv'.guptomlelil teaclie{ solutlonq,

Notes for Photocopiable activity 6.1Collocations crosswordPairworkLanguage: Cotlocations (VB 5.2 and 6.2)Materials: one copy of the worksheet cut up per group of 3-4students. (Teacher's Book page 134)

Reporting structu

For further practice of Register go to:

Unit6.Dreams I 69\

For further practice of Reporting structures go to: KEY1 resignedly2 bitterty3 sarcasticatty

4 defiantly5 sharply

5 callously7 sympatheticatly

Exercise 3 page 64r Look at the example sentence together, then ask students

work individuatly and check in pairs. Remind them thatthere may be more than one possible answer.

KEY2 Ben recommended that Lee (should) go to the restaurant.3 Jo begged lan not to wear his old jeans.4 Mr Medway threatened to give his class a detention if they

didn't stop talking.5 Jo warned Tom not to swim too far out as the currents were

quite strong.5 Sue congratulated Chris on passing his / her driving test.7 Steve promised that he would never l ie / never to l ie to

Vanessa again.8 Liam insisted that his daughter should eat her vegetables.

Exercise 4 page 64Students do the exercise individually. Check the firststage (choosing the atternatives) before they changethe sentences to direct speech. Ask how the sentencewould have continued forthe incorrect option, e.g. 1 Dadsuggested that | (shoutd) get an early night.The direct speech can be expressed in a number ofways, soelicit a range of suggestions.

KEY1 advised 'You should get an early night. '2 denied ' l didn't cheat in the exam.'3 insisted 'You have to help me.'4 agreed 'All r ight, I ' tt buy a new car.'5 reminded 'Don't forget to turn off the computer.'6 blamed 'The accident was your fault. '7 agreed '0K, then. We'll steal the bullion from the security van.'

Exercise 5 page 64. Students work alone or in pairs.

KEY2 He refused to cheat in the exam,3 David asked me to hetp him. David asked me if I would

helo him.4 Kate proposed buying a new car.5 Fred ordered his son to turn off the computer.6 Robbie accused his brother of causing the accident.7 The robbers admitted stealing the gold buttion from the

security van.

Exercise 6 page 64 Sl2.tto Refer students to the information in the Learn this! box.. You could ask students to try to complete the sentences

without l istening and then listen to check.. lt may be necessary to explain:

- resignedly - sadly but calmly accepting a situation thatcan't change

- callously - cruelly- bitterly - angrily and sadly because you have been

treated unfairty- sharply - attackingty and using few words

Transcript 2.rrUnfortunately, there's nothing we can do about it.You've never really loved me, have you?That was really ctever, wasn't it?You can't stop me from seeing whoever I l ike!Mind your own business!It 's not my problem. Sort it out yourself.You must be feeling terrible. lf there's anything I can do, justlet me know.

Exercise 7 page oq 6l z.tz. Give students a few minutes to read through the options

and deal with any vocabulary questions.o Check comprehension by asking for the adjective for

gratitude GratefuD, then a synonym for grateful (thankfuDand translations for boast and tell off.

KEY a6 b4 ct d8 e5 f 2 g7 h3

Transcript 2.r2tGranddad Helto, Lizzie. Lovely to see you.Girt Hello, Granddad. I 've brought these flowers for you.Granddad Thanks, Lizzie. They're lovely.Girt How are you today? Are you feeling any better?Granddad Yes, much better, thankyou.2Boy Hi Satty. I'm having a pafi next Saturday. Would you like tocome?Girl That's the 27th, isn't it?B No, the 28th.G Oh, dear, I 've promised to babysit for the neighbours thatevening.B Can't you get out of it?G No, I can't really let them down.3G Have you any idea how long I 've been waiting here foryou?B I'm reatty sorry. I missed the bus.G Well, you might have rung me to let me know.4B Where are you going on hotiday?G To ltaly. lt 's a good chance to practise my ltalian.B I didn't know you spoke ltalian.G I'm teaching myself. lt isn't diff icutt. I already speak French andSpanish, so I 'm hatfi,vay there.B So, you speakthree foreign languages?G Four, actually. I speak German too5Woman Where did you learn to cook tike that?Man I iust followed the recipe, really.W Wetl, it was a fabulous meal. Reatly tasty.5W Hi, Uncle Robert.M Hi, Lucy. 5o you got home OK. How was the journey?W Fine. There weren't any major hotd-ups. I just called to saythank you so much for your hospitality. lt was so good of you toput us all up for a week.M Not at atl. I 'm glad you enioyed it, and you know you'rewelcome to come and stay with us whenever you like.7Boy 5o, who's organising the music for the party?Girt David is. He's got loads of music on his taptop. And Becky isgetting the drinks.B And you said you'd be happy to organise the food?G Yes, I ' tt get lots ofcrisps and nibbles.B That's great. Alt sorted then.

7234567

Unit 6 . Dreams

KEY: the hospitatity: speak foreign languages: heal th: being [ate

e his cookingf a partyg organise the foodh late

I Wh.t t ime do you call this? Have you any idea how tong l 've: :en standing here . . .: I'm really sorry.: ... in the cold and wet.: I know. I'm really, reatly sorry. I was late leaving and then I- ssed the bus.

Exercise 8 page 64 €12.12. Tet[ students they need to write a maximum of three words.

Ptay the recording again and let students check in pairscefore feedback.

. Pause after each dialogue to give them time to writeanswers and find the next sentence, as they are not in order.

c complain She complained bitterly about the food and theservice in the restaurant.

d refuse They defiantty refused to move.e predict She optimisticalty predicted that the market would

improve soon.f announce He regretfully announced the closure of the

company.g warn She warned him sternly that if he were late again, he

would face disciptinary action.h offer They generously offered him a bed / to put him up fot

as long as he l iked.i request She anxiously requested that he get himself a new

phone.

i deny She angrily denied seeing it happen.

I Lesson outcomeAsk students: What did you learn todoy? What can you do now?and elicit: I can report direct speech using a number of differentstructure. I can use adverbs to convey the emotions of the speaker.

IESSOll SUMTARY O O I s ' : r rFunctional Engtish: concession and counter-argumentListening: four people talking about achievementsSpeaking: comparing and contrasting two photos of award-winnersTopic: family tife and relationships

EiqI@ To do the lesson in 30 minutes, keep exercise1 brief, listen to the first recording once only and set theVocabulary Builder exercise as homework.

I Lead-in 3-4 minutes. Put the students in smal[ groups. Elicit the meaning of

'achievement'. Ask them in their groups to think aboutthe different ways that society recognizes and rewardsachievement (e.9. a medal, a certif icate, praise, money). Witha weaker class, give some categories to hetp them; sports,business, school, f i lm, military, etc. When they have had 2-3minutes to discuss, conduct feedback, buitding a l ist on theboard, and encourage the students to think about the kind ofreward or recognition that they would most appreciate.

Exercise 1 page 65r Students do the exercise in pairs.. In feedback, guide them towards clear explanations by

asking concept questions.

KEYThe woman in the first photo has won a prize.An award is a prize that you win for achieving something e.g.an Oscar, a bravery award,An honour is similar to an award but is more officiat, e.g. inBritain a l ist of honours are awarded on the first of January,in recognition of workthat has been done in service tothe country in a particular f ietd, e.g. science, business,education, entertainment.A medal is a metal object g iven to the winner of acompet i t ion orto someone who has been brave.

Exercise 9 page 64. Give students time to think of situations before they start to

speak. Aftenvards conduct a feedback by asking a studentto ask the first ouestion and to nominate another studentto answer it. After answering it the second student asks thenext question and nominates someone else to answer it.They continue in open pairs.

Notes for Photocopiable activity 6.2Reporting)airwork

-:nguage: reporting verbs, adverbs,'aterials: one copy of the worksheet cut up per pair. (Teacher's: rok page 135). Divide students into pairs. Tetl the students they are going

to do an activity to practise adverbs and reported speech.Give them a demonstration. Write the example on theboard: / understand exactly how you feel, you poor thingand I think you're right. Ask them in pairs to discuss whatemotion the speaker is feeling. With a stronger class, te[]them you would l ike an adverb to express the emotion andelicit ideas from one ortwo students. (Give extra praise forany student who says 'sympotheticallf .)

. Hand out the set often direct speech sentences. In pairs,they should analyse the sentences to try and decide on theemotion the speaker is feeling.

. When they have ideas for all of the sentences, tell them you aregoing to give them some adverbs and they need to match one toeach sentence. Make this a race if your class enjoy competition.

. Conduct a whole class feedback session to compare theemotions they came up with and the adverbs on the cards.

. Now, go baek to your original example and eticit whichreporting verb might describe this sentence (agree). Giveout the sheets with the reporting verbs on them and askthem in pairs to match each sentence to its correspondingverb. Finally, they should report the sentence in the mostnaturaI way possible, using the correct verb and the adverbsthey matched in the previous activity. With a weaker group,do sentence a) as an example together.

KEY--e adverbs on the worksheet correspond to the correct.:ntence. For the reported sentences, there are a number of: -rssibil i t ies but suggested answers are:: plead He desperately pleaded with her not to go.: accept She enthusiastically accepted the invitation to be

Jamie's godmother.

Photo comparison

Unit 6. Dreams

A prize is an award given to someone who wins a competit ionor a race. lt is not necessarily won on the basis of anachievement, e.g. lottery.A reward is something you receive forworking hard orbehaving well. l t can take many different forms. For example,an employee may receive a financial reward or a promotion forworking hard.A trophy is an object such as a metal cup or ptate given to thewinner of a comoetit ion.

Exercise 2 page 65r Students discuss the question in pairs. As feedback, ask

students to tell the class about any interesting awards theirpartner has won.

Exercise 3 page 65 6) 2.13r Begin by asking students to predict the range ofthoughts

and emotions one might feel on winning a major prize suchas a huge lottery win or a gold medal.

r Pause after each speaker to enable students to note downany language which indicates what they do, how they fettand how they feel.

r Let students compare answers with a partner beforefeedback.

KEYSpeaker 1 5 At f irst he felt disbetief, then he was thri l led. Nowhe's anxious about how life might change, how people wil lreact, etc.Speaker 2 1 At f irst he was thri lted. Now it 's given himrenewed confidence.Speaker 3 2 At f irst she was shocked, now she feels honouredand gratefu[.Speaker 4 4 At first she felt that he didn't deserve it more thanothers on the team, but she and they were thri l led. Now shefeels relieved.

Transcript 2.13Speaker 1 When my wife told me we'd won, I thought she washaving me on. I mean, what are the chances of winning the bigprize? About fourteen miltion to one. We'd always bought a ticket,every Saturday, but our numbers had never come up. Anyway,she said she'd double-checked the numbers and she was certain.Well, I was over the moon. I couldn't believe our luck. Then after awhite I began to think, how's this going to change our l ives? We'rehappy in our l i ttte house, we're friends with everyone in the street,we don't want to move away. But what's everyone going to think?They're going to treat us differently now, aren't they?Speaker 2 lt was a dream come true. I didn't honestty think Iwas going to win, though of course, I gave it everything I had.When they announced the results, I didn't realise immediatelythat l'd come first, because l'd won by the narrowest of margins,.iust a couple of centimetres. lt only sank in when the other guyscame up to me and started congratutating me. I fett as if I waswatking on air. lt's given me renewed confidence for next season'scompetit ions.Speaker 3 | was in shock. lt was just so humbting. I don'tknow what I did to deserve this. There were so many other greatperformances that the iudges could have chosen. I fett so, so ...unworthy! But of course, it is such an honour and I 'm on top of theworld and I iust want to say a big thank you to everyone who madethis possible, and dedicate this award to my mum and dad.Speaker 4 | was thrilled to bits to accept the award, but there area whole bunch of people without whose hard work and dedicationthese discoveries would never have been made. And I can te[[ you,they are jumping for joy. They have worked tirelessty, day in dayout, over many years, recording the results of tests and analysingvast amounts of data. 5o, yes, of course we are delighted, but

we have to keep on our feet on the ground. lt is very difficult tosecure funding for the type of research we carry out, so in practicatterms, the prize money simply means that we can carry on with ourresearch for another year, which is a great relief.

Exercise 4 page 65 O 2.13r Students complete the exercise individuatty or with a

partn er.

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

Exercise 5 page 65. Focus on the task and refer students to page 21. They

compare and contrast the photos in pairs using thequestions as prompts. Tell them they should speak forapproximately a minute. They don't need to answer thesecond part ofthe task.

Exercise 6 page ss $l z.t+r Ask students to make a note of the student's answers to the

second part of the task to help them with their discussion.

Tnnscript 2.14In the case of the lotterywinners, lthinktheywere probablymotivated by a desire to get rich quickty. Having said that, theymay have been quite hard up, and were just hoping for a modestwin to get out of financial difficulty. As for the athlete, mostsportspeople are driven by a desire to win, although some havepushy parents who've encouraged them from an early age - so it'spossible they're motivated by a desire to please their parents.I don't think the lottery winners did anything really to achievesuccess. Granted, they may have been buying loads of lotterytickets every week and spent hundreds of pounds over the years,but that doesn't compare with the time, effort and commitmentneeded to become a wortd-class athlete. Mind you, some runnershave enormous natural talent and they love training, so it 's no realhardship for them.Lots of lottery winners say that the money won't change them, butmuch as they might t ike to keep their old friends and tifestyle, Ithink they'tt f ind it really diff icutt. They'l l want a big new house,new car, they'tt go on expensive hotidays ... they're bound to startmixing with other peopte. As for the sprinter, I doubt his l i fe wittchange very much. lt 's true, he'l l probably get a big bonus forwinning, and lots of extra media attention, but it 's untikely his l i fewil[ change fundamentally.

Exercise 7 page 65. Explain that concession and counter-argument phrases are

formal linguistic terms to describe words like but and although.. Ask students how we know which is an adverb and which

is a conjunction. (A conjunction is followed by a clause, anadverb is followed by a comma if it is at the beginning of thesentence or can come at the end of a sentence.)

KEYThe speaker uses: Hoving said that, although, granted, mindyou, much os, it's trueAdverbs all the same, granted, even so, having said that, inspite of this, mind you, nevertheless, nonetheless, thoughConjunctions although, even though, much as, and yet, it's truethat, yet, thoughNB though can be used as a conjunction, or as an adverb atthe end of a sentence.

Exercise 8 page 65r Students do the exercise individuatly before checking in pairs.r Remind students that a comma is needed after a concession

adverb and at the end of a concession clause.

/rq72 | Unit6.Dreams

,/

KEY1 Much as I 'd l ike to be rich, I 'm not prepared to spend my

money on lottery tickets.Even though he hardly did any work for the exam, hemanaged to pass.Although I admire his achievements, he's neglected hisfamity in his quest for success.She's worked really hard. Nonetheless, she's never reallygot the recognition she deserves.She's widely acknowledged to be the best actor of hergeneration, yet she's never won an Oscar.Though the winning goal may have been lucky, theydeserved to win the match.

Exercise 9 page 65o Refer the students to the task on page 142. Students take

turns to do the complete task. They should speak for abouttwo minutes each.

. Circulate and monitor, noting example of good language aswell as mistakes to hightight in a feedback session.

Exercise 1 page 66. Divide students into pairs or groups to think of and discuss

the book or f i lm.r Bring their ideas together and write them on the board.

KEY

Some possible answersthe opening scene / pages draw us in and make us want tofind out what happens nextthere is tots of excitement and it is futt of tension, withinteresting twists and turns(in a book) the language is vivid and interesting and hetps thereader to conjure up imagesit is totd at the right pace, not too fast, not too slow

the characters are interesting and believable so we care aboutwhat happens to themthe ending is unpredictable

Exercise 2 page 66o Students read the extract and then discuss it with reference

to the features written on the board.

KEYThe beginning draws you inThe ending is unpredictableThe language is vivid and brings it alive, appealing to yoursense of sound as wel l as v is ion

Exercise 3 page 65e Students work alone.

KEYAdjectives: lovely, deep, strange, old, tal[, black, husky, coldAdverbs: loudly, cautiously, nervously, q uietly, furiously,graduallyAdverb phrases: in a husky voice, bolt upright

Exercise 4 page 66r Students do the exercise alone.. Explain that the rules for the order of adiectives are not

completely fixed but serve as a good starting point.

KEY1 lovely deep 2 strange old 3 tal l b lackOpinion size age . . . colour

Exercise 5 page 66r Students can do the task indiv iduat ly or in pairs.

KEY1 a wonderful otd ltalian painting2 two enormous black leather suitcases3 a stupid fat grey Siamese cat4 a modern smal l square house5 a beautiful cream [inen suit

Exercise 6 page 66r Students do the exercise alone o' i - oa' 's"

+ Lesson outcomeAsk students: What did you learn todoy? What can you do now?and elicit: I can compare, controst and reoct to photos. I can usecla uses of con cessi o n a n d cou nter-a rg u m e nt.

LESSOIl SUMTARY OOosF l

lUriting: a storyGrammar: order of adiectives and adverbs, punctuatingspeecnReading: an extract from a storyTopic: people

reported

EIUI@ To do the lesson in 30 minutes, keep the lead-inond exercise'l brief, skip exercise 3 and set either the GrammarBuilder or Vocabulary Builder exercise as homework.

@f$|$ti[lf!tr To dothewriting analysis andwritingtask in one 45-minute lesson, keep the lead-in for the writingonalysis brief, skip exercise 3 ond set the Grammar and VocabularyBuilder exercises for homework. Skip the lead-in for the writingtask and ask students to write their final drafr for homework.

r Lead-in 2-3 minutesr The tit le of 5G is 'story-writ ing'. Ask the students to think

for a moment how they feel about being asked to write astory. Put them in pairs or small groups to discuss. Monitorcarefully and write up two or three student reactions on theboard. Conduct a class discussion based on these quotesand, if necessary, provide positive comments to encourageand motivate them.

For further practice of Concession ond counter-argument go to:

Story-writing

^Unit6.Drcams t f l

\

KEY1 In the past we often used to go skiing in France at this time

of year. / We often used to go skiing in France at this time ofyear in the past.

2 | stitl go for long rides on my own along the river now and then.3 | certainly couldn't have done it quite so quickly without

your help. / Without your help I certainly couldn't have doneit quite so quickly.

4 lt 's raining quite heavity today.5 Oddly enough, your letter only arrived here yesterday

morning. / Your letter only arrived here yesterday morning,oddly enough.

6 He clearly didn't futly understand what you said just now.Clearly he didn't futly understand what you said just now.He didn't fully understand what you said iust now, clearty.

Exercise 7 page 66r Students work alone or in pairs.. Elicit or explain in a fit of pique (annoyed because your

pride is hurt).

KEYGemma marched angrily into the caf6.why hadn't he phoned earlier?reminding him to meet her here.wai t for h im for 15 minutes and no moreshe watked moodilyand in a fit of pique threw / threw her bag in a fit of piquetook her phone out againSighing loudty,it went straight onto voicemail l ike beforeSuddenty, she felt / she suddenty feltIt ... going very wrong tately. / Latety, it had att ....was hot himsel f at the momenthe ever ta lk about i t? She had just f in ishedwas wearily getting up to go / was getting up wearily to go

Exercise 8 page 66 O 2.15. Refer students to the wordlist. Quickly recap on the meaning

by giving definit ions and elicit ing the words. Drit l thepronunciation of any words that are mispronounced.

Exercise 9 page 66. Divide the class into pairs or small groups. At the end ask

some of the pairs or groups to read out their ending.e Elicit or point out that direct speech helps to bring the

writing alive and create a more exact and dramatic picture.

i Lesson outcomeAsk students: What have you studied today? What con you donow? and elicit: / can use odjectives, adverbs and a range ofreported speech structures to make a story interesting.

Transcript 2.151 | don't betieve that for a moment.2 Oh, please, Mum. Let me stay up and watch the match.3 Just get out of here! | never want to see you again!4 Ah, wett. Maybe we'l l have better luck next t ime.5 What the hett do you think you're doing?!6 Come outside. There's something I want to tell you.7 Oh, no. England have conceded another goa[.8 Come on England! Pull yourselves together!!

For further practice of Punctuating reported speech go to:

EIE@ To do the lesson in iO minutes students writetheir final draft for homework.

t Lead-in 1-2 minutesr Ask the students to look at the pictures and ask: l,l/haf

genre of story is this? Who are the characters? What is theirrelationship? Ask them to check their ideas with a partner.

Exercise 1 pase 67. Read through the instructions for the task and put students

into pairs to th ink about the characters and the endings.Encourage them to look at the expressions on the faces todecide what the characters are l ike.

Exercise 2 page 67. Focus on the writ ing tip. Then ask students to work in pairs

and write the first paragraph using the picture, sentences andquestions as a guide. Circulate and monitor as they do this.

r Ask a strong pair of students, who have used a range ofadjectives and adverbs to read out their f irst paragraph.

Exercises 3-5 page 67. Continue this process for the next three paragraphs.

Circulate and check that students are incorporating adverbs,adjectives and reporting phrases.

Exercise 6 page 67r Students take the necessary steps to ensure their essay is

the correct length.

Exercise 7 page 6To Students go through the checklist and write a second draft.

This time both students write separately.

. ,,r.r : :t::.

r'1r.,. .l::l:t l:.: ...,:,.

,,,, oPtlQtlALlt-RtTitGr,AclIYlWoc,""'',,,,,, "',,,,,,Story :,' . "" r,:: ':l' ... "t ,:,:l,a ''"'

',,,',,.rwww.bup;comlet/teaehor/sOiution5 :r,.'

t Lesson outcomeAsk students: What have you studied today? What can you donow? and elicit: / can use adjectives, adverbs and a range ofreporting verbs to write an interesting story.

KEY1 mutter2 whine3 shr iek

4 sigh5 gasp6 whisper

7 gtoan8 yell

Key for talSuaSe Review 5-6 and Skills Round-up 1-6 is6n page tz0. -,, ,1, ,,., :r,r r'ri

,,,,. ,,::, .,,t ,i:r.

ryrEssol{ suMtARYWriting: a storyTopic: people

OOlir . : :

For further practice of Adverbs and adjectives go to:

. 74 | Uni t6.Dreams

,/

t

:

,* {',:€

TOPIC o t *eHome

+ Lead-in page 70 2 minutesr Askthe classto come uowith the names ofal tAmerican

presidents they know something about - for each nameask for one fact. (Possibte answers: J.F. Kennedy wasassassinated, Bil l Clinton played the saxophone, G.Washington was the first US president, George W. Bush'sfather was president too.)

Exercise 1 page 7o 5 minutes

ExefCise 2 page70 15 minutes

@. Ask the students to read the instructions and the tit le of

the text, and to speculate what the text may be about. Getfeedback.

r Tell the students to scan the text quicklyto checkwhethertheir speculations were right.

o In a stronger class, altow 8-10 minutes for the students todo the task individuatly. Check the answers as a class.

r Fast f inishers underline the following words and phrasesand provide synonyms that would fit in the texl: resignedhimself to (accepted), prior ta (before), deserted (empty),demanded of (asked), oscribed (assigned).

KEY 1G 2C 3B 4A 5K 617F 8J 9E10D

EXerCiSe 3 page zo 12 minutes

Ask a student to read out the instructions and the sentencescarefully. Attow 6-8 minutes for the students to do the taskindividuatty. Check the answers as a ctass.In a weaker class, before asking the students to do the task,make a tist of reporting verbs on the board (e.g. deny, refuse,advise, promise, accuse,insrsf) and practise them as a class,reading out a verb and asking the students to use it with theappropriate preposition or verb form (refuse to go, insist ongoing, deny going, advise somebody to go, etc.).

KEY1 denied stealing / having stolen2 reminded her daughter to write3 insisted on paying4 threatened to send his son5 accused Tom of breaking / having broken6 promised not to tell anyone7 expressed her gratitude for8 his intent ion of apply ing

EXerCiSe 4 page70 lo-T2minutes

r Ask the students to read the instructions. Allow threeminutes for the students to discuss the quest ion in pairs.

r Choose two strong pairs to do the task in front of the class.Ask the rest ofthe class to l isten and make notes of anygood vocabutary they hear. Aftenryards, elicit the vocabularyand put it on the board for the whole class to copy.

o In a weaker class, before the students start tatking inpairs, make a l ist of words and phrases you want them touse while describing the photos (e.g. ultramodern design,remote, spacious interior, have one's flat decorated,Iuxuriously furnished).

I Lesson outcomeAsk students: What have you leorned / practised today? andelicit: I have learned a few facts about President AbrahamLincoln. I have completed a reading comprehension task. I havepractised sentence rephrasing. I have prepored a photo-basedspeaking task.

Ask the students to work in oairs, Focus them on the task.Allow two minutes and get feedback.lf the students have litt le knowledge of Abraham Lincoln,help them by writ ing the foltowing sentences on the boardand asking them to decide whether they are true or false:- Lincoln was president for five years. (true)- He was stabbed by a political opponent. (false)- He was the leader of Confederates during the Civil

War. (false)- He was a lawyer by professron. (true)- He wos the first Republican presidenf. (true)

CULTURE T{OTEAbraham Lincotn (1809-1865) was the sixteenthPresident of the United States of America. He served asPresident f rom 4 March, 1851, unt i l 15 Apr i t , 1865 (hewas re-elected in 1864).Abrahan Linetofn was born in ai:log ca'bin rnear "'r'Hod genville, Kenfutky. He had ve ry::little formal' sch oo ti n gand was mostty setf-educated. He eventually became alawyer and a Republican polit ician.Lincoln wasielected President in 1860. Dul.ing hispresidencyr the Sou!.hern states seaede.d fromrthe Unionr:beCau5.€ Li ncOln a nd'the,,,No rtherrn states were aga i n stslavery. Six weeks after he became President, the CivitWar began. In this war, the Northern states fought,the l

Southern states (called the Confederacy). The Civit Warlasted from 1861 unt i t 1865.On 1 Janqrary, 1 863, Lincoln, :issued'the. Eman cipatio nProclamation;,wh ich,,€ventually,l€d to the fieei ng,of allslavesin.the UtR,Ouring the CivilWar, Lincoln gave manyspeech es i irhrclud in g the Gettysburg Ad d,ress (N'ovem be r1863), ar,S,hort ipeech in whrich hilstated how a countrymust be ded:icated'to human f,reedontr"i:n e,.rder tor,survive.Lincoln was re-elected President in 1864. He was shot on14 April, 1965, by Jofl6 Wilkes Bpoth (an actor)', d:uring ,rr:ia theatrer perfoirnqnee at Ford's Theater in llVashington,D.C. Lincoln died the next morning. He was the f i rst USpresident ever assassinated.

Gerreaoyioryourexama @

l l ts UIITIICTUDES O'O

Travelting abouttEssoi l sumMARY oo&':Vocabulary: informaI language, phrasal verbs with run and walk,synonyms of journey and walkListening: four people describing tripsSpeaking: talking about a memorable tripTopic: travel and tourism

iiuiit.tl

EiN@ To do the lesson in 30 minutes, do the first ofeoch Vocabulary Builder exercise in class and set the second ashomework.

i Lead-in 3-4 minutesr Put the students in small groups and ask them to brainstorm

al l the modes of t ravel they can think of and wri te themdown. Give them two minutes. When the t ime is up,encourage them to move around the classroom to readother groups' work and see if there were words they missedin their own discussions.

Exercise 1 page 71e Students describe and react to the photos in pairs. Have a

class feedback.

Exercise 2 pageTt. Students, in pairs, discuss the differences between the words.

KEY1 A break is a short holiday, e.g. a weekend break, a city break2 An expedition is an organised journey with a particular

purpose, to a place which is not well known, e.g. Antarcticexoedi t ion

3 An excursion is a short journey for pleasure, organised for agroup of people, e.g. an excursion to the seaside

4 A iourney is the act oftravell ing from one place to another5 A tour is a iourney, made for pleasure, in which several

different places are visited6 An outing is similar to an excursion, but lasts for no more

than one day, e.g. an outing to a museum7 A pitgrimage is a journey to a holy place, e.g. Mecca,

Lourdes or Santiago de Compostela8 A trip is a journey to a place and back, for pleasure or for a

particular purpose, e.g. a research trip, a school trip9 A voyage is a tong iourney especially by sea or space

10 Travels means t ime spent t ravel l ing, e.g. He met her onduring his travels. The fi lm is based on his travels

Exercise 3 page 7t €12.t7. Tett students they are going to l isten to four people

describing a different kind of trip or journey.r Let them compare in pairs before class feedback.

,:::i,:l

r informal language r phrasd,terbs with run abd wolk t synonyms.lourneyand saffto phrases for'softenih$'idea!.:t,,nouns relatedta phrasalve

$gun suffixes . easily confused words . linkers: other people's expectations'.ilenefits and drawbacks . cause, purposQ'dird result r forri'ral language

r. lngformsafterpreparat0. i ' ,?.emphasis.: . . ,. talking about tyzygl r presentationlritjurist deslinatiorts o tatking

immigration o presentation: the benifits of tourism,. a letterof complainl

KBOOX pagesST-64

Transcript 2.17Speaker 1 We boarded the coach outside the hotel. lt wasboiting hot even though it was only ten o'ctock in the morning.It took about two hours to get to the castle and there was noair-conditioning on the coach so it was a dreadfutlourney. Westopped off at a service station on the way there but the buildingwasn't air-conditioned either so it wasn't much relief.There was a woman sitt ing behind us whingeing the whole wayabout how badly organised everything was and how she was goingto ask for a refund from the travel company when she got home.Anyway, when we got there, the place was absolutety heaving withother sightseers. We had to queue for ages to get in and then wewere shown round by a tour guide who I couldn't really understandbecause of his thick accent. When we came out we were rippedoff at the drinks kiosk - we paid f 5 for two cokes! Then we wereherded back onto the coach for the journey back to the hotel.Speaker 2 We spent three days in the capitaI getting provisionsand assembling all our kit. The next stage of the iourney would beby plane and take us to a sma[[ tanding strip deep in the iungte.From there we'd have to travel on foot, staying as ctose to the riveras possible. There was a tropical storm iust before we boardedthe ptane so we were a bit j i ttery about f lying, but it passed overbefore we took off. I was stitl suffering from jet lag after the longflight from London and was feeling absolutety shattered. I closedmy eyes as soon as I was in my seat and atthough the ft ight was abit bumpy, I snoozed for most of the journey, only waking up whenwe touched down on the landing strip.Speaker 3 We got a good deal'cause we'd onty decided to goat the last minute. I 'd been working pretty hard and was reallytooking forward to getting away for a weekend. But I have to say itwas very disappointing. The hotelwas a bit grubby - it didn't looklike our room had been cleaned property, so we complained, butthe one they moved us to wasn't much better. And the grub wasterrible so we ended up eating out. The meals were included inthe cost so I didn't appreciate having to shetl out extra. Att in all i twasn't a great elperience.Speaker 4 The journey didn't start well 'cause we were hetd upat the airport by a baggage handlers'strike. But we eventually gothere and found a lovely titt le place about half a mile away - it onlyhas three or four guestrooms and it 's run by a lovely old coupte.The morning after we arrived, we decided we'd walk to the shrine,though there was a l itt le bus that ferried people there and back.The sky looked pretty threatening so we put on our wet-weathergear - which was lucky, because it started to bucket down whenwe were about halfi ivay there. lt didn't dampen our spirits though.We made our way past rows of shops, where they tried to flogus tacky souvenirs - but we didn't buy any - and arrived at theshrine, where we drank some of the holy water and lit candtes. ltwas an amazing experience, the kind ofthing you only do once ina tifetime.

