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Intermediate

Jeremy Harmer

Teacher's Book
Contents • ••
Introduction 4

U n it 1 U n it 8
W hat are you like? 14 You can't do th a t here! 64
U nit E U nit 9
A narrow escape 21 Body talk 71
Unit: 3 U nit 10
W hat shoppers w a n t 28 Technocrazy 78
U nit 4 U n it 11
Away from it all 35 Pictures and words 85
U nit 5 U nit IB
Home 42 Not an easy game 92
U n it E U nit 13
Lives 49 More than music 100
U nit 7 U n it 14
Good intentions 57 Getting along 108

Workbook anwer key 115


• • Introduction
W elcom e to JUST RIGHT (Intermediate), a course for W hat's in this Teacher's Book?
students of English as a foreign language. The Teacher’s Book contains:
JUST RIGHT comprises a Student’s Book with a • a statem ent of principles (page 4)
separate M ini-gram m ar and Audioscript, a W orkbook, • m ethodological guidelines (page 6) (how to make
audio m aterial on cassette/CD and this Teacher’s Book. things work)
JUST RIGHT provides material for between 90 and 1 20 • a description of the Student’s Book (page 11) and the
classroom hours, depending upon how much in-class use W orkbook (page 12)
is made of the teacher’s own m aterial and ideas, the • an introduction to the lesson-handling notes
extra resource m aterial and the W orkbook. (page 12)
• lesson-handling notes (and W orkbook answers)
W hat intermediate means (pages 1 4 -1 2 8 ).
Although people use terms like beginner , intermediate
and advanced in different ways, students who use this A statement o f principles
course are assumed to: The design o f JUST RIGHT is based on a num ber of
• have studied successfully for between 180 and 2 4 0 pedagogical and linguistic principles. The summary
classroom hours, and/or below explains w hat these principles are and how they
• have a grasp o f basic vocabulary areas and grammar have influenced the final design of the course.
patterns, and/or
• be able to read and listen to a range o f texts which
use general (rather than specific or esoteric) language
in a fairly straightforward way.

Design principles Design principles in action


Topic principles: different topics interest JUST RIGHT offers a selection of unit topics, in order to cater for the widest
different people, but given the topic in range of student interests. These include:
question, everything depends on how it • backpacking - the tnodern way to travel (Away from it all - Unit 4)
is exploited by the Student’s Book, • graffit‘ ~ celebrated or punished? (You can’t do that here! - Unit 8)
teacher and students. Some topics are of • miraculous escapes (A narrow escape - Unit 2)
universal, general interest; they should be • music and courage (More than music - Unit 13)
included within a varied topic syllabus • resolutions, and how to keep them (Good intentions - Unit 7)
designed to reach the widest student audience. • friendship (Getting along - Unit 14)
• physical language (Body talk - Unit 9)
• technology - saviour or destroyer? (Technocrazy - Unit 10)
• the pressures on top sports stars (Not an easy game - Unit 12)
• w om en as men in history (Lives - Unit 6).
These topics are expanded and enlarged upon in reading and listening texts in
the JUST RIGHT W orkbook.

Grammar principles: people learn in different In JUST RIGHT, grammar is dealt with in four distinct ways.
ways. No one system works on its own. For • Revision stages: students’ previous knowledge is activated with
some, the most effective learning techniques straightforward explanations, examples, and exercises.
involve controlled practice exercises. For • Extension stages: having reactivated their knowledge in the revision stages,
others, the most important thing is to draw students now learn and practise new and more detailed facts about the
their attention to language in use so that they language point(s) using JUST RIGHT’S unique ‘Mini-grammar’.
‘notice’ it in action - and therefore acquire • Noticing: at various stages in each unit students are asked to notice language
knowledge of it. At the intermediate level we features in, for example, a reading text. This is designed to keep language
want to draw on students’ existing knowledge features current in their minds.
as well as offering them new information. • Review: each unit has a review section where grammar is recycled and
practised.
There are also grammar exercises in the JUST RIGHT W orkbook.

4 introduction
Vocabulary principles: vocabulary is more In JUST RIGHT, vocabulary is dealt with in the following ways.
than words. Our students should also be able • Teaching stages: students are introduced to word meaning, word formation,
to use language in chunks (that is, words collocation etc, and are given a chance to practise with their new
grouped to make phrases or new multi-word knowledge.
units); they should learn how certain words • Words in context: students look at the use of words and phrases in reading
collocate with other words, and, crucially, and listening texts.
they should see vocabulary in use. They • Language in chunks: students examine words which group together in
should also be encouraged to ‘get personal’ lexical phrases and other multi-word units. This is a special feature of
with words, identifying which ones they like reading and listening exercises, and also forms the basis for many of the
best, which they find most useful or difficult, functional items they study.
etc. • Using a dictionary: students are systematically trained to use learners’
dictionaries - one of the best resources available to the autonomous learner.
• Review: as well as more standard practice, students are also encouraged to
‘get personal’ with words used in the unit they have just worked through.
There are vocabulary revision exercises in the JUST RIGHT W orkbook.

Functional language principles: students In JUST RIGHT, students study functional areas such as asking for permission
benefit greatly from seeing/hearing how and giving opinions, but they also study interpersonal/social language,
language is used in social situations, including:
particularly since such language is frequently • asking how peop le are (Unit 12)
made up of language chunks and various • complimenting peop le (Unit 6)
lexical phrases. It is particularly important for • showing concern (Unit 13)
students to be able to act empathetically in • meeting peop le (Unit 1)
English. • welcoming peop le (Unit 5).
Each unit in the JUST RIGHT W orkbook has a section which revises functional
language.

Pronunciation principles: good pronunciation In JUST RIGHT, pronunciation issues are dealt with in two main ways.
depends on the students’ ability to hear • In the main units: students study topics such as accent, differential stress,
differences and variations, as well as on their different sounds (and their spellings), pitch variation and rhyme.
own pronunciation skills. You can’t have one • In the review sections: students do a variety of pronunciation exercises
without the other. That’s why students need focusing on different phonemes, word stress, etc.
to have their attention drawn to a variety of There is extra pronunciation material in the JUST RIGHT W orkbook, and
pronunciation aspects. exercises to familiarise students with phonemic script.

Reading principles: the more students read, Among the different types of reading text in JUST RIGHT are:
the more language they acquire and the better • emails (in reading puzzles) (Unit 11)
they become at reading, But they need to see • encyclopedia entries (for information sharing) (Unit 6)
language in a variety of formats, used to • extracts from novels (Units 12, 14)
discuss a variety of attractive topics. The • factual articles and writings (Unit 3, 9)
Student’s Book provides exercises which will • jigsaw information gathering (Unit 13)
help students to cope with reading texts, and • newspaper and magazine articles (Units 2, 4, 8)
train them in the skills they need for reading • questionnaires (Unit 1).
both specific and general texts. The JUST RIGHT W orkbook includes a variety of further reading texts including
poems, web pages and newspaper articles.

Listening principles: even though students find JUST RIGHT offers a range of listening examples and exercises, including:
listening difficult they need to be exposed to a • authentic interviews (Units 1, 13)
wide range of speaking styles. These will help • dramatic dialogue (Units 8, 9)
them to acquire not only language but also • news broadcasts (Unit 10)
the skills necessary to understand what they • radio commercials (Unit 3)
hear in a variety of situations. At all times the • songs (Units 5, 7)
listening extracts should be comprehensible • sports commentary (Unit 12)
(even if challenging) to students at this level. • stories and anecdotes (Unit 2)
• vox pop interviews (Unit 4)
• whodunnit mysteries (Unit 6).
There are more listening exercises in the JUST RIGHT W orkbook.

introduction 5
Speaking principles: speaking is one of the In JUST RIGHT, students are encouraged to speak through a variety of tasks,
key skills in language lessons. When students including:
do their best to use language for • debates (Unit 4)
communication (in the safety of the • discussion (Units 1, 13)
classroom) they have the chance to rehearse • gam es (Unit 5)
what they have learnt and test their own • information gap tasks (Unit 11)
knowledge. N ot only that, but the processing • questionnaires (Unit 12)
skills needed are thought by many to aid the • consensus reaching (Unit 10)
acquisition process itself. • role-play (Unit 6)
• story reconstruction (Units 2, 14).

W ritin g principles: many people have given JUST RIGHT offers a variety of writing tasks, including:
writing less prominence, perhaps, than it • acronym use (Unit 12)
deserves. Writing gives students time to reflect • biography (Unit 6)
on what they have learnt, encourages them to • coherence and cohesion (Units 4, 8)
process their knowledge and, crucially, gives • first lines (novels) (Unit 11)
them the chance to produce work that they • invitations (Unit 7)
can take pride in. • letter writing (Unit 5)
• modern text message conventions (Unit 10)
• newspaper headlines (Unit 2)
• note-taking (Unit 13)
• personal reports (Unit 1).
Additional writing practice is provided in the JUST RIGHT W orkbook.

How to make things work


that a m istake has been made, and in the second (if
Th e follow ing m ethodology topics are dealt w ith in
necessary) you guide the student to the right answer
this section:
or way o f doing something.
• correcting students when they speak
There are a num ber of ways o f showing
• correcting w ritten w ork
incorrectness. You could repeat w hat the student has
• outside the classroom
just said with a questioning intonation, e.g. ‘I suggest
• learner training
to m eet?’ (see Unit 13), hoping that he or she will be
• putting students in groups
able to correct themselves. You could ask ‘D o we say
• reading and listening
suggest to . ..? ’, or you could just say, ‘T h a t’s not
• speaking and writing
quite right. Can you try again?’ In all these cases we
• the teacher’s role
hope/expect that the m istake the student made was
• using the Student’s Book
just a ‘slip’, and that since the student really knows
• using the W orkbook.
the answer - even though it cam e out wrong - he or
she can correct it easily.
In the lesson-handling notes, which start on page 14,
The second stage happens if and when students
guidance is given on how to approach particular
can ’t correct themselves. One possible response to
exercises and activities in the various units and sections
this is to ask ‘Can anyone help Sara here?’, in the
o f the Student’s Book. Here, however, some general
hope that another student can give the correct answer
m ethodological issues are discussed.
and, in so doing, support his or her colleague. Such
• Correcting students when they speak: most students student-student correction can be very valuable and
w ant teachers to tell them when they are getting their help to bind classes together. However, there may be
English right and when they are getting it w rong, but serious disadvantages too: it may be humiliating for a
they are also deeply affected by the way we do this. student to realise that everyone else in the class knows
One student I interviewed a few years ago spoke for the answer except them!
many when she said that a teacher ‘should be able to Sometimes you will want/have to explain the
correct students w ithout offending them ’. correct version yourself, e.g. ‘We don’t say suggest to ,
A lot depends upon how and when correction we say suggest that , so instead o f saying I suggest to
takes place. If you and your students are m eet we say I suggest that we meet.' (See ‘The
concentrating on a piece of gram m ar or vocabulary, teacher’s role’, below.) This way, you can get students
or if you are w orking on an aspect of pronunciation to form the sentence, or word/pronunciation aspect,
and focusing upon it in detail, then it seems sensible correctly.
to show students how they are doing and offer them A technique th at many teachers find appropriate is
help to correct mistakes. sometimes referred to as reformulation. Here the
C orrection in such ‘accuracy-focused’ sequences teacher simply repeats w hat the student has just said,
has tw o basic stages. In the first you show students reform ulating it so that it is now correct. For exam ple:

6 introduction
STUDENT: I suggest to meet. symbols, so that they make a small m ark in the text,
TEACHER: ... that we meet. and then, in the margin, write a series of symbols
STUDENT: Oh ... I suggest that we meet. such as those shown below.
TEACHER: Good.
During fluency work - in speaking activities, or Symbol Meaning Example error
when students are writing creatively - we may not S A spelling error The answer is obvius.
w ant to correct them quite so directly as we do in
WO A mistake in word order I like verJmuch it.
more form al accuracy-focused sessions, for to do so
might inhibit the students’ fluency practice and/or G A grammar mistake I am going to buy some
furnitures.
creative abilities. Instead we can listen and w atch,
and make a note o f both good and bad language use; T Wrong verb tense I have\een him yesterday.
then we can tell students about it when the activity C Concord mistake People is angry.
is over. However, in such circum stances we will (e.g. subject &c verb
probably not w ant to identify the individual agreement)
student(s) who made the mistakes. Instead we can Something has been He toldjtbat be was sorry.
write up the m istakes on the board w ithout saying k left out.
who made them and ask the class to correct them. , .ww
w Wrong word 1 am better in jazz music.
Another technique is to write on individual cards
{} Something is not He was not {too} strong
examples of both ‘good’ and ‘bad’ language use you
necessary. enough.
have heard. The students then have to stick them up ?M
in either one o f tw o columns (headed ‘W onderful’ ?M The meaning is unclear. That is a very excited
photograph.
and ‘Could be better’) that you have put on the p
board. P A punctuation mistake Do you like london.
F/l
If we think we can do it helpfully - and w ithout F/I Too formal or informal Hi Mr Franlin,
com prom ising the activity - we may w ant to prom pt Thank you for your
letter ...
the students using techniques such as reform ulation
or showing incorrectness so that students can, if they (correction symbols)
wish, correct themselves as they speak.
The point about correction is that it is difficult to From H ow to Teach Writing by Jeremy Harmer (Pearson
make hard-and-fast rules. W hat is appropriate for Education Ltd)
one class or, more importantly, for one student, may
be quite the wrong approach to use with another. In W hen the teacher hands written w ork back to
some speaking activities it may be possible to use the class, students should be given time to look at
techniques such as reform ulation in a helpful and the com m ents that have been made, and then make
non-intrusive manner, whereas to do so in others any necessary corrections and amendments.
would completely disrupt the proceedings. One way of avoiding over-correction is to tell
The only way to be sure o f getting it right m ost of students that you will only com m ent on specific
the time is to be constantly alert, w atching and aspects of writing for a particular written task
listening to students to judge w hether our correction (e.g. punctuation, tense usage, spelling). This has
techniques are appropriate and successful, and being the advantage of focusing their minds on that
prepared to change our approach when our particular aspect whilst, at the same tim e, ensuring
observation shows this to be necessary. th at their w ork is not marked too cruelly.

• Correcting written work: the way we respond to • Outside the classroom: however hard teachers try,
students’ written w ork is just as crucial as the way we they cannot expect to teach students a language all
give feedback when they are speaking. O nce again a on their own! Students need to learn too, and part of
lot will depend on w hat the writing is for. If students this learning involves w orking on English outside the
have done a gram m ar activity, then we may w ant to classroom .
correct every error we com e across. If, on the other For some students this presents no problem .
hand, we have asked them to do a creative writing Such m otivated pupils study by themselves, reading
exercise, they may well get very dispirited if we cover extra English, listening to English-language songs,
their w ork in red ink. w atching English-language films, and visiting
There are a num ber of considerations to bear in English-language sites on the Internet. Teachers
mind when giving feedback on written w ork; in the generally find these people to be self-m otivated and
first place we may w ant to respond to the content of easy to have in their lessons. They also tend to be
w hat is being written rather than only correcting in the minority.
mistakes. This might involve including positive The rest o f the class will have varying levels of
com m ents in the margin or writing com m ents at the com m itm ent and enthusiasm depending not only on
end of the piece of w ork. their m otivation, but also on other aspects o f their
R ather than cover a text with m arks and lives, and how much time they have to give to the
com m ents, some teachers prefer to use correction study o f English. They may have other hom ew ork

introduction 7
and self-study demands placed upon them. They may • Putting students in groups: many o f the activities in
have pressing w ork and family involvements. They JUST RIGHT are designed for students to w ork through
may have m otivational problem s. Left on their own, in pairs or groups. This is thought to be a good idea
they might find it difficult to dedicate time to self- for four main reasons: in the first place, students in
study. pairs or groups each have much more chance of
In the face of such student variety, we need to be talking and interacting generally than they would
positive about the value o f studying outside the class. have if the class were w orking all together; second,
We need to explain to students how im portant it is students who w ork together are students who are
and w hat the benefits are. We can tell our students cooperating, and this sharing of inform ation and
that research has shown unequivocally that the more effort is im portant for creating good relationships in
self-study people do the better they learn in the end. the class; third, many good activities are more
We can remind them that it takes time to learn suitable for pairs and groups, especially when there is
languages, so the more time they give it the better! an inform ation gap (see Student’s B ook, Unit 13,
One of the ways we can encourage students to Activity 2 , for an example of this); finally, asking
study on their own is by our own behaviour. This students to w ork in pairs and groups demonstrates to
means that when we set hom ew ork and ask for it to them our belief that learning is just as im portant as
be handed in on a certain date, we should check that teaching.
it is handed in. Crucially, we should then give it back, Care needs to be taken when selecting which
corrected appropriately, in a reasonable time. If students should wTork with which. We could, for
teachers take forever to hand back hom ew ork, or exam ple, always put the same students together,
lose it, or don’t seem to mind w hether or not it is perhaps depending on where they norm ally sit. There
handed in on time, students pretty soon get the may be nothing wrong with this, especially where
message that it’s not that im portant. students get used to w orking well together, but there
Another way of helping students to study outside is a danger that students will get stuck in groupings
the classroom is to give them study programmes. which are either not very effective, or which they get
Tell them w hat to do, which websites to visit, which tired of.
books to use for grammar revision, which bits of JUST In order to counter these dangers we may wish to
RiGHT to look at before they com e to class, and what choose who works with who; we can decide whether
they can do to improve, say, a particular skill. One to try and group people according to ability or
way of doing this is through ‘learner training’. personality (depending on our observation of who gets
on with who). Alternatively, we can use different
• Learner training: many teachers believe that it is
devices to pair and group people more randomly. For
helpful for students to think about how they learn,
example, to make pairs we could have the class
and to reflect upon their progress, difficulties and
standing in concentric circles facing each other. The
strategies. This is because a student who is involved
circles rotate in different directions. W hen they stop,
in the process of learning as well as just the learning
students work with the person opposite them. We
itself is likely to have a greater understanding of how
could also have students line up according to height,
to be successful.
age or birthday, and then choose pairs or groups based
Teachers can encourage students to think about
on where students are standing in the line. We could
learning in a number of ways. We can, for exam ple,
give each student a letter from A to E and then have all
m ake it a point of m ost lessons to ask them how they
the As sit together, all the Bs sit together, and so on.
got on, w hat they liked/didn’t like, and how they are
O nce we have decided which pairs or groups
going to use w hat they have learned in the future.
students should be in, we will w ant to observe quite
We can lead discussions (at various stages) on the
carefully w hat is going on. This is not just so that we
best way to tackle reading texts or on, say, why
can see how well they are com pleting their tasks, but
pronunciation is difficult. We can talk to them about
also so that we can observe how well they are getting
correction (see above) and w hat kind they find the
on with each other - in order to be able to group
m ost effective and appropriate. We can, in other
them better in the future.
words, let students into the mysteries of teaching and
Pairw ork and groupw ork allow us to m onitor
learning! Each teacher, however, will have to decide
individuals or groups and offer help when this is
how far he or she wishes to take such approaches,
needed or wanted. We will also need to make sure
depending, o f course, on who the students are.
that the rest of the class does not get im patient while
Learner training is included in each JUST RIGHT
we are w orking with just one pair or group.
W orkbook unit. Some of these activities ask students
Finally, it is w orth remembering that pairw ork
to reflect on how they are learning and how
and groupwork are not the only ways to organise
difficult/easy it is for them. O thers suggest ways of
students. Having the w hole class w orking together
doing things or ask students to choose between
can be very motivating for the identity of the class,
different alternatives for note-taking, vocabulary
and is often the m ost appropriate grouping for certain
notebook entries, etc.
activities. It is w orth being awrare, too, that not all
students are as enthusiastic about w orking with
their colleagues as teachers tend to imagine - and

8 introduction
sometimes they show this by refusing to maintain tape/CD again, so that they get maximum benefit
an appropriate level o f discipline. There is no reason from it.
why the pairw ork and groupw ork activities in In testing, it is the answer that counts. In teaching,
JUST RIGHT should not be done, in such circum stances, it is the discussion of the answers that matters.
by the whole class. One half can w ork as one side Although when teaching reading and listening we
of the ‘pair’, the other half can represent the other w ant students to read and listen for general
side. O r the class can be divided three or four ways understanding, at least at first, we will also w ant
for groupwork. them to go back to texts for details o f vocabulary,
gram m ar and pronunciation. Seeing the details of
R ead in g and listenin g: students often have difficulty
language in use like this is one o f the best ways we
understanding written and spoken English in class.
have of helping students acquire language.
The act of processing language is com plex, involving
M any students w ant to analyse the meaning and
as it does not only understanding separate sounds
use of every single word in a text. This can present a
(in listening) and words, but also the way in which
problem , however, since if you answer every single
words group together, the relationship between them,
one o f their questions, you might pass the whole
and the way texts are organised into a coherent
lesson explaining individual words. This would leave
whole.
you with no time for any follow-up or discussion. In
One o f our aims in getting students to read and
such circum stances, it is wise to restrict the time you
listen in class is to get them reading and listening for
will give to such questions, or set a lim it on the
gist (general understanding) before getting into the
num ber o f words you will answer questions about.
detail o f specific inform ation and the understanding
Although students usually w ant their teachers to
o f every last word they see or hear. One of our main
answer all their questions about word meaning, it is
tasks, in other words, is to train students in the
often better to direct them tow ards their dictionaries.
ability to deal with spoken and written text out there
T h a t is why we have provided dictionary training in
in the real world even if they do not understand every
JUST RIGHT so that students get better and better at
single word. T h at is why it is so im portant to give
doing this.
them chances to predict the content o f w hat they are
Finally, it is w orth remembering that unless
going to see and hear, and to activate w hat schem atic
students are engaged with w hat they are reading or
knoivledge they have to help them in the task ahead.
listening to, they are unlikely to derive much benefit
In the lesson-handling notes you will find detailed
from it. One o f the most im portant responses they
suggestions for dealing with the various reading and
make to a reading text, for exam ple, is w hether or
listening sections in the units. But, however teachers
not they like w hat they have read: were they amused,
approach each text, it is always useful to get students
moved or horrified by it? W hat is their opinion of
to look at questions, pictures or even the appearance
w hat they have just listened to? D o they agree with it
of the text itself, so that they get an idea in their
or not? These are questions we should always
minds about w hat they are going to be faced with.
encourage them to discuss even where they are not
Even if their predictions are completely wrong, their
overtly present in the m aterial. By doing so we are
curiosity, hopefully, will have been aroused.
helping students to experience the language in a way
It is im portant to differentiate between the testing
that is more personal than some o f the drier
and the teaching of reading and listening. In the case
com prehension tasks that are included (im portant
of the former, students answer questions so that we
as they are).
(and they) can gauge their com prehension abilities.
W hen teaching reading and listening, however, we are • Sp eak in g and w ritin g : when we ask students to take
involved in a different process - namely helping part in speaking and writing activities, they have the
students to be better readers and listeners. Even opportunity to try out all and any language they
where questions look the same in both cases, the way know in the safety of the classroom . Unlike the
we treat them will be completely different. In testing, vocabulary, gram mar and functional sections in each
for exam ple, students w ork individually. In teaching, unit o f JUST RiGHT, the speaking and writing sections
on the other hand, we may allow them to w ork ask them to ‘have a go’, using the English they know
together to see if they have understood the same to discuss, take part in a role-play, write newspaper
things. W hen we then ask them if they think a articles, or create the opening line o f their first great
statem ent about the text is true or false (for exam ple), novel!
we allow them to tell us about jo in t conclusions, M any teachers remember instances where
rather than shining the spotlight on an individual discussions, for exam ple, have failed because their
w ho, if they get it wrong, may feel uncom fortable or students had nothing to say, or didn’t appear to want
demotivated. to talk. Sometimes students seem to find writing
In testing, students see or hear the text for a given creatively an alm ost insurm ountable challenge.
period or a pre-set num ber o f times. In teaching, a Yet, with the appropriate support, such depressing
basic principle is to let students read and listen for as outcom es can be made far less likely.
long (within reason) as they need to. T h at is why we One o f the reasons that speaking activities
should always ask students if they w ant to hear the sometimes fail is because students really don’t have

introduction 9
anything to say - at least not immediately. W hen they pairs or groups (see above) teachers will behave in a
are asked to give opinions, instantly and coherently, completely different way: monitoring student
they just clam up, causing both themselves and the perform ance by walking around and w atching or
teacher to feel extremely uncom fortable. On the other listening to w hat is going on. This allows us to w ork
hand, if they are given time in small groups before with individuals, pairs or small groups, explaining
the activity takes place to prepare w hat they are things they don’t understand, correcting obvious
going to say - or at least, with the guidance of the mistakes they are m aking and, crucially, prompting
Student’s Book or the teacher, to think o f ideas they them by giving them ideas and suggestions in
can use when the discussion or the role-play starts - situations where they are stuck for ideas. In
then, although they may have trouble getting the discussions and role-plays, too, we may w ant to be
words out, they w on’t also be fighting to com e up more like prom pters (nudging students with ideas and
with ideas at the same time. perhaps language), participants (taking part in the
Another way of ensuring that students have the activity ourselves as a way of inspiring students),
best chance of success in speaking activities is to be resources (being available to answer questions or
certain that they understand instructions quite clearly. clarify things when needed) or tutors (giving advice in
This is especially im portant when they are involved in pre-arranged consultations).
a game (as in Student’s Book Unit 5, for exam ple), or The im portant thing, however, is not so much
a story reconstruction activity based on different which role we are ‘playing’, but how we play the
pictures in a sequence (like the one in Unit 14). role(s) we have chosen. Acting as a controller, for
W hile speaking activities are taking place, you may exam ple, means being clear, calm and audible. We
well want to go around the class prompting and would be unsuccessful if we were confusing or so
participating to help the activity along. (See ‘The quietly spoken that no one could hear us. A good
teacher’s role’, below.) tutor listens and counsels rather than talks, talks,
Creative writing, too, is greatly enhanced if talks. A prompter pushes students gently and
students are given time and help to com e up with sparingly m ost of the time and only occasionally feels
ideas, and if the teacher then goes around helping the need to reignite student participation with more
those with student-w riter’s block. W hen we ask them forceful behaviour.
to write the first line of a novel, however seriously or Perhaps the m ost im portant role a teacher plays is
facetiously they approach the task, it is immediately that o f observer, not just of students, but also of
apparent that while some find it easy to do a task lessons, activities, exercises and the effect of different
like this, others just go blank. Yet if the activity is teacher behaviours on the class. It is absolutely vital
preceded by a discussion o f w hat makes a good first that we do this so that we can com e to a view about
line, as a result o f which students (and the teacher) the best way to do things. Such a reflective approach
make suggestions, if we allow students to w ork in involves looking at w hat we do, and have done, so
pairs or groups, especially where they don’t seem to that next time we can do it better. Apart from helping
be able to com e up with very much, if we are to make teaching more interesting, and m ore open to
prepared to go and help the ones who are having change and development, such an approach will have
trouble, then there is every chance that we will end huge benefits for our students. O ur own perform ance
up with some amusing lines which can then form the will keep improving, we will get more out o f it, and
basis of an enjoyable writing text. we will be more effective because o f it.
Speaking and writing activities offer students the
• Using the Student’s B o o k : although care has been
chance o f doing something they can be proud of. In
taken in JUST RIGHT to provide the best possible
the case o f the latter, we can get people to read each
m aterial, both in terms o f topics and activities, most
oth er’s efforts. We can put writing samples up on the
teachers will w ant to use the book in their own way -
class noticeboard, collect them in a folder, or even
though there is nothing to stop them using the
post them on the Internet or on an e-group site. If we
material in the book exactly as it is written.
have a chance to video speaking activities we can
Using a coursebook is a skill. It involves looking
show students how well they are doing.
at the material on the page and deciding if, when
Having followed the kind o f approaches suggested
and how to use that m aterial. It may be, for exam ple,
here, students should get a very positive feeling when
that a particular exercise, activity or even, in some
doing speaking and writing activities, which will
situations, a whole section is not quite appropriate
affect their m otivation and hence their learning.
for your class. In such circum stances you may decide
T h e teacher’s role: in any lesson, teachers will play a to either om it that material or, if you have something
num ber o f different roles. W hen explaining a better up your sleeve, replace it with your own
gram m ar point, for exam ple, you may well find activities.
yourself standing at the front of the class with You may decide that you w ant to use part o f a
everyone listening to you. This traditional teacher unit, and teach it very much in the way it is w ritten;
behaviour has always been im portant and useful, and this represents a ‘no change’ option. O n the other
continues to be so in a number of different situations. hand, you may think that, for various reasons, you
O n the other hand, when students are w orking in wish to adapt the extract in the Student’s Book. You

0 introduction
might w ant to add an extra stage to make it ‘richer’; The ‘Test your know ledge’ section is designed to
you might decide to ‘rew rite’ a particular activity be worked through when the Student’s Book unit
whilst keeping to the main design of the section; you has been completed.
might get students to read the text in a unit, for Teachers can get students to use the W orkbook
exam ple, but use your own activities to go with it in in a num ber of ways: for exam ple, students can do
preference to the ones provided, or you might have individual exercises for hom ew ork and you can then
reasons for doing things in a different sequence from go through them in class. Parts of the W orkbook
th at in the m aterial. Finally, you might decide not to can be used during lessons to break up the routine
use absolutely every activity. and, perhaps, provide some quiet ‘concentration
These various options can be summarised as tim e’ for individuals. Students can do the reading
follow s: or listening sections on their own at home and then
No change com pare their answers with those of other students
Add when they next com e to class. These reading and
Rewrite listening sections provide useful in-class m aterial too.
Use the Change Replace activities Students will definitely benefit from in-class
extract from the Re-order discussion o f one particular section o f the
Student's Book? Reduce W orkbook, the ‘Thinking about learning and
Omit language’ section. In this Teacher’s Book notes are
given, at the end of each unit, to suggest how
Replace teachers and students may wish to approach this part
of the W orkbook.
It is not being suggested that teachers will w ant to
change the material in JUST RIGHT all the time. On the
contrary, the book has been designed to be reliable.
Further reading
Teachers may wish to consult some or all o f the
But a coursebook is only a coursebook! It is only
follow ing books.
when teachers and students get hold of it, change and
mould it to their own purposes that it comes to life. M ethodology
T h at is why you need to feel free to adapt it to suit Harmer, J. (2001) The Practice o f English
your own tastes and your students’ own needs. Language Teaching (3rd edition).
Pearson Education.
Using the W orkbook: the JUST RIGHT W orkbook has Scrivener, J. (1996) Learning Teaching. Heinemann.
sections on vocabulary, grammar, functional language Ur, P. (1996) A Course in Language Teaching.
and writing. Each unit also has a reading text with Cambridge University Press.
questions, and a listening section. There is a ‘Test
your know ledge’ section, which either asks students G ram m ar and vocabulary
to translate language from the unit or identify which Thornbury, S. (1999) H ow to Teach Grammar. Pearson.
items are correct or wrong. There is a learner training Thornbury, S. (2002) H ow to Teach Vocabulary. Pearson.
section, and a short activity to enable students to Parrott, M . (2000) Gram m ar fo r English Language
Teachers. Cambridge University
practise recognising phonemic symbols (a skill that
Press.
will help students when using dictionaries, or when
Swan, M . (1995) Practical English Usage (2nd
receiving instruction from classroom teachers).
edition). Oxford University Press.
It is up to teachers and students to decide when to
use individual exercises. In general we assume that D ictionaries
the exercises will be done for practice after the topics There are many excellent dictionaries available for
have been dealt with in class (and this is indicated in students at this level. The ‘Using a dictionary’ examples
the lesson-handling notes). Thus, the exercises on which feature in JUST RIGHT are taken mostly from the
functional language, for exam ple, would follow the follow ing tw o sources:
section on functional language in the Student’s Book. • Longman Dictionary o f Contem porary English
However, some teachers and students may well w ant (4th edition).
to use the W orkbook exercises to form a preview o f a • Macmillan English Dictionary.
section they are about to w ork through. Both of these dictionaries are comprehensive and will,
In the case o f reading, listening, pronunciation, once students have discovered their riches, be
learner training and phonemic script activities, invaluable resources for many years.
there is no reason why these should not be done
at any stage o f the learning cycle - from before the A description o f the Student's Book
beginning of a Student’s Book unit, to post-unit study. • Units and sections: the JUST RIGHT Student’s Book has
Because the listening and reading sections are linked 14 units, each with enough m aterial for between six
closely to the topics in the Student’s Book, however, and eight hours o f classroom time. H ow long each
we suggest that teachers should not leave too long a unit takes will obviously depend on how much time
time after w orking through a Student’s B ook topic teachers decide to spend on individual exercises and
before dealing with them. activities.

introduction 11
Each unit is divided into a number of sections. In A description o f the Workbook
m ost (but not all) of the units these are:
• Vocabulary The JUST RIGHT W orkbook has the same num ber o f units
• G ram m ar as the Student’s Book.
• Functional language The content o f each unit follow s the sequence in the
• Speaking Student’s Book. The follow ing elements will always
• Reading appear, but not necessarily in the same order.
• Listening
• Vocabulary exercises: designed to practise and extend
• W riting.
the vocabulary in the Student’s Book unit.
The order o f these sections varies from unit to unit.
• A reading text: related to the same topic area as the
Each section is designed to be free-standing, though
Student’s Book unit, the reading texts are
they are all connected, both by language and also by
accom panied by com prehension and vocabulary
the them atic m aterial which ties each unit together.
exercises.
Each unit ends with a review section which recycles
grammar, functional language and vocabulary, as well • G ram m ar exercises: these exercises give further
as providing further pronunciation practice. practice using the gram mar from the Student’s Book
unit.
M ini-gram m ar: grammar explanations for JUST RIGHT
are given in the M ini-grammar. This part is a separate • Functional language: these exercises practise the
booklet which you can find in the inside back cover of functional language from the Student’s B ook unit.
the Student’s Book. Teachers and students can refer to
• Listening: a variety of different listening genres are
the explanations and examples in the M ini-gram m ar
offered, together with com prehension exercises.
whenever they w ant. In the gram m ar sections in the
Student’s B ook, they are frequently asked to refer to • Pronunciation: these audio-based (tape/CD) exercises
m aterial in the M ini-gram m ar, like this: are designed to increase students’ ability to hear
L ook at 3A -3F in the Mini-grammar to check your differences in sound, stress and intonation.
answers. • Writing: further practice of the writing tasks/focus
from the Student’s Book.
Pronunciation: in each unit there is a pronunciation
activity. Like ‘Using a dictionary’ (see below) these • Thinking about learning and language: students are
activities are designed to be used at any convenient asked to reflect upon their own learning or look at
stage. Teachers should not feel obliged to tackle them ways o f learning better. This m aterial is designed for
the m om ent they appear on the page, which is why them to think about learning on their own, but
they appear in separate boxes. students and teachers are also expected to discuss the
Using a dictionary: in each unit there is at least one issues raised here in class.
‘Using a dictionary’ activity. Like ‘Pronunciation’ (see • Test your knowledge: students are either asked to
above) these activities are designed to be used at any translate sentences and questions which contain
convenient stage. Teachers should not feel obliged to language from the Student’s Book unit or they are
tackle them the m om ent they appear on the page, asked to sort out correct from incorrect utterances.
which is why they appear in separate boxes.
• The phonemic alphabet: because it is useful for
Activity bank: at the back of the Student’s Book
students to recognise the phonem ic symbols (both for
students will find the reference m aterials they will
classw ork and dictionary work) each unit contains
need when w orking with inform ation-gap m aterial in
some words and phrases written in phonemic script.
pairs or small groups.
The students have to write these in normal
Audioscript: a complete script of all the m aterial on orthography and then listen to the tape/CD to check
the tape/CD can be found on pages 2 1 - 4 4 in the their answers.
booklet at the back o f the Student’s Book. This is to
help both students and teacher follow and/or study An introduction to the lesson-handling notes
scripts in order to enhance the listening sections.
Lesson-handling notes give the follow ing inform ation.
Though it is taken as axiom atic that students should
listen, at least at first, w ithout having recourse to the • W hat a section is all about: in this Teacher’s Book
printed text (since we wish to cultivate their listening there is a brief statem ent of w hat each section is
skills), the Audioscript is designed for subsequent about and w hat its purpose is.
study and/or for those students who are having
Exam ple:
particular trouble and who depend upon the printed
word for absolute com prehension and/or revision. Vocabulary: character descriptions
This section concentrates on word meaning
and word formation. Students study character
description vocabulary and then go on to use
prefixes to change the meanings of the words.
2 introduction
Suggested p ro ced u res: these explain how you may Exam ple:
w ant to proceed for the different stages of each
activity.
Background information
This text is based on an article in the Guardian -
Exam ple: one o f B ritain ’s more serious ‘quality’ newspapers.
In case people are suspicious o f this kind o f thing,
• Tell students to look for the meaning of words in
a study done by a research team in N ottingham
their lists by looking them up in their dictionaries.
recently showed that when a supermarket played
Give them time to discuss their words with other
French music near the wine shelves people bought
students.
more French wine, when they played Germ an
A nsw ers: these are supplied for the different activities. music they bought more Germ an wine, and more
Spanish wine was bought when flamenco-type
Exam ple:
music cam e out o f the speakers ...
Answers:
Introductions: a T here’s som eone I’d like you to * Learner training: although there are no notes for
meet, b Andy, this is Polly, c I’d like you to meet m ost W orkbook exercises, guidance is given on how
Andy, d Polly’s in advertising, e N ice to meet you. to deal with the learner training sections.
Asking about someone: f Are you a friend o f Polly’s? Exam ple:
g D o you like w hat you do? h H ow do you know
Workbook: thinking about learning and
our host? i W hat are you working on at the
moment? j W hat do you do?
language
W hen the students have given a score to each topic
R eacting to w hat people say: k O h really?
in Exercise 18 (perhaps before the class) get them
1 T h at sounds interesting, m W hat a coincidence!
to discuss their individual scores with each other.
I’m an actor too.
You can then lead a discussion with the class.
W arnings: these help you to anticipate the difficulties The point o f Exercise 19 is to get students
which may occur in a particular activity or section. thinking about how they can take charge of their
Exam ple: own learning. So once again they have to give
each suggestion a score, and once again they can
Be carefui! com pare their scores with those of other students
Activity 23 - 25: because this is the first listening in the class. You can ask them who has com e up
activity in the book - and because listening to with the best suggestion.
‘authentic’ interviews, like this, is not easy - it is vital There are no correct answers for this activity.
that you give students time to predict. Explain that All of these suggestions are useful, but some of
they really do not have to understand everything them are less practical for some students, and
immediately; there will be more opportunities later. others just don’t sound attractive for them. Discuss
the advantages and disadvantages o f each.
A lternatives and o p tio n s: these give ideas about
different ways of dealing with activities, including
extra ideas. Abbreviations
Exatnple: The follow ing abbreviations are used in the lesson-
handling notes.
Alternatives and options
Activity 32: mix up all of the students’ positive and [I] We suggest that the activity is done by
negative reports. They then have to be matched up - individuals, e.g. students w orking on their own.
rather like the task in Activity 1. [P] We suggest that the activity is done by students
w orking in pairs.
B a ck g ro u n d in fo rm a tio n : occasionally, more
inform ation is given for the teacher where more [SG] We suggest that the activity is done by students
background knowledge might be useful for explaining w orking in small groups (of up to five).
things to students etc. [I/P] We suggest that the activity can be done by
students w orking individually or in pairs.

[P/SG] We suggest that the activity can be done by


students w orking in pairs or in small groups.

For more on uses o f pairw ork and groupw ork see


page 8.

introduction 13
What are you like?
Speaking: comparing answers Be careful!
Students discuss a variety of occupations and say • Activities 1 & 2: this is the first time students have
which they think should be paid the most/least. been asked to talk together like this, so they might
find it a bit difficult. Give them a chance to discuss in
Activity 1 pairs before talking in front of the whole class. Have
• Students look at the pictures. Check that they can say questions ready, e.g. ‘How long do you think a nurse’s
the names of the occupations correctly by nominating training is? A conductor’s?', ‘How important is
individuals and asking them to say the words. If music?’, ‘How important is refuse collection?’, etc.
necessary, model (and drill) the names o f the
occupations. Alternatives and options
• Tell students to write down tw o of the occupations: • Activities 1 & 2: in groups each student takes the role
the ones they would m ost and least like to do. of one of the professions and says why he or she
• [PJ N ow students com pare answers. thinks s/he should be paid more than anyone else.
• Lead a class discussion. Start by asking if any pairs Other group members question their colleagues.
chose the same best and w orst occupations. Ask them When everyone has spoken they vote for the one who
to give reasons for their choices. should be paid most (though they cannot vote for
themselves).
K Workbook Exercise 1 can be used at any stage from now on.
Activity 2 Vocabulary: character descriptions
• [P/SG] Ask students to put the occupations in order. This section concentrates on word meaning and
Tell them to say who they think should be paid the word formation. Students study character description
most/the least. vocabulary and then go on to use prefixes to change
• M o n ito r the students’ discussions. If necessary, the meanings of the words.
prom pt them by asking, e.g., ‘H ow long do you think
people have to train to do the jo b well? Should that Activity 4
be part o f how well people are paid?’ • [I] Students tick (or write down) the words they think
• Ask the pairs or groups to justify their choice to the they know the meaning of.
rest of the class. • Tell students to look for the meaning of the words in
their lists that they don’t know by looking them up in
Using a dictionary their dictionaries. Give them time to discuss their
words with other students.
Activity 3 • G o through the words.
• Tell students that they are going to study tw o
• Have students say the words, m aking sure they stress
dictionary entries. Have them look at the questions.
them correctly (e.g. con'siderate, de'cisive, e'motional,
M ake sure they understand the meaning of
enthusi'astic, ho'spitable, intelligent, 'interesting,
definition (= ‘explanation o f the m eaning’).
ro'mantic, 'sensitive, sym pathetic ).
• G o through the answers with the class.
Answers: Activity 5
a The definition o f assertive is ‘behaving in a • Ask students whether it is im portant for nurses to be
confident way in which you are quick to express romantic or assertive. Ask them which adjectives are
your opinions and feelings’. The definition of especially im portant for the nurse - and refer them to
sensitive is ‘showing that you care about someone the exam ple in the book.
or something and do not w ant to cause offence’, • [P] Students choose three o f the occupations in
b For assertive , the exam ple is ‘You need to be Activity 1 and note down which of the characteristics
more assertive to succeed in business’. For
from Activity 4 they think people in those
sensitive , the exam ples include: ‘This is a difficult occupations need.
case which needs sensitive and skilful handling’.
• Tell pairs to find other pairs who have chosen the
• M ake sure that students understand that examples same occupations. They should go over to them and
are usually given in italics. see if they have chosen the same ideal characteristics.
• W ith the w hole class find out if the pairs
agreed/disagreed about the adjectives they chose.

14 unit one
Activity 6 Reading: questionnaire
• Explain to the students that some words can be
changed by adding a prefix. The new word then has
In this section students read/do a personality
the opposite meaning to the one it had before. Give
questionnaire, work on a vocabulary procedure,
them exam ples (e.g. necessary /unnecessary,
and use the reading text for their own writing activity.
app earl disapp ear).
• Copy the table on the board and elicit tw o or three
Activity 8
• Students look at the reading text (pictures, layout,
words which you then write in as an example.
title) w ithout actually reading the details. Elicit the
• [P] Students now copy and complete the table - fact that it is a questionnaire. G et them to tell you
com paring their versions with a partner. where you might find something like this (answ er:
• Students now come up and write the words on the ‘in a m agazine’).
board table. M ake any corrections necessary to the • Students tell you w hat they think each little picture is
pronunciation of the words. about. This will be a way of getting students to
Answers: predict the content of the reading.
un- in- im- dis- • Tell students to ‘do’ the questionnaire - and say that
they should try and not stop at words they don’t
unassertive inconsiderate impatient dishonest
understand. M ake sure they know that they have to
unconfident indecisive disloyal
select the alternative that is m ost correct for them for
unemotional inhospitable
each question.
unenthusiastic insensitive
• [P] W hen the students have finished the questionnaire
unfriendly insincere
they can com pare their answers w7ith a partner.
unhappy
unintelligent Be careful!
uninteresting • Activity 8: this is the first reading in the book.
unkind Students may be a bit worried by being asked to
unpleasant interact with a text so instantly Make sure they know
unromantic that it should be fun and that there will be time later to
unsympathetic go through the words they don't understand.
Activity 9
H Workbook Exercise 2 can be used at any stage from now on. • Ask students w hat kind o f person chooses a, b or c
Activity 7 each time.
• Students look at the questionnaire key given in
• [P/SG] Tell students to look back at the occupations
Activity bank 1 on page 151 and decide if they agree
in Activity 1 and decide w hat someone who is bad at
with it. G et opinions from as many of them as
their jo b is like. Give them time to think about this -
possible.
and remind them they are going to use the words
with the prefixes that they have just com e up with.
• Give students the exam ple in the book and then ask
Activity 10
• Students look through the questions. They have to
them to make similar sentences of their own. Prompt
find words in the questionnaire with these meanings.
and correct if necessary.
M ake sure they realise the first letter o f the word

Alternatives and options they are looking for is provided in the exercise.
• [P/SG] W hen they have looked for the words in the
• Activity 4: when students have ticked the words they text, they can com pare their answers in pairs or small
know, they can compare their lists with other students groups.
(in pairs or groups). They can then explain meanings • G o through the answers with the class.
to each other, only using dictionaries where nobody Answers: a relative b enthusiastically c attentively
knows what individual words mean. d criticise e inconvenient f try your best
• Activity 7: bring in pictures of people. The students
say what kind of characteristics they think they have Activity 11
and what their jobs might be. They can use positive or • [P/SG] Students write their own three questions to fit
negative character description vocabulary. into the questionnaire.
• W hile students write their questions, m onitor their
w ork and give any necessary help. Suggest situations
(e.g. you see a child crying at a bus stop, or you
notice a couple arguing in a restaurant).
• Pairs or groups give other pairs or groups their new
questionnaires to answer.
• Discuss the activity with the class. Did they enjoy it?
H ow easy was it to answer other students’ questions?

K Workbook Exercises 3-5 can be used at any stage from now on.
unit one 15
Grammar: present tenses Activity 14
• G et students to look at the pictures. Ask them if they
After revising straightforward uses of the present have seen a trapeze artist or a clown before and
simple and present continuous, students move on when.
to look at other uses of the same tenses. They are • [P/SG] Students m ake a quick list of the things these
introduced to the Mini-grammar in the booklet at the people do during their acts. W hile they are doing
back of the book. this, be on hand to help them with vocabulary they
may need.
Workbook Exercises 6 & 7 can be used before or after the • Ask a student from one pair ‘W hat does Paul do in
grammar section - either as preparation or as consolidation.
his act?’ to elicit a sentence like the exam ple here.
N ow elicit questions about Paul and Sally from
Activity 12 students and have other students give answers. Help
• Students look back at the questionnaire in Activity 8
with unfam iliar vocabulary and make corrections
and find examples of present tenses.
where necessary.
• Check the examples they provide. They can write
• Give students a chance to practise asking and
them on the board in tw o colum ns, like this:
answering in pairs if you think they need more
Present continuous Present simple practice time.
I’m watching television.
I’m just going out.
When the lovers finally say they
love each other ...
Workbook Exercise
My friend isn’t feeling
very well.
You watch a friend or a relative
win ...
Activity15
• Remind students of the M ini-gram m ar they have just
I’m staying at home. Your brother’s friend rings ...
looked at. This time get them to read explanations
All the ‘do you’ questions, e.g:
1B - 1D.
Do you cry?
• Tell students that (with the help of the M ini-gram m ar
Do you jump up and down?
explanations) they are going to look at some cartoon
Do you say ‘N ot now7 ...’?
situations and to choose the best alternatives in each
• Elicit the fact that there are tw o basic present tense case. They can com pare their answers in pairs.
forms in the questionnaire: the present continuous • Go through the answers with the students. M ake sure
(is/are doing) and the present simple (do!does). they realise the reasons for the correct choices and
• Review the meanings of some of the exam ples with refer them back to 1B - 1D in the Mini-grammar.
the students like this: Answers: a We know ... b Peters runs up to the
w icket, bowls the ball, and it goes right through ...
I’m w atching television. = I am sitting looking at c ... we are just leaving, d Y ou ’re always telling me
the television now. to ... e The weather is getting warmer all the time,
Your brother’s friend rings ... = Any time that your f W hen O scar leaves Sidney he gives a note to
brother’s friend rings . . . I Imagine a situation where Lucinda. He tells her not to open it unless he doesn't
your brother’s friend rings ... return, g M ary never wakes up on time and so she
often misses the bus. h ... so your flight leaves at
Activity 13 3 .4 5 and you land in Kuala Lumpur at 5 a.m. The
• Have students look at the picture and ask them what minibus takes you to the hotel ... i I ’m w orking here
the man is doing. Elicit words like overalls and until 8 tonight, then I'm meeting the band ...
goggles that they will need later. Tell them that they
will have to choose the present simple (he runs) or Be careful!
continuous (he is running). • Activity 15: there is a potential problem with mental
• [P/SG] Students work through the activity. Help them state and appearance verbs. Though they are most
if they seem to be having trouble. often used in the present simple, it is almost always
• Before you go through the answers have students possible to make them continuous if we want to turn
take out the booklet containing the M ini-gram m ar the state into an action (e.g. Am I understanding you
from the back of the Student’s Book. Let them leaf correctly?). Yet if students use these verbs in the
through it so that they understand the numbering continuous it usually sounds as if they’ve made a
system. Tell them to read through 1A - in 1C the mistake. Instead of saying 'you can never use these
Mini-grammar. Ask them if they have any problems. verbs in the present continuous’, suggest that the
• G o through the answers with the students. safest course, for now, is to use the present simple.
Answers: a lives b gets up c drives d w orks e wears
f is w orking g is making h leaves i drives j reads Activity 16
k are reading l watches m goes n dreams • Students read situations a - c. Ask them which tense
they would expect to use m ost for each situation.
Elicit a few exam ples to m ake sure they all know
w hat is expected of them.

16 unit one
• [P/SG] Tell pairs or groups of students to choose at Activity 19
least tw o of the situations and write a short exam ple • [SG] Put students in groups of three. Tell them that
o f w hat is wanted. they have tw o tasks: first they should introduce
• Students read w hat they have written. Be positive people to each other, using all the forms from the
about their efforts, but correct if necessary. first box in Activity 18. Then they should practise
‘asking about som eone’ language, and react in ways
Alternatives and options given in the table. M on itor their progress and correct
• Activity 14: this can always be given a twist by asking if necessary.
the class to focus on some fantasy figure or someone • W hen the small groups have had enough time to
famous. Students may derive some amusement from practise, you may w ant to ask some o f the students
deciding what a popular sports personality, politician, to dem onstrate what they have been practising as a
actor or character in a film/novel etc does or is doing. final opportunity to make corrections.
• Activity 16a: you can bring/invent a story of your own
to tell them. They can ask you questions to make sure Activity 20
they have all the facts and then it is up to them to re­ • Tell students that they are going to do a role-play -
tell the story 'in the present’. they are going to pretend to be at a party. In a big
class you may w ant to arrange separate groups to do
this, but in a smaller class it will be more enjoyable if
Functional language: meeting people the whole class takes part as one group.
In this section students first identify the social • Tell students that they need to invent a person for
language used when meeting people, practise the themselves. They have to decide w hat their
use of the language, and then take part in a party occupation is (they can choose one from Activity 1
role-play. or from any other source), w hat they do in that
occupation and whether or not they like it. They
Activity 17 should then turn to the table in Activity bank 2 on
• Ask students to look at the picture and get them to page 151) and complete it with their new names and
describe it to you. occupations.
• Tell students to read the lines and then read the • Start the party. Tell students to circulate and meet at
conversation. They put the lines in the conversation least three people. They should write their details in
(they can check with a partner). the table.
• Play Track 1 and then give students time to check • If you want to take part (and there are advantages to
through their answers. this since as a ‘guest’ you can mingle and prompt
• G o through the answers with the students. conversations when they dry up), go round the
Answers: ‘party’ helping the conversation on. If, on the other
a O h, all right, b Yeah, nice to meet you too. hand, you just w ant to listen (for feedback later), try
c N ot much really, d O h, I mean I only started last and be as unobtrusive as possible while you listen to
week. It’s my first job. W hat about you? w hat’s going on (writing down anything you
e T h at sounds interesting. particularly liked or which w orries you).
• Lead a feedback session with the class. Com pliment
Activity 18 the students for things that went well before talking
• [P/SG] Students match the phrases in the two about problem s you noticed.
columns. As examples do the first one or two with the
whole class before they w ork on their own. Pronunciation: hearing sounds
• Give students time to complete the task. M onitor their
w ork and help if necessary.
Activity 21
• Ask students to look at all the words and say them.
• Check the answers. M odel each phrase, paying special
• Ask students to tell you which sound all the words
attention to stress and rhythm. M ake sure they
share.
respond with appropriate intonation (O h rea lly ?) so
Answer: The words all share the sound h it.
that they sound interested. Have students repeat the
phrases both in chorus and individually. Activity 22
Answers: • Ask students to look at the list. Can they tell which
Introductions: a T h ere’s someone I’d like you to meet, of the words have the sound /o:/?
b Andy, this is Polly, c I’d like you to meet Andy, • Play Track 2 for them to check. You can stop after
d Polly’s in advertising, e Nice to meet you. each word to ask them w hether or not it has the
Asking about someone: f Are you a friend of Polly’s? h it sound.
g Do you like w hat you do? h H ow do you know our Answers: The words with the sound h i / are all,
host? i W hat are you w orking on at the moment? d oo r, ought, saw, store, walk.
j W hat do you do? • Ask students to say the various words individually.
Reacting to what people say: k Oh really?
1 T h at sounds interesting, m W hat a coincidence!
I’m an actor too.

unit one 17
Alternatives and options Be careful!
• Activity 17: ask three students up to the front of the • Activities 23-25: because this is the first listening
class. Give them the names Jane (the host), Polly and activity in the book - and because listening to
Andy. Read out the conversation making sure they ‘authentic’ interviews, like this, is not easy - it is vital
know who is speaking for each turn. The students that you give students time to predict. Explain that
don’t speak but have to try and act out what you are they really do not have to understand everything
saying. immediately; there will be more opportunities later
• Activity 18: put the individual phrases on cards or bits
of paper and give one to each student. They then Activity 26
have to go round the class until they have found their • Students look at the phrases. M ake sure that they
‘partner’. understand w hat they mean (to be a hard w orker
= ‘to be som eone who w orks hard’; to be able to
communicate = ‘to find it easy to talk to people and
Listening: working in a man’s world explain w hat you m ean’; to prove yourself = ‘to show,
In this section students are going to listen to a real to yourself and others, that you can do it’; to be able
interview with a young design engineer who works to w ork on your own - ‘you don’t always have to
for an aerospace company. have people to help you’; to be decisive = ‘to m ake
decisions confidently and easily’; to be organised =
Activity 23 ‘you are not ch ao tic’; to m ake sure it’s right - ‘to
• Tell students they are going to listen to a real check that something is co rrect’; to show initiative -
interview with a young British wom an. This will be ‘to be able to make decisions on your ow n’).
quite difficult for them to understand at first, but • Ask them if they remem ber which of these ‘qualities’
they will be amazed by how much they can apply to either a good designer, or to w hat a woman
understand when they have done the following might need when w orking in a male environment.
activities. • Play Track 4 again for them to do the activity. W hile
• Students look at the picture. Tell them that April is they listen they can read the Audioscript on page 21
2 2 years old. They are going to listen to a short of the booklet.
extract and try to guess w hat her occupation is. At Answers: a X b / c / d / e / f X g X h X i X
this stage they needn’t worry about the meaning of j X k X l X m X n X o / p/
every word.
• Play Track 3. W hen it is over ask them if they have Be careful!
any idea w hat she does. If students w ant you to, play • Activity 26: there are some difficult pronunciations in
this short extract again. Eventually ask them to look this activity (e.g. initiative /s'mjstiv/). It will also be
at Activity bank 3 on page 151 . Check that they necessary to have students practise saying the
have understood the explanation. phrases work on your own and prove yourself.
Activity 24 Activity 27
• Tell students to look at the tw o questions. Ask them • Ask students to tell you w hat April’s phrases mean.
w hat they are going to listen for. Clearly one person If they look doubtful you can either put them in pairs
will be mentioned as having encouraged her, and she or groups to discuss the phrases with each other.
w orks in a very male environment. • Go through the phrases with the students, making
• Students listen just for the answers to these two sure they understand them.
Answers: a wanting/being very interested in
questions.
b small parts of engines and things like that
• Play Track 4. Ask students w hether they have found
c a small am ount d started to do a lot of
the answers. If they look/sound doubtful, play the
e is your responsibility f do as little as possible
Track again before checking their answers.
g look at/watch h progressing/managing
Answers: a her father b She thinks it’s an advantage
on the whole (because people know who you are and
are interested in how you’re getting on).
Activity 28
• Select a student and ask them ‘W hat do you d o?’
W hen they have given you an answer, ask them
Activity 25 ‘W hat do you need to be a good (student)?’ and help
• [P] Students read the questions and discuss the
them with their reply. G et a student to ask you the
answers before listening to the tape again.
same questions.
• Play Track 4 again. W hen it is finished let students go
• [P] Put students in pairs and give them time to
through the answers in pairs - you will have to judge
practise their questions and answers. M o n ito r their
how much time they need. progress and give help if necessary.
• Check the answers with the class. • Listen to a pair or tw o with the class so that you
Answers: a F (H e’s half Irish.) b T c T d T e T f T can make any last-minute corrections or suggestions
g F (She used to work in the hangars.) h F i F about the correct use of phrases, pronunciation or
grammar.

