Solutions advanced tb1

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ThreeclassaudioCDs
ThethreeaudioCDscontainattthetisteningmaterialfromthe
Student'sBook.
TheWorkbook
TheWorkbookmirrorsandreinforcesthecontentof the
Student'sBook.lt offers:
r furtherpractice,lesson-by-lesson,ofthematerialtaughtin
class
. additionalexamtaskswithsupportforstudentsandteachers
c Challenge!exercisesto stretchstrongerstudents
r writinSguidesto providea clearstructuralframeworkfor
writingtasks
o step-by-steppreparationwithaudiomodelsforexam-style
speakingtasks
r cumutativereviewsto developstudents'awarenessoftheir
progress,withExamChallenge!sectionsto practiseexam-
typetasks
r a FunctionsBankandWritingBankforquickreference
. a dictionarydefinitionstyleWordlistwhichcontainsthe
vocabularyactivatedin the units
TheMuttiROM
TheMultiROMis aninteractiveself-studytoolthathasbeen
designedto giveguidance,practice,supportandconsolidation
of thelanguageandskillstaughtin theStudent'sBook.The
MultiROMisdividedintounitsandlessonscorrespondingwith
thoseoftheStudent'sBook.
r €V€rygrammarlessonin the bookis extensivelypractised
. alltargetvocabularyis consolidatedwithcrossword,word
search,andgap-fitlactivities
r onelisteningactivityperunitis includedsothatstudents
areableto practiselisteningattheirownpace
. speakingandwritingsectionshelpstudentsimprovethese
skillsoutsideoftheclassroom
. anaudioCDelementisincluded,withalltheaudioforthe
listeningtasksintheWorkbook,whichcanbeplayedona CD
player
TheTeacher'sBook
TheTeacher'sBookwasco-writtenbyauthorswithfirst-
handexperienceofteachingatthislevel.Inadditionto full
proceduralnotesforthewholecourse,it offers:
. optionalactivitiesthroughoutforgreaterftexibitity
o structuredspeakingtasksto getstudentstalkingconfidently
. teachingnoteswithusefuItipsandstrategiesto improve
students'examtechnioue
r 20 photocopiablepagesto recycleandactivatethe
language.ofeachunitin a fun,communicativecontext
TestBankMuttiROM
A seoarateresourceMultiROMcontains:
. Shorttests:twoforeachunit
. Progresstests:anA anda Bversionforeachunit
r Cumulativetests:oneforunits1-5 andoneforunits6-10
o Answerkeys
. Resultstable
o Audioandtapescripts
TheShorttests,ProgresstestsandCumulativetestscanbe
adapted.Youcanadd,removeandedittestsdependinguponwhat
youhavetaught.Youcanevenpersonalisethetestsifyouwant.
Website
fhe Solutionswebsiteis oartof theOxfordTeacher'sClubat
www.oup.com/elt/teacherisolutions.Youcanfind:
. extraactivities- includingr.rritllga.c soeaking- thatare
linkedto theSolutionsAcivc:cecS:,ce.:"sBook.Theseare
cleartyftaggedin theteac-'-g-::is.
o a fullWorkbookan51'e'<erA :- -::?-<e-::'anscripts
o a teacher'sguideto c'us:ex,az'c 7
.,i,ua::ul
Anotefromtheauthors
OurworkonSolutionsbeganwitha researchtrip.Wetravelled
fromcityto citywithcolleaguesfromOxfordUniversityPress,
visitingschools,watchinglessonsandtalkingto teachersand
students.Theinformationwegatheredonthattrip,andmany
subsequenttripsacrossCentralandEasternEurope,gaveus
valuabteinsightsintowhatsecondarystudentsandteachers
wantfroma newbook.Thesebecameourguidingprinciples
whilewritingSolutions.Mostpeoplewespoketo askedfor:
. a clearfocuson examtopicsandtasks
. easy-to-followlessonswhichalwayshavea ctearoutcome
o plentyof supportforspeakingandwriting
. plentyof extrapracticematerial
Inresponse,we designeda bookwhichhasa crystal-clear
structure:onelessonin thebook= onelessonin the
classroom.Weincludedupto thirtypagesof extravocabulary
andgrammarpracticewithintheStudent'sBookitselfto
providemoreflexibitity.Weincludedat leasttenspecific
lessonsto preparestudentsfortheschool-leavingexam,as
wellasensuringthatthe bookasa wholecorrespondsto the
syllabustopicsrequiredin theexam.Andwe recognisedthe
difficuttiesthatstudentsnaturallyhavewithspeakingand
writing,andthereforeensuredthattheseactivitiesarealways
wellpreparedandwellsupported.Achievableactivitiesare
essentialformotivation!
Ourresearchtripsalscitaughtusthatnotwoschoolsor classes
areidentica[.ThatiswhySolutionsisdesignedto beflexible.
Therearefivelevets(Elementary,Pre-lntermediate,
lntermediate,Upper-lntermediate,Advanced)sothatyour
studentscanbeginandendthecoursewithwhicheveris most
appropriateforthem.
Solutionshasbenefitedfromcollaborationwithteacherswith
extensiveexperienceofteaching74-19yearoldsandof
preparingstudentsfortheirschool-leavingexams.Wewould
liketo thankDanutaGrycaforsharingherexpertisein writing
theexamproceduralnotesin theTeacher'sBook.Themain
lessonnotesandculturalandlanguagenoteswerewrittenby
GrolineKrantz.Theculturenotesandphotocopiableresources
werebySueHobbs.
WeareconfidentthatSolutionswill beeasyto use,bothfor
studentsandforteachers.Wehopeit witlalsobeinteresting,
engagingandstimulating!