Exercise 4 page 7t €12.t7. Explain that the students wil l hear the words in the order

that thev are written.lf necessary, stop after each sentence containing theinformal equivalent to give students a chance to write itoown.Write the words up on the board so that students cansee the spel l ing. Wri te them in random order so thatwhen you've checked the answers, you can test students'memories by point ing at a word and el ic i t ing i ts formalequivalent.

KEYSpeaker 1 excursionSpeaker 2 tour

Speaker 3 breakSpeaker 4 pitgrimage

, , )

UnitT.fourneys

=or more practice of lnformal languoge, go to:

XEY1 whinge2 heaving3 rip sb off4 iittery

5 shattered6 snoozed7 grubby8 grub

9 shell out10 place11 gear12 bucket down

Exercise 5 page 71. Students do the exercise alone before checking in pairs.

KEY 1c 2a 3e 4d 5b

Exercise 6 pageTtr Students do the exercise alone before checking in pairs.

t Lead-in 2-3 minuteso Ask: lf you think about the countries of our region, which

do you think is the most popular with tourists and whli?Encourage them to talk in small groups. E]icit ideas from afew students to the whole class.

Exercise t pasel2o Students can either discuss the chart in pairs or as a whole

class. Ask: Why is France the top destinotion? (weather,food, beaches, skiing, ease of access, etc.) Why is Chinaone ofthe leading tourist destinations? (attracted interestsince winning 2008 Otympic games, recent opening of moreoverseas flight routes, etc.).

Exercise 2 pasel2r Students discuss the questions in pairs before class

feedback.

KEY1 China The Great Wall of China is a series of walls f irst buitt

in the fifth century BC and rebuilt used as Chinese bordersfrom attacks from the north.

2 USA The Niagara Falls are located on the border of Ontario,Canada and New York State, USA. They consist of threeadjacent water falls. They are not the highest in the world(the highest are Angel Falls in Venezuela) nor the widest(Victoria Falls Zimbabwe / Zambia) but they are exceptionallybeautiful and attract a mill ion visitors a month.Itaty St Peter's Square is in front of St Peter's Basilica in theVatican. lt is from here that the Pope gives his blessing froma window of the Vatican Palace which looks out onto thesquare.Mexico Chichen ltza is an archaeologicat site built bythe Mayan civil ization. lt contains ruins in various statesof preservation including a castle, temples, ball courts,shrines and a market. The monument in the photo is acastte.

Exercise 3 page tz 6l z.Br Ask students to note down as they l isten any words

related to the reasons 1-10. Ask them to compare whatthey've written before class feedback. lf necessary, stopthe recording after each speakerto give students time tomake notes.

KEYSpeaker 1 4 (sample some of the cuisine) 6 (volcanoes,gtaciers and geysers) 8 (meet lcelandic people) 9 (gtacier-hiking, wh ite-water raft ing)Speaker 2 3 I 5 (f inding out about Inca civil isation)6 spectacular landscape 9 (lugging your stuff) 10 (test myselfand find out my stamina levels)Speaker 3 5 otd roman ruins 3 (museums and galleries)7 (practise ltalian) 8 (meet loads of people)

KEY1 showed us round2 pickyou up; drop you off3 see him off

4 was hetd up; stopped over5 stop by; put ... up6 stopped off

Exercise 7 pageTt. Start by telt ing your own story of a memorable journey.

Give students two minutes to prepare their notes. Tetl themit could be a positive or negative experience, although anegative experience is often easier to talk about at lengthand wilt enable them to practise the informal language.

Exercise 8 page 71r Students recount their memorable journeys in pairs.

Encourage them to ask follow-up questions.

For more practice of Synonyms for walk go to:

t Lesson outcomeAsk students: What have you learned today? What can youdo now? and elicit: I can describe different kinds of travel andjourney using informal languoge and a variety of phrasal verbs.

tEssol l sui l i l lARY o.. sGrammar: -ing forms after preparatory if, nouns and adjectivesListening: three peopte talking about places they'd tike to visitSpeaking: softening ideas and being less precise, a grouppresentation about a place to visitTopic: travel and tourism

E!qt@ To do the lesson in 30 minutes, keep the lead-inbrief, set the Grammar Builder as homework ond ask studentsto talk obout 2 not j places in exercises 7 and 8.

For more practice of Phrasal verbs with run and walk go to:

The travel bug

^UnitT.loumeys ( 77

\

^,t

) UnitT. lourneys

Transcrlpt 2.18Speaker t - Susan One place that I would reatty l ike to goand visi t is lceland. I think i t woutd be real ly excit ing to go therebecause i t 's a place I don't know too much about and i t just kindof seems quite exotic. l t might not be the most popular destinationfor a hol iday, but for me it 'd be a place well worth paying a visi tbecause I 'm real ly interested in doing outdoor activi t ies and Ithinkthatwould be a great ptace to go and do things l ike gtacier-hiking, white-water raft ing, or that kind of thing. I also thinkthere are so many interesting things to go and see in terms of,you know, spectacular geographicaI features, because there'sa lot of volcanoes, glaciers, and a lot of geothermal act ivi ty sothere's things I ike geysers that you can go and see .. . l 'd alsobe interested to meet some lcelandic people .. . um it 's alwaysfascinating seeing how other people l ive, and um to sample a bitof the lcelandic cuis ine because I 'm not sure what that would betike.Speaker 2 - Mart in l 'd reatly love to go to Peru and walk theInca Trai l . . . . um the Inca Trai l is a four-day hike through the lungleand then up through the Andes, ending up at Machu Picchu,which is an ancient Inca ci ty, h igh up in the mountains. l 'm real lyinterested in the Incas and their civi l isat ion, how it developed,how the peopte t ived, how they were conquered by a small groupof Spanish soldiers, in I think the sixteenth century. Um, I 'vegot fr iends who've done the trait and I 've seen their photos andtalked to them about i t and they say i t 's iust a real ly incredibleexperience. l 'm sure I 'd f ind i t reatty exhi larat ing trekking throughthe mountains at high att i tude .. . The scenery is spectacular, youcamp in the iungte, eat round the campfire . . .You need a good levelof f i tness because you're walking at an alt i tude of 4,000 metres orsomething t ike that , and i t 's hard work tugging al l your equipmentwith you, but in a way i t would be an experience of self-discoveryand a journey where I could real ly test myself and f ind out my ownlevels of stamina and uh endurance or whatever.Speaker 3 - Ralph What I 'd l ike to do is spend a monthbackpacking round Europe. My brother did that last summer; hegot an Inter-rait card which al lows you to uh travel on trains al lover Europe. The card costs about f300 | think, something l ikethat, but i t 's amazingty good value because you can go virtuattyanywhere for a whole month. Obviously i t 'd be crazy attemptingto get to every country inside a month, so l 'd t imit myself tomaybe eight or ten ptaces. l 'd definitety go to l taly, France andSpain, I 'd love to see the old Roman ruins in l taly and also visi tthe museums and gal ler ies and see al l those great paint ings. l 'mstudying l tal ian at school so i t would be a good opportunity topractise and sort of get a bit more f luent. Um, I actual ly think i twould be fun backpacking on my own, a real adventure. I don'tth ink I 'd be lonety, 'cause you meet loads of other peopte doingthe same thing. When my brother did i t he hooked up with someguys from Denmark and they spent a week travelt ing together. Icouldn't afford to stay in hotels so I 'd probably try to get overnighttrains. l t 's a bi t of a pain k ipping on the train, but I ' l l survive l 'msure.

Exercise 4 page T2r Go through the Learn fhisl box together as a class or ask

students to read the information silently before they do theexercise.

. lf necessary, explain the meaning of k4a (informalword forsteep) and /ug (informat word for carry or drag somethingheavy with a lot of effort).

. l f you plan to do the Grammar Bui lder exercises in c lass,check the answers to this exercise first. lf setting theGrammar Builder exercises for homework. do exercise 5 andthen play the recording for students to check the answers.

For more practice of ing forms after preparatory iI, nouns ondadjectives:

Exercise 5 pase tz 6l z.Bo Refer students to the speaking t ip. l f they can' t remember

which expressions were used, play the recording and askthem to t ick the Dhrases thev hear.

KEYa bi t ofa, in a way, iust k ind of, sort ol orthat k ind ofthing, orsomething t ike that, or whatever

TAIIGUAGE i l iOTE - USITG IMPRECISI:tAI{GUAGEExp,ressions for being imprecise are extremely common inspoken English.We need to use imprecise language whenwe are unsure of facts, €.g. /f3 mode of aluminium orsamething like that, lt's also useful when we want to sparethe listener the effort of listening to too many details. Forstudents it is particular:ly useful because they can use ., .

, them when they don't know the exact word in English.

Exercise 6 page 72o Students do the exercise in pairs before class feedback.

KEYPossible answers1 Paris, Rome and Madrid are sort of good places to visit.2 In a way I 'd l ike to travel round the world.3 Tom just k ind ofwants to backpack or hi tchhike round

Europe.4 We're sort of planning to visit the Seychetles or the Maldives.5 In one way or another, Thai land has to be top of my I ist of

hot idav dest inat ions.

Exercise 7 page 72. Suggest that students have a rehearsal of their presentation

in their groups, so that when they give their presentat ionto the class they can glance at their notes rather than readfrom them.

Exercise 8 page 72. As the students give their presentation take note of errors

and good use of language for a feedback session.

Exercise 9 page72. F ind out through a show of hands which is the most poputar

dest inat ion.

Notes for Photocopiabte activity 7.1Tricky traveloguesGameLanguage: t raveI vocabulary including informal [anguage andsynonyms for walk,Mater ia ls: one copy of the worksheet cut up per group of 15.(Teacher's Book page 136)r Tell the students they witt need to use their imagination to

invent a travel story. Put them in pairs. Give each pair one ofthe vocabulary cards and tetl them to keep it secret. Tell themthe aim ofthe exercise is to use att ofthe vocabulary on theircard (in any order) in their story. Another pair wil l l isten to thestory and try to guess which four words / phrasal verbs theyhad to use. Tell them that clever storvtellers wil l use a wide

KEY1 paying2 seeing3 trekking

4 lugging5 attempting

6 backpacking7 kipping

range of vocabulary including phrasal verbs and informallanguage in order to trick their l isteners into picking the wrongwords. Listeners earn one point for each correct guess andstofiellers gain one point for each wrong guess.

. Give the students fifteen minutes to create their stories.Then put two pairs together. White the first pair recountstheir story, the l isteners should make notes if they wish andthen consult together at the end and make their guesses.Ask them to keep their own scores.

o lf there is t ime, ask each pair to discuss and improve theirstory for a few minutes and then allow them to perform thetask a second time with a different pair.

. In whole ctass feedback, f ind out which pairs were mostsuccessful and discuss which vocabulary, if any, they founddiff icult to use naturally.

I Lesson outcomeAsk students: What did you learn today? What can you donow? and elicit: I can talk about the reasons why people go onholiday. I can sofren ideas and make them less precise.

tEssol l sul l i lARY o. o sListening: a tatk about early migration to the UKVocabulary: compound nouns related to phrasal verbs, wordformationSpeaking: discussion migration to the students'own countryTopic: sport and culture

$qt@ To do the lesson in 30 minutes, keep the lead-inbrief, and setthe Vocabulary Builder exercises for homework.

t Lead-in 3-4 minuteso Put the students in small groups. Ask them to share what

they know about their country's history and go back asfar as possible to decide which other nations have hadthe most influence on their country. With a weaker class,you could give categories such as language, customs,architecture, etc. After 2-3 minutes or if discussion isproving diff icult, bring the class back together and try toelicit ways in which their country has been shaped, both inpositive and negative ways.

Exercise 7 paget3o Ask students to cast their minds back to the culture lesson

on the origins of English (page 7). How much can theyremember about the invasions into Britain?

r They mark their answers on the map, leaving space to writein the correct answer after l istening to the recording, ifnecessary.

r Elicit answers but don't confirm or contradict vet.

Exercise 2 page73o Students, in pairs, match the pictures with the groups.. Again, elicit suggestions but don't give away the answers yet.

Exercise 3 pase 73 Sl2.ts. Tell students that they are going to l isten to a talk about

early migration to the UK. Exptain that the tatk witl containsome unfamiliar vocabulary. They should ignore this andconcentrate instead on [istening out forwords connected tothe images. Elicit what these words might be.

Early migration to

KEYExercise 11 8,000 Bc2 AD553 early 5th centuryExercise 21 Ancient Britons 2

4 9th and 1Oth century5 7066

Romans 3 Anglo-Saxons 4 Normans

Transcript 2.19There is no neat beginning to the story ofthe Brit ish people. Overthe centuries, their identity has been shaped and reshaped bya succession of invasions from many different parts of Europe,which began long before the potit ical and economic migrationsofthe nineteenth and twentieth centuries. The outcome is themulticultural, multiracial society that we have in Britain today.The story begins some 10,000 years ago, when the AncientBritons came from mainland Europe, migrating to the Brit ish lslesfoltowing the end of the last ice age. Some travetted on foot, forthe Engtish Channel had not yet been formed, others came by boatup the west coast of France from Spain. The Ancient Britons ruledBritain for ten miltennia, but they had no form of writing, so ourknowledge of them comes mainly from archaeological records. Theirmost visible legacy is dozens of stone circles across the UK, themost famous of which is Stonehenge, built some 5,000 years ago.In the first century BC, Britain attracted the attention oftheRomans. After two failed attempts to conquer the island by JutiusCaesar in 55 and 54 BC, the Romans launched a successfulinvasion about a century later, in AD 43. The Brit ish tribes tried toresist the Romans, but the uprising was quickly crushed and theRomans rapidly took control of a large part of the island, includingWales and most of Scotland - although they later retreated fromthis northern region and built Hadrian's Walt right across thenorth of England to keep the Scottish tribes out. Following theRoman takeover, they named their new province Britannia, and itremained under Roman rule for nearly four centuries, during whichtime they built water and sewage systems as well as an extensivenetwork of roads, many of which tie directty under Britain'smodern roads.The Romans left Britain early in the fifth century, but foltowingthe pull-out the Anglo-Saxons arrived from what is now northernGermany, displacing the existing Brit ish population to the fringesof Britain (Cornwall, Wales and Scotland). During the seventhand eighth centuries, about ten different Anglo-Saxon kingdomsvied for supremacy. The names of some have survived as modernregions: Kent, Essex, Sussex and East Anglia. The ninth and tenthcenturies saw further invasions, this time by the Vikings fromScandinavia and Denmark, and duringthe first half of the eleventhcentury, England was ruled bythe Danish king, Canute.In 1066, Britain was conquered once again, this time by theNormans, who were the descendants of Vikings who had settled inNormandy, a region of Northern France, two centuries earlier. Theinvasion precipitated the downfall of the Anglo-Saxon kingdoms, butthere was a great deal of popular resistance to the newcomers, andin order to subiugate and control the population, the Normans builtenormous castles and cathedrals, most of which survive to this day.The Norman Conquest was the last futl-scate invasion of Britain bya foreign power and provided the finat ingredient in the make-upofthe British people over the next few centuries.

Exercise4 page::Sl2.ts. Give students a few moments to read through the

sentences. Make sure they understand that they are allfatse. Their task is to find out why. Encourage them toremember as much as possible and give some explanationsbefore l istening for a second time.

r Pre-teach the words displace (force to move) and fringes(the outer parts).

KEY1 This began long before the polit ical migrations of the 19th

(and 2Oth) centuries.2 Some travelled on foot as the English Channel had notyet

been formed.3 He led two failed attempts4 They displaced the population to the fringes of Britain.5 England was rules by a Danish king, Canute.6 There was a great deal of popular resistance.

Exercise 5 page73r Students do the exercise alone or in pairs, using a

dictionaryto help if necessary.r Elicit or teach the meaning of outcome (result) and uprising

(rebettion).. Explain that the stress is on the first syllable, whether it is a

verb or particle. Dril l the words to practise this.

Exercise 8 page 73r Circulate and monitor white the students answer the

questions. Have a brief whole class feedback at the end.

t Lesson outcomeAsk students: What have you learned today? What can youdo now? and elicit: / can understand and reoct to a talk aboutmigration to the UK. I have a learned a variety of words formedfrom phrasal verbs.

tEssot{ suMtARY . . {sReading: an art ic le about t ime travel ; matching headings, t rue /E^l-^ -^^.^^^^-tdt>tr >t i l tEi lLc5

Vocabulary: easily confused words, l inkersSpeaking: discussing time travelTopic: science and technology

E|@EE To do the lesson in 30 minutes, ask students toread the text at home before the class, and set the VocabularyBuilder exercises as homework.

t Lead-in 1-2 minutes. El ic i t the meaning of 'sc i - f i ' and that i t 's an abbreviat ion of

science-f ict ion. Ask the students to name any science-f ict ionwriters they know of. Ask: Why do some people like to readscience-fiction?

Exercise ! page74r Students answer the quest ions in oairs before c lass

feedback.

KEYThere are count less f i lms about t ime travel . Amongst the mostwell-known are The Time Machine based on the book by HGWells, the Back to the Future tritogy, Ihe Terminator fitms,Planet ofthe Apes and Donny Darko.

Exercise 2 page74o Ask students to read the text and choose the best summary.

Encourage them the highl ight the sect ions which back uptheir answer.

KEY1 succession2 migration3 attempt4 invasion

5 knowledge6 conquest7 resistance8 supremacy (pron ) i: to e

KEY1 outcome2 upr is ing

3 takeover4 pul l -out

5 downfall6 make-up

fAl{,G'u,lGE'l ' :tqfE,:- cotlpouilD nout:s,,1,,, i l i ,. . ' iRE- TED-' fO,, ,FI IRA_SAL VEf lBS. i , ' , . : " ' '

11,^somrcompourfs-noun*oiseo o n p h rasal ve rbs a rehyphenated, e.g. pull-out. Others are not, e.g. downfalt.Those ending in -outand -overtend to be written as oneword, e.g. fallout, checkout, takeover.Those ending in -rn and -up are usu'ally written with ahyphen, e.g. moke-up, break-in.Other than this there aren't any hard and fast rules.Whether or not a word is hyphenated depends on itsstage of development within the English language. Theybegin as tvvo separate words and over time becomehyphenated and then eventually become sne word.Plurals are formed by adding -s to the last word, e.g.ta ke ov e r s, n of : fiel<esoyer.

Exercise 6 page 73. Students do the exercise atone or in pairs, using

dict ionar ies i f necessary.. Checkstudents understand upsurge (sudden large

increase), outbreak (sudden start of something unpleasant,e.g. disease or war), overthrow (remove a leader from powerby force), stondoff(a situation in which no agreement canbe reached), outlook (probable future).

KEY1 upsurge2 outbreak

3 comeback4 overthrow

5 stand-off6 out look

Exercise 7 page 73. Students do the exercise alone or in pairs.o Check students understand succession. Write a succession

of invasions and elicit a synonym (a series). Check answers.

For more practice of Word formation (2):

Time travel

For more practice of Nouns reloted to phrasal verbs go to:

, ,O )

Uni tT. fourneys./

KEY 2

KEY1 True (Paragraph fl2 True (Paragraph E)3 False (Paragraph B)

4 True (Paragraph E)5 False (Paragraph C)

Exercise 3 page 74. Suggest that students hightight key words in the summary

sentences before looking for paragraphs that contain thesame idea. They should then read the paragraphs carefullyand mark the parts that express that idea.

KEY 1B 2E 3C 4F 5A 5D

Exercise 4 page75. Again encoulage students to mark the key words in the

sentences before thev find the relevant part ofthe text.

ADDITIO]IAL SPEAKIIIG ACTIVITYThe students are going to create life in a parallel universefor thernselves. Ask them to think about the previousweekqnd,,and write down things that happened tothem,decl!q!g.q!:1llg,y rnade and actisns they,d:id,..T?rgy s h ou ldtql,to,.rirrite:q,:iist oi r o-Zo different, thitrjs:::t:lt.:,::,::No,!n',inr.pailgr:rhey should look at theii,listt.nnd: :pick oneaction.or,on8, se,quence of events whiCh cOuld have beendifferentand discuss what might have happened in thatcase, e.g., tf I had said no when Marius invited me to thecinemo, I wouldn't have seen the film or gone for a coffeeafrerwords, but I might have spoken to sameone on thephone / finished my homework / gone for a walk / goneshopping and bought something.Swap pa|fs gnd explain what happenQd qld what mighthav€i:iqptpeled.:, The new partner should tisten and thenthinkrabbut,rihe go,nsequence of the different action /evetirr:Sq;adding to the example abo,ie;:tau m,ight havebeen,,at"home when the doorbell rang and it was thepostman with a mystery package.This process should be repeated, so that each studenttalks to a number of their classmates and they altcontribute to building paralle[ universes for each other.One way to do this is to sit the students in two-ring circle,one in,side the other. Then the students in the ring on theoutside only need to be instructed to mqve on one placeto the left each time.Wh en.$e.,9erdent5 h ave s p o ke n !o f-qg I-.g 11. tlve othef s,mode|.ftqqb:givE feedback to the ctass: -lq5t wee-kendl,played,fb6tbs1t with Michaet ond Rofa{,'$4tii,a paralleluniverse,i'didn't play football. tnstead I stayed at homeand then the phone rang ond it was Evel'ina and she hada problem so... Now, encourage them to tell the wholeclass about their paraltel universes, Students can saywhether they would rather be in their parallel universe orthe current one!

i Lesson outcomeAsk students: What have you learned today? What can you donow? and elicil: I con understand an article and discuss myviews on time travel. I hove learned the difference between somecom m on Iy co nfused words.

Adding emphasis

LE5501{ SUi l t tARY O O r& $ " ,

Grammar: adding emphasis with cleft sentences, fronting phrases

and use of do / does / did

Reading: art icle about a f tying car

Listening: emphatic sentences

Speaking: practising emphatic structures

EiUt@ To do the lesson in 30 minutes, keep the leod-inbrief and set the Grammar Builder exercises for homework.

i Lead-in 2-3 minutes. Tetl the students that inventors are currently trying to invent

new forms oftransport because the ones we use now aredamaging the environment. Put them in smal l groups todiscuss possibilities for new types of transport. After twominutes, conduct whole class feedback.

Exercise 5 page 75. Students discuss the answers in oairs.

KEY1 The 'granny paradox' is a sequence of events where

somebody goes back in t ime and accidental ly cause thedeath of h is grandmother, making i t impossible for h im tohave been born.

2 The theory of parallel worlds is that every time we make adecision it leads to a set of consequences but there alsoexists a set of consequences for the option that we didn'ttake. These are known as parallel worlds.

Exercise 6 page75o Students do the exercise atone.

For more practice of Easily confused words:

Exercise 7 page75. Students find the [inkers in the text and use the context to

identify the uses.

KEY1 to tetl the truth2 actually3 the plain fact is

4 in fact5 as a matter of fact

Exercise 8 page 75r Students discuss the questions in pairs. After a few minutes

ask them to share their ideas with the c lass.

For more practice of Linkers:

UnitT.fourneys ( 81 |

\

Exercise 1 page76e Ask students to skim read the text and elicit the answer.

KEY lt can drive and fty.

Exercise 2 page76. Focus on the Learn fhis! box. Ask the students to underline

the words or ideas that are being emphasised thenunderline the examples in the text.

r Point out that the basic principle behind all these devices isthat they push the important piece of information to the endof the sentence. That way the important part l ingers in thelistener's head for longer.

KEYWhat is being emphasised in the Learn this! box:How the Transition can take offThe costSo impressedThe pilotLooks elegantLike the design

ln the textIt 's onty in the past few years ... that ....What you're going to seeBefore me stoodIt was white they were studyingNot unti l they'd leftNot only is it very versati le ...The question is ...What may put a lot of people off...It doesn't anticipate ... but it does believe

Exercise 3 page 76o Ask students to look back at pagesT4 and 75 to find

examples.

KEY1 lt was Einstein, as every schoolchild knows ... (t ine 5), As a

matter of fact it was Wells who ... (t ine 7)3 The problem is that common ... (t ine 3f)4 lt was through science fiction (l ine 44), What happened was

this ... (t ine 46)6 But the plain fact is that ... ( l ine 95)

Exercise 4 page76. Students do the exercise alone and then comoare with a

Dartner.

KEY1 | don't have a car, but I do have a bicycle.2 Never have I read such a thought-provoking book.3 What I don't l ike is his attitude to women. lt 's his attitude to

women that I don't l ike.4 The probtem is I can't afford a new car.5 Round the corner came a man in a yellow jacket.

Exercise 5 pase 76 612.2o. Either ask students to write down what they hear (in the

style of a dictation) and then analyse the changes with apartner, or pause after each one and discuss it open class.

Transcript 2.201 What on earth are you doing?2 | know it 's me that's wrong.3 Niceweathertoday.4 You have done well.5 Why ever did you do that?6 Do take a seat.7 Nice tie you're wearing.

Exercise 6 page T6r Students can work alone or in oairs.

KEY1 Where on earth have you been?2 lt 's me you should apologise to, not him.3 Fantastic goal he scored.4 Do help yourself to more potatoes.5 Just when I was dozing off Jack just burst in.

Exercise 7 page76r Ask students to complete the sentences in a way that's true

for them. Circulate and monitor while they do the activity.

Notes for Photocopiable activity 7.2Talk about itGroupworkLanguage: adding emphasisMaterials: one copy of the worksheet cut up per group of 3-4.(Teacher's Book page 137)r Put the students in groups of 3-4. There are two types of

cards: topic cards and unfinished sentences. Put a pile oftopic cards face down on the table and explain that theseare topics. Now tell the students that you are going to giveeach ofthem some unfinished sentences. They should takea topic card and complete the sentence about this topicin any way they wish. (Making sure they are grammaticatlycorrect of course!) The only rule is that they should not usethe word on the topic card in their sentence and shouldkeep theirtopics secret from the other students. Hand outthree or four cards to each student and make sure they takethe same number of topic cards. (There are some extra topiccards in case a student f inds one very diff icutt and wishes tochange it.) With a weaker class, students could work in pairsto finish their sentences.When they have finished writ ing, ask them to put all theirsentences into a pi le in the middle of their tables and mixthem up.Now one student picks a finished sentence, reads it outand identif ies the topic. lf this is correct, they can keep thecard. lf not, other students in the group can guess unti lone is correct. (At the end, the student with the most cardsis the 'topic'winner) Demonstrate this with one group ifnecessary.Then the group should discuss what is written, e.g. theycan agree or disagree with it, give examples from their ownexperience or ask the writer to explain what they mean.With a quiet group, you may need to set a time limit (30seconds or one minute) for each sentence, with one studentas timekeeper. The person who is speaking when the timelimit is up gets a point. (Students keep their own scores andat the end, the student with most points is the 'speaking'winner.)

For more practice of Emphasis, go to:

", ) Unit 7. fourneys

Presentation

I Lesson outcomeAsk students: What did you learn todoy? What can you do now?and eticit: I con use a variety of structures to add emphasis.

tEssol{ SUMMARY o l3 i ! ' :Functional English: expressing cause, purpose and result;generalisingListening: two presentations on whetheryoung peopte shoutdtravel abroadSpeaking: a presentation on the benefits oftourismTopic: travel and tourism, nature and the environment

llllniff-m To do the |esson in 30 minutes, keep the lead-inbrief, skip the listening part of exercise i; limit the discussiontime in exercise 7.

I Lead-in 3-4 minuteso Draw a table on the board with three columns headed

'positive', 'neutral ' and 'negative'. Ask the students to copythe table. Tell them that you are going to read out wordsand they should write them in the correct column. Do ademonstration, if necessary. Words: damage, harm, impact,benefit, result, threat, gain, effect, growth, consequence,danger, improvement, detriment. Ask them to compare theiranswers with the person next to them, then check as a class.

Exercise t page77. Students discuss the quest ions in pairs.

KEYPossible answersThe photos show the concreting over of beautiful coastl ine, airpollution, boosting the local economy and causing disturbanceto witdlife.The graph shows the dramatic increase in the numbers of UKcitizens choosing to travel abroad.

Exercise 2 page 77 €a 2.21r Ask students to make notes ofthe arguments to use as the

basis for their discussion with a partner.o Dur ing feedback et ic i t the opinions and support ing

arguments.

Transcr:pt 2.21Speaker 1 On the whote, I am ofthe opinion that people shouldnot be encouraged to travel abroad on holiday. The fact is thata vast increase in the number of ft ights over recent years hasresulted in increased carbon emissions, and this has clearlyhad a detrimentaI effect on the earth's atmosphere. Ctimatechange, then, is a maior concern, but by no means the only one.Tourism can have a negative impact on the physical environment,too, especially in popular destinations l ike coastal resorts. Anincrease in the number of visitors inevitabty leads to expansionand development. For example, big hotels spring up along thecoast, usualty to the detriment of the locaI environment - and inmost cases it was the local environment that was the reason forthe resort's poputarity in the first place. Furthermore, more hotelsand more restaurants inevitabty mean more strain on the local;nfrastructure, too. I think this is especially true in remoter andpoorer parts of the world, for example in Africa and Asia, wherethe local population broadly speaking consumes less energy, less

water and less food than the visit ing tourists. The increaseddemand for water, for example, can pose a threat to rivers andtakes, which may dry up or become unsuitabte as a habitat forwildlife. Admittedly, the local people benefit from the money thattourists spend while they are on holiday, but I don't think thebenefits to local people outweigh the damage that tourism does.So, to sum up, the consequences of more ft ights wil l be increasedclimate change, and further damage to the ptaces which thetourists visit. For these reasons, I strongly believe that peopleshould be discouraged from travell ing abroad.Speaker 2 | don't betieve in general that people should beencouraged to traveI abroad on their hotidays. On the other hand,nor do I thinkthat people should be discouraged from doingso. People clearty benefit from foreign travel - they learn aboutother cultures, they broaden their horizons, and by and largeit does teach them to be more tolerant and understanding. Forthis reason, I think it 's particutarty important for people to travel,especialty when they are young. Tourism can also be beneficialto the peopte who live in the tourist destinations - for much thesame reasons.However, having said that, there's been much discussion inrecent years ofthe impact that travel in generat and air travel inparticular has on the environment. Climate change is partly dueto carbon emissions from planes, but rather than discouragingpeopte from travelting, what I think we should do is encouragethem to use forms oftransport that have a less adverse effect onthe environment, such as trains. Moreover, we should encouragepeople to travel to places where they are tess tikely to compromisethe wildlife, environment or the [ocal community.In summary, then, when the purpose of travel is to learn aboutother cultures, it 's ctearly of mutual benefit to the tourist and thetocal people. Peopte have to travel, and we a[[ need holidays,so I don't think we can avoid doing harm attogether. However,we should endeavour to minimise the damage we cause to theenvironment by seeking alternatives to flying,

Exercise 3 page tt 6l z.zto Do the first example together then ask students to complete

the exercise alone or in pairs.. Explain the meaning of strain (pressure) and infrastructure

(the basic systems that are necessary for a country to runsmoothly, e.g. the transport, water and power supplies).

KEY1 resulted in2 leads to3 the reason for

4 mean5 consequences of6 this reason

7 due to8 purpose of

Exercise 4 page77o Students do the exercise alone then check with a partner.o Eticit an explanation of outvveigh (are greater than) and

practise the pronunciation of detriment I'detrtmentlcompared to detrimental, /'detrr'mentl/ where the mainstress shifts to the penultimate syllable, and of environment/rn'varrement/ where the'n' is silent.

KEY1b 2h 3i 4f 5c 6e 7a 8d 9i 10g

Exercise 5 page77. Students do the exercise alone or in pairs.

For more practice of Expressing cause, purpose and result go to:

UnitT.lourneys I 83\

KEYon the wholeto a great extentin general

by and largein most casesbroadly speaking

Exercise 6 page77. You could let students prepare their presentations in pairs.