18 unit one
Workbook Exercises 9-13 can be used at any stage from now on.
Alternatives and options Activity 32
• Tell students that they are going to write both a
• Activity 27 onwards: get students to look at the positive and a negative report about the character
Audioscript of the interview with April and ask them here called Andrew Tregarron. Give them time to
to find expressions she uses to pause and/or give look at the picture, and to study the qualities. Ask
herself time to think (er, umm, well), or at least two them to divide the qualities into positive things (fast
places where she repeats a word or phrase when it is w orker , tries his best to m ake friends , very creative ,
not necessary (he ... he’s: m ig ht ... might). You can very musical) and negative things (makes m istakes ,
ask the students why she does this to elicit the fact not very popular ..., obsessed with music, sometimes
that it’s a common feature of everyday speech in careless).
most languages. • Give students time to write their reports and then
collect them in or use one o f the feedback activities
Writing: personal reports described on page 7 of this Teacher’s Book.
In this writing procedure, students discuss reports, Possible answer 1: Andrew makes a lot of mistakes
study linking words, and then write reports because he w orks too fast. Although he tries his best
themselves. to m ake friends, he is not very popular because he
tries too hard. He seems to be obsessed with music
Activity 29 and he is sometimes careless.
• Ask the class about school reports. Are they a good Possible answer 2: Andrew is a fast w orker who tries
thing? Did/Do the students get good reports? his best to m ake friends. He is very creative. He is
• Explain that (in reports) w hat teachers really think also very musical.
and w hat they finally show parents might be two
different things, especially if the school or college H Workbook Exercises 14 & 15 can be us
head has asked them to be more positive.
• [I/P] Students read the reports. They w ork out which
positive one matches which original ‘negative’ one. Alternatives and options
• G o through the answers. Show how, for example, • Activity 32: mix up all of the students’ positive and
‘negative’ comments about Sally have been changed negative reports. They then have to be matched up -
into positive ones (e.g. ex trem ely assertiv e comes out rather like the task in Activity 29.
as decisiv e).
Answers: a Sally Greenspan b Joh n Armitage
c Justin H arrison
Review: grammar and functional language
Activity 33
Activity 30 • This activity can be done individually, like a
• Ask students to read the sentences in the ‘Linking w orkbook exercise. But students can also w ork on it
w ords’ box. M ake sure they understand that the key in pairs or groups, or you could get them to read the
issue here is w hat follow s the linking word or phrase. text and then go through the answers one by one.
Answers: a is revising b isn’t studying c is sitting
Activity 31 d reading e are singing f doesn’t usually sit
• Ask students to look at the explanations and g takes h studies i has j is visiting k is taking
examples in the table. They have to join phrases from 1 is talking m is getting
B o x A with phrases from B o x C - and they can ’t
change the words. Activity 34
• [P/SG] Students do the activity in pairs or small • [P/SG] Students use their im aginations about the four
groups. characters/occupations, suggesting w hat time they get
• Go through the answers with the students. up, where they w ork, w hat their work involves, the
Exam ple answers: He is happy because he has just kinds of typical activities they are involved in. They
won the lottery. Arran is a good football player talk about their typical routines, and w hat the people
although he is not very big. Stephen is very excited are doing now.
because he has just won the lottery. Stephen is very • Listen to w hat the students have com e up with and
excited because of his lottery win. He played a good ask the rest o f the class if they agree with the ideas
game in spite of/despite feeling ill. She missed the expressed. M ake corrections if necessary.
train in spite of/despite getting up early. He is happy
because o f his lottery win. M ark is not very popular Activity 35
despite/in spite of his friendly and enthusiastic • [P] Students discuss which two people they would
manner. He failed his exam despite/in spite o f his m ost like to meet at a party. They can be alive or
hard w ork. Sadia passed her exam although she is dead, real people or fictional characters.
not very intelligent. • Students write a conversation in which they meet
their characters at a party. They can then get other
students to act it out, or you can collect the
conversations and take them home for marking.

unit one 19
Review: vocabulary • Ask students how the ‘c ’ is pronounced in the words
they have written down, and m ake sure you get the
Activity 36 follow ing answers.
• Ask students which their favourite words from A n sw ers: ‘c ’ is pronounced /k/ in confident,
the list are. Ask them to say wrhy they have conscientious , considerate , d octor , enthusiastic ,
chosen particular words. Talk about why some occupation, orchestral conductor , collector, romantic,
words seem ‘nicer’ than others (because of what sympathetic (the /k/ sound is also spelt with a ‘k’ in
they mean, w hat they look like or how they e.g. kind)-, ‘c ’ is pronounced /s/ in decisive, sincere.
sound).
Activity 39
Activity 37 • Choose teams.
• Tell students to see how many words they can • Explain that one team will say a word from the W ord
find in the Word list which fit with the two list, and the opposing team has to come up with the
categories here. Elicit a word for each. opposite o f that word either by adding a prefix or by
• Students complete the task. using another word that they know. Get each team to
• Check through their w ork. You can write the try the game out with one or tw o words.
words on the board. • Start the game. Give one point for a correct answer.
Answers: • Keep the game going as long as students seem to
a O ccupations: design engineer, doctor, enjoy it and/or until they have exhausted all the
firefighter, footballer, journalist, nurse, words they can use. It is always better to finish too
orchestral conductor, personal assistant (PA), early than too late!
pilot, primary teacher, refuse collector, soldier
b C haracteristics: assertive, confident Activity 40
conscientious, considerate, decisive, em otional, • Tell students they are going to write a conversation
enthusiastic, friendly, happy, honest, using as many phrases from the W ord plus section of
hospitable, im patient, intelligent, interesting, the table as possible. Explain that the conversation is
kind, loyal, organised, patient, pleasant, between friends who haven’t seen each other for some
rom antic, sensitive, sincere, sympathetic time.
• Try to elicit some phrases from the students (e.g. ‘I ’m
Activity 38a involved with a new football team ’) to get them to
• [P/SG] Tell students to look for words that have focus on the phrases.
three or four syllables when they are spoken • [P] Students w ork on their conversations. M on itor
(even if a word may look as if it has four their progress and offer help if necessary.
syllables, it may actually only have three when it • If there is tim e, have students read their conversations
is spoken, e.g. secreta ry /'sekrstri/). to the rest o f the class.
• Students study the list. W hile they are doing this
you may w ant to put the table on the board.
• W hen students have had enough time, show the
table with the two given words (assertiv e and
c o n s id e r a te ). M ake sure they understand how Workbook: thinking about learning and
and why the stress is marked. language
• Students come up to the board and fill in the Students are expected to look at the table (Exercise 16)
table. Check with the class that all the words and fill it in on their own - either at home or during
have been put in the right colum ns, like this: some part of the class. Tell them that it’s up to them
Answers: how much they w ant to write. They can write whole
Three-syllable: assertive, confident, decisive, sentences or notes depending on w hat they feel most
engineer, firefighter, footballer, im patient, com fortable with.
journalist, orchestral, conductor, collector, W hen students have filled in their tables they can
organised, personal, assistant, primary, rom antic, discuss w hat they have written with other class
salary, sensitive members. Did they all enjoy the same things? Did they
Four-syllable: conscientious, considerate, all find the same things difficult?
em otional, hospitable, intelligent, interesting, Lead a discussion on the questions mentioned here.
occupation, sympathetic
M ake suggestions where appropriate, answer the
• Ask individual students to say the words. Ask
questions they have written down, and listen to what
them to make sure that they stress the right
they say about what they enjoyed since this will help
syllable in each word.
you when you plan subsequent classes.

Activity 38b
• Tell students to find all the words in the Word
list with the letter ‘c ’ and to write them on a
piece o f paper.

20 unit one
LIMIT e A narrow escape
Listening: pirates 3 She ran into the garden and opened the lid; the
narrator w^as half-unconscious, seriously shocked
Students listen to a dramatic story, split into three and frightened out of his wits.
parts to increase the dramatic tension. After looking
at language and pronunciation, they tell stories of Be careful!
their own. • If you are using a tape, it is important that you are
Activity 1 able to rewind Tracks 7-9 (back to the beginning of
each part). Remember to reset the tape counter each
• Students look at the picture. Elicit the fact that it is a
garden. M odel each word for repetition.
time so that you can do this easily.
• Ask students if the garden is safe for a small child on
its own. They can discuss this in pairs.
Activity 3
• [P/SG] Students look at the words. They can use
• Discuss the picture with the class. Elicit the fact that
dictionaries for this activity if they want.
a child might fall into the w ater tank, he or she might
• Ask them to prepare explanations for the words.
find something dangerous in the garden shed, the
They should also write sentences which show that
ladder is very inviting, the law nm ow er has sharp
they know w hat each word means.
blades. D on ’t mention the trunk unless the students
• Listen to the explanations and sentences. After each
w ant to talk about it.
explanation/sentence ask the students if they agree
with it. If necessary, model and drill the
Activity 2a pronunciation o f the words.
• Tell students to look at the questions before they
Answers: a someone crim inal who sails on the sea
listen to Track 7.
and attacks other boats b not able to escape from
• Tell them not to worry (at this stage) about words
somewhere c the upper part of a house - above the
they don’t understand.
ground floor d w ithout thoughts or feelings, like
• Play Track 7 (make sure you don’t play Track 8 yet).
being asleep, but unable to do anything e surprised
• [P] Students com pare their answers.
and upset f feeling really anxious because you are
• G o through the answers with the students. In
shut in a small space
particular, ask them to guess w hat will happen next,
but do not confirm or deny their suggestions (this
also applies to the subsequent prediction stages).
Activity 4
• G o through the activity with the students before they
Answers: 1 The narrator was five or six years old.
listen to Tracks 7 - 9 again. Can they remember the
2 The narrator’s m other had put the trunks on the
missing words?
lawn to ‘air them out’.
• Play Tracks 7 - 9 . Stop at the end of each extract to
give them time to write the answers. If necessary play
Activity 2b each track more than once.
• Students look at the next three questions. Can they
• G o through the answers with the students. You can
guess the answers?
point out that each answer has an example of an
• [P] Play Track 8 and ask the students to compare
adjective intensified by an adverb, such as p r etty ,
their answers.
a b so lu tely or seriou sly .
• Go through the answers. O nce again, ask them to
Answers: a pretty frightening b would be really
guess w hat happened.
exciting c I was absolutely terrified d was
Answers: 1 The narrator got into one of the trunks
absolutely horrified e seriously shocked
because he was pretending it was a ship and he was
a pirate. 2 The lid of the trunk shut; the narrator
Be careful!
pushed and screamed, kicked with his feet and
• Activities 2 -4 : students may find this listening quite
called for help.
challenging with the various words like trunk,
Activity 2c pirate, etc, causing some problems. That is why
it is important to spend some time on Activity 1,
• Students look at the final three questions and guess
preparing them for both the content and the
the answers to them.
• [P] Tell them to listen for the answers when you play
language on the tape/CD.
Track 9. Students com pare their answers.
• G o through the answers.
Answers: 1 The n arrator’s m other suddenly realised
she hadn’t seen or heard her son for a bit. 2 She saw
that one of the trunks on the lawn was tight shut.

unit two 21
Activity 8
Alternatives and options • Students read the exam ple. M ake sure they realise
• Activities 2-4: you can turn this listening activity into a that furious means ‘very angry’.
jigsaw activity where different groups of students are • Students copy and com plete the table. They can do
given different parts of the tape/CD or Audioscript, this in pairs if you want. They can use dictionaries to
They then have to share the information to make the look up words they are not sure about.
whole story. • Go through the answers. Have them say the more
• If you have a survival story you are prepared to share, extrem e words and correct awkward pronunciation
you can tell it to the class and get them to ask you o f more difficult words (e.g. hilarious).
questions so that the story emerges as they ask you Answers:
about what happened. angry furious
bad terrible
Pronunciation: spelling and sounds big enormous
cold freezing
Activity 5 dirty filthy
• Start by asking students to look at the table. Say the
frightening terrifying
words (e.g. cat, four, a bottle ...) drawing attention
funny hilarious
to the phoneme which represents the sound o f ‘a ’ in
good fantastic
each case. hot boiling
• Tell students to listen to Track 10 and write the
interesting fascinating
words with the underlined ‘a ’ in the correct column.
surprising amazing
Rem ind them that it is the underlined ‘a ’ they should
be listening for. Activity 9
• Play Track 10. You can pause it after each phrase to • G o through the exam ple with the students. M ake sure
give students a chance to write their answers. they understand that boiling can mean ‘exactly 1 00
• G o through the answers with the students. G et them degrees’, but also - as here - ‘very h o t’.
to say the words. • Elicit more examples - e.g. ‘Tell me about something
Answers: that isn’t just bad, but terrible’ - and be prepared to
/ae/ - cat, hat fashioned trapped happened suggest things such as a film or a television
foil - four, more saw called programme or the results o f a test.
/a/ - a bottle o f milk again • Have students prom pt each other in the same way as
I d - many, red said the exam ple. Help out with suggestions whenever
/ei/ - pay, today playing cam e name necessary.
Activity 6
• Ask students if they can think of more words with Activity 10
the sounds. Prom pt them by com ing up with more • Tell students to look at the pictures. Ask them where
exam ples from Tracks 7 - 9 (e.g. tragedy, had, flat, the people are (at a fairground), and w hat they are
absolutely, all, lawn-, an incident, around, again, talking about (the ride they have just been on: a
about, pirate-, heavens : situation, suitcases). O ther rollercoaster).
pronunciations o f ‘a ’ include /a:/ garden, after, grass, • Ask them to guess the missing words.
answer, asked-, /ea/ air; h i claustrophobic . w hat’s. • Play Track 11. Go through the answers with the
students.
Activity 7 Answers: a frightening b terrifying c good d fantastic
• Ask students if they have ever had a narrow escape
from anything. You can either do this with the whole Workbook Exercise 4 can be used
group or they can interview each other in pairs or
small groups first. D o everything possible to let the Using a dictionary: word grammar
conversation ‘flow ’ - and keep it going as long as the Activity 11
students are interested. • Ask students to look at the dictionary entries for
‘absolute’ and ‘absolutely’. Either individually or in
Workbook Exercises 1-3 can be used at any stage from now on. pairs they can go through questions a-c.
• G o through the answers with the students.
Vocabulary: stronger adjectives Answers: a Absolute is an adjective; absolutely is an
Students look at the difference between ‘ordinary’ b
adverb, Absolute is followed by a noun; absolutely
is followed by (1) an adjective, (2) a verb like hate.
adjectives and ‘more extreme’ ways of saying the
c We use absolutely not in speech.
same thing. They see which intensifying adverbs can
be used with which adjectives.

22 unit two
Activity 12 Functional language: giving opinions
• Explain to students that we sometimes make
adjectives stronger or weaker by adding adverbs.
Students practise giving opinions - and
Elicit the fact that very is one o f the most com m on of
agreeing/disagreeing with the opinions of others.
these, but that it isn’t always appropriate.
• Students look at the table and read the three notes
Activity 14
• Students look at the picture and read the short
about the words. M ake sure they understand the
exchange. Ask them which words they think might
point that because words like boiling!furious mean
go in the blanks.
‘very hot/very angry’ we can ’t say very furious - we
• Tell them to listen for the missing words. Play Track
have to use a more appropriate adverb like .
12. Students com pare answers.
absolutely. In the same way we don’t say absolutely
• G o through the answers with the class.
angry because we don’t m ix an extrem e intensifier
Answers: The missing lines are ‘W hat did you think
with adjectives that aren’t ‘m ore extrem e’ themselves.
of it?’ and ‘W hy? D idn’t you?’
• Explain that pretty can mean ‘good-looking’ but that
it is also used in inform al speech to intensify
adjectives.
Activity 15
• G o through the questions with the students to elicit
• [Pj Students look at the examples and find which
the answers.
com binations are not appropriate.
Answers: a ‘Have you ever (seen the original film
• G o through the answers, asking w hat the problem is
o f Psycho )?’ b ‘W hat did you think o f it?’
in each case.
c ‘It was .../I thought it was . . . ’.
Answers: b We don’t use extrem e intensifiers with
ordinary words, f We don’t use very with more Activity 16
extrem e words, h We don’t usually use extreme • [P] Students read the questions and sentences. Ask
intensifiers with ordinary adjectives, i We don’t use them to say whether they think they are agreeing or
very with extrem e adjectives. disagreeing with other people’s opinions.

Be careful! • G o through the questions and phrases with the


students. Give the utterances heightened intonation
• Activity 12: although the table divisions here hold to show clearly w hat their function is.
good for most uses, students may well have heard • If necessary, model the questions and sentences and
people saying pretty fantastic! and quite incredible!, have students repeat them.
etc, where through exaggerated intonation (higher Answers: a disagreeing (doubting) b agreeing
pitch, pronounced stress) words like pretty and quite c agreeing d disagreeing e disagreeing f agreeing
are transformed into ‘much more than very’ words. g agreeing
You may want to tell your students about this - the
clue is the intonation, not the words themselves. Activity 17
Normally, however, these intensifiers have the • [I] Students copy and complete the sentences about
meanings given here. films and T V programmes they have seen recently.
If possible, these should be worldwide hits. You can
Activity 13 suggest the names of films and programmes that are
• Students read the various situations. Check they
popular at the moment.
understand concepts like bungee jum p , com edy , etc.
• Students ask each other questions as in the exam ple.
M ake sure they know that Sydney H arbour Bridge is
If necessary, prom pt the answering student’s answers
a very tall bridge in the harbour in Sydney, Australia.
(e.g. ‘G ood ?’, ‘F antastic?’).
• [P] Tell students to choose any two of the situations
• [P] Put students in pairs to practise the conversations.
and to think of adjectives and intensifiers to describe
M o n ito r their progress and help out if necessary.
their feelings when they are about to experience these
• Listen to some of the pairs with the rest of the class.
things. Give them time to do this.
C orrect if necessary.
• Have students say ‘You are about to give a speech to
5 0 0 people. W h at’s that like?’ and students who have Alternatives and options
prepared their adjectives answer, e.g, ‘Absolutely • Activities 15-17: instead of going through the
terrifying.’
procedure, here you could start asking students for
their opinions about things - and then get them to
Alternatives and options ask each other what they thought. As they do this
• Activities 12 &13: write intensifiers and adjectives you can correct any mistakes and start writing up on
on individual cards and give one to each student. They the board any ‘good’ phrases that are used,
have to go round the class finding a possible pair (e.g. prompting students to use intensifiers and adjectives
absolutely + furious or rather + angry) which they then where appropriate. You will probably end up with
have to use in a sentence or a conversation. similar language exponents to those in the book!

unit two 23
Grammar: past tenses Answers: a picture 1 b picture 2 c picture 3

Students study past tense forms (simple, continuous d picture 3 e picture 4 f picture 2 g picture 3
h picture 2 i picture 1 j picture 3
and perfect) and practise using them. • N ow get students to close their books and see if they

Activity 18 can tell the story in their own words. You can do this
w'ith the w hole class or let them w ork in small
• Elicit examples o f the past simple and the past
groups. M ake corrections where absolutely necessary,
continuous - e.g. ‘W hat did you do last w eekend?’
and if appropriate try and prom pt the use of the
‘W hat were you doing at nine o ’clock yesterday
three past tenses (simple, continuous and perfect) but
evening?’
in general just let them ‘get the story o u t’.
• [I] Students do the activity individually. Tell them to
• Let students look back at the sentences one more
look at 2A-2D in the Mini-grammar if they need more
time. Then they close their books again.
help and guidance.
• Students tell the story. You can ask one of them to
• Students check their choices with their partners.
write it on the board, guided by his or her classmates.
• G o through the answers with the class.
M ake any necessary corrections.
Answers: a was b were arriving c was raining
d was sweeping e heard f looked g was standing
h speaking i noticed j stopped k ran l were you doing
Activity 21
• Explain that students are going to role-play a radio
m shouted n said o was passing p was q wanted
interview with the people in the story. In small

V Workbook Exercises 7- 9 can be used at any stage from now on. groups they can write down the kinds of questions
the radio journalist might ask.

Activity 19 • [SG] In groups of four students practise the role-play.


G o round the groups listening and helping where
• Students look at the picture. Ask them w hat they
necessary.
think has happened.
• Have one group of four com e out and act their role-
• Tell students they are going to read the story. For
play in front o f the class.
each sentence they should underline the past tense
verbs. Then they have to put a circle round the event
Alternatives and options
that happened first.
• Activity 21: a good classroom game is to write a
• W rite the first sentence on the board. Have a student
selection of infinitive verbs on cards and give them to
come up to underline and circle the appropriate
groups of students, who then have to invent a story in
verbs.
• [P/SGJ Students do the activity. Tell them that they
the past using as many of the words as possible.
can look at 2E and 2F in the Mini-grammar if they are
not sure. Reading: overalls
• G o through the answers with the class. Students read an amazing (true) survival story, and
Answers: a got ... saw . . . (had left)b wondered ... after working on comprehension tasks look at some
(had happened)c noticed ... Qhad madg) d was ... of the language in the text.
fdTc)c k e i l j e w a s ...( had sm ashed)fguessed ...
(had broken)in g went ... saw ...(h ad gone) Activity 22
h GiJxTnTji: had)... cam e i (h a d T o o k e d ) honed • Students look at the headline and the picture that go
j told ... (liaXta]<en)k said . . . (Ihadd^one) with the article. W hat do they think it is going to be
1(& i ? r : o u c h e d ) . ,T called m hoped . . -(had]not_been) about? D on ’t tell them w hat overalls are - tell them
n(IradTiiiis heqTT. made o was ...( hadn’t taken) to see if they understand the word when they’ve
• Ask students how we know which activity came first, finished reading.
and elicit the fact that this is w hat the past perfect • Students read questions a-c. N ow do they have a
(had d on e ) is used for. Students should all read better idea o f w hat the article will be about?
through 2E and 2F in the Mini-grammar at this point. • Tell students to read the article quickly to answer the
questions. They must try not to get stuck on words
Activity 20 they don’t understand.
• Students look at the pictures before reading the • Students read the text. They can discuss their answers
sentences. Ask them if they can describe w hat they with a partner before you check that they have got
see. them right.
• Students read the sentences. Ask them if there are any Answers: a Abdul Aziz b Zachary M ayo c He was
words they do not understand. saved from drowrning.
• [P/SG] Tell students to m atch each sentence w^ith one
of the pictures.
• Go through the answers with the class, explaining
any confusion they might have.

24 unit two
Activity 23 b had been sleeping (This is used to emphasise the
• Go through the questions with the students before activity o f sleeping just at a set time - before he
they read the text again. Do they know the answers? w oke up and w ent out on deck.)
• Tell them to re-read the text, this time more carefully.
They can com pare their answers with those o f a
partner.
• G o through the answers with the class.
Answers: a M ayo went onto the deck because he
Speaking: telling stories
couldn’t sleep - his cabin was hot and stuffy. Students take part in a fluency/story-telling activity,
b He leaned out too far. c He used them as a ‘life based on material with a built-in information gap.
ja ck et’, d Because nobody saw him fall, no one had
searched for him, there were sharks and he was Activity 28
dying o f thirst, e Two marines talked to Z achary ’s • Students look at the picture and then at the questions.
parents to say he was missing, but three days later • Go through the answers with the students. Having
they heard about his rescue. established that Pete and Tabitha are in a restaurant,
allow students to speculate as much as they want
Be careful! about the answers to questions b and c.
• Activities 22 & 23: students may want to understand
every single word in the text before they have Activity 29
successfully read for general comprehension. Tell • [P] Put students in pairs where one student is A and
them there will be a chance for more detailed work the other is B. Tell all the student As to look at
later, but that, to start with, you want them to extract Activity bank 8 on page 153 and all the student Bs to
as much meaning as possible even though there are look at Activity bank 14 on page 15 6 . M ake sure they
some stumbling blocks along the way. understand that they should not look at each other’s
pictures under any circum stances.
Activity 24 • W hen students have found the Activity bank pictures
• [I/P] Students go through the text again, looking for they are supposed to be w orking with, tell them to
words which match the definitions. read through the questions in front o f them and (if
• G o through the answers with the class. they want) m ake a note o f w hat they think the
Answers: a press release b the Pentagon c stuffy answers might be.
d bunk e deck f aircraft carrier g ordeal h miracle
Activity 30
Language in chunks • [P] Tell all the students to close their books. In their
pairs they should try and w ork out what happened on
Activity 25 Pete and T abith a’s big night out. W hile they are doing
• Tell students to read the definitions and then this you can go round helping out where neicessary
complete the phrases which come from the text. and listening out for any particular errors you might
• W hen they have had time to find the phrases, go w ant to draw attention to later.
through the answers. • Ask a pair to tell the story. G et other pairs to chip in
Answers: a back to sleep b thinking c footing saying w hether or not they agree with the first pair’s
d o f madness e consciousness f his eyes version of events. You may w ant to tell the story in
Activity 26 your own words too. You can ask students w hat they
• Put students in pairs. Tell each pair to choose any would have done in Pete and T abith a’s situation.
three o f the phrases and use them in sentences of A possible short version o f the story: One evening, Pete
their own (e.g. ‘W hen I saw my brother’s new and Tabitha decided to go out for dinner. They left the
haircut, I couldn’t believe my eyes’ or ‘I w rote the house at 7.30 and drove to their favourite restaurant.
letter w ithout thinking’, and so on). They had a lovely meal. When it was over they asked
for the bill, but when the waiter brought it over they
Activity 27 realised they had a problem. Tabitha hadn’t brought her
• Tell students to look back at the text and find as bag, and Pete couldn’t find his wallet. Suddenly he
many examples as they can of the verb had. They remembered that he’d left it at home. He left Tabitha in
should then say which tw o examples are not part of the restaurant, got into the car and drove home. But
the past perfect tense, and which exam ple of the past when he got there he realised that he’d left his house
perfect continuous they can find. (If they look blank, keys inside the house! He didn’t know what to do.
remind them of the difference between the He drove back to the restaurant and explained the
present/past simple and the present/past continuous.) situation to the waiter, and then to the manager. But the
• Go through the answers with the class. manager wasn’t pleased. He wasn’t pleased at all. And
Answers: a Exam ples o f the past perfect are had that’s why Pete and Tabitha ended up washing dishes
seen (x 3), had gon e , had taught , had been. The tw o all night.
exceptions are had to do and had to wait.

unit two 25
Alternatives and options Answers: a Turbulence terrifies teenager b H orrified

• Activities 29 & 30: instead of putting students in pairs driver sees attack c Saved by sharp-eyed stewardess

straight away you can divide the class into halves: A d H ero pulls neighbour from fire e Fuel gauge

and B. All the As look at Activity bank 8 and all the Bs failure traps couple

look at Activity bank 14. This means that the As can Activity 34
discuss the answers to their questions and the Bs can • Let students w ork on the questions together,
do the same. Then when it is time for pairs to tell the discussing their answers until you are confident that
stories you can put each A with a B to make new they have got as much as they can from the activity.
pairs. • G o through the questions with the class.
• Telling stories: you can have students tell the story Answers: a Gulay Mengug was terrified after severe
from the point of view of Tabitha and Pete, or the turbulence on a flight from Istanbul to N ew York,
waiter or manager. b Youths attacked a car with bricks and a baseball
• Acting out: you can get students to write bat. c Julie, a stewardess, saw a burning ship from
conversational scenes from the story - between the 3 5 ,0 0 0 feet, d Jean Buiter was saved from her
waiter and his customers, between the waiter and the burning house by her neighbour Laurence
manager, and between the manager and Pete and Broderick, e Jan e Bake well had forgotten her mobile
Tabitha. In the right circumstances you could turn the phone. She and her husband spent the night in a car
whole thing into a small play. in freezing temperatures because they ran out of
fuel.
Writing: headlines and newspapers
Students discuss headlines, match headlines and Background information
articles, and write headlines of their own. Two of the news stories here are absolutely genuine.
A flight attendant really did see a ship burning and told
Activity 31 her captain about it, as a result o f which the ship’s crew
• Students look at the headlines and use their were rescued. A man called Laurence Broderick really
dictionaries to look up the meaning o f any words did rescue his neighbour from her burning house in a
they do not understand. village in the east of England! The other three stories
• G o through the headlines with the class. Check are invented - but you could never tell. Could you?
their understanding, asking w hat certain words
(e.g. turbulence , sharp-eyed ) mean. Ask students Activity 35
w hat they think the stories will be about. • Tell students that they have to write their own
headlines. They can choose any topic they like, but
Be careful! they should look back through the unit and try to use
• Activity 31: students might be discouraged if some of words from it. M on itor their w ork and be prepared
the words in these headlines are difficult for them. But to help with prompts and suggestions.
this is one case where understanding every word is • Have students write their headlines on card or on the
both desirable and enjoyable - so spending time board. Let the class decide which ones w ork well.
making sure they do understand everything is not Some possible headlines: a W orker nearly dies in
time wasted. freezer/Exercise saves locked-in w orker b Lorry
smash kills 2/2 dead in m otorw ay accident
Activity 32 c W arm heart concert cancelled/Illness stops
• Ask students whether headlines are the same as other W arm heart concert d Teenager runs m arathon for
types o f writing. Elicit the fact that they are not, and cancer research/15-year-old Emm a runs for charity
discuss why. This can be done with the w hole class.
• M ake sure that everyone understands that: (a) Alternatives and options
headlines usually miss out auxiliary verbs, articles, • Activities 31 & 33: if you can find current newspaper
prepositions - indeed many function (as opposed to articles which your students have a good chance of
content) words; (b) headlines include dram atic words understanding, then cutting off the headlines and
- the main events of the story; (c) they are frequently having students match them with the articles would
written in the present simple tense for dram atic be extremely motivating.
purposes, and to save space. Activity 35: students can take each other’s headlines
and write stories based on them.
Activity 33
• Tell students to read the news stories. I Workbook Exercises 14 & 15 can be used at any stage from
• Ask students if they can m atch the headlines with the now on.
stories. You can do this with the w hole class, or let
students w ork on the task in pairs if you think this is
appropriate.
• G o through the answers with the students.

26 unit two
Review: grammar and functional language Activity 40c
• [P] Students search the Word list for words with the
Activity 36 letter ‘a ’. There are a number o f ways the letter is
• Students read the text and underline all the past pronounced. They can ignore all but the one that
tense verbs in the story before moving on to answer occurs most frequently.
questions b-d. • Go through the answers with the class and have
• [PJ Students can com pare their answers. students say the words w ith the m ost com m on sound
• Go through the answers. correctly.
Answers: a decided, didn’t tell, planned, reached, • Students listen to Track 13 and say the words.
looked, thought, had packed, w asn’t, came, Answers: The most com m on pronunciation o f the
couldn’t, tried, kept, was beginning, was stumbling, letter ‘a ’ is / x /, and the words with this
went, hurt, fainted, had broken, was getting, was, pronunciation are: absolutely, carrier , bad , fantastic ,
hadn’t com e, was, had happened, rang, woke up, fascinating , ladder , trapped , narrow , madness.
was, was, realised, had been, heard, waved, shouted,

K Workbook Exercise 16 can be used at any stage from now on.


was, didn’t know, had been, had searched, were, had
decided, saw, was, had crawled, was shouting
b 29 c 4 d 9 Activity 41
• [P] Students go through the W ord list, finding
Activity 37 adjectives and adverbs.
• [P/SG] Tell students to close their books and try to • Go through the Word list with the class. You can
tell the story again in their own words. They can have them com e up to the board and write the words
practise doing this in pairs or small groups (if they in two columns.
have already completed Activity 21 or Activity 30 • Select a student and ask him/her to take an adverb
they will be fam iliar with this kind of approach). and an adjective and make a sentence with them (like
• Listen to some of the pairs. O ther students can the exam ple). Say ‘Yes, th at’s right’ or ‘N o, th a t’s
correct them or add details if they think things have w rong’.
been left out. • Students do the activity. M on itor their progress and
• Let students look back at the original text to see how offer help if appropriate.
close they got. • Let the class listen to everyone’s sentences. Give
appropriate feedback.
Activity 38 Answers: Adverbs: absolutely, fairly, pretty, quite,
• [I/P] Students read the conversation and fill in the rather, really, very. Adjectives: amazing, angry, bad,
blanks with a word or words. big, boiling, claustrophobic, cold, dirty, enorm ous,
• G o through the conversation with the class. fantastic, fascinating, filthy, freezing, frightening,
Answers: a seen b on c did you think d enjoy it/like funny, furious, good, hilarious, hot, interesting,
it e It was f agree g of film h fantastic/brilliant shocked, stuffy, surprising, terrible, terrifying,
i really j terrible/awful unconscious

Review: vocabulary
Q Workbook Exercises 17-20, because they are revision
exercises, can be used at any stage from now on.
Activity 39
• Students look at the Word list. They ignore the words Workbook: thinking about learning and
which they knew before starting w ork on Unit 2. language
They only circle the words which were new to them Students go through W orkbook Exercises 17 and 18
when studying this unit. on their own either before or during the class.
• Students check the meaning o f these words in their In class they can com pare w hat they have written with
dictionaries. the answers of other members o f the class. D o they all
• Students write sentences using their ‘new ’ words. react to new words in the same way, or have some of
• Listen to the sentences with the class. M ake them developed strategies for coping with unknown
corrections where appropriate and necessary. vocabulary?
Discuss the exercises with the class. Try to extol
Activity 40a the virtues o f reading through difficult words. Talk
• Students say which words they find easy to about ways of w orking out w hat a new word means
pronounce. Give them a chance to show you this is (for exam ple, by studying surrounding con text or
true by letting them say the words. ascertaining w hat part o f speech the words are).
Discuss the use o f dictionaries and the advantage
Activity 40b of writing words in a w ordbook. However, it is
• [P/SG] Students discuss which words they find im portant to listen to students too, and to be
difficult to pronounce. appreciative of the strategies they have already
• The pairs and groups report back to the class. Help developed, some o f which, though different, might
them with the pronunciation of the words. Tell them w ork perfectly well for them.
how the sounds are made and give them a chance to
listen to the words and then produce them correctly.
unit two 27
UNIT 3 What shoppers want
Speaking: comparing opinions Vocabulary: shopping collocations
Students discuss different types of shopping and Students study and practise vocabulary items which
how they feel about it. collocate with shopping.
Activity 1 Using a dictionary: noun types
• [P/SGJ Students look at the pictures and discuss the
different places.
Activity 4
• Tell students to look at the dictionary entry for
• Discuss the places with the whole class, making sure
shopping. They should read it through.
they give you reasons for their ‘best’ and ‘w orst’
• [P/SG] Students go through the questions.
choices (e.g. supermarkets - everything there but you
• W hen they have finished, check that they have all
have to drive to them/markets are often friendly and
been successful.
have local produce, but can be cold and wet, quality
Answers: a uncountable b because it says [U]
not guaranteed/Internet really convenient but not
c Am erican English pronunciation
many stores operate the system, for rich people
only/shops are personal, small but more difficult to
get to).
Activity 5
• Ask students if they can give you any words which
collocate (join with) shopping. W rite suggestions
Be carefui!
• A c tiv ity 1 ; students
may not have a lot to say - on the board. Ask students w hat they mean.

especially at the beginning of the class. Prepare • [I/P] Students look at the words. They copy and

opinions or statements about the different kinds of complete the table. They can consult their dictionaries

shopping for them to agree/disagree with. to do this.


• Go through the answers with the class. M ake sure
they understand the meaning of all the phrases,
Activity 2 e.g. window-shopping (=‘just looking, not buying’).
• Students look at the sentence and decide if they agree M ake a special point of explaining that with do we
with it. If they just say ‘yes’, say (e.g.) ‘W hat? All say do the shopping - using the definite article.
men and all w om en?’, ‘D o women really enjoy doing • Have students say the words and phrases. Insist on
the food shopping day in and day out?’, ‘Do Some good pronunciation. Get students to give you
men like choosing new clothes or gadgets for sentences with the verbs (e.g. ‘I usually do the
them selves?’. shopping on Saturdays’, ‘I went shopping yesterday’).
• [P/SG] Students now have to rewrite the sentence so Answers: shopping + noun: shopping trolley,
that it reflects their opinion. Give them some shopping centre, shopping com plex, shopping
exam ples, e.g. ‘Although many men hate shopping, expedition, shopping bag, shopping list, shopping
some enjoy it a lot and there are also women who malls, shopping spree. Adjective/noun/verb +
dislike shopping . . . ’. shopping: do the shopping, go shopping, Internet
• Listen to the students’ sentences. Ask the class to say shopping, last-m inute shopping, late-night shopping,
which one they think is the best. serious shopping, Sunday shopping, window-
shopping
Activity 3
• [I/P] Students complete the sentence individually and Activity 6
then com pare their answer with that o f a partner. • Students look at the pictures. Ask them w hat goes in
Listen to the sentences with the rest o f the class and the blanks. D o not confirm or deny their answers.
elicit feedback from them. • Tell them they are going to hear the people talking
about shopping. They should listen for the answers.
Alternatives and options • Play Track 14. Go through the answers with the
pairs of students can agree on a sentence
• A c tiv ity 3; class.
and write it on a card, flipchart or the board. The class Answers: a last-minute shopping b window-
then votes on the sentence they like the best (though shopping c shopping mall d shopping expedition
they can’t vote for their own, of course). As with all e Sunday shopping f shopping trolley
voting, this should be done with care so that no one
gets hurt by their colleagues’ opinions.

28 unit three
Activity 7 • Talk about the decisions the text discusses and
• [P] Tell students to interview their partners. They com pare them with w hat the students themselves
should find out everything they can about the last cam e up with in Activity 8.
time they w ent shopping and how they felt about it.
W hen one ‘interview’ has finished, the students swap Background information
roles. This text is based on an article in the Guardian - one
• Stop the activity before students start to lose interest of B ritain ’s more serious ‘quality’ newspapers. In case
or run out of things to say. people are suspicious of this kind of thing, a study done
• Students tell the class w hat they found out about their by a research team in N ottingham recently showed that
partner. If they show enthusiasm these reports can when a superm arket played French music near the wine
form the basis for a class discussion about shopping. shelves people bought more French wine, when they
played Germ an music they bought more Germ an wine,
Alternatives and options and more Spanish wine was bought when flam enco-
write phrases from Activity 5 on
• A fte r A c tiv ity 7: type music cam e out of the speakers ...
individual pieces of paper. Working in pairs, students
have to discuss shopping. At a given signal they have Activity 10
to choose one of the pieces of paper and instantly use • [I/P] Students read the sentences and say whether
the phrase in their conversation. they are true or false according to the text.
• Go through the sentences. Students must say why
they reached their decision.
M Workbook Exercise 2 can be m
Answers: a False (few shoppers ... with lists) b True
(this ... makes them feel positive) c F (... usually
Reading: at the supermarket placed near the back wall) d False (it’s the middle
After a creative prediction task, students read a text shelves on the left!) e False (they think they do as in
about supermarket design, complete comprehension the exam ple of the one company which always uses
tasks and then discuss what they have read. the same colours) f False (sleepy people buy more)
g True (the examples o f fish and baking smells)
Activity 8 h False (it m akes them feel uncom fortable)
• [P/SG] Tell students they are going to design their
dream supermarket. Go through the bullet points Activity 11
with them. They must decide where the entrance and • [I/P] Students read the meanings and find words in
the text for them. D o the first one with them so they
exit is on the plan, where, for exam ple, the fruit and
realise they are given the first letter of the required
vegetables should go, and w hat things they m ost want
word.
to sell (and where they should be put). They should
• Go through the answers.
also think about the arom as, colours, type of lighting
Answers: a aisles b open-air c carcasses
and noises (e.g. music) they would like in their
d vacuum-packed e blink f sell-by date
supermarket. Remind them th at the activity is m eant
g background noise h observe
to be enjoyable. If they’re crazy about chocolate they
can put it in all the first aisles!
• M o n ito r the activity and offer help (including
Language in chunks
prompting them with questions and suggestions) Activity 12
where appropriate. • Tell students to go back to the text and look for
• Students look at each other’s plans. W hat similarities examples o f sentences with the phrase given.
and differences are there? • Check answers.
• Answers: This ... makes them feel positive; ... colours
Be careful! that make people feel healthy and happy; ... the same
8: in order to get this activity going you can
• A c tiv ity colours to make people feel at home; This can make
draw the plan on the board and discuss one or two of customers feel sleepy; Silence makes shoppers feel
the points with the whole class before having them uncom fortable.
work in their pairs or in groups. Activity 13
• D em onstrate the activity by selecting individual
Activity 9 students and asking ‘W hat makes you feel happy?’ If
• Students read the text to see if the inform ation there necessary prom pt with ‘M u sic?’, ‘N ice food,
agrees with their own decisions in their plans. Tell sunshine?’, etc, until they understand w hat you w ant.
them to try and ‘read past’ any problem words - Ask more students similar questions and then get
vocabulary issues will be dealt with later. them to ask you.
• W hen students have finished reading they can discuss • [P/SG] N ow students question each other. M on itor
their responses in pairs - or you may w ant to discuss their progress and offer help where necessary. W hen
them with the class straight away. they have finished, ask the class if anyone heard any
‘surprising’ answers.

unit three 29
Activity 14 Activity 17
• [P] Ask students to say if either of the statements • Tell students they are going to rewrite the sentences in
summarises the text and their feelings about it. They the activity using quantifiers. They should refer back
com pare their responses with those of a partner. Tell to the scale they com pleted in Activity 15 if they need
them to write a better summary if they can. help in interpreting the ‘am ount’ symbols.
• Go through the statements with the students and • Go through the first example sentence.
listen to w hat they themselves have (re)wrritten. See if • W hen students have completed the activity, go
a consensus can be reached - that the text says that through the sentences with the class.
supermarkets try to encourage their customers to buy Answers: a m ost b a lot o f c a lot of d few e many
as much as possible and that they use a num ber of f many g some h every
techniques to do this.
Workbook Exercises 7 & 8 can be used
• [P/SG] Students can then discuss their reactions to
this w hole reading sequence. Were they surprised by
anything they read or talked about? H ow will they
feel when they next go to a supermarket? W hen they
Activity 18
• Elicit the fact that a sentence like Boys like footb all is
have finished, get feedback.
misleading since it means that 1 0 0 % o f boys like
football, something which is clearly not true. Go
Alternatives and options through the example.
• Activity 8: you could get students to describe their • [P] Students w ork on the sentences in the same way
local supermarket. Ask where they can find various as the exam ple. M o n ito r their w ork, offering help
things and encourage them to say why. Then the where necessary.
reading task will be to see if they are right. • Listen to the sentences that students have written and
• Language in chunks - Activity 13: each student make corrections if necessary.
draws up a table and writes the adjectives {angry,
excited, happy, etc) along the top of it. They then go Alternatives and options
round the class asking people the question and noting • Activity 15: you may want to put the scale up on
down what different people say. After that, they report the board and have students come and write up the
back to the class. This is a good way to get everyone phrases in what they think are the right positions.
moving around and communicating. * Activity 17: ask students to discuss the various
sentences here by using the ‘same’ or ‘different’
Workbook Exercises 3-5 cm be used at any stage f technique. In other words, they can say whether
one of the statements is the same or different in their
Grammar: quantifiers (your) country, e.g. A is different. In my country/here
Students study and practise the meaning and use of not many people shop in supermarkets/
quantifiers with different kinds of noun.
Functional language: going shopping
Activity 15 Students look at/listen to exchanges between a
• Students look at the scale. M ake sure they
understand that the left-hand end stands for ‘not any’
customer and shop assistant, study the use of
(0 % ), and the other end of the line is ‘all’ (1 0 0 % ).
language and then make up their own shop
• Tell them to put the quantifiers in the right places on
conversations. They revise some common clothes
the line.
vocabulary.
• W hen they have done this, go through the activity
with them.
Activity 19
• Students look at the pictures. Elicit the fact that these
Answers: [0 % ] not any ... a few/little ... not
are exchanges between a custom er and a shop
much/many ... several/some ... manv/a lot of ...
assistant.
most ... every ... all [1 0 0 % ]
• [P] Students read the conversations and try to use
Activity 16 sentences 1 - 4 to fill in the correct blanks.
• Tell students to read the sentences. For each one they • Play Track 1 5 .
should choose which quantifier to use. Tell them to • G o through the answers with the students.
check their answers by looking at 3A-3F in the Mini- Answers: 1 b 2 c 3 d 4 a
grammar.
• [P/SG] Students com pare their answers. Activity 20
• G o through the answers with the class. If necessary, • M im e an article of clothing (pretend to be putting on
discuss the contents of Mini-grammar 3A-3F to clarify a belt, gloves, etc) and ask the students to guess what
any doubts. it is. D o this a couple of times.
Answers: a some b much c some d every e a few • Tell students to look at the list o f words. They should
f a lo t of g a lot of h a little tick the ones they know.

Workbook Exercise 6 can be used at a

30 unit three
• [P/SG] Have students com pare their lists. Get them to
help each other with words they don’t know. They
Alternatives and options
should look up any that remain in their dictionaries.
• Activity 19: students can learn and perform the
• M odel the words clearly and get students to say them
opening exchanges. Train them to perform as if they
correctly.
were going to act out the scenes on a film set or in
the theatre. In other words, make sure they use the
Pronunciation: same sound appropriate stress, intonation, expressions and
gestures.
Activity 21 • A c tiv ity 20: students can mime putting on the clothes.
• Students look at the collection of words. Explain that The other students have to guess what the items are.
some o f them share a vowel sound. G o through the • A c tiv ity 2 1 : put the sounds up on the board and have
exam ple and then tell them to find word pairs. teams send people up to write as many words as
• G et students to say w hat pairs they have chosen. possible. The winning team is the one that gets the
• Play Track 16 so that they can see if they are right. largest number of correct words.
• M odel the words and get repetition if necessary. • A c tiv ity 23: go through the language in more exact
Answers: Words which share the sound /e/ are detail by asking what language you could use if
anything , belt, dress, every, help , many , several, you work in a shop and want to offer help/don’t have
sweater , welcom e. Words which share the sound what the customer is looking for/reply to a customer
/ad are cap, hat. Words which share the sound who says thanks/tell the customer where something
/ill are fleece, jeans, please. Words which share the is, etc. This will help students who have not found it
sound / a / are gloves , much, som e. Words which easy to focus on the individual language items. For the
share the sound /3:/ are shirt, skirt, T-shirt. role-play give students the following grid. They have to
choose one square from each row (a-c) to shape their
Activity 22 conversation.
• Tell students to look at the picture. Select a student the shop assistant starts the customer starts
and ask him or her ‘W h o ’s wearing shorts?’ to elicit the conversation the conversation
the answer ‘C harlene’.
the clothes are in the the clothes aren’t in
• [P/SG] Students ask ‘W h o ’s wearing . .. ? ’ questions
shop the shop
using the words from Activity 20.
• Ask students to complete the sentences. They can do the customer knows the customer doesn’t
this as a w hole group, in pairs or individually. what he or she wants know what he or she
• Go through the sentences with the class.
wants
Answers: a B arbara’s wearing a dress, a sweater and
boots. And she’s got a hat on, too. b C harlene’s
wearing sandals, shorts, a belt, a T-shirt and a cap.
c D onald ’s wearing trousers, a shirt, a sweater and a
hat. d Phoebe’s wearing a skirt, a T-shirt, a belt and
Listening: radio commercials
socks, e M argaret’s wearing a dress, some tights, a Students listen to radio commercials, respond to
hat and gloves, f Ashley’s wearing jeans, a shirt, a them, study the language in them and then write
fleece and a cap. their own radio advertisement.
Activity 23 Activity 24
• Tell students they are going to role-play scenes in a • Ask students if they ever hear com m ercials on the
clothes shop. Ask them w hat kind of language they radio and which, if any, are their favourites.
could use. Rem ind them of the conversations in • Tell students that they are going to hear some radio
Activity 19 if necessary. Elicit phrases like ‘Can I help com m ercials. They don’t need to understand
you?’, ‘I’m just looking around’, ‘I’m afraid we . . . ’, everything; they just have to identify the
‘D o you know where I could find som e?’ ‘They might advertisement which is different.
be able to help’, ‘They’re over there . . . ’ • [P] Play Track 17. W hen it is finished, students
• [P] Students prepare their scenes. They can either discuss the answer.
write them down or simply practise saying the • M ake sure everyone agrees that the odd one out is
conversations to each other. M o n ito r their progress, the road safety campaign (number 3). R ather than
and offer help and support where appropriate. selling something it w ants people to change their
• Students act out their scenes in front o f the class. Be behaviour. Elicit the double meaning of kid -
prepared to prom pt (if necessary) in a supportive inform al English for a ‘child’, and ‘to fool som eone’.
way. W hen a pair finishes make sure you show • Ask students if they can remember w hat the other
appreciation of their efforts, and don’t over-correct. com m ercials were about (a m obile phone company, a
furniture store and an Internet holiday com pany).

unit three 31
Activity 25 Students read out their com m ercials and the class votes
• Ask students if they can m atch the com m ercials to on which they think is the best. M ake sure you show
the pictures. Play Track 17 again. appreciation o f the parts the students did well, and
• Check the answers with the class. draw attention to a few of the m ajor mistakes you
Answers: 1 picture c 2 picture d 3 picture a 4 picture b heard. Take the scripts of the com m ercials home to
make more detailed corrections, or put them on the
Activity 26 class noticeboard or in a class folder for everyone to
• [PJ Before they listen again, students look through the look at.
questions/numbers. Can they remember w hat they
refer to? Alternatives and options
• Play Track 17 again. Students com pare their answers. • Activity 29: you may want to turn this into a bigger
• G o through the answers with the students. project by giving more time for students to discuss it.
Answers: a 5 0 0 free minutes on the Applephone For homework they can come up with ideas and then
b to help you with all those numbers c 4 0 0 pounds share these ideas with the group in the next class.
for a three-piece suite (sofa and tw o armchairs) The activity really comes alive if students can record
d 3 5 0 pounds for an eight-seater dining room table their commercials on audio or video tape, or disc.
e one in three road deaths are caused by people
driving too fast f don’t kid yourself g kill your speed
h standing in queues - all the noise and the fuss Writing: paragraph construction
i ww w.getaw aybreak.com Students study typical paragraph construction and
then write a paragraph of their own using the same
Activity 27 pattern.
• Find out which com m ercial your students think is the
best. Give everyone a chance to express their Activity 30
opinions, and ask them why they think as they do. • G et students to look at the picture and tell you what
Let them discuss this at some length if they are keen they see.
to do so, but don’t try and force opinions from a • Students read the paragraph and look for the answers
reluctant group. to the questions.
• Go through the answers with the class.
Activity 28 Answers: a Some people think that the Internet has
• Ask students if they can com plete the phrases before changed the way people shop, b It is possible to buy
listening to the tape/CD for a final time.
a lot o f things on the Internet, c The m ajority o f
• Play Track 17 again. After each phrase give them
people would still rather go to a shop, d Computers
time to write down w hat they have heard. You may
have had an im pact on the way many people shop.
need to play the extract again, so if you are using the
tape, set the counter at the start of the track.
• Go through the answers.
Activity 31
• Find out if anyone in the class has ever bought
Answers: a at hand b great deals c Call in d super
anything on the Internet. Remind students o f the
summer sale e you might want ... you w on’t believe
discussions about Internet shopping you had right at
f All it takes g wants to visit
the beginning o f the unit, and the points for and

Activity 29 against it that were raised.


• Tell students that they are going to write their own
radio com m ercial. First, they choose one o f the
Activity 32
• Tell students to look at the description of a typical
products given here or, instead, com e up with
paragraph. Can they match the titles o f the sentence
something o f their own. They should make their
types with their explanations? Give them a minute or
choice individually.
• G o through the table keeping in mind a product of so to do this.
your own or one o f the students’ products. M ake • Go through the answers, encouraging students to give
sure they contribute ideas for each part o f the table. reasons, especially if they do not agree with some of
• [P] Students agree on the product. Ideally they should their classmates.
be paired o ff with someone who chose the same as Answers: I d 2 c 3 b 4 a
them. They complete a table with the same rows as
the one here. Activity 33
• M o n ito r the students’ progress and offer help where • G et students to look back at the paragraph in
appropriate. Activity 3 0 to identify the types of sentence.
• Students write their com m ercials. Tell them to think • M ake sure they realise that Some people ... is an
about the language used in Activity 2 8 . Remind them introductory sentence, It has certainly changed ... is
that they can look at pages 2 4 - 2 5 of the Audioscript an exam ple sentence, But other p eople ... is an
(Track 17) for ideas. O ffer help and advice where exception/questioning sentence, and There is no
appropriate. doubt, how ever ... offers a solid conclusion.

32 unit three
Activity 34 them, although you will w ant to draw attention to
• Tell students to look at the photo. The paragraph problem s with quantifiers.
describes w hat and who they can see.
• Tell students that they are going to use the pattern Activity 38
they worked on in Activity 3 2 to put this paragraph • Tell students to read the sentence ‘stems’ and explain
in order. that they will have to use them to make their own
• [P/SG] Students w ork on the paragraph order sentences. They can complete them in any way they
together. like.
• Check the paragraph order with the class, n • [I] Students write their sentences. M on itor their
Answers: The order is c, b, d, a. perform ance, offering help where appropriate.
• Students show each other their sentences so that peer
Activity 35 correction (if necessary) can take place.
• Discuss the topics with the students. Ask them • Students read out their sentences. O ffer constructive
w hether they agree with the statements. For exam ple, correction.
w hat do they think of shoplifting? Is it a crime
against people trying to earn a decent living or Activity 39
nothing to get too worried about? W hat do students • Tell students they are going to write a conversation
think about the danger o f shopping malls? Do they between a custom er and a shop assistant. They can
like advertising or is it dangerous and does it look back at page 3 0 for language they need.
persuade us to buy things we don’t really need? • [P] Students write short conversations. M on itor their
And so on ... progress and offer help where appropriate.
• [P] Students choose one of the topics and make notes • Ask one pair to com e to the front of the class. They
for a short paragraph based on the previous should mime their conversation w ithout saying the
discussion. W hen they have done this they should words. The other students write down w hat they
write a topic sentence, follow it with an think the miming pair are ‘saying’.
example/explanation sentence, then an • The class and the pair com pare their versions.
exception/question sentence, and finally a conclusion.
M on itor their progress, offering help and advice H Workbook Exercise 13 can be used at any stage from now on.
where appropriate,
• Students swap their paragraphs with other pairs.
They read the paragraphs they now have in front of
Review: vocabulary
them and make corrections if they think they have Activity 40
found m istakes. If this is not appropriate, you can • Tell students to look at the Word list. They should
collect the paragraphs and take them home to correct look for groups o f words - that is, words that are
them. related to each other by meaning, words that are all
in the same topic area.
K Workbook Exercises 10-12 can be used at any stage from now on. • [I/P] Students look through the list individually and
then com pare their answers in pairs.
Review: grammar and functional language • Go through the answers. You can have students
come up to the board to write words in three
Activity 36 different columns.
• Tell students to look at the tw o colum ns of the table Answers: There are three groups: things to wear
and explain that they show details from a recent (clothes - belt, cap, fleece, gloves, hat, jeans,
survey o f w hat people have for breakfast. Go through sandals, shirt, shorts, skirt, socks, sweater, tights,
the exam ple with them, making sure they understand trousers, T-shirt); shopping words and phrases
it; explain that we can say Most p eople have (Internet shopping, last-minute shopping, late-night
som ething for breakfast because the right-hand shopping, serious shopping, shopping bag,
colum n o f the table shows that 7 % have nothing. shopping expedition, shopping list, shopping mall,
• [P] Students work through the table preparing shopping spree, shopping trolley, Sunday shopping,
sentences about the details given. window-shopping); places to shop (m arket,
• Listen to the students’ sentences, making sure they shopping centre, shopping com plex, shopping mall,
use an appropriate quantifier for the figures given. superm arket). The words that don’t fit are all the
others!
Activity 37
• Ask students to say w hat people have for breakfast. Activity 41 a
See if you can get a general consensus in the room , • [P] Tell students to hunt through the Word list and
but ask if anyone is very different. find at least tw o pairs of words which have the same
• Although this is a teacher-led discussion, make sure vowel sound.
that as many students as possible get a chance to • Ask the pairs to tell you w hat they have found.
speak and question each other. D on ’t over-correct • Play Track 18 for them to check their answers.

unit three 33
Answers: There are many words sharing the same
Workbook: thinking about learning and
vowel sounds, for exam ple /as/ in background, cap,
hat, sandals, vacuum-, I d in belt, Internet, sell,
language
Students read through and complete Exercises 14 and
centre, com plex, sweater, / a / in com fort, gloves,
15 either at hom e or in class. They can then share
Sunday, /ill in fleece, jeans-, III in minute, list-, h : l in
w hat they have written with a classm ate or classmates
shirt, skirt; h i in shopping, socks ; h : l in mall,
to see if (a) everyone has the same reading habits, and
shorts; or the schwa h i in carcass, com fort,
(b) if they have thought of the same things to read
comm ercial, Internet, observe, supermarket.
and ways to read them (in Exercise 15).