TimFallaandPaulA Dovies
Thecomponentsof
thecourse
TheStudent'sBookwith MuttiROM
TheStudent'sBookcontains:
. 10topic-basedunits,eachcovering8 lessons
. 5 LanguogeReview/ SkillsRound-upsections,providinga
languagetestofthe previoustwo unitsanda cumulative
skills-basedreview
o 1,0Getreodyforyourexamlessonsprovidingtypicalexam
tasks
. 27 pagesof extralanguagematerial:11 pagesof further
vocabularypracticeandextensionin theVocabutaryBuitder
ptus15 pagesof grammarpracticewithanintegrated
grammarreferencein theGrammarBuilder
r tip boxesgivingadviceonspecificskiltsandhowbestto
approachdifferenttasktypesin allfourmainskitls
Youwiltfindmoredetailson pages5-7 in thesection'Atourof
theStudent'sBook'.
4 | Introduction
,/

Solutionsandtheexam
AlthoughSolutionsAdvancedis abovethelevelrequiredby82
exams,it helpsstudentsdevelopandextendtheirlanguage
capabilitiesandfine-tunetheirexamtechniqueto atlowthem
to approach82 levelexamswithconfidence.
Typicatexamrequirementsarereflectedthroughoutthecourse
in thechoiceoftopics,tasktypes,textsandgrammar
structures.ln additionto this,Solutionsoffers:
Student'sBook
TheStudent'sBookincludestenexam-specificlessons
designedto familiarisestudentswiththetask-typesand
requirementsofthe exam.Thelessonsprovidestrategiesand
examtechniquesto givestudentstheskillstheyneedto tackle
examtaskssuccessfully.
Workbook
TheWorkbookprovidesfurtherpracticeof boththeoralandthe
writtenexam.Workin classcanbefolloweduowithWorkbook
tasksdoneashomework.
Challenge!sectionspractiseexam-typetasks.
ThelisteningmaterialfortheWorkbooklisteningtasksisonthe
MultiROM.
Teacher'sBook
Theexamlessonsin theStudent'sBookareaccompaniedby
'.rllproceduralnoteswithadviceandtipsforexampreparation.
AtouroftheStudent'sBook
-''rerearetenmainunitsin theStudent'sBook.Eachunithaseightlessons.Eachlessonprovides
-lateriaIforoneclassroomlessonof approximatety45 minutes.
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r 'ThisUnitincludes'statesthemainlanguageandskillsto
betaught.
r EverVlessonhasanexpticitlearningobjective,beginning
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. LessonA introducesthetopicofthe unit,presentsthe
mainvocabularyset,andpractisesit throughlistening
andotheractivities.
. Thislessonlinksto the VocabularyBuilderat the backof
thebook,whichprovidesextrapracticeandextension.
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LessonB focusesonfeaturesof naturaIspokenEnglish
andpresentsandpractisessophisticatedareasof
vocabularyandgrammar.
Newlanguageis presentedin a meaningfulcontext
througheithera listeningor readingtext,andoftena
combinationofthetwo.
Thelessonalwaysfinisheswitha speakingactivitywhich
bringsthelanguagefromthe lessontogether.
Learnthis!boxespresentkeyinformationin a clearand
conciseform.
Thislessonhasa linkto theGrammorBuilderatthe back
ofthe bookandprovidesextrapracticeandanintegrated
grammarreference.
Introduction

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Theclearwritingguidehelpsstudentsto producetheir
owntext.
Thissupportedapproachto writingincreasesstudents'
linguisticconfidence.
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r Therearefivetwo-pagereviews(afterunits2,4,6,8 and10).
r Thefirstlessonof eachreviewis a LanguageReviewof the
precedingtwo units.
. Thereareexercisesfocusingonvocabularyandgrammar.
r Themarksalwaystotal40,soit is easyto monitorprogress
throughthe book.
. Thesecondlessonof eachreviewis a Skil/sRound-up
whichcoversalltheprecedingunitsof thebook.
. Thelessonincludespracticeof allfourskills:listening,
reading,writingandspeaking.
. ThemateriaIis centredarounda youngmancalledEdgars,
whoisworkingin Britain.
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Getreadyforyourexam
o ThereareGetreadyforyourexamlessonsaftereachunit
whichfocuson examskittsandpreparation.
. Thelessonsincludeexamtasksforreading,speaking,
listeningandgrammar(withwritingexamtasksin the
Workbook).
r Theselessonsalsorecyclelanguagefrompreviousunits
andtinkwiththe unittooics.
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Introduction

,,
Memories
tEssol{ sul,ltlARY O | & &.lr;
Vocabulary:adjectivesdescribingemotionaIstates,words
describingmemoryand remembering,timeexpressions,prefixes
Listening:shortmonologues:listeningfor gistand specific
information
Speaking:describinga memory
Topic:familylifeand relationships
Eiqt@ Todo the lessonin 30 minutes,keepthe lead-
in brief,skip item3 of exercise7,askstudentsto describe2
insteadof 3 memoriesin exercise6 andsetthe Vocabulary
Builderexercisesfor homework.
i Lead-in 3-4minutes
Askthestudentsto brainstorm'importantfirsts'in a
person'slife,suchasthefirsttimeyourodea bicycte.With
a weakerctass,askthemto brainstormin pairs.
After1-2 minutes,putstudentsin pairsorgroupsofthree
andaskthemto sharetheirideasandpicktheirmost
memorable'first'.