For this you would need to divide them into two groups,those that agree and those that disagree so that they canwork with somebody with the same opinion. lt doesn'tmatter if the groups are unequal in size.

Exercise 7 page77r Students prepare their presentation in note form. They

should not write ful[ sentences. Tell them to include at leastthree different structures expressing cause and effect andtwo phrases for generalising. Encourage them to rehearsewith a partner, who can give them feedback before theypresent to the whole class. During their presentationsmake a note of any recurring errors as well as good use oflanguage for a feedback session at the end.

Exercise 1 page 78r Focus on the photos. Students discuss the questions in pairs.o Eticit or explain the meaning of workmanshrp (the skilt with

which something is made, especiatly the way it looks).

Exercise 2 page78o Divide students into pairs or groups to answer the questions.

lf they are short of things to say, telt them about a time whenyou have had cause to complain. Ask them what they wouldhave done in that situation. Would they complain or not?Would they e-mai1, phone or speak in person?

Exercise 3 page 78o Students can work alone and then check with a partner

before ctass feedback.o Students should by now be devetoping a feel for what

sounds formal and what doesn't, butyou can give themsome guidelines by pull ing together some of the featuresiltustrated in the exercise: Write two headings on the boardand ask them to decide whether the following are typicalfeatures of formaI or informal language.- passive structure, contractions, words with Latin roots

Phrasal verbs, Linkers such as but, so, Linkers such ashowever, abbreviations

KEY1 returned2 lam wri t ing3 a number of4 First of all5 the hotet is described as being6 whereas in fact7 What is more8 which made swimming hazardous9 0n our arrivalwe were informed by your representative

10 which we had11 make our own arrangements12 To make matters worse13 made no apology for this14 draw your attention to15 f ine16 we were not offered17 | would therefore l ike a partial refund

Exercise 4 page 78o Elicit answers from the whole class.

KEY1 a) in the top right-hand corner, b) teft but below her own

address, c) under her address2 a) Dear Mr Smith b) Yours sincerely

Exercise 5 page zao Students complete the exercise in pairs and brainstorm

more l inkers with a partner.

KEY1 whereas, however2 First of all, My second complaint3 What is more, To make matters worse4 On the whole

Exercise 6 pase 78o Students work alone or in pairs.o Practise the pronunciation of purchase /'pa:tJes/.

OPTIOTIAL SPEAtrITG ACTIVITY 7FPresentation; tmvelwww.oup.com/elt/teacher/solutions

) Lesson outcomeAsk students: What did you learn today? What can you do now?and elicit: I can give o presentation about the effects of tourism.

TESSOI{ SUMil IARY OO * S : : :

Writing: a letter of comptaint, using formal language, [inkingideas, using the correct layoutReading: a model letterTopic: travel and tourism, shopping and services

EIUIEE To do the lesson in 30 minutes, do exercises 7and 2 as a class, skip the second part of exercise 5 and set theVocabulary Builder exercises as homework.

@l[l[ffti[l@ To do the writins anatysis and writinstask in one 45-minute lesson, keep the lead-in for the writinganolysis brief, and skip the lead in for the writing tosk. Followthe shortcut above for the writing analysis lesson. ln the writingtask lesson students write their final draft for homework.

i lead-in 1-2 minutesr Elicit the meaning of the word complaint, establish that it

is a noun and elicit the verb (comptain). Put the studentsin pairs and ask them to th ink of people who have to dealwith complaints as part of their daity t ife and what thosecomplaints might be about. (ldeas could include customerservice assistants, managers, police, teachers and schoolstaff, restaurant stafl shop assistants.)

Letter of complaint

tO )

UnitTolourneys

KEY1 conform with2 seek

3 respond4 purchase

numerousaddress

56

Exercise 6 page79. Students write their f inal paragraph. This shoutdn't be more

than two sentences [ong.

Exercise 7 page79r Before they took at the checklist, suggest students count

their words and take the necessary steps to achieve thecorrect length. The students then write a final draft.

OPTIOilALryNTTII{G ACTIYTTY 7G ]J'

Le{fgr of compiaint ,,,, ::'1"

:,::.www.ouplCofi /elt/teAcher/56lu1iens

r,'.irr,,

t Lesson outcome. Ask studenls: What have you learned today? Whot can you

do now? and elicit: I can write a letter of complaint.

Exercise 7 page 78r Students work alone or in oairs.

KEY1 numerous,2 purchased3 conform to,4 respond to

has addressed

seek / be seeking

+ Lesson outcomersk students: What have you leorned today? and elicil: I cant,'rite a letter of complaint. I can write in a formal style.

:or more practice of Formal language go to:

Letter of.'r:::t r::ra:,,...-...., ..t t&;;._;

comptaini}

LESSOT{ SUi l IMARY O.. ' : ,Writing: writ ing a letter of complaintLanguage: achieving a formal style and layout, language forraking complaintsTopic: t raveI and tour ism, shopping and services

lfdilfttm To do the lesson in 30 minutes, keep the lead-intrief, ask students to write their final draft for homework.

+ Lead-in 2-3 minutesr Write the following words on the board: shocked,

d i sa p p oi nted, a p pa lled, h o rri fi ed, di sg usted, u pset,dissatisfied, dismayed, unpleasantly surprised. Ask thestudents in pairs to discuss the differences between them,including which ones are stronger or weaker. Monitor carefutlyand ctarify any necessary points in whole class feedback.

Exercise 1 page 79. Students use the ohotos and ideas in the box to brainstorm

causes of complaint .. Unfamiliar vocabulary is l ikety to be plumbing (the system

of pipes that supply water to a building), unbearably(i ntotera bty), bla n d (lacking ftavou r).

Exercises2andS pase79. Students read the task and make the notes into sentences

using the phrases. When they have f in ished el ic i t anexample sentence for each phrase.

Exercise 4 page79o Students write their f irst paragraph. Refer them to the model

letter but don't let them copy it word for word.

Exercise 5 page 79. Give students 10-15 minutes to wr i te the main body of their

let ter . Go round helping and answering quest ions but don' tcorrect their work as they shoutd be encouraged to do thisat the end.

TOPIC OO@,,,Home. nature and the environmnet

t Lead-in page 80 2-3 minutes. Ask the students if they've l ived in the same place all their

l ives. Divide them into small groups of three or four peopleand ask them to use their own experience or imagination todiscuss positive and negative aspects of moving to a newhouse or f lat. Get feedback.

ExerCiSe 1 page 80 2-3 minutes. Ask the students what other reasons, apart from moving to

a new / bigger I better home, people might have for leavingthe place where they've l ived.

. Focus the students on the question in task 1, allow a minuteand get feedback from the group.

Exercise 2 page 8o 5 minutes. Focus the students on the pictures in exercise 3. Brainstorm

for vocabulary they could use to describe the pictures. lfthe students do not come up with the words from exercise2 - refer them to the exercise and ask to make sentenceswith the words and phrases. In a weaker ctass, pre-teachprecariously.

ExerCiSe 3 page 8o 1o minutes

r Ask the students to work in oairs. One student should act asan examiner and ask the quest ions. White the other studentis answering, 'the examiner' notes all the good vocabularyand l inking phrases used. Then the students swap roles.

r After everybody has done the task, ask two pairs to act outin front of the class or act as an examiner yourself and askone or two stronger students to answer the questions.

Exercise 4 page 80 1o minutes@

a

a

The students do the task individuatty. Remind them to readthrough the text f irst, ignoring the gaps to get the overaltidea, and then, after alt the gaps have been fit led - to checkif the completed text is logical and grammatica[[y correct.Atlow 7-8 minutes. Check as a class.Ask fast finishers to took through the text for synonyms ofthe fotlowing words / phrases: f iny (diminutive), eternal(endless), reproduce (breed), expond (stretch), impressive(epi c), a c h i ev e m e n t (f eat).

KEY1on2 Despite3in4 which

5is6as7to

8 onty9 could

10 i f

Exercise 5 page 8o 5 minuteso Ask the students to read the sentences and discuss what

they think the l istening wil l be about.

Exercise 6 page 80 10-15 minutes Cl z.zz

a

o

Ask a student to read out the instructions.Pre-teach: humpback, grey, blue whales; a calf; a leg of ojourney; breeding grounds; seaboard.Allow two minutes to read the task carefully. Remindthe students the questions are in the same order theinformation wi[[ appear in the recording. Remind them aswell that the questions witl probabty be worded in a differentway than the exact wording in the recording.Ptay the recording straight through twice. Check as a class.

KEY xA 2A 3B 4A 5B

Ttanscsipt2.22It is one of the most remarkable iourneys by any creature on theplanet - and it is made by one of the biggest creatures known toscience. Researchers have shown that humpback whales travell ingbetween breeding grounds off the west coast of Central Americaand feeding grounds offAntarctica covered more than 8,000kilometres on one leg of their iourney - the largest recordedjourney by any indiv idual mammal.The researchers betieve the whates head north to warmerwaters where they give birth to their calves. The whales have anextraordinary tifestyte, with their breeding grounds in one placeand their feeding grounds in another, thousands of kilometresaway.The researchers made daity excursions in small boats off thecoast of CentralAmerica to observe the whales between Juneand October. They took photographs of the underside of theanimals'tails so that they could be identif ied at the other end oftheir lourney. Just as humans have unique fingerprints, whaleshave unique tail markings. During the Antarctic summer, theteam travetled south to make similar observations and tookedfor whales which had been spotted in the tropical waters. Sevenindividuat animats were photographed in both locations anda mother and calf pair were seen in Antarctic waters less thansix months after they had been spotted off Costa Rica, havingtravelled 8,42 5 kilometres.The research ends the controversy over which whale speciestravels the furthest. The grey whale's migration from Mexico tothe Arctic is also an impressive voyage. Blue whales - the largestanimals on the planet - also migrate thousands of kilometres,with the North Atlantic population moving from Arctic feedinggrounds to waters offthe eastern seaboard ofthe US. But none ofthese animals has been shown to undertake such incredibly longjourneys as the humpbacks.The humpback whales cross the equator on their journey from theAntarctic to their breeding grounds off Central America. To workout why they go so far, the team looked at sateltite measurementsof sea surface temperatures of the breeding grounds of 24humpback whale populations around the world. ln at[ cases, theanimals were opting for waters around 24-25 degrees Celsius. Thewhales observed offthe coast ofSouth America had to continuenorth beyond the equator to find water this warm. The researchersbelieve that a high enough water temperature is cruciat for thewhales to breed. lt 's t ikety that being in warm water is somehowbeneficial to the calf.

+ Lesson outcomeAsk students: What have you learned / practised today? andelicitt I have learned some focts about whales. I have done aphato-based speaking task. I have practised vocabularythrougha gap-filling task. I have completed a multiple-choice listeningtask.

I Getreadyforyourexam 7

tEssoi l sulul i lARY ooe , , ,Vocabulary: clothes and styles, two-part adjectivesListening: four teenagers talking about clothesSpeaking: discussing clothes and fashionTopic: people

EIINEE To do the lesson in 3o minutes, keep the lead-inbrief, do exercise i as o class and set the Vocabulary Builderexercises as homework.

+ Lead-in 3-4 minutes. Put the students into small groups. Ask them to look carefully

at each other's clothing and make sure they can all accuratelydescribe everything they are wearing. Monitor and assistwith any vocabulary queries. After 1-2 minutes, invite one ortwo students to stand up with a person from their group anddescribe them to the class. Encourage them to be accurateand use sufficient detail including the kind of material,pattern and style. With a weaker class, you could allow themmore time in their groups to establish this detail and theninvite some more students to describe each other thoroughty.

Exercise 1 pase 81. Ask students to discuss the quest ions in pairs or smal l

groups. Have a class feedback and round offthe discussionby asking them to describe what clothes are fashionable atthe moment and whether the students l ike them.

KEYhe quotation suggests that fashion is for people who haven't

ret found an identity for themselves.Ither reasons for following fashion might include:- a desire to identifywith a certain group, e.g. hippies, Goths,

punks, etc.- a wish to emulate well-known people, e.g. athletes, f i lm

stars, etc.- some people think it raises their sociaI status as it shows

you can afford to replace your ctothes regularty- it 's interesting to change your appearance regutarly rather

than wear the same clothes al l the t ime

Exercise 2 page 81. Ask the quest ions to the whole c lass.

Exercise 3 page 81. Students read the speaking tip then match the words to the

photos, using the wordlist at the back of the Workbook tohelo them.

. Write up the following words which may presentpronunciat ion problems and dr i l l them:- di sh evelled /dr'Jevld/- corset /'kc:srt/- cravat lkra'vntl- dreodlocks / dredloksi- ploits lplntsl

. With a stronger ctass, elicit more words to describe the firstphoto: fringe, plucked eyebrows, platform boots, zips.

TTIIS UiIT IXCLUDES . . O

KEY1 scruffy, trendy, corset, buckle, button, laces, stripy, studded

(bett), dreadtocks, extensions, piercing2 chic, slightty dishevelled, elegant, neat, smart, stylish, wetl-

dressed, buckle, collar, cuff

Exercise 4 page 81. Div ide students into pairs and ask them to descr ibe one

photo each. Circulate and monitor to check that thev arefotlowing the recommended structure.

Exercise 5 page er fi r.orTet[ students they are going to hear four teenagers speakingabout clothes. Pause after each speaker to allow them tonote their answers and read the next statement.For statement 2 explain that 'she wouldn' t be seen deadin' is not to be taken litera[1y! lt is a common informalexpression meaning'she would be far too embarrassed tobe seen wearing'.Play the recording and let students compare their answerswith a partner before class feedback.

KEY 1 False 2 True 3 Not stated 4 True

Transcript 3.01Speaker 1 There was a boy in my class at my last school whonever used to wear casual clothes. lt was his thing. You'd meethim in town to go to the cinema and he'd be wearing a three-piecesuit! | don't think he even owned a pair of trainers or jeans. I guesshe just enioyed being different - it was part of his identity. A lotof people used to make fun ofthe way he dressed, but I alwaysthought he looked pretty cool.Speaker 2 | used to argue all the time with my parents aboutwhat I could and couldn't wear. This would be when I was aboutthirteen or fourteen, I suppose. A tot of my friends were going outin high-heeted shoes and short skirts, but my parents insistedthat I was too young for that. They wanted me to wear the clothesthat they had chosen for me. I remember having a big row withmy mum when we were going to a wedding. She made me wear adisgusting fult-tength skirt and a pair of ugly, open-toed sandals.I spent the whole day terrif ied that a friend might see me! lf Iever have kids, I ' l l let them wear whatever they tike ... well, withinreason !Speaker 3 My brother copies his way of dressing from TV shows,mostly, so he always looks quite American to me. He used tobe realty into Friends, and his favourite character was Chandler.So for a couple of years he always wore a V-neck sweater with awhite T-shirt underneath. More recently, he's been watching theW series Losf and copying one ofthe characters in that - | can'tremember his name. So now my brother wears a white, loose-fitt ing shirt all the time, with the sleeves rolled up. Actualty, itquite suits him, I have to admit.Speaker 4 | work for a marketing agency. We organize specialpromotional events - for example, the launch of a new model ofcar, or the opening of a large shop. The job's reatty interesting, butthe outfits we have to wear for the events are sometimes a bit ...well ... tasteless. They're certainly not the kind of thing I 'd chooseto wear, if i t were up to me! Sometimes it isn't too bad - we iust

Fash ion

. ctothes and styles . two-part.adieqiives . colloquial language . foodi and phrases . phrases for de5cribini statistics;.graphs, charts andasas fOr giving estimates r periph'rqgis at!d'euphef.rilsm . connotation

units.Tastes e

KEY1 three-piece sui t2 fult-length skirt3 open-toed sandals4 V-neck sweater

5 loose-fitt ing shirt6 long-sleeved shirt7 skin-tight trousers8 zip-up cardigan

have to wear a long-sleeved T-shirt with some company's logo onthe front. But last weekend we were at the Oxford and Cambridgeboat race, which was sponsored by a heatth-food manufacturer.We alt had to wear skin-tight trousers (to show how thin we were!)and a zip-up cardigan with the manufacturer's name on the frontand back. I felt uncomfortabte att day - it was grossl

Exercise 6 page 81 O 3.01. Students do the exercise alone or in oairs.

i Lead-in 2-3 minuresr Write the words vegetarian and vegan on the board and

ensure the students know the correct Dronunciat ion. Askthem in pairs to provide clear def in i t ions of these words.Monitor and clarify if necessary. Find out whether there areany vegetar ians in the c lass. Ask the students to discussin their groups what reasons people might have for beingvegetarian and what the pros and cons of being a vegetaria'might be. El ic i t ideas to the whole c lass.

a,a:,::,'a,'".

CUTTURE I{OTE . VEGETARIAII ISft , . : I 'Statistics for the UK shsw that around 5olo of thepopulation is vegetariah, which,equates to about threemill ion people.

. , : : .4a, , , .

Exercise 1 pase 82. Focus on the photo and the t i t le of the art ic le and ask

students to discuss the quest ion. Et ic i t a few ideas.

Exercise 2 page 82. Students read the article quickly. Eticit the answer to the

quest ion.

KEY The meat wil l be grown from animal celts

Exercise 3 page 82. Read the Learn this! box together then students do the

exercise alone or in pairs. Check answers and then askstudents to practise saying the sentences.

PROilUNGtATtOI{ 1{OTE - SttEtT tdt AND t t /Lo n g - s Ie eved T-s h i rt and ski n -ti g ht tro users a re exa m plesof a pronunciation feature which occurs in fast speechwhereby /dl and /t/ at the end of a word when followed bya,lg,nsonant is not pronoun{€d:5o:::l0ng-sleeved lFsh i rt' so unds like'longrsteeve T-sh irt'And'skin-tigh!,iio:users' sounds like'skin tigh trousertl,(The final t in'rifff doesnldisappear altogether but stops

,,,,,::lin the throat ratherthan bbtWeen the teeth. This sound is.,.1.11.1f6mm6n i[ [nglish and is known as a glottal stop)

Get students to practise saying the following.Bright pink

,' A red tie. '1,:1'.,l'."'My oldest jeans

' . :a: :a:a: : : .

EXTRAACTIV|TIYSA :,,.,,Alphabet race '-ul:i::llr,lwww.oup.com/elt/teacher/solutions

'.]]:]:]]]::::.::..

KEYwould be cuttured, would be grown,stretched, would be scraped offChanging would to r,yill would maketheoretical.

would be regularly

it less remote and

Exercise 7 page ar. Students discuss the quest ions in pairs. At the end ask a

few students to summarise their discussions.

I Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit: I can talkabout clothes and fashion. I haveIearned a variety of tvvo-part adjectives.

wnrytESSOll SUMMARY o a. : ,Grammar: uses of wouldReading: an article about meat for vegetariansListening: four people tatking about their attitudes to foodSpeaking: discussion about attitudes to foodTopic: science and technology

Eiqt@ To do the lesson in 30 minutes, keep the lead-in brief, set the Grammar Builder as homework and limit thenumber of questions for discussion in exercises 4 and 9.

Exercise 4 page 82r Students discuss the questions in pairs before a class

feedback.

Exercise 5 page 82 6) 3.02. Ask students to take notes in answer to the questions. Let

them compare answers with a partner before feedback.

KEYSpeaker 1 Narrower. He now onty eats healthy food becausehe has become more aware of the risks involved in eatingcertain types of food.Speaker 2 Wider. She used to only eat junk food and now eatsa wider range.Speaker 3 Narrower. His mother used to cook a wide range ofdishes. Now that he has left home he eats a narrower range.Speaker 4 Wider. She has discovered new dishes such ascurr ies and other ethnic food.

Transcript 1.02Speaker 1 | used to absolutely love lunk food - burgers,chicken nuggets, hot dogs .. . l t was a real treat, going to the localtakeawayl But then something happened - maybe i t was becauseof some W programme I saw, or something that somebody saidto me, I can't remember exactty. But I suddenty decided that Icouldn't eat al l those meat products because ofal l the grossthings they contain - ears, nostr i ls and much worse! So I stoppedI would have been about fourteen at the t ime. Atl my fr iendsthought I was a bit weird - and most of them are st i l l reatly into

For more practice of Clothes idioms go to:

Unit 8. Tastes

junk food. Me, I've got even fussier, I suppose. Lots of things areoff the menu, as far as I 'm concerned. I wouldn't eat swordfish, forexample - it gives you worms, or so I 've read. And tuna containsmercury. In fact, l'd say there are very few foods that are safe toeat!Speaker 2 My dad woutdn't let us have sugar when we werekids, so obviousty as teenagers we craved nothing else! | prettymuch lived on chocolate and sweets between the ages of twelveand fourteen. I hardly touched a piece of fruit or a vegetable fortwo years! As a result, I put on toads of weight and became veryunhappy about it. And then, when I turned fifteen, I decided tochange my diet completely. I got into eating salads, fruit, thatkind of thing. lt wasn't just a health thing, either - | found thatmy tastes in food had realty changed, and become a lot morevaried. Funnily enough, my two sisters are exactly the same as me.We're atl fanaticaI about eating the right kind of food. My friendssometimes tease me a bit - they reckon I just gorge on chocolatewhen I'm at home and nobody can see me - but I don't. I iustdon't have a sweet tooth at alt. My dad says it 's all because of howhe brought us up. But he would say that, wouldn't he?Speaker 3 My mother is quite an adventurous cook. When wewere kids, I don't think we ever had the same thing twice fordinner. She went through phases - | remember she was rea[ty intoChinese food for a while, and we had loads of stir-fries. She didn'tmake us finish what was on our plates, or eat anything we didn'tt ike. She'd insist that we try it, though. Now that I 've left homeand have to prepare my own meals, my tastes have changed alot. I suppose I treat food as fue[. I eat fairly plain dishes - pasta,rice, lots of carbs. lt 's partly that I 'm rubbish at cooking. A bowl ofpasta is about my limit. My sister's a real foodie, though - iust l ikemy mum. She's doing a cookery course in the south of France thissummer, in fact. I would guess she's hoping to make a career outof it.Speaker 4 | suppose I had fairty typical tastes in food when Iwas a child - quite conservative, really. But since the age of aboutsixteen, l've really broadened my horizons in terms of what I eat.First, I discovered curry - and spicy food in generat. I think chitt ican be a bit addictive! Later, I moved on to other kinds of ethnicfood - Mexican, Thai, , lapanese ... you name it! | love trying newand exotic dishes. I went to a Mongolian restaurant the other dayand realty enjoyed it. Mind you, I expect the food there is tailoredto Western tastes, and probably isn't what ordinary people reallyeat in Mongolia. I would love to sample their everyday dishes- you know, stay with an ordinary family there and share theirmeals. Nobody etse in my famity is into the same kind of food asme. I don't think my mum has ever even had a curry! And my dad'svery set in his ways too. They'd never think of going to an ethnicrestaurant.

Exercise 6 page s2 6) 3.02r Students complete the sentences referring to the wordlist if

necessary.. Check answers and then check understanding provide a

litt le more controlled practice by asking individual students:What kind of food would you consider o real treat? Do youever hove cravings for a particulor food? What do you crave?Have you ever gorged on anything until you mode yourself

feel ill? ls there any particular food that's off the menu inyour household? Why? Have you got o sweet tooth?

KEY1 treat2 menu3 craved

tivedtouchedgorge

7 tooth8 fuel9 foodie

Exercise 7 page82. Students do the exercise alone or in pairs.

Exercise 8 page 82r Students work alone or in pairs.

My dad would always cook lunch on a Sunday.I wouldn't eat genetically modified food.I would say he's trying to lose weight.Spending a year travell ing would have broadened her tastesin food.My mother woutdn't buy South African food because ofapartheid.

Exercise 9 page 82o After the students have asked and answered the questions,

ask a few students to report back on their partner's answers.

I Lesson outcomeAsk students: What did you learn today? What can you do now?and elicit: I can talk abut different aftitudes to food. I con makesenten ces usi n g'wo uld'.

tEssol l sui l l i lARY o o | 4$, , :

Reading: an article about youth culture and fashionsVocabulary: colloquial wordsWriting: a short text about a fashion styleTopic: people

E!@@ To do the lesson in 30 minutes, keep the tead-inbrief and ask students to read the text before the lesson.

t Lead-in 3-4 minutesr Put the students in small groups and explain that this unit

is about youth culture. Ask them to brainstorm any groupsor styles which young people choose to be part of - thesecould be current or styles which have gone out of fashionnow. Give examples to help thenr start if necessary: Gofhs,metalheads. After around two minutes, conduct classfeedback and ask which ofthe groups are current and ifanyone in the class knows more about any ofthese groups.

Exercise 1 page 83o Students describe the people in the photo in as much detail

as possible. Refer them to the vocabulary exercise on page81 if necessary.

Exercise 2 page 83r Give students two minutes to read the text and answer

the question. Don't let them get distracted by unknownvocabularv.

KEY7234

455

For more practice of would, go to:

Youth culture

KEY 15 23 37 4213 55 62 77 B4

KEY Nu Grave

Units.Tastes G-

KEY2 skiving3 super-skinny4 taking in

5 grungy6 clued-up

7 lap up8 crew

Exercise 3 page 83o Ask students to underline the key words in the sentences

and then search for synonyms in the text.. Askthem to compare with a partner, justifyingtheir answers

with reference to the text.

KEY1 B (tracks to remix)2 C (it must be perfect)3 A (they care about the environment)4 D (20cm platforms)5 C (in single-sex packs)6 E (activety not watching telly)7 B (mini entrepreneurs)8 D (they lap up the attention they get from shocked relatives)9 D (black tips)

10 C (lnstead of ruthtess introspection ...)

Exercise 4 page 83r Elicit the meaning of colloquial (language used in

conversation, not formal in formal speech or writ ing). Askwhy the text is so futl of coltoquial language (because this isthe [anguage ofyouth culture).

. Students complete the exercise alone or in pairs. Checkanswers to 1-8.

them to work together to complete their texts, asking andanswering quest ions.Finalty, irr a whole class feedback session, elicit the twoidioms and check their meanings and also c lar i fy any otherunknown vocabulary.0ot ionaI extension: l f the c lass seems interested in th istopic, you could put them in sma[[ groups to th ink of otherfamous people who have become internationaI style icons,e.g. David Beckham, Justin Timberlake, Sarah Jessica ParkerGroups should discuss why they think people want toemulate their look. After f ive minutes, encourage groups toshare their ideas with the c lass.

t Lesson outcomeAsk students: Whot have you learned today? What can you donow? and elicit: I can understand an article about youth culture.I can talkaboutvouth culture and fashions.

Food of the futur*

tE5SOl{ SUttARY O. *

Reading: a text about nano-food: match headings and mult iple

choice

Speaking: discussion about nano-food

Topic: science and technology

EiUIEtr To do the lesson in 30 minutes, keep the lead-inbrief, ask students to read the text at home before the class,and set the Vocabulary Builder for homework.

t Lead-in 2-3 minuteso Put the students in pairs and ask them to te l l each other

what their favourite food is. When they have all done this,ask them to th ink 100 years in the future whether th is foodwit t st i l t exist and in what ways our eat ing habi ts and thefoods available to us wil l have changed. Give them twominutes to discuss and then conduct c lass feedback.

CUTTURE TOTE . . , .Friends of the Earth is a network of environmentalorganizations in 70 countries. The main campaignsof Sri,ends of the Earth activists in the UK are cLimatechange, waste, safer chemicats, transport and co,rpo,rateaccountabil ity.

Exercise 1 page 84. Focus on the quest ions and give students two minutes

to complete the task. They answer the questlons orally.Encourage them to use their own words where possibte.

. Elicit or explain the meaning of by stealth (secretly), heclthsupplement (vitamins that are taken in addition to what youusually eat) and bug (a bacleria or virus that causes ittness)and check the pronunciation of stealth /ste10/.

KEY1 They are tiny particles that are introduced into various

products including food. Potent iat ty they can channe[ drugsand vitamins into the body's systems more effectively, kiltbugs or create windows that can clean themselves.

2 Some people are concerned that the r isks haven' t beenproperty assessed.

Exercise 5 page 83. Ask students to compare definit ions with a partner. Elicit

answers.

KEYkids (n) young peoplemate (n) friendhoodies (n) hooded sweatshirts

hot (adi) very coolzines (n) magazinespacks (n) groups of people

Exercise 6 page 83. Set a time limit of f ive minutes then ask pairs to read out

their texts to the class. Do they agree with the observations?

Notes for Photocopiabte activity 8.1Kytie - fashion iconPairworkLanguage: fashion vocabulary, including clothes id iomsMaterials: one copy of the worksheet cut up per pair. (Teacher'sBook page 138). Put the students in pairs. With a weaker class, elicit what

they know about Kylie Minogue, to prepare them forthe text.. Tetl them that you are going to give them a text, which they

should keep secret . There wi l l be spaces in their text andthey should work with a partner to predict what might bein the gaps. Tel[ them not to write anything at this stage.Give two copies of Student A text to one pair, two copies ofStudent B text to another pair, and so unti l all the studentshave texts to work on.

r After thinking about the missing information for a fewminutes, they need to work together in their pairs to th inkof a way to ask for the missing informat ion. They can wri tedown their quest ions.

. Once the students have devised some quest ions, regroupthem in pairs of one Student A and one Student B and tel l

C units.Tastes

KEYParagraph 2Paragraph 3Paragraph 4Paragraph 5Paragraph 6

WILUr WOil.KA ' .i r: :l

Willy Wonka is a ffctional eharacter from the venl popularboak Charlie ond the Chacolate Factary by Roa{d Dah!. "In the book, Willy Wonka is an amazing person who hasinvented products such as everlasting sweets and icecream that,neve'r m,elts.-The charactei of Wiltv Wonka hasb'een'played in films $ Gene Wilder and moie recently,lohnny.Depp. ,,

,,

Exercise 2 pagel4o Ask students to identify the key words then read through

the text quickty to match the paragraphs with the headings.Remind them that there is one extra heading.

r Dur ing feedback ask students to say which sect ions of thetext led them to the answer.

Point out that you can make a lot of adjectives to describefood by adding the suffix -y to a noun. Typicat examples arechocolaty, nutty, fruity, cheesy, milky, buttery, spicy.lf there is t ime, erase alt the words except ad jectivesdescribing food. Ask students to categorise them intopositive and negative words. Then ask them to decide whatkind of food they can refer to.

KEYPossible answers to 3 and 43 Food: tender, juicy, tough, dry, ripe, overripe, melt-in-the-

mouth, stodgy, rich, plain, overcooked, undercooked,elaborate, rich, raw, fresh, insipid, bland, sickty, greasy,heavy, l ight, spicyDrinks: f izzy, sparkling, sti l t, mitky

4 carbohydrates (carbs), minerals, vitamins, water, f ibre

Exercise 6 page 84. Monitor as the students discuss the quest ions and make

notes for feedback at the end.

ADDINOilAL SPEAKIT{G AGTIVITY 8DDiscussion: nano-foodww\^/.ou p.co m /ett/tea cher/sol uti o ns

I Lesson outcomeAsk students: What have you learned todoy? What can you donow? and elicit: / can understand an article about nano-food. lcan describe food and discuss food science.

,i*1..:.r:i-

tESSOll SUi l IMARY o a a, l i i ;Grammar: modatverbsSpeaking: discussing the morality of spending a lot of money on food

EiE@ To do the lesson in 30 minutes, keep the lead-inbrief, set the Grammar Builder and exercise 7 for homework.

I Lead-in 2-3 minutes. Ask the students to imagine they've got very tittte time but

need to have lunch. Their two opt ions are a sandwich shopand a fast food outtet. Which would they choose? Put themin smal l groups to discuss their choice and talk about theirreasons. After 1-2 minutes, ask them to ta lk about whatthey'd choose if they had plenty of t ime for [unch and nol imited opt ions. l f possible, encourage them to th ink aboutwhether this food would be better than the fast ootion andwhy. Conduct class feedback.