Activity 41b Lead a discussion on the tw o exercises. Find out


why students have written D for ‘D ifferent’ in some
• M ake sure that students know w hat the sound is by
o f the items in Exercise 14, and discuss, for exam ple,
emphasising the ‘sh’ in shopping, and saying the
why using a dictionary for reading English may be
sound.
very useful, but that we tend to discourage it on a
• Tell the class to search through the Word list to find
first reading of a text because it gets in the way of
words apart from shopping that have the sound -
global com prehension.
and to think o f any others they know.
Take students through some o f the text types they
• Play Track 19, and then go through the answers.
might read (menus, articles, stories, descriptions) and
Answers: shirt, shorts, T-shirt
ask them w hether they would use skimming, scanning
Activity 42 or reading for detail as the m ost effective reading
strategy. The students have to justify their decisions.
• Tell students to imagine that they are language
teachers and that they have to test a student’s
knowledge o f the words and grammar in this unit.
They are going to write gap-fill sentences/questions
like the example.
• [P] Students look through the unit and write five
‘gap-fill’ items. W hile they are doing this, m onitor
their progress and correct where necessary.
• Students swap papers with other pairs. They now try
to complete the items in front o f them. M o n ito r their
progress and give help if appropriate.

Activity 43
• Have students look at the four possibilities (a - d ) and
ask them for any ideas, just to get the ball rolling.
• [P] Students choose one o f the topics and think up a
story for it. Set a time limit o f not more than ten
minutes for them to do this.
• M o n ito r the students’ progress, offering help,
suggestions and correction where necessary.
• W hen the pairs have finished they can read out their
stories to the class and vote on the one they like best.

^ ^ W o rk b o o l^ x e r c is e ^ ^ ^ ^ e ^ ™

exercises, can be used at any stage from now on.

34 unit three
LIMIT 4 Away from it all
Listening: holiday preferences holidaym aker , American English speakers use
Students consider different types of holiday, listen to vacationer, d Open answer
the tape/CD and do a vocabulary-extension activity.
Activity 4
Activity 1 • Ask students if they can answer these questions
• Students look at the pictures. G et them to say the before listening again. Then play the tape/CD,
holiday words and phrases with correct stopping if necessary after each character has spoken
pronunciation. so that students can look through the answers.
• Ask students w hat happens on holidays like this (e.g. • Go through the answers with the class.
on a package holiday you pay for everything - flight, Answers: a Sandra b Steve c Josette d Tony e M eera
hotel - when you book the holiday; sightseeing f Sandra g Steve h Sandra i M eera
holidays are for people who like historic buildings,
beautiful places, etc; backpacking holidays are more Activity 5
adventurous and involve being flexible and travelling • Students look at the wordmap example. Explain that
cheaply; cruises are usually pretty expensive - modern they are going to expand it with as many words as
cruise liners are often enorm ous and very luxurious; they can.
camping holidays are cheap, often good for families, • Copy the wordmap on to the board and get one or
especially if there are recognised cam psites). tw o students to com e up and add a word or a new
• [P] Students discuss which holiday type would be best balloon/hub.
and why, and then they report back to the class. Lead • [P/SG] Students expand the wordmap using words
a discussion on the subject. W hich is the most and phrases from Activities 1 -4 . Tell them th at they
popular holiday? Why? should also read through the Audioscript for Track
2 0 (page 2 6 ) and find as many words as they can
Be careful! there.
• Activity 1: several students may not have experienced • Students show their w ordmaps to their classmates.
these types of holiday. Nevertheless they will have W hen they have done this, you can get individuals to
seen television programmes etc, which show them. help you expand the wordmap on the board so that it
Encourage them to imagine what the holidays would looks something like this:
be like if they went on them. m ountains

Activity 2
• Students look at the pictures o f the people to predict
which kind o f holiday each of them will like most.
• Tell students they are going to listen to the audio
track to see if they guessed correctly.
• [P] Students listen to Track 2 0 and com pare their
answers.
• G o through the answers with the class.
Answers: Tony - camping holiday,
Sandra - backpacking holiday, Josette - cruises,
M eera - sightseeing holidays, Steve - package holiday.

Using a dictionary: varieties of English


Activity 3
• Students study the entries for holiday , holidaym aker
and vacation to find answers to the questions.
• [P] Students com pare answers. V
kTJ Workbook Exercises 1-6 can be used at any stage from now on.
• G o through the answers with the class.
Answers: a H oliday can be a noun and a verb in
British English. Vacation can be a noun and a verb in
American English, b V acation (see the entry for
holiday = vacation ‘the school holidays start
tom orrow ’), c British English speakers use

unit fnur 35
Reading: welcome to Backpackerland! Answers: it’s hot, much hotter than it was when you
left hom e; in the morning you feel ... more alive than
Students read a text about a particular modern type of you have for years; you see more and m ore people
holiday, answer comprehension questions, study just like yourself; they’re much more interesting-
words and phrases used in the text, and discuss looking than you; travel is cheaper than ever before;
whether this is a kind of holiday they have more and more young people cross the world; it was
experienced or would like to experience. only the bravest who risked cutting themselves off;

Activity 6 the cybercafe com puters ... are as fast as anything


you’ll find ...
• Students look at the picture and the
headline/introduction, and try to predict w hat the
text will be about.
Language in chunks
• Tell the students to read the four statements in Activity 10
Activity 6. One o f them is a reasonable summary of • Students use the green half-phrases in the little box
the text, the other three are not. Ask them to predict to complete items a-e.
which is the reasonable summary. • Go through the answers with the students.
• [P] Students read the text and check their answer Answers: a a cross between b completely at home
with their partner. c cost the earth d life is full o f surprises
• M ake sure they all agree on the correct ‘summary’. e out o f touch
Answer: b Backpackerland is a name for any place
where a certain kind o f traveller goes.
Activity 11
• Students read the sentences and decide which phrase

Activity 7 from the previous activity is the m ost appropriate.


You can do the first one with them as an exam ple.
• Students look at the questions to see if they can
Answers: a out of touch b Life is full of surprises
answer them before reading the text again.
c completely at home d a cross between
• [P] Tell students they must find evidence for the
e cost the earth
answers to the questions - so that they can say
exactly why they answered in the way they did.
• Students w ork through the questions. Activity 12
• G o through the answers with the class. Insist on • [P] Tell students that they must find out as much
‘evidence’ (the sentences which ‘answ er’ the about their partner as possible using the questions in
questions) each time. this activity.
Answers: a Backpackerland tourists are usually young • M on itor the activity. O ffer help and encouragem ent
(late teens, twenties), b They are students, secretaries, where it seems to be necessary.
young lawyers, electricians, c They are relatively poor • Students report to the class w hat they have found out
in western terms, e.g. they are travelling as cheaply as about their partners. Encourage them to discuss w hat
they can. d Backpackerland exists because travelling they hear and, if appropriate, ask more questions
is cheaper than ever before, e via the Internet and about the holidays.
emailing (from, e.g., cybercafes).
Background information
Activity 8 Although foreign travel is too expensive for some, the
• Tell students they are going to have to search for kind o f journeys described in the ‘B ackpackerland’
words or phrases in the text to m atch the definitions text are becom ing m ore and more popular for young
here. The paragraph numbers are given in each case British people with more money. Popularised in the
to make it easier for them. Do the first one with the novel The Beach, many students travel after they have
class. finished school or between school and university, first
• Students do the activity. w orking to earn the money to travel, cheaply, all over
• G o through the answers. Get the students to say the the world.
words with the correct pronunciation.
Answers: a hostel b air-conditioned c jet-lagged Alternatives and options
d cybercafes e m arket stalls f travel guides • Activity 8: activities like this can often be enhanced
g clam our h the bravest by introducing competition (e.g. ‘Who can be the
first to find the words?’).
Activity 9 • Activity 12: students could role-play an interview
• Ask students to give you examples of adjectives with between a journalist and someone in ‘Backpackerland’.
com parative and superlative forms.
• Explain to students that w hat they have to do is look
back at the text to find exam ples of com paratives and
superlatives.
• Students search the text.
• Check their answers.

36 unit four
Speaking: a debate Be careful!
After preparation in which they consider the issue • The problem that can occur with debates like this is
posed to them, students take part in a formal debate that some students are reluctant to speak and/or don’t
about the benefits of and damage done by tourism. participate fully. That’s why preparation is so vital; the
time spent generating points for and against (Activity
Activities 13a and 13b 13a) is very valuable.
• Tell students that they are going to take part in a ‘T V • Although it keeps the spotlight on the teacher -
debate’ in which they will play a role. In their role something which, in general, we wish to avoid - it may
they will have to put forward arguments even if these be a good idea in some circumstances to take the role
arguments do not necessarily reflect their own real of TV host yourself. That way you can keep the debate
opinion. moving. Nevertheless it will be preferable if a good
• Ask the class w hether they think tourism is a good student can do this.
thing or not for all the people (tourists, local
residents) who com e into contact with it. Get
contributions from as many students as possible. Alternatives and options
• [G] Divide the class into tw o groups. Explain that • Activity 13 (a-c): this activity is greatly enhanced if you
group A has to think of as many reasons as they can can bring video cameras to the class and film the
about why tourism might be a bad thing. Group B ‘programme’ as if it were real. Watching the playback
has to think of as many reasons as they can about is also an ideal way of looking at students’ language
why tourism is a good thing. W hen they have come use.
up with their own reasons they can look at Activity • It is possible to have a debate without the use of the
bank 9 on page 153 (group A) or Activity bank 15 on TV role-play. In this version there is a chairman, a
page 15 6 (group B). The groups should use their proposer and seconder of a motion (e.g. Tourism is
dictionaries to check the meaning of any words they bad for us all’) and two people to oppose the motion.
don’t understand. It starts when the proposer makes a speech saying
• Check that each group has enough points to make in tourism is bad. The opposer answers saying tourism is
the forthcom ing debate - if necessary suggest some of good. The seconders then speak in turn. Then anyone
your own. else in the ‘audience’ can speak, and finally the
• Choose (or let the class choose) the person who is proposer and opposer make final short closing
going to be the ‘T V host’. Discuss with them and the speeches. The audience members then vote on who
class w hat the h ost’s role should be. won the debate.
• N ow ask students in each group to choose one of the
roles. Remind them that they must still stay ‘fo r’ or Grammar: comparative and superlative
‘against’ the idea that tourism is a good thing. Give
them time to see which of the arguments they adjectives
prepared is appropriate for the role they have chosen. Students revise the formation of comparative and
Try to ensure that all the roles here are covered. superlative adjectives and then look at their use in
• Decide with the class how the ‘T V studio’ is to be set different grammatical patterns. They use them in
up. Say how long the programme will be, and discuss practice activities.
with the host and the class how to wrap things up at
the appropriate time. Activity 14
• Tell students that they are going to look at ways of
Activity 13c com paring things using com parative and superlative
• Start the debate and let it go on for as long as it adjectives.
remains productive. During the procedure you can act • [I/P] Tell them to give the adjectives in the box their
like a studio producer, suggesting who should be com parative and superlative forms. If they have
asked next, prompting with new questions or lines of doubts they should refer to 4A and 4B in the
discussion if necessary. Keep a record of the most and Mini-grammar.
least successful things that students say and do. • Students now look at the pictures. Ask them to
• W hen it is time to finish, signal to the host that he or describe the hotels. W hich one would they like to
she should bring the programme to an end. stay at most? W hy?
• Discuss the T V debate with the students. Find out if • Ask them which they think is the cheapest and which
they enjoyed it. Identify good language use and bring the m ost expensive. Ask them a few more questions,
some of the mistakes you heard to their attention. e.g. ‘W hich hotel is livelier? The Hotel M ario or the
M a jestic?’
• [P] Students use as many o f the adjectives from the
box as they can to com pare any tw o hotels and then
say which one is the ‘m ost . . . ’ in each case. M on itor
their progress and offer help and correction where
appropriate.

unit four 37
W ith the w hole class, listen to w hat the pairs/groups Functional language: recommendations
have com e up with. Ask the rest of the class if they
agree. C orrect any gram m atical mistakes or
Students solve a ‘conversation puzzle’ in which people
m ispronunciations.
ask a travel agent for recommendations, look at
aspects of the language which were used, and then
take part in a travel agent/customer role-play.
M Workbook Exercise 10 can be used
Activity 15 Activity 17
• Students look at the picture and agree that it shows
• Students look at the partial phrases in the box. They
tw o holidaym akers in a travel agency.
can either check them against 4C in the Mini-grammar
• [P] Students read the conversation and try to put the
now and identify the examples in the table that show
travel agent’s com ments in the right places.
the same thing (e.g. a bit m ore difficult here
• Tell students they are going to hear Track 21 to see if
in the Student’s Book is like the example
they have completed the task successfully.
Ken was a bit fatter than before in 4C in the Mini­
• Play Track 2 1 . Students com pare their answers.
grammar); or they can go through 4C in the Mini­ • Go through the answers with the class.
grammar later. • Give students a chance to ask you about any words
• [P] Students go through items a-j. You can help them
they do not understand.
if they are having particular problems.
Answers: a Yes, can I help you? b W ell, what kind of
• Go through the answers with the students. W hen and
holiday do you want? c O K , w hat about somewhere
if there are any problems make sure they look at
in Spain, say Sitges near Barcelona? d Well then, how
4C in the Mini-grammar for concise explanations of about Sorrento in Italy? e All right then, can I suggest
com parative expressions.
R io de Jan eiro? f Actually, it’s probably not as
Answers: a hotter and hotter b much more interesting
expensive as you think, g W ell, it’s definitely w orth
c a bit more difficult d the better e as much as f as he
considering, h Sure. Take your time.
is g The bigger h less than i the easiest j and more
exciting
Activity 18
• Tell students to look at the different sorts of
Activity 16 recom m endation. Give them a chance to ask you
• [I] Tell students to choose one of the topics a-c. They
questions about anything they do not understand.
should quickly make notes about it.
• Have them say the phrases w ritten there using
• [P/SG] Group students according to the topic they
appropriate stress and intonation.
made notes about. Tell them to m ake as many
com parisons as they can.
• The pairs or groups report to the w hole class. O ther
Activity 19
• Go through the different sorts o f recom m endation
students say whether they agree with the com parisons
again. Ask individual students to give alternatives to
or not. C orrect only where appropriate.
the words and phrases in blue. Be prepared to

Be careful! dem onstrate the alternatives, e.g. ‘Can you

• Activity 16: watch out for typical student mistakes recom mend a good hotel in Sydney?’, ‘Is the Taj

(more instead of most - 'the more beautiful person in M ahal w orth visiting?’, ‘W hat about going to the

the world'; leaving out the - 'It is most interesting book G reat W all of C hina?’, ‘If it was me, I’d go

I have read’). somewhere livelier.’

Alternatives and options Activity 20


• Activity 14: choose something other than hotels - • Elicit questions and responses for items a-e, e.g. ‘Can
types of car, types of restaurant, etc - especially if you suggest the best way to travel from London to
students are keen on these things and know about G lasgow ?’, ‘Can you suggest any good restaurants?’,
them. Bring in magazine pictures or other print material ‘Can you recommend a dish?’, ‘Have you got any
to help them make comparisons - or they can look up ideas about/for a present?’, ‘If it was me, I’d choose
information on the Internet. the yellow on e.’
• Pay special attention to correct gram m ar and
Workbook Exercises 11 & 12 can be used at any stage from pronunciation. G et as many sentences as possible
from the class and write up on the board any th at are
causing particular problems. If necessary refer
students back to the examples in Activity 18.

38 unit four
Pronunciation; pitch and intonation Alternatives and options
Activity 21 • You can start this sequence by getting students to
• Students read the six sentences (a -f ). M ake sure they role-play a travel agent scene (with no preparation)
realise they are all accepting recom m endations. to see how well they do. You can then look at the
• Tell them th at they are going to hear people saying sequence here as a way of improving on what they
these sentences. They have to decide w hether the said.
speakers are really enthusiastic about w hat they are • Pronunciation: instead of just repeating the voices
saying or not. on the tape, students can say them using their own
• Play Track 2 2 . Ask the class if they were able to intonation, and their classmates have to guess
differentiate between enthusiastic/not enthusiastic. whether they are really enthusiastic or not.
Play Track 2 2 again, stopping after each utterance,
and discuss the answers. Workbook Exercises 13 & 14 can be used at any stage from
Answers: a really enthusiastic (because of raised pitch &
and exaggerated intonation) b not really enthusiastic
(the pitch is too low and there isn’t much pitch
Writing: coherence and cohesion
movement) c not really enthusiastic (for the same
reason as b) d really enthusiastic (for the same reason Students discuss national festivals, reassemble a text
as a) e really enthusiastic (for the same reason as a) based on what function paragraphs serve and how
f really enthusiastic (for the same reason as a) they are connected, and then write their own (similar)
composition.
Activity 22
• Tell students they are going to try and im itate the Activity 24
speakers on the tape/CD using the same pitch and • G et students to tell the class about a public holiday
intonation. they know about. They should say when it is, what
• Play Track 2 2 again. After each utterance, stop the it’s for, w hat happens and w hat they do on th at day
tape/CD and have the class say the sentences in the (even if it is ‘nothing special’). In a monolingual/
same way, exaggerating the speaker’s intonation if m onocultural group talk about more than one
this will help. festival so that there is enough to talk about.

Activity 23 Activity 25
• [P] Students look at Activity bank 4 on page 152. • Tell students to look at the pictures and ask them if
They should complete the tables with holiday details they know w hat they show. Encourage them to
they like or which amuse them - using any speculate about them (can they see that one o f the
inform ation from this unit or anything they know men in the left-hand picture is wearing the kilt? W hat
about. Both students in each pair have to complete flag can they see in the picture on the right? W h at’s
their tables. M o n ito r their progress and offer help the symbol in the bell of the boy’s sousaphone?, etc).
where appropriate. • Explain that the six paragraphs (a-f) are in the
• N ow rearrange the pairs so that each student is wrong order. Students have to try to put them into a
w orking with a different partner. Explain that in each logical sequence to make a text. M ake sure they
pair they should take turns to play the roles of realise that the first paragraph is d. Ask them w hat,
holidaym aker and travel agent, with the travel agent w ithout looking at the other paragraphs, they think
using the inform ation they have written in their table. will follow paragraph d (descriptions of other
• D em onstrate the activity using two students and festivals).
showing, by prom pting them, how it should be done. • [P/SG] Students read the paragraphs and try to
• W hile the pairs are talking as holidaym aker and rearrange them into the appropriate order. M on itor
travel agent, go round the class m onitoring and their progress and offer help to those who are really
helping where necessary. stuck.
• W hen the pairs have finished, listen to some o f the • Go through the answers with the class.
conversations with the class. If appropriate, pairs can • Discuss how it was possible to choose the correct
com e up to the front o f the class and act them out. sequence. You can say, for exam ple, that the first
paragraph introduces the topic, talking about
festivals in general. The next paragraph starts to
mention specific festivals, in particular Burns’ Night
- which explains why the third paragraph follow s on
talking about that same festival. The use of Another
widely celebrated festival ... to start the fourth
paragraph clearly takes the text on, and is followed
by m ore inform ation about St P atrick’s Day in
paragraph 5. The last paragraph sums things up, but,

unit four 39
like many text conclusions, makes suggestions about
Alternatives and options
the future.
• Activity 24: get students to imagine that you are a
Answers: The most appropriate sequencing of
tourist in their country. Ask them to tell you about a
paragraphs is d, f, b, e, c and a.
particular festival. Extract as much information from
Background information them as possible, showing a typical ‘foreigner’s’
O ther big British festivals (apart from Burns’ Night)
interest in what they are telling you!
are Guy Faw kes’ Day (on 5 November, when fireworks
• Activity 25: it may help if the paragraphs are written
and bonfires are lit to com m em orate a historical event
on separate cards which the students have to
in 1 623 when Guy Fawkes tried - unsuccessfully - to
physically place in order.
blow up British parliam ent), Christm as Day, New Year’s
Eve/Day and ‘bank holidays’ when everything closes
Workbook Exercises 15-17 can be used at any stage from
for a weekend and the Friday before or M onday
afterwards. W ith an increasingly multi-ethnic
population in Britain, festivals such as Eid, Diw ali, Review: grammar and functional language
Flanukah and the Chinese New Year are also celebrated
in many parts o f the country. Q Workbook Exercises 18-23, because they are revision exercises,
can be used at any stage from now on.
Be careful!
• Two potential problems with this sequence are that Activity 28
(a) students may be held up by vocabulary problems, • Students can do this task individually or in pairs.
and (b) they may not understand how to choose the • Go through the answers.
order of the paragraphs. You will have to judge • [P] Students now ask each other the questions, and
whether to pre-teach some of the words and/or when answer with inform ation about themselves.
to give them a chance to ask for any meanings they Answers: a 6 b 7 c 2 d 4 e 5 f 3 g l
do not know. Explain that they have to look at how
paragraphs begin and end in order to decide on the Activity 29
sequence. • Ask students tw o or three general knowledge
questions to set the scene.

Activity 26 • Put the students in two teams. Tell each team that
they have to write their own quiz questions about
• See if students can answer the questions w ithout
things and places in the world, using com parative
re-reading the paragraphs. If not, give them a chance
and superlative adjective form s. They should write
to search for the inform ation.
about the longest/biggest/fastest/tallest, etc, or ask,
• G o through the answers.
say, ‘W hich is taller? The M atterhorn or M ount
Answers: a R obert Burns was a Scottish poet,
Everest?’, ‘W ho is older? X or Y ? ’ Be prepared to
b chopped sheep's liver and heart, etc, put into a
suggest questions if some students are having
sheep’s gut c a poem by R obert Burns d the Bishop of
difficulty.
Ireland in the fifth century e a three-leafed clover
• Each team asks the other team the questions they
f good fun
have prepared. A correct question gets 1 point, a
Activity 27 correct answer gets 2 points.
• Remind students of the public holidays they talked
about in Activity 2 4 . G et them to write down as
Activity 30
• Tell students to look at the picture. M ake sure they
much as they can remember, and to add any other
understand that a worried parent is being
details they can think of.
reassured/comforted by a doctor. Say the words the
• Ask students to organise their notes on the basis of
doctor uses, showing by your intonation/expression,
the plan in the box on the right. If necessary, ask the
etc, how reassuring you are trying to be.
class w hat kind of thing could go in paragraph 1,
• Students look at the questions (a-e). Check that they
w hat could go in paragraph 2 , etc.
understand all the situations.
• Students now write the com position. They can do
• Tell students to make it’s not as ... as it ... sentences
this in class if you have time, but it may be more
for each situation.
appropriate to set this as hom ew ork. If it is done in
Possible answers: a (diamond in a jewellery store)
class you can offer help to those who need it.
D o n ’t worry, it’s not as expensive as it looks,
• C ollect in the com positions and mark them, paying
b (car engine) D on ’t worry, it’s not as com plicated
special attention to the coherent organisation of
as it seems/sounds, c (bungee jump) D on ’t worry,
ideas. Since this was the focus of the writing
it’s not as frightening/dangerous/bad as it looks,
sequence, you way w ant to ‘go easy’ on correcting
d (fried ants) D on ’t worry, it’s not as disgusting as it
other mistakes so that students’ attention can be
looks/seems, e (rollercoaster) D on ’t worry, it’s not as
directed towards organisation.
terrifying/uncomfortable as it looks.

40 unit four
Review: vocabulary Activity 33
• Tell students to think of somewhere they know well
Activity 31 that people might w ant to visit.
• Tell students that this first vocabulary exercise is a • [I/P] Tell them to search the whole unit for language
fun activity which requires a bit of im agination. They they might w ant to use for the task. They can write
have to choose five words from the Word list which down w hat they w ant to say.
they will take to their desert island, and their reasons • Listen to w hat they have written and make
can be as serious or as silly as they w ant; they could appropriate corrections. If possible have them record
take a word because it is ‘useful’, because they like it on tape so that it sounds like the real thing.
the sound of it, because it reminds them of
something, etc. Workbook: thinking about learning and
• Give them some time to look through the words and
then listen to the choices they have made and the
language
The class share their answers to the questions in this
reasons they give for them. section. In Exercise 2 0 get them to read out the
sentences they have written and discuss how they feel.
Activity 32a You may w ant to point out that listening to tapes is
• M ake sure students know w hat /as/ sounds like. Ask
bound to be difficult because there are no visual clues
them to give you some exam ples of words (not in the
to help - and because the tape goes at the speed o f the
Word list here) with the sound.
speakers, not the listener. However, listening to tapes
• Students search the Word list and Word plus to find
again and again is a very good way to improve
words with the sound.
pronunciation and com prehension skills. This is also a
• Play Track 23 for them to check, and have them say
good time to re-emphasise the point that in a foreign
the words correctly.
language it is helpful to try and understand the
Answers: backpacking, cam ping, cam psite, clamour,
message ‘as a w hole’ the first time round, rather than
cybercafe, gallery jet-lagged, package, tanned, track,
getting too hung up on individual words.
travel
Students can com pare the activities they have chosen
for Exercise 19. Discuss with them how they will
Activity 32b achieve the pledges made in Exercise 2 1 .
• Tell students they are going to look at groups of
words. In each group one word doesn’t fit because it
is different from the others in some way (the ‘odd one
out’). They should read the ‘Think about . . . ’
instructions to give them a clue w hat to look for.
• [P] Students choose the odd one out in each case.
• Play Track 2 4 . Students check their answers. Find out
how successful they were.
Answers: 1 Vacation is the odd one out (the others
have the sound /ae/). 2 cruise (the other words have
the sound /a/) 3 boating (the other words have three
syllables) 4 museum (the other words all have two
syllables) 5 resort (all the other words are stressed on
the first, not the second, syllable) 6 excursion (again,
the other words are stressed on the first, not the
second, syllable)

unit four 41
UNIT 5 Home
Speaking: where I live (game) Reading: a different kind of home
Students look at different types of home and ways of Students perform tasks on a reading text. They learn
describing them. They use the words to play a about someone with an interesting lifestyle. After
speaking/guessing game. reacting to what they have read, they do a variety of
comprehension and language-focus questions.
Activity 1
• Tell students to look at the list o f words in order Activity 4
to find pairs of words with opposite meanings. • Students read the sentences. Explain any words they
• Students complete the activity, using dictionaries do not understand.
if necessary. • Tell students they are going to have to put the
• G o through the answers. Ask students to describe, e.g., sentences in the appropriate place in the text on the
a cluttered room (too many bits and pieces there for n ext page.
the space) or a cramped space (too small) or a bare • Students turn the page. Ask them to look at the
room (almost empty), etc. M ake sure they can say the picture and the headline, and to speculate about the
words with the correct pronunciation. If necessary, content of the text.
model the words and have students repeat them. • Tell students to read the text. They have to turn back
Answers: bare-cluttered, cold -w arm , to page 4 5 to w ork out which of the topic sentences
cram ped-spacious, light-d ark, untidy-tidy there start which paragraphs on page 4 6 . They can
com pare their answers with those of a partner.
Activity 2 • Go through the answers with the students, and draw
• Students look at the picture. M ake sure they can say attention to the typical paragraph construction they
the words correctly. Ask them if they’ve ever lived in exem plify: topic sentence followed by
any of these kinds of home. examples/explanation and conclusions (e.g. At first I
• [P] Students choose one o f the homes w ithout telling
was nervous = topic sentence; I wasn’t sure I could
anyone else which one they have chosen.
handle it = explanation paragraph; It’s a lot easier
• [P] Students complete the table with inform ation
than I thought = conclusion, etc).
about the home they have chosen. They should use
Answers: 1 b 2 f 3 e 4 a 5 d 6 c
words from Activity 1 and any other words they
know.
Activity 5
• [I/P ] Tell students to go back to the text to find the
Background information answers to the questions. Remind them that this is a
M obile hom e frequently means precisely the opposite -
fact check - in other words, a quick investigation to
e.g. ‘a sm art caravan with very small wheels that is
m ake sure students have understood the bare bones
rarely moved’. However, the term m obile hom e is also
o f the text.
sometimes used for ‘motorised caravans’ - vans which
• G o through the answers.
are equipped for sleeping in.
Answers: a H e’s a writer, b in a Ford Transit

Activity 3 converted into a cam per van c He loves it (being able


to go where he w ants, etc).
• As an exam ple, choose one o f the homes and describe
it w ithout saying which one it is (e.g. ‘M y home is
light and airy, and very easy to move around. It can
Activity 6
• Students look at the sentence stems. Tell them they
be cold, o f course, and sometimes it’s rather
have to complete them using their own words.
uncom fortable, especially when it rains!’). The class
• [I/P] Students write the sentences on their own. They
has to guess which one you are talking about (the
can them com pare them with those o f a partner.
tent). N ow pairs do the same. Encourage them to use
• Listen to the sentences the students have written and
words from their ‘Advantages/Disadvantages’ table.
make any necessary corrections.
• Have as many pairs as possible describe their homes
Suggested answers: a CJ Stone decided to live as he
in the same way while the class guesses which homes
does because he couldn’t afford a flat and needed a
they are. Be prepared to prom pt pairs who are
new vehicle anyway, b C J Stone worried about his
finding the activity difficult. D on ’t over-correct.
decision because he w asn’t sure if he would be able to
Alternatives and options park, wash, find something to do in the evenings, etc.
• Activity 3: you can organise a vote for the different c C J Stone has parked in many places, such as car
types of accommodation. Which is the most popular? parks, lay-bys and by the roadside, d C J Stone loves
Which the least? his new life because it’s exciting and it gives him a
sense o f freedom, e C J Stone solved his com puter

42 unit five
problems by using solar power, f The advantages of Language in chunks
living 'on the road’ are that it’s cheap, you have no
obligations and you can go where you want. Activity 9
• [I/P] Students look at the phrases here to see how
Activity 7 and when they are used in the text.
• Tell students to look at pairs of words (one of each • G o through the phrases with the class and ask them
comes from the text) which look or sound similar and to try and explain w hat they mean.
which, in many cases, have similar meanings, but are Answers: a the feeling o f not being imprisoned
nevertheless different words. (by having to live in the same house all the time)
• [P] Students do the activity. They can consult their b to deal successfully with a difficult situation
dictionaries if necessary. c to be sure (that) d to decide e to do something for
• G o through the answers with the class. longer than usual
Answers: a An accident is something bad which hurts Activity 10
somebody or something; accidental means something
• [P] Students complete the sentences using phrases
which was not intended, b A park is a large area of from Activity 9.
grass (often in a town) for relaxation; a car park is a • G o through the answers with the class.
special place for people to leave their cars, c A site is Answers: a cope with b spends a lot o f time c make a
a special place for something (a factory, tow n, decision d a sense o f freedom e has no doubt
festival, etc); a sight is something you see. d A road
sign is something which gives inform ation about Activity 11
speed limits, directions, etc; the roadside is the area at • Ask students w hat they think o f C J Stone’s way of
the side o f a road, e Poring over means reading life. Ask them whether they would like to live like
carefully to understand something; pouring means that and why. Discuss the positive aspects he
transferring liquid from one container (e.g. a coffee m entions but also some of the negative aspects such
pot) to another (e.g. a cup), f A campsite is an area as the weather, the cramped conditions, the difficulty
where lots o f people can put tents or m obile homes; a o f inviting a lot of people round, etc.
cam per van is a van which has been adapted for • [SG] If appropriate, have students discuss these
people to live in. questions before developing it into a whole-class
discussion. D o n ’t over-correct, but prom pt and
Activity 8 encourage where necessary.
• Explain to students that they are going to search the
text, including the sentences in Activity 4 , for the use Alternatives and options
o f contractions. Check that they know w hat you • Activity 11: if students are reluctant to discuss at this
mean. W hen they have found all the contractions they stage, you can have them write sentences about CJ
should say w hether or not this tells them anything Stone’s way of life and then read them out.
about the style of the text (e.g. is it form al, friendly, • Students can ‘interview’ CJ Stone. One student keeps
scientific?). the text with them; the other one is a journalist who
• [P/SG] Students do the activity. wants to find out what it is like to be on the road. This
• G o through the activity with the class. Point out that activity can be extended to include people who live
contractions are essentially a sign o f informality, very in the different kinds of homes mentioned in the
com m on in speech and in less form al writing. The use speaking section at the beginning of the unit.
of a lot o f contractions, therefore, suggests that the
writer is deliberately trying to write in a friendly,
inform al fashion.
E Workbook Exercises 1-3 can be used at any stage from now on.
Answers: I ’ve had feelings; I haven't experienced;
One problem I ’ve had; I ’ve slept in several car parks; Grammar: the present perfect
I haven’t found the perfect place; I ’ve always Students study the meaning and use of the present
believed ; I ’ve no doubt I ’ll find a site, I ’m an perfect simple together with since, for, just and yet.
optimist; it’s just the excitem ent; som e tree you ’ve They contrast it with the past simple and practise
never seen b efore ; I ’m a writer, I couldn’t using it.
concentrate ; I ’m not only a travelling writer,
I'm ecologically sound; there’s the sense o f freedom ; Activity 12
It’s wonderful to feel • Ask students if they know w hat the present perfect is.
The use o f all these contractions suggests this is quite See if they can give you exam ples of it. If necessary,
an inform al piece which attempts to address the get them to look at 5A-5C in the Mini-grammar.
reader in an alm ost conversational style. • [SG] Divide the class into groups. Each group forms
a circle. Explain that this is a game. G o through the
exam ple with one group while the others w atch and
listen. G et a student from the group you have chosen
to say ‘I’ve never . . . ’, and prom pt him or her to come
up with an ending like ‘... been to New Y ork ’, ‘...

unit Five 43
flown a je t’, met the president’, etc. N ow get the Go through the answers with the students.
next student in the group to say ‘[Name of the first Answers: a just b yet c just d just e yet f just
student] has never been to New York and I’ve never
. . . ’ (once again, you may have to suggest things). Workbook Exercise
Indicate the third student and make sure they include
the names o f the first two and then com e up with Activity 15
their own never sentence. They keep going round and • Tell students that it is im portant to know when to use
round the circle. The second time someone speaks the present perfect and the past simple. Rem ind them
they have to include two activities, e.g. ‘I’m Jorge and that we use the past simple to talk about something
I ’ve never been to New York or ridden a bicycle in that happened and finished in the past, but that when
the city streets’. W hen someone forgets they stop and we want to talk about something in the past with
have to start again, this time with new activities. present consequences, or something that started in the
• Ask them which of the explanations in Mini-grammar past and continued right up until the present, or some
5B this use of the present perfect corresponds to general experiences in our lives, we can use the
(answer: the second - something which happened in present perfect. If we say I ’ve lived in M ontreal for
the past but which has consequences in the present). the last four years it has both past and present
• The groups start the activity. M onitor their progress, reference. But if we say Why did you choose
and offer help and encouragem ent where necessary. M ontreal ? that refers quite specifically to the choice
Keep a record of any especially good lines or then, at that m oment in the past four years ago.
m istakes you hear. • [I/P] Ask students to read through the sentences to
• Discuss the activity with the w hole class and draw decide whether to use the present perfect or the past
the good/bad lines to their attention. simple.
• G o through the answers. W here there is doubt, get
Activity 13 them to explain w hat tim e-fram e we are talking
• W rite the words since and for on the board. Ask about. Thus I ’ve never been to Bangladesh is talking
students if they can give you sentences using these about the past, the present and all the time in
wrords. This will tell you how well they understand between, but When I left school ... only refers back
the concepts, and whether you need to go into to a specific point in time.
an explanation or get them to look at 5D in the Answers: a I ’ve lived b I’ve never been c I left ... I felt
Mini-grammar. d H e’s always been ... was e she left ... that was
• M ake sure students understand that since is used f I’ve never lived ... my parents lived ... they were
with a specific time (e.g. since 1947) whereas fo r is first married g She’s had ... She w ent h I was ... my
used for a period of time (e.g. fo r 30 years). grandparents spoke ... I picked
• Tell students they have to m ake the correct form of
the verb in the sentences and choose either since or
for.
• [I] Students do the exercise. Before you go through Activity 16
the answers tell them to look at 5D in the Mini­ • Tell students th at they are going to conduct their own
grammar again to make certain they are right. survey. As an exam ple, copy the one from the
• G o through the answers, in each case asking whether Student’s Book on the board, including the words
w e’re talking about a definite point in time or a broken a leg}. Elicit another question the students
period o f time. would like to ask and write that up to. Ask
• To round o ff the activity, ask students to give you individuals questions until someone answers ‘yes’.
exam ples about themselves using since and for. W rite in their name and ask ‘W hen did you break it?’,
x\nswers: a has lived ... for b has been ... since c has ‘H ow did you do it?’, etc, and write in the answers.
worked ... since d haven’t eaten ... for e has spoken • Students copy the table on to a piece o f paper. They
... since f have been ... for g haven't seen ... since should think of four things they w ant to ask about -
h has had ... since whether interesting, funny, serious or just ordinary -
and write them in the left-hand colum n. O ffer
M Workbook Exercise 4 can be used at suggestions if necessary.
• Tell students that they are going to circulate round
Activity 14 the class trying to find people who answer ‘yes’ to
• Tell students to look at 5C in the Mini-grammar and their questions, in the same way as you did for the
to find exam ples o f sentences using just and yet. example.
Elicit the fact that just = ‘a short time ago’, and yet = • The students stand up and go round the class asking
‘up until now ’. each other their questions until they have completed
• [P] Students go through the exercise to choose either their chart. M on itor their progress, offering help if
just or yet. Tell them to check their answers with 5C appropriate, and keeping a record of particularly
in the Mini-grammar. good or not-so-good language use.
• W hen the activity is finished, ask individual students
to tell you w hat they found out, and confirm it with
the person they found out about. N ow tell them

44 unit five
about some o f the good language you heard. Then Activity 20
show them the mistakes and ask the class how to • Look at the exam ples with the class. Ask one or two
correct them. students which house they would m ost like to live in
as a further exam ple o f w hat they are going to do.
• [P/SG] Students discuss which of the houses from
Vocabulary: homes and houses Activity 1 7 they would/would not like to live in.
Students study and practise words to describe Explain that they have to give reasons for their
different (parts of) houses. They look at compound choices. M on itor their conversations, and offer
words containing home. encouragem ent and help where necessary.
• Get pairs or groups to report back on w hat their
Background information colleagues said. Encourage other students to ask
In Britain as many people as possible buy their homes - questions and say w hether they agree with the
something which makes it different from many other choices made.
countries (where, for exam ple, renting is much more • C orrect any obvious m istakes, especially if they
com m on). M any first-tim e visitors to Britain are amazed impede understanding, but the main thing is to get
at the rows of identical houses in terraces (all joined them talking fluently and using some o f the
together) or semi-detached (two houses joined together). vocabulary they’ve been looking at.
Flats are increasingly com m on too.
There is a big difference between British and American Activity 21
English when it comes to these words (e.g. BrE flat, • Ask students if they know any words that are made
AmE apartm ent ; BrE garden , AmE yard, etc). British up of hom e and something else.
English is also different in calling the street level of a • [I] Tell them to look at the words/affixes in the
house the ground floor instead of the first floor, as in activity and com plete the headlines by adding them
some other countries. to hom e.
• G o through the answers with the class.
Activity 17 Answers: a hom e-grow n b homeless c home-made
• [P] Tell students to try and m atch the words with the d homesick e hom ew ork f hom ecom ing
numbers in the pictures. They can use dictionaries if
necessary. Listening: making myself homeless
• G o through the answers. M ake sure they can say the Students listen to a song, answer some questions
words with good pronunciation. You may have to about it, listen to it again and then talk about
model and drill some of them. whether they liked it or not.
Answers: 1 block of flats 2 ground floor 3 first floor
4 flat 5 studio flat 6 bungalow 7 garden Activity 22
8 semi-detached house 9 garage 10 terraced house • Tell students to think about their home and to write
11 basement 12 cottage 13 fence 14 gate five adjectives about it. Tell them not just to write
about w hat it looks like, but to include adjectives
Activity 18 about w hat it feels like, etc.
• Ask students which of the pictures is m ost like the • Listen to some of the adjectives. D o different
kind of house they live in. W hat are the differences, students come up with the same words?
etc? This should be a light-hearted, short discussion.
Activity 23
Using a dictionary: definitions and examples • Tell students to look at the words and phrases in the
Activity 19 left-hand colum n. Either now or when you have been
through the answers, get students to say them using
• Tell students that they are going to look at the word
correct pronunciation.
garden in the dictionary sample to answer questions
• Tell students to m atch the words and phrases on the
a-d. left with their meanings on the right.
• Students w ork through the questions.
• [P/SG] Students complete the exercise.
• G o through the answers.
• Go through the answers with the class.
Answers: a It is a noun; we know this because it says
Answers: a a feeling that you are free b a van that
‘n’. b It is pronounced garden like pardon, with the
you can sleep in c to go travelling d anywhere that
stress on the first syllable; the phonem ic symbols and
you feel com fortable is home e to not have a home
the stress m ark tell us this, c The American equivalent
f to feel as if you do not have any friends g someone
is yard [= yard AmE}. d Four main meanings of
who thinks everything will be wonderful h someone
garden are given. who thinks everything will be terrible

Workbook Exercises 7 & 8 can be used at any stage from Activity 24


• M ake sure students know the meaning of verse (‘a
set o f lines that forms one part o f a song’), and that
they realise that section a - d is the first verse o f a
song, and e-h is the last verse.

unit five 45
• [P/SG] Tell students to try and put each verse in the Activity 28
correct order. Let them do this in pairs or groups. • Students look at the picture. Ask them w hat they can
• Tell students that you are going to play them a song. see and w hat they think is happening.
They should see if they got their tw o verses right, and • Tell them th at they are going to listen to an audio
just listen to the rest of the song and understand as track. They can check whether they were right.
much as possible. • Play Track 2 6 and ask students w hat they heard.
• Play Track 2 5 . W hen it is over, go through the M ake sure that they all realise that one couple is
answers. welcom ing another couple to their house.
Answers: the first verse = c, d, b, a; the last verse = h,
e, g, f Activity 29
• Tell students they are going to study language which
Activity 25 is used to welcome people when they com e to your
• Ask the students to read the three summaries a-c. house. All they have to do is m atch the tw o columns
Ask them if they know already which is the correct to m ake questions or exclam ations.
one. • [I/P] Students look at the activity and do their best to
• Ask them if they would like to hear the song again to complete the matching task.
check their answer. • G o through the answers.
• Confirm that the correct summary is b. • Play Track 2 7 and have students repeat the phrases
using correct stress and intonation.
Activity 26 Answers: Can I get you something to drink? Can 1
• Ask students if they can com plete the lines from the take your coat? Did you have any trouble finding us?
song w ithout hearing it again. D o you want/need to wash your hands/freshen up?
• Play Track 25 again, stopping when you get to the G o on into the sitting room . H ow nice to see you.
relevant line to give them time to write the Thanks for coming.
com pletions.
• Go through the answers with the class. Activity 30
Answers: a I guess I’ll hit the road, b I’m not a • Tell students to read through the sentences in this
pessimist or an optimist, c I just need to have some activity. M ake sure they understand all the words.
time, d And the light is bright at the road ’s end. e I’ll • Explain that they have to find phrases from the
forget about you if I can. f And the road stretches out previous exercise to go in the blanks. G o through the
before me. g I can do whatever I feel like, h W hat use exam ple with the class (Can I get you som ething to
is travelling w ithout you? i It just makes me homesick drink?, Yes please, I ’d love an orange juice).
for w hat I had. j The road leads on for ever. Answers: a Can I get you something to drink? b Did
you have any trouble finding us? c Can I take your
Activity 27 coat? d G o on into the sitting room , e Do you
• [I] Ask students if they liked the song. Give them a want/need to wash your hands/freshen up? f Thanks
chance to express this in writing by completing the for coming, g H ow nice to see you.

M Workbook Exercises 9-13 can be used at any stage from now on.
sentence stem in the Student’s Book.
• Students read out and com pare their sentences.
• If students w ant to hear the song again tell them to
look at the Audioscript on pages 2 7 - 2 8 and follow
Pronunciation: stress in phrases
the words as they listen. Activity 31
• Ask students where they think the stress goes in the
Alternatives and options utterances from Activity 3 0 . Ask them which words
• You can write the words on different strips of paper are the m ost im portant and have a pitch change.
and have students reassemble them. You can blank • Explain that utterances norm ally have a main stress
out some words and have the students fill them in. and often have secondary stress, and that sometimes
Of course, you could always bring in songs of your a response like ‘Yes. It’s great to be here’ is really two
own instead of this one - especially if you can find utterances in pronunciation terms (e.g. ‘Yes’, ‘It’s
‘home-related’ songs. great to be here’).
• W hen students have said where they think the stress
will go (you can write the utterances on the board
Functional language: welcoming people and have them underline them ), tell them th at they
Students look at ways of welcoming people to their are going to listen to the audio track to see if the
house and then do a role-play. speakers stressed the same parts o f the phrases.
• Play Track 2 8 . Stop after each utterance and let
Background information students tell you where the stresses are (in the
The welcom ing language here, while not excessively follow ing answer key, the m ain stress is shown as
form al, is nevertheless polite. People using modern slang superscript, while secondary (lesser) stress is indicated
might just say Hi! or Hey!, for exam ple. But this by subscript).
language will always be useful for slightly more
‘arranged’ events.

46 unit five
Answers: N o, it was ,quite straig h tforw ard , actually. between these tw o extrem es (i.e. neutral). M ake sure
'Thank you. T h a t’s ,very 'kind of you. 'Yes, that they know they should write F, I or N for each item.
would be 'nice. ,W here’s the 'bathroom ? 'Yes ,please. • D o the first one with the class as an exam ple - it is
I ’d 'love a ,beer. Well, .thanks for in'viting us. 'Yes. inform al (I).
It’s ,great to be 'here. • [P] Students w ork through items a-n .
• G o through the answers with the students.
Activity 32 Answers: a inform al b form al c neutral d formal
• Play Track 28 again. Stop after each phrase and have
e very formal (and to an organisation/stranger)
students repeat both in chorus and individually.
f neutral g inform al h formal i form al j informal
Activity 33 k neutral 1 informal m inform al n formal
• Tell students they are going to do a role-play in which
they are hosts and guests. They should use the
Activity 36
• Explain that the students are now going to write
language they have been looking at.
letters. Before they start, they should go through a -e,
• G et a good student up to the front of the class and, as
thinking of answers to the questions there. They can
a dem onstration, welcome him or her to your house.
use their im aginations as much as they can or want.
Prompt him/her with ways o f replying to w hat you
• [P] Students go through items a -e. M on itor their
say.
progress and offer help if appropriate.
• Elicit all the possible language people can use when
• Tell students to write a letter based on their notes.
welcoming guests - and w hat the replies can be.
They should use Brenda’s letter as an example (e.g.
• [SG] Two students in each group are hosts and the
remind them where their address should go, that the
others are guests. They practise welcoming each other
date fits com fortably under it). They can do this in
using language from this section. M o n ito r their
class or as hom ew ork.
progress, offering help and encouragem ent where
• W hen they have finished their letters they can swap
necessary.
them with their neighbours and have them suggest
• Students come up to the front and act out their
changes, alterations, etc. But w hether they do this or
scenes. Be encouraging in your com m ents and don’t
not you should collect them in and correct them.
over-correct.
• W hen you hand the letters back, m ake sure students
have time to make corrections before you collect
Writing: letters them again to see if they have been effective.
Students study a letter and discuss ways of starting
and finishing letters before writing a letter of their Workbook Exercises 14 &15 can be used at any stage from
own. now on.

Activity 34 Review: grammar and functional language


• Students look at questions a -g and study the letter to
find answers to them. Q Workbook Exercises 16-19, because they are revision
• D o the first question with the w hole class as an exercises, can be used at any stage from now on.
exam ple (‘Brenda is writing from M um bai, India; the
address is at the top right’). Activity 37
• [I/P] Students go through the letter looking for the • Tell students to look at the picture and say w hat they
answers to items b-g. can see.
• Go through the answers. • [I/P ] Students read the exchange and complete it with
• Point out that a lot o f com m unication these days the correct form of the verbs in brackets.
takes place in emails or in very inform al • Go through the answers.
com m unications. But letters are still frequently sent Answers: a Did you have b ’ve been c ’ve only lived d
with more traditional latter layout such as this.
lived e ’ve been
Answers: a M um bai, India b by bus c At first she was
nervous, pessimistic; things have improved since then Activity 38
so she’s fine, though she still can ’t believe it. d • Have students read through the sentence beginnings.
Brenda’s a pessimist; M ariel’s an optimist, e Brenda’s Let them ask you about any words they don’t
a teacher; M ariel w orks in films, f David is probably understand.
R osem ary’s husband, g Although the layout is quite • Elicit some present-tense sentences, e.g. ‘I don’t have
form al, the letter itself is very inform al and friendly, pierced ears’, ‘I’ve got two ta tto o s’, ‘I w ork as a
with expressions like You kn ow me, So the big news law yer’, ‘I don’t w ork. I’m a student’, etc.
is, w e’ve m ade our decision , and signing o ff with love. • N ow tell students they are going to ‘re-m ake’ the
sentences with since and for. Elicit some exam ples,
Activity 35 e.g. ‘I’ve never had pierced ears’, ‘I’ve had a tattoo
• Tell students to look through the various letter for three years’, etc.
greetings and try to decide which are form al and
which are inform al - or if some of them are halfway

unit five 47
• W hen students have had a chance to make sentences Activity 42a
on their own (they can write them down if they • Ask students to say the words here. W hat sound do
w ant), listen to them with the whole class making they all have in comm on?
corrections where necessary and encouraging other • Play Track 2 9 for the students to check their answers.
students to ask more questions about them. • Ask them if they can find other words with the same
sounds. Play Track 30.
Activity 39 Answers: The sound is /su/; other words with the
• Tell students to write six questions about another sound are: host, road, cope.
student in the class. They should think of things they
know about them (where they live, that they play Activity 42b
football, w hat their occupation is, wljere they study, • Say the consonant clusters listed and then ask
etc). students to look at the W ord list to see which words
• N ow they have to write H ow long ... questions about start with them.
those six things, e.g. ‘H ow long have you lived in X • Play Track 31 and have students repeat the words.
R oad ?’ Go round and check that they have written Answers: /bl/ - block, /kr/ - cramped, /gr/ - ground,
the questions successfully. /sp/- spacious
• [P] Students ask each other their questions. W hile
they are doing this you can listen out for any obvious Activity 43
problem s and either intervene to help out or m ake a • Tell students to expand this sentence using words
note of them for later correction. from the W ord list as adjectives, verbs, etc, and
• Tell students to write paragraphs about their partners including conjunctions and any other linking devices.
based on the answers to their questions. W hen they The o b ject is to use the greatest num ber o f words
have finished have them read them out. D on ’t over­ while the sentence is still plausible. W hich pair or
correct, but do respond with interest to the group can write the longest sentence?
inform ation they give. • Listen to students’ sentences.

Review: vocabulary Activity 44


• Tell students this is a ‘fun’ activity. They should use
Activity 40 phrases from the Word plus list in sentences, e.g. ‘I
• [I] Ask students to find the six words in the Word list have never felt a sense of freedom ’ or ‘There aren’t
that will be m ost useful to them in the future. Explain many things I can cope w ith .’ Each student writes a
that they should think about if they will ever need line on a strip o f paper.
them, about which ones would be useful if they lived • [SG] Students arrange their strips to make a poem. It
in an English-speaking country, and about which ones will be strange, but is likely to be amusing!
they would like to be able to use, etc. • Have students read out their poems. The class votes
• Have students write their choices on the board and on the best one.
ask them to give reasons for them. See how many
words have been chosen by everybody. Workbook Exercise 20, because if is a revision exercise, can be
used at any stage from now on.
Activity 41
• Explain th at some words have a positive meaning
(e.g. optimist) while other words have a negative Workbook: thinking about learning and
meaning (e.g. pessimist). Tell students to look language
through the Word list and see which words have W hen the students have given a score to each topic
positive and negative meanings. in Exercise 18 (perhaps before the class) get them to
• G o through the choices with the students. discuss their individual scores with each other. You
• You might w ant to explain that a word can be can then lead a discussion with the class.
positive in one context but negative in another (or The point of Exercise 19 is to get students thinking
vice versa), e.g. bare is often a negative w ord, but about how they can take charge of their own learning.
might be considered positive if you were a minimalist So, once again, they have to give each suggestion a
designer! Cold is a negative word when describing score and, once again, they can com pare their scores
one’s own temperature, but quite positive when with those of other students in the class. You can ask
describing a drink in summer.
them who has come up with the best suggestion.
Answers: positive words: guest, hom ecom ing, host, There are no correct answers for this exercise. All of
light, optim ist, spacious, tidy, warm ; negative words:
these suggestions are useful, but some of them are less
accident, bare, cluttered, cold, cramped, dark, practical for some students, and others just don’t
homeless, hom esick, pessimist, untidy sound attractive for them. Discuss the advantages and
disadvantages of each.

48 unit five
DIM IT 6 Lives
Vocabulary: different histories • [I/P] Tell students to look at the language from the
Students study the vocabulary used to describe first tw o activities. They should write three sentences,
historical or fictional lives and adventures, check word- each one using one of the three words they like most.
formation issues related to this and play a vocabulary They should then replace the new word with a form
of teapot.
game with the words they have studied. • M o n ito r the students’ progress and offer help where
Activity 1 appropriate.
• Students read out their teapot sentences. The class
• Tell students to look at the five picture sequences.
guesses which word teapot replaces. Only correct
Ask them to describe in their own words w hat they
m istakes which concern the new vocabulary.
see. This will tell you how much they know and
whether they understand the situations.
• [I/P/SG] Students should now try and put the words
Using a dictionary: same word, different
in the correct blanks. They can do this individually or meanings
in pairs or groups.
• G o through the answers with the class. M ake sure
Activity 4
• Students look at the dictionary entry for crown and
they can pronounce all the words correctly.
w ork through the questions.
Answers: a accuse b guilty c sentence ... prison
• Go through the answers.
d pirate ... captured ... soldiers e escaped ... disguised
Answers: a There are eight different meanings, b that
f conquered ... crowned g defeated h elected i died ...
it is one o f the 3 0 0 0 m ost com m on words in written
poison j stabbed k executed l shot m born ... brought
English c [C] means it’s a countable noun; it is not
up n educated o inherited p married ... divorced
the same as ‘usually singular’; it means that crown
can be either singular or plural.
Activity 2
• Students copy and complete the table. They can use
their dictionaries if necessary. Explain that they
Workbook Exercises 1 & 2 can be used at any stage from
now on.
should do this as quickly as they can.
• [P] Students com pare their completed tables.
• Go through the answers. Reading: three lives
Answers: Students read one of three texts about women
Verb (infinitive) Verb (past participle) Noun entering a man’s world and then share their
accuse accused accusation information with their classmates.
bring up brought up upbringing
conquer conquered conquest Activity 5
crow n crowned crown • Students look at the pictures and choose one of the
defeat defeated defeat women to read about. Try to ensure that there is a
die died death reasonable distribution of interest.
disguise disguised disguise • [I] Tell students to read only the text about the
divorce divorced divorce wom an they have chosen. They should copy and
educate educated education complete the table on page 59 about that text, but
elect elected election not look at the other texts.
escape escaped escape • M on itor the students’ progress and help out those
execute executed execution who are having difficulty.
imprison imprisoned imprisonment
inherit inherited inheritance Activity 6
marry married marriage • Tell students that they are going to ask each other
poison poisoned poison about the women they have read about. The aim is
sentence sentenced sentence for them to fill in the same table (as the one they
shoot shot shooting copied for Activity 5) about the tw o women they
stab stabbed stabbing haven’t read about, w ithout referring to the two
other texts.
Activity 3 • Elicit questions from the students like the one in the
• Go through the exam ple with the students and make exam ple. M ake sure they have an appropriate
your own sentences where you replace a word from question for each section o f the chart.
Activities 1 or 2 with the word teapot. The students • [SG] M ake sure that there are people who have read
guess which word it is. all three texts in any one group.

unit six 49
• [SG] Students complete the table with details about • M o n ito r the groups’ progress. O ffer help and
the tw o women they did not read about by encouragem ent where appropriate.
questioning other group members who did read • Copy the table on to the board and, when they have
about those people. finished, have students com e up and fill in the
colum ns. Ask the rest o f the class w hether they agree
with w hat is written up.