Exercise1 page5
Askstudentsto lookatthe photoandelicitoneortwo
generalcommentsonwhatis happeningandhowthe
childmightbefeeling.Thenfocusontheadjectivesin
theboxandcheckunderstandingoftheirmeaningby
askingquestions.Ask:Whichwordmeansso impressed
bysomethingthatyoufeelnervousandfrightened?
(overawed);feelingworriedor unhappyabouta situation,
becauseyouthinksomethingbqdmighthappenor
you'renotsurethatwhatyou'redoingis rightT(uneasy);
confusedaboutwhereyouareandwhereyoushould
go?(disorientated);extremelyupsetandanxiousso that
you con'tthink clearlyT(distraught);thinkingor worrying
aboutsomethingso thatyoudon'tpayattentionto other
things?(preoccupied);feelingnervousorfrightenedor
havinglostconfidenceT(unnerved);feelingso emotionalin
responseto sonething thatyou don't knowhowto react?
(ovenrvhelmed);thinkingcarefullybeforeyoudosomething
becausetheremaybe risksinvolved?(circumspect);
extremelyconfused?(bewildered);extremelyquietandshy/
notwantingto talktootherpeopleT(withdrawn).
Asyouelicitthewords,listenoutforerrorsin pronunciation,
thenmodelanddrillthosewords;wordsmosttikelyto
be mispronouncedare:distraughtldr'strc:t/,bewilderedI
br qrldad/ andoverawed/.ai-rver'c:d/.
11rrpairsstudentsusethewordsto describethechitd's
:eel:rgsin moredetaihencouragestudentsto expand
1r :'e 'easonswhyhemightexperiencethesefeelings,
e'6; irr;6-rg he'sfeelingdistroughtas hisfatherisjust
mlmrrl,nm r8r,r€h:ifl;askoneortwo studentsto repeattheir
d{ffiiir'tiltiln'mcnil: :€ c"ass.
rm' eilimttt:irrinn:e n*s:e ci.asssituationsthatmightcause
Srllln ilffi ff]illnlml |1]f1[5..
rfiI,, rnrsier[.sfi:lJflefrfls!es::':e:heir rnemoriesof their first
dirul,ff rd.rlrrruw],..u3rn$:,e -evii €ir-s drier€ possible. Conduct
; tM,rig':lmrl mgdh*aL:'t,
Exercise2 pageI f) r.or
. Explainthatstudentsaregoingto listento fourspeakers
tatkingaboutaspectsoftheirchitdhood.Pauseaftereach
speakerto allowthemto choosea topicandcomparetheir
choicewitha partnerbeforecheckingtheanswerasa class.
KEY Speakerlc Speaker2d Speaker3f Speaker4b
Transcript1.01
Ben As I recall,the troublestartedwhenmy tittlesisterwasborn,
and I hadto moveintomy brother'sbedroom.Hehatedhaving
to share,and hetookit out on me- althoughof course,it wasn't
myfautt.Heusedto ptayattkindsof trickson me,particularly
whenI wasin bed- liketippingglassesof waterovermy pillow,
or puttingstrangethingsunderneaththe blanketsto scareme.I
complainedto my mumand dadtime aftertime,but eitherthey
didn'tbelieveme,or theyfetttheycoutdn'tdo anythingaboutit.
Withhindsight,I supposeit wasatlfairtyinnocent,and he never
actuallyharmedme,physicatty- but at the time,I foundthe whole
thingquitetraumatic,and I'm sureit affectedmy relationshipwith
mv brotheraswe becameadults.
Miranda I'vealwaysb'eenquitean obsessivesortof person-
andfickletoo. l'ttgetreallyintosomething- or somebody- for
a while,andthen changemy mindcompletely.Forexample,I'm
totallyfanaticalaboutgoingto the gym.lt'sthe mostimportant
thingin my life- for now.Butl'm sureI'ttgo off it completelyvery
soon.lwas exactlythesameas a chitd.l'd havea favouritedress,
for exampte,and I'dwearit attthetime.Therewasa denimdress
I hadwhenI wasfour.I cansti[[pictureit clearty- it hadflowers
embroideredaroundthe hem.I wouldn'twearanythingelse- for
weeks!Thensuddenly,I decidedI hatedit. lt wasthe samewith
videos:I'dwatchthe samefilm a hundredtimesuntilit became
completelyingrainedin my memory.Thenl'd neverseeit again.
My parentsalwaysthoughtI'd changeas soonas I grewup but I
haven't!
Phil Christmasis a veryevocativetimefor me,I guessbecause
it wasso importantto mewhenI wasa chitd.Asthattime of year
approached,I'd haveendtessconversationswith my mumand
dad aboutwhatpresentsI wantedFatherChristmasto bringme.
Theyalwayslistenedcarefully,askingquestionsto makesure
that I reattywantedwhatI saidI wanted.AndwhenI openedmy
presentson Christmasmorning,I usuallydiscoveredthat I'd got
whatI'd askedfor.lt wasa greatfeeting.Ofcourse,oncein a
whileI wasstighttydisappointed- forexample,oneyearwhen I'd
askedfor a real,futt-sizedaeroplane,I didn'tgetit. Butgenerally
speaking,FatherChristmaswasverykindto me,and I can'tcallto
mindmanydisappointments.And I didn'tfora momentsuspect
that my parentswerebuyingthe presentsfor me - at least,not
untilI wasmucholder...
' t I Unhl.Beginnlngs
/
Forfurtherpracticeof Prefixesgo to:

Sue Itwasmyveryfirstdayat primaryschoolandIwasso
upsetaboutleavingmymumthatI criedformostofthemorning.