Exercise 1 page 86o Do this as a whole class activity.. Explain that gimmick is a word with negative connotations,

which describes an unnecessary and empty trick that is usedto attract publicity or persuade peopte to buy something.

Create your own flavoursProducts available nowHealthier and more exciting foodUnknown dangersTiny toxins

Exercise 3 page 84r Remind students that a useful approach to answering

mult ip le choice quest ions is to under l ine the key wordsin the questions, try to predict the answer before lookingat the opt ions and deciding which f i ts the predict ion andfinally to go back to the text to check.

KEY 1d 2c 3c 4d 5b 5b 7d

Exercise 4 pase 84r Students work alone or in pairs.. During feedback hightight the following points:

- Savoury means 'not sweet'. Students often erroneouslyuse the word salry to mean savoury. 5o1fy, however,means 'containing a lot of sal t ' and wou]d descr ibe foodsuch as bacon and anchovies.

- The finaI sytlabte of colourless, tasteless and blackcurrantare pronounced as a schwa /e/. (Drilt them)

- -hued is a l iterary, formal word not used in everydayconversation.

- 5 Perit is also a l iterary or formal word for danger.

KEY1 sweet: blueberry pie, ice cream

savoury: tomato soup, roast beef2 colourless, tasteless, green-hued, blackcurrant-flavoured3 bacteria. contaminants4 fat, salt, proteins5 perils, risk, hazards, threat6 tiver, brain, stomach, lung

Exercise 5 page 84. Students brainstorm in oairs. Remind them that for 1. and

2 they shoutd th ink of d ishes not food, e.g. cheesecake notchocolate.

o Askthe oairwi th the mostto read outtheir l is t . Wri te thelesser known words on the board so that the studentscan peer-teach them to the rest of the class. Ask if anystudents from the other pairs can add to the [ist. Add any'interesting' ones to the l ist on the board. lf any words aremispronounced, wr i te brackets around them and come backand model and dr i l t them later.

Modal verbs

Unit 8 . Tastes

KEYThe headline plays on the two meanings of rich: one meaningis wealthy, the other, when referring to food, means heavyand full of fat, cream or butter. Rich food is usually eaten insmal[ quantit ies as it makes you fee] futl quickty, e.g. chocolatemousse, sauces containing cream.

Exercise 2 page 86Explain that this exercise and the next are revision exercisesto check how much students can remember about modalverbs. Students do the exercise in pairs.In feedback, when students are explaining why the otheroptions don't f i t, encourage them to i l lustrate the meaningof those options with example sentences.

KEY1 b (we use canto talkabout abitity, make requests, offers,

ask for permission and talk about typical situations. Weuse should to talk about advice, what is right and to makedeductions)

2 a, c (we use mustn'tto te[[ people not to do things)3 a, b (we use don't have fo to say something is unnecessary)4 a, c (for musfn'f see 2. lt doesn't make sense in the context

of 'nobody's forcing you to buy it ')5 b, c (have fo means there is a rule)6 a (needn't like don't have fo means it isn't necessary)7 b (for should see 7, musf refers to a personal obligation

rather than an external obligation. Here the obligation isexterna[)

Exercise 3 page 86o Do the first one together as an example then ask students to

continue the task alone or in pairs.

Exercise 5 page 86 6) 3.03. Play the recording and elicit the answer.o You could also write on the board Why was the mon irritated

by the woman? (for not tell ing him she was going to NewYork, for suggesting he go out with his brother, for not beingprepared to spend money on a taxi but being prepared tosplash out on an expensive dessert)

KEY The woman

Transcript 3.03Man Have you seen this dessert? They're serving it in arestaurant in New York. lt's chocolate with real gold on the top!Woman Realty? You can eat gotd, can you?M I guess so. Anyway, it 's not cheap - $25,000!W I don't imagine they've sotd many at that price!M How do you know? They may have sold hundreds. There are lotsof rich peopte in the world.W True - but surely nobody's stupid enough to pay $25,000 for achocolate dessert!M They let you keep the bowl too, apparently - and the spoon.There's a Dicture.W Let's have a look. Hmm. lt does look nice.M You're sounding quite interested now.W I am! | may go alongand try it nextweek. I 'm in NewYorkforameeting. I could charge it to expenses.M You might have told me you were going to New York next week!W I thought I had ...M No, you didn't. And I've invited your brother round for dinner onWednesday. Now l 'tt have to cancet.W Why? You could take him out for a meal, lust the two of you - aboys' night out.M No, thanks! Remember what happened last t ime we did that.Your brother started arguing with the waiters and in the end theythreatened to call the police. We might have been arrested!W But you weren't - so stop being so metodramatic! | think hewas going through a diff icutt patch back then. He's different now.You should have a better evening this time.M lt coutdn't be any worselW Wetl, it's up to you, anyway.M When exactly are you leaving?W Monday morning - early,M Can I borrow your car while you're away?W Yes, of course. You coutd give me a tift to the airport! lt wouldsave me the taxi fare ...M So, you're thinking of spending $25,000 on a chocolatedessert, but you want me to get up before dawn to save you a taxifare ...W I doubt very much if I 'm really going to order that dessert! Butstitt, i t woutd be interesting to know what it tasted l ike.M Welt, if you should try it, tet me know!

Exercise 6 pase s5 O 3.03o Let students discuss the options with a partner, then play

the recording a second time for them to check.

KEY1 should, ought to2 shouldn't, ought not to3 must4 can't, couldn't

5 must6 don't have to, needn't7 mustn't

Exercise 4 page 86o Students work individually or in pairs to make their

sentences.

KEYPossible answersIt must be a gimmick. / Some of the profit must be going tocharity.It couldn't be worth that amount of money.You'd have to have more money than sense to spend thatmuch on a dessert.People shouldn't waste that kind of money on food when thereare mill ions starving in the world.

KEY1 may2 might3 could

4 might5 shoutd6 couldn't

7 coutd8 should

Exercise 7 page 86r Give students time to think about their answers. Go round

listening, helping and making a note of persistent errors forstudents to correct at the end.

For more practice of Modals go to:

-r)

unit'.Tastes,/

KEY1 l 'm sure they wilt have sold hundreds.2 Perhaps you told me (but I can't remember).3 Taking him out for a meal would be the right thing to do.4 lt 's possible we were arrested (but I 'm not sure).5 lt 's possible that you'l l have a better evening this time.6 lt 's possible that it won't be worse.7 You have permission to take me to the airport!8 lf you think there's a chance you'l l try it some time, let me

know.

Exercise 8 page 86Ask students to use their intuit ion to decide whether or notthey sound natura[.During feedback ask them to try to explain what is wrongwith the ones that don't sound natural.

KEY1,4, 5 and 5 are natural Engl ish.2 ... the service can be a bit slow sometimes. Ohis is an

example of can being used to talk about typicaI situations.)3 Yes, you can. (Could can be used to ask for permission, but

not to give it)7 ... people can't smoke ... (Can't is better because it means

that it is not atlowed, whereas mustn't is used when theobligation comes from the speaker.)

8 ... has to work... (because the obtigation comes fromoutside i.e. from the employer rather than from the speaker)

Notes for Photocopiable activity 8.2ls it the same?GameLanguage: modalverbsMaterials: one copy ofthe worksheet cut up per group of 3-4(Teacher's Book page 139). Put the students in groups of 3-4. Tel[ them they are going

to play a memory game called pelmonism, or memory.r Demonstrate the game with one group. Spread the cards

out on the table. Ask one student to choose and turn overtwo cards. Read them out and ask the students to decidei f the meaning is the same. l f the meaning is the same, thestudent can keep the pair of cards. lf they don't match, turnthem over again in the same place and remind students totry to remember what is on the cards and their position onthe table. Then the next student turns over two cards anddecides if they match. The winner is the student with themost cards at the end.

. With a weaker class, this could be played in teams of two sothey could discuss the sentences.

r When the game is finished, conduct a feedback session todiscuss any diff iculties which may have arisen and highlightany problems you noticed while monitoring.

Exercise 9 page 86. Students discuss the question in pairs. As feedback, f ind

out what the majority of the class think.

t Lesson outcomeAsk students: What did you learn today? What can you do now?and elicit: I can use modal verbs accurately and effectively.

LESSOIl SUtmARY o.. deFunctional English: describing charts, using vague [anguageListening: description of chartsSpeaking: describing and responding to visual stimuliTopic: society

EiqI@ To do the lesson in 3o minutes, skip the lead-in,and the second listening (but focus on the language).

i Lead-in 1-2 minutesr Draw a circle on the board and explain that this is a chart

representing food consumption in one average week. Askthem to draw their own chart to show how often they eatfood they have prepared themselves, food prepared bysomeone in their family and food prepared by someoneelse, i.e. from a shop or caf6. Give them one minute to dothis and then put them in pairs to compare and talk abouttheir charts.

Exercise 1 page 87r Students work in pairs. They do not need to look at the

information closely at this stage. They witt be describingthese charts in detail in exercise 7.

KEY lbarchartc 2piecharta 3graphb 4tabted

Exercise2 pagesz O3.04r Make sure students understand that the recordings they witl

l isten to are unrelated to the graphs in exercise 1. Let thempool their ideas with a partner before feedback.

o With a stronger class, elicit more information about thefindings in the charts:1 What was the speaker surprised about? (the number of

women shoplifters, the sharp rise in the total number ofcrimes committed by women)

2 What do the statistics indicate? (Most people are onlineevery day, hardly anyone doesn't use the lnternet.)

3 What is the main development in energy consumption?(People are moving from conventional power to greenersources.)

4 What have been the main trends in immigration to the UKin the last decade? (More people from the rest of Europeare immigrating, but fewer from developing countries.)

KEY1 criminal offences 32 usingthe Internet 4

energy consumpilonimmigration and emigration

Stimutus-baseddiscussion

Unit 8 . Tastes

Transcript 3.04Speaker 1 These statistics show the pattern of offending over thepast three years, depending on age group and gender. For me, themost interesting aspect is the comparison between the numbersin columns three and four. I didn't realize that so many shoptifterswere female. I think it 's also surprising - and worrying - that therehas been a sharp rise in the total number of offences carried outDV WOmen.Speaker 2 This chart shows the resutt of a survey in whichpeople were asked one simpte question about their use ofonline services. lt 's easy to see at a glance that the vast majorityof people are online every day - whether they're looking forinformation or wanting to make a purchase. According to the chart,very few people have no online access at alh and roughly equalnumbers of people claim to use the Internet about once a week oronce a month.Speaker 3 | suppose the information itself isn't that surprising,but seeing it in this form really brings home to you how importantthings l ike sotar energy and wind power have become in recentyears, There's a definite trend away from conventional powerstations and towards alternative forms. In particular, powercompanies which advertise their green credentials are definitelyattracting a lot of customers.Speaker 4 This chart shows how many people have left andentered the country every year for the past decade. As far asemigration is concerned, the rate has remained quite stabtethroughout that period. When we look at the trend for immigration,we can see that there has been a stight increase in numbers ofimmigrants from other European countries and a slight decrease innumbers from developing countries. This is significant because itcontradicts the assumptions which many people make about thesituation.

Exercise 3 pase az 6) r.o+. Give students time to read through the expressions and

answer any vocabulary queries. You may need to explainroughly (more or less), brings home to you (gets themessage across very ctearly), embrace (welcome an ideaenthusiasticatty). Ask them to try to answer the questionsfrom memory before playing the recording again.

KEY1a 2a 3b 4b 5b 6a 7b 8a 9a 10b

Exercise 4 page 87. Students explain the words in pairs using the language from

exercise 3. Refer them to the wordtist, if necessary.o Dur ing the feedback, hight ight , using diagrams on the

board, the following points:2 Creep up is to increase marginally over a prolonged

period, e.g. Her weight has crept up over the last fewyeors.

5 The difference between plateau and sfobil ise is thatplateou is to stop increasing after a period of growth,whereas to stabilise is to stay still after a period of goinguD and down.

6 Slumped usually refers to a decrease something positive,such as sales. lt wouldn't sound naturalto say a slump incrime rates, or obesity rates.

KEYPossible answers1 There has been a sharp rise in obesity rates.2 There has been a slow but steady increase in obesity rates.3 There has been a significant drop in obesity.4 Rates of obesity have grown.5 Rates of obesity have stopped growing and are now stable.6 Rates of obesi ty have suddenly gone down.7 Rates of obesity have gradually got lower.8 After a period of f luctuation, obesity rates are neither going

uo nor oown.

Exercise 5 page 87o Explain that it is often not possible to be exact when

describing statistics. The expressions in the box witl helpthem descr ibe informat ion in vague terms and at the samet ime lend an air of f luencv.

KEYa more or less, in the region of, something l ikeb in round numbers, give or take a per cent, thereaboutsOther words might inctude: a) around, somewhere around,somewhere in the region of, approximately b) as a baltparkfigure

Exercise 6 page 87. Refer students to the speaking tip. Elicit from the whole

class the words which give a personal reaction.r Ask if they can think of any more expressions: (tvhof

surprises / amozes / shocks me is, l'm (quite) takenaback by).

KEYFor me, the most interesting aspect isWhat strikes me as the most interesting

Exercise 7 page87. Students take turns to describe the charts. Monitor and

check students are using the target language. Encouragethem to use a range of tanguage and to experiment withunfamiliar language rather than stay with [anguage they feelcomfortabte with.

GUTTURE ] IOTE . FAIRTRADE""Fairtrade (see the,rbar charts in exercise 1) is a social . .

fflovem€flt:whose aim is to ptovide a fair price toproducers ofgoods such as coffee, sugar, tea, bananas,cotton and handicrafts in developing cotintries. lt triesto make the lives of these produCdrs more secure andthusrimprove the econornies and developmqnt of th0k

,:,:,,countries. In the UK, Fairtrade is becoming more pop,ularand many large supermarkets are now stocking Fairtradegoods.

Exercise 8 pase 87r Refer students to the task on page 143. Again, monitor as

thev do the task and note down mistakes for a feedback slot.

OFTIOI{AL SPEAKIIIG ACTIYITY 8FPresentation: fashionwwrv,oup.io rn lelt/teach er/solutions

Unit 8 . Tastes

I Lesson outcomeAsk students: What did you learn todayT What can you do now?and elicit: I can describe charts ond respond to the informationthey contain.

TESSONSUMTARY . .S, IWriting: a reportLanguage: per iphrasis and euphemism, language for descr ib ingmusic venuesSpeaking: discussion about tive musicTopic: sport and culture

ltifimm To do the lesson in 30 minutes, keep the leod-inand the discussions brief.

l il ff3EnElilfl To do the writing anatysis and writingtask in one 45-minute lesson, keep the lead-in brief ond omitexercise 5 of the writing analysis lesson, and the leod-in to thewriting task. Ask students to finish writing their report at home.

t Lead-in 2-3 minuteso Put the students in pairs or smal l groups. Tel t them the

lesson focuses on report writ ing and there are two importantthings to think about when writ ing a report; 'Who is goingto read it?' and 'What are they reading it for?' Ask them todiscuss in their pairs how these considerat ions wi l l af fectthe planning and wri t ing of a report . ( ldeas could includethe leveI of formatity of the [anguage you use, the length ofthe report, how you structure it, what you choose to includeor omit.) Conduct class feedback.

Exercise 1 page 88. Focus at tent ion on the photos. Ask the students to answer

the quest ions in pairs.

Exercise 2 page 88o Students complete the exercise individuatly.

KEY1 Relatively informal: e.g. it could certainly do with better

ai r-cond it ion in g, lf i t 's internationally-renowned performersyou're looking for, the Cave isn't the venue for you, at f25-30 a throw. use of exclamation marksThe report is aimed at teenagers and adults. This is the agegroup that would be interested in knowing about venues.The Hippodrome

Exercise 3 page 88r Students work alone or with a partner.

KEY1 internationally-renowned performers2 well-run3 wel l -appointed4 grungy5 reasonably-priced6 crowded7 pol ishedI memorable

Exercise 4 page 88. Read through the writ ing tip together. Point out that

per iphrasis and euphemism are features of spoken Engt ishas wetl as written. Ask if students can think of examplesof how they might soften a negative comment in theirranguage.

. Students complete the exercise in pairs before checking incta5s.

o Point out that although presented as a writ ing tip, theseexpressions are very usefut in spoken English too.

KEY1 lt 's a l itt le on the sterite side.2 lt could certainty do with better air-conditioning.3 What it lacks in slickness, it makes up for in character.4 lf i t 's internationa[[y-renowned performers you're looking

for, the Cave isn't the venue for you.5 The room is a tittte cosy to say the least.5 lt does have a tendency to get crowded on Saturday nights.7 Tickets aren't exactly cheap.8 l t may not be the most pol ished gig you've ever seen, but

the evening should be memorable.

CUTTURE A]ID LA]IGUAGE i lOTE - BRITISH.i l{DrRECTl{ESSUsing periphrasis and euphemism as a way of softening

, crit icism and negativity is an example of the indireetnessthat Brit ish people are often known for. Students mayconsid,er this strange or unnatural, but it is importantthat they are made awa,re of it, as othenrise they mayunwittingly come across as being abrupt or a little,:,insensi t ive.

Exercise 5 page 88. Students do the exercise in pairs or as a class.

KEYPossible answers1 lf i t 's successful bands you're looking for, this isn't the gig

for you.2 What the drummer [acks in ski t l , he makes up for in

enthusiasmIt may not be the most original song you've ever heard, butit 's certainly catchy.The singer's voice isn't exactly attractive.The singer has a tendency to go out of tune.The stage is a t i t t te on the smal l s ide.The sound system could certainly do with being replaced.The room is a l itt le warm to sav the least.

Exercise 6 page 88. Discuss the quest ions as a whote c lass. Ask students which

venue they consider to be the best in the area and whv.

i Lesson outcomeAsk students: What have you leorned today? What can you donow? and eticit: / can soften negative comments in a report.

'"'i , --*.

;

45678

A report

Unit 8 . Tastes

A reportExercise 4 pase 89e Students work alone or in

for help if necessary.pairs. Refer them to the wordlist

tEssol{ suMt|ARY o..Writing: a report about caf6s and restaurantsVocabulary: words with positive or negative connotationsTopic: shopping and services

EitrI[tr To do the lesson in 30 minutes, keep the leod-in brief, do exercise 5 together as a class qnd ask students tofinish writing and check their the report for homework.

t Lead-in 1-2 minutes. Put the students in pairs and ask them to descr ibe ei ther

their favourite restaurant or the best restaurant thev've everbeen to. What makes or made it so great?

Exercise 1 page 89r Students describe the photos in pairs before a class feedback.

Exercise 2 page 89o Ask two individual students to read out the descriptions.

Ask which is more positive and why. Try to elicit theidea that the words in A have oositive associations(connotations) and those in B have negative associations.This wilt facil i tate their understanding of the idea ofconnotation in the writ ing tip.

LATGUAGE TIOTE . COf,TOTAfIOIA woidis basic meaning is known as its denotation. lti''eiliai',meanins $.oi!iive, negative, humorous, etc.) isits connotation. KnOviiing a wordlq,gognotation is anessential part of knowing a word and students shoutd beencouraged to take note ofany extia pogitive orinegative

, ::,ai$sociation a word might have. This knowledge witl atlowthrem to expresglheir attitude to something throughtheir choice of vOcabutary. lf we want to pay someonea compliment, lfulr example, it's importa;t to get theco n n otatio n right.' Yo u' re loo kkig' iery skinnrf ,,1ug,utd not

.1,,,,:be complimentary.

Exercise 3 page 89o Do the first example together as a class and then ask

students to continue the activity in pairs. Check answersand clarify the meaning of odd (strange), concoction(an unusuaI mix of th ings to dr ink or take as medicine),succulent (pteasantly juicy, e.g. succulent chicken) soggy(unpleasantly wet and soft, e.g. overcooked carrots).

Exercise 5 page 89. Give students a t ime l imi t of two minutes to come uo with at

least one word with a less negative connotation.

KEYPossible answers2 determined, s ingle-minded3 direct4 quaint, retro5 st im

6 self-assured7 casual8 unique, special

Exercise 6 page 89. Read through the writ ing tip and the task together. lt

might be useful for students to brainstorm a few caf6s andrestaurants that they know before deciding on the headings.

Exercise 7 page 89r Students add notes to the plan. Suggest they refer to the

words in exercise 4 for inspiration. They should maintain abalance of positive and negative comments about the place.

Exercise 8 page 89. Allow 15 to 20 minutes for this stage. Walk around

monitor ing and helping and encouraging students to referback to the model as much as possible.

Exercise 9 pase 89o Students check their work according to the criteria. They

could swap and peer review each other's work.

' i . . i ' . I r . l ' . r " , r : '

oPTlot{AtwRtTtl{GAcTtvtTYSG "'::::,]::i:.:.."''I rps ror vrsrtorswww.oup.com/eltlteacher/solutions

i Lesson outcomeAsk students: What did you learn today? What con you do now?and elicit: I can write a report. I can use language and a writingstyle appropriate to o given audience. I can use words whichhave positive and negotive connototions.

Key for Language Review 7-8 and Skitls Round-up 1-8 is ,on page 121.

KEYattentive - intrusivebustl ing - crowdedctoying - sweetcramped - int imatedeserted - uncrowdedformal - stiffhearty - heavyhurried - swiftinsubstant ia l - l ightlaid back - sloppysour - tangy

staff attentive is more positiveinterior bustting is more positivefood sweetinterior intimateinterior uncrowdedstaff formalfood heartystaff swiftfood l ightstaff taid backfood tangy

KEYrelaxed - long and drawn-outlight - meagrenovel - odd

combinat ion - concoct ionsucculent - soggysweet - sickly

, , )

UnitS.Tastes

TOPIC o o, ,sS hopping and services

r Lead-in page 92 2-3 minutes. Write the following adiectives on the board: fresh, running,

spring, top, sti$ and ask the students what noun they altcollocate with.

r lf they answer correctly (wate|, ask them to add some moreadiectives, if they can't - hetp them by adding the foltowingto the list: boiling, drinking, mineral.

Exercise 1 page 92 5 minutesr Direct the students to task 1. Ask them to discuss the pictures

and the question in pairs, Allow 2-3 minutes. Get feedback.

Exercise 2 page92 15 minutes 6) r.oo@. In a weaker ctass, ask the students to read the task and

make a guess about the content ofthe recording. Elicit:bottled water; recycling plastic bottles.

. Ask individual students to read out sentences 1-8. Aftereach sentence, ask the class to speculate how it might becompleted.

. In a stronger ctass, ask the students to read the instructionsand the task on their own. Allow 2-3 minutes.

. Play the recording straight through twice. Check answers asa class.

KEY1 ask for tap water2 one-titre bottle3 threat to witdtife4 the Pacific Ocean

5 a human hair6 cross national borders7 supply bottled water8 bad cit izens

Transcript 3.06When the National Consumer Council recently investigated 'rip-offmineral water' in restaurants, it found one in five peopte'slighttynervous' or'too scared'to ask for tap water.Britons consume three bilt ion titres of bottled water a year. Mostbottled water is siphoned into plastic bottles, and ofthirteenbil l ion plastic botttes sold in the UK last year, iust three bilt ionwere recycled.As recycling rates remain dismatty low, making bottles requiresraw materials, namely oit. l t takes 762 grams of oil and seven litresof water (inctuding power plant cooling water) iust to manufacturea one-litre bottle, creating over 100 grams ofgreenhouse gasemissions per empty bottte. To make the 29 bitl ion ptastic bottlesused annually in the US, the world's biggest consumer of bottledwater, requires more than seventeen million barrels of oil a year,enough to fuel more than a mitl ion cars for a year.What happens to our enormous pile of empties? The answer isn'tencouraging. Most are buried underground (Americans throw30 mittion water botttes into landfi lt every day) or, in the UK,increasingly incinerated, where only a tiny proportion of theirenergy value can be recovered; the rest becomes environmentatpollution, particutarly in the ocean where, as the plastic slowtyfragments, it poses a serious threat to witdtife.Later this year, environmental campaigner David de Rothschitd witlset off across the Pacific Ocean in a boat made from waste waterbottles, hightighting the impact of such consumer dependencies.His voyage witl take him through the Eastern Garbage Patch, therubbish-strewn region which comprises hundreds of kilomettesofthe northern Pacific" lt was first encountered by researchers in1999 and contains bit l ions of pieces of plastic, atmost all of it [essthan a few mill imetres across.

The bottted water industry will find it increasingty hard to write offwater bottle potlution as a merely aesthetic issue. The researchnets appeaf to be closing in. Scientists have now tracked ptasticparticles smatler than a human hair, to twenty microns and foundnine different polymers, consistent with water bottles, all over theUK and further afield as well.The footprint doesn't end there. Globatty, nearly a quarter of allbottled water crosses national borders to reach consumers. Theiourney of bottled water normally includes boat, train and truck -journeys that can stit l rack up considerable distances and ensuingcarbon emissions. In 2004 for example, Nord Water of Fintandbottled and shipped 1.4 mittion bottles of Finnish tap water 4,300kilometres from its bottl ing ptant in Hetsinki to Saudi Arabia.Fif i water - a particularly potent symboI of excess, according tocampaigners, which can apparently'trace its origins to rainfallmore than 400 years ago in the Fii ian mountains' - makes ajourney of 15,000 kitometres to get to UK supermarket shetves.But there are signs that the tide is turning. When Arthur PottsDawson, the chef behind London's Acorn House, taunched his newrestaurant Waterhouse last week, there wasn't a bottle of waterin sight. He won't suppty bottted water even if customers beg forit. Instead he's installed a'top ofthe range'fi l tration system forwhich diners witl be charged a small cover charge. Just imaginehow much traffic wil l be taken off the road by not ferrying all thatwater about.Continue in this vein and the fact that Claridge's has a 32-strongmineral water menu and that you routinely see 40 brands of wateron the shelves of a medium-sized supermarket wil l start to tookridiculous. ln the near future, those who carry a pristine waterbottle could look tike bad cit izens.

Exercise 3 page 92 1-2 minutes. Refer the students to the task. Ask them to scan the text for

the answer (most expensive - 420 Volcanic, f 50 a l itre; tapwater - free).

ExerCiSe 4 page92 15 minutes

In a stronger class, the students do the task individuatly.In a weaker class, summarise the text as a class. Thestudents should underline the following words in the text:of woter Gap Z), rs besr (gap 4), has, been (gap 8). Exptainthat focusing on these words may help choose the correctanSwer.Check the answers as a class.

a

a

KEY 19B 10

A 2A 3D 4B 5C 5A 7A 8DD

+ Lesson outcomeAsk students: What have you learned / practised todoyT andelicit: I hove learned about vorious types of bottled water andabout recycling of plostic boftles in the UK. I have practisedIisten i n g com p re h ensi o n th roug h o se nte n ce- co m p leti o n task.I hove completed an MCQ gap-filling task.

Get readyforyour exam t g-

t f t r r txcIuDEs o. Isip and secrets o giv ing and withhotding informat ion r

LESSOil SUmilARY o l8 r i ,Vocabulary: gossip and secrets, giving and withholdinginformationListening: monologues about secretsSpeaking: discussing causes and effects of gossipTopic: people, famity tife and relationships

EIE@f To do the lesson in 30 minutes, keep the lead-inbrief, Iisten to the recording only once and set the VocabularyBuilder exercises os homework.

t lead-in 3-4 minutes. Put the students into smat[ groups. Write on the board: /f is

wrong to have secrets. Ask them to discuss this statementin their groups. After one minute or so, e l ic i t opinions fromsome students and encourage discussion within the wholeclass. Now tell them you have another statement to discuss.Write up: lf you tell someone a secret, you place a terribleburden on them to keep lf. Follow the same procedure.

Exercise 1 page 93. Focus on the instruct ions and check understanding of the

vocabulary in the box, asking: Which word meqns listen into somebody else's conversafion? (eavesdrop) give someshocking or unexpected news? (drop a bombshetl) extremelyshocked and angry? (outraged) not very good at keepingsecrets? (indiscreet)

r Students descr ibe and speculate about what 's happening inthe photos in pairs. Have a class feedback.

Exercise2 pageg: Or.ozr Focus on the instructions and tell students thev can write

down the exact words they hear.. Give them time to compare answers with a partner.r Elicit the meaning of hand in your notice. Ask: llnder what

circumstances might somebody hond in their notice?o With a weaker class, pause at the appropriate moments to

a[[ow students to write their answers.

KEY1 a new job2 handed in his not ice / resigned3 a close friend4 redevelop the sports club5 do at l r ight6 New Year's Eve party7ex8 are seen together

Transcript 3.07Speaker 1 Hi, Gerry - it 's Kate. Have you heard the tatest?Harry's been offered a new job. lt 's with the BBC - assistantdirector of human resources, or something l ike that. Now, I 'mtetting you this in the strictest confidence. He hasn't even handedhis notice in at his currentlob, so if word gets out, it ' l t cause hugeamounts of embarrassment and itt feeling. As you know, Harry'sthe soul of discretion and hasn't breathed a word to

o l i terat and f igurat ive language . vague language

stfUltUfes r tilgtcausative . participte phrasesgdssip and secfets t talking:.about spy stories .

. dlawing eonclusions:::"

tt

'

::il. l r i '

:r,:

anybody about th is. He only to ld me because I knew somethingwas up and gave him a real gri l l ing! And I'm onty tell ing youbecause you're such a close friend, and I know it won't go anyfurther.Speaker 2 Hello, Jake - Brian here. How are you? I'm fine.Just been chatting to Sam. I managed to gtean some interestinginformation from him about ptans to redevelop the sports ctub. lt 'shighly confidentiat at the moment, so don't let on to anyone, witlyou? But the word is that they're going to setl off nearly half theland to a big supermarket chain for an out-of-town hypermarket.Yes, I know - it 's hard to believe, isn't it? | guess there's a lotof money involved. Don't quote me on this, but I suspect a fewpeopte at the ctub witl do atl r ight out of the deat, if you get mydrift. You know, they'l l be handsomely rewardedl What do I mean?Do I have to spell i t out? | mean backhanders, bungs, bribes,kickbacks ... got it?Speaker 3 Hi, Karen - it 's Julia. Are you OK? Yes, f ine. And I'vegot some really luicy gossip for you! Don't tetl anyone I told you,but Michaet and Sue have started seeing each other. They gottogether at Ben's New Year's Eve pafi - but even Ben doesn'tknow, and he's her brother! l t 's at t very hush hush. I th ink Sue'sworried that her ex - | can't remember his name, somethingtike Brad, or Brett - witt get upset if he gets wind of the newrelationship. You see, when she ended it with him, she told himshe wanted to spend some time on her own. But it turns out shehad her eye on Michael all atong! When she told me, it was areal bott out of the btue. I hadn't suspected a thing! Of course, Ipromised faithfulty that I 'd keep it to myself - so you mustn't passit on to anyone, OK? Mind you, the truth witt come out sooner orlater - they're bound to be seen together. They won't be able tokeep it under wraps for ever!

Exercise 3 page 93 6) 3.07. Students choose the correct alternative and listen to check.r During feedback highlight the following language points:

t the latest is a kind of elt ipsis where the word 'news' isunderstood but not spoken.

2 we can also say if the truth gets out...3 the soul of discretion means very good at keeping secrets

(compare indiscreet in exercise 1)9 we can also say don't repeat this (without the me on)

11 this is an example of onomatopoeia (where the meaningof the word is mirrored in its sound)

KEY1 tatest2 strictest3 word4 soul

5 breathed6 further7 glean8 highty

9 quote10 ju icy11 hush-hush12 wraps

^,"

) Unit9.Secrets

Exercise 4 pase 93. Do the first sentence together and then ask students to

cont inue alone or in pairs.. Students should use a different exoression for each

sentence i f oossible.