Answers:

Nam e M ary Read Cristina Sanchez Calam ity Jan e

D ates (birth/death) 1 6 9 0 - 1720 1972 - 1 8 5 2 - 1903

N ationality British Spanish American

W hat was special about her She dressed and fought She fought as a m atador - She wore m en’s clothes
as a man - as a soldier the only woman to do and fought with bravery
and as a pirate. so in the latter half of and courage.
the 20 th century. She lived a colourful life
in the ‘W ild W est’.

M ain events in her life She fought as a soldier. She started bullfighting She fought with the army
She married a soldier. when she was 2 0 . against native Americans.
She was captured by She attracted a lot of She saved an army captain.
pirates and became a attention and fought She settled in D eadw ood.
pirate. in Spain. She raised cattle and ran
an inn.
She married and had a
daughter.

Im portant people in her life A fellow soldier who N/A W7ild Bill H ickock
she married; Jack and her later husband
Rackham and Anne Clinton Burke.
Bonney (pirates).

H ow her career ended She was captured and She retired because She tried raising cattle
imprisoned. o f criticism . and running an inn - but
she died a poor w om an.

Language in chunks
Activity 7 M argaret. One day, on horseback, she w ent to the
neighbouring village of Steiv and saw Stanislav the
• Tell students to look at the phrases and then find
Carpenter. He was incredibly handsome and she fell
them in the three texts to see how they are used and
in love with him immediately. M uch to her surprise he
w hat they mean. They can use dictionaries to help
felt the same about her.
them if they are unsure.
• [I/P] Students then put one phrase in each o f the
blanks, changing the tense of the verb if necessary.
Activity 9
• Tell the students to read through the questions and
• G o through the answers with the class.
answer them as quickly as they can.
Answers: a on foot b fell in love with c the ban was
• G o through the answers with the class.
lifted d settled in ... on horseback e much to my
Answers: a M ary Read b Cristina Sanchez c Calam ity
surprise
Jan e d M ary Read e Calam ity Jan e f Wild Bill
Activity 8 H ickock g Cristina Sanchez h M ary Read
• Tell students to read the story about Kristina the
Tuneful (an imaginary historical figure). Check their Activity 10
understanding o f the text. • Ask students w hat they noticed about all the
• Students retell the story using phrases from sentences in the previous activity. Give them a minute
Activity 7. or so to think about this if necessary.
• Students tell their versions of the story to the class. Answer: All the sentences are in the past simple
Suggested retelling: Kristina the Tuneful was a passive - formed by was/were + the past participle.
musician. She settled in K leff when the ban against
music was lifted after the rule of Bad Queen

50 unit six
Activity 11 one with the direct object in prime position (the
• Ask students which of the women they found most N obel Prize) and the other with the indirect o b ject in
interesting. They can discuss this in groups or as a prime position (Nadine Gordimer).
whole-class unit. • Take students through the exam ple which will yield
the sentences: A huge cake was baked fo r the
Alternatives and options President’s daughter (by the chef). The President’s
• You could move forward to the speaking activity on daughter was baked a huge cake (by the chef).
pages 62-63 where students interview each other as if • [I/P] Students w ork through items b -f. M on itor their
they were certain characters. Instead of the three progress and offer help where necessary.
people in the activity on page 63, you can use Mary, • Go through the items with the class.
Cristina or Jane. Answers: a A huge cake was baked for the
President’s daughter (by the chef)./The President’s
daughter was baked a huge cake (by the chef),
b The journalists were shown the new sculpture
Grammar: the passive (by the director o f the gallery)./The new sculpture
was shown to the journalists (by the director of the
Students look at the passive and the reasons for its gallery), c R obbie W illiam s was offered a m ulti­
use. They do a variety of activities and games to help million dollar con tract (by a record company)
them become accustomed to using it. recently./A m ulti-m illion dollar con tract was offered

Activity 12 to R obbie W illiam s recently (by a record com pany),


d Some war veterans were granted a pardon (by the
• Tell students to look at the picture. D o they know
government)./A pardon was granted to some war
w hat it shows? Have any o f them ever been there or
veterans (by the governm ent), e N adia Kastelitz was
seen a T V documentary, for exam ple, about the
offered the state literature prize (by the academy).
pyramids?
/The state literature prize was offered to Nadia
• Tell students to read the text. Are there any words
Kastelitz (by the academy), f V iktor Selianov was
they don’t understand? Be prepared to explain logs
(‘cut w ood’), core (‘the central part of som ething’ ), given a gold medal for bravery (by the committee)./A
gaps (‘spaces’) and spirit (‘w hat’s left o f a personality gold medal for bravery was given to V iktor Selianov
after death’). (by the com m ittee).
• N ow tell students to read 6A in the Mini-grammar,
and using the inform ation there, to underline Workbook Exercise 7 can be used at any stage from now on.
any passive verbs they find in the text about the
pyramids. Activity 15
• [P] Students check their answers together. • Students look at the list o f people. Do they know
• G o through the answers with the class. about any of them? Encourage some discussion. If
Answers: was built, was constructed, was called, was they don’t know any o f them, ask them to think o f a
made, had not been invented, were pulled, was character from their country’s history that they know
about.
designed, were left, is not know n, were used, were
• [P/SG] Give students time to write down three or
placed, have been found, is thought, were designed,
four facts about the people they have chosen.
are visited
• Ask students to tell you about the people they have
Activity 13 chosen and to give you as much inform ation as they
can. D on ’t over-correct unless students are still
• Students look at the picture. W hat do they know
having m ajor problem s with the passive.
about the ship the Titanic ? Have any o f them seen the
• Ask if anyone else in the class can add inform ation to
w ell-know n film about it in a cinema or on
w hat you are being told.
television?
• Students w ork through the exercise, choosing the
correct passive form of the verb in each case.
Background information
This m ixture of historical figures and fairytale
• Go through the answers with the students.
characters includes form er Chinese head of state (M ao
Answers: a was built b was designed c was thought
Tse-tung), the executed wife o f the French King Louis
d was not given e was damaged f were drowned
X V I (M arie Antoinette), the fairy-story girl who was
g were passed h was established i was located j was
able to go to the ball in the end (Cinderella), the
explored k have been made I was released
assassinated member of The Beatles (John Lennon), the
mythical English character who robbed the rich to feed
the poor (Robin H ood), the fairytale princess who was
Activity 14 aw oken with a kiss (Snow W hite), Prince Charles’s ex-
• Have students look at 6D in the Mini-grammar. M ake wife (Princess D iana), the first president o f a free and
sure they realise that some verbs have two objects. dem ocratic South Africa (Nelson M andela), the
Take them through the exam ple of Nadine Gordimer, liberator of large parts of South America from Spanish
and show how two passive sentences can be made, rule (Simon Bolivar), the Rom an leader who was

unit six 51
assassinated (Julius Caesar), and the Italian freedom Activity 17
fighter and leader (Garibaldi). • Ask students to read questions a - d and see if they
can answer them at this stage. Tell them you’ll play
Alternatives and options the tape/CD again for them so that they can make
• Activity 15: if there is time, this would be a good sure of their answers.
moment to start students on a project about a • [P] Play Track 3 2 again. Let students com pare their
historical or fictional character, not just for making answers, and then go through the answers with the
passive sentences, but also as a piece of research class.
which will result in some written work and maybe a Answers: a Josh u a Logan b Arthur Logan c Juliet
report back to the class. They can use English- Logan d Crawrford Jarvis
language encyclopedias or the Internet to find out
about their character. They can either choose a Activity 18
character themselves or you can select some yourself. • Students read through utterances a -i. Find out if
• While they are researching you can offer them help there are any words they don’t understand.
and guidance. They can do the research in groups. • Ask students if they can rem em ber who said these
They can then write up their descriptions for homework things. Tell them that you will play Track 3 2 again so
and/or tell the class about what they have found out. that they can identify the speakers.
• Play Track 32.
• G o through the answers. If students have trouble,
Listening: a ‘whodunnit’ play the tape/CD again and stop after each utterance.
Students listen to the end of a whodunnit - where the Answers: a Arthur Logan b Arthur Logan c Crawford
detective reveals the killer’s identity. After solving the Jarvis d Juliet Logan e Arthur Logan f Juliet Logan
crime themselves they discuss this kind of g Crawford Jarvis h Inspector Wade i Inspector Wade
programme.
Activity 19
Background information • [P/SG] Ask students if they have any idea who killed
The ‘w hodunnit’ (literally ‘who has done it?’ - ‘it’ being Joshua Logan.
the crime) is a very com m on and popular genre of • Listen to the different groups’ opinions. D on ’t
fiction in British and American literature. The tw o m ost confirm or deny their suggestions at this point.
fam ous exponents were Arthur Conan D oyle, whose
detective was called Sherlock Holm es, and Agatha Activity 20
Christie whose heroes included Hercule Poirot and M iss • W hen students have had time to discuss their
M arple. The most famous w riter of w hodunnits in the theories, tell them you are going to play the
UK at the m om ent is PD Jam es. M ore modern writers continuation o f the conversation. They will see
like Ian R ankin (in the UK) and Jam es Ellroy (in the whether they have guessed correctly.
USA) concentrate as much on background and realistic • Play Track 3 3 . M ake sure students realise that the
depiction of events as they do on the intricacies of who reason Inspector Wade knows it was Arthur Logan is
exactly did what. because he said that he saw his attacker - yet he was
attacked from behind so he couldn’t have seen him!
Activity 16
• Students look at the picture. Ask them w hat they Activity 21
think is going on. W hen they have made some • [P/SG] Tell students to turn to the Audioscript on
guesses tell them that the scene shows a woman pages 2 9 & 3 0 . They should look through Part 1 and
detective and her assistant questioning a group of see how many passive sentences they find.
people after a murder. • Go through the sentences with the class.
• Tell students they are going to hear the conversation Answers: Joshua Logan was killed early this morning
between the detective and the other people round the ... He was hit on the head ... I was woken by a
table. They have to hear who the three people round sound ... I was attacked from behind, hit on the back
the table are, which o f the four names (a-d) is o f the head ... I was w oken by Arthur
missing, and how they are related to each other. Tell
the students not to worry about any other details. Activity 22
• Play Track 32. Students com pare their answers. • [SG] students discuss detective stories in book form
• G o through the answers with the students. or as television programmes. They find out if other
Answers: a Arthur Logan is Joshua L ogan’s nephew, members o f the group like this genre and, if they do,
b Joshua Logan is the murder victim, c Juliet Logan w hat their favourite books or programmes are.
is the dead m an’s wife/widow, d Craw ford Jarvis is • W hen they have had time to talk about the topic, the
Joshua L ogan’s friend and is in love with Juliet groups tell the w hole class about their conversations.
Logan. If you wish, you can talk about the British and
American writers mentioned in ‘Background
inform ation’ (above).

E Workbook Exercises 8-10 can be used at any stage from now on.
52 unit six
Functional language: paying compliments Activity 26
• Select students and ask them about the clothes they
Students look at three conversations in which people are wearing (‘W here did you get it?’, ‘W h at’s it made
are paid compliments. After analysing the language, o f?’, etc). Help them with their answers. Encourage
they practise paying compliments themselves. them to question you in the same way.
• [P] Students question each other in the same way.
Activity 23 O ffer help where appropriate and correct where
• Students look at the pictures. They read the three
necessary, especially if they are having trouble saying
lines o f conversation here and then read the
the words from Activity 2 5 .
conversations themselves.
• [P] Students decide where the lines go in the
conversations.
Activity 27
• Tell students that they are going to com plim ent each
• W hen students have finished, play Track 34 and let
other on the clothes they are wearing. They should
them check their answers.
extend the conversation in each case by finding out
• Go through the conversations with the whole class.
more about the item (e.g. ‘T h a t’s a nice w atch. ...
If necessary, play the tape/CD again.
W here did you get it? ... Was it expensive?’).
Answers: a From that shop opposite the bank, b It
• [P] Students com plim ent their partners and then
was a present from my girlfriend, c I was given them
change roles so that both o f them get the necessary
by my aunt.
practice. M o n ito r their conversations, offering help
and encouragem ent where appropriate.
Activity 24 • G et students to tell you about their conversations
• [P] Tell students to look back at the conversations on
and about who complim ented who about what. If
page 61 and find language to go into the appropriate
you have tim e, choose students to com e up to the
rows in the table.
front and act out their role-plays. Praise their efforts
• Go through the answers with the students. Get them
where appropriate, and only correct if absolutely .
to say the lines from the conversations correctly. necessary.
Answers: Saying you like something: T h a t’s a really
nice jacket. 1 like your shirt. Those are really nice Alternatives and options
earrings. I think they’re great. Saying something is • Activity 25: if you can find pieces of material/articles
good for the person wearing it: It really suits you. of clothing to take into the class for the vocabulary in
It looks good on you. Being pleased that someone this activity it will help students be absolutely clear
complim ents you: Thanks. I ’m glad you like them. about the meanings. Alternatively, you'may want to
take in photographs so that they are absolutely sure
Activity 25 about which material is which.
• Ask students to look at the list o f words. Find out if • Activity 26; if all the students are wearing the same
they know any o f them or if anyone can demonstrate uniform, you can start by talking about the uniform,
that they are wearing any o f the different types of but then hand out pictures of people. Students have
m aterial. to answer as if they were that person. Students may
• [SG] M ake sure each group has a dictionary. Tell well appreciate pictures of film stars attending
them to look up the meanings of all the words. premieres, for example.
• G o through the words and their meanings (corduroy
= ‘thick cotton cloth with raised parallel lines’; cotton Workbook Exercise 12 can be used at any stage from now on.
= ‘cloth or thread from the cotton plant’; denim =
‘strong thick cotton, usually blue, used to make
jean s’; leather = ‘skin of animals used for shoes, belts, Speaking: interviewing a portrait
bags, clothes’; nylon = ‘artificial m aterial used for Students interview classmates, who answer as if they
clothes, stockings, etc’; plastic = ‘a light artificial were people in pictures - an imaginative kind of role-
substance used for carrier bags, washing play.
liquid/shampoo bottles, pens, toothbrushes, etc’;
polyester = ‘artificial cloth’; silk = ‘light, sm ooth, Pronunciation: showing interest
luxurious clo th ’; w ool = ‘m aterial made from the
coats o f sheep, llamas, etc’). Activity 28
• Tell students to find six words from the list to match • Tell students they are' going to listen to the phrases
the items in the picture. on the audio track.
• Go through the answers with the class. • Tell them to copy the phrases into their books. They
Answers: a plastic b leather c silk d wool should m ark the main stress for each phrase when
e corduroy f denim they hear it.
• Play Track 3 5 . After each utterance, stop the

H Workbook Exercise 11 can be used at any stage from now on.


tape/CD to allow students to m ark the stress.
• G o through the answers with the class. You may
w ant to put the phrases on the board so that
everyone is clear about the answers.

unit six 53
Answers: a T h a t’s fantastic, b How interesting, Writing: mini-biography
c T h at js interesting! d O h, really? e You’re thinking Students write a biography of a classmate after
of getting m arried? f You live in Birmingham? considering the kinds of question they need to ask in
Activity 29 order to elicit the information they require.
• Play Track 35 again. After each utterance, stop the
tape/CD and have the class repeat the phrase using Activity 31
the same stress and intonation. • Tell students that they are going to write biographies
of their classm ates. They should start by thinking of
Activity 30a questions for the eight topics (a-h) listed here.
• [SG] Students look at the pictures. They should • Go round the class, offering help and encouragem ent
choose (quickly) the person or people they most want where necessary.
to talk to. • Listen to the questions with the w hole class and make
• Once they have made their decision they should think any necessary corrections.
o f as many questions as they can for the person, e.g. Some possible questions: a W 'hat’s your name?
‘W h at’s your favourite co lo u r?’, ‘W h at’s the name of b Where/when were you born? c Tell me something
your dog?’, ‘W hy are you looking so serious?’, ‘W hy about your background. W hat kind o f background
are you standing by a tree in the countryside?’, etc. do you com e from ? d W hat have been the m ost
• G o round the groups making sure they are preparing im portant events in your life so far? e W h at’s the
a large variety of questions. Remind them that any m ost im portant thing th a t’s happened to you
kind of question is O K . recently? f How would you describe yourself?
g W hat do you like doing?/What are your hobbies?
Activity 30 b h W hat do you hope/expect to do in the future?
• [SG] N ow explain that the group should select one
student who will play the part of the person they Activity 32
have chosen. • [P] Try to make sure that students are not w orking
• Tell the selected students that they should look at the with the people they know best (so that they have to
picture o f the person, try to imagine the kind of ask the questions to find out the answers). Tell them
person they are and, in their heads, invent a kind of to note down w hat their partner says.
life for them. • M on itor the pairs, offering help and encouragement
if appropriate.
Activity 30c
• [SG] The group now interviews the character they Activity 33
have chosen. The student playing that character can • Tell students to look at the diagram. Ask them what
answer however they like, but at all times they inform ation should go in the first paragraph (e.g. ‘X
should try to give the answers they think that was born in Tokyo’, ‘She is the youngest o f two
character would give. sisters’, ‘Her father is a ... and her m other . . . ’).
• M o n ito r the groups, offering help and encouragement • Ask them w hat inform ation should go in the second
if appropriate. paragraph (e.g. ‘X is really keen on ... and likes . . . ’)
• Have groups tell the class how they got on. W hat and then discuss the kind of inform ation that might
were the characters’ funniest/most interesting go in the third photograph (e.g. ‘In the last few weeks
answers? X has . . . ’, ‘One o f the things she is looking forw ard
to . . . ’), etc.
Alternatives and options • Students write their biographies. W hen they have
If this activity has been used at the end of the reading done this you can collect them and take them home
sequence (see page 51) then you will want to use to m ark - or you can have other students look at
something else in its stead. One appropriate activity for them and suggest corrections using symbols from
this unit is a ‘balloon debate’ where a few historical page 7 of this Teacher’s Book. In both cases, when
figures are stuck in the basket of a balloon with a gas students get the w ork back, make sure they rewrite
leak. Each person says why they should be the only one their com positions in line with the com m ents that
to survive, and then - after being questioned by the class have been made.
- they are voted out one by one (to stop the balloon
crashing). Alternatives and options
If you didn’t use this activity at the end of the reading • Activity 33: students can write their biographies
sequence you could substitute the three women in those without saying who they are writing about. The class
texts for the characters here. have to guess who it is. This can also be done with
fictional or historical characters.
Workbook Exercise 13 can

54 unit six
Review: grammar and functional language Review: vocabulary
Q Workbook Exercises 14-18, because they at Activity 38
• Ask students to look at the Word list and decide
can be used at any stage from now on.
which words have a positive feeling, which have a
negative feeling, and which have a neutral feeling.
Activity 34 • Students w ork through the W ord list.
• Tell students to look at the tw o pictures. M ake sure
• G o through the words with the students.
they realise that they both show the same room .
Answers: a be born, conquer, escape, inherit, marry
• M ake sure that students realise that the picture on the
b die, divorced, execute, guilty, imprison, pirate,
right shows w hat has happened to the room - it used
poison, prison, shoot, stab c (all the others)
to be like the picture on the left.
• Students decide w hat has been changed in the room .
• Discuss the changes with the class. Ask them w hat is
Activity 39a
• Tell students to search the W ord list for words with
different about the new room (the one on the right).
tw o or more syllables and write them in their
Possible answers: The picture has been changed. The
notebooks.
rug has been moved. The ornam ents have gone/have
• [P] Students say the words to each other and mark
been throw n away. A large plant has been put in the
the stressed syllables.
fireplace. The telephone has been attached to the
• Play Track 3 6 . Students check their answers.
wall. The arm chairs and sofa have been thrown
• G o through the words with the class. Get students to
away/taken away. The carpet has gone/has been taken
say the words correctly.
away/has been throw n away. Blinds have been
Answers: Words stressed on the first syllable:
installed/put up. The walls have been painted white.
'capture, 'conquer, 'corduroy, 'cotton, 'denim,
The lampshade has been changed/replaced.
'educate, ‘execute, 'guilty, 'leather, 'marry, 'nylon,
'pirate, 'plastic, 'poison, 'prison, 'sentence, 'soldier.
Activity 35 Words stressed on the second syllable: acc'use,
• Divide the class into two teams.
d e'feat, dis'guise, div'orced, e'lect, es'cape, im 'prison,
• In each team , students make a list o f titles and things
in'herit. Words stressed on the third syllable:
they know well, and then try to w ork out who was
poly'ester
responsible for it (e.g. ‘the film: L ord o f the Rings -
director: Peter Ja ck so n ’).
• Tell students in team A to say one of their titles or
Activity 39b
• Students copy the table and then make sure they can
things. Team B has to say who built, painted, directed
hear and say the words written at the top of each
it, etc. If they can, they get a point. If someone in
colum n.
team A is w rong about who built, painted or directed
• Students search the W ord list for words with the
som ething, team A loses a point.
letter ‘o ’ and put them in the correct column
• N ow team B says the title or name of a thing and
according to their vowel sound.
team A has to com e up with the person responsible.
• Students check their answers by listening to Track

Activity 36 3 7 . Ask them to repeat the words and drill if


necessary.
• Ask one or tw o students which plays, books, etc, they
Answers:
know well. These can be books they are studying in
/oil - worn born
other classes (if they are in college) or the plots of the
corduroy
films that are currently the m ost popular. See who
divorced
can tell you as much as possible about the book or
h i - song conquer
programme that has been mentioned.
cotton
• [P] Students now tell their partners everything they
nylon
can about a book (or film, or piece of music) in the
polyester
same way.
h i / - boy corduroy
• Students tell the class what they learnt from their
poison
partners.
h / - photograph cotton
Activity 37 imprison
poison
• Tell students they should think back to the
prison
com plim ents language they studied in this unit. In
h o i - Oh! soldier
pairs they should write a conversation in which one
lu ll- pool shoot
person com plim ents another on w hat they’re wearing.
The word that doesn’t fit is wool.
• [P] W hile students are w orking, m onitor their
progress and offer help and encouragem ent where
necessary.
• Students read out their conversations and decide who
has written the best one.

unit six 55
Activity 40a
• Students look at the Word list to find words that can Workbook: thinking about learning and
be both nouns and verbs - w ithout changing the language
form. These exercises are designed to get students to reflect
• G o through the list with the class. Ask students to on different writing genres and then use that reflection
give you example sentences using the words as either to study a particular genre in a way that helps to train
nouns or verbs. them in noticing things about text construction.
Answers: capture, crow n, defeat, disguise, pirate, Students fill in the table in Exercise 15 on their
poison, sentence own, either as hom ew ork or at some stage during the
class. W hen they have done this they can com pare
Activity 40b their table with those o f their classmates.
• Students look at the Word list to find words that can Students can do Exercise 16 on their own or with
be both nouns and adjectives - w ithout changing the a partner. They have to choose one o f the text types
form. that they have put into the table and then find an
• G o through the list with the class. You can ask them exam ple o f it, in order to answrer the questions which
to give you exam ple sentences using the words as follow.
either nouns or adjectives. Students go through the text they have found,
Answers: corduroy, cotton, denim, leather, nylon, answering the questions as best they can. If there is
plastic, plastic, silk, wool time you can get them to report w hat they have found
(They’re all clothes materials.) to the rest o f the class.

Activity 41
• Students write down the sentence from the Student’s
Book.
• [I/P/SG] Students have to continue this story using as
many words from the Word list and Word plus as
they can. M on itor their progress, offering help and
encouragem ent where appropriate.
• Ask students to put their stories up on the board or
read them out, or you can collect them in a folder
that everyone can have a look at.

56 unit six
UNIT 7 Good intentions
Grammar: the future the housew ork and in I'm going to leave my jo b . The
Students study the future in the context of New Year’s will future (7E) is used as a neutral statem ent in It’ll
resolutions. After analysing the grammar they tell each be the N ew Year and you'll feel terrible and, as a
other about plans and arrangements. way o f asking someone to do something, in Will
som ebody please answer the telephone?
Activity 1
• Ask students to read the text. Check that they have Pronunciation: how sounds change in
understood it by asking questions, e.g. ‘W hat kind of contractions
thing do people usually promise to d o?’, ‘W hat
happens on the 1st of Jan u ary ?’, etc.
Activity 5
• Students look at the pairs of sentences. Say that they
• Encourage students to tell you w hat they usually do
should listen for whether the sound of I in I will
on New Year’s Eve - especially if it is different from
changes when we use the contraction I ’ll.
w hat is written here. Talk about any local customs,
• Play Track 3 9 . W hen it is finished, establish w hat the
public displays (like fireworks) and any other issues
sound change is.
concerned with the start o f a new year.
Answers: The sound changes from /ai/ (e.g. /ai wil/)
to /ail/ when will is contracted to '11.
Activity 2
• Students look at the picture. G et them to tell you Activity 6
where the people are (at a party), and when it is • Students say the contracted sentences. They can
(New Year’s Eve). Ask them if it looks like a good im itate the speaker on the tape/CD, or you can
party. model the sentences yourself.
• [I/P] Tell students to look at the utterances and try to
w ork out which lines go at which points in the Activity 7
conversation. They can do this individually or in • Students look through the ten sentences (a-j). Tell
pairs. them to choose which future verb form to use.
• Play Track 38. Students com pare their answers with Explain that sometimes more than one is possible.
those of a partner. • Tell students they can keep referring to 7A and 7E in
• G o through the lines with the w hole class. the Mini-grammar to help them.
Answers: a eat another chocolate bar b flying back to • [P] Students com pare their answers with those of a
Australia c do more of the housework d leave my job partner.
e got an interview f feel terrible g be the New Year • Go through the sentences with the class, discussing
h com ing to lunch h answer the telephone. the alternatives.
Answers: a W e’re travelling (though we can also say
Activity 3 we travel if we think it is part o f an arranged
• Remind students about the meaning of resolutions schedule) b He goes (because it’s a pre-organised
and ask if any of them have ever made a New Year’s schedule) c she’ll pass d I’m playing
resolution themselves. e I'll never forget you (going to is just possible here
• [P/SG] Students read through the sentences again to but the m ore neutral will is far more common)
choose which are resolutions and which are not. f I’m going to try/I will try (especially if will is
• Check their answers. emphasised to show determ ination) g arrives h I ’ll see
Answers: The New Year’s resolutions are From you i W e’re going to run out o f j She’s going to learn
tom orrow I ’m never going to eat another chocolate
bar and I ’m going to do m ore o f the housew ork in Activity 8
the N ew Year. • Tell students to read the sentences. Explain that in
each one they should choose which alternative is the
Activity 4 best or m ost appropriate future form.
• G et students to look at 7A-7E the
in Mini-grammar. • D raw students’ attention to the example.
They should read through the inform ation and see if • Students w ork through the sentences. M on itor their
they can find which of the verb forms detailed in the progress and offer help where it seems appropriate.
M ini-gram m ar appear in the sentences in Activity 2. • G o through the answers with the class.
• G o through the chart with the students. Answers: a It’s probably going to snow, b I’m going
Answers: The present continuous (7C) is used in I ’m to the hairdresser tom orrow , c H e’s going to faint
flying back to Australia and in W ho’s coming to d ... the boat will turn over, e ... let’s have a
lunch f Going to (7D) is used in I ’m never going to sandwich, f The course starts in O ctober, g Frank is
eat another chocolate bar , in I ’m going to do m ore o f definitely going to win. h I’ll buy you a w atch for
your birthday! i Will you pass them to me, please?

unit seven 57
Activity 9 • Tell students that they have to make an arrangement
• Tell students to think about the com ing weekend. and that they should aim to persuade their colleagues
They should write notes about tw o or three of their ideas. Say that when at least tw o people are
intentions they have - things they’re planning to do, in agreement they should start trying to make their
and arrangements that they have already decided arrangem ent.
upon. They should try to guess w hat the w eather will • [SG] Students now try and arrange when to meet.
be like, and they should think of tw o or three things M on itor their progress, offering help where
they are definitely not going to do. appropriate and recording (e.g. writing down) any
• D em onstrate by asking a student about their examples o f good or less good language use/tactics.
weekend and eliciting sentences like those in the
exam ples. M ake corrections if necessary. Activity 11
• [SGJ Students ask each other about their weekends. • W hen the students have finished the activity, get
M onitor their conversations. O ffer help and give feedback - ask them w hat their decision was, etc. Go
feedback where appropriate. through any points you noted down that you think
• The groups report back to the class. Have other the students will benefit from hearing about.
students ask questions about things which are not
clear or which they w ant to know more about.
• D on’t over-correct at this stage. However, you may
Vocabulary: phrasal verbs
w ant to draw students’ attention to m istakes you In the context of resolutions (giving up and taking up
heard when you were m onitoring the groups. things) students study some phrasal verbs, discuss
different types of phrasal verb, and then organise a
Alternatives and options small questionnaire.
• Activities 1-4; students can role-play a New Year’s
Eve party. They can go as themselves or as any Activity 12
character they wish to play. Tell them to choose topics • Students look at the list. Ask them which of them
they want to speak about before they start the role-play, they take part in/like. G et them to ask each other
and say they should also tell other people at the party how many cups of coffee they drink a day (if they
what they're going to do next year. This will give you a, like coffee), w hether they eat a lot of chocolate, etc.
good idea of how well students can talk about the • Remind students that typical New Y ear’s resolutions
future. involve giving something up. Ask them to write down
• Students can choose to be a famous character that which of the things on the list they would give up. If
other members of the class know about. They say there is more than one, they should list them in order
what their plans for the next week are (as the character of difficulty with the most difficult thing com ing first.
they have chosen). The other students guess who they They can also choose something else they would find
are. difficult to give up that is not on the list.
• [P] Students ask each other about w hat they would
Background information find m ost difficult to give up. M o n ito r their progress
O n New Y ear’s Eve many people in countries like and offer help if appropriate.
Britain (and especially in Scotland) or the USA go to • Ask students to tell the class w hat they found out.
parties and stay up at least until midnight to ‘see the Keep the discussion light-hearted, and don’t over­
new year in’. They sing a traditional song called Auld correct.
Lang Syne. In Trafalgar Square (London) and Times
Square (New York) lots o f people gather together. The Using a dictionary: phrasal verb types
crowds go silent as midnight approaches and then cheer Activity 13
when the clock finally chimes 12 o ’clock. • [P/SG] Students look at the dictionary entries for
various phrasal verbs with give.
Workbook Exercises 1-3 can be used at any stage from now on. • G o through the questions with the class, m aking sure
they understand them.
Speaking: making arrangements • [I/P] Students w ork through the questions.
• G o through the answers with the class. D raw their
Students arrange to meet up based on information in attention to the way the entries are w ritten, e.g. give
the Activity bank. in to sth clearly shows where the o b ject comes.
Answers: a give away, give back, give out b give off,
Activity 10 give in to
• Put students in groups of five. In each group give
each student a letter from A to E. Activity 14
• Tell the students with different letters to look at the • Students look at the entry for cut in their own
item in the Activity bank listed here (e.g. A looks at dictionaries and find answers to the questions.
Activity bank number 10 on page 15 3 , E looks at • G o through the answers with the class.
Activity bank 2 3 on page 159). Explain that they Possible answers (depending on the students’
should read the inform ation there and then act on it dictionaries): The phrasal verbs with cut that can
when the conversation starts. be separated are cut dow n , cut o ff , cut out , cut up.

58 unit seven
Activity 15 som eone says ‘Yes’, write their name against the
• Remind students about New Year’s resolutions (if you correct question. Establish the fact that you don’t
have already done the gram m ar section in this unit). write down the names of people who say ‘N o ’.
If you have not, explain that people make promises to • N ow tell students to design their own FSW activity
themselves on the 1st of January to make themselves follow ing the example given in the book. M ake sure
better/healthier people, etc. they realise the point is to be able to ask ‘yes/no’
• Students look at the list o f phrasal verbs. Ask them questions with the different sentences. They should
which ones they know and feel confident about using. use the phrasal verbs from Activities 1 2 - 1 5 (e.g.
Remind them that phrasal verbs are especially ‘Find someone who has taken something up
com m on in informal language. (It is worth noticing recently’). M o n ito r their efforts and offer help if
that m ake a go o f is often not classed as a phrasal appropriate.
verb, but we have included it here because it acts as a
multi-word verb in the same way that other lexical Activity 18
phrases such as have a try at and m ake the best o f do.) • Students stand up with their FSW questionnaires. Tell
• [P] Students try to replace the phrases in italics with them to circulate around the class asking their
one o f the phrasal verbs. They can use dictionaries to questions.
help them if necessary. • Students interview as many people as they can.
• Go through the answers with the class. M ake sure M o n ito r their progress. O ffer help if necessary. M ake
they give you the complete sentence each time (e.g. a note o f interesting and/or faulty language use.
‘I’m going to make a go of my business’, ‘I’m going • Ask students to tell you w hat they found out. D on ’t
to take up weight training’). over-correct at this point, but respond to the content
Answers: a make a go of b take up c go on working of w hat they say. D raw their attention to things you
out d set up e get round to f break up with g see noted down when going round the class.
about h cut down on i put in
Alternatives and options
Activity 16 • Students can go on a dictionary search. In pairs or
• Explain that one of the many awkward things about small groups they have to find, say, three new phrasal
phrasal, or multi-word, verbs is that they behave verbs and put them in sentences which explain what
differently depending upon which type they are. they mean. The other students have to guess what
• Ask students to read through the explanations in the the phrasal verb is and what it means when they read
box. Say the sentences in italics and ask them w hat is out their sentences.
special about them - so that the students read the
explanations carefully. Workbook Exercises 4 & 5 can be used at any stage from
• N ow go through the phrasal verbs from Activity 15 now on.
one by one and get students to tell you which type
you think they are. If they say they are Type 2 , for
exam ple, elicit sentences with the o bject in both Reading: sticking to resolutions
possible places (e.g. ‘I ’m going to take swimming Students read about the difficulties of sticking to
up’/‘I’m going to take up swimming’/Tm going to (keeping) resolutions. They use information from
take it up’). the text to give advice to others.
Answers: Type 1: w orking out; Type 2: take up, set
up, put in; Type 3: go on, see about; Type 4: make a Activity 19
go of, get round to, break up with, cut down on. • Ask students if they have ever made a
resolution/taken a decision that they have found
Be careful! difficult to continue with. Give an exam ple if
• Activities 13-16: most students say that remembering necessary by telling about yourself, but keep the
phrasal verbs and how they work is one of the most whole thing light-hearted.
difficult things to do in English. Point out that there are • Elicit reasons why it is difficult to keep resolutions
no real rules about how verbs and particles join and write them up on the board in a left-hand
together (except that some can be split up and some colum n. Ask students to suggest advice to counteract
can’t). Tell them to learn phrasal verbs one by one as these difficulties. G et them up to the board to write
individual vocabulary items. this advice in a right-hand column.
Note: make a go of is not strictly a phrasal verb but it
behaves in much the same way and so is included here. Activity 20
• Tell students they are going to read a text from the
Activity 17 Internet about keeping to resolutions - about how to
• Tell students they are going to design a ‘Find make them ‘stick ’ so people don’t just give them up.
Someone W h o ’ (FSW ) activity. Give them a simple • Students read the text to get a general picture o f the
exam ple (e.g. ‘Find someone who likes m usic’/‘Find content, but especially to see if the writer - Dr
som eone who likes hom ew ork’). W rite the two Pauline W allin - agrees with the suggestions they
sentences on the board. Ask around the class (‘Do made for the previous activity. R efer them to the
you like m usic?’, ‘Do you like hom ew ork?’). W hen points on the board.

unit seven 59
• W hen students have read the text, ask them whether Activity 25
there was any similarity between their suggestions • [I/P] Tell students to search through the text on page
and Dr W allin’s points. G o through the points on the 71 and find different verb forms which are talking
board one by one and ask w hether these appeared in about the future - like the ones they studied in the
the text or not. grammar section at the beginning o f the unit.
• W hile students are looking for the language, go
Activity 21 round the class m onitoring their progress and
• [P] Students go through the questions before reading offering help if necessary.
the text again. Ask if they can answer the questions - • Go through the exam ples with the class. Ask them
but don’t get them to say w hat the answers are. why they think the particular future form s were used.
• Students go back to the text to check/confirm the five Answers: The following verb forms are used to talk
resolutions people usually make and the three reasons about the future in this text.
why sticking to resolutions is difficult. They com pare Will: W e’ll say we are going to quit sm oking ; you'll
their answers. probably mess up from time to time; these resolutions
• G o through the answers with the class. will be no m ore than a distant m em ory .; we'll be
Answers: a quit smoking, join a gym, go on a diet, behaving just the same; y ou ’ll feel strange ; things will
spend more time on housew ork, cut down on get better sooner. N ote th at w e’ll be behaving is an
chocolate b it’s easier to say it than do it, our exam ple o f the future continuous.
appetites return and we start to feel deprived, the G oing to: we are going to quit sm oking; w e ’re going
results are not immediately visible. to spend m ore time on housew ork; w e’re going to cut
down on all the chocolate; (it’s easy to say) w e’re
Activity 22 going to do something; i f you ’re going to do it.
• [P] Ask the students to get into pairs and look at Present continuous: I ’m going on a diet tom orrow ;
the words/phrases a -k . Tell them to find them in the I ’m going on with this today; I'm going to the gym at
text. They should then take it in turns to explain the eight o'clock.
meaning o f each word/phrase to their partner. Will is clearly the most com m on future form in this
M o n ito r their progress. O ffer help if necessary. M ake text. There are six phrasal verbs in the text: cut down
a note o f interesting and/or faulty language use. on, give in, give up, mess up, stick to, think of.
• Students then w ork together in their pairs to make
up sentences using the words/phrases. Again, m onitor Activity 26
their progress, offering help if necessary. • Tell students they are going to take part in a role-play
• Ask students to read out some of their sentences. You in which one o f them will be someone who is having
might w ant to ask them to com e and write them up trouble sticking to a New Y ear’s resolution and the
on the board. D raw their attention to things you other one will give them advice.
noted down when going round the class. • In preparation, each student should write down what
New Year’s resolution they made. They can invent
Language in chunks anything they want. They should also note down two
Activity 23 or three reasons why they are having trouble sticking
• [P/SG] Students find the listed phrases in the text on to it. To dem onstrate, you can say that you made a
page 7 1 . They should try to put them in the correct resolution to give up coffee, but now all the time you
blanks in exchanges a -b . can smell coffee, you need it to feel/stay aw ake,
• G et pairs to speak the exchanges. M ake sure they people keep offering you coffee, etc. Ask the class to
pronounce them correctly. tell you w hat to do, using inform ation in the text to
Answers: a can ’t cope b a distant memory help them.
c in control o f d nobody’s perfect e on a diet • [P] The student who is going to give advice can have
f feel like g gain satisfaction h at risk the text open for reference. The other student is the
person who is having trouble sticking to their
Activity 24 resolution.
• [SG] Each student writes the phrases on separate • W hile the pairs are w orking, m onitor their progress,
sheets o f paper, which are then folded. offering help and encouragement where necessary.
• M ix up the pieces o f paper so that no one knows the • Listen to some o f the role-plays in front o f the whole
order o f the phrases. class. D on ’t over-correct, but draw students’ attention
• Each student picks up a piece of paper and starts one to any language o f interest that you heard while they
o f the conversations listed. W hen they have used the were w orking in pairs.
phrase on the piece o f paper they pick up another
one and try to include that in the conversation too.
The student with the m ost pieces of paper at the end
o f the activity is the ‘w inner’.
• M o n ito r the activity, offering help and
encouragem ent if necessary.

60 unit seven
Alternatives and options • Have students give you sentences in which they make
promises, agreements, etc, to check that they
• Activities 19 & 20: students can go on their own understand the point about the different verb
Internet search. They can type in ‘New Year’s com plem entation patterns.
resolutions’ or ‘New Year’s Eve’ and see what they can Answers:
find. They should come across the original (and Ben
updated) version of Dr Wallin’s article, and they could a ... love you forever.
then try to find as many differences as they can ... do half the cooking,
between the original and what is printed here (the
differences are small; changes were made so that b ... do the washing and alm ost all the ironing,

students at this level would not be caught out by c ... do the gardening at least three times a year,

especially idiomatic or specialised language). d ... I w on’t w ear my yellow suit again.
... I wron ’t play my saxophone more than twice a
week.
M ariah
a ... love you forever.
Functional language: making promises ... cook half the time,
In a not-very-serious selection of wedding vows, b ... pretend that it’s interesting.
students look at ways of promising before writing their ... let you drive my car on Sundays,
own ‘vows’. d ... you can w atch sport on T V from 8 to 9.

Activity 27 Workbook Exercise 9 can be used at any stage from now on.
• Tell students to think about weddings they have been
to or seen on television. Give them a minute to think Activity 30
about this in silence. • Tell students to look at the four situations. Give them
• Ask students w hat happens in a marriage ceremony time to read through the descriptions.
(both civil and religious). G et them to describe the • [P] Tell students to choose one of the situations. They
process by saying who leads the ceremony, and w hat shouldn’t tell any other pair which one they’ve
the bride and groom say to each other and to anyone chosen.
else. Find out if they exchange anything. • Tell students to write a conversation for the situation
• See if the students can remember any words (in their they’ve chosen. Remind them that in all the situations
own language) from a typical wedding ceremony. people will have to promise or agree to things.
They should tell the class about them. In English, • M o n ito r students’ progress, giving encouragem ent
they should try to explain w hat they mean. and advice if required.
• W hen students have finished, choose one of the more
Activity 28 confident pairs and have them read out their
• Ask students to look at the pictures. Establish that conversation w ithout saying which situation it is for.
people are getting married in each case. Ask students The rest of the class have to guess. If you have time,
which is most like traditional weddings in their own students can com e out to the front of the class and
countries. Explain that in some cases the couples may act out the conversation. Be encouraging and don’t
have designed their own vows. Try to elicit w hat they over-correct.
might be saying, and promising.
• [P/SG |Play Track 4 0 . Students match the extracts Alternatives and options
with the pictures and then com pare their answers. • Activities 27-30: students can discuss weddings they
• G o through the answers. have been to or weddings they have seen on film
Answers: a extract 4 b extract 1 c extract 2 (from The Graduate and My Best Friend’s Wedding to
d extract 3 The Wedding Planner and My Big Fat Greek Wedding)
or television. Most soap operas have some wedding
Activity 29 scenes, so get them to say who married who, why
• Tell students that they are going to listen to Ben and and what happened. Students can also discuss what
M ariah again (the fourth extract - picture a). Before music they would like at their wedding - they can
they do, see if they can remember any o f the things choose anything, from current pop songs to great
that they promised each other. classical pieces.
• Students copy the table. Tell them that you are going
to play the tape/CD and they should write down in
the correct colum ns w hat Ben and M ariah say to each
other. Listening: no one’s getting married
• [P] Play Track 4 0 again. Students com pare their any more
tables. Ask them if they have all the words. If Students match rhyming words before looking at song
necessary, play the tape/CD again, stopping after each
lyrics to be re-ordered when they listen to the song
promise and agreement, etc. itself.
• Go through the table with the students.

unit seven 61
Activity 31 Writing: invitations
• [P/SG] Students look at the words and link the ones
that rhyme. Remind them that some have more than
Students look at a number of different invitations,
one rhyming partner.
discuss the differences between them, do some fact
• Go through the words with the class. W rite the
checking and then write their own.
rhyming words on the board and get students to say
them correctly.
Activity 35
• Ask students if they ever get w ritten invitations - to
Answers: ahead + said, day + way, late + straight,
parties, weddings, etc.
down + tow n, right + tonight, song + wrong
• Ask students to look at the invitations on this page.
Activity 32 Give them time to read them. They can ask you
about any words they do not understand.
• [SG] Students look at the words (in Activity 31 ),
• [P/SG] Students now decide which are the m ost
which all come from the same song. They predict
formal/casual and how old they think the people
w hat the song will be about.
issuing the invitations are.
• The groups report back to the class.
• G o through the questions with the class.
• Tell students they are going to listen to a song. They
Answers: a The m ost form al is M r and M rs Gurney’s
should not w orry about understanding every word.
They should just try and w ork out if their predictions invitation to the wedding of their daughter; the most
were correct. informal is the email invitation from Jed.
• Play the song on Track 4 1 . Ask the class w hether they b M r and M rs Gurney must be old enough to have a
like it (on first hearing). Ask them if they think their grown-up daughter; Rosie is probably a late
predictions were correct. teenager/early twenties (it’s at a club, and language
like the coolest party in town suggests a fairly young
Activity 33 person); C arol, G ita, Sasha and M iguel probably
• Tell them to read the lyric ‘pairs’ a -i. Let them ask share a house, so they might be late twenties/early
you about any words they don’t understand. thirties; Jed is probably in his early twenties (or late
• Explain that they will hear the song again and they teens). He uses text message language (e.g. C U,
should write the order of the lyrics by using the BTW), which is more com m on for that age group.
appropriate letters (a, b, c , etc). M ake sure they
understand that some pairs o f lines appear more than Activity 36
once. • [SG] Students discuss the answers to these questions.
• [P] Play Track 4 1 . Students com pare their answers. If Give them time to look through the invitations to
necessary, play Track 41 again. find the language they are being asked for.
• G o through the answers. • G o through the answers.
• [SG] Students discuss the lyrics and ask each other Answers: a w ho’s sending it, w hat kind o f an event,
about the meaning of words or phrases they are not time, date and place b have great pleasure in inviting
clear about. If there are still words that some people you to ..., Com e and celebrate ..., ... would like to
don’t understand at the end o f this discussion, get invite you, Any chance you can come to my party ...?
them to ask you. c reply (RSV P), bring a bottle, let us know if you can
Answers: The order is d, h, c, i, f, b, g, e, a, f, d, h, f. com e, bring a bottle and something to eat d :-) =
‘sm ile’, C U = ‘see you’, B T W = ‘by the w ay’
Activity 34
• Ask students w hat they think the singer really wants. Activity 37
Let them discuss this in pairs or groups. • Tell students that they are going to plan a party. They
• Listen to your students’ opinions. It appears the singer should decide w hat event/occasion they are
wants his girlfriend/partner back again. celebrating.
• [P] Students decide on the three things m entioned in
Alternatives and options the first part of the task. Rem ind them that they
• Try and find (an)other song(s) about marriage. An old should plan a m em orable party - it needs something
Cole Porter song called Love and Marriage (which extra special. Rem ind them that (for this fantasy
includes the lines ‘go together like a horse and party) they don’t have to worry about the cost.
carriage’) might be fun. The 19th-century music hall • W hen students have had a chance to discuss their
song called Daisy, Daisy, Give Me Your Answer Do is fantasy parties, get them to tell the class about it.
easy to sing. Joni Mitchell’s song My Old Man from • |P] Students write an invitation to their fantasy party,
an album called Blue has the provocative lines ‘We modelling it on one of the invitations in the Student’s
don’t need no piece of paper from the city hall, Book. M on itor their efforts, and offer help and
keeping us tied and true.’ encouragem ent if necessary.
• Students pass the invitations round the class to
Workbook Exercises 10-14 can be used at any stage from now on, com pare their w ork.

M Workbook Exercises 15 & 16 can be used at any stage from


62 unit seven
Review: grammar and functional language Activity 42
• Ask students to look at the table and say the three
Workbook Exercises 17-23, because they are revision exercises, exam ple words, using the right vowel sound in each
case.
can be used at any stage from now on.
• Students copy the table. They should then search the
Activity 38 Word list to see how many words they can find with
the same sounds. They write these in their tables.
• Ask students to look at the picture. W hat can they
• [P] Students com pare their answers.
say about the two wom en, where they are, the
• Play Track 4 2 for them to check the pronunciation
weather, etc?
of the words.
• Students read through the conversation. Tell them
• G o through the answers. Drill the words.
they have to choose the best future form in each case,
but that more than one answer is often possible. It Answers:
will depend on w hat meaning the speaker is trying to day - /ei/ cow - /au/ so - /au/
convey. break down goal
• Go through the answers and discuss the alternatives ingrained round go
and why they are possible. make about nobodv
Answers: a is going to rain (prediction, but will rain take out control
is also just possible) b are you travelling (will is also gam
possible) c ’11 drive d are you doing (if the question is
about an arrangem ent, but are you going to do is also Activity 43
OK if B is asking about an intention/a plan) e will • Give students a definition o f one o f the words in the
depend f will have (going to have is also possible) Word list. They have to guess which word you are
g '11 com e (going to com e is also possible) h are you defining - like the exam ple here. O r you can say
going to say i ’m going to try (will try is also ‘something which can be seen’ for them to guess
j
possible) W ill that be (Is that going to be is also ‘visible’.
possible) k I’m going to do (7/ is also possible, but • [P] Student find definitions for some words in their
going to makes more sense because it’s a plan) 1 ’11 dictionaries.
(going to is also possible) • The pairs give their definitions, and the class has to
guess which word or phrase they are talking about.
Activity 39
• Tell students to complete the sentences with one of Activity 44
the phrases. W here possible they should use more • Students look at the letter. Check that they
than one of them to do this. understand the concept of ‘agony colum ns’ (where
• G o through the answers. people supposedly write to newspapers and
Answers: a I give you my word that/I promise b I’ll magazines with their problem s).
c I’ll d I promise/I agree e I promise/I agree • [P/SG] Students read the letter. They decide w hat the
f I promise/I agree g I promise/I agree h I give you my writer is talking about (e.g., chocolate, smoking).
word that/I promise • Students now write a reply to the letter. M on itor
their progress, giving help and advice.
Activity 40 • Students can read out their letters, you can collect
• Tell students to look through the list o f occupations. them in to mark later, or you can put them on the
They should choose one, but they should not tell class noticeboard for everyone to read. G et the class
anyone else which they have chosen. to decide on the best letter.
• Students think of a New Year’s resolution for the
occupation they have chosen (like the exam ple given Workbook: thinking about learning and
here). language
• [P] Students now tell each other their resolutions. Students should try the activities.
Their partner has to guess w hat the occupation is. For Exercise 2 0 , you can get them to give you lots
• They can continue the activity choosing different more nouns, adjectives, verbs and adverbs, and you
occupations each time. can also check through their answers, of course.
For Exercise 2 1 , remind them that when they meet
Review: vocabulary a word they don’t understand in a text, it is really
useful to be able to identify w hat part of speech it is,
Activity 41 because this will help them to tease out the meaning.
• G et students to look at the exam ple about a word W hen you have gone through the text, agreeing on
which is im portant. N ow tell them to look at the w hat part of speech the word kiddle (kiddly, kiddling ,
Word list and the Word plus list. They have to decide etc) is, students should be ready to come up with
on at least one word or phrase that is ‘im portant’ to
alternatives.
them. This could be because of w hat it means, w hat it
suggests or how useful it might be.
• Ask students which words they have chosen, and get
them to tell the class why.

unit seven 63
UNIT 8 You can't do that here!
Listening: tango • Play Track 4 3 so that they can hear the missing
words. Give them a chance to write them down.
Students listen to a busking/street-dancing scene set • Play Track 4 3 again, stopping after each of the
in New York and, after looking in detail at the script, utterances so that students can check w hat they’ve
discuss busking in general. written.
• Tell the students to say who is speaking each time:
Activity 1 the police officer, the male dancer or the female
• |P/SG] Students look at the pictures and discuss what
dancer.
is happening in each case.
• G o through the answers.
• Ask the pairs/groups to tell the class w hat the pictures
Answers: a can ’t do that here (PO) b can ’t dance
show. Help them with language problems if necessary
(M D ) c might (ED) d good enough (PO) e have to get
but don’t go into detail about exactly w hat is
(PO) f do something (PO) g how to dance (FD)
happening.
h should try (FD)
• [P/SG] Students put the pictures in order to tell a
story.
• Students com pare their stories with those o f everyone
Pronunciation: different accents
else in the class. D on’t confirm or deny their decisions Activity 5
at this point. Tell them they’ll have a chance in a • Ask students to look at the words. Check that they
minute to see who is right. understand w hat they mean (see ‘Answers’, below).
• Tell them they are going to hear the words spoken by
Activity 2 a British speaker and an Am erican speaker. They have
• Students listen to Track 4 3 , and com pare their picture to decide w hether the pronunciation is the same or
sequences with those of a partner. different in each case.
• G o through the answers with the class. • Play Track 4 4 and go through the answers.
Answers: The correct order o f the pictures is d, b, a, c. Answers: a something designed to persuade you to
buy something - the pronunciation is different
Activity 3 b a thin booklet to advertise something - the
• Ask students where the conversation on the tape/CD pronunciation is different c a place to see films - the
takes place. Establish that the tango dancing is taking pronunciation is the same d something that people
place in New York and that everyone is therefore argue about - the pronunciation is different e
speaking American English. som eone who acts, sings, conjures for an audience -
• Ask students to look at the words in this activity. Can the pronunciation is the same f something that is not
they tell you w hat any of them mean? boring - the pronunciation is the same g an officer in
• G o through the answers. the army, navy or air force - the pronunciation is
Answers: a American word for pavem ent b a written different h a high-ranking soldier - the pronunciation
permission/a document c American English for car is the same i w hat people think o f something - the
licence plates d a police station for a particular area pronunciation is the same j two things happening at
{precinct also means ‘the area itself’) e American the same time - the pronunciation is different
English for madam, a polite/formal/official way of
addressing a woman Activity 6
• Ask students if they ever see buskers (i.e. street • Ask students w hat the main differences are.
musicians and other perform ers). If someone says • Play the audio track again, pausing after each word is
‘yes’, encourage other students to question them spoken by both speakers. Can students im itate either
about where, how often they see them, etc. (or both) o f the pronunciations?
• [SG] N ow ask the class if they ever give street Answers: The main difference is in which syllables are
entertainers money (and why/why not). G et general stressed. But some sounds change too.
responses or put students in small groups to discuss
this. You can m onitor their discussions, offering help Activity 7
or advice if appropriate. • [P/SG] Students can read the discussion questions in
• Groups report back to the class on w hat they have pairs or groups. Ask them to talk about them.
discussed. M o n ito r their conversations, and offer appropriate
help and encouragement.
Activity 4 • Pairs or groups report back to the class. Encourage
• Students look at extracts from Track 4 3 . Ask them if free conversation. D on ’t over-correct at this point.
they can complete any o f them (or guess com pletions)
before they hear the audio track again.