Anitacameupto meatlunchtimeandtoldmenottoworry,that
everythingwouldbeOK.Shesmiled,andI feltbetter.I stillhave
a clearrecollectionofthatsmile.Webecamefriendsatonce,and
weremainedinseparableforyears.Wesatnextto eachotherin
class,wehadlunchtogether,wesharedoursecrets,ourfears
andanxieties,everything.Afterprimaryschool,AnitaandIwent
to differentsecondaryschoolsandsawmuchlessofeachother.
Westillsaweachotheratweekendssometimes,butgraduallywe
driftedapart.Intheend,welosttouchwitheachothercompletely
andl'venoideawheresheisnoworwhatshe'sdoing.lt'sa
shame,really- | stittthinkaboutherquiteoftenandwishwe
couldmeetup.ltwouldfunto reminisceaboutthegoodotddays.
Mindyou,ifwemetupnow,wemighthaveabsolutelynothingin
common!Perhapsit'sbetterjustto keepthenicememories.
Exercise3 pages 6) r.or
. Studentsworkindividually.Encouragethemto referto
thewordlistatthebackoftheWorkbook.Thenplaythe
recordingforstudentsto checktheiranswers.
. Duringfeedbackclarifythedifferencesin meaning
betweenthewords.Modelanddrillthewordswithtricky
pronunciation,name[y,hindsight lhatndsarV,traumatic
/trr:'metrk/andreminisce/,remr'nrs/,andhightightthefact
thatthe re in recollectionandreminisceis pronounced/rel
in contrastto theusualpronunciationofthe prefixrelil as
in rewrite,retake,rearrange,reorganise,etc,
. Witha strongerclasspointoutthattopictureis an example
ofa nounusedasa verbandaskiftheycanthinkofother
examptes(tofother,to mother,to bin, to knife,to network,to
rubbish,to pencil).
. Remindstudentsthatmanyofthewordsin the boxarepart
of fixedexpressionsandthattheyshouldrecordthefull
expressionin theirvocabularynotebooks.(Withhindsight,
asI recall,picturesthcleorly,ingrainedin one'smemory,
reminisceoboutthegoodold days.)
KEY
1 recall
2 hindsight
3 traumatic
KEY
1 occasionatly/ fromtimeto time
2 immediately/ at once
3 then/ atthetime
4 never-ending/ endless
5 never/ notformoment
6 altthetime/ thewholetime
7 repeatedly/ timeaftertime
8 finally/ in theend
Exercise6 pases
. Referstudentsto thetopicsin exercise2. Demonstrateby
describinga memoryof yourown,incorporatinglanguage
fromexercises1, 3 and4, thengivestudentsa minuteto
makenotesto describetheirmemories.
Exercise7 pases
. Studentstaketurnsto describetheirmemoriesto their
partners.Circulateastheydotheactivity,listening,
answeringquestionsandmakinga noteof anyimportant
mistakesto beusedin feedbackattheend.
Notesfor Photocopiableactivity1.1
S[am!
Teamgame
Language:revisionof negativeprefixes,adjectivesrelatedto
peopleandfeelings
Materials:onecopyofthegamecutuppergroupof 3-4
students.Oeacher'sBookpage124)
. Referstudentsto VocabularyBuitder1.1.
. Dividetheclassintoteamsof twoandgrouptwoteams
togetheraroundeachtable.Spreadouttheprefixcardson
thetableandputtheadiectivecardsin a pile,facedown.
Tel[studentstheyaregoingto playa fast-movinggame
whichyouwillnowdemonstratewithonegroup.
Exptainthatstudent1 isgoingto readoutanadjective
andtheotherplayersneedto decidewhichprefixmakesit
negative.Thefirstplayerto placehisor herhandoverthe
correctprefixwillwinthechanceto wina point.Nowhe
or shemustconferwithhis/ herteam-mateto providean
accuratedefinitionof theword.lf theycandothis,theywin
the point.Theteamwiththemostpointsatthe endwins.
Thestudentsshouldtaketurnsto pickupanadjectivecard
andreadit out.Thereadercannotplacehisor herhandover
a cardonthatturnbutshouldbeinvolvedin providingthe
definition.
Inwholeclassfeedback,reviewanywordswhichcaused
probtemseitherin choosingthecorrectprefixorfindinga
gooddefinition.
KEY
impractical,unwilling,unenthusiastic,disadvantaged,
illiterate,irrationat,immoral,impartial,unembarrassed,
dissatisfied,unwise,irresponsible,unreasonable,
unpredictable,immature,impatient,incapable,incompatible,
inefficient,irreligious,illogicat,disapproving,inconsiderate,
indecisive,immodest,intolerant,impolite,insensitive,
unimaginative,unreliable
i Lessonoutcome
Askstudents:WhathaveyoulearnedtodayTWhatcanyou
donowTandelicit:I cantalkaboutchildhoodmemoriesand
describehowIfelt.
4 picture
5 ingrained
6 evocative
7 catl
8 recollection
9 reminisce
Exercise4 page5
. Studentscompletetheexercisein pairs.Seta timelimitof
twominutes.Checkanswersasa class.
KEY
1 repeatedly
2 then
3 fornow
4 verysoon
5 altthetime
5 allthetime
6 never-ending
7 occasionally
8 never
9 immediately
8 never
9 immediately
10 finalty
Exercise5 page5
. Askstudentsto completethetextindividuallyusingtwo
synonymsin eachgap.Thenletthemcheckin pairsbefore
goingthroughtheanswers.