KEY1 Don't quote me on this, but I think my brother is getting

marr ied.I 've gleaned some juicy gossip about her private tife, but Iwon't breathe a word to anybody.Her plans for next year are al l very hush-hush.The identity of the new manager is under wraps at themoment.I ' l l tell you my secret because I know you're the souI ofdiscret ion.She told me some juicy gossip about Tony but if word getsout, she'l l be furious.

that they are going to get a sheet of anagrams to work outwithin a time limit. Hand out the sheets face down to eachpair and ask them not to turn them over. Give a time limit,e.g. ten minutes (depending on how strong the group is)and say Gol Be strict about the time limit and shout Sfoplwhen the t ime is uo.Ask them to count up how many anagrams they worked outaltogether in their pair. Check the answers as a class, get thescores and give a round of applause for the winning pair.Now, tell them that they are going to work against the clockagain. They need to use each word or phrase in a sentence.At this tevel, you might also stipulate that very short orsimple sentences won't be accepted. Encourage them towork together in their pairs. Only one student needs to writeand it must be tegible! As before, give a time limit, e.g.fifteen minutes, and say Gol Give them time [imits to theend of the activity. Stop them after f ifteen minutes and askthem to count how many sentences they have written.Now, each pair passes their sentences to another one tobe marked. Small errors should be corrected but no pointsdeducted. However, if the keyvocabulary is used incorrectlyor the sentence does not make sense, the markers maydeduct one point from the sentence total. You wil l need tomonitor this stage carefully.The sentences are returned to their writers. Conduct a wholeclass feedback session to find out which pair was mostsuccessful and to ctarify any problems.

ANAGRATS KEYrumours, confide, top secret, juicy gossip, bombshell,stonewal[, leak, breathe a word, highly confidentia[, indiscreet,scandalous, common knowledge

t Lesson outcomeAsk students: What have you learned today? What can youdo now? and eticit: I can understand and use the language ofgossip and news.

ln

tEssol{ sui l tARY o..3Grammar: col loquial omissionsVocabulary: verb and noun phrasesReading: an article about how to keep a secretSpeaking: a role-play practising colloquial omissionsTopic: people, family l i fe and relationships

ii:- ::t

EiOSgtr To do the lesson in 30 minutes, keep the lead-inbrief and set the Grommar Builder exercises os homework.

t Lead-in 3-4 minutesr Put the students in oairs. Ask them to think about the word

'secret', (which you may need to highlight can be a nounand an adjective) and brainstorm words which collocatewith it, e.g. keep a secret or o secret organisation. After'I..-2minutes build a l ist on the board as a whote class. (Naturalcollocations include keep, tell, share, know, let someone inon, top, trade, o closely guarded + noun and adj + meeting,Iocation, chamber, police, service, ogent, weapon, ballot,admirer.\

EXTRA ACTIVITY,- USEFUT TIXED PHRASESlf you ,have time to exploit Some vocabulary from thel istening, write up the following gapped phrases.Students fi l t in as many words as they can, then tisten tothe recording to check.1 lt'llcause ...

- feeling ... ',

2 , I knew som:ethiing was __.. r and gaVe him a realgri l l ing.

3 Don't - on to anybody ...4 i f you get my-5 "lf he gets , , ,of the new relationship. ,6- lt was a 'rea[ bott out of the, ,,. ,.

KEY l i l t 2up 3tet 4dr i f t 5wind 5blue

34

PROI{UTCIATIOTI ACTIYITY .srtEilT col{sorAilTs

woRDs wrTtl

Write up the following woiils frorn the iesson and explainthat they all contain silen{ cdns'onants. Students readthem aloud:and identifu the silent consonlints. Cheekarrswers (the-silent letters are underlined) then ask{hernto practise saying the words.iiv[ispered Vraps "bombs;fiell fasunating knowledge

Exercise 5 page 93. Students discuss the quest ions in pairs then have a br ief

whole-class feedback.

For more practice of Giving and withholding information, go to:

confiden

Notes for Photocopiable activity 9.1Anagrams against the clockPairworkLanguage: gossip vocabulary, giving and withhotdinginformation (VB 9.1)Materia[s: one copy of the worksheet per pair (Teacher's Bookpage 140). Put the students into pairs. Do an example on the board.

Write DNASCAL and explain that this is an anagram or mixedup word. They need to rearrange the letters to make oneof the words or phrases relating to gossip that they havestudied. Give them a moment to work it out. Ask them tocheck with their partner and then clarify SCANDAI. Tetl them

unite.secrets (F

KEY1 crop2 feign3 drop4 prise

5 hold6 boost7 betray8 fatt

Exercise 1 pase 94r Students discuss the question in pairs. Ask a few students

to report back what their partner has said (providing thepartner doesn't mind the secret being divulged to the wholeclass).

Exercise 2 page94o Students do the exercise individuatly or in pairs. They can

consult the wordlist at the back of the Workbook.r As a final comprehension check elicit translation s for crop up,

betray, boost, prise something out of somebody and feign.r Practise the pronunciation of feign lfenl .

Transcript 3.08Sam On your way home?Colin No. Just hanging around.S Fancy a coffee?C Sure.5 My turn to pay.C Thanks. So, how are you?5 Good. How are you?C Can't grumble. Heard any good gossip recently?S I have, as it happens.C Wett, go on then. Spil l the beans!S Well, apparently Ben and Motly have sptit up.C You're kidding! Reatty?S But they haven't totd peopte yet. So not a word to anyone!C I understand.S Promise?C Yes!S OK. Another coffee?C No, thanks. Better make a move.S OK. See you later.C Sure. Nice talking to you.

Exercise 7 page94. Suggest that students script their dialogue first. Ask a few

students to perform their dialogues in front ofthe class.

I Lesson outcomeAsk students: Whot did you learn today? Whot can you do now?and elicit: I can speak in notural colloquial English by usingverbs and nouns instead of single-word verbs and colloquialomissions. I can talk about how to keep o secret.

tEssol l sut tARY o. o *Reading: an extract from The Secret Agentlistening: a talk about Joseph ConradSpeaking: discussion about spy storiesTopic: sport and culture

E!@@ To do the lesson in 30 minutes, keep the lead-inand the discussion in exercise 7 brief and ask students to readthe text before the lesson.

t Lead-in 2-3 minutesr Draw the students' attention to the tit le of the lesson and

ask them to discuss in pairs what a secret agent does andhow he or she does it. Conduct class feedback.

Exercise 1 page 95. Give students a minute to answer the questions if they can.

Elicit answers but don't confirm or contradict them yet. Findout if there's anything else they know about the writer.

Exercise 2 pagees 6| 3.oer Tell students that they are going to l isten to a talk about the

life of Conrad. Explain that there wil l be some unfamiliarvocabulary in the recording but that it wilt not preventstudents from being able to complete the task as long asthey don't allow themselves to be distracted by them.

9107772

gogetgiveturn

Exercise 3 page g+. Divide students into pairs to do the task. Ask them if they

think the advice is easy to follow and whether they find iteasy or hard to keep secrets.

Exercise 4 page94. Refer students to the information in the Look out! box then

ask students complete the exercise individuatly or in pairs.

KEY1 go shopping; do some revision2 Have a think; give me a call3 come to the conclusion; have / take a rest4 had a look; paid her a compl iment5 dropped a hint; cause offence

Exercise 5 page 94r Do the first sentence together on the board, then ask

students to complete the exercise alone or in pairs.o Point out words like wel/, so, sure are not to be crossed out.o Ask students what they understand by the colloquial words

and expressions:' grumble (complain), spill the beans (tell asecret), make a move (starL leaving).

KEYOn your way home?No, just hanging aroundFancy a coffee?My turn to pay.Good. You?Can't grumble. Heard any good gossip recently?Not a word to anyonePromiseAnother coffee?Better make a moveSee you laterNice talking to you

Exercise 6 page e4 C) 3.08. Afterthey've tistened to the recordingaskthem to read the

dialogue aloud. Explain that they wil[ need to exaggeratetheir intonation in the ouestions in order to comoensate forthe [ack of auxil iarv words.

The Secret AgentFor more practice of Colloquial omissions, go to:

Unit 9.Secrets

KEY1 Poland2 Engtand3 Heart of Darkness, The Secret Agent

Transcript 3.09One of the most inf luentiat and widely read writers of the Victorianage, Joseph Conrad, inspired authors f rom Wil l iam Gotding toGraham Greene and tackted topics such as immigration, terrorismand colonial ism with an unerring prescience that foretold thedi lemmas of the present.Yet in 2007, the 150th anniversary ofthe birth ofJ6zef KonradKorzeniowski passed [argety unnoticed outside the t ightly knitacademic community which keeps the writer 's spir i t at ive.In London, where Conrad spent long periods of his peripatet icearly t i fe, a single btue plaque sits above a shop in a shabby partof Pimlico, where he shared a room with seven other men. l t is theonly sign of the author of Heart of Dorkness in the capital. Anothersimilarly low-key plaque is appended to a private home in the Kentvi l lage of Bishopsbourne where he l ived laterwith his famity.Not for Conrad the carefut ly preserved houses and l i terary themeparks lavished on writers such as Virginia Woolf and CharlesDickens. To mark the mitestone this year, which coincides withthe 100th anniversary of the publication of The Secret Agent, theConrad Society had sought to persuade the Royal Mai[ to issue astamp in his honour but bosses there remained un-persuaded.Attempts to organise an event at the Brit ish Library also fai led.Instead the focus of celebrations wil l be two sessions at theNational Portrait Gallery on Thursday in which modern authors wil [discuss Conrad's place in their work.But, according to Dr John Stape, a leading expert on Conradand his work, the reputation of Bri tain's most famous Polishimmigrant remains that of t i terary outsider despite his embracing,whoteheartedty, his adopted country and i ts language.Conrad regarded himsetf as Engtish, once tet l ing a fr iend ' lam more Engtish than you are because I chose i t . ' He strongtyidenti f ied with Engtand. His wife was English, his chi ldren werebrought up as truly Engtish, he learned the language and becameand felt Engtish. But there is always a question of whether the hostculture accepts you. In fact, Conrad once described himself as an'amazing freak .. . a bloody foreigner' .Conrad studies in universit ies have enjoyed something of a boomin recent years, buoyed on the wave of renewed interest in empireand colonial ism. But his reDutation suffered a cri t ical btow afterChinua Achebe, the father of modern Afr ican l i terature, detiveredhis devastating 1975 lecture entitted An lmage of Africa: Racism inConrad's Heart of Dorkness.Dr Stape bel ieves Conrad was against colonial ism and says hewas far more than the one-tr ick l i terary pony he is sometimesportrayed as, exploring hard-hit t ing themes being thrown up bythe steamship era of early global isat ion.

cULTURE i lOTE - BrUE PLAQUESIn the UK a comm,erriorative blue sign or'p{aq.u,e'withwhite writing is mounted on the watl of public placeswhich have links to an important person or historicalevent.

Exercise 3 pase e5 6) 3.oe. Before playing the recording a second time, pre-teach the

following words:foretell- predictperipatetic - going from place to placeo blue ploque - see culture notea milestone - a very important event in the history ordevelopment of something

a freak - a person who is considered unusual. The word hasvery negative connotationsa one-trick pony - a person, e.g. a singer, a writer who hasonly one singte accompl ishment

. Let students discuss their answers with a oartner beforeclass feedback.

KEY1 True2 True3 False (The stamps were to commemorate the 100th

an n iversary of Th e Secret Ag e nt, but th ey were notpubtished anyway.)

4 Not stated (We know he was a l iterary outsider and thatthere is a question about whether the host culture acceptsyou but we don't know for sure what his friends thought.)

5 False (The lecture about racism in Heart of Darkness wasdelivered in 7975.)

Exercise 4 page 95. Read through the task together and deal with any

vocabulary queries that arise. Ask students to hightightsections of the text which back uo their answer.

KEY c

Exercise 5 pase 95. Go through the reading tip together then ask students to

complete the exercise alone or in pairs.. During feedback explain the meaning of nominally (in name

but not in reality), ostensibly (seeming to be true but oftennot true), i m pudent (disrespectfut).

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

Exercise 6 page 95. Students work alone then compare their words wi th a

partner.. In feedback, point out that atthough the words don't directty

descr ibe his t i fe, by descr ib ing the objects, people andplaces, they descr ibe the wor ld he moves in.

KEYHis tife is not very glamoroussmall, grimy, dingy, nondescript, f l imsy, badly printed, worn,not valuable. cracked

Exercise 7 pagegs. Mingle and monitor as students discuss the quest ions. Then

conduct a brief ctass feedback.

I Lesson outcomeAsk students: What have you leorned today? What can you donow? and elicit: / can understand o talk about Joseph Conrad. Ican understand a text by loseph Conrad.

Unit 9 . Secrets

tEssol{ sul , lMARY o. &Reading: an article about conspiracy theorists; sentence insertionVocabulary: l i teral and figurative languageSpeaking: discussing conspiracy theories, free practice oflanguage arising from the textTopic: sport and culture

EIUEEtr To do the lesson in 30 minutes, ask students toread the text at home before the class and set the VocabularyBuilder exercise as homework.

I Lead-in 2-3 minutesr Elicit the meaning of the words 'conspiracy theory'. Put the

students in pairs. Ask them to cover exercise 1 and onlylook at the pictures. They shoutd discuss what some peoplebel ieve to be true about the people or th ings in the photos.After 1-2 minutes you can let them uncover exercise 1 andbegin the lesson.

Exercise 1 page 96r Students discuss the quest ions in pairs. Have a c lass

feedback and ask students: Why do you think conspiracytheories are so popular? (because people have to find anexplanation for shocking events even when there isn't one),Why are conspiracy theories more common than ever before?(they spread fast on the Internet).

Exercise 2 page 96o Ask students to skim the text fairty quickly in order to find

the answer to the ouest ion.

KEY 2,5,6

Exercise 3 pase 97. As students are very familiar with this kind of exercise now

elicit from them a strategy for approaching the task. (Readthe text before and after the gap to predict the missinginformation and then look for a sentence in exercise 3 whichfits the topic. Next check by looking for language links, suchas pronouns or l inkers.)

. Remind students that there is an extra sentence.

. As you go through the answers ask students to tell you thel inks.

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

Exercise 4 page97. Do the first sentence together then ask students to

cont inue with exercise indiv idual ly before comparing theirparaphrases with a partner.

KEY1 was in the headl ines of the newspapers, W and other media2 give ammunit ion to3 it is presented as if i t were a fact4 are becoming more popular5 the government and heads of business

5 became more and more i r rat ionaI7 peopte's desire8 bet ieving l ike tots of other people in

Exercise 5 page 97o Give students plenty of t ime to th ink of examples then ask

them to compare their ideas with a partner.

Exercise 6 page 97. Div ide students into pairs or smal l groups to consider the

ouest ions. Have a c lass feedback.

KEYPossible answers to question 3: Conspiracy theories areharmless if i t gives people comfort to think that [ ife's eventsare not completely out of control. However, they are harmfut ifthey fuel paranoia and make people feel that they are victimsof people much more powerful than themselves. lf people feelpowerless they don't feel motivated to take responsibil i ty in l i fe.

ADDITI,OI{AL SPEAK!IIG ACTIVITY .PUt the students in pairs, Ask them to tatk tqgether to 'recall from the text the reasons why people,might believein conspiracy theories. Give a time limit of 1-2 minutes.Askthem to,tryto think of any other reasons wh'ich urcreniimentioned in the text. Conduct class feedback if necessary.Put pairs tdgether to, create sma{l groups. Ask them , 'to look back at the sp,ecific conspiracy theorieS in .exercise 1. Taking each theory in turn, they shoulddiscuss two things; which of the reasons given mightmake you believe it and what information or proof, if itwe.re avai'lable, wouid totally disprove it (e-g. classifieddscuments made public, fqrensic e. vidence i'ncluding DNAsa.mp1ing,photosorcredibleeyewitne5ses,ete).After ten minutes or so conduct elass fee.dback and.find outif all the students' discussions hqd the same outcomes.

Notes for Photocopiable activity 9.2Conspiracy or accident?PairworkLanguage: conspiracy theory vocabularyMaterials: one copy of the worksheet cut up per pair (Teacher'sBook page 141)o Put the students into pairs. Tell them you are going to give

them a short quiz. They shoutd discuss the mult ip le choiceanswers and choose the one they feet is most t ikely. Handout a quiz to each pair .

. When they have finished, regroup them into groups of four.Ask them to compare their answers and, i f they f ind anyare different, discuss their reasoning. They do not have tochange their answers but can do so i f they feel the otherpair 's reasoning is convincing.

. Now, give each student one of the texts and ask them toread it to discover which multiple choice answer is correct.Ask them to te l t the group, summaris ing the informat ion.

t Lesson outcomeAsk students: What have you leorned today? What can you donowT and elicit: / can understand on article about conspiracytheories and discuss the issues that arise from the article.

theoriesFor more practice of Literal ond figurative language, go to:

',4r, unite'secrets

Passive structures

.G55O1I SUMMARY O "fir,anmar: passive structures, choosing between active and

;n: : ; r e, part ic ipte phraseskading: articte about Joyce Hatto

- i^ - :

@@ To do the lesson in 30 minutes, keep the tead-inr'e'end set exercise 5 and the Grammar Builder exercises for' : -ework.

r Lead-in 2-3 minutes. etl students you are going to dictate three questions, in

:rder for them to get ready. Dictate the following questions:lave you ever exoggeroted a story a little bit for a bettereffect? Have you ever been untruthful obout yourself orsome aspect of your life? Can you imagine when this mighthappenT Put the students in pairs or smal l groups and askthem to ta lk about these quest ions. After two minutes,conduct c lass feedback, including discussion of thepossible consequences of exaggerat ing or te l l ing a [ ie aboutyoursetf.

Exercise 1 pase 98. Students wil l be very familiar now with forming passives.

The challenge wil[ be in choosing the correct verb andputting it into the correct tense.

. A few of the verbs (e.g. hail, pass off) in the box may beunfamiliar to students. Suggest that they complete thegaps that they th ink they know the answer to f i rst and thendeduce the meaning of the remaining verbs f rom the contextofthe gaps, referring to a dictionary for a finat check.

KEY1 was being bombed2 was considered3 were recorded4 issued5 were described5 had ... been performed7 was hai led

8 had been copied9 were ... made

10 are being uncovered11 wit t be shown12 was informed13 had been passed off14 be reduced to

Exercise 2 page 98

a

a

Before reading through the Learn fhisl box, ask studentswhen we use the passive (when the agent is unknown,unimportant or obvious). Ask what kind of text oftencontains passives (format texts, academic texts, newspaperreports).Do the first sentence together. The first underlined clausedoesn' t need to change because Joyce and her husband arethe focus of the sentence. The second part would be betterin the passive because it 's obvious that doctors diagnosedher i l lness.Students cont inue alone or in pairs.Dur ing feedback draw at tent ion to the point made in thelanguage note about avoiding non-speci f ic subjects informalwri t ing.Point out they should avoid stating the agent (when obviousor unimportant) in passive sentences e.g. ', |oyce had beendiagnosed with cancerbydoetors'or'had ever beencomposed byanyene'.

KEYAfterJoyce had been diagnosed with cancerhad ever been comoosedJoyce's efforts to produce outstanding recordings were beinghampered by her disease (the focus should be on Joyce)The first electronic alterations were made by Will iam (the focusshould be on the alterations)his dishonest actions were triggered by a desire to protect hiswife's reputation (the ftow is better if 'his actions' continue tobe the subiect .He simpty wanted her to be givenWhich she had been denied by her disease (it is better to keepJoyce, not the disease, as the subject)Although Joyce's recordings were never taken seriously againHer courage and her husband's love should be admired

Exercise 3 pase 98o Find out whether students have modified their opinion as a

resul t of learning more about Joyce Hatto and her husband.

Exercise 4 page 98o Refer students to the Leorn this! box and ask them to

complete the exercise alone or in pairs.

KEYWatched by mill ions in the USA, the cookery show Dinner:lmpossible was presented by Brit ish chef, Robert lrvine.Knighted bythe queen, he claimed to have been given a cast lein Scotland by her. Investigated by officiats when a businessventure failed and exposed as a fraud, lrvine has finallyadmitted the truth. Now, pursued by angry creditors, lrvine'sfictit ious biography has been removed from the TV channel'swebsite.

i Lesson outcomeAsk students: What did you leorn today? What can you do now?and eticit: I can improve the style of my writing by using a widerange of passive structures and particle phrases.

TATIGUAGT I{OTE . AVOIDIITG i lOil-SPECI FICSUBfECTSFor stytistic reasons, in format writing we prefer to usea passive strueture rather than non-specific subjects ,such as people, someone, we, you, they. For example,Sameone saw him stea{the wallet. becomes He wos seenstealing the wallet.

For more practice of The passive, go to:

FUnit9.Secrets ( 103

\

Exercise 4 page ee O 3.10. Focus on the instructions for the task. Make sure students

understand that they shouldn' t at tempt to wr i te in theanswers before l istening since there are several possibleopt ions.

LESSOT{ SUMitARY O. * . ,Speaking: drawing conclusions from photos, using vaguelanguageListening: two students drawing conclusions from photos

%.,.,r*,,... .,,i::i

EIE@ To do the lesson in 30 minutes, keep the leod-inbrief, skip questions 3 and 4 in exercise 2, and do exercise 5together as a class.

i Lead-in 3-4 minutes. Al low the students in smal[ groups to use dict ionar ies and

their own knowledge to discuss the difference betweenthe following nouns: speculation, guesswork, deduction,reaso n i n g, i n fe ren ce, co n clu si o n. Mon itor carefu llyand conduct a whole class feedback session to clarifvdifferences in meaning.

Exercise 1 page 99o Student brainstorm ideas in pairs before class feedback.

Exercise 2 page99. Students discuss the quest ions in pairs. Remind them to

use the language for comparing and contrasting and forspeculation that they have learned previously.

. Have a brief feedback to find out if students have orawnsimi lar conclusions.

Exercise 3 page ss 6) r.ror Students l is ten to the recording and in pairs comment on

how simi lar the observat ions are to their own.r Elicit the answers given by the students on the recording to

quest ions 1-3 in exercise 2.

Transcript 3.10Female student Judging by the fact that there are bushes, longgrass and a river, I 'd say that the photo was taken in a forest, orsome such place. The fact that he's got a camera would suggestthat he's some kind of photographer or cameraman. He's s i t t ingbehind a bush, so obviousty he wants to btend in wi th hissurroundings. Perhaps he's trying to fi lm some bird or other. lt 'sclear from the fact that he's bothered to bring such a large pieceof equipment that he's planning to be there for some t ime. I 'd sayfrom his body [anguage and with his eye pressed up to his camerathat he's patient and determined to get his photo.Male student There are no signs or shop windows. This woutdpoint to the fact that she's in a back street rather than on a mainroad. The people look Japanese to me, which leads me to th inkthat this coutd be Tokyo or some other [arge city in lapan. Thewoman who's trying to btend into the background is wearing acostume which has been made to look t ike a vending machine. Itake i t that she's pul led the top part up in order to hide. Why isshe hiding? lt 's impossible to say with any certainty. She coutdbe some kind of private investigator, I suppose. However, I thinkthe whole thing is a bit far-fetched. I doubt if anyone woutd reallywear a costume tike that - and it doesn't even work, becausethe boy has seen her! lt strikes me as very odd that somebodyhas captured precisely this moment on camera. For that reason, Iassume that the picture was set up so to speak. lt might even bean advert isement of some kind.

3k 4f 5a 6m 7e 8b 9i 10 1c 13 j

KEYth 2c11 d 72

Exercise 5 page 99r Students work individually. Exptain that there are several

possible answers for each one as many ofthe structures aresynonymous.

o Students witt probabty have noticed that the fact thatfeatures several t imes in the expressions. Explain that it is ausefu[ [anguage tool that atlows us to convert a verb + nounclause into a noun clause. For example, the expressionjudging by is fotlowed by a noun, e.g. ludging by hisposition I his expression I his mood.lf there is no suitablenoun, prefacing a verb + noun with fhe fact that will giveit the function of a noun, e.g. Judging by the fact that he'ssitting by a bush I he's frowning I he's notsaying much.

KEYPossible answers1 Judging by the fact that there's a microphone I'd say it 's a

video camera.2 The fact that he has a grey beard would suggest that he's

qui te otd.3 He's chosen this career, so obviousty he l ikes being alone.4 lt 's clear from the fact that the boy is turning round that he's

seen the woman.5 l t doesn' t look l ike a realvending machine which leads me

to believe it 's just a joke.

IAI{GUAGE ,I{OTE SA TO SPEAKSo to speak has a stightty differenlfunctionrfrom the

"' other vague,,tanguage phrases. lt is used when you knowthat'you have exp,ressed someth:ing in aln unusual or' 'amusingway, e.g. lt wos a human vending machine, so tospeok. (unusu aI) That's the vicar that morried my mothey,so to speak. (amusing)

" The expression as itwere;which we h,ear in the recording,is used in exactly the same way.

Exercise 6 pase 99o Read the speaking tip together. Ask students to find

examples ofvague language in exercise 4, check theanswers briefly, referring atso to the Language note, thenask them to rewrite the sentences.

KEYor some suchsome othersome kind of

so to speaklooks to me

1 He's wearing a coat made of feathers or some suchmat'eria[.

2 The photo was taken in Brazi l or some other SouthAmerican country.

3 He looks bored to me.4 He works as some kind of private investigator.5 She tooks in her th i r t ies to me.6 She wants to blend into the background, so to speak.

Unit 9. Secrets

Exercise 7 page 99. Refer students to the task on page 143. Each student should

speak for approximately two minutes. Encourage them to tryout some of the phrases they hadn't come across or activelyused before.

. : , , : :a

OPnof,AL SPEAKTTG ACTIVITY 9fPresentation: private lifewww.oup;com/ett/teacheilsolutions .

t Lesson outcomeAsk students: What did you leorn todoy? What can you do now?and elicit: I can draw conclusions from photos. I can use vagueIonguage to drow imprecise conclusions about what I see in aphoto.

ET|ITIIIEIIj4EE

Opinion essay ;tEssol{ sui l lMARY . . &' lWriting: an opinion essayGrammar: passive structures wilh consider, believe, etc.Vocabulary: common collocationsTopic: society

EiDfE[f To do the lesson in 30 minutes, keep the lead-inbrief and set the Grammor Builder exercise for homework.

@f$ffllqt@ To do the writing analysis and writingtask in one 45-minute lesson, keep the lead-in for the writinganalysis brief, skip the lead in for the writing task. Follow theshortcut above for the writing anolysis lesson. ln the writingtask lesson set exercises 8 and 9 for homework.

t Lead-in 2-3 minutes. El ic i t the meaning of the word 'censorship ' . Put the students

into smal l groups to discuss where and when censorshiphappens, who benef i ts f rom censorship and whether i tis acceotable or not. Af ter 2-3 minutes. conduct c lassfeedback.

CUTTUR:E T{OTE - IIOAT CHOTT3KYNoa,m Chomsky born 7928in Pennsylvania, USA, is bestknown for h,irs, academic work,,in the fietd of lin.guistics.He is also a philosoph,er, cognitive scientist, potitica[ ,activist and lecturer at MIT (MasSachusetts Institute ofTechnotogy).

Exercise 1 page 1oo. Div ide the c lass into oairs to discuss the quotat ion and

have a ctass feedback. Ask if they can think of examplesof people who have been refused a voice because they aredesoised.

. Ask students who are in favour of censorship to think ofexamotes where informat ion should be censored.

KEYThe quotat ion is against censorship. l ts message is thateverybody, even people whose actions or beliefs are hateful,should be al lowed to voice their opinions.

Exercise 2 page 1ooo Students read the essay and discuss the questions with a

0anner.

KEYThe writer's basic answer is that in a democratic societyfreedom of soeech should be maintained wherever oossible.However, there are situations where it must be sacrif iced. Forexampte, we should not be free to make public statementswhich are damaging to a person's reputation, or to giveinformation which may endanger public security.

Exercise 3 page 1ooo Students read the wr i t ing t ip and do the exercise alone.

KEY... the fact that newspapers and W news stations report stories. . . is seen as one of the s igns . . .Freedom of speech is usually regarded as one ofthecornerstones.. .It is widely accepted that ...Possible answersIt is widely known that the first amendment to the AmericanConstitution ...I t is general ly considered desirable that ordinary c i t izens in aoemocracy ...It is generally accepted that total freedom of speech isimpossible.

For more practice of Passive structures ruth consider, believe,etc., go to:

Exercise 4 page 1oo. Students can do the exercise alone or in pairs.

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

Exercise 5 page 1oo. Students complete the exercise alone or in pairs.o Elicit or explain the meaning of jeopardise (put in danger)

and sfir up (make people feel a strong emotion) andpractise the pronunciation of jeopardise I'd3epedatzl .

KEY1 national security 42 personaI opinions 53 free speech 6

catastrophic resultsstate censorshipfalse accusations

Exercise 6 page 1oo. Div ide the c lass into pairs or smal l groups to discuss the

ouest ion.

i Lesson outcomeAsk students: What have you learned todoy? and elicit: I canwrite on opinion essay. I can use passive structures withconsider, believe, etc. to achieve o formol sWIe.

FUnit9.Secrets ( 105

\\

-Opinion essay )LESSOIl SUMilARY a. eWriting: an opinion essayLanguage: describing the current situation, restating the questionTopic: science and technotogy

EIqt@ To do the lesson in 3o minutes, keep the lead-inbrief, ask students to finish writing their essay for homework.

t Lead-in 3-4 minuteso Put the students into pairs and ask them to brainstorm

positive and negative points about the effects the Internethas had on society and people's lives. After two minutes,put two pairs together to compare and discuss their l ists.l f there is t ime, conduct ctass feedback.

Exercise 1 page 101o Give students two or three minutes to discuss the

proposition. Aftenvards collect ideas of the pros and consoftighter censorship onto the board for students to refer tolater in the lesson.

KEYArguments for:There is a huge amount of offensive material, e.g. pornographyor extreme racism.It is very easy for children or other vulnerable groups toaccess it.Offensive material is regulated in other media so why not onthe net?Arguments against:People have a right to make their own decisions about whatthey want to look at.It 's not practical, governments can censor tocal material butthey can't censor material from other countries.l fgroups are banned they go underground and becomemartvrs.

Exercise 2 page 1o'-. Ask students to read the articles and then talk to a partner

about whether i t changes their opinion, conf i rms i t ordoesn' t change i t at a l t .

o Ask students what they understand by cyber-bullying (whenan individual is repeatedly picked on through e-maits, textsor website postings), crackdown (severe action taken toprevent a crime), glorify (make something seem better thanir is).

Exercise 3 page ror. Students discuss the quest ions in pairs.

Exercise 4 page roro Students can ptan their essay with a partner. Remind

them that an opinion essay shouldn' t be as balanced asa discussion essay in terms of giving equal weight to theopposing point of v iew.

Exercise 5 page 101. Focus on the wr i t ing t ip and the introduct ion to the model

essay. Elicit the answers to the questions.

KEYThe first two sentences describe the current situation. Thesecond two sentences rephrase the question.

Exercise 6 page 101. Students wr i te their introduct ion using the [anguage

provided. Allow three or four minutes for this.

Exercise 7 page 101. Monitor as the pairs share their ideas. Ask one or two

groups to read out their f inat version.

Exercise 8 page 101o Individually, students write the main body of their essay.

Allow approximately fifteen minutes for this stage.