64 unit eight
Alternatives and options • Go through the verbs.
• Activity 1: before they listen to the audio track students Answers: bring [A], com e [N], colour [SJ, drive [S],
can write a conversation for each picture. When they drop [A], enjoy [A], fall [N], open [S]
listen to the tape/CD they can see how close they were
to imagining what was happening and what was said. Activity 11
• Activity 2: students can write the conversation that took • Ask students which behaviour mentioned in Activity
place between Officer Bradley and his superior when 8 is the w orst in their opinion. Encourage them to
they get back to the precinct office. The Audioscript give reasons for their opinions.
can also be used for acting out. Students can practise • [P] Students now list all the activities from Activity 8
the exchange in small groups first, and then you can in order of m ost to least anti-social. W hile they are
set up the scene in the classroom with music on tape, doing this, you can m onitor their discussions,
a crowd, etc. offering help and advice where necessary.
• [SG] Ask each pair to join with another pair, and

H Workbook Exercises 1-3 can be used at any stage from now on. have them com pare their lists. If there is a
disagreement a pair should explain exactly why they
think their order is best, and try to persuade the
Speaking: comparing opinions other pair.
Students revise a number of vocabulary expressions • The groups report back to the class.
in order to use them in discussion about what are/are
not anti-social activities. They discuss what the Activity 12
penalties should be (if any) for such activities. • Go through the list of punishments, making sure
students understand w hat they all mean.
Activity 8 • [SG] Students discuss which punishments are
• Tell students to look at the list o f verbs. Ask them if appropriate for the various anti-social activities from
there are any they don’t understand. the previous activity. W hile they are doing this,
• [P/SG] Students read the com m ents by the three m onitor their discussions, offering encouragement
people and put the correct verbs from the list into the and advice if necessary.
blanks. They should use their dictionaries to check • G et the groups to report back to the class, and lead a
any unknown vocabulary. discussion on the different decisions they came to
• G o through the answers, checking that students and why.
understand all the vocabulary items. G et them to say
the sentences. Background information
Answers: a drop b paint c put up d let e make In Britain there are a variety o f punishments for bad
f listen to g ride h have i light j drive k use 1 smoke behaviour. The m ost serious, of course, is prison,
followed by a fine. People who are caught speeding, for
K Workbook Exercises 4-5 can be used at any stage from now on. exam ple, are often fined, but people who cause death
by careless driving can be both fined and imprisoned.
Using a dictionary: transitive and Sometimes convicted crim inals are given community
intransitive verbs service , where they have to w ork (without pay) for a set
number of weeks, days or hours, helping with social
Activity 9 projects. O ccasionally, people who have done
• [I/P] Students look at the dictionary entries. Tell them something wrong get away with a police caution - a
to w ork out w hether the verbs always take an object kind of public warning.
or not (and get them to identify how they know this).
• Check they have the right answers.
Answers: light takes an o bject in, e.g., light a cigarette Grammar: present modals - obligation,
but not in I couldn’t get the candles to light ; paint recommendation and permission
takes an o bject in, e.g., we painted the d oor blue but
Students examine the meaning and use of obligation
not in, e.g., I ’m painting ; shout takes an object in,
modals, complete practice activities and discuss
e.g., he shouted her nam e , but not in, e.g., he shouted
laws for young people.
as loud as he could. If a verb takes an object, it says
T (= Transitive) in the dictionary. If the verb doesn’t Activity 13
take an object, it says I (= Intransitive) in the • Explain to students that they are going to look at
dictionary. M any verbs can be of both kinds (e.g. I/T) ways o f saying w hat people have to do, etc, using
depending on the context. modal verbs. Ask them if they know what a modal
Activity 10 verb is. Be prepared to explain that it is an auxiliary
• [P/SG] Before looking at a dictionary students discuss verb (e.g. can, may, might , will, should).
w hether the verbs are transitive, intransitive or can be • Tell students to read through the sentences and see if
both. they can choose the best alternative in each case.
• They check in their dictionaries.

unit eight 65
• [P/SG] W hen they have looked through the sentences, • [SG] Students discuss the three items. M o n ito r their
tell them to look at 8A-8D in the Mini-grammar. Does conversations, offering encouragem ent and help if
this help them with their choices? appropriate.
• Go through the answers with the students. • Ask the groups to report back to the class. D o n ’t
• Ask students to use 8A-8D in the Mini-grammar to over-correct, and draw the students’ attention to any
help them say whether the sentences are expressing interesting language you heard while you were
obligation/strong advice, no obligation, or m onitoring the group w ork.
obligation/strong advice not to do something.
• Talk them through the answers. Alternatives and options
Answers: a have to (1) b have to (1) c needn’t (2) • Activity 15: students can role-play the scene between
d shouldn’t (3) e don’t have to (2) f ought not to (3) Sangita and her teachers, and Sangita and her mother.
g don’t have to (2) h doesn’t need to (2) For both situations they should decide what Sangita’s
problems are, and Sangita should try to think up
Activity 14 excuses for what she will probably be told.
• Tell students that all the sentences in this activity • Activity 16: different groups can work on each of the
have a mistake in them. They have to find the different items here and then report back to the class.
m istake and correct it. They can use 8A-8D in the You could also ask students to invent a new country of
Mini-grammar to help. their own devising and come up with laws they would
• [P/SG] Students w ork through the sentences. M on itor like to have in place, together with things that people
their progress, offering help as appropriate. are allowed to do at certain ages.
• Go through the answers, and make sure students
realise the issues (e.g. the use and non-use of to with K Workbook Exercises 6 & 8 can be used at any stage from now on.
the infinitive, the past tense of must).
Corrected sentences: a M ust you use b ... he had to
stop talking c I had to go ... d We shouldn’t talk in
Reading: graffiti
here, should we? e She cannot drive ... f You don’t Students read a magazine page about graffiti and the
need to be worried, g You had better not play ... penalties that graffiti artists sometimes suffer. After a
h You needn’t worry/You don’t need to worry, variety of comprehension and language activities,
i You ought not (oughtn’t) to drop litter, they discuss their feelings about what they have
j You shouldn’t put posters up here. read.
Activity 15 Activity 17
• Students read the introduction. M ake sure they notice • Ask students if they know w hat graffiti is and w hat
Sangita’s age. people think o f it. The idea is to get them thinking
• Ask them to look at the picture of Sangita and to around the topic, but it is not necessary for them to
read the various sentences (a-l). know exactly w hat graffiti is - th at’s w hat the text is
• Go through the examples. for!
• [P/SG] Students work through the sentences, deciding • Students now read the text and answer the questions.
which modals they can use for the various pieces of M ake sure they understand accepted (= ‘it’s fine’) and
advice and obligation. tolerated (= ‘well I may not like it, but I suppose it’s
• Listen to w hat the students have decided. M ake O K ’).
corrections where necessary. • Students read the text. Let them talk to a partner to
Suggested answers: a Y ou ’d better work harder, see if they agree with their interpretations.
b You must try to get to school on time, c You • Go through the answers.
shouldn’t wear so much make-up. d You don’t have Answers: a paintings or tags on the side o f buildings,
to do gym at the m oment because you have exam s, bridges, buses and trains b The text suggests that
e She can ’t vote, f She can ’t vote, go to 18 certificate most people consider it anti-social behaviour and
films or buy alcohol until she is 18. g She has to take think it should be punished.
a practical and written test to get a driving licence,
h She can get married. She can ride a moped, i You
Activity 18
• Ask students if they can answer these questions. Let
must do your hom ew ork before you go out. j You
them read through the text again to check.
shouldn’t play your music so loud, k You must tidy
• Students now com pare answers before you go
your room every Sunday, but you don’t have to on
through the questions with the class.
other days. 1 You must wash up your own plates.
Answers: a a graffiti artist’s signature b tw o teenagers
Activity 16 who were prosecuted in N ew castle for causing
£ 3 0 ,0 0 0 damage to public buildings c graffiti artist
• Ask students to read through the three questions. Ask
Simon Sunderland d Barnsley Council e ‘fisto’ or
some individuals for responses to each one so that
the class knows w hat is required. ‘fista’ f The local council spends £ 5 0 0 ,0 0 0 a year
cleaning up graffiti, g a man who saw him painting
and complained to him/Sunderland spray-painted the
man h a policeman

66 unit eight
Activity 19 Functional language: asking for and
• Tell students to look at the meanings given in the
activity. They should search the text for words to
giving/refusing permission
m atch those meanings. M ake sure they realise that the Students look at/listen to people asking for
first letter o f each word is given. permission. After analysing the language used, they
• [I/P] Students search the text for the words. role-play similar situations.
• Go through the answers with the class.
Answers: a signature b invent c penalties d offences Activity 22
e prosecuted f sites g spray-paint • Students look at the pictures. G et them to tell you
where they think people in the cartoons are in each
Activity 20 case (answers: a = on a train, b = in a gallery, c = in
• [SG] Students discuss the tw o questions. They should a pub/bar, d = in a restaurant, e = in a theatre foyer,
say w hat they think o f graffiti they see. H ow does it f = two people on the phone).
make them feel about their towns and cities? They • Tell students to look at the conversation lines in
should also discuss Simon Sunderland’s sentence. green. M ake sure they understand no dogs policy
Should he have been sent to prison, and was five (= ‘a rule that dogs are not allow ed’) and strictly
years too long or not long enough? forbidden - (‘definitely n ot allow ed’).
• M o n ito r the discussions they are having, and prompt • [I/P] Students w ork out which line goes with which
where necessary with questions and suggestions. conversation.
• The groups report back to the class, who com m ent • Play Track 4 5 . Students check their lines/choices
and/or agree and disagree. Keep the discussion going against w hat they hear.
as long as interest lasts. • G o through the lines with the whole class.
• Tell students about some of the m istakes you heard. Answers: a Yes, certainly, b N o, sir. I’m afraid
Can they say w hat the mistakes are, and do they taking photographs is strictly forbidden.
know how to correct them? c N o, sorry. We operate a ‘no dogs’ policy,
d I ’d rather you didn’t, e Sure. Help yourself,
Language in chunks f N ot at all. W e’d love to meet her.

Activity 21 Activity 23
• Tell students to look at the phrases and then go back
• Students look at the diagram. They can copy it into
and see how they were used in the text. Ask them if
their notebooks if they want. M ake sure they
there are any they don’t understand and be prepared understand that they will be looking for three types
to explain them (e.g. it gives me a buzz = ‘it makes me
of language: where someone asks for permission,
feel excited; it gives me a rush of adrenalin’) and any
where permission is given and where permission is
other words they don’t understand.
denied.
• [I] Ask students to complete the story o f Bill Adams
• [I/P] Students look back at the conversations. They
with the phrases given here. W hen they have finished
should find language there to go in each of the
they can com pare their decisions with those of a boxes.
partner.
• Copy the diagram on to the board. W hen students
• G o through the story with the class.
have finished, have individuals com e up to the board
Answers: a According to the police b It gives me a and write utterances in the right place. Ask the rest
buzz c O n one occasion d went up to him of the class if they agree.
e things cam e to an end f It soon became clear Answers: Asking for permission: Do you mind if I ...?
g go to prison for a long time Can I ...? Is X allowed? Is it OK/all right if I ...?
Saying yes: Sure. Yes. N o t at all (but this only means
‘yes’ if the question is Do you mind i f ...? ). Help
Alternatives and options yourself. Saying no: I’d rather you didn’t. N o, sorry.
• Activities 17-20: there are many opportunities for role- We operate a ‘no X ’ policy here. I’m afraid X is
play here. Students can be a policeman interviewing strictly forbidden.
Simon Sunderland, or journalists. You can set up a
‘radio phone-in’ where Simon’s case is debated. You Activity 24
can also get students to write to a newspaper about • Discuss the various items up on the board. Ask
the case - or you can get students to pretend to be students to say which of them are friendly, neutral or
involved in Internet chat by putting them in small form al and official.
groups and then getting them to ‘post their messages’ • Go through the phrases and get students to repeat
on flipcharts. them.
Answers: a (friendly) Is it OK/all right if I ...? Sure.
K Workbook Exercises 9-11 can be used at any stage from now on. Help yourself, b (neutral) D o you mind if I ...?
Can I ...? N ot at all. I’d rather you didn’t. N o sorry,
c (form al and official) Is X allowed? We operate a
‘no X ’ policy here. I’m afraid X is strictly forbidden.

unit eight 67
Activity 25 Writing: cohesion
• [I] Tell students to look at the diagrams from Activity
2 3 to find the language they need. Explain that they
Students look at an example of the newspaper article
should use one word for each gap.
genre, analyse features of its construction and write
• Go through the answers. Have students say the
their own similar articles.
exchanges.
Answers: a D o you mind if I arrive late?/Fd rather
Activity 27
• Ask students to look at the text. Elicit that it is a
you didn’t, b Is it all right if I sit hereP/Fm sorry sir,
newspaper article.
but sitting on the exhibits is strictly forbidden,
• Students read through the questions. Ask them if the
c C an I have a servietteP/Sure. Help yourself,
questions give them an idea of the content o f the text.
d Do you mind if 1 take your picture? N o, not at all.
• [I/P] Students read the text and then com pare their
G o ahead.
answers to the questions.
• G o through the answers.
Answers: a The dog chased the rabbit, b M r
Jesperson owns the rabbit, c M r Jesperson bit the
Activity 26 dog. d M rs Ramsey took down the fence, e H arm ony
• Tell students they are going to w ork in pairs. They
is M r Jesperson’s wife, f M rs Ram sey and M r
are going to choose one of the places here as their
Jesperson are neighbours.
new ‘business venture’. If none of the listed places
attracts them they can think of a different kind of
building (which people visit), e.g. a gym, a school, a
Activity 28
• Tell students they are going to look at the way
shop of some kind, a restaurant, etc.
newspapers articles like this are put together.
• [P] W hen pairs have chosen one of the places tell
• [PJ Students answer the questions - give them time to
them to make a list of rules - things which are
go through the text again so that they can w ork out
allowed/not allowed. You can prompt them by
how the language w orks.
talking about noise, smoking, eating, feeding babies,
• Go through the answers.
etc.
Answers: a The headline is short, written in the
• Stop the activity. Tell one person from each pair to
present simple (for dram atic effect), b The headline
remain seated, and one person to stand up. The
misses out articles; this not only saves space but
standing students should now go to a sitting student
makes it more dram atic, c The first paragraph tells
(one they were not just w orking w ith). They should
the w hole story briefly as an introduction; the second
find out where they are (e.g. cafe, gallery, swimming
paragraph explains the first parts of the story in more
pool, etc) and then ask about different things -
whether they can bring dogs in, take one of the detail (going on from the introduction); the next
books, use their w alkm an, take photographs, etc. The paragraph completes the story; the final
sitting student will reply based on the rules that he or paragraph/sentence concludes the article by looking
she drew up originally with his or her partner. to the future, d The underlined words are possessive
• W hen all of the standing students have had a adjectives, e The underlined words refer back to
conversation they should return to their seats. The previously m entioned nouns/names, e.g. his = M r
other member of the original pair should now stand Jesperson, her = M rs Ramsey, their - W illiam
up and go o ff to another student and do the same Jesperson and Carol Ramsey.
thing.
• M onitor the activity, offering help and encouragement Activity 29
where appropriate. • [P/SG] Students look at the three topics and choose
one to write a newspaper article about.
Alternatives and options • Students make notes about their topic and decide on
• Activity 26: one student is nominated to ask for a headline. Remind them that they can look back
permission to do as many things as they can think of. If through the unit to find ideas and language. You may
their request ends in a vowel, answer ‘yes’ - but if the w ant to go round and prom pt them with ideas.
request ends in a consonant, answer ‘no’. If another • Students write the article, paying special attention to
student (or the student asking the questions) thinks w hat inform ation goes in each paragraph.
they know why you are saying yes and no they can • W hen they have finished they can read them out for
take over the answering. When they have shown they the other groups to hear.
know, another student who thinks they have guessed • Collect the articles in, take them home to m ark (using
can take over - until most of the class has guessed the correction symbols on page 7 o f this book).
what the game is. W hen you bring them back to class, each student
should rewrite their article correctly. You can put the
finished w ork up on the class noticeboard or in a
class folder for everyone to read.

68 unit eight
Alternatives and options Review: vocabulary
• Activity 27: Before students even look at the article -
before they even open their books - dictate the Activity 33
following words: ‘bites’, ‘dog’, ‘fence’, ‘in’, ‘dispute’, • Tell students to read through the words and phrases
‘neighbour’. Tell them to rearrange the words to make a in the W ord list and W ord plus, and find items that
newspaper headline. When they see the real thing would be especially useful for them in an English-
many will be amused that they got ‘neighbour’ and speaking country. Give them a couple of minutes to
‘dog’ in the wrong order. do this.
• There is almost limitless opportunity for role-play, • Ask students which items they have chosen and ask
writing and story-telling here. Students can role-play them to explain their choices. Ask them to give you
police interviews with the two neighbours, or have examples of how they would use their words or
journalists talk to them. They can also write letters to phrases.
the newspaper about the article. Finally they could tell
the story from the point of view of one or other of the Pronunciation
neighbours, or of the rabbit or the dog! Activity 34a
• Students copy the table into their notebooks. Drill
M Workbook Exercise 13 can be used at any stage from now on. the words fine, liar and fear.
• Students write words (from the W ord list or W ord
Review: grammar and functional language plus) which have the same sound in the appropriate
colum n.
Workbook Exercises 14-18, because they are revision exercises, • [P] Students com pare their answers with those o f a
partner.
can be used at any stage from now on.
• Play Track 4 6 for them to check their answers.
Activity 30 • Go through the answers. Students repeat the words.
Answers:
• Students look at the library rules. M ake sure they
understand all the vocabulary (shelves, catalogues, /a1/ - fine /ai3/ - liar /ia/ - fear
etc). site bonfire clear
• Tell students they have to m ake sentences about the light (hire) (dear)
library rules. Show them the exam ple and remind (polite) (inspire) (near)
them they will be using words like must, have to, (quite) (retire) (sincere)
d on ’t have to, etc. (sign ) (tyre )
• [I/P] Students make sentences either as an individual
writing activity or through speaking to each other. Activity 34b
• G et feedback, drilling sentences where necessary. • [P] Students look at W ord plus and use the phrases
there to write sentences in which they accuse people
Activity 31 of having carried out anti-social acts, as in the
• Tell students that they are going to write test items exam ple. They should leave space between the lines
for their classm ates. They should write four sentences they write.
and leave blanks for the appropriate modal verb, as • [P] Students m ark the stressed syllables in the
in the exam ple. sentences they have written.
• W hile the students are writing, m onitor their • Students now read their sentences out and the rest of
progress. the class says where the sentence was stressed. You
• Students give their ‘test item s’ to their classmates to then ask the students who have said the sentences
do and then correct them. w hether that was where they had marked the stress.
If there are problem s, dem onstrate the appropriate
Activity 32 stress pattern and have students repeat the sentences.
• [I] Students read the sentences and complete each one
with an appropriate word.
• Then they match the questions (a-d) with the answers
(e-h).
• [P] Students com pare with a partner and guess where
the exchanges take place.
• Go through the answers.
Answers: a can + f can ’t; b allowed + h course;
c mind + g Help; d O K + e isn’t

unit eight 69
Activity 35 Workbook: thinking about learning and
• Students look at the word map exam ple. Tell them
to extend/expand the diagram as much as they can
language
If students have their own copy o f the tape/CD they
using words from the W ord list and Word plus and
any other English they know. will already have listened to the extracts at home and
• Copy the map onto the board and have students gone on to com plete Exercises 15 and 16. However,
come and add to it. If things have gone well, the w hether or not they have already looked at the two
final map might look something like this: exercises you may w ant to go through them in class.
You can start by playing the audio track so that
lig h t a sm oky bonfire everyone is sure th at (a) will be a news broadcast,
(b) is an airport announcem ent, (c) is going to give
details about films and prices and help you book
your ticket, (d) involves som eone giving directions,
(e) is an announcem ent for a member o f staff in a
superm arket, (f) is the start of a lecture, (g) is part
of a play in the theatre, and (h) is an announcem ent
at the beginning of a meeting.
Rem ind students that we listen differently to
different things when we have different purposes.
They have to decide which kind of listening suits the
extracts they have just heard. Their finished table for
Exercise 16 might be: ‘Listening for gist’ column
(extracts a, f, possibly e and possibly g); ‘Listening for
specific detail’ (extracts b and possibly c); ‘Listening
for details’ (possibly extracts c, d, e and g). If you have
time, discuss these choices and remind students that
have over-sensitive
car alarm s how you listen depends on w hat you w ant to get out
of w hat you hear.

Activity 36
• Tell students to list three anti-social acts. They
should then think of punishments (serious or silly)
for people who are caught doing these things.
• Tell students to write w hat the judge would say
when passing sentence (handing out these
punishments). Remind them that judges can add
their own com m ents such as ‘This is a particularly
nasty offence’, ‘I am shocked by this offence’, etc.
• The ‘judges’ now read out their sentences. The rest
of the class com m ent. D o they agree with the
sentences?

70 unit eight
UNIT 3 Body talk
Reading: what body language means • Students discuss the questions.
Students read a text about body language, go through • Go through the answers with the class.
a number of comprehension activities, and then Answers: a If it is a personal or very em otional topic,
discuss the cultural implications of different gestures. we may m ake close eye contact with another speaker;
a more general topic means less eye contact, b The
Activity 1 m ore intim ate your relationship, the closer you are
• [P] Students look at the pictures and discuss how the likely to stand - and vice versa, c People echo each
people in them are feeling, and how students know other’s movements because they’re friends, because
this. M onitor their progress, offering help and they agree with each other, or sometimes to make fun
encouragem ent where necessary. of each other, d Because the same gesture can mean
• Pairs report back to the class. See if the whole class very different things from one culture to another.
agrees. D on ’t expect perfect language here, and keep
correction to a minimum. Language in chunks
Activity 6
Activity 2 • Students m atch the three expressions from the text
• Students look at the question. M ake sure they with their opposites.
understand w hat the word gestures means. • Go through the answers and drill the expressions
• Ask students to read the text quickly in order to briefly.
m atch the pictures to the descriptions o f the gestures
Answers: face-to-face - w ithout seeing the people
in the text.
w e’re talking to; out of place - appropriate; telling
• [P] Students com pare their answers with those of a
the truth - lying
partner.
• G o through the answers. Activity 7
Answers: a crossing your arms b scratching your head • [I/P] Students read the sentences and fill the blanks
c shrugging your shoulders d smiling e waving with one o f the expressions.
f tapping your foot • G o through the answers.
Answers: a telling the truth b face-to-face
Activity 3 c out o f place
• [I/P] Tell students to look at the words and phrases
in the yellow box. They should find the words and
phrases in the text. Alternatives and options
• Students read through meanings a-g. They should • You can get students to decide what gestures from
m atch them to the words and phrases in the yellow their culture they want to explain to visitors to their
box. country. What gestures are used most commonly
• Go through the answers. and what do they mean? This can lead to a class
Answers: a intim acy b universal c uncertain discussion about different gestures. You will want to
d fidgeting e strangers f subconsciously steer them away from gestures that you and they
g protect yourself could be embarrassed by, of course!
Activity 4 Background information
• Students look back at the text to search for answers Even the simple act o f nodding or shaking the head
to these questions. They should w ork with a partner means different things to different people. A nod started
to check w hat they find. with an upward thrust of the head means ‘n o ’ instead
• Go through the questions and answers with the class. of ‘yes’ in Greece, and there are other places where
Answers: a because they are happy b because they are shaking your head means ‘yes’. The gesture described in
surprised c because they are uncertain or worried the penultim ate paragraph of the text is the one where
d because they don’t know something or don't care the thumb and forefinger make the letter ‘O ’ - a very
e because they are relaxed, bored or w ant to protect rude and obscene action in some cultures. In the same
themselves f to say hello/goodbye g to show way, the British ‘V-sign’ can mean ‘victory’ if the palm
puzzlement or as a displacement activity of the hand is turned away from the speaker, but be
something insulting and obscene if turned the other
Activity 5 way!
• [P/SG] Students read through questions a - d and then

K Workbook Exercises 1-4 can be used at any stage from now on.
go back to the text to see if they can find the answers
there.

unit nine 71
Vocabulary: body language Answers: a shaking his fist b nodding her head
c pointing his finger d shrugging her shoulders
Students study body language collocations and then e crossing his legs/arms f waving his arm
discuss the uses/meanings of body language. g shaking/wagging her finger h scratching his head
i raising her eyebrows j clenching her teeth
Using a dictionary: verb collocation
Activity 8 Activity 12
• [I/P] Students look at the entry for clench and go • [P] Students read through the questions and give their
through the questions. answers depending both on their own habits and
• G o through the answers. those of the culture they com e from . If you happen to
Answers: a It always takes an object. It says [T] for be w orking with students from different cultures, this
transitive, b fist, teeth, jaw is an ideal time to discuss differences.
• Go through the questions. Did everyone get the same
Activity 9 answer to all the questions?
• Remind students that collocations are pairs of words
th at ‘live together’. Say that this is especially true of Pronunciation: how many syllables
the way we describe moving parts of the body like
hands, shoulders, legs, etc.
Activity 13
• [P/SG] Students write the words and then decide how
• Tell students to copy the words into their notebooks
many syllables the words have got.
in the way they’re written here.
• Play Track 4 7 so that they can see if they are right.
• [P] Students match the verbs in the left-hand column
Stop after each word to give them time to m ake a
to as many nouns from the right-hand colum n as
note o f their answers.
possible, using their dictionaries if necessary. Point
• Go through the answers. Have them say the words
out that you are expecting words that
correctly.
often/commonly collocate.
Answers: a tw o b tw o c three d three e two f four
• W hile students are w orking on the task put the list
g four h four
up on the board.
• W hen students have finished, ask individuals to come Activity 14
up to the board and draw lines between a verb and • Ask students to think o f more three- and four-
the relevant nouns. Stop after each one and check syllable words (e.g. computer, photograph ,
that it is right (ask the rest o f the class). If possible, parliam ent , com m unicate , unconsciously,
use different-coloured chalk or pens for different inform ation). Tell them to look through the unit if
lines. they can ’t think of any o f their own.
Answers: a clench (fist, teeth) b cross (arms, fingers,
legs) c fold (arms) d nod (head) e point (finger) f raise
Alternatives and options
(eyebrows, hand) g scratch (ear, head) h shake (arm, in pairs students interview each other
• A c tiv ity 12:
finger, fist, hand) i shrug (shoulders) j wag (finger) about people they know well, or members of their
k wave (arms, hand) family. They should find out if anyone has a particular
gesture or gestures. Students can also interview other
Activity 10 members of the class about what displacement
• Tell students to look at the picture. Give them time to activities they use when they are especially nervous
do this. They should pay attention to the body or stressed.
language the people in the picture are using. • As a project, students can be asked to look through
• Students go through the questions to find the names newspapers and magazines, and find examples of
o f people in the picture. famous people using gestures.
• [P] Students com pare their answers.
• G o through the answers with the class.
Answers: a Joh n b Pete c the dog d Simon e Sarah Speaking: test your memory
f Sasha g Mel h Terry i Carl j M aisie Students look at a picture and try to remember
everything in it. They discuss this in pairs.
Workbook Exercises 5 & 6 can be used at any stage from
Activity 15
• Tell students that they are going to play a memory
Activity 11 game - or do a memory test.
• [I] Students complete the lines of conversation using • Tell them to study the picture as carefully as they can.
language from Activity 9. Tell them the verb will be Give them a time limit of exactly 5 0 seconds.
used in the -ing form and they will have to use an • After 5 0 seconds tell them to cover the picture or
appropriate pronoun. D raw their attention to the close their books.
example. • Students try to remember everything they saw in the
• [P] Students com pare their answers. picture.
• G o through the answers.

72 unit nine
• Students report back to the class. See who has • W hen one interview has finished, the students swap
remembered the most. D on ’t tell them if they are roles so that the interviewer becom es the interviewee
right or wrong (people may remember things they and vice versa.
didn’t see!). • M on itor the interviews, offering help and
encouragem ent where appropriate, especially where
Activity 16 the students playing the ‘person’ roles are having
• Students look at the picture again and see if what trouble thinking o f things to say.
they remembered was accurate - and how much they • Stop the activity before it runs out o f steam and
forgot. draw students’ attention to anything you heard that
• Go through w hat everyone is doing in the picture. will be o f help to them , or which would benefit from
Find out who remembered the m ost things. correction.

Functional language: using gesture to Activity 19b


• Tell students to choose a letter from a to m. They
express meaning should write it down w ithout telling their partner
Students interview each other using body language to w hat it is.
convey how they are feeling - their partners have to • Each student now turns to Activity bank 5 on page
work out what their feelings are. 1 5 2 and finds the adjective or phrase which
corresponds to the letter they have just chosen.
Remind them to keep their word secret.
• As a dem onstration you can choose a word yourself
Activity 17 and ask a student to interview you. Use exaggerated
• [P/SG] Students look at the pictures. They should try body language to demonstrate the attitude/word you
and guess w hat the people are talking about and have chosen. Tell students to try and guess which
doing but also, more importantly, how they are word you have chosen.
feeling. W hat, if any, is their relationship to each • [PJ Students repeat their interviews, but this time,
other? like you, the interviewee answers dem onstrating the
• Have the pairs or groups report back to you, and see attitude which corresponds to their word. W hen the
if they all cam e to the same kinds o f conclusion. interview has finished the interviewer has to guess
Exam ple answers: In the first picture, they are alm ost w hat the word is. Interviewer and interviewee then
certainly strangers. The man standing up thinks the change roles as before.
driver has done something wrong so he’s yelling at • M on itor the interviews and note down anything of
him and shaking his fist. He is exhibiting 'road rage’. interest you see or hear.
In the second picture, tw o friends are discussing • Lead a feedback session with the class. Ask them if
they guessed the attitude correctly when they were
something - their classes, jobs or relationships,
interviewers. D raw their attention to some of the
perhaps. They obviously get on well since they are
things you noted down.
‘echoing’; they are both sitting in a similar way and
resting their heads on their hands.
Alternatives and options
Activity 18 • Activity 18: this is an ideal opportunity to bring a
visitor to the class - someone you know from outside
• Ask students to imagine that they are going to
the school, and who speaks good English. Get
conduct a celebrity interview for a radio programme.
students to think up seven questions they would ask
Ask them to think o f someone famous, such as a pop
a mystery interviewee. When you bring the person in
star, actor or sportsperson. They should think about
have a student ask them a question. They then have
how to find out as much as they can about the person
to respond to the interviewee’s answer with at least
they have thought of.
• [I] Students think of questions they might like to ask
one more question based on what the interviewee said.
their famous person. They can look at the examples
in the book to give them an idea o f w hat is required. Listening: line-up
• [I] Students fill in the interview list with seven Students listen to a woman identifying a criminal,
questions for their famous person. W hile they are choose the right person and then, after looking at the
doing this, m onitor their progress and offer individual language, describe people in similar ways.
help and encouragem ent where appropriate.
Activity 20
Activity 19a • Students look at the picture. Ask them why the men
• [P] Students give their partners the questions they are there - and why people usually line up in this
have written. Their partners now interview the way. W ith the help of the class establish that this is
students as if they were the famous person they chose obviously a police line-up (= ‘where a suspect stands
when they w rote the original questions. with other people to see if a witness can identify him
or her’).

unit nine 73
Activity 21 Grammar: noun phrases
• Ask students to look at the men again. Can they
describe each one? Elicit words like beard and jacket
Students study pre- and post-modification of nouns
but don’t insist on really good descriptions. This is
(how we describe nouns with words and phrases
just to fam iliarise them with ways of describing the
before and after those nouns). They use what they
men.
have focused on to expand texts and describe people.
• Tell students that they are going to listen to a
conversation in which a woman/witness chooses a
Activity 25
• Tell students to look at the phrases in the box. They
man from the line-up. They should write down which
can ask you for the meanings of any words they do
man she chooses.
not understand.
• [P] Play Track 4 8 . Students com pare their answers.
• Tell them the phrases can be used to describe nouns.
Did they all choose the same person? Play Track 48
In the exercise that follow s the nouns to be described
again if necessary.
are in blue. Sometimes the description will come
• Check that the students have all identified the correct
before the noun and sometimes it will come after it.
suspect.
The students will have to w ork out which it is in
Answer: The wom an chooses man num ber 5.
each case.
Activity 22 • Explain that their task is to ‘describe’ the blue nouns
by adding one or tw o o f the phrases from the box.
• Students read and answer the questions. If necessary,
• [I/P] Students w ork through the activity. They can
play the tape/CD again.
refer to 9A and 9B in the Mini-grammar to help them.
• [P] Students com pare their answers.
• [P] Students com pare their answers.
• Go through the answers.
Answers: a Her son brought her. b Someone to o k her • G o through the answers.
dog. c She says they aren’t w hat they used to be. Answers: a the man in the blue uniform
d Because she only saw him from behind. b membership card c sports bag d anyone w ithout a
card e valuable equipment f a dangerous crim inal
Activity 23 g a tem porary card h the girl at the desk i a door at
• Students read through the Audioscript of Track 4 8 . the side of the building j a horrible thing
Ask them to write down, in silence, the missing word.
• Play Track 48 again so that they can hear the Activity 26
exchange again. • Ask students to look at the tw o colum ns and tell
• Ask students for the answer. Find out how many of them that they will have to m atch them.
them identified the word correctly. • Students w ork at the activity. They can use
Answer: The word is one. dictionaries for this if they want.
• [P] Students com pare their answers.
Activity 24 • Go through the answers.
• Tell students that they are going to be witnesses again Answers: a - 3 (Governm ent closes cancer ward in
(if they have done the previous speaking activity they local hospital) b - 1 (Father attacks book written by
have been ‘trained’). Tell them to look at each man in son) c - 6 (Lawyer defends politician accused of
the picture for a few seconds and then close their books. taking money) d - 7 (M other searches for son with
• [P] Students describe man num ber three as accurately memory loss) e - 8 (Photographer films woman
as they can and then write down their description. accused of shoplifting) f - 2 (Police blow up car
• Ask pairs to read out their descriptions and see if parked outside embassy) g - 10 (Swimmer frees
they all agree. They can now open their books to see dolphin caught in net) h - 9 (Thieves steal picture
how reliable they are as witnesses. painted by Rem brandt) i - 5 (Teachers find more
pupils sleeping in class) j - 4 (Ambulance crew helps
Alternatives and options boy bitten by dog)
• Individually, students choose someone in the class
and think of how to describe them. The class decides Activity 27
on a crime committed by a criminal. Two students now • Tell students that they are going to expand three
take part in a role-play in front of the class where a news stories by adding descriptions to some of the
‘policeman’ asks the other student to describe the nouns used in those stories.
criminal. The class have to guess who it is. • Ask students to read the story in a. G et them to tell
• Find a video clip which shows people doing something you which the nouns are. G et them to look at the
in a public place. Let students watch it once and then items in the box to the right of the story and then
get them to write notes about everything/everyone they draw their attention to the first tw o items described,
saw. Now interview them and see if their memories are the nouns report and bridge.
all the same. When they have said what they thought • [P/SG] Students w ork on the three news stories.
they saw, play the video again for them to see how M on itor their progress, offering help and advice
reliable their memory was. where necessary.
• Go through the texts with the class.
E Workbook Exercises 8-11 can be used at any stage from now on.
74 unit nine
Answers: a A report (1) published in the Daily Herald Writing: written statements
has said that the steel bridge (2) built by the
construction company Cox and Proscutin is unsafe.
Students read a ‘witness statement form’, compare it
People (3) walking across it have felt it swaying
with a spoken version and then write their own
from side to side. M artyn Jack so n , the architect
witness statement.
(4) em ployed by the City Council who designed it,
Activity 29
blames the construction company for the problems
• Ask students to look at the text. Establish the fact
(5) experienced by the public. that it’s the kind of statem ent that policemen write
b People (1) driving along the m otorw ay were down when they interview a witness. They may well
surprised to see a huge plastic elephant (2) covered in use it later in court.
ribbons and sequins. It stood beside a 20-foot-high • M ake sure that they know that the witness is called
pagoda (3) which had been brought from Manchester. Joh n Burney. The policem an has written his
They were intended to advertise the new art gallery (Burney’s) words as he interviewed him. He uses the
(4) opened by the m ayor that morning. pronoun I to m ake it look more genuine.
c A special police squad (1) trained in surveillance • Students read the statem ent and discuss the tw o
have been hunting the gang (2) seen on the security questions with a partner.
video. The head of the city’s crime division, • Go through the questions with the class.
(3) speaking on television yesterday, warned that Answers: a a bank robbery b Three people were
these men could be dangerous and that anyone involved.
(4) seeing them should not approach them. They
should contact the police immediately. Activity 30
• Tell students that they are going to listen to an audio
Q Workbook Exercises 12 & 13 can be used at any stage from track in which the witness talks to the police officer.
now on. M ake sure they realise this happened before the
policem an w rote the witness statem ent. They are
Activity 28 going to listen to w hat the witness said and com pare
• Tell students to think of a famous person - or it with w hat the police officer w rote down.
som eone that m ost students in the class would • Explain that there are three mistakes.
probably know. • Students listen to Track 4 9 and find the three
• D raw students’ attention to the examples and tell m istakes the policem an made
them they are going to write similar descriptions. • [P] Students com pare answers. Play the audio track a
• [I |Students write down anything they can think of second time if necessary.
concerning the person they have chosen. O ffer help to • Go through the answers.
individuals who appear to need it. Answers: The raid took place at about 1.30pm (not
• Students read out their descriptions and the class have 1 2 ,3 0 as in the statem ent). The man with the gun
to guess who they are talking about. D on ’t over­ had long grey hair (not short dark hair as in the
correct here unless mistakes get in the way of witness statement). The second man was wearing a
com prehension. blue T-shirt (not a black sweater as in the witness
statem ent).
Alternatives and options
• Activity 26: if you have time students could choose Activity 31
one of the headlines and write a story to accompany • Tell students to look at the picture.
it. Another possibility is for pairs to dream up their own • Explain to the students they are going to be either a
headlines, then split them into halves and put each police officer or a witness. If they are the police
half on a separate piece of card. Mix all the cards from officer they should question their partner about the
the different pairs and then give one to each student. ‘crim e’ which the witness (their partner) can see in
They have to move around the class looking for the front o f them (the one in the picture). M ake sure
matching half. they take notes about w hat their partner tells them.
• Activity 27: instead of choosing the phrases in the • [P] The police officer of the pair interviews the
boxes, students can work in pairs, take one of the witness. The students write down the conversation
three stories and amplify the nouns in their own way, they are having.
using both pre- and post-modification.
Activity 32
• [P] Students close their books. Each student should
write a witness statem ent based on the conversations
they have written.
• C ollect the witness statements and take them home
to correct them. W hen you hand them back, make
sure all the students rewrite the statements with the
proper corrections.

unit nine 75
• Students write their expanded sentences.
Alternatives and options • Have students read their sentences out to the class.
• Activity 31: you can start the class by playing the • M ake corrections where necessary.
audio track, and then students have to write down
what they remember of it. They then look at the witness Activity 35
statement in the book. You can also do this activity • Tell students to look at the pictures. They should
the other way round: students role-play the police w ork out w hat the people are doing and then say
interview with the witness who, this time, gives the why they are doing it. Give them a bit of time for
information written in the statement. this.

Workbook Exercise 15 can be used mmMmm • G o through the pictures. Students tell you w hat is
going on for each one.
Answers: Paul’s waving his arm . H e’s saying goodbye
Review: grammar and vocabulary to som eone. He feels sad. M a ry ’s scratching her head.
She’s puzzled. She feels angry. George is clenching his
Workbook Exercises 16-20, because they are revision exercises, teeth. He is angry. R u th ’s yawning. She’s bored.
can be used at any stage from now on. M a rk ’s shrugging his shoulders. He doesn’t care.
R ach el’s pointing her finger. She’s telling someone off.
Activity 33 She’s cross.
• [I/P] Students read through the text (the nouns are
the words in blue).
• Tell the students that they should now see if the
Review: vocabulary
nouns are described in any way - either by words or Activity 36
phrases before or after the nouns. They should put • [I/P] Tell students to look at the W ord list and find at
tw o lines under these descriptions. M ake sure they least three words that have more than one meaning.
understand that not all nouns are described in any • Find out which words they have selected. They might
way. D raw their attention to the example. com e up with all or some of the follow ing:
• G o through the text with the class. If possible put it Answers: Double-m eaning words: arm (between
on an O H T (or copy it onto the board) and have shoulder and hand/to give people w eapons), cross
students underline the different features with (to move over something/angry), head (on the top of
different-coloured pens (or with one or tw o lines). your neck/to be the boss of/to go in a certain
Answers: (N ote: the descriptions are the words in direction), leg (on a person/a stage o f a journey or
italics.) race), shoulder (on a body/to take the weight of
a lovely party something), scratch (a physical action on your arm,
party given by the old man from number 27 etc/to scratch a living = ‘to only just earn enough
the meal co o k ed by his eldest son money to live’), witness (someone in a court/to see
the elegant sitting room something/to sign a docum ent saying you watched
It had blue walls the main person signing it), etc.
walls covered with expensive paintings
expensive paintings Activity 37a
the front door • Tell students to look at the words and think of how
neighbour from number 29 many sounds each has.
the old, green door • Tell them that they are going to listen to an audio
two men track to confirm w hat they have thought.
men wearing masks • Play Track 50.
a shotgun with two long barrels • Go through the answers with the students.
two long barrels Answers: 1 4 / k - r - n - s /
the biggest paintings 2 5 / f —i —o — g— a/
paintings in the house 3 9 /i-n -d -i-f-r -A -n -s /
a large piece of white cloth 45/p-A-z-3-l-d/
a van p arked in front o f the house 5 8 /s - t - r - e i - n - d3 - a - z/
two young officers 6 4 /t - r - u: - 0/
the local police station
long and detailed questions Activity 37b
The tall policeman • Students look through the W ord list (not W ord plus)
policem an with the big m oustache and find words with four syllables. They m ark the
main stress for each word.
Activity 34 • Play Track 51 for them to check, and then go
• Tell students to expand the sentences a - k by putting through the answers.
words before and after the nouns. Let them look at Answers: 'intimacy, sub'consciously, uni'versal
the example.

76 unit nine
Activity 38
• [P/SGJ Ask students to discuss the questions and, in
particular, to pay attention to the kind o f body
language people use in these situations.
• Lead a conversation in which the students report
back to the class.
• N ow ask the class w hat other gestures they can think
o f and what they might mean. If they are in any
doubt they can look back at earlier parts of the unit.
Possible answers: a They look away, scratch their ear,
bite their lip, scratch their head, touch their nose.
b They scratch their head, raise their eyebrows, c
They fold their arms, clench their teeth. They fidget.

Workbook: thinking about learning and


language
Students should look through Exercises 17 and 18
before they discuss them with classm ates, the class or
the teacher. They should answer in Exercise 17 as
honestly as possible, and then decide on the best
option and why.
In class, let students talk to each other about w hat
they said for Exercise 17, and see if they agree about
the best strategy. W hen you discuss this with the class
you may w ant to suggest that paraphrasing is often
the best thing to do, though leaving it out is a
perfectly legitimate (if som ew hat defeatist) alternative.
In class you can ask students to describe the pictures
w ithout using the word that might be most
appropriate. The other students have to guess which
picture is being described. If you can, bring in
unfam iliar objects or concepts which need to be
described in the same way; this will extend the
activity and give a lot o f extra practice.
LIMIT lO Technocrazy
Speaking: reaching agreement Alternatives and options
Students check their understanding of some • Activity 2: conduct a ‘balloon debate’ in which each
technical vocabulary and then discuss the ‘best person is the inventor of one of the objects pictured in
invention of the 20th century’. Activity 1. The balloon is losing height so, one by one,
they (all except one) have to jump to their deaths. They
Activity 1 each say why they should be the person to survive -
• Tell students to look at the pictures. Tell them they based on the merits of their invention. The class votes
should match them with the words by putting the on who should be the eventual survivor.
picture letter in the brackets.
• Students w ork through the activity.
• G o through the answers. M ake sure students say the Reading: are computers a waste of money?
words w ith the correct pronunciation. Students read an argumentative text about why
Answers: calculator (c), com puter (n), contact lenses computers are ‘bad for you’.
(g), credit card (d), hearing aid (j), electric guitar (q),
electric toothbrush (a), electronic personal organiser Activity 4
(e), keyboard (o), microwave oven (h), mobile phone • Ask students why schools need computers. They write
(l), m onitor (k), mouse (p), personal stereo (b), a list of w hat computers are m ost useful for in
printer (f), scanner (m), television (i) education.
• Com pare ideas as a class. Ask students if money
Activity 2 spent on com puters is money well spent.
• Explain that students should list the pictured items in
an order o f priority. If something is really im portant Activity 5
they should put it near the top of their list (1 or 2 ); if • Tell students to read the text by Theodore R oszak
something is completely unim portant it should be 17 and decide if the writer agrees with their ideas about
(or tow ards the end of their list). computers. Tell them that they don’t have to
• [I/P] Students make their lists and then compare understand every single word at this stage.
theirs w ith that of a partner. W here there are • [P/SG] Students read the text and discuss their answer
differences they must justify their decisions and try to with a partner.
persuade their partner to com e to the same ones. • Students report to the class. Establish that the writer
• M o n ito r the students’ discussions, offering help and thinks it is not w orth spending money on com puters
encouragem ent where necessary. for schools.
• Pairs report back to the class. Encourage them to
justify their decisions all over again. Activity 6
• Ask students to read through the statements in this
Activity 3 activity. Give them time to do this.
• N ow tell students they are going to be judges in the • Ask if there are any words that they don’t
‘best invention of the 20th century’ com petition. They understand, and be prepared to explain them.
should write down what they think is the most • Explain the tasks and take the students through the
im portant invention of the 20 th century, choosing exam ple, showing that far from saying that a
from the list in Activity 1 or thinking of one o f their com puter will last for a long time, paragraph 3 of the
own. text says that computers are soon ‘out o f date’ or
• [SG] Individuals explain w hat they have chosen (and ‘outm oded’.
why) to members of the group. The group decides on • [I/P] Students find paragraphs from the text which
the best one. contradict the sentences w ritten here, and list the
• The groups tell the class w hat they have chosen and numbers of the paragraphs.
why. W rite each group’s suggestion on the board and • Go through the answers. W hen students give you a
find out how many other people voted for it. Try to paragraph number ask them to say w hat words in
keep a note o f interesting language you have heard, that paragraph helped them to decide.
and the m ost com m on mistakes. Answers: a paragraph 3 b paragraph 1 c paragraph 10
• W hen the m ost popular ‘best invention’ has been d paragraph 7 e paragraph 2 f paragraph 4
decided you can draw students’ attention to their use g paragraph 9 h paragraph 12 i paragraph 8
o f language (successful and less successful). j paragraph 6 k paragraph 5 1 paragraph 1 1

78 unit ten
Activity 7 Answers: a not a good idea b by the time c out of
• [I] Students look at the words listed and tick the ones
date d nothing wrong w ith that e long periods of
they know.
f down the drain g rave about
• Take feedback and write the words that everyone
knows on the board. Activity 11
• Students find out the meaning of words (as they are • Students fill each blank with one of the phrases from
used in the text) which they still do not know. They Activity 10. They com pare their answers with those
can look in their dictionaries or ask another member o f a partner.
o f the class. • Go through the answers.
• Go through the words. W hen students have given you Answers: a by the time b not a good idea c out of
their definitions, ask them to think of sentences they date d long periods o f e raves about f nothing wrong
could use them in. They can either com e up with w ith that g down the drain
these straight away or you may give them time to
write them down.
Answers: hype = making something more exciting Alternatives and options
than it is by talking/writing about it in an excited • Activity 4: in groups students are told that they are
. way, myth = a story (possibly ancient) which many going to spend money on ‘their’ school - a school
people believe even though it is not true, prescribe = which only has a few old computers. They have the
say w hat (medical treatm ent) someone should take or equivalent of £7000 to spend. They have to decide
do, kids - inform al word for ‘children’, enthusiasts = how to use the money.
people who are keen on and involved in something, • Activity 5: get students to use the arguments and
wired = connected with wires, also connected up to counter-arguments from and about Roszak's article
the Internet, salaries = wages, pay, usually the total to construct an imaginary dialogue between him and
am ount someone is paid in a year, innate = something a computer enthusiast in which they argue about the
that you are born with not something you learned, merits of computers.
outm oded - out o f date, not modern enough
M Workbook Exercises 1-3 can be used at any stage from now on.
Activity 8
• [SG] Students discuss w hether or not the article has Grammar: relative clauses (defining)
changed their opinion in any way. M ake sure they
talk about the w riter’s arguments in detail. M on itor
Students study the use of defining relative clauses
their conversations, offering help and encouragement with both obligatory and optional pronouns.
'w here necessary.
• Ask groups to report back to the class. In particular,
Activity 12
• Tell students to look at the sentences. Remind them
ask them if this text is still w orth reading so many
years after its first publication. Encourage students to of the words they found in the text in Activity 9 (if
they have looked at the reading text).
question each other when other people disagree with
them. • Tell them to try and do the activity, filling the blanks
• W hen everyone has had a chance to speak, ask them with any of the words in italics. Say that sometimes
more than one is possible.
to rate the Roszak text on a scale o f 0 to 10 (where 0
• Tell students to read 10A in the Mini-grammar if they
= ‘rubbish’ and 10 = ‘brilliant’).
need help.
Activity 9 • [P/SG] Students com pare their answers.
• G o through the answers with the class. Refer them to
• Tell students to look back at the text to find the
10A in the Mini-grammar wrhere necessary (if they
words listed here. They should say exactly w hat word
need help in understanding that w ho (and that) is for
follow s people and things , and w hat phrase follow s
people, which (and that) is for objects, etc).
that word. Ask them to explain w hat the function of
the phrase is. Answers: a who/that b that c which/that d where
• [P/SGJ Students com plete the task. e when f which/that g that h where i which/that
• Go through the answers. j whose
Answers: a who b who c that d who.
(In each case, the phrase tells you which people or K Workbook Exercise 4 can be used at any stage from now on.
things are being talked about - it defines the noun.)
Activity 13
• Students now look again at 10A in the Mini-grammar.
Language in chunks
This time they should pay attention to the difference
Activity 10 between subject and o b ject clauses (the difference
• [P/SG] Tell students to look at the words and between the dancer who danced with the Royal
rearrange them to make phrases from the text. Do Ballet and the car that Mary was selling). M ake sure
the first one with the class as an example. they have noted that, in defining relative clauses, we
• G o through the phrases with the class. cannot leave out subject pronouns but we can om it
o b ject pronouns. A subject pronoun is the subject of

unit ten 79
the relative clause (e.g. som eone danced with the • Listen to the sentences students make, and make
Royal Ballet) and we must use it, but in the case of corrections where necessary.
o b ject pronouns (e.g. Mary was selling som ething ),
we do not have to. By imagining the use of the words
som eone or something, it is soon clear w hether or
not a relative pronoun is needed.
• Students look through the sentences to see which of
them is possible, and which are incorrect. Remind
them of the som eone and som ething test.
• G o through the answers.
Answers: a possible b not possible (it should be the
man w ho ...) c not possible (it should be the people
who/that ...) d possible e not possible (it should be
Vocabulary: computers
the ring that/which ...) f possible Students look at words and processes which
surround the use of computer software and
iZ J
Workbook Exercise 5 can be used at any stage from now on. hardware.
Activity 14 Activity 17
• Explain to students that they must com plete the • Find out if there are any students in the class who
sentences with a relative pronoun if one is necessary. have no experience writh com puters. If there are, try
If it is not, they should leave the space blank. and put them to w ork with students who have.
• W hile students are doing the activity m onitor their • [PJ Students read the sentences and com plete them
progress, helping with further explanations where with the words or phrases from the box. They should
necessary. use dictionaries to help them with any words they do
• G o through the answers. not understand.
Answers: a not necessary b who/that c not necessary • Go through the sentences with the class. Encourage
cl which/that e who/that f not necessary g who/that discussion by asking questions (e.g. ‘H ow often do
h not necessary i which j who k whose 1 not you go online?’, ‘Do you think email has killed/will
necessary m who/that kill the art of letter w riting?’, ‘Has your com puter
ever crashed?’, ‘Have you ever heard of com puter
Activity 15 viruses?’).
• [PJ Put students in pairs. In each pair one student is Answers: a go online b emails c website d crashes
A and the other is B. e com puter viruses f bug
• Tell all student As to turn to Activity bank 11 on
page 15 4 , and all the student Bs to turn to Activity
bank 17 on page 157. Explain that students must not
look at each other’s pages. Be careful!
• Ask students to tell you w hat’s happening in their • Activity 17 (and following activities): it is still just
picture to elicit the fact that they’re all at a party to possible that some of your students may not know
celebrate the birthday of the rock star Kate Springer. anything about computers, but some other students
• Tell student As to read through the exam ple, and will surely be able to explain any difficulties they are
show how the question ‘W h o ’s Laura C rossm an?’
having with the concepts in this section. If, however,
would allow B to say ‘She’s a photographer who took
the majority of the class are not familiar with computers,
photos for K ate’s first album .’ Tell student Bs to look
then it may be wise to omit this vocabulary section
at the exam ple, and show how the question ‘W h o ’s
Charlie Jo h n so n ?’ would allow student A to say ‘H e’s
unless you want to teach computer skills as well!
the journalist who wrote about Kate tw o years ago.’
• Students now ask each other questions in order to Using a dictionary: different meanings,
complete the details of all the people at the party. different grammar
• Go through the inform ation with the whole class,
getting a student A to ask a question for a student B ’s Activity 18
answer (and vice versa). • [I/PJ Students look at the dictionary entry for
application in order to answer the four questions
Activity 16 here.
• Ask students to read though the incomplete • Go through the answers.
sentences. Tell them to complete the sentences in any Answers: a Five meanings are given (students should
way they like, using a relative clause. look at the five headings in the pink box and their
• Take students through the exam ple, and then see if numbered explanations underneath), b The word is
they can think o f any examples to replace who drive countable for all meanings except meaning 4 -
too slowly (e.g. - as a joke - w ho drive yellow cars). though it can be either in meanings 1 and 5. c an
• [I/PJ Students look through items a - j thinking up application for/an application to do d M eaning 3 is
answers.