. Duringfeedbackhighlightthefoltowingpointsrelatedto
wordorder:
- Generallyspeaking,simpleone-wordadverbsof
frequency,e.g.occasionally,nevercomebeforea verb,
whitstlongeradverbialphrases,e.g.timeaftertime,
for thetimebeingsoundmorenaturalat the endor
beginningof sentences
- Notfora momentiscommonlyused,asit is here,in
sentenceswithdramaticinversion,e.g.Notfora moment
did I thinkaboutgiving up.
Unitl.Beginningst 9

tESSOl{ SUtIi|ARY OOo* "r
Grammar:habituatactions
Listening:dialogueaboutfamilysimilarities
Speaking:talkingaboutinheritedcharacteristics
Topic:scienceandtechnology,familylifeandrelationships
EiNEtr Todothe lessonin 30 minutes,keepthelead-
in brief,setexercise2 andtheGrommarBuilderexercisesas
homework.
t Lead-in 3-4minutes
r Writeontheboard'DNA'.Say:Doyouknowwhotthisis7
Talkwithyourpartnerandfindouthowmuchtheyknow
aboutit.Givethemoneminutetotalktogether.
o Elicitinformationfrompairstowriteontheboard.
Exercise1 page6
r Focuson the photoandquestionsandestablishthe
differencebetweeninherited(viaone'sgenes)andacquired
(viaone'senvironment),thenaskstudentsto discussthe
questionsin pairs.
Exercise2 pagee6) t.oz
. Studentsdothe exercisein pairs.Youcouldrunit asa
competition.Aftertheyhavecompletedandanswered
the questions,askstudentsto exchangetheiranswers
withanotherpair.Ptaythe recordingandpauseaftereach
sectionto altowthemto markthe answers.Twopointsare
awardedforeachquestion:oneforusingthe correctword
fromthe boxandoneforchoosingthe correctanswer.
KEY
t helixb
2 chromosomesa
AllofyourDNAisinheritedfromyourmotherandfather,butthe
partsarerearrangedin a waythatmakesyougeneticallyunique
(unlessof courseyouhaveanidenticaltwin).Thatiswhyyouhave
pointsof similaritywithyoursiblingsbutarealsodifferentfrom
them.lt isalsopossibleto inheritphysicatorpersonalitytraits
fromyourgrandparentsor moredistantancestors,sincerecessive
genescanbehandeddownthroughthegenerationsandonlytake
effectwhentwoareinherited,onefromeachparent.Thatis how
twopeoplewithbrowneyescanproducea chitdwithblueeyes.
Exercise3 pageo$) r.or
. Beforeplayingtherecording,givestudentsa few
momentsto readthroughoptionsa-f.Elicitsynonymsfor
resemblance(simitarity)andtroits(characteristics).
KEY a,b andd arementioned
Transcriptr.03
Tara lt'sstrange,becausephysicatty,thepersonI'mmostsimilar
to ismydad.We'vegotthesamehair,thesameeyes...andI've
definitetygotmydad'snose...unfortunately!Butintermsof
personality,it'smymumthatItakeafter.
Ben Inwfat way?
T Lotsofways.Forexample,we'vegota lotin commonwhen
it comesto dealingwithstressfulproblems.Andif I'mgoing
througha difficulttime,I'ltoftencallmymumto talkaboutit.She
understandsmebetterthananybodyelse- becausewe'reso
similar.
B I don'tthinkI'mparticutarlylikeeitherof myparents,really.
Butapparently,I'mthespittingimageof mygranddad.Hedied
beforeI wasborn,butI'veseenphotos.
Claire Andcanyouseetheresemblanceyourself?
B Definitely!lt'squiteuncanny.
C Hmm.Otherpeoplenoticea strongfamilyresemblance
betweenmearldmysister,butto behonest,I can'treallyseeit.
T Welt,Ithinkit'salwayseasierforoutsidersto seethose
similarities.
C True.Infact,whenwewereyounger,peoplewerealways
mistakingusfortwins!| usedto hatethat,becauseI'meighteen
monthsolder.
B Mybrotherlooksabsolutetynothinglikeanybodyelseinthe
family.We'veattgotstraight,darkhair- hishairiscurty...and
ginger!
T Maybetherewasa mix-upinthehospitat.
B Actually,whenwewereyounger,Itoldhimhewasadopted.
C Aaah,that'shorrible.
B I know.ButIwasontyeightornine,I didn'tknowanybetter.
T Didhebelieveyou?
B Yes,hedid.Hegotreatlyupsetaboutit,andthentoldmymum
- sothenI gotintotrouble.
C Servesyouright!
T Anddoyoulooklikeeitherofyourparents,Ben?
B Yes,I supposeso.I canseemydadin myselfquiteclearly.And
maybeoneortwofeaturesfrommymum- myeyes,perhaps.
T lt'sinterestinghearingyousaythatyou'veinheritedyour
grandfather'sappearance.Becausein myfamily,there'sthisweird
connectionbetweenmysisterandmygrandma.
C Ohyes?What'sthat?
T Wett,mygrandmother,apparently,whenshewasa litttegirl,
usedto suckthethirdfingerof herlefthand.Andmysister,when
shewasyounger,usedto doexactlythatsamething- thesame
finger.Andof course,sheneversawmygrandmotherdoingit - so
thehabitmusthavebeenpassedongenetically.
Exercise4 paseoS)r.or
. Playthe recordinga secondtime,pausingto allowthe
studentsto writedownthe completesentences.
lnheritance
3 basesa
4 genomeb
5 code c
6 trait c
Transcrlpt1.02
Everyhumanbeingintheworldbeginslifeasanegg- a single
cel[.Oncefertilised,thateggdevelopsintoa person.Buthow
doesonemicroscopiccellknowexactlyhowthatcomplete
individualshoulddevetop?