Exercise 9 page 1or. Students check their work using the checkt ist and wri te a

final draft if necessary.

,, oPTtoltAL wRtTtxG AcTlvtw 9G ,,Letter to the editorwww.oup.com/ett / teacher/solut lons, .

I Lesson outcomeAsk students: What have you learned today? and elicil: I canwrite an opinion essay. I can write an introduction describingthe current situation and restating the question. I con usepassives to make my writing more impersonal.

^,106

) Unit 9. Secrets

TOPIC . . *People

t Lead-in page 102 2-3 minutes. Discuss with the class what you can learn by watching a

person's body language. Askthe students how good theyare at guessing other people 's emot ions or hiding their own.

Exercise 1 page 102 5 minutes. Ask a student to read out the instructions. Ask the students

to rehearse describing the picture in pairs * one persontalks for a minute, the other ticks in the box the words andphrases that have been used. Allow three minutes. Ask oneor two students to describe the picture in front of the ctass.

r In a weaker class, pre-teach deceit, deception.

Exercise 2 pageTo2 10-15 minutes 60 r.rr@

In a weaker class, ask the students to read the instructionsand the task. Then ask: What different groups of childrentook part in the experiment? Do you think people lie a lotin everyday life? What kind of people do you think detectlies the bestT Does the ability to detect lies depend on age,gender ar profession? Why?In a stronger class, the students read the instructions andthe task on their own.Remind the students there's no need to complete the taskafter the first l istening. Play the recording once.Tetl the students to read once more those questionsthey haven't answered and to concentrate on them whilel is tening the second t ime.Play the recording the second time. Check answers as a class.

KEY 1C 2D 3D 4D 5B

Transcript 3.1rWhether we like it or not, deception - telling ties - is a part ofeveryday hurnan interaction, whatever our race, our gender or ourage. Researchers have explored the development of deception inchitdren, Some of the most interesting experiments have involvedasking youngsters not to take a peek at their favourite toys. Thechild is secretly filmed by hidden cameras for a few minutes, andthen the experimenter returns and asks them whether they peeked.Almost all three-year-olds do, and then half of them lie about it to theexperimenter. By the time the chitdren have reached the age of five,all of them peek and all of them lie. The results provide compellingevidence that tying starts to emerge the moment we learn to speak.A few years ago there was a national survey into lying, focusing onadutts. Onty eight per cent of respondents ctaimed never to havelied. Other work has invited people to keep a detailed diary of everyconversation that they have, and of atl of the lies that they tell, over atwo-week period. The results suggest that most peopte tetl about twoimportant lies each day, that a third of conversations involve someform of deception, that four in five lies remain undetected, and thatmore than 80 per cent of people have tied to secure a iob.What are the telttale signs that give away a tie? ls it possible to teachpeopte to become better lie detectors? Psychologists have been exploringthis question for 30 years, The research has studied the lying behaviourof salespeople, shoppers, students, drug addicts and criminals.The results have been remarkably consistent * when it comes to liedetection, the pubtic might as well simply toss a coin. lt doesn't matterif you are mate or female, young or otd; very few peopte are abte reliabtyto detect deception. the results suggest that we can't even tell whenclose famity members are being economical with the truth.We're in good company. Psychologist Paul Ekman from the Universityof California, San Francisco, showed videotapes of liars and truth'tellers to various groups of experts, including robbery investigators,

.judges and psychiatrists, and asked them to try to identifv il"e lies-Atl tried their best. None of the groups performed better than chance-So why are people so bad at detecting deceit? The work ofpsychologists such as Professor Charles Bond from the TexasChristian University provides a clue. He has conducted surveysinto the sorts of behaviour people associate with tying. Hesurveyed thousands of people from more than 60 countries,asking them to describe how they set about tetl ing whethersomeone is tying. People's answers are remarkabty consistent.From Algeria to Argentina, Germany to Ghana, Pakistan toParaguay, almost everyone thinks l iars tend to avert their gaze,nervouslv wave their hands around and shift about in their seats.There is, however, one smal[ problem. Researchers have spenthour upon hour carefulty comparing fi lms of l iars and truth-telters. On each showing, the observers look out for a particularbehaviour. such as a smile. blink or hand movement-The results are clear. Liars are iust as l ikety as truth-tellers to lookyou in the eye, they don't move their hands around nervously andthey don't shift about in their seats (if anything, they are a l itt lemore static than truth-telters). People fail to detect l ies becausethey are basing their opinions on behaviours that are not actuallyassociated with deceotion.Are there no signs of deception that can be detected in people'sbody language and faciaI expressions? Not necessarily. The simplefact is that the real clues to deceit are in the words that peopleuse, not the body language.

ExerCiSe 3 page 102 3 minutes. Ask a student to read the instructions. Allow two minutes

to scan the text. Get feedback by asking what sort of crimeis descr ibed, what the cr iminalwas unable to l ie about andwhat this inabitity resutted in.

Exercise 4 page to2 1o minutesM

Tetl the students to read the text carefully at least twiceto understand all the sentences and logical connectionsbetween them.Attow 5-8 minutes for the students to do the taskindividuatty. Check the answers as a class.

KEYt2345678

he

thefor

that

t had70 ,/11 the12/13 was14 ted15 to15 not

77 he18 that19 as20 ,/21 was22 with23 ,/24 he

Exercise 5 page 102 3 minuteso Tetl the students to tell each other about one situation when

they were tempted to l ie.

Exercise 6 page 102 1o minutesRn@ilr Ask the students to work in pairs and discuss the statement.

Attow 6-7 minutes. Ask two pairs (one for each topic) topresent their discussion in front of the class.

t Lesson outcomeAsk students: What have you learned / practised today? andelicit: I hove learned about scientific research on lying andabout lie detectors. I have completed a multiple-choice listeningcomprehensian task. I have practised vocabulary and grammarthrough a gap-filling task. I have planned an oral presentation.

Getreadyforyourexam, g

Extract 7Businessman So, I think we're atl agreed, then.Businesswoman Yes, it only remains for us to finalise the preciseterms of the agreement. And I think we can leave that to another0ay.Businessman Indeed. lt 's been a pteasure to do business withyou, Connie.Businesswoman Yes, and with you. Now perhaps you and yourcolteagues woutd tike to join us for lunch?Businessman We'd be delighted.

Extract 8Boy You're not leaving atready are you, Jane?Girt Yes, I really must be going.B But it 's onty ten o'clock. The party doesn't wind up ti l l eleven.G I know, but I 've got to get up at the crack of dawn tomorrow.B Why? What are you doing?G We're driving up to Scotland to see my grandparents. My dadsays we've got to make a really early start to beat the holidaytraffic.B Can't you iust stay a bit longer?G No, I 'd better not.B Shalt I order you a taxi?G No, i t 's OK, thanks. My dad' l t come and pick me up. I ' t l g ivehim a ring now.B Oh, well, have a good time in Scotland.G Thanks, Daniet. I wil l. You have a good weekend too.B Bye now. Take care.G Bye. See you soon.

Extract 9Compere Let's hear a big round of apptause for Annette Curtain!That's the last of our acts for tonight's show. lfyou'd l ike to seeAnnette in next week's final, ring O40B 99 88 05. The phonel ines are now open and they close at n ine o 'c lock. Here's a quickreminder of the numbers for all the contestants. For Hazel ring0408 99 88 01, for Doug add 02, for Sue it 's 03, for Tom 04 andfor Annette 05. Be sure to ioin us again at 10.30 when we'l l reveaIwhich acts you have chosen to go through to the grand final!

Exercise 4 pase 103 6) 3.12r Ask students to te l l you what meaning is central to al l the

words in the box (they att mean 'to end').o Students comptete the exercise alone or in pairs. Tell

them to look carefully at the dependent preposition in thesentences to help them arrive at the answers.

o You could extend the exercise by writ ing up gappedsentences, giv ing the in i t ia l let ter , which contain the wordsmeaning' to end' in the other three recordings.- You've just a degree in engineering.

(com pteted)- This service will t ot Newcastle. (terminate)- We need to f_ the precise terms of the agreement.

(f inalise)

KEY1 cease2 culminated

KEY1 stop, f in ish, conclude (because end is lne or l ' l , , , : 'c : -at

can be used to refer to space as welI as time)2 conclude (because i t 's not ta lk ing about how i t f in isnedJ,

stop (because it 's not going to start again)3 conclude, stop (see explanat ion for sentence 2)4 end, conclude, f in ish ( there is no sense of something

ending because i t has been compteted)5 stopped (because there is a sense of complet ion)

Exercise 6 page 103. Ask students to include at least s ix turns in their d iatogues.

Suggest that they practise reading the dialogue aloud sothat when they act it out they are not fust reading the script.

Exercise 7 page 103. Ask as many as possibte of the pairs to act out their dialogues.

ATTERTItrIVE SPEAKIXG ICNY|TY lOARole-ptay: saying goodbye , ,www.oup.com/elt/teacher/solutions

For extra practice of Synonyms and antonyms, go to:

i Lesson outcomeAsk students: What have you learned today? What con you donow? and elicit: / con say farewell in a variety of contexts andsituations.

eI

3 wrapped . . . up4 conclude

5 wind up5 close

Exercise 5 page 103. Ask students to read the Thesaurus entry silently to

themselves. Do the first sentence together to ensure theyunderstand that they should find verbs which do not f it thesentence,

. In feedback ask students to iustify their answers.

KEY1 exported2 rubbish3 ext inct ion4 resident

5 tailbacks 9 equivalent6 occurred 10 raw material7 degrade 11 polar icecaps8 carbon dioxide 12 impact

Exercise 2 page 104. Students discuss the quest ions in pairs. Ask a few pairs to

present their opinions and reasons to the c lass.

titittLtflIlit

Threats to our ptanep

tEsS0l l sul lMARY . . .Grammar: whatever, whoever, etc.

Reading: environmentaI facts

Speaking: discussion about threats to our planet

Topic: nature and the environment

EiqIEE To do the lesson in 30 minutes, keep the lead-inbrief and set exercise 6 and the Grammar Builder as homework.

t Lead-in 1-2 minutes. Ask the students to look at the Dictures and discuss what

they illustrate and how they are connected. Put them inpairs to discuss. Conduct class feedback.

Exercise 1 page 104. Students complete the exercise individuatty or with a partner.

Exercise 3 page ro+ f) r.rr. Ask students to note down any language which indicates

how optimistic or pessimistic they are.r Pause after each speaker to allow students to compare their

thoughts.

KEYSpeaker 1 is least optimistic. (l have the feeting it 's probabtytoo late now to reverse climate change ...)Speaker 2 is most optimistic. He doesn't take the threat ofbird f tu epidemics very ser iously and is opt imist ic that i t canbe deal t wi th ( they blow i t out of proport ion, I don' t th ink aboutit too much, you have to trust in science)Speaker 3 thinks the dangers are very real but thinks there's achance it can be dealt with (lt coutd be solved if there was thepotit ical wilt, Maybe if we defeat internationalterrorism ...)

Transcript 3.r3Speaker 1 - Sarah Whichever way you look at i t , gtobal warmingis a very real threat and one that real ly needs to be addressed.I bel ieve that col lect ively we have a duty to try and combatcl imate change - everybody shoutd do their bit and make aneffort, however sma[[. Governments need to invest in renewabtesources of energy, hydroelectr ic, solar and wind power, whichmay be expensive in the short term, but wi l l be economical in thelong term. We also need to devetop an atternative to the internalcombust ion engine which for the last hundred years or so haspowered al l the cars and lonies on the roads, and is a majorsource of carbon dioxide emissions. On a more personal tevel weshould try to rely less on our cars, use public transport more, try touse less energy in our homes by turning off l ights, insulat ing ourroofs, that kind of thing. However, I have the feeting i t 's probablytoo late to reverse ct imate change, and our energy would be betterspent thinking of ways to l ive with i t and adapt to i t .Speaker 2 - Chris One threat that has surfaced in recent yearsis um global viruses such as bird f tu - the idea of gtobatvirusesis pretty fr ightening, and in the past viruses have kit led tens ofmit l ions of people - uh there was an epidemic of f tu after theFirst World War which actual ly ki l ted more people than died inthe entire war i tself . . . which is pretty scary. The problem is thati t 's very dif f icult forthe average person to assess the r isk, youknow, to know how seriouslv to treat the threat. Whenever themedia hear about an outbreak of bird f lu, they always blow it outof proport ion - scare stories start appearing in the press and onW and before you know it everybody's in a panic. And howevermuch the government scientists try to reassure us, nobody real lybel ieves them. Personal ty I don' t th ink about i t too much and Ithink the chances of a global virus signif icantty affect ing targenumbers of people is qui te smal l - but that 's lust my opinion - i tisn't real ly based on any uh scienti f ic analysis or anything. But Ith inkyou have to t rust in science and scient ists can develop andstockpi le vaccines for viruses t ike bird f tu.Speaker 3 - Clare I think a nuclear war is st i l l one of the biggestthreats to civi l isat ion. I know the Cotd War between the East andthe West ended about twenty years ago but very few countr ieshave decommissioned their nuclear weapons so the threat of anuclear holocaust st i t t hangs over our heads. Ult imatety thoughI think i t 's a problem that could be solved i f only there was thepot i t ical wi l t . I th ink we in the UK shoutd br ing in measures togradually get r id of our nuclear arsena[ - but reatist icat ly I don'tth ink there's any chance whatever of that happening in theforeseeabte future. Um I think the main probtem is the dangerof nuctear prol i ferat ion, and I think that whatever we do withour own nuclear weapons, we have to prevent other countr iesfrom developing their own. I know it sounds hypocrit ical, but i fcountr ies which are poti t ical ly very unstable, countr ies which

are run by dictators, get their hands on atomic weapons, I thinkthere's a strong chance they would use them. So I think we have tobe hard-headed about i t . The other danger with nuclear weaponsl inks in with another serious globalthreat, and that 's terrorism.I think there are some terrorist groups who woutd reatty t ike toget hold of nuclear weapons, or even weapons-grade nuclearmaterials that they could turn into a so-cal led 'dirty bomb', andturn them on their enemies - and in most cases, that 's us in theWest. Maybe i f we can defeat internationaI terrorism governmentswil l be more wit l ing to decommission their nuclear arsenats.

Exercise 4 page 104. Students complete the exercise alone or in pairs.r Check understanding of the coi locat ions by asking for

a synonym or explanation for each verb: address (deatwith), combot (stop it from happening), assess (calcutate),stockpile (store large quantities of), decommission (stopusing), b ri n g in (introd uce).

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

LAXGUAGE IIOTE - WHATE.VEN TTAIIIIIG.AT ALL'Sentence 5 of exercise 5 is an illustration of a differentuse af whotever. After,any ot no, whotever can be usedto mean 'at all', for example He's got no idea whateve:rabout what,he wants to study at university. Whatever canalso be replaced by whatsoever in this structure.

Exercise 5 page 104 6) 3.13. Focus on the information in the Learn fhrsl box and ask

students to complete the exercise indiv idual lv.

KEY1 Whichever way you look at it, global warning is a very real

threat. (Howeyer is also possible)2 Everybody should do their bit and make an effort, however

smal l .3 Whenever the media hear about an outbreak of b i rd f tu they

atways btow it out of proportion.4 However much the government tries to reassure us, nobody

really believes them.5 Reat ist ical ly I don' t th ink there's any chance whatever of

that happening in the near future.6 Whatever we do with our own nuclear weapons, we have to

prevent other countries from devetoping their own.

Exercise 6 page 104. As the pairs prepare their ideas, c i rculate and feed in

vocabulary if necessary. Encourage them to not onlydescr ibe the threat but to th ink about what the governmentand indiv iduals should do to help address the threat.

t Lesson outcomeAsk students: What did you learn todayT What can you do now?and elicit: I can talk about globol threats. I can use whatever,whoever, etc. to emphosise points.

For more proctice of whatever, whoever, etc. go to:

110 )

Unit 10. Endings

Happy endings?

LESSOIt SUt i lARY O.. *Listening: a fi lm crit ic talking about fi lm endingsVocabulary: adjectives to describe fi lm endingsSpeaking: discussing fi lm endingsTopic: sport and culture

E!qI@ To do the lesson in 30 minutes, keep the leod-inbrief and limit the discussion time in exercises 1 and 6.

t Lead-in 3-4 minuteso Ask the students to look at the tit le of 10C. Put them in pairs

and ask them to discuss what kind of f i lms usually havea happy ending. (Examples include fairy tales / Disney /children's fi lms, chick fl icks, romantic comedies, musicals.)Also ask what kind of f i lms they would expect not to havea happy ending (e.g. horror f i lms, tragedies, some truelife stories / documentaries, war fi lms, drama, gangstermovies). Ask them how important they feel the ending of afitm is. Eticit ideas in a whote class feedback session.

Exercise 1 page 105' Before students discuss the endings explain or elicit the

meaning of some of the less familiar words in the box.- upbeat (positive and enthusiastic)- finale /fi'no:h/ (the last part of a show or piece of music)- bleak (depressing)- (l) could see it coming (it was predictabte)- dramaticolly coherent /ksri'hrarant/ (fitting together in

terms of the story)- mysti fyi n g (confusi ng o r th o ught-p rovoki n g)

Exercise 2 pase 105 6) 3.14r Tetl students they are going to hear a crit ic talking about

these fi[ms and others. Explain that they wil l hear a lot ofunfamiliar vocabulary but they wil l be able to do the task aslong as they'screen out'the parts they don't understand.

. Play the recording once and ask students to comparetheir ideas with a partner before class feedback. Ask if thestudents agree with the crit ic's opinions of the fi lm endingsthey know.

o With a weaker class, pause at appropriate moments to allowthem to write their answers.

KEY t+ 2- 3- 4- 5+ 6+ 7+ 8+ 9-

Transcript 3.r+When was the last t ime you walked out of a movie theatre andthought: Wow, what a great ending! lt 's an all-too-rare experience.Hotlywood movies are expert at starting with a bang, but by thefinal reel, inspiration is often replaced by rote - or the smell offear, as the corporate suits strong-arm their fitmmakers to comeup with a finale that desperately tries to please everyone butultimately satisfies no one.Every summer, we can expect a deluge of blockbuster f i lms withhappy endings. But how many ofthese upbeat finales fit l us withreal joy, the way that rousing rock-and-roll f inale ofthe originalShrek teft us with a big chitdtike grin on our faces? Constructingthese extravaganzas, the studios often think that throwing mill ionsof dollars of special effects in our faces is a reasonable substitutefor a dramatically coherent ending, as if the sheer noise andspectacle wilt convince us that we're having a thumping goodtime. You needed an air-traffic controller to sort out at[ the

cotliding flying heroes and vit lains in the overstuffed finaleof Spider-Man -3. Let's not even talk about that interminable30-minute fight scene near the end of the last Pirates of theCaribbean, a fight in which nothing was at stake becauseeverybody was already dead - including, apparently, thescreenwriters.Special effects have become the crutch of lazy dramatists, andthey've probably damaged more endings than they've helped.Enchanted was puning along just f ine unti l someone decided itneeded a big, tacky computer-generated dragon to tiven up theclimax - a jarring shift of tone that threatened to undo the movie'sgenuine enchantment.Hollywood has convinced itself, against considerable evidence,that audiences insist on happy endings. How, then, can youaccount for two of the most popular movies ever: Titanic and GoneWith the Wind, and, of course, the Godfather movies? Frankly,my dear, we don't give a damn if the ending is happy or sad, aslong as it 's right. Great endings come in many forms. There aremovies that have great last l ines: look no further than 'Nobody'sperfect' from Some Like It Hot. There are movies that have indetibtelast shots, t ike that long (wordless) watk that Atida Vall i takespast Joseph Cotten at the end of The Third Man, a shot that hasechoed through movie history. Twist endings are in a specialcategory: l ike watking a tightrope without a net, they run the riskoftotal disaster. Butwhen theywork- asThe Sixth Sense did,spectacularly - they make you rewind the entire movie in yourmind, and want to see i t again.Stanley Kubrick knew a thing or two about endings: can anybodyforget the mystical and mystifying conclusion to 2007: A SpaceOdyssey, an image ofcosmic rebirth that has been parsed andprobed for decades. There's much to be said for a conclusionthat leaves us with a question, not an answer. The lack of closuremakes it impossibte to stop thinking about what you've just seen.The right riddte ending extends the l ife of the movie far beyond itsrunning t ime.When someone does come up with an original ending, everyoneaoes it. Brian de Palma freaked us out at the end of Carrie withthat final, unexpected jolt from the beyond the grave - youthought the movie was over, but it wasn't. The trick was soinspired, it was immediately imitated by every honor movie, unti l i tcurdled into an annoying clich6.My own favourite recent romantic happy ending comes at the endof Before Sunset, in a scene between Ethan Hawke and lulie Detpy,two former lovers who meet again after a l ife-changing separation.The screen goes blank a moment before we expect it to - beforethe clinch - on a thritt ing note of suspended romantic expectationso artfully timed it takes your breath away.Far more common, alas, is the egregious happy ending in whichthe lovers declare their passion for each other in a public place,surrounded by strangers who burst into wild applause as they kiss.Martin Scorsese may have been the last director to get away withthis (iust barely) in Alice Doesn't Live Here Anymore in 7974, butit has become a self-congratulatory staple of some of the worstmovies in recent memory - and even some not-so-bad romanticcomedies such as Love Actually.ls it too much to hope that nota single summer movie this year wil l feature this shamelessspectacle at its climax? That would be a very happy ending indeed.

Exercise 3 page 105 6) 3.14. Give students plenty of t ime to read through the sentences

and answer anyvocabulary queries.o PlaV the recording again and ask students to checktheir

answers in oairs.

Unit 10 . Endings

KEY1 True2 True3 False (its success confirms that happy endings is not what

audiences want)4 Not stated5 Not stated6 True7 False (they meet again after a l ife-changing separation)8 False (she hates films where strangers burst into wild

applause as the lovers kiss)

Exercise 4 page 105o Students can work alone or in pairs, referring to a dictionary

if necessary.

KEY1 Films can be inspired at the beginning but then become

more and more formulaic.2 Lazy dramatists rely on special effects to make up for other

fail ings in the fi lm.3 The closing shot of The Third Mon is extremely memorable.4 lf someone makes a fitm with an unusual ending, everybody

copies it.

Exercise 5 page 105. As revision, elicit the meaning of 'connotation' (the extra

(positive or negative) meaning a word contains in additionto its core meaning).

o Give students two minutes to use their intuit ion tocategorise as many words as possible. After that t ime askthem to compare their ideas with a partner and then look upany of the words that neither is sure of in the dictionary.

KEYPositive: feel-good, intriguing, spectacu [ar, touching, thought-provokingNegative: bafft ing, clich6d, hackneyed, incongruous,nonsensica[, overblown, sentimental, unsatisfuing, vagueNeutral: ambiguous, heart-rending, shocking, subtle,unexpected

Exercise 6 page 105o Students work alone then compare answers in pairs.

KEYt heart-rending2 unexpected / shocking3 unexpected / shocking / intriguing4 overblown5 incongruous6 ambiguous / intriguing / subtle / unexpected

Exercise 7 page ro5o Students complete the sentences then compare answers

with a partner.

Exercise 8 page 105o Go round monitoring and contributing to the students'

discussions.

For more practice of Adverbs of degree go to:

t Lesson outcomeAsk students: Whot hove you learned today? What can you donow? and elicit: I can describe and discuss the endings of films.

LESSOIl SUttARY o..{*Reading: an article about longevityVocabulary: negative aff ixesSpeaking: discussion about immortalityTopic: people

EiqE@ To do the lesson in 30 minutes, keep the lead-inand discussion in exercise 7 brief ond ask students to reod thetext at home before the closs.

t Lead-in 2-3 minutesr Ask the students: Do you know any fictionol characters who

are immortal? Put them in pairs to share ideas. (Highlonder,X-men and other comic book characters, characters in the Wseries Heroes, Voldemort in Harry Potter, Dracula.) Ask themto discuss whether these characters have any problems withbeing immortal.

Etercise 1 page 106r Focus on the photo and ask students to speculate about

what is inside the tanks.

Exercise 2 page 106. Give students two minutes to read the two paragraphs and

answer the questions in pairs.

KEYThe metal cylinders contain bodies which have been drained ofblood and frozen in l iquid nitrogen.Cryonics is the business of preserving a person's dead bodyand bringing it back to l ife at a time in the future when a curefor the disease which kil led the person has been found.

Exercise 3 page 107r Suggest that students read the rest oftext through first to

get the general gist, then underline the key words in thesummaries before returning to the relevant parts of the textto see which is the most accurate summarv.

KEYB is the best summary.A is incorrect because it is not scientists but immortalists thatbelieve that death is not biologically inevitable.C is incorrect because Borges didn't mention the problem ofthe planet becoming overpopulated.

Exercise 4 page tot. Students work alone and compare answers with a partner

before feedback. Encourage them to underline the section ofthe text where they found the answer and write the number ofthe question next to it. This witt fucilitate the feedback stage.

o During feedback ask students to iustify their answers withreference to the text.

1 lmmortality

9 unitlo.Endinss

KEY1 unimaginable2 malfunct ioning

3 immater ia l4 nondescr ipt

5 endless6 misdirected

KEY1 True (They think it may well be possible to extend human

Iife ... perhops even for ever line 22-24)2 Not stated (it 's true that it was misunderstood:- However,

humans don't have a death gene line 30 but it doesn't saythat that's why attempts faited)

3 True (We accept that ... we eventually die of old age line 28-30)4 False (This procedure could, one doy, help combat diseases

line 44 -45)5 True (success in eradicating polio ... line 37-39)6 True (scientists atthe Wake Forest ... using human cel1s line

41-43)frue (the immortal people are ... inert and apparentlymiserable tine 54-55)False (for those who are at the start of their lives ... line 86)

Exercise 5 page 107. Students do the exercise on their own.

EiqE@ To do the lesson in 30 minutes. se::"e C'c- rs'Builder exercises for homework ond do exercise L iaae:"e' ts aclass.

i Lead-in 1-2 minuteso Put the students in smalt groups. Ask them to brainstorm

what they know about Chartes Darwin. Af ter about a minute,el ic i t informat ion to the whole c lass. Look at the cul ture notefor details of his tife.

GUITURE TIOTE - GHARTES DARWITCharles Robert Dar-win, born 1809, dieO rAez was anEnglish naturailgliifle is famous for demonstratirng thatdifferent species of life have evolved from cornmon

: ancestors. He called the evotution process'naturalselection'. He published his,book An the Arigin ofSpecies in 1859, having studied wildlife and fossils on afive-yearvoyage around the world in the ship The Beagle.

Exercise 1 page 108e Ask students them to read the text and answer the ouest ion

in pairs before el ic i t ing an explanat ion.

KEYThe awards are named after Charles Darwin because theyprove that inferior species, namely, people whose stupid actshave led to their deaths, don' t survive long enough in th isworld to have children and pass on their genes.

Exercise 2 page 108. Students complete the task indiv iduat ly. Check answers. Ask

which of the rules 1-5 the sentence exempl i f ies.o Reinforce the idea to students that using complex sentences

with preposi t ions in the beginning posi t ion wi t l hetp themachieve a 'sophisticated' style (much like using passivestructures) appropriate for writ ing academic essays andother formaI texts.

KEYwho the Darwin Awards are bestowed uoonwhich any r ight-minded person could be proud ofwho it is awarded toafter whom the awards are namedaccording to which (can't change)which are then (can' t change unless we change the passiveto act ive so that the pronoun is no longer the subject of thefotlowing verb - see rule 4)whose stupidity (can't change because it 's a phrasal verb -see rule 2)for which people can receive an honourabte ment ion

Exercise 3 page 108. Do the first group of sentences as an example, then ask

students to work individuatly before comparing in pairs.. Explain that some of the changes do not involve prepositions.

Exercise 6 page 107o Students work atone or in pairs.. Check understanding of unfeasible (not achievable),

maladjusted (having mental and emotional problems),m i scon ceived (not carefully considered).

KEY1 malformed2 meaningless3 nonexistent

4 unwit t ing5 unfeasibte6 matadjusted

7 incapable8 misconceived9 impenetrable

1

Exercise 7 page to7o Let students th ink on their own for a few moments then talk

to a partner before the discussion is opened up to the wholecta5s.

ADDINOilAI. SPEAKIIIG AETU|TY TODDiscussion: moral di lemmaswww.ou p.comlelt/teach er/solutions

i Lesson outcomeAsk students: What have you learned today? What can youdo now? and elicit: I can understond and reactto a text aboutlongevity. I have leorned some wgrds with negative prefixes andsuffixes.

:i:r,i;ili::::i:.::.:

omplex sent encet,

tEssol l SUMMARY a. t ' r ' lGrammar: complex sentencesReading: a text about the Darwin Awards, a story about a Darwin

Award winner

Speaking: retel l ing the story of a Darwin Award winner

For more practice of Relative clouses, go to:

Unit 10. Endings ( 113 t ' ,

\

KEY

67

Among the near misses is the story of Larry Walters withwhose exploits most fans of the Danrrin Awards are familiar.ln 7982, he attempted a daring ft ight using only an ordinarygarden chairto which he'd attached 45 Helium balloons.The plan, which had been worked out carefully, was to floatup to a height of about ten metres from where he'd be ableto enjoy a fine view of the surrounding terrain.Unfortunately he rocketed into the air, cl imbing more than5,000 metres at which altitude he remained for more thanfourteen hours.Air traffic control received bewildered messages frompassenger planes whose pilots had seen Larry.It was a terrifying ft ight over which Harry had no control.Luckily, Harry had brought his pistol, with which he burstsome bal loons.He gradually descended to the ground at which point hewas arrested by the police.

Exercise 4 page 108o Circulate and monitor as pairs complete the exercise.

KEY1 Among the near misses is the story of Larry Walters whose

exploits most fans of the Danrvin Awards are familiar with.2 ln 7982, he attempted a daring fl ight using only an ordinary

garden chairwhich he'd attached 45 Helium balloons to.3 The plan, which had been worked out careful]y, was to float

up to a height of about ten metres where he'd be able toenloy a fine view of the surrounding terrain from.

6 lt was a terrifying flight which Harry had no control over.7 Luckily, Harry had brought his pistot, which he burst some

balloons with.

Exercise 5 page 1oBr Explain that students are going to look at the story of

another Danryin Award winner.Do the first sentence together to show that they need to usethe information to make complex sentences. They completethe exercise alone or with a partner.They can choose a formal or informal style but they must beconsistent.

KEYOne evening, Fabio was chatting to some friends with whomhe was having a quiet drink. Fabio was a 28-year-old ltaliantruck driver whose hobby was spy gadgets, some of whichhe had with him. He took a gadget of which he had recentlybecome the proud owner out of his pocket to show somefriends. lt tooked [ike an ordinary pen, but was in fact a pistol,from which a single .22 calibre bultet coutd be fired. Keento demonstrate the gadget to his friends, Fabio held it to hishead, at which point the gun fired and Fabio died.

Exercise 6 page 108o Divide the class into A / B pairs. Ask students A to close

their books and retell the story of Larry Walters. Students Bkeep their books open and give prompts if necessary. Theythen reverse the procedure while Students A retell the storyof Fabio. Circulate as they do this, monitoring for correct useof complex sentences.

. Askwhich person deserved the Award more.