80 unit ten
used when talking about computers (the dictionary Functional language: asking for (technical)
says computing ); meaning 4 is a rather form al word
(the dictionary says ‘form al’).
help
Students are introduced to language used for asking
Activity 19 for and giving help and advice - in the context of
• Students look at the sentences. M ake sure that they computer helplines - and use it in dialogues.
have understood (from Activity 18) that application
means ‘a softw are program such as W ord or E x cel’. Activity 22
• [P] Tell students to look at the flow chart. They must • Students look at the pictures. G et them to tell you
realise that a string o f actions starts with the filled-in wThat they think the people are all in front of, how
box (‘Switch on the com puter . . . ’). Ask them to they are feeling and why they are all on the
complete the flow chart with the sentences at the start telephone.
of the activity. O nce again, put students who have no • Tell students to read the lines in the box. Let them
com puter experience together with students who do. ask you about any words they do not understand.
• Copy the flow chart on to the board. Students come • Students look at the conversations. Ask them to see
up and write the correct instructions (the sentences) if they can guess which lines from the bo x go in
in the right place. which blanks.
Answers: The correct order is: Switch on the • [P] Students can com pare answers.
computer, the m onitor and the printer. Open the • W hen students have finished, play Track 5 2 .
application you w ant. W ork. Print your w ork. Save • G o through the lines wdth the w hole class. If
your w ork onto the hard disk. Close the application. appropriate, play Track 5 2 again, stopping after each
Switch o ff the computer, the m onitor and the printer. answer.
Answers: a l Well, I can ’t get my personal organiser
Activity 20 to work with my computer. a2 Have you checked the
• Tell students that they are going to design a survey connection ... a3 N o. D o you think that will help?
about com puter use. Tell them that they should b l ... do you know how to connect up to the
imagine they have been asked by a com puter Internet? b2 Thanks. T h a t’s great! c l How may I
com pany to find out w hat people use computers for. help you? c2 Really? c3 O K . I ’ll give it a try.
• [SG] Students think o f questions they could ask
people about how they use computers. They should Activity 23
try and use as many words from the previous • Students copy the table into their notebooks. Take
activities as possible, together w ith the verbs given. them through the three colum ns, explaining that in
Elicit some examples first, by prom pting with (e.g.) the first one they should put language where people
‘Have you ever . .. ? ’ or ‘Problems ... have you ever ask for help or say that something is wrong; in the
. ..? ’ to elicit the question ‘Have you ever had second they write phrases where people actually give
problem s with your com puter?’ help; and in the third they put the way people
• M o n ito r the groups as they w ork. M ake sure each respond.
student is writing the questions dowm, and offer help • [PJ Students put the lines from the conversations in
and advice where appropriate. Activity 2 2 into the correct columns.
• G o through the chart with the class.
Activity 21 Answers:
• Ask all the students to stand up. Tell them that they Asking for help/stating a problem:
should interview as many people as possible (apart Can you help me?
from those in their original group) using the questions D o you know how to connect up to the Internet?
they have prepared. This thing is driving me crazy !-
• W hile students are doing the activity go round
offering help and encouragement where appropriate. Giving help/advice:
M ake a note of any com m on errors you hear - and of Have you checked the batteries?
things which were said very successfully. Ju st click on the icon.
• Have students tell you w hat they found out. Draw T h a t’s what 1 w^ould do.
their attention to the language you heard and ask The best thing to do is to switch o ff and start again.
them to correct the mistakes. W hy don’t you try and see?
W hat seems to be the problem?
Alternatives and options Responding to help/advice:
• Ask students to list all the words they can think of in D o you think that will help?
their own language which are associated with O K . I ’ll give it a try.
computers and computer use. How many of them Really?
come from English? What is the English translation of
the other words? If you are unsure, get students to Thanks.

explain what the word means, and then have them T h a t’s great!

look the word up in their dictionaries.

unit ten 81
Pronunciation; fluent speech Alternatives and options
Activity 24 • Activity 22: these conversations can be used for
• Tell students they are going to listen to an audio acting out, especially since the callers can be made
track to see w ho speaks m ore fluently - i.e. faster, to use exaggerated intonation, and the people on the
more naturally, w ithout stopping. other end of the helpline can be encouraged to sound
• Play Track 53 and make sure all the students agree thoroughly fed up! You could also write the lines from
about the fluent speaker. the dialogues on separate cards or pieces of paper,
Answer: The wom an speaks more fluently. and have students try to put them into the three
conversations before they listen to the tape.
Activity 25 • Activity 28: many companies that sell electronic items
• Explain that when we speak fluently, we run words allow you to write emails to their helplines. So students
into each other, use contractions and change could do that - and you can add realism by giving
individual sounds. This is because we do not separate them blank paper email ‘windows’ to write in.
words from each other like the more form al speaker
did on Track 5 3 . V
I T Ja
Workbook Exercise 9 can be used at any stage from now on.
• Tell students to listen again. Ask them w hat happens
to the sounds o f the m an’s words when the wom an
changes them as she speaks more fluently. After each
Listening: the news
m an-then-w om an utterance, stop the tape/CD and Students listen to a news bulletin and practise
discuss the differences between the way they say listening for gist as well as listening for more specific
things. information.
Answers:, a /kcenju:/ becomes /ksnju:/ b /tu:bi;di:/
becomes /tabida/ c /haevju:/ becomes /avju/ Activity 29
d /du:ju:/ becomes /d^ul e /wotiz/ becomes /wots/ • Elicit the fact that the picture shows a news
f /duiardu:/ becomes /duaidu/ announcer in a radio studio. Ask the students if they
ever listen to the news on the radio and, if not, where
Activity 26 they get their news from .
• Play Track 53 again and get students to say the • G et students to look at the list o f topics. Is there
sentences like the wom an. anything there they don’t understand (e.g. company
collapse means ‘when a business goes wrong and
Activity 27 loses all its m oney’)?
• Tell students to look at the replies (in the box) and • Tell students they are going to listen to the news.
the items which follow (a-f). Ask if there is any There will be words they w on’t understand, of
vocabulary they don’t understand. course, but at this first listening they only have to
• [I/P] Students find the right replies for items a -f. identify which o f the topics in the list are talked
• G o through the answers. G et one student to ask one about.
of the questions and choose another student to give • [P] Play Track 5 4 . Let students com pare their answers.
the correct answer. If there is time, students can • N ow play Track 5 4 again. This time the students
practise these two-line exchanges in pairs. have to make sure they have heard the order o f news
Answers: a Sure. Ju st press the red button and record stories correctly.
your message, b Well, th at’s w hat I would do. c The • Go through the answers.
best thing to do would be to call the garage, d Is it Answers: the four news topics are: m ountain rescue,
plugged in? e You’re welcome, f W hy? W hat seems to com puter virus, Internet rom ance, com pany collapse
be the problem?
Activity 30
Activity 28 • Students read through the questions and try to
• Tell students that they are going to write a dialogue answer them.
about one o f the follow ing items. • [P] Play Track 5 4 again. O nce m ore, let students
• [P] Students choose one o f the items. They think of com pare their answers.
the kinds o f problem that users o f the item might • G o through the answers. If they have had trouble,
have. start Track 5 4 again and then stop after each topic to
• Students now write a conversation in which one discuss it.
person asks the other to help them with their item. Answers: a A m obile phone was used on a mountain
M o n ito r their progress, offering help and to get help, b The phone call from the mountain K 2
encouragem ent where necessary. was made to a man in Paris, c It seems the com puter
• W hen the pairs have finished writing their virus was designed in Puerto R ico, d Bella Karsfield is
conversations, choose a few to read theirs out. Be advising people about the com puter virus ‘M oney for
encouraging in your assessment of them and don’t jam ’, e O xford is the home o f M a tt Runyon who met
over-correct unless they are making serious mistakes M onica Greenlife from Tuscaloosa on the Internet,
with the language from this section. f M att is 3 5 and M onica is 6 5 . g A com pany that
sells holiday homes has lost $ 7 0 million.

82 unit ten
Activity 31 O IC = O h I see, R U O K = Are you O K? SO M E 1 =
• [P/SG] Students go through the questions. They can som eone, T H X = thanks, W AN 2 = want to, W K N D
refer to the Audioscript on page 3 7 if they need to. = weekend, X O X O X O X O X = love and kisses
• G o through the answers.
Answers: a Fran^oise Pilenko b on K 2 in the Activity 34
Him alayas c M aurice Pilenko d Com puter experts are • [P] Students say/work out w hat the individual
trying to trace the source o f a com puter virus messages mean. M on itor their progress and give help
(‘M oney for ja m ’), e M att Runyon f M onica Greenlife where necessary.
g the Internet com pany M ountain View h financial • [I/P] Students put the messages in order. They can do
analysts this individually or with other students.
• Go through the answers.
Activity 32 Answers: The messages (in the correct order) mean:
• Using the Audioscript, or their memory o f the a D o you w ant to com e out with me? h N o thanks,
tape/CD, students summarise one o f the stories, but e O h please. Ju st once, k O K . Ju st once, d Great!
include tw o deliberate mistakes (by changing i Where? b C low n’s cafe? j W hen? f Tom orrow ? See
nationalities, names of m ountains, names of things, you about eight? g O K. See you then, c Fantastic! See
etc). D raw their attention to the exam ple in the you tom orrow.
Student’s Book.
• W hen they have finished, nom inate students to read Activity 35
out their news stories. The other students have to • Tell students to try and imagine how Andy and Jill
write down the m istakes they hear. W hen a student got on wrhen they met up. W hat text messages would
finishes reading out his or her version have the other they send each other about it?
students com pare w hat they have w ritten down. Then • Students write text messages pretending to be either
you can check that they all heard the same thing. Andy or Jill.
• Students write their messages on the board or on bits
Alternatives and options o f paper. By taking some o f Andy’s messages and
• Activity 29: you can construct your own listening some o f J ill’s is it possible to create a text message
activity by recording today’s or yesterday’s news from ‘conversation’?
an English-language station or from the Internet, and
writing the same kinds of questions (e.g. question 1: Alternatives and options
‘Which of the following topics are in the news?’). • Activity 35: if students have mobile phones you can
• Activity 32: students can read up on today's news in get them to write and receive text messages between
newspapers or on the Internet. In groups they then each other using these abbreviations. If they don’t,
have to write their own 30-second news bulletin, they can write messages either in pairs or to anyone
choosing which items to include and in what order. else in the class and you can act as a real (rather
than virtual) postwoman/man.
M Workbook Exercises 10-13 can be used at any stage from
now on. Workbook Exercise 14 can be used at any stage from no

Writing: TXT MSGNG Review: grammar and functional language


Students look at the abbreviations used in texting/text
messaging and write messages of their own. Workbook Exercises 15-18, because they are revision
exercises, can be used at any stage from now on.
Activity 33
• Ask students if they have mobile phones. Ask them Activity 36
w hat they use them m ost for, and w hether they send • Tell students to look at the picture. W hat can they
text messages. If so, ask them w hether they use see? (They should be able to talk about a neighbour’s
abbreviations. G et them to explain some o f their dog biting som eone!)
abbreviations. • Students read the text. W hen they have finished, ask
• Ask students to look at the message in the picture and them questions to make sure they have understood it
find out if they understand it (answer: ‘W hat are you (e.g. ‘W ho is G eraldine?’). Give them a chance to ask
trying to say?’). you about any words they do not understand.
• [P/SG] Students m atch the text message abbreviations • Ask students to look at the bo x and explain to them
on the left with their meanings on the right. Tell them that they are going to make sentences using relative
to say the letters out loud to see if that makes things clauses with w ho, which, that, w hose, etc. Take them
clearer - e.g. ‘L-eight-R ’ sounds like ‘later’! through the exam ple about M artin.
• G o through the answers. • Give students a chance to look at the text again,
Answers: 2day = today, ATB = all the best, B 48 = thinking about w hat sentences they might make.
• N ow have students ask, e.g, ‘W h o ’s M artin ?’, ‘W h a t’s
before eight, BCN U = be seeing you, B T W = by the
a ‘Century’?’, and the students reply with sentences
wray, C U L 8R = See you later, G R 8 - great, L O L = lots
using relative clauses, as in the follow ing examples.
o f love, LU V = love, N E1 = anyone, N O l = no one,

unit ten 83
Exam ple answers: M artin is the brother who was out. Activity 40b
Paul is the brother he asked. Paul is the brother who • Tell students to look through the W ord list to find
told him about Com puter Solutions. Com puter words with the consonant clusters given here. They
Solutions is the company Paul told him about. should copy and com plete the table.
‘Century’ is the name of the com puter he bought. • Play Track 5 6 . The students check their answers.
Geraldine is the neighbour who lives on the left/asked • G o through the answers.
him w hat he had bought/whose dog bit him. Roy is Answers:
the dog who/which/that bit him. M iriam Barrett is 1 (/kr/ cricket), credit, m icrow ave, crashed
the doctor who told him to go to hospital. Jack y 2 (/sk/ school), disk, prescribe, scanner
Sewell is the doctor who told him he had nothing to 3 (/tr/ travel), electric, electronic, trace
w orry about/who sent him home. G loria is the
neighbour who lives on the right/who asked him if Activity 41
she could use his new computer/whose dog bit his • Tell students to look at the words in the box. Ask
other leg. R ex is the dog who/which/that bit his other them if there are any words they don’t know.
leg. Jord an Freeman is the doctor who gave him a • [P/SG] Tell students to make as many sentences as
they can, using as many of these words as possible.
bed.
They have to use as many words as they can within
Activity 37 four minutes.
• [SGJ Ask students to think of how they might end • W hen the time limit is up, have students read out their
Ja k e ’s thought at the end of the text in the previous sentences and/or write them on the board. W ho has
activity. Encourage them to be as creative and used the m ost words in the m ost correct sentences?
hum orous as possible.
• Listen to the students’ suggestions. The class can say Activity 42
which they think is the best/funniest, etc. • Tell students that this is an activity to expand and
extend a sentence. Remind them that they have done
Activity 38 this in previous units using a num ber of different ways
• Students read the tw o columns and match the o f describing nouns, and using various adverbs, time
questions and phrases on the left with the responses phrases, etc.
on the right. • [P] Tell students to make the sentence as long as they
• [P] Students com pare their answers. can using any words that are appropriate. Give them
• G o through the answers with the class. time to do this and then have them read out their
Answers: a 3 b 5 c 6 d 7 e 2 f l g 4 sentences to see who has made the longest one.

Workbook: thinking about learning and


Review: vocabulary language
Students will have looked through the exercises here
Activity 39 in their own time (either at home or in class). They
• Tell students to go through the Word list and say should have some idea of the writing process.
which words are connected with computers. Then ask Students now com pare the way they have answered
them how universal com puter language is. W hich of Exercises 15 and 16, to see if they all understand the
these w ords, for exam ple, is used (or adapted) in their process in the same way. You may w ant to talk
own language? W hich words have completely through the tw o exercises with them.
different equivalents?
If you go through the exercises you will w ant the
Answers: computer, com puter bug, com puter virus,
students to agree that order in Exercise 15 should be
em ails, go online, hard disk, keyboard, modem,
c, b, d, f, e and a. For Exercise 16, students should put
monitor, printer, scanner, website, wired
items e , fa n d g in the top row of the table, i in the
second row, a , b, c, and d in the third row, and h in the
Pronunciation final row.
Activity 40a
• Tell students to look through the Word list (they
don’t have to go through Word plus). Explain that
they have to copy and complete the table depending
upon the stress patterns of the various four- and
three-syllable words they find there.
• Play Track 55 and let students com pare their answers.
• G o through the answers.
Answers:
1 (oO o) electric, computer, invention, outmoded
2 (O oo ) personal, microwave, monitor, stereo, salary
3 (ooO o) electronic, television
4 (O ooo) calculator, organiser

84 unit ten
UNIT 11 Pictures and words
Listening: wallpaper Activity 4
Students listen to an extract from the play By Design, • Students look at the gapped extract from the
listening for gist, for detailed information and for Audioscript and try to fill in the blanks (with one
word for each).
inference. • Play Track 5 7 , stopping every now and then to give
Activity 1 students time to write the answers. The students
check their answers.
• Tell students that they are going to look at four
• G o through the answers. Be prepared to explain the
room s to see which o f them they like and which they
meaning o f vice versa (= ‘the other way round’) and
do not.
quibbling (= ‘arguing about something that is not
• [P] Students look at the four room s in the pictures
im portant’).
and see w hether they like them or not. After
Answers: diagonal ... top ... see ... The lines ...
discussing them they should decide which they would
shouldn’t ... black ... invisible ... lighter ... think
m ost like to have as their room .
• The pairs tell the class which room they have chosen,
and the students’ favourite room can then be decided Pronunciation: intonation for reactions
(the one m ost pairs voted for). Encourage students to and questions
say w hat they like and don’t like about the room s. Activity 5
• Ask students to say w hat they would put in a sitting • Rem ind students that we use three basic punctuation
room if they had unlimited money. W hat would be marks at the end of phrases: the full stop to round
the first thing they would buy? things off; the question m ark to show th at the
utterance is a question; an exclam ation m ark to show
Activity 2 that the speaker/writer is amazed, surprised, terrified,
• Tell students that they are going to listen to two
etc.
characters (Annabelle and Keith) having a
• Students read the extracts from the play and say
conversation. M ake sure they realise that the
which o f the three they should use for each utterance.
characters are talking about a third character -
• Tell them to check their answers by listening to the
som eone called George.
audio track. Play Track 5 8 .
• Explain that all they have to do is listen to the audio • [P] Students com pare their answers.
track and try to decipher w hat George has just done, • G o through the extract.
and w hat Annabelle and Keith think about it.
Answers:
• Play Track 57. Let students com pare their answer to
E xtract 1
the questions. If necessary play it again.
ANNABELLE: . . . h e ’s h a d n e w w a l l p a p e r p u t in .
• Go through the answers.
k e it h : New wallpaper.
Answers: George has just had ‘new w allpaper put in’
ANNABELLE: Yes.
- he’s wallpapered his house. His tw o friends are
KEITH: And?
amazed at how much money he’s spent, but then he’s
ANNABELLE: And, w e ll i t ’s r a t h e r s p e c ia l w a llp a p e r .
always had expensive tastes.
KEITH: In w h a t w a y ?
Activity 3 ANNABELLE: W ell, i t ’s b la c k .
KEITH: Black?
• Before playing the tape/CD again, ask the class if they
can tell which of the four w allpaper styles matches ANNABELLE: Black.
Annabelle’s description. KEITH: Ju st b la c k ?
• Ask students to look at the pictures and say which ANNABELLE: W ell, n o t ju s t b la c k .
stripes are diagonal, which are horizontal, and which
are vertical. You can give them a short time to look E xtract 2
the words up in their dictionaries for this. G et them KEITH: W ell, I suppose a few hundred, no
to say the words. m aybe, let’s see about twelve hundred
• Play Track 5 7 again for them to check their answers. pounds.
If necessary, stop the tape/CD after Annabelle says ‘or ANNABELLE: Uh uh. (= no)
vice versa’ and play from the beginning again. KEITH: Fifteen hundred?
• Look at the pictures with the class and check that they ANNABELLE: Uh uh.
have identified the right one. The clue is ‘diagonal KEITH: Two thousand.
lines’, ‘from the bottom left to the top right’. ANNABELLE: G o on.
Answer: Picture b is like the w allpaper that Annabelle KEITH: Three thousand? Four thousand?
describes. The lines are horizontal in picture a. They ANNABELLE: M ore than that.
are diagonal in b and c. They are vertical in d.

unit eleven 85
KEITH: Five thousand? Ten thousand? corn er’ fluently as individual lexical phrases rather
ANNABELLE: D on ’t stop. than as separate words.
KEITH: Fifteen thousand? Twenty thousand? Answers: 1 at the top of the picture 2 at the bottom
ANNABELLE: Twenty thousand quid. of the picture 3 on the right o f the picture 4 on the
KEITH: T h a t’s not possible. left o f the picture 5 in the middle o f the picture 6 in
ANNABELLE: O h yes it is. the bottom left-hand corner 7 in the top right-hand
KEITH: For wallpaper? corner 8 in the foreground 9 in the background
ANNABELLE: For wallpaper.
KEITH: Twenty thousand quid!
Activity 9
• [P] Students get into pairs. One o f them is A and the
Activity 6 other one is B.
• Tell all the A students to turn to Activity bank 12 on
• Ask students how they knew w hat punctuation to
choose. Elicit the fact that the speaker’s intonation page 1 55 and all the B students to turn to Activity
bank 19 on page 1 5 8 . M ake sure they do not show
(the way their voice goes up and down) helps the
listener to know whether a sentence is a statem ent, a their pictures to their partners.
question or an exclam ation. • Explain that each student has to draw their partner’s
picture w ithout looking at it. Student A starts and
Activity 7 listens to B ’s instructions about w hat to draw - and
• [P/SG] Students discuss how well the tw o characters asks questions when they don’t understand. Remind
get on - based on this short extract. Are they friends? them to use all the position phrases they have just
Close friends? D o they always agree? been looking at.
• Let the pairs and groups tell you their conclusions. • W hen A has finished drawing B ’s picture, A starts
They should say why they think w hat they do. You telling B about his or her picture, which B has to
may w ant to say that Annabelle and K eith’s draw in the same way. B draws A’s picture.
relationship is obviously close but also quite edgy (as • M on itor the pairs as they w ork, offering help and
the gapped extract in Activity 4 clearly shows). encouragem ent only where necessary. N ote down
good and bad language use that you hear.
Alternatives and options • Students can now look at the original pictures and
• Activity 1: students can tell each other about their com pare their versions with the ones in the book.
favourite rooms - either in their house, in a relation’s Ask some of them to show their pictures to the rest
house or in a friend’s house, etc. They should describe o f the class. Go through any errors you heard,
the room and say why they like it - how it makes them particularly with position phrases, and get students to
feel, for example. correct them
• Pronunciation: students can practise saying the Alternatives and options
extract in the same way as the speakers on the tape • Activity 8: you can bring in pictures or photographs
and then they can plan exactly how they would act it. which show objects, people and landscapes for
Tell them that this scene is set in Annabelle’s flat. The students to talk about in terms of foreground, top
entry door is backstage left, and there are two sofas right-hand corner, etc.
and a coffee table. Where would the characters sit or • Activity 9: many teachers like to bring in pictures
stand? What gestures/facial expressions (if any) would of surrealist paintings (such as those by the Belgian
they use? They can use the Audioscript to plan the artist Magritte) for a describe and draw activity like
whole scene in this way. this. If you do so, try and choose ones with lots of
things in the background, foreground, middle, etc.
M Workbook Exercises 1-3 can be used at any stage from no
Speaking: talking about pictures Vocabulary: describing the Arts
After checking that they can use a certain number of Students come into contact with a range of vocabulary
‘position’ phrases, students dictate information about to do with the Arts and then talk about their favourite
pictures to each other. book, play film, etc.

Activity 8 Activity 10
• Students read the four descriptions a -d . Tell them not
• Tell students to look at the phrases. Explain that they
to w orry about any unfam iliar vocabulary at this
should try and match them with the numbers in the
stage.
pictures. Explain that we are not interested in the
• [P] Students m atch the descriptions with the pictures
items in the pictures themselves, but in where they
and com pare their answers with those of a partner.
are.
• G o through the answers. Ask them which, if any,
• G o through the answers. M ake sure they understand
they would like to see or read.
the difference between foreground and background.
Answers: a 4 (10 Things I H ate About You) b 3 (the
Have students say phrases like ‘bottom left-hand
Angel o f the N orth) c 2 (Misery) d 1 (Summer o f the
Seventeenth D oll)

86 unit eleven
Activity 11 • Ask students which of questions 1-8 can be used
• Students look back at Activity 10. Ask them if there about a book rather than a play or film. Give them
are any words they do not understand, drawing their time to re-read the questions.
attention to the words/phrases in colour. • G o through the questions.
• [I/P] Have students copy the diagram into their Answers: The questions that can also be used for
notebooks. Tell them it should be completed with books (if you change film to b o o k where necessary)
words and phrases from the four descriptions in are 1, 2, 3, 5.
Activity 1 0 . Give students time to w ork on this
individually, or in pairs or groups. You may w ant to Activity 15
go round the class helping any of the students who • [P] Tell students they are going to think of a book,
aren’t making much progress. play or film they know well. They are going to
• G o through the diagram. You can put a version o f it interview each other about those books, plays or
on an O H T or copy it on to the board and either fill films using questions from Activities 14 and 15.
it in yourself or have students fill it in as you go • Tell students to look at Activity bank 6 on page 152
through it. and look through the words there. Let them check
Answers: a sculpture b based on a c set in d about the words in their dictionaries, or go through them
e the story with the class m aking sure everyone understands
their meaning.
Using a dictionary: pronunciation, • Students discuss their books, plays or films. W hile
collocation and gram m ar they are doing this, m onitor their progress, offering
help and advice where appropriate. N ote down any
Activity 12 examples of language that you wrant to draw to the
• [I/P] Students look at the dictionary entry for students’ attention.
sculpture. They go through the questions. • G et some o f the pairs to report back to the class.
• G o through the answers with the class. D raw the students’ attention to the language use you
Answers: a The British pronunciation ends with a noted down during the pairw ork phase.
schwa h i, whereas in Am erican English we hear the
final ‘r ’, e.g. h x l. b o f c uncountable - it means Alternatives and options
sculpture in general, not any particular sculpture. • Activity 14: students can plan their fantasy film. They
can choose any story they know - either fictional, or
Activity 13 involving themselves or some incident they know
• Divide the students into two teams. Tell each team to about. They have to say who the actors would be,
think of as many plays, books, films, paintings, what the plot would be about and what music they
sculptures, etc, as they can and write the names on would use.
pieces o f paper and then add w hat it is (play, film,
etc), and who it was w ritten, painted or sculpted by. Workbook Exercises 4 & 5 can be used at any stage from
• The teams swap their piles of paper, so that team A
has the pile from team B and vice versa.
• Explain th at a m ember of team A will pick up a piece
of paper and read out w hat is written there, with the Reading: Shakespeare?
exception o f the name. The other team -m ates have to Students read about doubts concerning the identity
guess w hat the name is. The person with the card can of William Shakespeare - and then solve an email-
add as much extra detail as possible (e.g. ‘You know, reading puzzle based on people’s opinions about the
she’s got a famous smile’). W hen the team guesses, topic.
another team member picks up another piece o f paper
and does the same thing. Activity 16
• Take the class through the examples. • [P/SG] Ask students to think about great writers
• N ow toss a coin to see which team starts first. Give from their country. W hich w riter or writers do all
each team a time (one or two minutes) to play the students study at school?
game, one after the other. The w inner is the team • The groups report back to the class. Encourage them
which guesses the greatest num ber of titles. to give as much detail as possible.
• Start the game.
Activity 17
Activity 14 • Students look at the three small photographs. Ask
• [I/P] Students read through the questions. They have them w hat, if anything, they know about what is
to put them in the correct colum ns in the table. shown in them.
• Go through the table with the class. M ake sure • Elicit the fact that W illiam Shakespeare is still the
students understand w hat plot and characters are m ost famous writer in English history.
and that in question 4 ‘X ’ stands for the name o f the • Tell students to look at the questions and check that
actor the question is asking about. they understand all the words in them.
Answers: a 5 b 2 c 4 , 8 d 7 e l f 3 , 6 • Students read the text to find the connection between
W illiam Shakespeare and the people and things in

unit eleven 87
questions a - f, and then com pare their answers with Activity 20
those o f a partner. • [P] Put students in new pairs to w ork through the
• G o through the answers. questions, based on everything they have read.
Answers: a W illiam Shakespeare was born in • Go through the answers. This is the time to m ake
Stratford-upon-Avon, b W illiam Shakespeare w rote absolutely sure that they have understood the whole
R om eo and Juliet, c M any films have been made Shakespeare story/controversy. If they have any
about W illiam Shakespeare and his plays, doubts take them back to exactly w hat was said in
d Apparently, W illiam Shakespeare w asn’t educated the emails.
enough for such a knowledgeable playwright, Answers: a Joh n Field was Shakespeare’s neighbour
e There are no handwritten manuscripts in William in Stratford, b W illiam Shakespeare c In these texts
Shakespeare’s handwriting, f Some people think the there are tw o, one at Stratford and one at Bilton.
Earl o f O xford used the name ‘W illiam Shakespeare’ d 1623 e 1 5 8 0
and that he (the Earl o f O xford) w rote the plays.
Activity 21
Activity 18 • [P] Students find the phrases in the texts in Activities
• [I/P] Students say whether the six statements are true 1 7 and 1 9 , and match them with the definitions.
or false by checking with the text. • Go through the answers.
• G o through the answers with the class. M ake sure Answers: a 3 b 4 c 2 d l
they understand the difference between a farm
labourer and an aristocrat, and that they are now Language in chunks
clear w hat pseudonym means.
Answers: a T b T c F d T e F f T
Activity 22
• Tell students to look at H annah’s emails and find
exam ples of the word matter(s). H ow often, if at all,
Activity 19 does she use the word matter(s)}
• Tell students they are going to solve a reading puzzle.
• Check the answer with the class.
Explain that they are going to read a series of emails
Answers: H annah uses the word tw ice: ‘D oes it
between two people, Luke and Flannah.
m atter if I can ’t prove anything?’, ‘But all th at
• Explain that the first email in the series is A. Ask
matters is who he really w as.’
students to read it. Check that they realise that Luke
thinks the Earl o f O xford w rote the plays. Ask Activity 23
students why Luke doesn’t believe Shakespeare wrote • Ask students to read through the phrases using the
Shakespeare’s plays (because he w asn’t educated and words matter or matters. Ask them to w ork out
had not travelled). when it is a verb and when (once only) it is a noun.
• [P] Students put the remaining emails in the right • Check the answer with the students. Point out that
order. M onitor their progress, offering help and the fact that the definite article the is used before it,
encouragem ent only where necessary. is a clue.
• W hen students have completed the task, go through Answers: W h at’s the matter?
the correct sequence with the class. If they have had
trouble, show w hat connections there are between
Activity 24
• [P] Students w ork through the sentences, choosing
the end o f one email and the beginning o f another.
phrases like those in the previous activity to fill each
For exam ple when H annah writes ‘be logical’ in
blank.
email D, Luke replies by repeating the word ‘Logical!
• G o through the answers.
You’re joking surely?’ (email I).
Answers: a th at m atters b m atters a lot
Answers: The correct order is A, H , G, B, C, D, I, F, E.
c doesn’t m atter d matters e else m atters
f only thing that m atters g ’s the matter
Background information
The argument between Luke and H annah is based on
continuing controversy about the identity o f the author
of Shakespeare’s plays. Luke represents a group of
Alternatives and options
people who believe passionately that the Earl o f O xford
• Activity 17: the central premise of Romeo and Juliet -
w rote the plays; they write endless books and articles
and countless imitations since - is that young people
about this. M uch more inform ation about their point
are doomed if they fall in love outside their immediate
o f view can be found at the Shakespeare O xford
tribe or community. Students can discuss this and then
website: www.shakespeare-oxford.com.
say where they would set the play now and whether, in
However, there are many scholars, historians and
their version, the lovers would have to die at the end.
academics who argue just as passionately that W illiam
• Activity 19: the email-sorting activity is easier - and
Shakespeare did write the plays. You can find out more
more enjoyable - for some students if you put the
about this at the Shakespeare Authorship website:
emails on different pieces of paper or card. The act of
physically moving them around often makes it easier
www.clark.net/pub/tross/ws/will.html.
Both sites are probably a bit com plex in linguistic terms
for students to see how the pieces fit together.
for interm ediate students.

88 unit eleven
• For any students interested in Shakespeare you can • M o n ito r the students’ progress, offering help and
set a project to find out about either who he was, or encouragement.
the story of one or other of his plays. • The pairs (or groups) report back to the w hole class.
Lead a discussion in which the students choose the
K Workbook Exercises 6-9 can be used at any stage from now on. best explanation(s) in each case. D on ’t over-correct
at this stage, though you will want to draw students’
attention to problems with the modal constructions
Grammar: the past of modals this section has concentrated on.
Students study the use of modals used to speculate
about the past. Alternatives and options
• Activity 27: give students other mysteries to solve
Activity 25 such as the story of the Marie Celeste (the 19th-
• Discuss forgery and fakery with the students (people century ship that was found undisturbed, and with a
trying to pass o ff their w ork as the w ork of a great meal half eaten, but with no sign of its 20 or so crew
writer or artist). Discuss why people do this (for fun, and passengers). Or you could give them one of the
for money, etc). following two ‘puzzle stories’. (1) A man lived on the
• Tell students that sentences a -h are all talking about 20th floor and always got out of the lift at the 18th
whether or not Shakespeare (or the artist Picasso) floor to walk the last two floors. Why? (Answer:
w rote (or painted) things. Let students read through Because he was very short and couldn’t reach the
the sentences. top buttons in the lift!) (2) A man was found hanging in
• [I/P] Tell students to match the sentences with
an empty warehouse in the desert, yet there seemed
meanings 1 -8 .
no way he could have climbed that high. There is a
• W hen students have finished ask them to look at 1 1 A
and 11B in the Mini-grammar. They should look at
truck outside. How did he do it? (Answer: He used an
their answers again to make sure they are happy with
ice block, which has since melted.)
them.
• G o through the answers with the class. R efer to 11A
Q Workbook Exercises 11 & 12 can be used at any stage from
now on.
and 11B in the Mini-grammar to clear up any doubts
the students have.
Answers: a 7 b 5 c 2 d 4 e 8 f 3 g 6 h ' l Functional language: reacting to things you
are told
Activity 26 Students look at ways of reacting empathetically to
• Tell students to have their Mini-grammars open at 11A what people say.
and 11B.
• Tell them to rewrite sentences a - f using the modals
from the Mini-grammar. Let them do this individually
Activity 28
• Students look at the picture and read through the
or in pairs.
conversation. Tell them that they are going to listen
• G o through the sentences with the class.
to the audio track and write in the missing lines.
Answers: a Picasso could/might have painted this
• Play Track 5 9 . Let students com pare their answers in
picture, b He can ’t have painted the whole picture in
pairs. You may w ant to play the tape/CD again,
just tw o hours, c Look at ail those paintings in her
stopping after each of N ancy’s lines to give them
private gallery. She must have been rich, d The thieves
more time to write them down.
might have taken the painting during the night, e He
• Go through the answers. If necessary, play the track
can ’t have stolen the painting because he was abroad
again.
when it happened, f Someone could/might have put
Answers: a You must have been really fed up.
the picture in my bag.
b T h at can ’t have been much fun. c You must have
been pleased.
Workbook Exercise 10 can be used at any stage from now on.
Activity 27 Activity 29
• [I/P] Tell students to read the sentences and w ork out
• Ask students w hat UFO means (‘unidentified flying which words or phrases from the box they can
o b ject’), and remind them that many people - com plete them with.
especially in the USA - claim to have seen them. Tell • G o through the answers. M odel the sentences,
students to read the first extract [a). Ask them exaggerating the intonation a bit and making the
questions to check that they have understood the main stress especially prom inent (e.g. ‘T h at must
content. Ask them to read the exam ple, and point out have been w onderful’) to m ake the em pathetic nature
that it is one possible explanation for w hat happened. o f the utterances very clear. Students repeat the
• [P/SG] Students now read all three extracts. Tell each
sentences.
pair or small group that they have to com e up with as
Answers: a wonderful b exhausted c been easy
many explanations as possible for each one, using the
d hurt yourself e much fun
modal construction they have been w orking on.

unit eleven 89
Activity 30 Activity 33
• Tell students to read through the sentences. Ask them • Students cover the artw ork at the bottom o f the page
if there are any words they do not understand. and read through the first lines on the left in order to
• G o through the example. find the one they think is the m ost interesting.
• [P/SG] Students go through items b -h , responding to • [P/SG] Students discuss their choices.
the sentences w7ith statements like the exam ple. • Discuss the different choices with the whole class.
• Get students to read sentences and have other Ask them to say w hat kind o f book they think the
students (from a different pair/group) respond with lines com e from .
the language they have chosen.
Activity 34
Activity 31 • [I/P] Students look at the descriptions o f the books
• Explain that you are going to tell the class about a and m atch them with the first lines they have just
holiday experience and that they should respond read (in Activity 33).
appropriately. • Go through the answers.
• Tell a true or made-up story in which wonderful, Answers: l e 2 d 3 f 4 c 5 b 6 a
terrible, frightening things happened to you. After
each event, ask students w hat they could say. Activity 35
• [P] Students tell their partners about good or bad • [I] Students choose a topic from the box.
holiday experiences they have had and their partners • Rem ind students about the earlier discussions o f first
respond appropriately. lines and then, choosing one of the topics here, get
• M o n ito r the pairs, offering help and encouragem ent them to suggest a first line for that topic which has
where necessary. M ake a note of examples of good some o f the qualities listed in Activity 32.
language and mistakes. • Students write their sentences. M o n ito r their w ork
• Pairs tell the class w hat they have been talking about. and offer help and encouragem ent to those who think
D raw the students’ attention to the language you they have nothing to say.
noted down. • Students read out their sentences. W hich does the
class think is the best?
Alternatives and options • [SG] Using the best sentence, students now write a
• Activity 30: the sentences here can be written on story in not more than ten sentences in total. W hen
pieces of paper and put in a pile. Students are then they have finished, collect the stories and take them
asked to have a conversation about any topic, but at home to correct them (see also ‘Alternatives and
a given signal they have to pick up a piece of paper options’, below).
and somehow incorporate the sentence into the
conversation - at which point the other student has to Alternatives and options
respond using modal verbs - before the conversation • Activity 33: you can find first lines of your own and
can resume. ask students which they like the best. One source
• Activity 31: students can play the ‘inappropriacy’ would be learner literature (often called ‘Readers’).
game. The first student talks about something that • Activity 35: you can organise ‘story circles’ for this
happened to them (although they can make it up, of activity. Each student in a group has a piece of paper.
course), and their partner has to respond completely They all write the same first sentence. And then they
inappropriately, e.g. ‘My dog died last week’ - That all write the next sentence of ‘their’ story to follow it.
must have been wonderful!’ When they have done this they all pass their piece of
paper to the left. Each individual now has to write the
K Workbook Exercise 13 can be used at any stage from now on. next sentence of the new story they have in front of
them. When they have done this, they pass their
Writing: first lines (uf nnvels) papers on to the left and again each individual writes
the next sentence of the story in front of them. The
Students discuss ideal characteristics for the first lines process continues until the pieces of paper have got
of novels, look at some first lines, and then write their back to their original owners - who then have to write
own. one sentence in conclusion. The resulting stories are
often extremely amusing.
Activity 32
• Ask students if they read novels. If they do, ask them
to tell you w hat their favourite ones are.
• G et students to look through the qualities that the
first line o f a novel might have. Ask them which ones
they think are the m ost im portant. D on ’t accept the
answer ‘all o f them ’ but instead try to get them to say
w hat they especially look for.

90 unit eleven
Review: grammar and functional language Activity 40b
• [I/P] Students look through the W ord list and count
Workbook Exercises 15-19, because they are revision exercises, the syllables in each word (e.g. action has tw o, film
can be used at anv stage from now on. has one, anim ated has four, etc). Tell them to find the
word with the greatest num ber o f syllables. Play
Activity 36 Track 61.
• Students look at the picture and read the customs • Discuss the answers with the class.
official’s first sentence and the way that it is changed. Answers: Autohi'ography is the winner with six
• [I/P] Students rewrite w hat the official and the syllables; 'animated and bi'ography both have four.
traveller say using past modals.
• W hen they have finished go through the answers Activity 41
Answers: a You must have thought (that) we • [I] Tell students to draw a picture. Explain that they
w ouldn’t search you. b Somebody must have put should put easy objects in their picture.
• [P] Each student must draw their partner’s picture,
them in my bag. c Someone else couldn’t have put
using their partner’s verbal instructions only.
them in your bag. You said you packed it yourself.
• W hen students have finished, they com pare their
d Som eone who w orks for the airline might have put
pictures to see how similar they are.
them in my bag. e N obody who w orks here could
have put the diamonds in your bag. f Someone might
have put them in my bag at home and I didn’t notice,
Activity 42
• Tell students they are going to devise a questionnaire
g Yes, and it might have been your fairy godm other!
about w hat entertainm ents people enjoy, such as

Activity 37 cinem as, theatres and galleries. Elicit questions they


might ask (e.g. ‘W hich o f the follow ing do you visit,
• Tell students they are going to put the lines of two
and how often: often, sometimes, rarely, never?’).
w om en’s conversation in the right order.
• [P/SG] Students plan the questions they w ant to ask -
• [P] Students read through the conversation lines and
using the vocabulary from the W ord list and any
then give each one a number. M o n ito r their progress.
other words and inform ation from this unit.
• G o through the conversation.
• M on itor students’ progress.
Answers: The order is b, a, j, d, c, i, f, g, e, h.
• Students stand up and interview other class members
using their questions. M o n ito r their progress.
Activity 38 • D raw the students’ attention to the language you
• [P] Students have to think about objects that they
heard and have them correct any mistakes.
might find on an archaeological dig and things they
• Students write up their results.
can say about them using must have , might have,
can’t have , etc.
Workbook: thinking about learning and
• Pairs w ork with other pairs. They talk about their
objects w ithout saying w hat they are. Can the other
language
Students read through these exercises on their own
pairs guess the objects?
before they discuss their answers with classm ates and
with you.
Review: vocabulary W hen students have discussed Exercise 16 with
Activity 39 their classm ates, take them through the answers (1 is
• [I/P] Students look at the Word list and say which the correct choice for each sentence). Explain as much
words they knew before w orking on this unit. They about ‘R eaders’ (learner literature) as is appropriate.
choose five new words to make sentences with. If students have access to Readers (in a school
• Listen to the students’ sentences. library, for exam ple), get them to com plete the first
table in Exercise 1 7 as soon as possible, and then
Pronunciation agree a date by which they should complete the
second (that is, read the book and report back). If
Activity 40a possible, bring a selection of Readers into the class
• Tell students to look at Word list words with the yourself, so that students can com plete the first
letter ‘g’. Is ‘g’ always pronounced the same? table then and there.
• [P] Play Track 6 0 , stopping after each word. If, by any chance, students have no access to
• G o through the words with the class, making sure learner literature, the tables can be filled in about
they hear the difference between Igl and Id^l. any English-language book. However, these exercises
Answers: /g/ - autobiography, biography are designed specifically to get students involved
AI3 / - logical, tragedy with Readers, so teachers should m ake every effort
• Students think o f other words w ith the same sounds,
to give students access to them.
e.g. good , gate, again for Igl or judge, jam , general
5
for I& I.

unit eleven 91
UNIT I E Not an easy game
Speaking: talking about sport Listening: football commentary
Students talk about sports and complete a sports Students listen to a sports commentary, do
questionnaire. comprehension activities to make sure they
understand it, notice facts about language use
Activity 1 and end by discussing football.
• Ask students w hether they like to play sport. Find out
w hat kind of sport and how often. Activity 4
• [I/P] Students look at the pictures and name the • Ask students w hat they know about football. See if
sports. they can they tell you anything about the rules.
• G o through the answers, drilling the sports words if • [I/P] Students m atch the sentence beginnings (a-e)
necessary. with the endings (1 -5 ).
Answers: a boxing b American football c judo • G o through the answers m aking sure they understand
d horseriding/showjumping (showjumping is just one referee (= ‘the man in charge o f a football m atch’),
part of the sport of horseriding) e diving f football red card (You can mime getting it out of your pocket,
(soccer) holding it up and sending someone o ff the pitch since
this is a com m on sight), fou l and free kick.
Activity 2 Answers: a 4 b 3 c 2 d 5 e l
• [SG] Students discuss questions a-c. W hile they are
doing this, m onitor their conversations, offering Be careful!
encouragem ent and help where appropriate. M ake a • Activity 4: this activity could be problematical if
note o f any language which was particularly effective students don’t know anything about football. In this
or ineffective. case you will have to explain words like referee, foul
• Groups report back to the class. Encourage whole- and red card.
class discussion.
• Tell students about the language you noted down and Activity 5
give them a chance to correct any of the mistakes you • Tell the students they are going to listen to a sports
have listed. com m entary - ask them w hat com m entaries sound
like in their country to get them in the m ood for w hat
Activity 3 they are about to hear. Tell them not to worry if they
• [I] Students copy the table into their notebooks and don’t understand every single word on the audio
fill in the colum n about themselves. track.
• [P] Students interview their partner and com plete the • [P] Play Track 6 2 . Students go through the questions
second colum n. M on itor their progress, offering help and com pare their answers. Play the track again if
where needed, and noting down exam ples of necessary.
successful and unsuccessful language use. • G o through the answers with the whole class. M ake
• W hen the interviews are finished students com pare sure they understand that at the beginning the
their ‘Your partner’ entries with their partner’s own com m entator says the score stands at tw o goals each
‘Y ou’ colum n to see if they have both written the - and at the end we hear that with only a few seconds
same thing. to go (after the break in transm ission) there was
• Students tell the class about their partners. Encourage another goal.
the rest o f the group to ask questions about what Answers: a tw o com m entators (and a continuity
they hear. announcer at one point) b the new W em bley Stadium
c 3 - 2 (but we don’t know who won)
Alternatives and options
• Activities 2 & 3: if there are football fans in the Activity 6
class you can get them to tell you about local teams, • Tell students you are going to play Track 6 2 again.
how well they are doing, and what their prospects are. This time they need to listen for four names: M iller
This is also a good opportunity to tell the class about and Sanchez (two football players), and M artin and
sports that you enjoy, especially if they are not Jim (the com m entators).
mentioned here. • Play Track 62. Ask students if they have got the
answers. If not, you may w ant to rewind and play the
particular extract for the answers to each question.
• Go through the answers.
Answers: a Sanchez b M iller c M artin

92 unit twelve
Activity 7 rewrite the sentence so that it accurately reflects their
• [I/PJ Tell students they can look at the Audioscript on opinion. You might w ant to give an exam ple of how
pages 4 0 & 41 to search for the vocabulary for these you would like to change it (e.g. ‘I think everyone
questions. They can do this in pairs or individually. should support a football team because it makes you
• G o through the answers. Drill the difficult words. feel part of som ething’).
Answers: a score b injury c wing d tackle e referee • [I] Students write their sentences.
f defenders g rules • [SG] Students com pare their sentences and see if they
can agree on one version that satisfies everybody.
Activity 8 • Groups read out their sentences. Is there one that the
• Students complete the sentences by looking again at w hole class can agree on?
the Audioscript on pages 4 0 & 41 as they listen to
Track 62. Alternatives and options
• G o through the answers. Ask students if they can • If you have a video of a football game (or another
make sentences with the same gram m ar (e.g. ‘If you sport) you can show it without sound and either get
break the law (present simple) you go (present simple) the students to write the commentary or give the
to prison’, ‘If I was the president (past simple), I’d commentary yourself. If you do this it will be fun to
make football illegal (would + infinitive)’, ‘If it rains make mistakes in your commentary which the
(present simple), w e’ll stay (will + infinitive) at students have to spot.
hom e’). • Students can write and perform an imaginary
Answers: a red card b referee c win the com petition commentary. The rest of the class has to guess what
the game is.
Pronunciation; intonation clues • Activities 5-7: get students to tell you, in detail, what
Activity 9 happened in a recent match or game they watched.
• Tell students you are going to try an experiment.
W rite three scores on the board. Read them out and Workbook Exercises 1-3 can be used at any stage from now on.
elicit w hat happens to your intonation depending on
w hether the second team wins, loses or draws. Tell Grammar: conditionals ( i f sentences)
students they are going to listen to a com m entator
reading out scores. They have to guess the second
Students study conditional if sentences with both
team ’s score according to the announcer’s intonation.
common and slightly more varied patterns.
• G o through the names o f the football clubs (they are
all English) so that the students have a chance to hear
Activity 12
• Students read through the pairs o f sentences a -e . Tell
them before they hear the audio track.
them to think about w hat the differences are
• [I/P] Play Track 63. The students just have to guess
between each sentence in each pair, in terms of both
the missing numbers.
grammar and meaning. Tell them that they can refer
• Ask students w hat helped them decide to elicit the
to 12A-12D in the Mini-grammar to help them decide.
fact that it was the intonation the announcer used.
• [P] Students complete the activity.
• Play Track 6 4 with the complete scores. Go through
• Go through the answers.
the answers.
Answers: a Sentence 1 is giving advice - or even
Answers: Everton 0, Sunderland 1; Aston Villa 2,
issuing a warning, whereas sentence 2 talks about
Sheffield United 2; Liverpool 1, Burnley 3; Newcastle
the future, b Sentence 1 is purely hypothetical (I’m
United 2 , M anchester United 3; Blackburn Rovers 0,
not going to go on that show - hence the use of past
Sheffield Wednesday 0; Arsenal 2 , M anchester C ity 1;
tense + would), whereas for sentence 2 it’s possible
Tottenham H otspur 3, Leeds United 2
that I might go on the show, c In sentence 1 there’s a
Activity 10 chance that she will play well - and if th at’s the case
• Students write their own football scores. They can she’ll get on the team (present simple + will),
use the names o f the clubs here or other ones that whereas for sentence 2 she obviously doesn’t play
they know. well at the m om ent but she would get on the team if
• [P] Students read out their scores - om itting the she did. d There are no differences in meaning
second one. Their partner tries to guess w hat the between the sentences, but when we start the
missing scores are. sentence with i f we normally put a com m a after the
i f clause, e The sentences are different - sentence 1
Activity 11 describes something that is always the case (a
• Ask students w hat they think o f football. Ask them if universal truth), whereas sentence 2 (using the past
they like it and w hat football fans are like in their tense + would) means that it is unlikely that you will
country. Ask them w hat teams, if any, they support. train but that if you did ...
• Ask students to look at the sentence in their books
and say w hether they agree with it. If not - or if there
is anything they would like to add - they should

unit twelve 93
Activity 13 [P] Students com plete the sentences in as many ways
• Students look at the different situations. They can ask as they can.
you for any words that they don’t understand. Pairs tell the class their sentences. M ake corrections
• Elicit an exam ple or two for one o f the situations. where necessary.
• Each pair of students chooses tw o o f the situations.
They must think of as many i f sentences as possible. Alternatives and options
Tell them to think o f sentences apart from the • Activity 12: you can extend this activity by reading
obvious I f I was you I would ... pattern. out a series of sentences (which you have prepared)
• W hile students are w orking, m onitor their progress, and students have to identify (from the Mini-grammar)
offering help and encouragem ent where appropriate. which pattern the sentences are. The more sentences
• Pairs tell their sentences to the class. M ake you give them the more listening practice they have.
corrections where necessary, but respond to the • Activity 14 (onwards): write sentences with some or
content of their advice as well. all of these grammatical patterns on them on separate
Some possibilities: a If 1 was you, I’d talk to your pieces of paper/card. Now cut each sentence in half
friend/If you stop worrying about it, it will get so that you now have the two clauses on different
better/if you ignore the problem , your friend will talk pieces of paper. Give one piece of paper to everyone
to you again/if your friend is a real friend, they w on ’t in the class. They have to find out who has the
ignore you forever, etc. matching card.
H Workbook Exercises 4-6 can be used IB Reading: the manager
Activity 14 Students read an extract from a piece of fiction. They
• Tell students to read the sentences, explaining that solve a puzzle, check their comprehension and study
they are similar to, but not exactly like, the first and various language uses in the text.
second conditional sentences they have been using in
Activities 12 and 13. Activity 16
• [P/SG] Students w ork through the sentences, saying • Ask students to look at the picture and try to get as
whether the sentences are more like first conditional much inform ation from it as they can about the
sentences or second conditional sentences. people, where they are, w hat their relationship is, etc.
• G o through the sentences w ith the students. See if everyone interprets the picture in the same way.
Answer: They are all more like first conditional • Students read the text in order to decide where it
sentences. com es from . Tell them not to worry about the blank
• Rem ind students that the first conditional has two spaces or any words they don’t understand.
verb elements: the present simple {If it rains), and the • Let students com pare their responses and then check
will future {I’ll get wet). that they all have the follow ing answer.
• Tell students to have 12A and 12C in the Mini­ Answer: The extract is from a novel (c).
grammar open next to them. N ow they should go
through the sentences saying w hat has replaced the Activity 17
present simple and will in each case. G o through • Students read through the sentences and half­
sentence a and the exam ple with the class. sentences here. Find out if there is anything they
• [P/SG] Students w ork through the sentences. M on itor don’t understand. If necessary, explain that get in
their progress, offering help where appropriate. shape means ‘to becom e fit’, that change your ways
Answers: a The present continuous replaces the ‘means to change your behaviour’.
present simple; an imperative has replaced will, b The • [P] Students read through the text again and decide
present perfect has replaced the present simple; going which lines go in which blank spaces.
to has replaced will, c Going to has replaced the • G o through the answers.
present simple; an imperative has replaced will, d The Answers: a 4 b l c 5 d 2 e 3
present perfect has replaced the present simple; an
imperative has replaced will, e N othing has replaced Activity 18
the present simple; the present continuous has • Tell students to discuss the five questions here in
replaced will, f N othing has replaced the present pairs. W hen they have had enough time to do this, go
simple; going to has replaced will. through the answers.
Answers: a Paul is the player, b Bob is the manager,
Activity 15 c football d H e’s angry with him because he’s not in
• Tell students that they are going to com plete some shape, there are pictures of him in the paper partying,
sentence prompts in any way they can, using and he’s been missing training sessions, e They are
gram m atical patterns from Activities 13 and 14. Elicit brothers.
some sentence com pletions for the first sentences (e.g.
‘If I won a lot o f money on the lottery I’d buy a
yacht/get everyone a present/leave my jo b and travel
round the w orld’).