Theansweristhatalltheinstructionsnecessaryforanorganism
to devetop,suwiueandreproducearecontainedin itsDNA,
sometimesreferredto asthe'doubtehelix'becauseoftheway
thetwolongstrandsofgeneticinformationrunsidebysideina
spiral.Thenucleusofatmosteveryhumancellcontains23 pairs
of chromosomes.Eachofthesechromosomescontainsseveral
hundredorevenseveralthousandgenes,andeachoneofthese
isinturnmadeupofthousandsor hundredsofthousandsof
chemicalbuildingblockscattedbases.Thereareonlyfourdifferent
bases;it'sthesequencewhichdeterminestheinformation,fust
asalltheinformationoncomputerdiscs,CDsandDVDscan
ultimatelybereducedto a successionof onesandzeroes.
Intotal,thehumangenome,whichisa completemapof human
DNA,includesabout25,000differentgenes.Thesegenesareby
nomeansuniqueto humans,Chimpanzeesandhumansshare
around98%oftheirgenes- andeven50oloofthegeneticcode
of bananasiscommonto humans.Thatmeanswe'reallhalf
bananas!
10 Unitl.Beginnings

KEY
1 I'vedefinitelygotmydad'snose.
2 Intermsof personatity,it'smymumI takeafter.
3 We'vegota lotin commonwhenit comesto dealingwith
stressfulsituations.
4 l'mthespittingimageof mygranddad.
5 Otherpeoplenoticea strongfamilyresemblancebetween
meandmysister.
6 Mybrotherlooksabsolutelynothinglikeanybodyelsein
thefamity.
7 | canseemydadin myselfquiteclearly.
8 Thehabitmusthavebeenpassedongenetically.
.,.. .,rt:t:
.,ll:::,t
OPTIOTATEXTRAACTIVITY18
Vanishingsentences
www.oup.com/elt/teacher/solutions
Exercise5 page6
. Givestudentsfiveminutesto writetheirsentences.Let
themcomparesentenceswitha partnerbeforeaskinga few
studentsto readouttheirsentences.
Exercise6 page6
. Askstudentsto underlinetheverbformsandcheckthe
answersbeforegettingthemto completethechart.Dothe
firsttwotogetherto getthemstarted.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?andelicit:/ cantalkabouthabitualactionsin thepresent
andpast.I candescribeinheritedcharacteristics.
tEssol{ sutMARY a o.,s ",,
Listening:a radiotalkaboutthehistoryoftheEngtishtanguage
Vocabulary:wordswhichhaverecentlyenteredtheEngtish
language
Speaking:talkingabouttheoriginsofthestudents'ownlanguage
Topic:sportandculture
Eiqt@ Todo the lessonin 30 minutes,keepthelead-in
brief, do exerciseL and 4 asa whole classactivity,and limit the
timegivento the discussionquestionsin 5.
o Putthestudentsin smallgroups.Askthemto thinkofany
wordsin their[anguagewhichmayoriginatlyhavecome
fromanotherlanguage(andwhichlanguagethatmightbe).
Afteroneortwo minutes,regroupthemsothattheycan
sharetheirideaswithotherstudentsandfinatly,conduct
whoteclassfeedback,elicitingideas,particularlyabout
whenandforwhatreasonscertainwordsstartedto beused
in theirlanguage.
Exercise7 paget
. Exptainthattheexcerpts1-5 illustratedifferentstagesin
thedevelopmentoftheEngtishlanguage.Givestudents
twominutesto matchtheexcerptswiththeworksof Engtish
literature.Askthemto explainhowtheymadetheirchoices.
KEY
1 d (altwordsarerecognisable,butsomeareuseddifferentty
or in a differentorder,e.g.fourandtwentyhours)
2 c (mostwordsarerecognisable,butdothis nolongerused)
3 a (hardtyanywordsareidentifiable)
4 e (altwordsandtheirusesarethesameastheyaretoday,
theimageofthegrandmotherexptodingissurrealand
contemporary)
5 b (thereis a higherproportionof recognisablewordsthanin
3, butfewerthanin 2)
KEY
1 usedto 5
2'tt 6
3 wereatways-ing 7
4',d 8
witt
isforever-ing
would
usually
a1 b4 c2 d8 e3 f 7 g5 h6
PROI{UilCtATtOil1{OTE- EXPRESStItG
DISAPPRO,VALWITHW'LL ANDWOULD
Whenwedescribea habitualactionin a neutraltone
we do notplace strest on wilt andwoAldandwe often . ,
contra€tthernto 'll and'd.Io:expressdisapp,r:gvalof a
habitualaction,,we alwaysusethsrfu,llstressedfornrof
will a:r::iitould.
Exercise7 page6
o Studentsdotheactivityin pairs.Circulateandmonitorfor
correctuseof habituaIlanguage.
Exercise8 pase6
. Focusontheinstructionsandtheexamplequestion.Asthe
studentscontinuethequestionnaire,walkaroundchecking
thatthequestionsarecorrectlyformed.
Exercise9 page6
r Studentsintervieweachotherin pairs.Encouragethemto
giveexpansiveanswerswithexamplesandto askfottow-up
questions.Conducta briefwhole-classfeedbackattheend.
. ,:t::, ,.:it :1.'
GUTTURE]IOTE . ET{GIISH TEXTS
Beowulf- Thepoemis abouta herocatledBeowulfwho
fightsmonitersanda dragon.lt is setin Scandinavia.In
2,002itwas mad€r:intoa film starri6g,&ayWinstoneand
AntonyHopkins.