Notes for Photocopiable activity 10.1PicturePairwork

descriptions

Language: retative clausesMaterials: one copy of the worksheet cut up per pair (Teacher'sBook page 142)r Put the students into pairs. Tell them they are going to explain

unknown vocabulary to each other. They need to decide howto define the things on their piece of paper and should userelative pronouns in their definit ions. Do a demonstration:This is something which you find in the bedroom. lt isfor making bedtime more comfortable ond you lean backon it when you ore reading o book in bed, for example.HEADBOARD. At this point you will probably find that nobodyknows the word in Engtish. Tell them that they should say theword in their language when they guess it and their partnercan confirm it is correct and tell them the word in English.

o Hand out the worksheets to the pairs and tell them to keepthem secret from each other. (With a weaker class, pairscould work together to write definit ions and then regroupto do the activity.) They take it in turns to try to convey theconcept ofthings they have on their worksheets.

o In a whole class feedback session, highlight any excellentdefinit ions using relative pronouns that you heard.

o Extension: lfthey have enioyed the activity, you could askthem to think of f ive more words in English that they thinktheir partner probably does not know and define those.Their partner should guess the Engtish word and the persondefining gets one point for each time their partner has toanswer in their language.

t Lesson outcomeAsk students: What did you learn today? What can you do now?and elicit: I can use a wide range of complex sentences.

tEssol l sut i lARY 4.. sListening: beginnings of presentationsSpeaking: a presentation on man's relationship with animals;giving historical contexts at the beginning of a presentation

Eiq[rul To do the lesson in 30 minutes, keep the lead-inbrief, Iimit the preparotion time for the presentations ond askstudents to present in small groups.

t Lead-in 1-2 minuteso Tell the students this lesson is about giving presentations.

Put them in pairs or small groups and ask them to come upwith 5-10 tips they would give to a person who is preparingto write and give a presentation for the first time. After twominutes, conduct class feedback.

Exercise 1 page 109. Begin by establishing the l ink between this and the previous

lesson. With books sti l l closed, elicit or remind them thatDanarin Award winners are people that the world would bebetter off without and that the focus of this lesson is thingsthat the world would be better off without.

. Read through the task together and give students two orthree minutes to brainstorm three things and the reasonswhy the world would be better off without them.

Presentation

tth )

Unit 10 . Endings

Exercise 2 pase 109 6) 3.15r Focus on the instructions and ask students to make notes.

Let them compare answers with a partner before ctassfeedback.

KEYSpeaker 1 supermarkets: they import food from all overtheworld, they insist on sell ing food that looks perfectSpeaker 2 landmines: they inlure or kil l ordinary civil iansSpeaker 3 exams: they are not a good test ofabil ity becausesome people can't perform under pressureSpeaker 4 chewing gum: it 's diff icult to clean from pavementsand it looks ugly when people chew itSpeaker 5 mosquitoes: they spread malaria

Transcript 3.15Speaker 1 One of the main problems is that they import foodfrom all over the world. Often, a simple packet of green beans hasftown halfiruay around the world before it reaches the shelf. Thinkofthe effect this has on air pollution.Consumers have become so used to seeing perfect produce onshelves that they have forgotten what'rea['food tooks l ike. Theywant apples that have been polished. They want lemons that havebeen made artif iciatty shiny by adding a layer of ... er ... the wordhas just slipped my mind, but it 's the stuffyou make candlesout of! So, for the average consumer, natural food now looksinadequate. The problem with this is that ...Speaker 2 Atthough the decisions are always made by theleaders of a country, it 's usually the ordinary civil ians - inctudinginnocent chitdren - who suffer as a consequence. And thesuffering continues for years, or even decades - especiallywhen certain forms of weapon are used, Hundreds of children inCambodia are kit led or iniured every year when they accidentaltystep on ... er ... one of those small bombs that soldiers bury in theground. The correct word escapes me for the moment. But it 's ctearin my mind that this particular kind of weapon should be banned.The victims are often nothing to do with the conflict.Speaker 3 Part ofthe problem is that they are not a good test ofa student's knowledge or abitity - they merety test how good thatstudent is at performing under pressure. There are many reasonswhy a clever, well-prepared student might do badly under thosecircumstances. He or she might not be feeling 100 per cent thatday - or may be suffering from a headache. ls it right that the whoteacademic future ofthat person should be decided on one afternoon?A friend of mine suffers from ... oh, I can't quite remember what it'scalled, but it's a kind of allergy that's caused by ptants and flowers -particular in the spring and summer, during exam season! She getsa headache, a runny nose, itchy eyes - and finds it impossibte toconcentrate! And yet she's one ofthe cleverest people I know...Speaker 4 There are two main reasons why I would like to putan end to it. Firstty, because of the mess it creates. When peopleget bored with it, they often spit it out onto the pavement where itgets trodden into the paving stones.It's almost impossible to clean off, and so, gradually, the pavementsin our cities get more and more covered with ugly, dark blotches. Theother thing I can't stand is the way it looks when people are chewingit. Maybe I'm a bit of a snob, but I think it looks reatly uncouth. Theworst thing is when peopte blow ... er... what are those things youcan blow with it? The word is on the tip of my tongue. No, sorry, I can'tremember. Anyway, it tooks bad. I also think...Speaker 5 | honestty believe that the world would be a muchbetter place if they did not exist - and a much healthier place too,because in bit ing humans they transfer diseases from one personto another. lfthey no longer existed, some very serious diseaseswould disappear overnight. The most obvious of these is ... oh,what's that word? | can't put my finger on it at the moment, butit 's a disease which is carried by mosquitoes and infects mill ionsof peopte in hot countries. lt 's often fatal. We'd certainly be gladto see the back of mosquitoes - and yet, creatures like that neverseem to be endangered. lt 's always cute, cuddly animals tike giantpandas that are in danger...

Exercise 3 page 109 O 3.15. Play the recording again for students to complete the

sentences,

KEY1 slipped - wax2 escapes - landmines3 called - hay fever

4 tongue - bubbles5 finger - malaria

Exercise 4 page 109Draw attention to the speaking tip and then go through thephrases which are already under the headings. Practisesome of them by pointing at objects in the classroom forthem to describe. For example, point at the board rubber toeticit /f3 one of those things for wiping the boord.Students categorise the four phrases on the box.

KEYIt 's quite similar to a ... Blt would come in handy for -ing ... AA [police officer] would probably have one of these. CIt 's a word that means ... D

Exercise 5 page 109o Focus on the instructions for the game. Make sure students

understand that they should think of concrete nouns, whoseappearance and use can be described. Appoint a student tobe a time-keeper.

Exercise 6 page 109o Students can pool ideas with a partner at this stage if they

wish.

Exercise 7 page 109. Referstudentsto the speakingt ip and askthe whole c lass

if anybody can think of different phrases. Possible answers:get rid of, bring an end to, call o haltto, kick- into touch.

Exercise 8 page 109r Explain to students that language for self-correction and

paraphrasing, as well as the language in exercises 3 and 4,form part of a range of strategies that are used consciouslyor subconsciously in order to keep communication runningsmoothly. Ask them to think about some equivatent phrasesin their language.

o Students make their presentations to the class. lf t ime isshort, they can present to each other in groups.

Notes for Photocopiable activity 10.2You can't say that!GameLanguage: review ofvocabutary Units 1-10Materials: one copy of the worksheet cut up per group of 6-8(Teacher's Book page 143)r Divide the students into groups of 5-8, which wil l be split

into teams of three or four. Explain that they are going to playa game based on the vocabutary in the book. Give each groupa set of cards which they place face down on the desk.

. Explain to students that they need to try to describe ordefine the word or phrase at the top ofthe card so thattheir team-mates can guess it. They are not allowed to sayany part of the word they are trying to define. Nor are theyallowed to say either of the words underneath it. They maysay what part of speech it is, i.e. noun, adjective, phrasalverb, etc. and if i t is a phrase they may give the number ofwords. With a weaker class, do a demonstration yourselfusing one of the cards.

Unitlo.Endings (rF\

{

Students take turns to take a card and describe the word(s).They mustn't let their team-mates see their card but amember of the other team should be behind them to ensurethey do not use any of the forbidden words. l f they do, theyhave to stop and their team cannot get that point. Anothermember of the other team should t ime their turn - oneminute maximum. l f one of their team-mates guesses theword, the team gains a point . The winning team is the onewith the most points when all the cards have been used.With a strong class, you could repeat this activity onanother day, asking them to work in pairs or smal l groups toprepare 5-10 cards, choosing vocabulary themselves fromthe course book.

oPfroilAl SPax!ilG AcTrvtTY 1o],Presenlat ion: immortal i ty,www.oup.com/elt/teacher/solutions

t Lesson outcomeAsk students: Whot did you learn today? What can you donow? and elicit: I can give a presentation. I con use a rongeof techniques to describe something when I have forgotten ordon't know the word for it.

LESSOl{SUmilARY oor.rWrit ing: an opinion essay

Reading: an model essay about eBooks

Topic: science and technology

EiqI@ To do the lesson in 30 minutes, keep the lead-inbrief and limit the time spent on exercises 4 and 7.

@l$ffli[lf,@ To do the writing analysis and writingtask in one 45-minute lesson, keep the lead-in for the writinganalysis brief, ond skip the lead-in for the writing tosk. Omitexercise 7 in the writing analysis and osk students to finish thewriting task for homework.

i Lead-in 2-3 minutesr Put the students in small groups. Tell them that book groups

have recentty become popular in the UK - an informal groupof f r iends who choose a book to read and then meet upafter a few weeks to talk about it. Ask them to discuss whatkinds of books they l ike reading or, i f they don' t read much,why not. Do they l ike the idea of a book group? ls th is k indor past ime popular in their country? Do they think theywoutd read more if they belonged to a book group?

Exercise 1 page 110o Refer students to the photo and direct the question to the

whole c lass.

KEYeBooks are digi talversion of books that can be downloaded toa smal[ machine cal led an eBook reader.

Exercise 2 page 110. Students read and discuss the proposi t ion. l t may be

necessary to explain obsolete (no longer used becausesomething else has been invented).

o Bui td up a l is t of pros and cons on the board.

KEYPossible arguments:ForeBooks are much lighter than books, they are self-i l luminatingso you don't need a l ight source, they are more environmentaltyfriendty, you can make notes which can be erasedAgainstTraditional books are much easier to obtain, they are cheap, theydon't cause eye strain, you can see pictures and diagrams moreclearty, some people, e.g. children and older people need to seelarge writ ing, you don't have to yvorry about batteries running outor computers freezing, they could break if you drop them

Exercise 3 page 1roo Students do the task alone.

KEY1 lt would be hard to deny that2 the key question is3 | f irmly believe that4 Moreover

5678

I accept thatHoweverIn conclusionof the opinion

234

5678

Exercise 4 page 110. Students brainstorm ohrases in oairs.

KEYPossible answers1 There is no quest ion that, l t is c lear that, l t is widety

accepted that, lt is undoubtedly true thatWhat i t comes down to is, What needs to be decided isIn my view, In my opinionFurthermore, What is more, Besides, lt is also worth bearingin mind thatIt is true that, I wouldn't deny that, Admittedly, GrantedHaving said that , On the other hand, NeverthelessTo sum up, On balance, In summary, To concludeof the view, of the firm belief, convinced

Exercise 5 page 110. Students discuss the quest ion in pairs.

Exercise 6 page 110. Students can do the exercise alone or with their partner.

KEY1 First paragraph (lt woutd be hard to deny ...)2 Second paragraph (l f irmly betieve ...)3 First paragraph4 First paragraph5 Second paragraph6 Third paragraph

Exercise 7 page 110. Students discuss the quest ion in pairs. Encourage them to

use the language from exercise 3 and 4, which is useful forspoken as wel l as wr i t ten ooinion.

^tt6

) Unit 10 . Endinss

i Lesson outcomeAsk students: What have you learned todoyT and elicit: / canstructure an opinion essay. I have learned / revised a variety ofexpressions thot are used in an opinion essay.

'r:i!gii:

because i t 's much quickerthan wri t i rg !" -a- : . S: : * ' , : - ' : :=long before we don' t need pen and pape' . 1^: : - : - : - : - : , " : - :be any point in teaching people to wr i te ni th a 3e-. ' r l : : - , : -a:- | reckon keyboards wil l even become obsolete. ! l l 'y? Beca-secomputers already accept touch-screen commands and pret-: ;soon they't [ at[ accept voice commands too.Speaker 2 Sure, I admit that pretty soon they' l l develop acomputer that you can carry in a pocket. But that doesn't mean tosay that we' l l stop using pen and paper. Of course, as computersget smatler, e-maiI and messaging wil l become even more popular.But people forgetthat i t 's a pleasure to use a pen and paper.Leaving handwrit ten notes and messages for people may be low-tech - but i t 's simple and i t works! People sometimes even say thathandwrit ing wil l become obsolete, but I real ly don't reckon i t 's atatt t ikely. You simply cannot imagine they won't teach handwrit ingin schools in the future. Besides, styluses that you use to write onthe screen are already common, and they' l l become even morewidesoread - so we'l[ still need to know how to write.

Exercise 4 page 111. Students reDhrase the extracts alone or in oairs.

KEY1 The fact is, we currently send considerably more e-mails

than tradi t ionat let ters.2 Admit tedty some elder ly people wi l l cont inue to use a paper

and pen, but they wi l t be in a minor i ty.3 Moreover, schoolwork is increasingly done on computers.4 Granted, a computer wi l l have been developed in the not

too distant future that can be carried in a oocket.5 Al though i t is somet imes said that handwri t ing wi l l soon

become obsolete, in my view i t is h ighty improbable.6 l t is s imply inconceivable that handwri t ing won' t be taught

in school .

Exercise 5 page 111o Students make notes under the headings. They can

co[[aborate with a partner.

Exercise 6 page 111o Give students approximately fifteen minutes to write the first

three paragraphs. Go round helping and answering quer iesbut don't correct their work as they shoutd be encouraged todo this independent ly at the end.

Exercise 7 pagettTo Refer students to the wr i t ing t ip and the useful language.

Encourage them to learn one or two ofthe phrases by heartas of ten the language can help them to organise their ideas.

Exercise 8 page 111. Students write a finaI draft and check their writ ing against

the checklist.o Ask fast f inishers to swap compositions and decide if they

agree with the opinions stated.

oPTloxALw$nn6' i f frvtTYloc,. , . , ,Alternative endingswww.oup.com/elt/teacher/sglutions' r:

+ Lesson outcomeAsk students: What have you learned today? What can you donow? and elicit I con write an opinion essoy. I can use passives,preporatory it and appropriate vocobulary to achieve a formal style.

Key for language Review 9-10 and Skilts Round-up 1-10is on page 122.

Opinion essayryLESSOil SUi l tMARY O. i : ; ' , ,

Writing: an opinion essayLanguage: achieving a format styte using passive structures,preparatory if and format vocabularyTopic: science and technology

EIqI@l To do the lesson in 30 minutes, keep the lead-inbrief, and ask students to finish the essay for homework.

t Lead-in 2-3 minutes. Ask the students to think about a friend they are in contact

with who does not l ive near them. Now indicate three differentareas of the classroom: e-moil, phone,leffer (snail mai) andaskthem to go and stand in the area which corresponds to thelast t ime they made contact with that friend. Eticit responsesfrom students in different groups about why they choose thatmethod to keep in touch. lf there is anyone in the'tetter'area,ask them whether they used a computer or hand-wrote theirletter. Ask the other students whether they hand-write anyletters and if so elicit more information.

Exercise 1 page 111. Students brainstorm ideas with a partner.

Exercise 2 page 111. Focus on the writ ing tip and do the first sentence together.

Students cont inue indiv idual ty or in pairs.r Elicit the meaning of touch-typing (typing without tooking at

the keyboard).

KEY1 l t has to be borne in mind that people have been using pen

and paper for centur ies.2 l t is a lmost certainly t rue that paper won' t become obsolete.3 l t is somet imes argued that i t 's a waste of t ime teaching

children to write neatly.4 l t is s impty inconceivable that paper wi l l become obsolete.5 lt is surprising how few people can write neatly.6 lt is essential for children to be taught to touch-type at schoot.7 lt is wrong to suggest that paper and pen wil[ become

obsolete.

Exercise 3 page 111 6) 3.16r Ask students to note down the key arguments (as this

witt give them more ideas for their essay) and discuss theopinions with a partner. Elicit opinions from a few pairs.

Transcrlpt l.r6Speaker 1 Yeah, I agree 100% with the proposit ion. I mean, wenow send loads more e-mails than tradit iona[ letters, and kidsthese days just text or instant message each other. Most of themhave never writ ten a letter in their t i fe! OK, so some otd people wil lst ick with paper and pen, but there won't be many of them. Also,more and more often we're doing our schoolwork on computers.At some schools they even teach touch-typing, which is great

unit lo.Endinss (:}

TOPIC a. * ,Science and technotogy, people

t Lead-in page 114 5-8 minutesr Write the following headlines on the board; tett the students

these are tit les of articles from a popular-science magazine.Ask thern to decide what field of science the magazine dealswith. You may start with the first t it le and add the foltowinguntil the students guess correctty (astronomy). Then askthem to say what they think each article may be about.Alternatively., you can ask them which one is about the Sun.ls there anybody out there? (intelligent life in outer space)The end ofthe world (disappearance ofthe Sun)Before the Big Bang (the beginning of the universe)Lunar landscapes (the Moon)lmages of the red planef (Mars)Wish upon a shooting sfar (meteors)

EXerCiSe 1 page 114 3-5 minuteso Tell the students the text they are going to read a descripton

of a process. Askthem to read the text and the sentencesbelow, and say what process is described and whatthe stages ofthe process are. (The process ofthe Sundisappearing; f irst the Sun wil l grow into a red giant, then itwil l shrink into a white dwarf, very heavy and hot, f inally itwil l become an invisible black dwarf.)

EXefCiSe 2 page774 10-15 minutes

@Ask the students to identify whether the missing sentencesintroduce a new topic, close a paragraph or l ink the previoussentence with the one that follows. (Sentences to go ingaps 1, 2,4,5 are t inking sentences; sentence 3 ctoses aparagraph.)In a stronger class, allow ten minutes for the students tocomplete the task on their own. Check the answers as aclass.In a weaker class, ask the students to read the sentencesbefore and after the first gap and underline the words:process thot'fuels'the Sun and the exact detoils. Ask themto go through the sentences below the text and decidewhat the details refer to. lf they sti l l cannot identif iT the rightsentence, remind them that at this stage they do not need toconsider those sentences that refer to later stages the Sunwillgo through.Then, turn the students' attention to the word shrink in thesentence before gap 3, which should help them identif iT thesentence to go in gap 2.Ask the students to do the rest ofthe task on their own.Remind them to cross out the sentences they have alreadyused and to read the whole text when they have finished, tocheck it is logical. Allow 6-8 minutes. Check the answers asa class.

KEY 1D 2F 3B 4C 5A

EXefCiSe 3 page 114 5 minutesr Ask the students to do the task individuatly. Atlow 3-4

minutes. then check as a class.

KEY1 oldest2 most long-lived / otdest3 etderly

4 mature5 aged / elderty

ExerCiSe 4 page 714 15 minutes

o Ask the students to work in pairs and to prepare a l ist ofactivit ies usually associated with etderty people. Allow threeminutes and get feedback. Discuss as a class whether theactivit ies the students have come up with create an imageof an active or inactive person. Discuss what the elderly cando to stay active.

o Refer the students to the task, and tell them to look at thephotos and discuss the quest ions in pairs.

. Allow 7-8 minutes. Ask two pairs to present the task in frontof the class.

t Lesson outcomeAsk students: What have you learned / proctised today? andelicit: I have learned about the future of the Sun / Solar system /how o stor turns into a black dwarf. I have practised readingcomprehension through a motching task, I have proctised qp h oto - bosed speaki n g task.

9 Get readyforyourexam 10

112

2723

31

472

512

6723

7723

1-2 Students' own answers

3 a job application letterb A personal qualit ies

B oualif ications and skil lsC reason for appticationD work experience

41A 2C 3D 4B 5A 6D 7C 8B

5B

6 1 To find a job.2 That he won't get any hotidays.3 Because he thinks the fire alarm is iust being tested.4 Because he knows Edgars is the best candidate and

doesn't want him to go to the other interview he hasarranged for the following day.

5 He witl give him the address of a good lettings agency.

Transcript 1.13Boss So have you relocated to the UK?Edgars No, I 'm lust here for two weeks - to try and find a fob.Then, assuming | f ind one, I ' l [ relocate.B And, I guess you have several interviews tined up ...E Yes ... well, I have this one and two others. But this iob withlnterPost is the one I 'd l ike most of the three.B I suppose you have to say that really.E But it 's true.B You'tt miss Latvia though, won't you?E Yes, of course. But I can visit during the hotidays.B Hotidays? What hotidays?E I thought ... I mean, aren't there ...?B Onty kidding! You'l l start with twenty days ptus nationalhotidays. And then, the entittement increases by a day for everyNvo years that you remain with the company. How does thatsound?E Fine.B Good, welt I think... don't worry about that alarm, they'realways testing it without letting us know!E OK.B What was I going to say? Oh, yes. Wett I think that covers mostof what I want to tatk about. The next stage wilt ... Can you smellburning?

'$rurls KrvE Yes.B I think we'd better get out of here.E OK! Which way?B Follow me.

B Sorry about alt this. Reatty unfortunate. I hope it hasn't thrownyou too much.E Not at att.B Good. You know, I think we'd iust about f inished anyway. Ourhuman resources department witt be in touch soon. Actuatty, offthe record, I can say that we wil l definitely be offering you thejob. I 've seen all the candidates now and you've got the bestexperience, qualif ications ... basicalty you're iust what we'relooking for.E Thanks! That's great news.B These other interviews you're having... have you had thematready?E Er ... l 've had one atready. The other one is tomorrow.B Oh, right. Welt, what do you think?E About what?B Do you want to accept this job offer? | know we're not doingthings quite by the book here, but it woutd be good for both of usto get it alt done and dusted right here and now. Don't you agree?E Welt, I suppose so ... yes.B So, you're accepting the job?E Yes, I amlB Great! Let's shake on that!E OK.B I bet this is the first t ime you've been offered a iob in a carpark, eh, Edgars?E Definitety!B So, what's your next move? Look for somewhere to tive?E Yes. While I 'm here, I can start f inding out about rentedaccommodat ion.B I can give you the detaits of a good letting agency.E Thanks.B Assuming my address book hasn't been destroyed by the fire.E lt doesn't look too bad from here. I can't see anv smoke.

7 Students 'own answers

ilPage 45

disorientatedpreoccupied

narrow-mindedheart-warmingcoo[-headed

e 2d 3a 4b

loosely 3promptly 4

used to, asis atways, l ike

look after themto put it onis being looked into

had been waitinghad not turned upwas contemplating

5c

widelycategorica[[y

,,:Page 24

overaweounnerveo

tight-fistedquick-wittedhair-raising

5 i ronicat ly

witt, l ikewas always, l ike

to stand up to himhad been made upwould think it over

vanishedwent backwere

34

456

34

456

455

112

27

312

472

5123

6723

772

812345

suffered 3speak 4

e 2f 3a 4b

from 3to4

transformationmodification

has been goinghave knownhas been cleaning

to have playedbeing taken outto have been pushed

easilya good deal

returnedwas resolved

5c 6d

withfor

5 pays

5in

adaptationconversion

have retiredhas rainedhave been staying

34

456

4 tocry5 being kept

3 by mi les4 marginally

would not have happened, had been lookinghad not been discovered, would sti l l be dyingruns out, be generatedwould use, was / were investednot been evacuated, would have died

Language Reviews and Skilts Key

t

2

4

5

r:.8gge 47

Students' own answers

Because people who have rooms to let are looking for theperfect tenant and prospective tenants are seeking theperfect room so it is t ike speed-dating where many singlepeople talk to others to find out if they are compatible.

E Now you can tell me the truth about the house. The noisyneighbours ...To The neighbours are fine, actually. I never even hear them.E What about the landtord? Does he ever call round?To Occasionally. He's supposed to let us know before he comes,but he never does. I think he's trying to catch us out! Oh, by theway, the post arrived while you were out. There's a letter for you.E lt must be my job offer! lf i t had anived an hour ago, I 'd havesaved mysetf f800!

To ls everything OK?E I don't understand ...To What's the problem?E But he offered me the job! We shook hands in the car park!To What does the letter say?E lt's a rejection letter. They've given the lob to somebody else!

6-8 Students' own answers

]i:t:lll]p€ge68

1 True2 False3 False

4 True5 False

6 True7 True

the letting agent and a housemate

1 True2 Not stated (We know he started l iving there last year but

don't know exactly how long.)3 True4 False (lt is because he doesn't have a formal job offer in

writ ing)5 True6 True7 Not stated (lt is from Interpost but we don't know exactly

who wrote it.)

Transcript r.26Edgars Hi, Tomas. How are you?Tomas I'm fine. ls that all you have? One suitcase?E Yes, it is ... for now. The rest is back home in Latvia. I wanted tofind somewhere to live before I had it sent over.To Yes, of course. Anyway, come in. Tanya's here from theagency. 5he's got atl the paperwork.E Oh, right. We'd better get that over with, I suppose!To There are about twenty forms to sign - | remember gettingquite stressed about it when I started my tenancy last year!Anyway, she's in the kitchen. Would you like a coffee?E No, thanks. I 'm fine.

Tanya Hetlo, Edgars. ls it Edgars or Ed?E Edgars.Ta Fine. Anyway, I have your tenancy agreement here. Can I justtake a few details?E Ofcourse. What do you need to know?Ta Well, have you opened a bank account yet?E I'm just in the process of doing that, actua[[y. They need to seethe formal letter of engagement for my new job first.Ta Oh, I see. You don't have that yet? | thought you'd beenoffered the job.E I have ... verbalty. I'm just waiting for the letter to arrive.Ta Where are they sending it to?E Well, here. I phoned them yesterday and gave them thisaddress.Ta Hmm. OK. Welt, I suppose that's the best you can do. Now, Ineed a deposit.E Yes, I know.Ta Three months' rent is ... E2,4OO.E Three months? | thought it was two months.Ta lt 's three, because you don't have proof of employment.E But when I get the letter ... do I get the money back for the thirdmonth?Ta I'm afraid not. lt 's not my decision - it 's the landlord. Heinsists on it.E Oh, OK. Wett, I ' tt have to get more money from the bank, then. Ican use my credit card,Ta Fine. Well, tet's get everything signed, and then we can go tothe bank on my way back to the office.To Hi, Edgars. Everything sorted out?E Yes. I got more money from the bank. We're now officiatlyhousemates!To That's great!

5 amiabi l i ty

5 hopes

He whispered to her, 'You look gorgeous.''Slow down', her husband yelled. 'We're going to crash!'' l suppose so' , she sighed.'Look at your leg', gasped Grace. ' l think it 's broken.''Why doesn't he just get to the point?' muttered Dan.

It 's important for athletes to train hard.The aim is for us to learn Polish in six months.In the past, it was scandalous for women to wear trousers.The manager is not happy for staff to take time off work.It is vital for you to read the instructions beforeswitching on.

c 2aandb 3c 4b 5a

out 3on 5offup 4 back

Amy suggested that they should consult an expert. /Amy suggested consutting an expert.Harriet claimed never to have cried at the cinema.Mia blamed Ryan for breaking her iPod.She threatened to sell the photos if he didn't pay her.He warned him not to take the motonruav as there hadbeen an accident.

Fage Ol

He has relocated because he believed he had a job but nowthe iob offer has fa[[en through. Students' own answers.

1B 2D 3C 4A

l!23

272

t72

472345

512345

67

7t2

81

2345

have madewas brokengrouno

wisdomaltruism

sightscounting

4 have been infl icted5 put up

3 courage4 sincerity

3 foreseeable4 futfit

120 )

Language Reviews and Skilts Key

Transcrlpt 2.r6Tomas Hi, Edgars. How are you?Edgars Oh, OK.T Did you phone up that company who sent you the reiectionletter?E I catted a few times, but I couldn't get through to John - theman who interviewed me.T The one who offered you the job?E That's right. I spoke to a woman in Human Resources, but allshe knew was that they'd offered the iob to somebody etse. WhenI totd her that John had offered me the iob verbatty, she just said Imust have misunderstood him. She said maybe it was a languageproblemlT I doubt it. Your Engtish is perfect.E Not perfect... but I definitely didn't misunderstand him whenhe made the job offer.T lt 's not right, though. You should complain to somebody. I betthey wouldn't have treated you like this if you were Brit ish.E There's no point in making a complaint. lt would only be myword against his.T But what are you going to do about money? Witl you be able topay the rent?E I've got enough to pay two months' rent. Then I'm in bigtrouble. But I 'm sure I ' l l f ind some work. The most annoying thingis, I cancelled my other interview because I thought I already hada iob!T Sowhatareyou goingto do?E I't l sign on at an agency - maybe get some temporary work.Actually, I had a dream about this tast night. lt 's iust come backto me! In my dream, a young woman came up to me - a completestranger - and started giving me advice. She told me I should startup my own business - as an lT consultant.T That's a strange thing to dream about! | usually dream aboutflying, and sometimes about ctimbing up a reatly tall tower and ...well, anyway. So what happened next, in your dream?E Nothing really. The girt - the young woman - advised me to setup my own company, and then she teft.T Maybe you should do it, then. Sometimes dreams can givegood advice.E You don't really believe that, do you?T Sure I do, Dreams are very mysterious things.E I don't think they're mysterious at all. I was worrying aboutfinding a lob when I went to bed, so I dreamed about it. End ofstory. But having said that, setting up my own business may notbe a bad idea.T You see!E Anyway, maybe I should try to think about something else for awhile. Have you got any plans for this evening?T Yes, my sister's coming over for dinner.E Your sister? | thought she sti l l l ived with your parents inLithuania.T That's my baby sister. The one who's coming over is my oldersister, Rita. She lives in London. So does my brother.E Oh, right.T Why don't you ioin us for dinner? There's toads of food. AndI think you two would get on. She's in the same field as you ...lT. I don't know exactly what she does ... but anyway, simitarto the kind of thing that you do. Personally, I don't understandtechnology.E That's a really nice invitation. Are you sure it's OK?T Ofcourse!E Well, if you're sure.

T That must be Rita. Woutd you mind stirring the soup while I goand open the door?E Of course not. Here, give me the spoon.T Rita, this is Edgars. He's my new flatmate.Rita Hi. Nice to meet you.T Edgars! Are you OK? Say something!E l 'm sorry. | ... l t 's iust that ... You know I told you about thatdream?T Yes ...

E Welt, your sister... Rita ... she's the woman in my dream.R How romantic! And we've never even met!T Are you kidding? You must be ...E No, I 'm not. I 'm totalty serious!

3-4 Students'own answers

5 The text suggests that a mind-reading technique, portrayedin the futuristicfilm Minority Report, may one day be reality.

6 1 They can tell which picture someone is thinking ol out of120 pictures,90% of the t ime.

2 They may be able to read a person's brain andreconstruct images of what he or she is seeing andproiect them on to a screen.

3 lt might be possible to read someone's braininvoluntarily, covertly or without informed consent.

4 He suggests that complete informed consent must beobtained before the technology is used on a person.

7-8 Students' own answers

Fage 90

1123

272

312

472

512

345678

67

77234

wil[ get awayhad been held updropping her off

outbreak 3uprising 4

open-toedskin-tight

heavycloying

may not leaveshould have askedmust be iokingought not to put

4 stopped over5 was shown around

What we need to know is when their f l ight is due.Not only is the new head teacher charming, but she'salso very professiona[.The truth is, he earns too l itt le to support himself.Your new haircut does look nice.What I don't understand is why he's upset.It was you who told everyone my secret.The fact is, we're lost.Rarety did I stop to think about her feelings.

b 2 aandb 3 b 4 aandb 5 b

takeoverdownfal[

3 [ong-sleeved4 loose-fitt ing

3 crowded4 cramped

3 wait4 hungry

5 comeback

5 three-piece

5 stoppy

5 might have told6 needn't hurry7 can't have seen

Pqda Ol

1-2 Students'own answers

t 1c 28 3B 48

{ Hotel reception, hotel restaurant and pub.