94 unit twelve
Activity 19 • G o through the answers. You might w ant to put the
• Students look for words in the text in order to m atch boxes on the board and ask students to fill them in.
them with the meanings given in the activity. Go Drill the words where necessary.
through the first one with them as an example. Answers: head: ear, eye, nose, tooth; neck: throat;
• fl/P] Students m atch the meanings with words which shoulder: collar bone; torso: stom ach, waist; arm:
are in the text. elbow, wrist; hand: index finger, little finger, thumb;
• G o through the answers. leg: ankle, knee, thigh; foot: heel, toes, big toe
Answers: a awkwardly b stammered c stretched
d hardly e training sessions f fashionable g get up to Activity 23
h stadium • Ask students to look at the picture. W hat do they
think is wrong with the footballer (David Beckham )?
Language in chunks It looks as if he’s hurt his ankle or his foot.
Activity 20 • Ask students if footballers ever pretend to be more
injured than they are (yes they do sometimes) and
• Students look at the sentences and find words from
why (to have a rest or to provoke the referee into
the text (and in Activity 17) that fit in the gaps. They
giving a foul against the other team).
can do the task individually and then com pare their
answers in pairs.
• G o through the answers. E Workbook Exercise 10 can be used at any stage from now on.
Answers: a turned his back b get in shape
c had enough of d change your ways e makes tw o of
Using a dictionary: how a word is used
us f interrupting g read his thoughts Activity 24
Activity 21 • [I/P] Students look at the entry for swollen. They
w ork through the questions.
• Tell students to choose any tw o o f the phrases from
• Go through the answers.
the previous activity. They should use them in
Answers: a In the entry in the sample, swollen is an
sentences o f their own. They can do this individually
adjective, b a river c They are very proud and think
or in pairs.
th at they are very im portant.
• Have students read their sentences out to the class. Be
prepared to make corrections where necessary.
Activity 25
• Tell students th at we talk about injuries and illnesses
Alternatives and options in a variety of different ways - different parts of the
• Activity 17: if you think your students will deal with this body collocate (go together) with different words.

easily, you can make this more of a puzzle by adding at G et them to look at the tables and explain that
though we can talk about a stom ach ache, we don’t
least one more sentence which does not fit in the text. usually talk about a leg ache - it may not be exactly
• If you have time you could write out the conversation
(only) from this reading text (or get students to write it wrong, it’s just not something people usually say.
• M ake sure students read the note under the first table
out) so that students can perform the scene as if it was so that they know that apart from stomach and
a scene from a TV drama. This is an occasion when it tummy , ache norm ally joins up with the word it is
would be good to video the student performances so describing to make one word (e.g. earache).
that people can then discuss the performances, the • [SG] Students w ork through the tw o tables. They can
use of gestures, etc. use dictionaries to help them if they want. M on itor
• Students could also prepare a proper ‘acting’ copy of their progress and offer help if appropriate.
the script with stage directions (e.g. ‘Bob moves over • Copy the tables on to the board. Have students come
to the window’) and other directions to the actor (e.g. up and write their entries.
‘Paul (nervously): ...'). • Check the tables with the class.
• Students could write club rules (for players). Answers:
Table 1: earache, toothache, headache, stom ach-ache
K Workbook Exercises 7-9 can be used at any stage from now on. (tummy-ache)
Table 2 : row 1 - ankle, collar bone, elbow, finger,
Vocabulary: parts of the body; injuries nose, thum b, toe, tooth, wrist, neck, back, arm,

Students study ‘parts of the body’ vocabulary and hand, leg; row 2 - ankle, finger, toe, wrist, arm , leg;
then combine these with ‘injury’ words so that they row 3 - ankle, elbow, finger, toe, wrist, shoulder;

can talk about breaks, fractures, sprains, etc. row 4 - ankle, ear, elbow, finger, heel, knee, nose,
stom ach, throat, thum b, toe, wrist, head, neck,
Activity 22 shoulder, arm , leg, foot; row 5 - (everything except
• [P/SG] Students look at the list of words which for waist and torso); row 6 - neck (idiomatic)
describe various parts o f the body, and put them in
the correct boxes. They should use dictionaries for
words they do not know.

unit twelve 95
Activity 26 Functional language: asking how
• Tell students that you are going to act out one o f the
injuries. Then pretend you’ve got a broken leg, for
someone is
exam ple. Encourage students to guess w hat the Students look at how people ask about each other’s
problem is - and ask for alternatives so they talk health and talk about their own. They then make up
about stiff legs, sprained ankle, swollen toes, etc. similar conversations of their own.
• N ow put the class in tw o teams. Explain that a
student from team A will write down an injury Activity 28
w ithout showing it to anyone else. They then mime • Ask students to look at the picture. G et them to tell
that injury to the rest of team A. If their team -m ates you where the people are (in a gym), and how they
guess it immediately, they get five points; if it takes are feeling (one appears to be full of life, the other
tw o guesses, they get four points; three guesses gets looks pretty tired). Ask as many students as possible
three points; five guesses, and over gets one point. for their ideas, but don’t accept or reject their
W hen the miming student says ‘yes’ he or she has to suggestions at this stage.
hold up the piece of paper as proof. Then a student • [I/P] Students look at the conversation and put in
from te#m B does the same with his or her team. Ja n e ’s lines (1-6) in the right place (a-f).
• C onduct tw o or three ‘trial runs’ to make sure • W hen students have finished, play Track 6 5 for them
everyone knows how the game w orks. to check their answers.
• C onduct the game with team A and team B taking it • [P] Students com pare their answers. Go through the
in turns to have rounds. D on ’t let the game go on for lines with the whole class. If appropriate, play Track
too long. 65 again.
• At the end o f the game the team with the highest Answers: a 2 b 6 c l d 3 e 4 f 5
score wins.
Activity 29
Activity 27 • [P/SG] Students copy the table and fill it in with
• [PI Students ask each other whether they have ever phrases from the conversation in Activity 2 8 .
broken, fractured or sprained anything. W hile they • N ow tell students to look at items 1-13. They should
are doing this, m onitor their conversations and offer add these to their tables.
help and/or advice where appropriate. M ake a note • M on itor the students’ progress while they complete
of any special mistakes it would be useful for the the task and offer help where appropriate.
w hole class to w ork on. • G o through the answers. N om inate students to repeat
• The pairs report back to the whole class. Encourage the questions and phrases.
people to ask more questions about the injuries (but Answers:
don’t let them ask insensitive ones). Tell students a How are you? You’re looking well. You look
about some of the mistakes you heard and get them terrible. H ow about you? + 4 , 12
to correct them. b Fine. I’m fine. I had an infection. I’m better now.
I’ve been a bit under the weather. + 1, 3, 5, 6 , 7,
Be careful! 8 ,9
• Activity 27: it is possible that some students will not c G ood. Poor you. + 2, 10, 11, 13.
want to talk about injuries they have suffered, so it is
important not to pressure them in any way. You can Activity 30
set the tone by talking about a not-very-serious injury • As an exam ple, write the tw o verbs on the board (to
you experienced playing a game when you were a have and to feel) in table form (as it is in the book).
child, or something like that. G et students to look at the first vocabulary item and

Alternatives and options ask them which verb it should go with. W rite it on

• Activity 22: you can draw a person on the board. the board next to that verb.
• [P/SG] Students now copy the table and com plete the
Students then have to come up and write the words activity. They should use their dictionaries where
in the right place. necessary.
• If you can find pictures of celebrities you can cut • Go through the answers. M ake sure students
these up and mix them so that celebrity A’s head understand that off-colou r is an idiom atic expression
is on celebrity B’s neck and has celebrity C’s arms, which frequently (but not always) collocates with a
etc. Students have to guess which bits belong to who. bit (e.g. a bit off-colour).
Answers:
a to have (a specific illness/problem):
a bad back
flu
a migraine
a stom ach ache
food poisoning
a cold

96 unit twelve
b to feel: Activity 33
ill • [P] Students look at the six items in this activity and
sick say w hat the im portance o f each is to the ‘R IC E ’
terrible principles.
not very well • G o through the answers, but in each case make sure
off-colour students tell you exactly where the inform ation in
the text is for their answer (e.g. ‘Pain is the guide - if
Activity 31 it really hurts, seek medical attention’).
• Students look at the three situations a-c. Give them Answers: a Pain tells you w hether you need to see a
time to read through the descriptions and make sure doctor, b Like ice, a bag o f frozen peas can help to
they understand chest infection and plaster. stop the swelling, c You can wrap the bag o f frozen
• [P] Students choose one of the situations, but they peas in a towel, d H eat is bad because it increases
don’t tell anyone which one they have chosen. the swelling, e Bandages help to stop bleeding and
• Students write the conversation for the situation reduce the swelling, f You have to raise your leg to
they’ve chosen. They should use appropriate language hip level within 2 4 hours.
which they have been studying in this section.
M o n ito r their w ork, offering help and encouragem ent Activity 34
where appropriate. • Students look at the dictionary definition of
• W hen students have finished, choose one of the more acronym. M ake sure they understand the point that
confident pairs and ask them to read out their it is not just the initials that m atter; they have to
conversation w ithout saying which situation it is for. form into a pronounceable word (e.g. ‘R E S T ’).
The rest of the class have to guess. If you have time, • Tell students to look at the two columns and match
students can come out to the front and act out the the left and right halves to make acronyms.
conversation. Encourage them to overact • G o through the answers.
disgracefully! Answers: Self-Contained Underwater Breathing
• Give feedback, stressing positive aspects o f the Apparatus (SCUBA), Light Am plification by
perform ances and only focusing on a few m ajor Stimulated Emission of Radiation (LA SER), N orth
errors. Atlantic Treaty O rganization (N A TO ), United
N ations Educational, Scientific and Cultural
Alternatives and options O rganisation (U N ESC O ), Value Added Tax (VAT)
• Activity 28: you can write the lines of the conversation • Ask students to think of acronyms in their own
on separate pieces of paper which students have to language.
order correctly before they listen.
• Activity 39: each student is given one of the phrases Be careful!
or sentences from the activity. The class then starts a • Activity 34b: students may find it difficult to think of
conversation and when you indicate a student they acronyms in their language and so it will be a good
have to bring their phrase into the conversation idea if you come to class with quite a few of your own
somehow! favourite ones either in their/your language or in
English. You can make some up too - and the
M Workbook Exercise 12 can be used at any stage from now on. students have to guess which are authentic and
which are not.
Writing: acronyms Activity 35
Students read about what to do with a sports injury • Tell students that they are going to make their own
and then make up their own acronyms. acronyms - using easy words. They will use the
letters of the word as the first letters of words in the
Activity 32 acronym . Show them the ‘M EA L’ exam ple (make
• Students look at the pictures before they read the sure they realise that this is a light-hearted activity).
text. Ask them to tell you w hat each picture shows. • Take them through the list of possible subjects and
• Tell students that they are going to read some advice draw attention to the word in colour that they
about w hat to do if they are injured while should use as their acronym . They will then have to
playing/taking part in some kind of physical activity. come up with instructions to fit those letters.
Tell them not to worry too much about the words • [P/SG] Students write their instructions. M on itor
they do not understand at this stage. their progress and give help and encouragement
• [P] Students match the different texts with the where necessary.
pictures and then com pare their answers. • Listen to the acronyms and their explanations with
• G o through the answers. the w hole class. W ho has come up with the best one?
Answers: R (rest) = picture 4 , I (ice) = picture 3,
C (compress) = picture 1, E (elevate) = picture 2

unit twelve 97
Alternatives and options Review: vocabulary
• Activity 32: if frozen peas can be used not only for Activity 39
cooking but also for reducing swelling, throwing at
someone or as a balance, students can also try and • Let students look at the wordm ap. Remind them that

come up with as many uses as possible for the wordmaps are designed to allow them to make a
pictorial record o f words and the relationships
following: a book, a CD, a comb, a flag, a football, between them.
a hockey stick, a violin case or an overcoat. Put • [SG] Tell students to extend/expand the diagram here
students in groups and see who can come up with as much as they can using words from the W ord list
the most uses for each one. and W ord plus and any other English they know.
This activity w orks well if students have very large
Background information pieces of paper (or a flipchart) and they can then add
Acronyms are frequently used in English. Apart from
words to the diagram with m arker pens.
the ones in the Student’s Book, in Britain people use • There is no ‘co rrect’ map, but the follow ing diagram
acronyms for things like C A M R A (the Campaign for shows how such a map might start to develop.
Real Ale - beer which is not m ass-m anufactured), ASH
(Action on Smoking and H ealth - which cam paigns to
get smoking banned), CELTA (Certificate in the wrist foot
Teaching of English to Adults), etc.

H Workbook Exercises 13 & 14 can be used at any stage from


nowon.

Review: grammar and functional language


Workbook Exercises 15-19, because they are revision exercises,
can be used at any stage from now on.

Activity 36
• Students look at the picture. Elicit that it shows a
passenger and a taxi driver (probably driving too
fast).
• [I/P] Students read through the conversation and find
a word for each blank.
• G o through the answers with the class. Activity 40
Answers: a would b were c go d started e would • Tell students this is an ‘odd-one-out’ activity. Remind
f drive g going h didn’t i are them that it is a pronunciation activity and they
should think about sounds.
Activity 37 • Students do the activity. Ask them w hat they think
• Students read the two columns and m atch the phrases the answers are.
on the left with the replies on the right. • Play Track 66 for them to check. Go through the
• G o through the answers with the class. answers.
Answers: a 2 b 4 c 3 d 7 e 1 f 6 g 5 Answers: a The odd one out is toe /so/; the other
words have the sound /u:/. b The odd one out is
Activity 38 tooth /tu:9/; the others have the sound /so/.
• Students read through the situations and the half­
sentences. Tell them they have to com plete them as if Activity 41
they were the person in the brackets. Go through the • Tell students to see if they can change words in the
first one with them to elicit sentences like ‘If your Word list into different (real) words by changing only
ball goes into the net, you lose a point’. one sound. Show them the exam ple (ankle/uncle) and
• [I/P] Students w ork through the sentences. make sure they understand that only one sound
• Listen to the sentences the students have written. changes. If necessary go through another exam ple -
C orrect im portant mistakes. not necessarily one from the list in the book (e.g.
• Students think of a game they all know and they back/pack).
write two rules for the game. • [SG] Students think of words which change with one
• Students from one group read out their rules. The sound change.
rest of the class have to guess which game it is. • A member from each group com es to the board to
write up their words. Get students to say the words
correctly.

98 unit twelve
Activity 42
• Put students in teams. Each team has a few minutes Workbook: thinking about learning and
to think o f parts of the body. language
• N ow tell the teams that team A (to start with) says a Students look at the different ways of noting down
word, and members from team B have to com bine vocabulary on their own, before they discuss their
that word with injury words from the Word list. reactions to Exercise 16, for exam ple, with
Show them the example so they know how the game colleagues and with you. They will write words or
w orks. phrases from the unit in the m ost appropriate way
• Start the game but don’t let it go on too long. for Exercise 17.
• The winning team is the one with the m ost points. Students discuss their answers with their
classm ates, and you can then see if they agree about
Activity 43 the best way to note down vocabulary. Find out if
• Tell students to m atch the pairs of people in the list they have chosen the same words and phrases from
(i.e. parent+cbild, husband+wife, manager+worker, the unit.
student+teacher). Explain that there is no one right way o f keeping a
• Explain that they have to choose one of the pairs and vocabulary book. Although just writing down the
then write a short conversation in which one of them words themselves probably isn’t adequate (because
has a problem which the other offers advice about. there is nothing to help the students remember
• fl/PJ Students write their conversations. M on itor their meaning), any of the other possibilities here are
w ork, offering help where appropriate. useful - though, in general, the more inform ation
• Students read out (or act out) their conversations. students have time to record, the better.
Bring particular mistakes to the attention o f the class,
but remember to be encouraging about their efforts.

unit twelve 99
UNIT IB More than music
Reading: a special concert cello, c A lbinoni’s Adagio in G d He played for
com passion and peace, to ease the pain o f loss, and to
Students read an introductory text and then do a preserve the dignity of the human race, e He was
‘jigsaw’ reading activity to build up the whole story of never hurt.
the cellist of Sarajevo. Student C: a He is an English composer, b He read

Activity 1 about a man who played his cello in the street to


honour the dead, c He wrote a special piece o f music
• Tell students to look at the picture. Ask them if they
called The Cellist o f Sarajevo d The first UK
know w hat the instrument is or who is playing it.
Ask them for their predictions about the text. perform ance was in M anchester, England, e Yo-Yo
• Students read the text and answer the questions. Tell M a f Vedran Smailovic
them to read past any words they don’t understand:
they are only looking for the answers to these Be careful!
questions. • Activity 2: ideally your class has a total number of
• [P] Students com pare their answers. students which can be divided by three. But if this is
• G o through the answers. not the case, make three groups which are as equal
Answers: a Yo-Yo M a, the cellist b 6 0 0 c empty, as possible. Then, when you get to where students are
dangerous, loud, painful - alm ost unbearable d They regrouped some of the new small groups may have
held their breath - complete silence, e Yo-Yo M a more than three students in them (e.g. two student Bs
beckoned to someone in the audience, w ent down to or even three student Cs, etc). This is not a problem,
meet him and they embraced, f They started cheering since these small groups will still have to struggle to
and shouting. put the whole story together (the point of the activity).
Activity 2 Activity 3
• Ask students if there is anything strange about the • [SGJ Tell students to return to page 13 1 . Explain that
concert that is described here. Draw their attention to with the text on this page and the three short texts
phrases like m ore than music , and ask them why they they read in the Activity bank they now have the
think Yo-Yo M a left the stage. See if they can guess w hole story. They should now look at the questions
who the man he embraced might be, etc. G et as many in this activity as a final check that they understand it
suggestions as you can (obviously you w on’t confirm all. They can com pare their answers in their ABC
or deny their speculations at this point). trios or with other members of the class.
• [G] N ow divide the class into three groups, A, B and • G o through the answers.
C. Tell all the A students to look at Activity bank 13 Answers: a It was called The Cellist o f Sarajevo
on page 155. All the B students should look at b It was written by David W ilde, c He wrote it
Activity bank 2 0 on page 158 and all the C students because he was moved by the story o f Vedran
should look at Activity bank 2 2 on page 159. Tell Sm ailovic - the piece was about Sm ailovic. d Vedran
each group to discuss the answers to the questions Sm ailovic played his cello in the middle o f a war-torn
above the text. W hile they are doing this you can visit street to honour 2 2 people who had been killed while
the groups and make sure they have the correct waiting in a bread queue, e Vedran Smailovic
answers.
• [SG] N ow put students into groups o f three with one Language in chunks
student from group A, one from group B and one
from group C. Tell each student not to show their
Activity 4
• Tell students to look at the phrases from the text.
texts to their two colleagues.
Give them a short time to read them through. If you
• Students find out the answers to the questions below
think it is appropriate you can have them w ork in
the texts by asking the other tw o members o f their
pairs to see if they know w hat the phrases mean.
group. W hile they are doing this, go round help the
• G o through the phrases with the class and establish
trios with their questions and answers.
the meaning for each one.
Answers:
Answers: a sat on the chair so that he felt
Student A: a They were waiting to buy bread, b A
com fortable b no sound c kept completely still in
m ortar shell exploded in the street, c 22 d at 4
anticipation d embraced animatedly e applauded and
o ’clock e They were innocent people - men, women
cheered wildly
and children, f Vedran Smailovic was a 35-year-old
man who lived nearby.
Student B : a He was a cellist with the Sarajevo opera,
b He decided to do something about it/plaved his

100 unit thirteen


Activity 5 Answers: a com poser b manager c singer d cellist
e footballer/football player f chess player
• [I/P] Tell students to look at the five questions and
g photographer h teacher i receptionist
think about which phrase they could use to answer
them. They can do this individually and then check
their answers with a partner. Pronunciation: stressed syllables
• Go through the answers. Activity 9
Answers: a hold your breath b make yourself • [I/P] Students copy out the words and m ark where
com fortable c com plete silence d fling your arms they think the stress goes in each word.
around each other e go crazy • G o through the answers with the students. Have
them repeat the words correctly.
Activity 6 Answers: a m athe'm atics b 'photograph c pi'ano
• [SG] Tell students you w ant them to think about the d 'saxophone e bi'ology f 'therapy g trom 'bone
story they have read, and about w hat Vedran h vio'lin i rec'eption j 'journal
Smailovic did. Give them a minute or two to choose
one o f the words given here (or any other words) to Activity 10
describe w hat he did. • Tell students they are going to hear new words
• Groups report back to the w hole class. Encourage as which are related to the words they have just been
much discussion as possible. dealing with. They should write the words down and
m ark the stressed syllables.
Alternatives and options • Play Track 6 7 . After each w ord, stop the tape/CD
• Activity 6: you can get students to imagine that they and give students time to write down the words and
were one of the three men in the texts (Yo-Yo Ma, m ark the stress.
Vedran Smailovic or David Wilde). Other students ask • Tell students they should say whether the stress has
these characters guestions, either about what they did stayed on the same syllable (S) or w hether it has
or about any other aspects of their lives. The students moved to another syllable (D).

who are role-playing these characters answer in the • G o through the answers.

way they think the character would answer. • Drill the words.
Answers:, a m athem a'tician (different) b

M Workbook Exercises 1-3 can be used at any stage from now on.
pho'tographer (different) c 'pianist (different)
d sax'ophonist (different) e bi'ologist (same)
f 'therapist (same) g trom 'bon ist (same) h vio'linist
Vocabulary: hobbies and professions (same) i re'ceptionist (same) j 'journalist (same)
(word formation)
Students start by looking at words for musical Activity 11
• Tell students to look at the pictures and find words
instruments and musicians before going on to study for the occupations they show.
noun endings for different occupations. They then • G o through the answers with the class.
discuss their favourite kinds of music. Answers: a athlete b pianist c journalist
d footballer/football player e drummer f saxophonist
Activity 7 g cellist h scientist i receptionist j com poser
• Tell students to look at the pictures. Before they do
k guitarist
the activity ask them if they know the name o f any of
the instruments. G et them to say the words they
already know using the correct pronunciation.
Activity 12
• Students look at the list of jobs and decide which
• |I/P] Students match the words with the pictures. If
one they would like to do (if they already have one
they have already told you many of the words this
of these jobs, they should choose something
will be something of a formality, but they should still
different). They should think of reasons why they
check through to make sure they have got the words
would like to do it.
right.
• [P] Students interview each other to find out what
• Go through the answers.
occupations they like and why.
Answers: a 6 b l l c 4 d 8 e 9 f 7 g 5 h 2 i 3
• N ow get them to tell you w hat they have found out.
j 1 k 10
W hich occupation is the most popular?

Activity 8 Alternatives and options


• Tell students to look through the inform ation about
• Activity 11: get students to make lists of as many
words for professions and activities. M ake sure they
famous musicians as they can think of. See how
understand that we add -er and -or for people who
many drummers, guitarists, etc, they can name.
do an activity, and that there are some exceptions.
• [I/P] Students w ork through items a -i. M onitor their
Students can choose one of the instruments without
telling the other members of the class. The others ask
progress and offer help if appropriate.
• Go through the answers with the class.
them ‘yes’ and ‘no’ guestions, and see how long it
takes to guess which instrumentalists they are.

unit thirteen 101


• Activity 12: if you have any instrumentalists in the Grammar: verb patterns
class, get the other students to interview them and Students are made aware of verb complementation
find out why they chose their particular instrument, patterns, do some practice activities, and take part in
how much they practise, their greatest successes, a card game activity.
favourite musical moments, etc.
O Workbook Exercises 4 & 5 can be used at any stage from Activity 16
• Tell students th at they are going to read pairs of
now on. sentences, and that in each pair one of the sentences
is incorrect. G o through the first pair o f sentences as
Speaking: talking about music an example.
Students think about and discuss a particular piece • Students w ork through the sentences, identifying the
of music. wrong one in each pair. They w ork out w hat the
problem is with each incorrect sentence.
Activity 13 • G o through the answers.
• Ask students to name different kinds of music and Answers: a 2 b I c l d 2 e 2 f l g l
describe them (e.g. jazz , classical, folk, pop, rock, The incorrect sentences in each pair have the wrong
dance). com plem entation for the particular verb which is
• Tell students you have a favourite piece o f music. Tell used (enjoy, offer, agree, suggest, prom ise, expect,
them to look at the table and use its questions to deny).
interview you about it. (They don’t have to write
down your answers.) M ake sure they understand Activity 17
m ood - sad, happy, excited, etc. • Ask students to read the sentences and think about
• Students copy the chart into their activity books. exactly w hat they mean.
They should then think of a piece of music that they • Students discuss their conclusions.
like. M ake sure they realise that it can be a song, a • G o through the sentences with the class.
dance track, a piece of film music, a classical w ork etc. Answers: a She stopped w hat she was doing and tied
• Tell students to complete the ‘Y ou ’ colum n in the her shoelaces, b She met him at a concert and she
table about the piece of music they have chosen. remembers it. c Keith sent the letter, but he has
forgotten doing it. d I was running. I stopped and
Activity 14 then 1 had a rest, e I w ant you to phone me. I hope
• [P] Students interview their partner and com plete the you remember that, f Julie was going to water the
second column in the table. M o n ito r their progress plants, but she forgot. So she didn’t, g You and 1 talk
and be prepared to offer encouragem ent where all the time w ithout stopping.
necessary. M ake a note of any language you hear that
is especially successful, and note down any m istakes
that it will be w orth bringing to the attention o f the
w hole class. Activity 18
• W hen they have completed the interview students can • Tell students to have the Mini-grammar open at 13A
check their partner’s table to see if they have both and 13B (pages 17 & 18) so that they can refer to it
written the same thing. if they need to.
• Pairs report back to the class. See if any pieces come • [I/P] Students com plete the sentence stems. They can
up more than once. do this in writing first, and they can decide whether
they w ant to w ork individually or in pairs.
Activity 15 • Let students read out their sentences to the class. If
• Students tell the class about their partners to see how you think it appropriate, ask other students to say
similar the answers were around the class. w hether they think the sentences are correct or not.
• Tell students about the language you noted down
while they were interviewing each other. Ask them to Activity 19
correct the mistakes you noted down. • Explain to students that they are going to be involved
in a game.
Alternatives and options • Each student writes down verbs from 13A and 13B in
• Activities 14 & 15: you can use (and extend) this table the Mini-grammar on separate pieces of paper (or
by playing three or four musical extracts which the cards). They write down nouns from the unit on
students have to respond to. The extracts should have different pieces o f paper (or cards).
very different moods (e.g. from sad/nostalgic to • C ollect up all the cards. Shuffle the verb pile and then
cheerful). Students listen in silence and complete the shuffle the noun pile. Put them down side by side,
table and then ask their partner if they filled in the and upside down so that the words can ’t be seen.
chart in the same way. Other questions might be • Divide the class into tw o teams. Explain the rules
‘Who would you most like to hear the music with?’, (that a student has to pick up a card from each pile
‘What tempo is the music?’, ‘What film could you and use both words in a sentence). D o a couple of
use this music with?’, etc. trial runs to make sure everyone understands w hat to
do.
102 unit thirteen
A member of team A picks up a piece o f card from • Tell them you are going to play a short extract from
each pile and makes a sentence. Give them tw o points an interview for them to guess which of the three
for a correct sentence, and one point if it is nearly wom en is talking. They don’t have to worry too
(but not quite) correct. N ow a member from team B much about understanding exactly w hat the speaker
does the same. is saying.
Continue, with the teams taking turns until either all • Play Track 68 . If necessary, play it again and then
the cards have been used, or when you judge it ask them if they know who is talking.
appropriate to stop. • W hen they’ve given you their opinion you can tell
Add up the points to see which team is the winner. them that the speaker is Susan Bakew ell (the
photograph on the left).
Alternatives and options
• A c tiv ity 18: you can read o u t s e n te n ce s a nd stu d e n ts Using a dictionary: how words combine
have to d e c id e on the s p o t if th ey are co rre c t or and change
in co rre ct (e.g. ‘I s u g g e s t to m eet at five o ’c lo c k ’, T h e y
d e c id e d to g o h o m e ’, 'I e n joy to go to the m o v ie s ’, Activity 22
etc). You can w rite the s e c o n d half of se n te n ce s and • Students look at the entry for tune and w ork through
have stu d e n ts use the verbs fro m 13A and 13B in the questions a -d .
M in i-g ra m m a r to c o m p le te them . • G o through the answers with the class.
• A c tiv ity 19: stu d e n ts have to use at least five of the Answers: a e.g. song, m elody b six (to be infant o f
ve rb s to w rite se n te n ce s a b o u t th em selves. They w rite tune with , in/out o f tune, call the tune, change your
th e ir se n te n ce s on sep a ra te pie ce s of paper. The tune, dance to som ebody’s tune, to the tune of)
p a p e rs are all m ixed up. W hen a se n te n ce is read out c one {in/out o f tune)-, all the others refer to
the o th e r stu d e n ts have to g u e ss w h o w ro te it. something else.

Activity 23
• Tell students they are going to hear the com plete
interview with Susan Bakewell, the nurse. This time
they should only listen out for the answers to the
Listening: which Susan? three questions.
Students listen to an amateur musician telling the • Play Track 69.
story of a music audition. • [P] Students com pare their answers.
• Play the track again and go through the answers.
Activity 20 Answers: a She was involved in a music audition,
• Ask students to look at the five different situations. b She was successful, c She thought it was horrible,
Ask them if anyone has done any of these things and, absolutely dreadful.
if so, w hat they had to do. O ther members of the
class can ask them questions about it. Activity 24
• [P/SG] Students discuss w hat people have to do on • Tell students they are going to look at some music
each occasion and talk about which one would make vocabulary. Ask if they know any of the words.
them feel most nervous. M onitor their conversations, D on ’t confirm or deny their answers yet.
offering help and encouragem ent where appropriate. • [I/P] Students match the words and phrases w ith the
• The groups report back to the whole class. Encourage definitions.
discussion of any interesting points. • G o through the answers. Explain any meanings that
Possible answers: a Y ou ’d probably have to play a are still unclear - you could always sing a scale, for
tune - show w hat you could do - and maybe do example!
some sight-reading (for classical music), b You’d Answers: a 4 b 5 c l d 2 e 3
probably have to give a speech, or perform an extract
from a play, c You’d probably have to answer Activity 25
questions about your qualifications, experience, and • Tell students that you are going to play Track 69
reasons for wanting the job. d You’d probably have again and they should listen specifically for the
to play in the team for a short time, e You’d probably inform ation in the questions. Ask if they think they
have to tell a story/answer questions, etc, in a foreign know the answers to any of them - and tell them to
language. check these answers when they listen.
• [P] Play the tape/CD. Students com pare their answers
Activity 21 with those of a partner. If necessary play the track
• Ask students to look at the three pictures and read again.
the descriptions o f the three Susans. • Go through the answers.
• M ake sure they have understood the inform ation Answers: a She had to play her piece, play a scale,
about the people, by asking them questions (e.g. and do some sight-reading, b tw o people listening,
‘W here does the nurse w ork?’, ‘W hat is Susan Susan, and the accom panist (= 4) c It was on a
B lew itt’s jo b ?’, ‘W hat is Susan Shellworth hoping to Saturday, d the next M onday e She phoned her
d o?’). parents, f at the next rehearsal (in the interval)

unit thirteen 103


Activity 26 Answers: a It was great, b It w ent really well,
• Ask students to look at the phrases in blue. Tell them c I think it went O K . d It w asn’t too bad, e It could
to look at the Audioscript on pages 4 2 & 43 and find have been worse, f I couldn’t think w hat to say/write,
the places where Susan uses them. g H orrible, h I made a real mess of it. i Absolutely
• [P] W hen students have found the phrases, get them terrible.
to m atch them with meanings a -f.
• G o through the answers. Activity 29
Answers: a a huge sigh of relief b see it through • Students read sentences a -i. Ask them w hether they
c I can be out o f here d I may as well e do I take that can tell if they are responding to good or bad news
as f what on earth just by the way they are written.
• Read the lines out to the students, exaggerating the
Alternatives and options intonation patterns to make the meaning clear. After
• A c tiv ity 20: in g ro u p s stu d e n ts d e c id e w h a t te sts they each one, ask them if they are responding to good
w o u ld give so m e o n e w h o w a s trying out fo r a p la y news (such as It went really w ell) or bad news (such
fo o tb a ll, po litica l party, etc. They can w rite the kinds as I m ade a real mess o f it).
of q u e s tio n s the y w o u ld a sk an d then ro le-pla y the • D rill the expressions
interview /te st. Answers: a B N b G N c BN d B N e B N f BN
• A c tiv ity 23: stu d e n ts can d is c u ss w h e th e r or not they g G N h GN i BN
like S usan B akew ell and w h e th e r th ey w o u ld like to
m eet her o r not. They can say w h a t a d je ctive they Activity 30
w o u ld use to d e s c rib e her on the b asis of w h a t th ey • Students copy the table into their notebooks.
have heard. • [I] Tell students to give each activity a score. If the
• A c tiv ity 26: the cla ss can d is c u ss w h a t m a kes th em activity doesn’t make them nervous at all they should
e sp e c ia lly nervous. H ow d o th e y deal w ith their choose 0. If it makes them very nervous, they should
nerves? give it 5. They can choose any num bers in between
these extremes too.
• [P] Students com pare their scores.

Activity 31
Functional language: showing concern • [P] Students choose tw o of their partner’s activities
Students look at the language people use to talk from the table for Activity 3 0 . One of them should be
about experiences like tests, auditions, etc, before the activity they gave the highest score to, and the
doing a role-play about it. other the one they gave the low est score to.
• D em onstrate the activity by saying that you gave a
Activity 27 low score to one of the activities (e.g. doing an
• [P/SG] Students look at the picture. Can they tell exam ). Elicit a conversation in which a student asks
where the people are, who they are, w hat the you about it (e.g. "How was the exam ?’). Nowr do the
relationship is between them, and w hat they think same with an activity you gave a high score to.
has just happened? • Students m ake conversations based on the activities
• Groups tell the whole class about their speculations. of their partners (which they chose). M o n ito r their
• Tell students to look at the conversation. Explain that progress and offer help, encouragem ent or advice
it is in the wrong order (apart from the first wThere appropriate.
sentence). Students should put it together in the • A few pairs perform their conversations for the class.
correct sequence. They can do this individually or in M ake any necessary corrections.
pairs.
• W hen students have finished, play Track 70 for them Alternatives and options
to check their answers. • A c tiv ity 31: w hen stu d e n ts have role -p la ye d their
• G o through the answers. If necessary, play the tape co n ve rs a tio n s they can act th e m o u t fo r the class,
again. but m issing the crucial w o rd (e.g. exam , audition, etc).
Answers: The order of the lines is 1 , 6 , 2, 5, 3, 4. The rest of the class has to g u e s s w h a t the e x perience
w as that they are ta lkin g about. This activity can
Activity 28 d e ve lo p into a ro le -p la y in w h ich one stu d e n t in the
• Tell students to look at the expressions. They are all pair asks the oth e r stu d e n t fo r ad vice a b o u t h ow to
answers to a question like ‘H ow was the exam ?’ deal w ith the activity w h ich m akes them m o s t nervous.
• [I/P] Students decide where to put the expressions in The a d visin g s tu d e n t has to th in k o f three g o o d pie ce s
the scale. M ake sure they understand that 1 0 0 % = of ad vice fo r anyone in th a t situation.
‘very good’, and 0 % = ‘very bad ’.
• G o through the answers. You can draw the scale on
the board and ask students to com e and write up
Workbook Exercise 12 can be used at WMMMM
their expressions.
• G et students to repeat the expression with the right
stress and intonation.

104 unit thirteen


Writing: for and against Activity 35
• Tell students that the phrases listed here are com m on
Students discuss different ways of making notes in in the kind o f essay which argues for and against a
preparation for a ‘for and against’ essay about topic (such as the merits of exam s).
exams. • N om inate individual students to elicit sentences from
their notes which start with the phrases here (e.g.
Activity 32 ‘Some people think that exam s don’t w ork, but I
• Ask students w hat they think about exam s as a way
don’t agree’/‘lt is true to say that many students get
of measuring people’s knowledge. Find out w hat they
nervous in exam s’, etc).
can say both in favour of and against exams.
• Students write sentences using the phrases.
• [SG] Students discuss the questions in the students’
• Students read their sentences to the class. M ake
book in order to end up with a list of advantages and
necessary corrections.
disadvantages. M onitor their progress, offering help
and advice where appropriate. M ake a note of
mistakes you hear which are w orth bringing to the
Activity 36
• Tell students to look at the description of paragraphs
students’ attention later.
from a ‘for and against’ type of essay and decide
• Groups tell the whole class about the points they
w hat order the paragraphs should go in. They can
have made. Encourage whole-class discussion so that
com pare their decisions in pairs or groups.
when someone mentions an advantage o f tests (for
• G o through the answers.
exam ple), another student can ask questions about it
Answers: The order is c, d, b, a.
or disagree.
• Tell students about some o f the m istakes you heard
(without saying where they came from ). Encourage
Activity 37
• Tell students they are going to write a short essay on
the class to correct them.
the topic ‘Exam s are not the best way to test a
person’s know ledge’. They have all the ingredients
Activity 33 necessary: the arguments from the discussion, the
• Ask students if they normally take notes (in other
notes they made, the sentences they formed, and the
subjects or areas of life). Find out how they do this
typical sequence for this kind o f essay.
and discuss w hat forms their notes take.
• Students can either write their com positions in class,
• Ask students to look at the three examples o f note-
or do them as hom ew ork (where they will have time
taking that are given here and find out which are
and space to develop their ideas m ore fully, perhaps).
m ost like the kind of notes they (might) make. Lead a
If they are doing them as hom ew ork, make sure that
discussion about the best way o f making notes. The
they are clear about when it has to be handed in, and
point is not to recommend any of these three models
correct it as promptly as possible, using the
(though they are all com m only used) but to raise
correction symbols on page 7 of this Teacher’s Book.
students’ awareness of the issue.
• W hen you hand back the students’ w ork give them
time to rewrite their essays making any necessary
Activity 34 corrections.
• D em onstrate the activity by asking a student to make
a statem ent in favour of exam s. Reply by saying ‘Yes,
Alternatives and options
but . . . ’ and then adding something against exams.
• There is no reason w hy you sh o u ld stick to the to p ic
Elicit a ‘Yes, but . . . ’ reply from another student,
of exam s and tests. You c o u ld su b stitu te any other
indicating that they should give a counter-argument
to p ic w h ich g e n e ra te s stro n g ‘p ro ’ and 'a nti' feelings,
to your opinion. Continue until students are clear
e sp e cia lly if it fits in w ith the to p ic s in the unit (e.g.
about the sequence in the activity.
every ch ild sh o u ld be ta u g h t an in s tru m e n t/m u s ic is
• [SG] Students continue the activity in the same way
m ore im p o rta n t than g ra m m a r/w a r never solves
(with one student starting the sequence by giving a
anything).
strong opinion either in favour or against exam s).
• D raw up an ‘a d v a n ta g e s /d is a d v a n ta g e s ’ ta b le on the
They should continue until no one can think of
b o ard. S tu dents have to c o m e up to the b o a rd as
anything more to say. M onitor their progress, offering
q u ic k ly as p o s s ib ly and c o m p le te it. This is a g o o d
help and advice where it is needed.
• Continue the activity until the last group has finally w a y of g e n e ra tin g ‘p ro ’ and ‘anti' opinions.
run out of things to say. C ongratulate them on their • You can bring a s a m p le c o m p o s itio n (a bout exam s
achievement. or a n o th e r to p ic ) cut up into fo u r p a ra g ra p h s. The
• Tell students to make notes for an essay on the stu d e n ts have to re a sse m b le the p a ra g ra p h s and
subject ‘Exam s are not the best way to test a person’s then m atch th e m w ith the d e s c rip tio n s in A ctivity 36.
know ledge’ based on their discussions so far.
• [I] Students make notes. M on itor their progress, Q Workbook Exercises 13-15 can be used at any stage from
prom pting them where necessary, but allowing them now on.
to choose the form their notes take.

unit thirteen 105


Review: grammar and functional language Pronunciation
Workbook Exercises 16-20, because they are ft
Activity 42
• Tell students to look at the three groups of words in
order to decide which is the com m on sound they
share.
Activity 38 • Play Track 7 1 , stopping after each group, and then
• Ask students w hat they can see in the picture.
go through the answers. G et students to repeat the
Elicit that a wom an (with her small daughter) is
words correctly.
being questioned in a police station. Ask students
Answers: a The sound is /i/, e.g. h idi/an/. b The
w hat they think the problem is.
sound is In/, e.g. /aeGliit/. c The sound is /ai/, e.g.
• Students read the story. For each verb in brackets
/matt/.
they have to decide what form it should take (e.g. ‘to
+ infinitive’, ‘-ing form ’, etc). They should look at the Activity 43
verb before the verb in brackets in order to decide. • Tell students to look at the words. They should m ark
• [P] Students com pare their answers. the stress in each word.
• Go through the answers. • Play Track 7 2 . Pause after each word for them to
Answers: a that she had b that she had taken check their markings.
c offering d talking e to take/taking f crving/to cry • Go through the answers. G et students to repeat the
g listening h being i asking j crying k that he believed words correctly.
1 that he had been m that Ruth should w atch n that Answers: a re'ceptionist b per'cussion c 'saxophone
she would do d vio'lin

Activity 39 Activity 44
• Tell students to copy the table. Tell them th at they
• [I/P] Students choose any four o f the verbs in the box
are going to hear some words and they should write
and write sentences using as many com plem entation
them in the correct column in their table, depending
patterns as possible.
on the stress.
• Pairs read out their sentences. O ther students say
• M ake sure they understand the fact that the big
w hether the verb com plem entations are right or
circles show where words are stressed.
wrong.
• Play Track 7 3 . Pause after each word for students to
Activity 40 check their markings.
• Go through the answers. G et students to repeat the
• Tell students they are going to make im aginary three-
words correctly.
line conversations. The first speaker will ask how
Answers: Colum n a: audience, interview, manager,
their partner got on in a test, audition, etc. W hen the
songwriter, therapist Column b: conductor, remember
second speaker replies, the first one will respond.
Their partner has to say whether the reply is Column c: engineer Column d: photographer
appropriate or not.
• D raw students’ attention to the example. You can
Activity 45
dem onstrate with a student and have the class say • Put students in teams and then explain the rules of
the game (in which team A chooses any tw o words
w hether your response was appropriate or not.
from the W ord list and the other team has to come
• [PJ Students m ake up their conversations. Listen to
individual pairs, noting down any points/mistakes, up with a sentence that includes both words). D raw
etc, o f particular interest. students’ attention to the exam ple.
• Ask students how they got on. List some of the • Run a few trial rounds and then start the game
mistakes you heard and get the class to tell you how properly. For every correct sentence the team making
to correct them. the sentence gets a point.
• Keep the game going for as long as the students are
enjoying it.
Review: vocabulary
Activity 41 Activity 46
• [SG] The students (in their groups) sit in a circle.
• [P] Ask students to look at the Word list and Word
Ideally, each group will have the same num ber (five is
plus, and discuss which words will be m ost useful for
about right).
them in the future and why they think this.
• Each student starts with a fresh piece of paper. They
• Pairs report back to the whole class and decide
write the sentence from the Student’s Book at the top.
(based on all their choices) which is the ‘m ost useful’
word. • Tell everyone to write the next sentence o f a story.
Encourage them to use their im agination.
• Students (at the same time) pass their piece o f paper
to the person on their left. They all write the next
sentence of the story on the paper they now have in
front of them.

106 unit thirteen


When students have had a chance to write their
Workbook: thinking about language and
sentences, have all o f them (at the same time) pass
their paper to the person on their left and, again,
learning
Students will have looked through the exercises here
write the next sentence of the story in front of them.
in their own time (either at home or in class). They
Continue until the pieces of paper arrive back with
should have identified w hat the correction symbols in
the original owner, who then has to write the ending
Exercise 1 7 mean, and may well have written the
to the story.
piece correctly.
Ask students to read out their stories in their groups.
Let students com pare their efforts and then go
Each group chooses the best/funniest story and reads
through the symbols (see page 7 o f this Teacher’s
it out to the class.
Book for the answers) before suggesting a correct
N ote: if you have uneven group sizes, papers can
version of the text. For example:
circulate more than once, or they can be returned to
their original owners even if they haven’t gone all the
way round the group.
Music is my favourite thing. I like it very muck. I
learned the piano when I was young but now I d on ’t
play very much at all.
My sister plays in a rock band. She is very keen
on heavy m etal music, though I d o n ’t like it at all
because I prefer jazz-style music.
My friend Peter likes heavy metal music too. He
has a lot o f information abou t it - and he also likes
my sister a lot!

unit thirteen 107


UNIT 1 4 Getting along
Listening: he had a nice smile and then saying w hat the reasons might be (e.g. if the
speaker stresses father it might be because everyone
(mini-narratives) else is O K about Ben except for the father; if doesn ’t
Students listen to three people discussing how they is stressed it might be because som eone has just said
met people they later had friendships/relationships that he does w ant her to marry Ben; if marry is
with - and then describe how people they know met. stressed it might be because the speaker is expressing
the father’s outrage at the idea of m arriage, etc).
Activity 1
• Tell students they are going to listen to three people Activity 5
talking about how they met their partners. Ask • D escribe to the class how you met your
students to look at the pictures and read the opening partner/spouse, or how someone you know met their
sentences. partner. M ake the story fairly detailed and interesting.
• Ask students w hat they think is going to happen in • [P/SG] Students ask each other how they met their
each case, but don’t confirm or deny their partner (if they have one) or about how their parents
suggestions. or another couple they know met.
• Play Track 74. • M o n ito r the students as they w ork. N ote down any
• [P] Students com pare answers. If necessary, play the language you hear which you w ant to tell the class
track again. about later. O ffer help and encouragem ent where
• Discuss the predictions they made, and how accurate necessary.
they were. • Groups report back to the class. Ask the class whose
story is the m ost interesting
Activity 2 • Give feedback to the class. Ask them to correct some
• Students read the utterances a -l. M ake sure they or all of the m istakes you noted down and tell them
understand that these are the actual words which the about effective language use you noted down.
characters in the three situations used.
• Students match the words with the pictures. Alternatives and options
• [P] Play Track 74 again. Students check their answers • Activities 1 & 2: write the direct speech lines for each
and com pare them with those o f a partner. conversation on separate pieces of card/paper. Mix
• Go through the answers with the class. them all up. Students have to unscramble them and
Answers: a 3 b 2 c l d 2 e 3 f l g 3 h i i 3 put them into three conversations.
j 2 k 1 12
Workbook Exercises 1-4 cm be used at any stage from no
Pronunciation: moving stress
Activity 3 Grammar: direct and indirect speech
• Tell the students that they are going to listen to a
wom an say the same sentence four times. They have
Students study ways we have of reporting what
to m atch the way she says the sentence w ith the
people say. They do practice activities and talk about
appropriate ending.
things people have said to them.
• Students read through the continuations of the
sentence and predict how she might say the sentence
Activity 6a
• Students open the Mini-grammar at 14B and 14C. Tell
in each case.
them they can refer to these as they do this activity.
• Play Track 75 and ask them to choose the endings.
• Students look at the situation. Check that they realise
You can stop the tape/CD after each sentence if you
that Jim is reporting the conversation as it happens.
wish.
Ask w hether Jim seems happy or sad (he’s happy).
• G o through the answers. Elicit the fact that the
• N om inate a student and ask them to say how Jim
meaning o f the sentence changes depending on which
reports the first thing that R hiannon says to him (see
word is stressed. Ask students which word was
the example).
stressed each time.
• Ask students to report the rest o f R hian n on ’s
Answers: a 3 b 2 c 4 d l
com m ents in the same way.
In the order on Track 7 5 , the speaker stressed nice
Answers: She says she’s seen me in the canteen. She
(1), be (2), smile (3), had (4).
says my friend gave her my number. She says she’s got
tickets for the theatre. She says she’ll be outside the
Activity 4 theatre at seven. She says we can go to a club
• Ask students to say the sentence Her father doesn ’t afterwards.
want her to marry Ben , stressing different words -

108 unit fourteen


Activity 6b
• [P/SG] Students look at the second picture and read Alternatives and options
the second situation. Ask whether Jim seems happy or • Activity 6: half the class have lines of direct speech
unhappy (he’s unhappy). They report w hat Rhiannon and half the class have reported speech lines of the
said, as Jim does in the example. same direct speech lines. Students have to find their
• Go through the sentences with the class. direct/reported speech partners.
Answers: She said she had seen me in the canteen. She • Activity 8: reported speech dictation. Write a short
said my friend gave her my number. She said she had paragraph of reported speech (like the stories in the
(got) tickets to the theatre. She said she’d be outside listening section, above). Dictate it to the students
the theatre at seven. She said we could go to a club giving them enough time to write the conversation in
afterwards. direct speech.
Activity 7 Workbook Exercises 5-7 can be used at any stage from no
• Students read through the sentences. They must
decide w hat the most appropriate form o f the verb is. Vocabulary: friends and enemies
Tell them to refer to 14C in the Mini-grammar to
check their answers.
Students look at language related to friendships and
• [P/SG] Students w ork through the sentences. relationships.
• G o through the answers with the class.
Answers: a had met (‘We met on holiday last year.’)
Activity 10
• Tell students that they are going to study words
b had fallen (‘We fell in love alm ost at o nce.’) c had
about friends and enemies - and the many degrees of
never been (‘I had never been in love before.’) d had
people in between.
(T have to go home in tw o days.’) e could not
• Get students to look at the words in the box. Say the
(‘I can ’t stay for another w eek.’) f would (‘I’ll see you
words and have students repeat them.
in three w eeks.’) g had not (T haven’t seen her since
• [I/P] Students w ork through items a - j and m atch
that day.’) h missed (‘I still miss her.’)
them with the words in the box.

Activity 8 • Go through the answers with the class.


Answers: a partner b ally c colleague d friend
• Take students through 14D in the Mini-grammar. Point
e enemy f partner g acquaintance h com panion
out how can I in direct speech becomes i f he could
i com rade j accom plice
when reported. You can write the tw o sentences on
the board and use arrow s from can to could and I to
he to dem onstrate the subject-operator shift.
Using a dictionary; getting as much
• Students read through the conversation. inform ation as possible
• G o through the exam ple with the class. Activity 11
• [P] Students w ork through the conversation. • Students look at the entries for ad ore , crazy and
• G o through the answers with the class. G et students fon d , and w ork through the questions.
to say their sentences with appropriate pronunciation. • Go through the answers with the class.
Answers: Stefano asked Cristina if the seat was free. Answers: a yes (it’s transitive [T]) b You can ’t use it
Cristina asked him why he was asking. Stefano asked in the progressive/continuous tense, c It’s informal
her w hat her name was. Cristina asked him why he when we use it to say we like something very, very
wanted to know. Stefano asked her why she asked so much, d In British English the vowel sound is /d/; in
many questions. Cristina asked him if he was going American English the vowel sound is /a:/, e It’s one
to buy her a coffee. Stefano asked her if she wanted a of the 3 0 0 0 m ost com m on words in both speech and
coffee. Cristina asked him what he thought. Stefano writing, f craziest g Six - the most com m on is the
said he just didn’t know. one that com es first, h fon d (see definition 1 ) i
probably crazy because it suggests being madly keen
Activity 9 on someone
• Tell students to think of things that people have asked
them to do recently. Give them time to reflect on this Activity 12
and make a note of one or two things if appropriate. • Tell students to think of a member o f their family or
• [P/SG] Students talk to each other about w hat people something or som eone they like very much. Give
have asked/told them to do. W hile they are doing them a bit of time to do this.
this, m onitor their progress, offering help and advice • [P] Students tell each other about the people or
where appropriate. things that they have thought of, using adore, crazy
• Groups report back to the class. Encourage them to and fond. M on itor the activity and help out any who
develop any interesting facts into a discussion. seem confused.
• Have students tell you w hat their partners said.
C orrect m ajor m istakes only.

unit fourteen 109


Activity 13
• Tell students to look at the words and phrases. They Alternatives and options
can use a dictionary for any they are not sure of. • Activity 13: for the diagram in this activity, it would
• Ask them to tell you w hat the opposite of each one is be extremely appropriate if you had a number of
(sometimes this just means using the negative). flipcharts - or large sheets of paper - which could
• G o through the answers. be placed around the room. Students could complete
Answers: a not admire b (probably) hate c not be their diagrams and then walk around and see what
close to/be distant from d be uninterested in/not be the others have done.
crazy about e not like/not be very fond o f f not be in
love with g not get along with h dislike i hate Workbook Exercises 8 & 9 can be used at any stage from
j disrespect (formal)/not respect k not think much of now on,
• Tell students to look at the diagram. Explain that
words can be put in anywhere on the diagram (e.g. in Speaking: a sad story (story reconstruction)
the middle, bottom left, top right, etc).
• [I] Students copy the diagram. They should make it Students reconstruct a story on the basis of pictures.
as big as they can. N ow they write their words on it.
• [ PJ Students com pare their diagrams. Have they Activity 16
• Tell students to look at the pictures. Give them a bit
written the same?
• You can put the diagram on the board. It might end of time to study them on their own.
• G o through the pictures with the class. Ask them to
up looking something like this:
say what they can see in each one. Tell them that the
someone you know well pictures tell a story.
• [SGJ Students decide who the characters are and

A w hat the order of events is.


• W hile the groups are trying to w ork out the story, go
round and m onitor their, progress offering help and
• be close
advice where appropriate. N ote down any language
• not be fond of • be fond of you hear (mistakes and successful language use) that
• not get along with • get along with you can tell the class about later. M ake a note of
feeling very . diS|ike • like .lo v e feeling very
mistakes th at you hear.
nenative ^ ................................ ............ ^ Dositive
about about
someone
• hate be in love with * someone Activity 17
not be close to • adore * • G et a member from one of the groups to tell the story
not be in love with • * respect o f the pictures. Tell the rest of the class to listen
• disrespect be crazy about * carefully. Only prom pt or correct where absolutely
• not be crazy about * admire necessary.
• not admire » w .th in k a lot of • Ask the class w hether the other groups have com e up
with similar stories. Ask other groups to share their
not think a lot of/much of • '
stories if they are different.
someone you don’t know well
Activity 18
• Tell students to read the story in Activity bank 7 on
Activity 14 page 153 and say w hat the differences are. Ask
• Tell students to think o f six different people in their students whether they prefer one of their versions or
lives. Each one should represent a type of person the one in the Activity bank.
from the words in the list. • D raw students’ attention to the language you noted
• Students write the names o f their six people in a list down when you listened to them as they worked in
or on six pieces o f paper. M ake sure they realise that groups. G et them to correct the mistakes.
they shouldn’t say which type of person each name
refers to. Alternatives and options
• Activity 16: if you can copy these pictures you can
Activity 15 give one to each of six groups. Each group of
• Have students look at the exam ple in which student students study their picture. Then you take the
A finds out who one o f student B ’s names is, and pictures away and make new groups, each of which
w hat student B thinks of them. contains one student from each of the original groups.
• [P] Students show their lists (or pieces of paper) to They have to work out the story which the pictures tell.
their partner. The partner has to find out who each
Difficult, but fun. The groups compare their stories.
person is. M o n ito r their progress and offer help
• Students can interview the characters in the story
where appropriate.
(‘How do you feel now?’, ‘How did you feel when ...?’,
• W hen they have finished, listen to some of the
students talking about their names. M ake corrections
‘What would you like to say to ...?’, etc).
where necessary.

110 unit fourteen


Functional language: inviting someone perhaps:
Could I let you know?
Students look at ways of inviting people out and then I will if I can.
role-play ‘inviting situations’. N ot sure if I can, actually,
Activity 19 no:
1 can ’t, I’m afraid.
• Students look at the picture. Get them to tell you - or
N o t really, thanks all the same.
each other first in pairs or small groups - where the
people are, who they are, w hat the relationship is It's very kind o f you to invite me but I ’m not sure if I
between them, and w hat they think they are talking can/don’t think I can.
about. G et as many suggestions as possible. T h a t’s very kind o f you, but I'm afraid ...
• Students look at the conversation. Explain that it is in
the wrong order (apart from the first sentence). Activity 22
• [I/P] Students put the conversation in the right order. • Tell students to look at the four situations a -d . Give
M o n ito r their progress. O ffer help and advice where them time to read through them.
appropriate (but don’t tell them the correct order at • Ask the students whether they have any doubts
this stage). about the situations described here. Is there anything
• Play Track 76. W hen it is finished let them com pare they don’t understand?
answers in pairs and then go through the lines with • [P] Students choose one o f the situations. It’s entirely
the whole class. If necessary, play Track 76 again. up to them, but they shouldn’t tell other pairs which
Answers: The correct order for the lines is 1, 6 , 2 , 13, one they’ve chosen.
4, 3, 5, 9, 10, 12, 11, 7, 8 . • The pairs write the conversation for the situation
they’ve chosen. Tell them to write fairly short
Activity 20 utterances because they’re going to have to act them
• Tell students to read through the nine ways of out later. M o n ito r their progress, offering help and
inviting someone. They have to w ork out if they are encouragem ent where necessary.
Type 1 (quite form al) or Type 2 (the speaker is more • W hen students have finished, choose one of the more
casual/confident). confident pairs and ask them to read out their
• Students read through a-i. conversation w ithout saying which situation it is for.
• [I/P] Students complete the activity. The rest o f the class have to guess. If you have time,
• Go through the answers. G et students to repeat the students can com e out to the front and act out the
phrases. conversations.
• Give feedback, commending them for successful
Answer: They are all Type 2 invitations except for e,
language use, and drawing the students’ attention to
and perhaps b.
some o f the more marked errors.
Background information
It is w orth remembering that intonation helps determine
Alternatives and options
the degree o f form ality in speech. Inform al language
• Activity 19: students discuss the conversation and
said tentatively, with high pitch and exaggerated
try to work out whether Ainsley is nervous or not, what
intonation contours, often sounds more form al than
the relationship is between the two people, etc.
form al language said in a flat and uninteresting way.
• Activities 20 & 21: you can use these activities for
a quick-fire round of drilling. Nominate a student and
Activity 21 then give a letter from Activity 20 as a cue (e.g. T: ‘20b’
• Students copy the table. They read through the - S: ‘Do you fancy coming to the cinema?’). Nominate
different ways of responding to invitations and put another student and give them a letter from Activity
them in the correct column. 21 to use as an answer (e.g. T: ‘21k’ - S: Yes, I’d love
• [P] Students com pare their answers. to’).
• Go through the chart with the class.
• Have students say the utterances. M ake sure they put Workbook Exercise 10 can be used at any stage from now on.
the stress in the right place (e.g. ‘Yes, I’d love to .’)
and use the correct intonation (e.g. afall-rise at the Reading: Rachel
end of ‘Could I let you know ?’).
Answers:
Students read a text from a romantic novel and (after
yes:
checking their comprehension and looking at a
Greatl/Fantastic!
number of language features) discuss the
T h at sounds very nice.
implications of it/how it might turn out.
T h a t’s very kind of you.
Yes, I ’d love to.
Activity 23
• Tell students to look at the three book jackets and
Yes, that would be marvellous.
read the three descriptions in this activity. Tell them
that they are going to read a text which comes from
one o f these books. You can explain the meaning of

unit fourteen 111


the words in the title if you want (see ‘Background Activity 26
inform ation’, below). • Students copy down the five sentences a -e.
• Students read the text straight through, as fluently as • Students now close their books and punctuate the
they can w ithout worrying about words they don’t sentences they have just written down. Tell them to
understand. They decide which type of book it comes think about speech m arks, question marks and full
from. stops.
• W hen students have finished reading check that they • [P] Students com pare their answers. W hile they are
all agree on the answer. doing this, you can write the sentences on the board.
Answer: b Ask individual students to com e up and put in the
punctuation.
Background information • W ithout telling the students w hether they are right or
The name Trumpet Voluntary has a double meaning. wrong, tell them to look at the text on page 14 6 . Ask
Voluntary can mean ‘o f your own free will, w ithout any students if they w ant to com e up to the board
asking for paym ent’, but it is also the word for a and change anything that is written there. Correct
particular type o f music played in church. There is a any punctuation errors which are still there.
famous piece of music called The Trumpet Voluntary,
written by the 17th-century English com poser Jerem iah Activity 27
Clarke - and th at’s why the book has the title it does. • Leave the punctuated sentences on the board.
• G o through the questions with the students. In each
Activity 24 case, ask them to look at the sentences on the board
• Tell students to look at the highlighted words in the to help them.
text and the meanings a-g. Answers: a We put them before the inverted com m as
• [I/P] Students search the text for the words. at the end o f an utterance, b We can show a speaker
• G o through the answers with the class. stops in the middle o f a sentence by using dots (...).
Answers: a fool b blush c crazy about d react c We put a com m a before the end o f the direct speech
e criticising f cross g snapped and another com m a (or a full stop) at the end o f the
phrase, before the inverted com m as start the next bit
Activity 25 o f direct speech.
• [P/SG] Tell students that they should discuss the four
characters in the story. They should share w hat they Language in chunks
know about them, w hat they imagine about them
and what inform ation they would like which is Activity 28
outside the text, and which they can only guess at. • Tell students to look at the unfinished phrases here.
• M on itor the groups’ progress, offering help and They should now go back to the extract from
advice where appropriate. Trumpet Voluntary to see how they can com plete
• Ask a group to tell you about the narrator. Then ask them.
the other students whether they w ant to add • [P] Students com pare their answers.
anything. Ask them where they got their evidence • Go through the phrases.
from (e.g. ‘We know that he likes/liked Rachel Answers: a She was very easy to talk to (There was
because he says so !’). no problem having a conversation with her), b She’s
• Ask another group about Rachel. Again, ask them for not right for you (T h at’s not the girl you should be
evidence for their conclusions and see if other groups w ith), c You’re w asting your time (Nothing is going
have anything to add. to happen, however long you go on, however hard
• G o through all the characters in the same way. you try), d I don’t care what you think (Your opinion
Answers: a We know that he likes R achel, that he is a is not im portant to me), e It’s none of your business
musician and wants a nice house and to travel, that (I don’t w ant you to have your opinion about the
he is crazy about someone called M algosia, and that events in my life), f Ju st keep out o f my affairs (D on ’t
get involved with my private life), g I had gone too
he didn’t listen to Rachel properly, b We know that
far (I had said too much/spoken too strongly).
R achel is quiet and gentle, has light brown hair and
pretty brown eyes set in a pleasant face and is easy to Activity 29
talk to, that she’d like to have children one day and • Ask students to tell you which tw o phrases are
that she likes the narrator a lot, probably, c Tibor is aggressive.
som eone M algosia is crazy about, but Rachel doesn’t Answers: It’s none o f your business and Just keep out
like him. d M algosia is really beautiful, is crazy about o f my affairs are both quite aggressive things to say.
Tibor, but is not (probably) in love with the narrator
- who thinks she is more than his friend.
Activity 30
• Tell students that they have to choose tw o o f the
phrases and write sentences in which they are used.
They can do this individually or in pairs.
• Listen to the sentences they have written and make
necessary corrections.