TheCanterba.y,fales- lrnthiswork,a numberof pilgrims
tralreltogetherfromS.outhwarkin,Londonto Cantcrbury
andtetleachotherstorieswhentheystopeachnight.
Therearemanydifferentcharactersinctudinga monk,a
miller,a sailor,a:knightanda nln.,:,,, ':'
GeoffreyChaucer-Born1343,diedcirca1400,Chauceris
sometimescatledthe futherof Engtishliterature,asbefore-i
him,mostworkwasin Latinor French.Hewrotestories
andpoetrybutis mainlyknownforTheCanterburyToles.
ForfurtherpracticeofTalkingabouthabitualactions,go to:
^
Unitl.Beginnings( 11

alsobeenmadeintoafamo,usmusical.
TheCrowRoad- ThisnovelrisaboutS.iotsmanPrentice
McHoan.P-rentice'sUncleRorydisappearsmysteriously
whilewriting a bookcaltedlhe CrowRoad.Prenticesets
out to solvethe mystery.
lainBanks- Born16 February1954,lainBanksis a well-
knowncontemporaryScottishauthor.Hehaswrittenover,ri"
twentynovels,includingsomesciencefiction.Hismost
fumousnovelsto dateincludeTheWaspFacto,ryandThe
CrowRood,whichhasbeenadaptedfor BritishtelevjsfOn,
Exercise2 pagez 6) r.ozr
. Tellstudentstheyaregoingto listento a radioprogramme
aboutthehistoryoftheEngtishlanguage.Elicitideasabout
whattypeof informationtheymighthear.Ask:Whatfactors
influencethedevelopmentof o languoge?(wars,invasions,
immigration,trade).
. Focusonthequestionsandplaytherecording.Check
answersasa ctass.
KEY lOld 2Middle 3Modern
Transcript1.04
ThehistoryoftheEnglishlanguageisa compticatedone,mainly
becauseit isinevitabtytinkedwiththehistoryofBritainandits
inhabitants.Languages,tikepopulations,areinfluencedbywars,
invasions,immigration,tradeandmanyotherfactors.Butinorder
to simplifythestoryofEnglish,weoftendivideitshistoryinto
threemainohases.
Duringthefifthcentury,BritainwasinvadedbyGermanictribes
frommainlandEurope:theAngles,theSaxonsandtheJutes.They
displacedtheexistingpopulation- andtheirCelticlanguages-
to thefringesofthecountry:Wales,CornwattandtheNorth.The
languagesoftheinvadingtribesformedthebasisoftheEnglish
language.Today,weusuallyrefertothisAngto-Saxonlanguage
as'OldEnglish'andmuchofthevocabutarythatwestilluse
todayhasitsrootsinOldEngtish- particulartywordswhichare
connectedwiththeirfarminglifestyle:earth,ploughandsheep
arethreeexamptesofwordswithAnglo-Saxonorigins.Perhaps
surprisingly,OtdEngtishdidnotborrowmanywordsfromthe
CelticlanguagesofAncientBriton- maybebecausethetwo
populationsdidnotreallymix.OneofthefewisthewordBritain
itsetf- anotheristhenameof London'smainriver,theThames.
lt didborrowwordsfromLatin,however- schoolisoneexample-
aswe[[asadoptingtheRomanatphabet,whichisstillusedtoday
towriteEngtishandmanyotherlanguages.
Betweenabout800and1000AD,VikinginvadersfromNorway
andDenmarkcameto Britain,settlingmainlyinthenorthernand
easternpartsofthecountry.Manywordsfromtheirlanguage-
OldNorse- becamepartofOtdEngtish,andsomeofthese
surviveto thisday,suchasthecommonverbsget,takeandwant.
ThetransitionfromOtdEngtishto MiddteEngtishhappened
gradually- beginningaroundtheeleventhcentury.Grammar
becamemuchsimpler.InOldEngtish,thereisa complexsystem
ofinftections,iustasthereisinGermanorLatin.ButinMiddle
Engtish,thereareveryfewinftections.Toavoidthisresultingin
ambiguity,thewordorderbecomesmorerigid.Inotherwords,we
cantellwhichnounisthesubjectofaverbandwhichistheobject
notbytheendingsofthenouns,butbythefactthatthesubject
comesbeforetheverbandtheobiectcomesafter.Thisisofcourse
a featureof ModernEngtish,too.
Aswellasthe grammar,the vocabularyof MiddleEnglishis
differentfromOtdEnglish.Forexample,it containsa lot of French
words.Thisis becauseBritainwasconqueredbythe Normans
fromNorthernFrancein 1066.Forthe nextthreehundredyears
or so,Britainwasruledbythe French,andthe Anglo-Saxon
populationweremainlydeprivedof powerandwealth.The
superiorsocialpositionof the Frenchduringthattime is reflected
eventodayin someof the wordswe use.Forexample,the words
for the meatsbeef andmutton comefromthe Frenchwordsboeul
andmouton,whilethewordscowandsheeporiginallycomefrom
Anglo-Saxon.Thisreflectsthe factthatthe Anglo-Saxonpeasants
hadto lookafterthe animalsso thattheirFrenchmasterscould
dineon the meat.
Thethirdphase,ModernEnglish,isgenerallyagreedto begin
aroundthetimethattheprintingpresswasinventedattheendof
thefifteenthcentury.Inthe1700s,thefirstdictionariesofEngtish
beganto recordvocabulary.Thespettingofwordsbecamemore
stable;uptothistime,writersusedto spellawordhoweverthey
wantedto!Andasscienceflourished.thousandsofnewwords
wereaddedtotheEngtishlanguage,themajoritytakenfrom
Greek- forexampte,microscopeandbiology- or Latin,suchas
thewordscienceitself.