5 1 onl ine2 diry

5 positive / optimistic6 pub

language Reviews and Skitts Key

9 Language Reviews and skitts Key

Transcrlpt 3.05Edgars There's nobody at the desk.Rita ls there a bell we can ring?E I don't think so. Excuse me!R Ping ping!E ls there anybody there?Tomas Somebody's coming. I can hear footsteps.Receptionist Sorry about that. How can I hetp you?E We have a reservation - three single rooms.Receptionist 0K. What are the names?E My name is Edgars Ozols.R I'm Rita Urboniend. My brother's name is Tomas Urbonas.Receptionist I 'm sorry. I don't appearto have any roomsreserved under any of those names.T You did book, didn't you?E Yes. I booked over the Internet. I've got a printout here, withthe confirmation code and everything. I even paid a deposit.Receptionist Can I see that?E Ofcourse. Here.Receptionist Hmm ... Would you mind waiting here? I ' l l just goand ask.T I hope they sort it out soon. I need some dinner - and soon!R lt's probably just an administrative error. They'll have rooms forus - the hoteI doesn't seem very full.

E What are vour rooms like?T Not great. Yours?E lt doesn't look as though my room has been cleaned ... ever.R Can I ask how you chose this hote[?E I read a review online. lt was OK. But mostly, they had a specialoffer. The rooms were really cheap.T Ah. At last! After twenty minutes!Waitress Who ordered the soup for starter?E None of us.T But give it to me anyway. I'm starving.E We didn't order starters.Waitress Oh. What main courses did you order?E Two pasta dishes ...T ... and a steak. Will they be long?Waitress I'tt iust go and ask.R I think I 'm losing my appetite. Shatl we iust go out and find apub?E We've waited this tong... I want some food!T lf the soup's anything to go by, the main courses won't reallybe worth waiting for.E But better than nothing ...

T Cheers!E Cheers!R Good health!T And good luckwith your new business! I 'm gtad you decided tofollow your dream!E lt's worth a try. And I've got a feeling it's going to do wel[. Ionly started advertising last week, and l 've already had about tenenquiries.T That seems promising.E Yes. But then, so did the hotel. And I made a bit of a mistakethere, didn't l?R lt wasn't your fault.T Yes, it was. He booked it. But we'lt forgive him!R What I mean is, there was no wayyou could have known. ltwas iust bad luck.E We coutd move to a different hotel.R lt isn't realty worth it for two nights, is it?T No.E But let's not have any more meals there.R This pub does food. We could try here tomorrow night.T I l ike it here. lt has a good atmosphere.

E Me too.R You probably don't want to think about work, but ... shatt Imention you to my boss? He might need somebody like you forshort-term contracts. lt's another contact, isn't it?E Sure. Good idea Thanks. What company do you work for?R lt 's called InterPost. Your probably haven't heard of it. Theyspecialise in ...E ... logistics, distribution.R That's right! So you have heard of them.E Yes. ls your boss called John, by any chance?R He isl How did you know?E Oh, he interviewed me once. lt 's a long story...

6-7 Students'own answers

Page 112

tt23

2723455

37

4723

512345

672

345

77

23

4

5

dropped 4 was keptwon't breathe 5 wil l never confidegleaned 5 Have you heard

freedom of speech / free speechcensorsh iooersonalaccusationsnationalcatastrophic

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

2

3

were evacuatedwit l be decidedwas being repaired

4 is being recorded5 had been tied

My aunt has her lawn mown once a fortnight.We're having our windows changed next week.They'll get the office refurbished when they can afford it.My father hadn't had his car serviced in years.My boyfriend got his wallet stolen yesterday.

Whoever gave you that picture has impeccable taste.John wil l never become an airl ine pilot, however hard hetries.Whenever l 'm in the UK I buy a load of tea bags.She'l l look stunning, whichever dress she wears.Whatever you do, don't panic.

She started to dust the bookcase, on top ofwhich laypiles of papers.He has won eleven medals so far, most of which are gold.The president wil l appoint a number of new ministers inthe new session, many of whom are women.That woman's an actress, for whom an acquaintance ofmine was mistaken.I addressed my complaint to an employee who wasblatantly rude.

Psgs 113

a The first e-mail is from a young woman (Rita) and thesecond is from a man (Edgars).

b Rita has been offered a promotion and wil l have to moveto Edinburgh if she takes it.

1E 2A 3G 4C 5F 5D

d,a,c

1r

2

3

4

5

She sounds disappointed. lt implies that she was hopingfor Edgars to say something more personal.He sounds a bit nervous. lt implies he's concerned abouthow Rita might react.She sounds apologetic. lt impties she regrets that shewon't be abte to work with Edgars.He sounds upset. lt implies that he doesn't want Rita tomove away.He sounds a bit defensive. lt implies that he knows morethan he is saying.

6 He sounds a bit offended. lt impties that he feels left outof Edgars' and Rita's plans.

7 She sounds amused. lt impties that she feels glad to beleaving her job.

Transcrlpt 3.rzRita 5o ... why did you want to meet up? You said you hadsomething interesting to tell me. ls there some juicy gossip?Edgars No, nothing like that. I have a proposition to make.R Reatty? What kind of proposition?E A professional one.R Oh, I see. Professional.E I think it 's a great opportunity. Well, i t coutd be. The thing is,the business that l 've set up is doing really wett. l 'm looking forsomebody to help me run it.R Go on ...E lwondered if you might be interested. You don't have to sayanything now. I mean, you don't have to decide now. Take sometime to think about it. I know you've got a iob atready. And ofcourse .,.R I've iust accepted a promotion. I'm so sorry.E I didn't think you'd be interested. lt doesn't matter anyway. Ican always advertise.R lt's not that I'm not interested. I just can't do it!E I understand. So, what's this promotion?R I've been offered a job as a senior manager - in theirEdinburgh office.E Edinburgh?R That's right.E So you're ... moving. To Edinburgh.R That's right! Aren't you going to congratulate me?E Yes, ofcourse. Congratulations.

Tomas Didn't you try and persuade her to change her mind?E No. How coutd l? She'd just accepted a promotion. She'smoving to Edinburgh.T But I 'm sure she'd rather stay here and work with you.E What makes you say that?T lt's just ... a feeling I've got.E Has she said anything to you?T No, she hasn't said anything to me ... exactly.E But what?T But nothing. I didn't say'but'.E Tomas! You're hiding something. Tell me!T I can't. I promised lwoutdn't let on.E You're my friend!T She's my sister!E Hmm. Yes, I was forgetting that. But can't you give me a clue?T No, I can't.

T So, here's to your new iob!R Thanks. Cheers!E Good health ... and good luck.T She'tl need it! So, tell me. How did you persuade her not to goto Edinburgh?E I made her an offer she couldn't refuse!T Come on, I want to know more than that.E l 'm sorry. lt 's confidential.R lt was a very good offer.

T Hmm. Nobody tells me anything.R Anyway, next Friday is my last day with InterPost.T How did your boss take it when you told him?R Not, very wel[. His face went red and he couldn't speak.E I never tiked him.R Me neither.T Edgars wil l make a much nicer boss.R Boss? You mean Dartner!T Yes, sorry.E But boss really.R No, you said equal partners. That was the deal.

5-7 Students'own answers

Language Reviews and skitts Key ("?l\

\

5mm!

IIIII

*

un-

Im-

practical

advantaged

moral

satisfied

reasonable

patient

efficient

approvrng

modest

sensitive

,-*) sotutions Teacher's Book. Advanced @ oxford University Press @

dis- lJ l -

i[- lr-

witl ing enthusiastic

literate rational

partial embarrassed

wise responsibte

predictable mature

capable com patibte

religious logical

considerate decisive

tolerant polite

----- -- t

reliable t

imaginative

Pnnnsru vERBs

I My sister wants to visit Krak6w, so I was

wondering if you could

for a while in your spare

room?

2 After his parents died, his aunt took care of

him and he as if he were

her own son.

3 Did you know Joe's back from Italy?

by chance in town

yesterday.

John's been feeling really down lately, so let's

have a party to

Well, I was tired and it was a boring film so

ves I admit I

Everyone at work is worried about job

security because twenty people

already.

I've told him I don't want to so out with him

but I just can't because he

obviously doesn't want to hear it.

Your neighbours are so noisy! I don't know

how you

Multipte choice answers to Student B's sentences

1 a get away with b get rid of c get by

2 a Sive-yl b do away with c call off

3 a turn down b let down c put off

+ a glt round to b get through c go for

5 a go for b let down c tet off

6 a tet off b set off c get away

7 a.drop off b put down c let out

8 a go for b beat up c do away with

PAIRWORK

i^ STUDEI{T B'JPil t If nobody saw you, you mighti I but I think vou shouldt i

I j just admit you broke the window.

', tr 2 Actually I'm free on Saturday because the

i I wedding . Apparently, thet i

i t bride is very ill and they've had to cancel it.r iI $ 3 Jennifer was offered the job but sher l

I i because she didn't think ii I the salary would be enough to live on.

i I I The washing-up always piles up in the sinkt . :r 1 and I finallv when I don'tl l

r I L^-, - - - , , ^r^^- * , ,^ . r^r+

; 1 4 The washing-up always pit . :r 1 andlf inal lvl l

: ] have any clean mugs left.

j '

5 Michael really _ over

that assignment. I was counting on him to do

the research but he forgot, so we missed the

deadline.

6 Everyone on the expedition was feeling

nervous as we on the lons

trek from base camp to the summit.

7 I got a lift with Ben. It was pouring with

rain so he offered right

outside my house.

I Last time my brother was in Manchester

by a gang ofthugs and

had his mobile phone stolen.

Multiple choice answers to Student A's sentences

1 a.put up b set up c set out

2 a look up b take after c br ing up

3 a run into b run over c walk into

4 a pick up b cheer up c pul l up

5 a drop off b drop by c drop away

6 a tay off :' b lay down c throw away

7 a get over b get through to c put up with

8 a put up with b go through c get away with

he

| '''-*- -'---*-I

r lL- l

- l

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

@ @ oxford University Press Solutions Teacher's Book o Advanced

ConPouro DomtiloEs

QOw- - - - - ' f - . - -r l

I tIII

a. l

special i effectsIIIII

- - - - -+-----

moving

START

thriller

studded

opening sequence

science fiction

QP- - - - -*----r l

t1III

. ara I

boiling i hotIIIII

- - - - r+_-___

bone dry

warming

budget

IIII

- ltear i ierkerr , - -IIIII

START

stiff

black

sound

wide

asleep

<rn solutions Teacher's Book o Advanced,/

awake

@ Oxrbrd Universiw Press @@

block buster

award

romantic

wlnning

comedy

stick

super hero

hair

IIII

i ttrlnIIIII+--------- -

soaking

brand

crystal clear

IIII

. lrock i hardI

tIII

slow

psychological

heart

shoestring

ElID

fighting

bored

pitch

freezing

ElID

II GAMI

A nELPIIIG HAI{D

Relationship cards

an acquaintance

Qa I-IL

Iv l - - - - - - - - - - - - - -+

a friend of yourmother's

a friend of a friend a classmate your best friend

a cousrn a close friend a childhood friend

I

i nf7n.r house has been i H./rt . has been gettingi badly flooded. i thinner and thinner.

l ll ll ll l

i He/she has been caught iI r , .o . I

i commrurng a mtnor il l

i crim€, €.3. shoptifting. il l

iHe/she has just found out i

their pet is very itl and ithe vet says it should be i

put down. ii

He/she has shared someprivate information

about you with anotherperson.

He/she has started tospeakvery loudly andyou suspect he/ she is

going deaf.

He/she is spending a lotof t ime in an ontine chat

room.

He/she has suggested youdo some charity work

together.

He/she has fallen out withsomeone close to you.

He/she has inherited alarge sum of money.

He/she has been stayingat your house for twomonths and is very

untidy.

He/she has been rude toyour parents.

4rn solutions Teacher's Book . Advanced,/

@ oxford Universitylress @

STUI'EIIT A

lessica loved to walk in the warmsummer rain.I'm sorry but I just can't let you to dothat.She never, ever allows her childreneating sweets.It wasn't possible for us to have aholiday this year because we justcouldn't afford going.I remember seeing her at lunchtimebut I think maybe she went homeearly.Have you ever pretended being ill inorder to avoid doing something?I fail to see why you can't meet herlater.

8 He was hit by a car when he stoppedto fixing his bicycle chain back onagain.

Answers to Student B's sentences1 Passing her English exam has enabled

Sally to get the job she wanted.

2 Correct

3 lf we don't leave soon, we risk gettingcaught in heavy traffic.

4 Correct

5 fonathan narrowly escaped beingknocked down by a bus on the highstreet.

6 Correct

7 To be honest, I dislike seeing youngpeople chewing gum as I think it 'sunattractive.

8 Martina would never contemplateleaving her country even to be withher soulmate.

E@ @ oxford university Press solutions Teacheds Book . Advanced (-ia\

PAIRWORK

STUDEI{T B

Passing her English exam has enabledSally getting the iob she wanted.After drama school, Paul went on tobecome quite a successful actor.lf we don't leave soon, we risk to getcaught in heavy traffic.We have had a lot of difficulty gettingpeople to believe in our new product.

fonathan narrowly escaped to beknocked down by a bus on the highstreet.She suggested going to that newrestaurant in the main square.To be honest, I dislike to see youngpeople chewing gum as I think it'sunattractive.Martina would never contemplate toleave her country even to be with hersoulmate.

Answers to Student A's sentences1 Correct

2 l'm sorry but I iust can't let you dothat.

3 She never, ever allows her children toeat sweets.

4 lt wasn't possible for us to have ahotiday this year because we justcouldn't afford to go.

5 Correct

6 Have you ever pretended to be ill inorder to avoid doing something?

7 Correct8 He was hit by a car when he stopped

to fix his bicycle chain back on again.

PNOpTR PATTERI{S

ConPARrsorrs

long-lasting

frustrated

fashionabte

young

disappointing

seriousgood

heavy

largepopular

run down

emotional

effective

stormy

bad

willing

tikely

old-fashioned

useful

talented

time-consuming

innocent

independent

old

frightening

light-hearted

strong

bad

tively

attractive

isolated

romantic

hard

competitivegreat

painfut

good

impersonal

happy

low

p*licics

*rsrnne

lov* effidrxlerriess

$XXrNl

BOARD GAMI

esqresther

big-headed

difficult

childishgood

expensive

thought-provoking

violent

warm

bad

beautiful

strange

touristy

shy

traditional

amazing

dangerous

intelligentquaint

rich

fast

easy-going

sensitive

unwitling

cheap

far-fetchedpowerful

bad

busy

long

successful

crowded

tall

significant

successful

close

trendygood

chitd-friendly

nice

important

sp6tr&

$=Kmg&Xrk

gnxae*x

*vem*sresteurants

ed$ca&is*l

$r*wnds&xXp

tXxe &xKwxww

kwwXrs

ah$1cf heod

/E=g--/

"{,

-g //i(t

6-.q;:l.

\ 6aa

:'.4$)

tornlH;1

k/)q

Hotqui%75 ---

3""".g)q):r"i 1)\t'q"a\ \ -z

4lD solutions Teacheds Book. Advanced @ oxford University P."rt @

PAIRWORK

CorrDlTror{Ats mAzE

ll{ sentence: Had I known she wanted to come, l'd have invited her.

1 When you will get your first job, you will be able to start saving up for a car.

2 Were I incredibty rich, I would have lent him the money.

3 Were you told him the truth, he would have believed you.

4 lf my mobile hadn't been out of charge, I'd definitely call her.

5 Unless we don't want to fai[, we should do some revision.

6 lf he didn't like us giving him that nickname, he should have told us.

7 | think we'l[ still win the match as long as we stay focused.

8 She woutdn't need to borrow my book, if she didn't lose hers yesterday.

9 Shoutdjohn call you, please give him my message.

10 Shoutd they have required further assistance, my colleague would have been happy to help them.

11 We would be there by now if you hadn't decided we should go by coach this time.

72 Had you called the bar sooner, they woutd probabty have found your bag.

13 This is a problem which will only get worse, unless we do something about it soon.

14 Frankly, I'll be amazed if she witl agree to go out with him.

@ @ oxford university Press solutions Teachefs Book o Advanced (f,\

IOIOmS BLUFF

Team ABite the butlet

You're just going to have to bite the bullet and talk to himabout it.

1 make yourself face a difficult situation

2

Be in the warsOh dear, you've been in the wars. What have you been

doing?

get hurt, usually from an accident

I

Team BBe up in arms

They're up in arms about the plans to build that new roadthrough the meadow.

I

2

3

be very angry

t23

Cut both waysIn a chat room, you are anonymous but so is the other

person, so it cuts both ways.

there is a good side and a bad side

r- ----+Team C

Cross swordsYou don't want to cross swords with him. He usually wins.

1 argue with someone

2

Be a shot in the darkI 'd say the answer is 'A' but it 's a shot in the dark.

when you don't know anything about it but you iustguess

t

2

3

Team DBe a long shot

The campsite is fult up. You could try the youth hostel butit's a long shot.

an action you try that's probably not going to work

Make a killingMy uncle made a kitling on the stock market and now lives

in Hawaii.

1 get rich

21

2

3

II

I

t

2

3

Team EShoot down in flames

Her suggestion for a theme for the party was shot down inflames.

when you totally reject an idea

Bite the dustoh, did he lie to r""

":t il,11".,:er friendship bites the

when something ends in failure or dies

I

Team FDodge the bullet

Looks like he dodged the bullet again. I was sure he wouldbe expelled this time.

1 avoid something really bad happening

2

Steal a march onMicrosoft stole a march on their rivals by getting their new

software out on the market so quickly.

I

2 when you do something before another person and getthe advantage

3

1

2

3

1

2

3

4tS solutions Teacher's Book r Advanced/

@ Oxiord -universiw P."r, @

admiration

communicate

considerate

imagination

possess

retiable

prediction

justify

recognisable

admire

communicative

devotion

rmagrne

possessrve

tolerance

predict

justifiabte

construction

HnppvwoRD FAnruEs

admirabte communication

consideration consider

devote devoted

imaginative possessron

retiance rely

t l[ - - - - - - - - - - - l

tolerate tolerant

predictable justification

recognition recognise

construct constructive

L__________l

@@ @ oxford University Press SolutionsTeachedsBook.Advanced t 133

PAIRWORCou,oqATprs CnosswoRD

STUDE]IT A1 Choose words from the box which can come after the words in the grid to form common collocations.

7

5

9

3

7

11

g Now swap grids with Student B and complete the crossword.

4

5

6

10

11

L__STUDEl{T B

*

1 Choose words from the box which can come after the words in the grid to form common coltocations.

2

6

10

Now swap grids with Student A and complete the crossword.

4

8

t2

4

5

6

10

7t

JA- 134 ) SolutionsTeachefs Book.Advanced./

@ oxford University Pr"tt @

Rrponrrilc

5

6

1 'We're not moving and you can't make us - we have a right toprotest here!'

2 'l'm afraid I've got some bad news for you a[[. The company is beingforced to close.'

3 'Oh, thank you so much for the offer. I'd absolutely love to belamie's godmother.'

4 'Please get yourself a new mobile phone. I won't be able to relax untityou do - what if there's an emergency?'

'Don't go! I'lldo anythingyou want if you'[[ just stay!'

'The market will improve soon, and then business wilt pick up - justyou wait and see.'

'Don't be ridiculous! Of course I didn't see it happen. I wasn't there.Now leave me alone!'

'Of course you can stay with us. Stay as long as you like. lt's noproblem at all.'

'This is your last chance. lf you are late one more time, you will facedisciplinary action.'

'The food in your restaurant was overcooked and the waitress wasincredibly rude and it ruined my birthday.'

t - - - - - - - - - - - - - ' l

defiantly

F--------- - - l

regretfullyF--------- - -{t tI enthusiastica[y !l - lF-------- - - -{

anxiously

F--------- - -{

desperately

F--------- - - l

optimistically

F--------- - -{

angrily

F--------- - - l

I S"nerously iF--------- - - l

sternly

F--------- - - l

bitterty

10

L___-_______J

Choose an appropriate verb and report what was said:

a plead

b accept

C complain

d refuse

e predict

f announce

$ warn

h offer

i request

j aeny

E@ @ oxford university Press Solutions Teachefs Book o Advanced

check into

chill out

wander

expedition

a journey

see off

kids

backpack

touch down

a break

walk up tosomebody

an ercursion

get away

trudge

tug

run out ofsomething

-il

solutions Teacher's Book. Advanced./

@ Oxford Universiw Press @

Tilcrv TRnveLoGuEs

a trip

too

run intosomebody

drop off

r l l

a tour

bust

stop off at

stagger

set off

travels

traipse

trek

pick up

walk off

stroll

an excursion

GAMETnIr ABoUT IT

Itts no usc... The troubte is... It's really pointless ...

I really do ...One good thing

about is...

What annoys me most is...

One thlngyou may

not know is...

I don't like _but I do...

What I really love

about _ is...

The problem with

ls ...The truth is...

It's not wofth ...

What most people

don't know about me

It's definitely worth ... llot only... but also...What's interesting

about _ |s...

What I don't

understand is...

One thing I'd llke to

buy is...lS ...

r-mobile I clothes I studying I o"r" I ron"y iphones i

Parents going out travelling

food hoUdays home e-mail

amusrc wotk shopping sport friendsL________I ___l_ ___L_ __t________l

@@ @ oxford university press solutions Teachefs Book. Advanced (F

brothers/sisters

computergames

w

PAIRWORKl(vlrE - FAsHIot ICot{

STUDEI{T A

Love her or hate her, you'd have tobe living in a cave not to know KylieMinogue is back, bolder than ever,following . And tomark the pop icon's 4oth birthday year,Melbourne Arts Centre is proudly staging

of her career,focusing on a[[aspects of the diva'sever-evolving style. Now wannabe popprincesses wilt get to see key pieces fromQueen Kylie's costume collection such asthe worn in her'Spinning Around' video and spectacular'Show gir [ 'costumes by John Gal l iano,glittering with sequins and crystals andtrimmed with feathers. What girlwouldn'tlong to whensurrounded by such a fantastic wardrobe?From classic ful[-length evening gowns

to sexy tight-fittingmicro-minis, i t wi l l al lbe on disptay and it 's arollercoaster ride throu ghher many incarnationsfrom her beginnings as a

to her currentglamourpuss image.Perhaps what makesher so irresistible is the fact that she can

Her mostrecent shows see her outfitted by JeanPaulGaultier and if she can carry off thisdesigner'si t wil l be yet another feather in her capand she wi l l heradoring fashion fan club.

Love her or hate her, you'd have to be livingnot to know Kylie

Minogue is back, bolder than ever, followingher cancer ordeal. And to mark the popicon's birthday year,Melbourne Arts Centre is proudly staging amajor retrospective of her career, focusingon allaspects of the diva's ever-evolvingstyle. Now wil tget to see key pieces from Queen Kylie'scostume collection such as the skin-tightgotd hot pants worn in her 'SpinningAround' video and spectacular'Show girl 'costumes by

tight-fitting micro-minis, itwi l lal l be on display and i t 'sa rollercoaster ride throughher many incarnations fromher beginnings as a cute,wholesome, girl-next-doorsoap star to her current

image. Perhaps whatmakes her so irresistibleis the fact that she can make anylook work for her. Her most recent showssee her outfitted by Jean Paul Gaultier and

with sequins and crystals and trimmedwith feathers. What girlwouldn't longto be in Kytie's shoes when surroundedby such a fantastic wardrobe? From

gowns to sexy

glittering if she can thisdesigner's over-the-top sense of fun, it wiltbe andshe will prove herself worthy of her adoringfashion fan club.

STUDE]IT B

4il solutions Teacher's Book o Advanced,/

@ oxford University Pr"rr @

ls r rHE snme?

I wasn't able toget a tift to the

party.

I couldn t findanyone to

take me to thepaxty.

[{v dlter ran driYe6 fie'll takc ul.

My sister haspassed her drwing

tsst so she'll give usa lift.

At school, weare requiredto work hard

to develop ourskil ls.

f know sftXying

You can wearwhat you

want.

We hqve towork hord todevelop our

skills of school.

You needn'thave brought

your skis.

She may havebeen angryabout hisdecision.

Any kind ofclothing isallowed.

You could haveleft your skis at

home.

His deeisioneould have

made her eross.

You don'thave to wearsmaft clothesbut i(s a good

idea,

I must studyreally hard to

. t .

pass tnls exam.

You needn'tbring your skisbecause we've

$ot some.

She shouldn'thave told you

that I wascross.

Srnonf clothesone pnefenoblebot it's up to

hard isessenfiaf €orue +o Pass.

We canprovide skis soyou dort't haveto bring them.

It was wrongof her to tell

you that I wasangry.

@ @ oxford university Press SolutionsTeacher's Book. Advanced (3F

1 SMOURRU

2 MLCA PU

3 DFIENOC

4OPT RTECSE

5 YJCUI PSSGOI

6 LLBESHOMB

Now use each ofthe anagram words/phrases in a sentence.

AIacRAMS AGAIIIsT THE CtoCKPAIRWORK

Z KEAL

s THRBAEE eDWOR

g LYGHHIGOFDNIOFETANI

ro INEECRDITS

m SDANCLOIIAS

rz MOMONCKWTDGNOEE

t

2

3

4

5

6

7

I

9

10

tt

t2

4r) solutions Teacheds Book o Advanced,/

@ ortrord University Pr"s @

ConsprRAcY oR Acclorrr?

In July 1985, the Rainbow Warrior, the flagship boat ofthe environmenta[ protest group Greenpeace, sank inwaters off New Zealand. lt had been heading out Muraroato protest against nuclear tests which were to be carriedout by the French government. Why did the ship sink?a lt was an act ofsabotage by an unknown organisation,

suspected to be linked to the nuclear industry.b lt was blown up by the French secret service.c Although people believed it to be the result of a

conspiracy, it was accidental - a large canister of gascarried on board exploded.

fohn F Kennedy, President ofthe USA, was assassinatedon 22 November,7963, in Dallas, Texas. An officialinvestigation at the time concluded that the kitler hadacted alone. However, sixteen years later it was decidedthat there probably was a conspiracy to kill the President.The entire subiect remains controversial but what is theofficially recognised event?a Lee Harvey Oswald, an ex-marine, was charged with

shooting the President from a window of a nearbywarehouse but he was murdered two days later byJack Ruby before he could be put on trial.

b .lack Ruby, working for the ClA, shot the Presidentfrom a small hill next to the warehouse. The CIAwanted Kennedy dead as he threatened their power.The CIA ensured Oswald was blamed for the death,and Jack Ruby killed him before the case could go totrial.

c The man who shot Kennedy was actually a RussianKGB agent pretending to be Lee Harvey Oswald.Oswald had defected to Russia aged 19, and the KGBoperative had returned to the USA in his place a yearbefore the assassination.

In 1984, in a county in Oregon, USA, 751 people wereaffected by salmonella. Was this a bioterrorist attack oran unfortunate epidemic? How did this happen?a The US government needed to trial a vaccine against

this virus and deliberately contaminated a number ofpopular food outlets.

b This particular county was simply found to havethe lowest food and personal hygiene levels in thewestern world.

c For political reasons, members of a cult based in thiscounty poisoned local restaurants.

4 On 20 Juty 7944 an explosion in a conference room killedthree Nazi officers and wounded Adolf Hitter. Decide ifyou think this wasa an inside plot by members of the Nazi organisation to

kill Hitter.b an attempt on Hitler's tife by double-agents working

for the British Government.c an attempt to kilt Hitler by his lover, Eva Braun.

PAIRWORK

fohn F. KennedyLee Harvey 0swald was, according to three United States governmentinvestigations, the assassin of President John F Kennedy. He wasbelieved to have fired from a window on the sixth floor of the warehousewhere he worked as the President's motorcade passed through Dallas'sDealey Plaza.A former United States Marine who had defected to the Soviet Unionand later returned, 0swald was arrested for another crime shortly afterthe President was shot. He was later connected to the assassination ofPresident Kennedy. 0swald denied committing both crimes. Two dayslater, belore he could be brought to hial, and while in police custody,Oswald was shot and mortally wounded by Jack Ruby on live television.

Rainbow WarriorTwo mines were attached to the hull of the boat and detonated tenminutes apart by agents from the French intelligence services. The plan,codenamed 'Operation Satanic', was to prevent the Rainbow Waniorfrom interfering in the nuclear test. Fernando Pereira, a photographer,drowned on the sinking ship. At first the French government deniedinvolvement and supported the idea that it was a tenorist act. However,the truth was discovered and the French Defence Minister resignedover the scandal. In 2005 it was revealed that the French President hadknown about the olot.

SalmonellaIn November 1984 in Dalles, 0regon, The Rajneeshees, a group offollowers of the cult leader 0sho, sprinkled the salad bars of ten localrestaurants with the Salmonella virus. Their olan was to incaoacitateall the possible voters in the county so their candidates could win in thelocal elections. Their organisation had been involved in arguments withlocal governors over plans to expand their commune and they had beenunable to obtain building permission. Two leading cult members wereconvicted and served 29 months in prison.

HitlerIn 1944 Colonel von Stauffenberg entered the conference room carryinga bomb in a briefcase, putting into action a conspiracy against Hitlerwhich had started as early as 1942. A number of senior Nazi officerswere involved in plots to kill Adolf Hitler and a number of attempts weremade, including this one which was called '0peration Valkyrie'. Somesay the plan failed due to the heavy table leg of the conference table,which deflected the blast. Others say that the briefcase was moved byan officer to the other end of the conference table. All those involvedwere eventually executed. A film staning Tom Cruise as Stauffenberghas been made.

LI

@ @ oxford university Press solutions Teachefs Book. Advanced (F

\

PAIRWORKPICTURE DESCRIPTIoNS

STUDE]IT A

A memorystick A cot mobile Scaffolding A hole punch

'6,2A pendulum on

a clock

ro

A dartboard A gargoyle

E" BD54 OUP.

A car number plate

A fltting room in ashop A hospitatward

STUDEI{T B

An ertension lead A sleeplng bag A fire extinguisher A mug tree

A treadmill A weatherv-ane

xc

The cockpit of anaeroplane A building site A tlghtrope walker

4^ solutions Teacher's Book. Advanced,/

@ oxford University Press @

reluctant

wafit

agfee

hair-raising

smrins

ffiten+ftS

change your mind

deeision

differcnt

over the moon

eteased

lme'ey

putl your socks up

imp,fo'ite

€fut lr-----------t

chitdhoodsweethearts

scM

love

for the time being

tlow

moment

pitch btack

#(

tight

bound to happen

Getraift

future

run out ofsomething

€.nongh

fl€€d

eavesdrop

+istetr

gvetJrear

I

evotve

€ha"nge

dfire{o,e

@! @ ot'ord universiw Press Solutions Teacher's Book. Advanced (F\

You cAil'T sAY THAT!

stand up to

stfo'ng

d€ffi

picturesque

p,retty

eounfifsiae

anticipate

lf,aep€{r

pre#

chil l out

fe{ax

€a{flt

ambiguous

et€af

ffiafiitrg

road rage

afigty

drivitlg

t ime-consuming

{ottg

s{€,tv

suffer a setback

d€tay

plarl

stick to your guns

dffige

o,eifriolt

plummet

trtdroe

single-minded

idce

detemined

deserted

snpty

e€o,e+e

Solutionsfor success in Engl ish

OXFORD ENGIISHlsBN 978-0-1 9-455222-6

,l|[ill||illlllil[lill