112 unit fourteen


Activity 31 • G o through the answers with the class.
• Ask students to look at the last sentence in the Answers: a call b rate of pay/salary c W L TM
extract. Ask them w hether it means that the narrator d needed e preferred f applicant g be good with
did or didn’t listen to the advice Rachel was giving
him. M ake sure they realise that he obviously didn’t. Activity 35
• [SG] Remind students of the four characters in the • Ask students how advertisers make their
extract - and w hat they said they knew about them in advertisements as cheap as possible. M ake sure they
Activity 2 5 . They should now try and decide what understand that they do this by using as few words
they think happened - how the narrator’s life turned as possible.
out. • G et students to give you exam ples from the
• N om inate students from different groups to tell the advertisements.
class w hat conclusions they cam e to. Do they all Exam ple answers: WLTM (the initials are one word
agree? W hose idea is the m ost convincing? instead of four), call, tel ; the absence of articles
(the!a), etc; the use of passive-like constructions
Alternatives and options ( telesales person required rather than we require a
• Students extract the conversation from the text and telesales person)-, the use o f ‘telegraphese’, e.g. salary,
work it up for performance. Ask them how they can hours negotiable rather than we are prepared to
show a character blushing - or how the narrator negotiate both the applicant’s salary, but also the
knows that he has 'gone too far’. In other words, how hours he or she will work.
does Rachel react, etc.
Activity 36
H Workbook Exercises 11-13 can be used at any stage from • Tell students to look at options a - d and choose one
of them.
• They should write their advertisements individually,
making them as much like the exam ples on this page
Writing: ‘small ads’ as possible.
Students look at some newspaper advertisements, • Put the advertisements up on the board or round the
study their form, discuss how they would reply and class. Students go round looking at each other’s
then write their own advertisements. w ork.
• W hen the activity is over tell them about both
Activity 32 successful and less successful uses of language during
• Tell students to skim the texts - not worrying about the activity.
difficult words at this stage - to see w hat kind of
writing they are looking at. Give them no more than Workbook Exercises 14-16 can be used at any stage from
a minute to do this.
• Elicit the fact that these are classified advertisements
from a newspaper or magazine.
• Tell students to read through items a -e. N ow tell Review: grammar and functional language
them to find which advertisement each one refers to.
• [P] Students w ork in pairs. Workbook Exercises 17-22, because they are revision
• Go through the answers with the class. exercises, can be used at any stage from now on.
Answers: a 5 b l c 3 d 4 e 2
Activity 37
Activity 33 • [I/P] Students read the conversation and report it to a
• Tell students to look at the words and phrases in the classm ate. Tell them that they should pretend to be
box, all of which com e from the advertisements. ‘Y ou ’. They can start by saying ‘I saw M onica
• Tell students to match the words and phrases with yesterday and she asked me . . . ’.
explanations a -i. • W hen students have had a chance to report the
• Students complete the task individually or in pairs. conversation, listen to some o f them report (parts of)
• Go through the answers with the class. it to the whole class.
Answers: a good with people b hygiene c the outdoor • M ake corrections where necessary.
life d negotiable e applicant f m echanic g salary • Go through the answers.
h W LTM i rate o f pay Answers: She asked me how I was. I said I was fine.
She asked me if I was doing anything that evening. I
Activity 34 said I didn’t think so. She asked me if I would like to
• Tell students to look at the gapped sentences and go to a film with her. I said it depended on the film.
phrases. Tell them to complete them by looking back She said it was a very old film called Love Story. It
at the advertisements and using language they find was on at the local Arts Cinema. I said that with a
there. title like that I couldn’t refuse. She asked if she
• W hile students are doing this, m onitor their progress, would see me at about eight o ’clock. I said yes and
offering help where appropriate. that I was looking forward to it.

unit fourteen 113


Activity 38 Pronunciation
• Tell students to look at the picture. Ask them where
the people are (in an office). Ask them to try and Activity 41a
guess w hat the office atm osphere is like. • Tell students to look at the list and say which words
• Go through the first item with the class as an (if any) they find difficult to pronounce. Ask them
example. why. Try to get them to isolate the sound or stress
• Students complete the text with one word for each pattern they find especially difficult.
gap. W hen they have done this, they can com pare • Help students with the difficult words by showing
their answers with those of a partner. how the sounds are made. Isolate segments o f the
• G o through the answers. word and get students to say them in isolation before
Answers: a new b nice c around d left e to f wanted getting them to say the w hole word.
g m other h told i said j colleague k group 1 pleased Activity 41 b
m everyone/everybody n getting o she p very • Ask students to write a short sentence using at least
q go/travel r daughter s asked one word from the W ord list. G et them to show their
• [P] Students write one or more of the conversations sentence to another student to m ake sure the other
(a & b). W hile they are doing this, go round the class student understands it and agrees th at the English is
m onitoring and helping where necessary. correct.
Exam ple answers: a Conversation 1: N oreen: I w ant • Have students practise saying the sentences in pairs.
to travel round the world. M other: T h a t’s not a very They should experim ent with stressing different parts
good idea. You should get a job. W e’re not made of of the sentence and decide how the meaning might
money. It’s time you paid your own way. change.
Conversation 2 : Noreen: I had a fantastic evening. • Listen to some of the sentences with the w hole class.
M other: I am pleased. 1 hope that’s the end o f your Ask other students where the sentences are stressed
plans to travel around the world! N oreen: Well not and ask them w hat the reason for this might be.
really M um ... b Colleague: Would you like to join a Check with the student who said the sentence that
group of us at a restaurant one evening? Noreen: Yes, this is w hat was intended.
I ’d love to come.
Activity 42
Activity 39 • [I/P] Tell students to look at the phrases in W ord
• [IJ Tell students to recall and make notes about where plus. Tell them they have to write at least three
they have met some of their best friends. sentences using (in turn) he, she and they.
• [I/P] Students go round the class, asking each other • Ask students to read out their sentences and make
about where they met friends. corrections if necessary.
• W hen the activity is over get them to tell you their
stories.
And, in the end ...
• Tell students to read through the topics mentioned
Review: vocabulary here and start to think about w hat they could say

Activity 40 about each.


• Tell students to write down their thoughts about each
• Tell students to look at the Word list and decide
topic. Say that you are not going to correct any
which four words they would like to throw away.
English m istakes since this activity is designed for
Explain that it could be because they don’t like the
reflection only. They can write as much or as little as
word or its meaning, they don’t think it’s going to be
they w ant within the time limit you give them.
at all useful or because it reminds them of something
• W hen students have finished this, you can collect
they don’t like, etc.
w hat they have written and take it with you to read
• Give students time to look through the list to find
later. W hen you do so, com m ent on w hat they say
their words.
with helpful suggestions and encouraging words
• Students tell the class which words they have chosen.
about how well they have done and how they can
They must explain w hat their reasons are. W hich
continue to study successfully in the future.
word is chosen by the most people?
• If you don’t w ant students to write down their
answer to these ‘questions’ you can, of course,
discuss all these issues, which might be very
interesting for everybody. Encourage everyone to take
part, not only the stronger/more confident ones.

114 unit fourteen


W o rk b o o k a n s w e r k e y
UNIT 1 e
f
are discussing
believes ... is getting
Exercise 11
a Why did you leave your last job?
Exercise 1 g lives ... travels b (And) can you work on your own?
a design engineer h goes c W hat do you do when you’re not
b footballer i ’s staying working?
c journalist j ’s having d Do you have any hobbies?
d orchestral conductor k don’t answer ... don't give e Why do you want this job?
e primary teacher
f firefighter Exercise 7 f W hat has he told you about our
company?
g soldier a Is M alcolm Clarke a member of staff
g Do you have any questions for us?
h nurse there?
i personal assistant b When is he at work? Exercise 12
j refuse collector c W hat is he discussing in Warsaw? Open exercise
d Does M r Clarke believe global
Exercise 2 warming is a problem? Exercise 13
a indecisive e Why does he believe global warming a down
b honest is a problem? b up
c inhospitable f Does M r Clarke travel a lot? c up
d dishonest g How does he travel? d down
e sympathetic h Where is he staying in Warsaw? e up
f impatient i Is M r Clarke having a good time? f up
g unkind g up
Exercise 8
h
i
unromantic
enthusiastic lives Exercise 14
takes a In spite of M ary’s friendliness, she
j sensitive
doesn't drive can be very unkind,
k loyal
doesn't enjoy b People think Annie is kind because
Exercise 3 travels she helps people all the time,
1 c visits c Although Sofia makes a lot of
b g is taking part mistakes, she is not unintelligent,
d h is speaking d Although Jill’s keen on aeroplanes,
i likes she doesn’t like flying,
j leaves e Despite Della’s romanticism, she’s
k realises never been in love,
f In spite of Carew’s usual enthusiasm,
Exercise 4 1 goes
she’s feeling a bit low at the
Lensky m have
n isn't moment.
Tatiana g I trust Lizzie because she’s honest,
Lensky o seems
p likes h Laura often gets invited to parties
Madam Larina because she’s very interesting
Onegin q is growing
Ralph Ffienes r making Exercise 15
Prince Gremin s is feeling Open exercise
t gets
Onegin
Tatiana and Onegin u likes Exercise 16
v is leaving Open exercise
T chaikovsky
Pushkin Exercise 9 Exercise 17
Pushkin a There’s someone I’d like you to meet, Open exercise
Exercise 5 b I think you’ll like him. Exercise 18
a widow c Yeah, nice to meet you too. a assertive
b pours out their heart d Do you enjoy studying zoology? b loyal
c challenges someone to a duel e I’m a teacher, c unkind
d cannot walk away from f That’s a coincidence, d sincere
e in a strange mood g Can I ask you a question? e indecisive
f passionately h Aren’t you a bit young to be a f considerate
g outgoing teacher?
h heartbroken Exercise 10 UNiT 2
i landowner ?
j fictional
a
b F
Exercise 1
a F
k ridiculous
1 a twist of fate
c
d
T
F
b T
c F
Exercise 6 e T d T
a is f T e F
b 's attending f T
c works g F
d goes

answer key 115


Exercise 2 r going f clip
a Kevin & Beverly s Probably g plough through
b Sue t film h yaw
c Jim u fantastic i cut out
v agree
d
e
Beverly (and probably Kevin)
Peter w immediately
Exercise 13
a engine
f Kevin & Beverly x is
b tail
g Dennis y ’ii c nose
h Beverly z absolutely/quite
d wing
i Kevin
j Beverly
Exercise 7 e wing tip
a arrived, arrived
Exercise 3 b was, been
Exercise 14
a Adventure tourist says ‘Never again!’
a first parachute c brought, brought
b Heroic stewardess saves trapped pilot
b solve the problem d bought, bought
c Horrified football fans see 26-goal
c emergency chute e did, done
defeat
d first parachute f ate, eaten
d Schoolboy attacked by escaped lion
e second emergency parachute g felt, felt
e Sharp-eyed sailor finds stranded
f faster and faster h got, got
fisherman
g going to die i had, had
f Travellers rescued in desert ordeal
h pure luck j saw, seen
i hit the ground k met, met Exercise 15
1 knew, known Open exercise
Exercise 4 m rang, rung
n sent, sent Exercise 16
0 started, started a He’s
p drank, drunk b I was
1 q told, told c It wa:
a d It was
s Exercise 8 e She was
T a W hat did Tim ask you then? f They’re ^ekll
b Why had he come over to speak to g You room ’s
you?
Qj

p c W hat was he talking about? Exercise 17


O pen exercise
y d When did Diana get there?
h e When did you first seeTim? Exercise 18
r f W hat didyou say? O pen exercise
m g Why did you say that?
n h W hat did you think about that? Exercise 19
1 W ho were you waiting for? a X- lost consciousness
Exercise 5 b X- we went
a absolutely enormous! Exercise 9 c X- I gave
b absolutely/really furious! a Question e d /
c absolutely/really/completely b Question i e X- his eyes
disgusting! c Question d f X- I realised
d absolutely/really/completely d Question c g X- my boss was furious
fantastic! e Question b h /
e absolutely/really/compietely filthy! f Question h i /
f absolutely/really boiling! g Question a j X- I do not agree
g absolutely/really/completely h Question f
terrifying! i Question g Exercise 20
h absolutely/ really freezing! a amazing
(Note: we tend not to use completely
Exercise 10 b conscious
Nam e(s) Occupation(s) c hilarious
with adjectives that have an absolute
meaning, such as boiling and freezing.) People who Helen Monahan don't know d pretty amazing
live in the Marcus Monahan boiler engineer e remembered
Exercise 6 house: Harley Monahan schoolchild f sure
a television Norton Monahan schoolchild g unconscious
b saw
Pilot: Donald Campbell neurosurgeon
c ago UNIT 3
d before Exercise 11
e think a F Exercise 1
f Do b T air extractor [8]
g agree c F aisle [3]
h thought d F counter [9]
i Really e T customer [5]
j knew f T entrance [1 ]
k in exit [7]
g F
1 didn’t security camera [6l
m thought Exercise 12 sell-by date [13]
n too a pick up shopping list [10]
o two b steer shelf [2]
p film c plunge shopping bag [11]
q last d grab shopping trolley [4]
e treat vacuum-packed [12]

116 answer key


Exercise 2
a shopping expedition
Exercise 8
a every
UNIT 4
b last-minute shopping b few Exercise 1
c late-night shopping c a few Open exercise
d
e
window-shopping
go shopping
d
e
any
some
Exercise 2
a 5
f shopping trolley f very little b 4
g do the shopping g a lot of c 2
h Internet shopping h several d 1
i many
Exercise 3 j a bit of
e 7
a 2 f 3
b 3 Exercise 9 g 6
c 3 a 2 Exercise 3
d 1 b 5 a last call [d]
c 1
Exercise 4 d 3
b proceed [d]
a site c announcement [c]
e 4 d board [f]
b queue
f 7 e regret ... delay [b]
c season
g 6 f running ... late [b]
d madhouse
h 8 g Sorry [a]
e exit ramps
In the picture of the shop, there are h shouldn’t [a]
f online
some Arguski belts - but the assistant i return [g]
g hassle
says that they don’t sell them. j Fasten [g]
h collide
i patrol Exercise 10 k Place ... position [g]
j creep along 1 V once a week (twice a week is 1 fastened ... switched off [e]
k put things into perspective wrong.) Exercise 4
1 convenience 2 V 2 items (1 item is wrong.) a cruise
m shopping offline 3 V 0 - 5 9 minutes b interesting
n efficient 4 V trousers (shirts is wrong.) c museum
5 black trousers
Exercise 5 d sunbathing
a 1 Arundel Mills M all Exercise 11 e tourists
2 $250 million a I’m in a bit of a hurry. [7] f air-conditioned
3 Baltimore, Maryland b You’ll automatically be entered in g package holiday
4 7,000 our prize draw. [5] Exercise 5
5 shops, a movie theatre with c W hat are my chances of winning? [6] The word is campsite.
twenty screens and an d I wouldn’t know. [2]
entertainment complex e But let’s get a move on. [4] Exercise 6
6 queues ‘for miles’ f But only if I have to. [8] a abroad
b 1 people who have already used the g It’s not something I do for fun. [3] b backpacking
Internet a lot h You never know. D on’t be so c excursion
2 small, only offering one thing, pessimistic. [1] d gallery
quick, easy to use, don’t ask for e holiday-maker
personal information or go wrong
Exercise 12 f resort
3 customer focus, relevance,
a 4 g sightseeing
b 2 h vacation
support, service, fulfilment
c 3
Exercise 6 d 1 Exercise 7
a © a F
b ©
Exercise 13 b F
a D c T
c ©
b S d F
d ©
c D e F
e ©
f © d D f F
e S
g T
f D h T
i © Exercise 14 i T
j © Open exercise j F
Exercise 7 Exercise 15 Exercise 8
a We don't get many shoppers here any Open exercise a roar
more. b get away
b People spend very little money in this Exercise 16 c souvenirs
shop. Open exercise d ruins
c This will only take a little time, Exercise 17 e terminal
d There isn’t any sugar in this tin. a fleece f basic
e Everybody likes coffee, b expedition g wide awake
f I always drink coffee after every c serious h bandstand
meal. d supermarket i turned out
g I only take a little milk in my coffee, e anything j staring
h I'll come round in a few minutes, f several
i Finding a good bargain in the shops g vacuum-packed
gives me a lot of satisfaction.

answer key 117


Exercise 9 Exercise 13 Exercise 23
a the roar of a passing truck a Is ... worth a sightseeing
b old electric fan b recommend ... for b package holiday
c pyramids c thought of c water skiing
d ruins d about d Backpackerland
e a very large tree e a bit e exotic
f WOMAN: They’re delicious! f Is ... visiting f uncomfortable
WRITER: W hat are they called? g kind g off the beaten track
WOMAN: They’re called ‘huevos h sounds ... good
rancheros’. They’re fried i was looking UNIT 5
eggs in M exican sauce.
WRITER: They smell fantastic.
j
k
of
quite ... were
Exercise 1
The correct order is: 2, 1, 3
WOMAN: They taste fantastic too. 1 try
Are you from Britain?
Exercise 14 Exercise 2
WRITER: No, I’m Australian. Where a wearing
a Can you recommend a good place
are you from? b poor
for a holiday?
WOMAN: I’m American. I’m from c nothing
b Well, what kind of holiday do you
Arizona. Is this your first d clothes
want?
time here? e clumsily
c Have you thought of going to this
WRITER: Yes, it is. Is this y o u r first f patiently
five star hotel in the mountains?
time here? g smirks
d W hat about camping?
WOMAN: Yes it is. I’ve been here h inside
e T hat’s not quite what we were
three days.
thinking of. Exercise 3
Exercise 10 f Well, it’s not my idea of fun. a I am completely different
a colder, coldest g Why don’t you try it? b The Confession
b angrier, angriest h That sounds like a good idea. c The Confession
c more honest, most honest
d paler, palest
Exercise 15 d
e
I am completely different
I am completely different
The order is: 2, 3, 7, 4, f , 6, 5
e better, best f The Confession
f more emotional, most emotional Exercise 16 g The Confession
g kinder, kindest a turkey h (You choose!)
h sadder, the saddest b presents
i bluer, bluest c Father Christmas
Exercise 4
j faster, fastest a How long have they lived in
d Christmas tree
k more slowly, most slowly America?
e stocking
I better, best b How long have they lived in the
m more kindly, most kindly Exercise 17 beach house?
n worse, worst Open exercise c How long has Rita worked for
Halcyon Music?
0 more often, most often Exercise 18 d How long has Tom played the
p more, most a big
q earlier, earliest guitar?
b hot
r more frequently, most frequently e How long has Rita studied
c sheep
Japanese?
Exercise 11 d nice f How' long has Tom played with
a more expensive than the brown e good
‘M oondance’?
shoes. f fat
b faster than the tall girl, g better Exercise 5
c the oldest/eldest, h plan a I’ve never been to the USA.
d the coldest. i choose b I haven’t had a holiday for two
c older than the one on the right, i seat years.
c I’ve just met the writer CJ Stone,
f more dangerous than the road on the Exercise 19 d I’ve just seen a beautiful camper van.
left. Open exercise
e I've lived on a houseboat for six
Exercise 12 Exercise 20 months
a Brian isn't as tall as his sister, Open exercise f I haven’t driven my new camper van
b Camping holidays are more fun than yet.
cruises. Exercise 21 g I’ve never spent the night in a tent,
c Flying is more expensive than going Open exercise h I haven’t lived in a house since a year
by train,
d Heat? The hotter the better,
Exercise 22 ago.
i I haven’t been in the USA since 2000.
a /
e In Australia it's hotter in December j They haven’t finished building the
b X - as old as me
than in July, house yet.
c X - the louder the better
f Last year's holiday was the best one k Have you ever slept in the open air?
d /
I've ever had.
g Paris is one of the most famous cities
e / Exercise 6
f / a have lived ... liked
in the world,
g X - one of the best films b once lived ... sank ... wasn't ... have
h She’s not as keen on holidays as her
h y been ... have never felt
sister.
i / c was ... heard ... was ... have never
1 The roads are getting more and more
i X - getting hotter and hotter been
crowded every year.
j Every year we get a bit wiser. d have always wranted ... had ... was
... didn’t like
e drove/have driven ... broke down ...
put ... have not used

118 answer key


f have slept ... have always enjoyed ...
didn’t like ... was ... got
d
e
Do you need to freshen up?
How nice to see you.
UNIT 6
g have been ... moved f It’s great to see you. Exercises~ 1
g N o, I think I’ll keep it on if that’s all a g h / e\\ w r (P P I r a t e) u fe ll
i

Exercise 7 right. s f i X X s P n h i z a a V e
Open exercise
h We got a bit lost, but it w7asn’t too e e i e y t 0 h g i y b P w f
Exercise 8 bad. n d k c (d i e) (e d u c a t e) e
Bungalow: light, more than one room, i Yes please. Have you got an orange t c 1 u a V m r f k 0 c u X a
only has one floor/storey juice? e b m t b p r i s 0 n d r y UJ
Camper van: can be moved, cramped, j Can you tell me where the bathroom n a n e c w 1 lu e 1 q e e z k
dark, is pretty cheap is? c / n d d X k n d m ii f d a 1
Flat: can be on the 25th floor, more than e y P h d (m a r r i e d) z b m
one room, part of a bigger building
Exercise 14 d X q i/ / t V i r c (c r 0 w, / n ) n
Basement flat: dark, more than one
a 6 k s a / /( V / e ) \ s b n X g / / q/ f ] 0
room, only has one floor/storey, part
b 8 1 Vi//'e/ ^P / / i N Nis\ a 0 W /'S / 0 t
of a bigger building
c 3
' i v 'a ,/ f a h tN\ v x A / P r P
House: more than one room, spacious
d 2
V "g n b g u z><o) 1 q ln Jq
Houseboat: can be moved, cramped, is
e 1
1 S/ / Q i d i e 0 ( P / / qN\ rN r c r
pretty cheap, light, more than one
f 4 (. / t t k 0 c f V y r iN \S d s
room
g 5 P s U 1 P (9 u i i t y ) iN Xex t
Mobile home: can be moved, cramped, is
h 7 q r V m q d e w X s t 0 \d ) u
pretty cheap, light Exercise 15 Exercise 2
Open air: light, spacious a Dear Miss Brulo a born
Tent: can be moved, cramped, is pretty b I enjoyed our meeting b educated
cheap, light c I look forward to hearing from you c inherited
d Yours sincerely
Exercise 9 e Hi Jane
d married
e poisoned
a 5 f So that’s all OK
b 2 f prison
g Dear Jill
c 4 g escaped
h It was a pleasure meeting you. h soldier
d 3 i I’ll wait to hear from you
e 1 i pirate
j With best wishes.
i captured
Exercise 10 Letter 1 is the most formal. k divorced
a
b
the
the
second bedroom
kitchen
Exercise 16 1 married
a h ’sCgreaj ) t o CseeVou. m shot
c the living room (it has a fireplace) b (Oh^)this is (great! n executed
d the living room The story is probably not true because it is
c Can K ^ a S ^ ourvc o a t-/
e the main bedroom d It’s a (m tCTamped in here, very unlikelv that she w'ould have lived to
f the second bedroom e I’ve iust(won)ai(prize) 125.
g the bathroom f Can I get you(somethjng>o 0rin^)? Exercise 3
Exercise 11 g CjTiankj^for inciting us. 1 Catherine of Aragon
a Seven months.
b They just said they didn’t like it
Exercise 17 2 Ann Boleyn
Open exercise 3 Jane Seymour
anymore, 4 Anne of Cleves
c Writing a novel, Exercise 18 5 Catherine Howard
d She’s an actor. Open exercise 6 Catherine Parr
e She’s having a few months’ rest,
f They take it. Paul decides.
Exercise 19 Exercise 4
Open exercise a male heir
Exercise 12 Exercise 20 b proof
a Thanks for coming, c contemporary accounts
a homeless
b Can I get you something to drink? d control
b spacious
c Did you have any trouble finding e niece
c bungalow'
your way here? f superb shot
d garage
d Can I take your coat? g died in childbirth
e the open air
e Do you need to freshen up? h accomplished
f block of flats
f How nice to see you. i athletic
g Thanks for coming.
g We got a bit lost, but it wasn’t too j good politics
bad. k disastrous
h Yes please. Have you got an orange 1 horseman
juice?
i Can you tell me where the bathroom Exercise 5
is? a sport, horse riding, archery, tennis,
j It’s great to see you. music
k N o, I think I’ll keep it on if that’s all b 1 Mary, 2 Elizabeth, 3 Edwrard
c 1 Edward, 2 Mary, 3 Elizabeth
right.
d Catherine of Aragon
Exercise 13 e Jane Seymour
a Can I get you something to drink? f Anne of Cleves
b Can I take your coat? g Catherine of Aragon
c Did you have any trouble finding
your way here?

answer key 119


Exercise 6 o I’ll - to my surprise
was educated p that - is eaten
entered q what - given a prize for literature
was imprisoned r noise
was not released
was knighted
Exercise 11 - good on you
silk, polyester, cotton, leather, plastic,
was made/was appointed - Those are really
wool, corduroy, nylon, denim
was appointed/was made
started
a silk Exercise 18
b leather a conquered
didn't agree
c plastic b executed
resigned
d wool c disguised
change
e corduroy d corduroy
was summoned
f denim e leather
m was convicted
f how interesting
was beheaded Exercise 12 g I dunno. (don’t know)
was made a 1 Oh thanks.
died
is also known
2
b 1
It was a present from my husband,
It was given to me by my aunt.
UNIT 7
was written 2 Well, it looks good with that suit. Exercise 1
Exercise 7 3
c 1
W hat’s it made of?
Where did you get it?
a
b
going
to
a Millions of emails are sent around
2 Oh yes. So it’s a Swiss watch then? c meeting
the world every day.
3 N o, I don’t think so. It’s from d visit
b The M ona Lisa is photographed by a
Korea. e rain
few people every day.
c Cats has been seen by more people Exercise 13 f
g
make
closes
than any other musical, Suggested answers
h going
d Heathrow airport is used by 1.5 Paragraph 1: Barbara Thompson, the
i probably
million people every year, saxophonist, was born in 1954, in
e Machu Picchu has been visited by Manchester in the UK. Her father was a Exercise 2
6 8 ,0 0 0 people since last January, scientist and her mother was a history a ‘11 always remember
f Mount Everest is climbed every year teacher, but no one in her family played b will be
by teams from all over the world, music or was particularly musical. c ‘m going to watch ... will ring
g The Vendee G lobe round-the-world Barbara started to play the saxophone d Will ... lend
yacht race has never been won by a while she was at secondary school. e ‘11 see ... ‘m going to have
woman. Paragraph 2: Barbara Thompson’s f will never
h The Great Wall of China has been friends know her as a quiet person. She
seen by astronauts in space. doesn’t live the typical jazz lifestyle of
Exercise 3
a Are we going to be
Exercise 8 late nights and crazy living. It’s only
when she’s on stage that she really lights
b does the train arrive
a 3 c isn’t getting in
up. Then she changes completely and
b 6 d shall we do/are we going to do
her whole personality changes.
c 5 e ‘m going to get
Paragraph 3: Barbara Thompson played
d 4 f ‘11 come
her last concert in 2001 because she had
e 2 g are vou going to say/will you sav
become ill. ‘I can’t play like I used to ,’
f 1 h ‘lid o
she says, ‘so there’s no point in asking
Exercise 9 people to pay to come and see me.’
i
j
‘11 just stand
‘m not going to shout/won’t shout
T Instead of giving concerts she writes
k is he going to do
F music and teaches younger players.
1 ‘11 probably go
T
T Exercise 14 m Are you going to miss/Will you miss
She inherited a million dollars? n is going to feel
F
T She inherited a million dollars.
A million dollars.
Exercise 4
P a take off, give up, go on
P A million dollars?
b break up with, cut down on, get
F You like spaghetti?
round to something, look after, make
P You like spaghetti.
a go of, run out of, see about, take
Yes.
Exercise 10 Yes?
off, take up
c give it up, pick it up, put it in, set it
living He was given a prize?
up, take it off, take it up
place He was given a prize.
writing They really suit me. Exercise 5
ever They really suit me? a broke up with
don’t go on
ghosts Exercise 15 make a go of
g human Open exercise
set up
h about Exercise 16 put in
i again Open exercise get round to
j without took up
k any Exercise 17 cut down on
1 any a X - was educated Give up
m think b /
n know c /

120 answer key


Exercise 6 Exercise 13 c Charlie & M att
a Angela Jones d Angela and Petra
b Nigel Jones e Ruth’s
c Ronald Crabtree f Ruth’s
d Daisy Crabtree
Exercise 17
Exercise 7 a I promise I’ll be at your house by
a Angela and Nigel four o ’clock.
b Thompson Cruises b I promise I’ll be at your house by
c Angela and Nigel four o ’clock.
d Bishop Jonathan Blake c I promise I’ll be at your house by
e Sasha Pliotnov four o ’clock.
f Nigel and Angela d I promise £11 be at your house by
g My travel group four o ’clock.
h the tour operator Kuoni e I promise I’ll be at your house by
i Roger and Daisy four o ’clock.
j Daisy
Exercise 18
Exercise 8 1 d
a romantic setting 2 a
b the tip of an iceberg 3 e
c wedding package 4 b
d exotic location 5 c
e got to my level
f out of the ordinary
Exercise 19
Open exercise
g in style
h wedding reception Exercise 20
i hand in hand a verb
Exercise 9 Exercise 14
b
c
noun
adjective
a rude to all my friends when I invite
1 die d adverb
them round to our flat?
b promise not to play such loud music
2
3
late
quite
e
f
adverb
verb
in the evening,
4 tomorrow g verb
c get to class late again. Honestly,
5 like h noun
d be there on time - for once!
6 coast
e and obey you forever,
7 further Exercise 21
f but you have to organise the drinks, a adjective
8 cold
g if you’ll do all the cooking,
9 knows
b noun
h but I don’t promise to make a c noun
10 degrees
particularly good job of it. d verb
11 cloud
i the bathroom tidy, at least? e adverb
12 up
j you’ll never misbehave in class f noun
13 morning
again? g verb
14 look
Exercise 10 15 midday
h noun
i adverb
16 increasing
N 17 heavy j verb
k verb
18 road
19 police Possible answers
20 travel a fantastic/incredible
21 necessary b people
22 minus c street
23 tomorrow d singing/laughing
24 middle e happily/energetically
25 showers f guests/dancers
Exercise 11 26 rainfall g went
a 7 27 people h conversation
b 5 28 cold i angrily/strangely
c 4 29 next i saying
d 2 30 sunshine k talked
e 3
f 6
Exercise 15 Exercise 22
a would like to invite you Open exercise
g 1 b RSVP
Exercise 23
Exercise 12 c in the history of the world
a tomorrow
a 8.05am d Bring this invite with
b wedding
b the south west e Hi Steve,
c resolution
c the north and Scotland f You will come? Please?
d firefighter
d to the Caribbean for a holiday g have great pleasure in inviting you
e New Year’s Eve
h let us know if you can come
f Nobody’s perfect,
Exercise 16 g I can’t cope.
a Richard & Barbara Hamilton’s
b Richard & Barbara Hamilton’s

answer key
UNIT 8 i
j
oughtn’t to
must
Exercise 13
Suggested answer
Exercise 1
a 2 Exercise 8 NOISE WAR N EIG H BO U R CALLS
b 3 a You don’t have to get up early POLICE
c 4 tomorrow. Trouble erupted in a quiet street last
d 1 b You don’t have to wear a uniform at night when two neighbours declared a
this school. war of noise which involved the police
Exercise 2 c You can’t drive along this road. and everyone within a two-mile radius.
a the sign [a] d You have to wear a uniform in this The trouble started because M ark
b that thing off [d] job. Sherman, who is a light sleeper, finally
c eaten some crisps? [b] e You have to retire at 65 in some got fed up with his neighbour’s music.
d stand this, really [cJ companies. His neighbour, Angela Crabtree, played
e ride on the pavement [a] f You should go and see a doctor. her electric guitar every night,
f mustn’t drop litter fb] g You must tell me if you are going to sometimes until quite late and also
g me crazy [c] be late. threw late-night parties for her friends.
h does that sign [bj
i be quiet [c] Exercise 9 Every time her neighbour complained
about the noise, she either ignored him
a Jean-M ichel Basquiat
Exercise 3 b 1960 -1 9 8 8
or told him not to be such a killjoy.
Finally, in desperation, he went and
a the man in picture a c New York
b the woman in picture c bought a massive sound system which
d Haitian father, Puerto Rican mother
c the man in picture d he put in his garden. He played classical
e Played in a band, doing graffiti,
d the girl in picture c music for two long and noisy nights. At
painting
e the police officer in picture b first his neighbour tried to ignore it, but
f All over America, Paris & New York
f the man in picture c finally it got too much for her and she
g Basquiat called the police, but not before the
g the young man inpictureb h Jeffrey Wright, David Bowie,
h the girl in picture a police had received calls from their
Courtney Love
neighbours.
Exercise 4 Exercise 10 ‘We have spoken to M r Sherman and
alarm, barbecue, bonfire, footpath, a Jean-M ichel Basquiat Miss Crabtree,’ says Sergeant Maureen
graffiti, invent, library, litter, mobile b Thompkins Square Park Cresswell, ‘and we are hoping to
phone, pavement, poster, signature, c Jean-M ichel Basquiat encourage them to come to some kind
spray-paint, Walkman d Madonna of agreement.’
Exercise 5 e Andy Warhol
f Jean-M ichel Basquiat
Exercise 14
a D on’t bring food into the library, List 1: amazing, exactly, forbidden,
b D on’t drop litter, g John Seed graffiti, occasion, opinion, permission
h Julian Schnabel
c D on’t drive too fast, List 2 : certainly, sensitive, signature
i Julian Schnabel
d D on’t put up posters,
e D on’t light bonfires, Exercise 11 Exercise 15
f D on’t ride bicycles on the pavement, a a news broadcast
a Syrup
g D on’t use a mobile phone, b Image b
c
a station announcement
a recorded booking system
h D on’t spray-paint the walls. c searching for some kind of identity
d somebody asking for directions in the
Exercise 6 d
e
quit school
encouraged your interest
street
a Must I eat my sandwich outside? e an announcement in a supermarket
b Should I get here before 7 o ’clock? f simultaneous
f someone introducing a speaker at a
c Do you need to have identification g stars
public lecture
h at the height of their powers
to take books out of the library? g actors in a play in a theatre
d You needn’t worry about the Exercise 12 h a meeting is about to start
washing up.
e They should hurry up because the
a A: Are children allowed in here?
B: Sure, of course,
Exercise 16
concert starts in 10 minutes, Open exercise
b A: Is it O K if I take a photograph
f Does she have to take the science here? Exercise 17
exam? B: I’d rather you didn’t, a /
g They had better not spray-paint any c A: Is it all right if I bring my dog in b X —if I bring
more walls, here? c X - allowed to use
h Do we need to wear smart clothes B: Yes it’s okay, but keep it quiet, d /
for your party? d A: Do you mind if I take some e X - if I take
i You ought not to speak to your photographs? f /
brother like that, B: I’m afraid that’s not possible, g X - needn’t
j You mustn't take plants out of the e A: Can I bring my friend to the h /
country. party? i X - should
Exercise 7 B: Sure. She’s welcome to come,
f A: Can I take one of these
) /
a needn’t
programmes?
Exercise 18
b have to a precinct
B: Sure. Help yourself.
c can’t b litter
d must c car alarm
e must d police
f don’t need to e graffiti
g ought to f strictly forbidden
h had better
g Help yourself.

122 answer key


UNIT 9 Exercise 11
a your hat
Exercise 17
Open exercise
Exercise 2
a 2
b
c
your tea
that
Exercise 18
b 3 Open exercise
d just beams
c 2 e off-key Exercise 19
d 1 f my dreams Open exercise
e 2 your knife
g
Exercise 20
Exercise 3 h
i
till three
my life
a eyebrow
a T b shoulder
b T Exercise 12 c scratching
c T a 6 d witness
d F b 9 e tell the truth
e F c 4 f telling the truth
f T d 3 g face-to-face
g
h
F
T
e
f
2
7 UNIT 10
i T
g 10 Exercise 1
Exercise 4 h 11
i 5
a T
a interviewer b F
b unconsciously j 8
k 1
c T
c relax d F
d uncrossed Exercise 13 e
f
F
F
e sit forward a leaning
f eager/enthusiastic b taken g F
lower h T
g c holding
h the same i T
d owned
i enter e sitting i F
i decisive f given Exercise 2
k appropriate
g getting a digital camera
1 enrol
Exercise 14 b technically complex
Exercise 5 a I like pictures of people with
c
d
Internet Service Provider
a small computer that you can carry
a clench interesting faces,
b cross b Steve has three expensive suits
with you
e technically simple
c fold designed by Armani,
d nod c I used to live in a large apartment in
f a ‘place’ on the Internet that you can
visit
e point the centre of town, g see you
f raise d When you are driving in the snow, h Uniform Resource Locator (the
g scratch you have to be careful of cars address of a web site or web page)
h shake skidding on the ice. i World Wide Web
i shrug e In London tourists often take
i wave photographs of soldiers wearing red Exercise 3
a 55 minutes
Exercise 6 uniforms and black ‘busby’ hats,
f I've just bought a first edition of a b on the train
a fold ... cross c 1 laptop computer, 2 mobile phone,
b clench book written by Steve McCorm ack,
g The bald man sitting in the corner is 3 digital camera
c shrug d 1 sending emails, 2 design work,
d scratches the prime suspect in the case,
h My brother really wants to buy a 3 computer games, 4 homework,
e pointed 5 shopping, 6 booking holidays
f shake boat like that small yacht sailing on
e You can answer emails in your own
nodded the lake.
g time.
h shook i Frank's going to get tickets for the
i waved rock band playing at the Zodiac Exercise 4
tonight. a that/which
Exercise 7 Exercise 15 b who/that
a 1 It’s difficult to say 2 shake your fist c who/that
3 Anything else 4 fold your arms cuming coming, waring wearing, eys
d which/that
b 1 do this scene 2 easy to say eyes, loltod looked, there their, direcoion e whose
3 what do I do 4 folding your arms direction, stopod stopped, althow f whose
5 shrug your shoulders although, mens men’s, tw J tall, g which/that
holding, trubblc trouble, rubbed h which/that
Exercise 8 robbed, custormers customers i who/that
The answer is a.
Exercise 16 j where
Exercise 9 a 6 Exercise 5
a key, me, tea, three b 7 a /
b hat, that c 3 b X - who/that
c knife, life d 4 c X - who/that
d beams, dreams e 8 d /
Exercise 10 f
g
2
5
e
f
X - which/that
/
The song follows pattern c.
h 1 g X - who/that
h X - which/that

answer key 123


Exercise 6
a who had once been his girlfriend
Exercise 11
a Tom
UNIT 11
b which she had given him all those b Michelle Exercise 1
years ago c Michelle a conversation 5
c who served him d Michelle b conversation 3
d which meant that nobody had to fill e Michelle ... Tom ... Tom c conversation 2
in tickets any more f Michelle ... Tom d conversation 1
e which is electronically sensitive g Michelle ... Tom e conversation 4
f that he had ever seen h Tom Exercise 2
g who invented this stupid machine i Tom a conversation 4
h which he thought she would hate j Tom ... Michelle b conversation 1
k Tom
Exercise 7 c conversation 5
a microwave oven Exercise 12 d conversation 4
b mouse a 1 contamination e conversation 2
c printer 2 pollution f conversation 3
d monitor 3 traffic jams g conversation 2
e computer b 1 Many people haven’t got h conversation 1
f mobile phone computers. i conversation 3
g calculator 2 Computers crash, Exercise 3
h personal organiser c 1 We can’t cure the common cold. a in the background ... catches
i television 2 Antibiotics don’t work with some b of life
j personal stereo infections. c a real person ... in the foreground
Exercise 8 Exercise 13 d don’t like art.
a keyboard a Thank you. e hardly watch
b application b Thank you, f couldn’t stop
c hard disk c Thanks a lot, g pretty frightening
d emails d Thank you very much, h nothing better than
e bug e Thank you very much for your help, Exercise 4
f website f No problem, a comic ... comedy
g monitor g D on’t mention it. b romance ... romantic comedies
h scanner h Glad I could help. c tragedy
i crashes
j emails
Exercise 14 d musical
Open exercise e opera
Exercise 9 Exercise 15
f detective
a Can g thrillers
a 6 h science
b problem
b 2 i war
c sure
c 1 j horror
d know
d 3 k action
e click
e 5 I autobiography ... biography
f happens
f 4 m historical
g at
h get Exercise 16 n animated
i
j
crazy
Have
a RC Exercise 5
b RC a W hat’s your favourite Bond film?
k what c RC b W hat are the best bits in the film?
1 don’t d RC c W ho’s in it?
m thing e P d W hat part does Halle Berry play in
n start f P the film?
0 switched g fd e Who are the main characters in the
p been h S/FD film?
Exercise 10 i FD f W hat’s the story of the film?
a aeroplanes [/] Exercise 17 Exercise 6
b antibiotics [/] a / a M argaret Johnson
c aspirin [/] b / b Alex Faye
d biology i 1 c / c Brad Courtenay
e cars [/] d / d Ralph Blackman
f chemistry [/] e X - who took my photograph e Brad Courtenay
g computer [/] f X - People who don’t use
h cry [/] g / Exercise 7
1 injection [ ] h / a 2
j laugh [✓] i X - how to connect up b 4
k medicine [/] j X - checked the connection c 5
1 physics [/ j d 6
m ships [ J Exercise 18 e 3
n shout [ ] a calculator f 1
o space station [ ] b monitor
p university [✓] c television Exercise 8
d proficient a T
q whisper [ ]
e computer virus b T
f out of date c T
g Can you help me? d T

124 answer key


e F Exercise 15 d If I watch the lottery programme on
f F a You might have hurt yourself, TV this evening, I’ll probably be
g F b You can’t have been very pleased, disappointed,
h F c That must have been terrifying e I’ll buy a boat.
i F d You could have been in real danger, f If I buy a boat, I’ll sail to the USA.
j F e That couldn’t have been pleasant. g If I sail to the USA, I’ll visit Las #
k T Vegas.
Exercise 16 h If I visit Las Vegas, I’ll lose all my
Exercise 9 The answ'er to each question is 1.
money.
Open exercise
Exercise 17 Exercise 5
Exercise 10 O pen exercise a 4
a You must have been very frightened
b You can’t have enjoyed the
Exercise 18 b 6
Open exercise c 7
experience
d 3
c We might have met before Exercise 19 e 1
d He couldn’t have been in London in a art f 5
2001 b foreground g 2
e They must have been married c sculpture
f She could have left her bag on the d autobiography Exercise 6
train e controversy a were ... would give
g He couldn’t have taken that f wonderful b would be ... came
photograph g It doesn’t matter. c were ... wouldn't say
h They might have been friends once d say ... will get
i He can’t have meant what he said
j She could have phoned earlier
UNIT 12 e
f
win ... will be
doesn”t start ... will be/’s going to be
Exercise 1 g were not ... would still be
Exercise 11 a Geoff h were ... would stop
a must b Angela
b couldn't c Geoff Exercise 7
c might d Geoff a Fulham LFC
d can't e Geoff’s mother b Stowmarket
e might f Clive c Chantelle White
f shouldn't g She can’t open a tin. d Permi Jhooti
g couldn't h a goal e Permi Jhooti
h must f Rachel Yankey
i had to Exercise 2 g two teenagers at Rachel’s training
j can't a T session
k might b T h Clinton Joseph
1 couldn't c F (Liverpool 2, Arsenal 1) i a middle-aged man
m should d F
e F Exercise 8
Exercise 12 f T a damp
a must have cost g F b professional
b can’t have been popular h F c role model
c can imagine d look up to
d might even have organised Exercise 3 e enthusiastic
e do a lot of it Exam ple answers f Blokes
f must have been Conversation 1 g ref
g can’t have had a W hat are you doing? h side
h is erected by robots b Has the game finished? i coordinator
i hadn’t invented c Is the game nearly finished? j typical
j must have been put up d I’ve seen a new car that I want to k inspiring
k it was called buy.
1 must have been the centre e The only problem is that it is red. Exercise 9
f D on’t you want to speak to me? a it is the only fully professional
m must have been taken
g I’m really upset women’s side in Britain
n can learn
h Will you promise to ring me as soon b she says she loves it and she’s really
Exercise 13 as the game is finished? lucky to be playing it
a 6 Conversation 2 c there were no women footballer role
b 2 a Hello Geoff. It’s Clive, models
c 1 b I’m feeling really unhappy, d they were sending text messages
d 5 c I keep ringing (Carol) but she doesn’t e they weren’t laughing
e 9
f 4
w'ant to go out with me.
d Look, I am your brother,
Exercise 10
a ankle 7
g 10 e D on’t you care about me? b arm 6
h 8 f Why are you being like this? c back 17
i 3
j 7
Exercise 4 d ear 10
a I'll go to the shop, e elbow 2
Exercise 14 b I'll buy a lottery ticket, f eye 5
Open exercise c If I buy a lottery ticket, I'll watch the g head 9
lottery programme on TV this h heel 15
evening. i index finger 1
j knee 4
k leg 13
answer key 125
1 little toe 16
m nose 11
UNIT 13 Exercise 7
a I enjoy playing tennis,
n throat 18 Exercise 1 b I expect to finish the job in a couple
thumb 8 a Sally James of hours.
tooth 12 b Pauline Johnson c Phil denied borrowing her bicycle,
waist 3 c M arina Volskov d Phil offered to mend it.
wrist 14 d Tony Collins e Phil agreed to buy a new bell,
stomach 14 e Sally James f I avoided doing any work yesterday,
f Tony Collins g I remember playing tennis with my
Exercise 11 g Ricki Bartram cousin when I was young,
a She’s got a stomach-ache, h Colin Parker h I want to go to Italy this summer,
b He’s got a swollen finger, i Ricki Bartram i Phil suggested buying a new
c She’s got a broken foot/ankle/leg.
d He’s got a sprained/broken ankle, Exercise 2 computer,
a M arina Volskov j I decided to do it.
e She’s got toothache,
b Sally James k My cousin forgot to (come to) play
f He’s got a broken nose.
c Sally James tennis with me.
Exercise 12 d Pauline Johnson Exercise 8
a how e Ricki Bartram 2
b great f Colin Parker 6
c wasn’t g M arina Volskov 1
d problem/matter h Tony Collins 5
e bed i Ricki Bartram 10
f sorry j Sally James 7
g broken
h playing Exercise 3
a have an ear for h 4
i about
b deprived i 3
j well
k let’s c miserable j 11
d enriching k 8
Exercise 13 e enigma Exercise 9
a problem 1 f visual Carol - cello
b problem 3 g put you on hold Daniel - trumpet
c problem 3 h participate actively Carmen - drums
d problem 3
e problem 2 Exercise 4 Vince - guitar
f problem 1 actor, athlete, cellist, composer, Exercise 10
g problem 2 conductor, drummer, footballer, Carol
h problem 2 guitarist, manager, percussionist, Carmen
i problem 1 photographer, pianist, receptionist, Carol
saxophonist, scientist, singer, Carmen
Exercise 14 telephonist, therapist, trombonist, Vince
O pen exercise trumpeter, violinist f Daniel
Exercise 15 Exercise 5 g Vince
a shoulder a cellist h Carmen
b toes b receptionist i Vince
c I’d give it to him c composer j Carol
d If you rang home d scientist Exercise 11
e three tickets e violinist kept on with it
Exercise 16 f athlete some really good friends
O pen exercise g photographer just wasn’t time
h percussionist more time on his music
Exercise 17 i footballer I thought I’d end up
O pen exercise i therapist when I grow
Exercise 18 Exercise 6 g gets to hear it
a X - you have to a to go h play on my own
b / b going i stay pretty fit if
c X - If I were you c to go j says she gave me my first
d / d to get k I’d sing in cafes
e / e seeing 1 who thought I was as good as
f
g
X
X
- I'd buy
- toothache
f to play Exercise 12
g to win a 6
h / h playing b 4
i X - under the weather i going
i / i to turn
Exercise 19 k going
a defender
i being f 7
m being
injury g 1
n to let h 3
referee
o to go
broken toe
stomach-ache
Exercise 13
Open exercise
training session
under the weather

126 answer key


Exercise 14
For (in favour of) learning a musical
UNIT 14 h He said no, of course not. It was just
that he preferred girls who like/liked
instrument: a, b, c, h, i, j Exercise 1 skateboarding better than ballet.
Against learning a musical instrument: The correct order is: 1 b, 2 f, 3 c, 4 d,
d, e, f, g, k, 1 5 e, 6 a Exercise 7
a Is anyone sitting in this seat?
Exercise 15 Exercise 2 b As far as I know, nobody is.
Exam ple answers a Because they thought he had c Thank you.
In favour: Children should learn a betrayed his country (had sold secrets d Are you all right?’
musical instrument at school because to the enemy), e Yes, I am.
music can be enjoyed all your life. But b He had worked for the secret service, f Why are you crying if you are all
it’s more than that. Children develop c They climbed over the back wall and right?
intellectually when they learn an pushed past the narrator’s wife - g The main actor in this film reminds
instrument and they take pride in their through the front door, me of my last boyfriend,
progress. Playing music helps mind and d At the offices of the secret service, h He left me a year ago.
body coordination, and playing in music e N ot very well, i I can’t understand why anyone
groups is good for cooperation. f It lasted a week or two. would leave you.
Against: Although music has some g He disappeared. j Ssh! Be quiet,
advantages, I don’t think all children h Some of them were nice to him, but k We’d better leave the cinema.
should learn a musical instrument at many of them thought he was guilty 1 W hat’s your name?
school. Some children are bored by in some way. m Ruth
music, and not all of them have musical Exercise 3 n
0
I’m M artin.
W hat do you do?
talent. There is nothing special about a ringside
music; other subjects such as maths and b screeched p I’m an English teacher,
science are more important. N ot only c hammering q Is that interesting?
that, but musical instruments are d on top of r O f course it is.
expensive to buy. e secret service s I’m a computer programmer,
t I work for a big company,
Exercise 16 f mixed me up
u That must be interesting,
a 10 g innocence
h into thin air v It isn’t. I’m really bored,
b 8 w Why don’t you train to be an English
c 4 i find out
j mutter darkly teacher?
d 7 x I’ll think about it.
e 9 Exercise 4 Exercise 8
f 2 Open exercise
g 5 a colleague
h 6 Exercise 5 b ally
i 1 a M ary said that she had lived there c partner
j 3 for two years, d companion
b Peter said he studied music, e comrade
Exercise 17 c Paul and Kenny said they worked in f accomplice
a X a software company, g acquaintance
b [ 1 d Mrs Yamanachi said she would finish h enemy
c sp her course in six months,
d ww e Ellen said she would graduate next Exercise 9
e g year. a M r Perry and I are colleagues,
f c f M att said he was going to join a b I’m not especially close to my
g P rock band, brother.
h t g Sally said that her brother was going c I am very fond of my grandmother,
i wo (= word order) to work in a law firm in London, d I think a lot of my cousin,
e She’s crazy about Rafael,
Exercise 18 h Kate and Jane said they had just
f John and I get along well together,
Music is my favourite thing. I like it watched a football match on TV.
g Mary and I don’t get on with each
very much. I learned the piano when I i Simon said he had just been to New
other.
was young but now I don’t play very York for the first time,
h I have always respected my uncle.
much at all. j Anita asked her friend if he/she could
My sister plays in a rock band. She is
give her a ring tomorrow/the next Exercise 10
day. 1 Would you like to come sailing? [a]
very keen on heavy metal music, though
k Henry said he would be there in a 2 Do you fancy coming out for a meal?
I don’t like it at all because I prefer jazz-
minute. M
stvle music.
My friend Peter likes heavy metal music Exercise 6 3 How about going to the Q club?
There’s a good D J there, [f]
too. He has a lot of information about a I asked Bob if he was coming round
4 I was wondering if you would like to
it - and he also likes my sister a lot! that night,
come and see the new play with me.
b He said he was going to meet his
Exercise 19 mates at the skateboard park, |dj
Open exercise 5 Would you be interested in coming to
c I asked him if he wanted to come
my twenty-first birthday party? [e]
Exercise 20 round later,
d He said no thanks; he thought it
6 Would you like to come to the
a cellist cinema? [b]
b enjoy would be too late,
c suggest e I asked him if he wanted to go to the Exercise 11
d photographer ballet with me next week, Open exercise
e accompanist f He said he didn't think he wanted to
f Pm out of here, see me again,
g I may as well go home. g I asked him if I was too boring.

answer key 127


Exercise 12 Exercise 15 Exercise 18
a 6 Call = Please ring Open exercise
b 1 GSOFI = Good sense of humour
Exercise 19
c 7 LTR = Long-term relationship
Open exercise
d 2 Tel - Telephone number
e 5 TLC = Tender loving care Exercise 20
f 3 W LTM = Would like to meet Open exercise
g
h
4
8
Exercise 16 Exercise 21
Suggested answers a- X - he was/is coming
i 9
a Male primary teacher, 2 6 , with X - if she could see me
Exercise 13 GSOFI, W LTM someone who likes /
a harmony dance, music and cinema for X - what mv name was/is
b neurotic friendship, y
c pretty obvious b Catering assistant wanted. Must be /
d prospect pleasant and quick-thinking. Call X - my time
e judgement Sandy at Crume Engineering on X - none of vour
f cliche 0 7888 4 4 4 5273. /
g share c Caring young person wanted for J /
h complicate work with disabled in summer camp.
i dependent on Must be kind, efficient, hardworking. Exercise 22
j fall into the trap Salary negotiable. Call 0 4 5 2 7 4 5 6 1 0 . a acquaintance
b enemy
Exercise 14 d Cultured 32-year-old lady, coach
driver, likes classical music, art, c negotiable
T d mechanic
theatre, and walking W LTM man
F e rates of pay
with similar interests for TLC or
T f none of your business
even LTR.
T g I’m easy to please.
F Exercise 17
T E
T u
(You decide!) u
N
E
E
U
N
E
N

128 answer key


Just Right is a new integrated English language course th a t combines
exciting new ideas w ith the best o f common practice, making it easy
for learners to use and simple fo r teachers to adapt.

Just Right
• integrated grammar, skills and lexical syllabuses
• different approaches to suit different learning styles
• suitable for both new ly-qualified and experienced teachers
• clear and attractive layout and helpful illustrations

The Just Right Course components


Just Right Intermediate Student's Book 0-462-00719-7
Just Right Intermediate Workbook (with key) 0-462-00717-0
Just Right Intermediate Workbook (without key) 0-462-00718-9
Just Right Intermediate Teacher's Book 0-462-00716-2
Just Right Intermediate Class Audio CD 0-462-00721-9
Just Right Intermediate Class Cassette 0-462-00720-0
Just Right Intermediate Student Workbook Audio CD 0-462-00722-7
Just Right Intermediate Student Workbook Cassette 0 -4 6 2 -0 0 7 2 3 ^

Appropriate for the Common European Framework Level B1 (ALTE Level 2)

Visit www.m arshallcavendish.co.uk/elt/justright Tor more


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