Theprocessofchangeisa continuousone- andthereis
noreasontothinkthatModernEngtishwittbethefinaland
everlastingformofthelanguage.Onthecontrary,it isalready
beingtransformedbyseveralpowerfulinfluences.Oneofthemis
theInternet;another,relatedinfluenceistheglobalcommunity
ofnon-nativespeakersof Engtish,whichfaroutnumbersthe
communityofnativespeakers.WhatwitttheEngtishlanguagebe
tikeinthefuture?Nobodycanbesure- butitwillcertainlynotbe
thesameastheEngtishoftoday.
Exercise3 pagezf) r.o+
. Focusonthesentencesandem0hasisethateachsentence
shoutdbecompletedwitha maximumofthreewords.Let
studentscompletesomeofthesentencesfrommemory.For
theothers,givestudentspracticein predictinganswersby
goingthroughandelicitingguessesforthetypeof answer
theycanexpect.
. Playthe recordingagainandcheckanswerstogether.
o Witha weakerclassgetstudentsin pairsto recaponwhat
informationtheyheardbeforetheylistenagain.
KEY
Romeoand'lulief - fhit:ii':me tragicstoryof a youngman
'andyou*gwomanwhofallin lovebuf,cannotbetogether
because,,of,thefeudbetweentheirfamities.Manyfamous
actorshaie ptayedthg Starringroles,e.g.La:urdilce
Olivier,JudiDench,1t,rhasbeenmadeintoa nurm,berof ,,.,ii
films,includingonestarringLeonardoDiCaprio.lt also
wasthe basisforthe musicalWestSideStory.
WllliamShakespeqre- BornApril1564,d16dAprll1616.
ThisEngtishpqqt'Endplaywrightis oftencalledEnglan.dis
nationalpoet.Heis bestknownforhisplaysbutalso
wrote154sonnetsandoth€r',psems.Hisplayshave
b€entrans,latediflto everymajorlivinglanguage,andare
performed,,moreoftenthanthoseof anyotherptaywright.
GreotEqectations- Thisnovelwaswrittentowardstheend
of Dicke:n,s'stife.lt is threstoryof the,orphanPip,writing
hislifeflomhisearlydaysof chitdhooduntitadulthood.
Charleg,,Dkkens-,Bom 7 February1812,died,9June
1870,Dickensisqnq of England'sbestknowi'Wctorian
novelists.Hewroteovertwen,tvnovelsandmanyshort,,:.::t,,,
stories.Wel[knownnovelsincludeOliverTwist,A
ChllStnasCarolandGreatExpectafions.Manyof his
novelshavebeenmadeintofilms andAliverTwisthas
7
2
3
4
5
Celticlanguages
andthe North
farmingIifestyte
thealphabet
northernandeastern
6 muchsimpler
7 French
8 printingpress
9 non-nativespeakers
12 | Unitl.Beginnings

Exercise4 page7
o Focusontheinstructions.Dothefirstquestiontogether
thenaskstudentsto continuetheexerciseindividuallvand
checkin pairsbeforeclassfeedback.
. Duringfeedbackaskstudentsto explainhowthewords
wereformed.
KEY
1 d (anacronymfromnotin employment,educationor
training)
2 h (fromshed andheadquarters)
3 a (frompeer andparent)
4 f (frommore andbourgeoisie)
5 c (fromner,yandrepeat)
6 b (fromslum andsuburb)
7 e (fromlocal andglobolisation)
8 g (fromlocal and-ivore(carnivore/ herbivore)
OPTIOI{ALACTIYITY-,N.EO[OGl5ll5,:,,
Writethefollowingneologisms(newwords)ontheboard
andaskstudentstotrytoguesswhattheymean.
EilNEtr Todo the lessonin 30 minutes,keepthe lead-in
brief,skip thesecondpart of exercise2 and askstudentsto
readthe textsfor thefirst timeat home.
o Tellthestudentsyouaregoingto givethemoneminute
to thinkofa sport,theequipmentneededto playit,the
numberof peoplewhoplayandtheplacewhereit is ptayed.
Theyshoutdnottalkto anyoneelse.Afteroneminute,put
themin groupsof fouror fiveandaskthemto slowlygive
piecesof informationabouttheirsport,pausingto givethe
otherstudentsinthegrouptimeto thinkandguess.The
personwhoguessesthesportfirstgetsa point.
r Asa class.elicitsomeof themoreunusualsoorts.
Exercise1 page8
. Referstudentsto thequotationandelicitideasaboutwhatit
means.Thenaskstudentsto talkin pairsfora minuteabout
whethertheyagreewithit,beforediscussingasa class.
KEY
RobertMorleyis probablysuggestingthatbaltsportsbringout
humannature'sworsttraits:a tendencvto warlikebehaviour,
violenceandcheating.
''l:.l:l"lll:::::':::...
r:::l,lilllrl:li:1i,..'
CUTTUREilOTE,;;."XnBERTli,Ofi,LEY
TheactorRobett'Mbitey(1908-igtiltgsknownror
being'portly'(overweight)witha doubtechin.Heoften '.,,
I ptayedratherpompouscharacterpaitsinfilms.lt'seasy .
,, to imaginqthAtsp,ortwasn'trealty'hJsthing.
r',,:i:::::,1:,i,. , r':l
Exercise2 page8
o Putstudentsintopairsto namethesports,checkanswers,
thenaskthemto thinkof tenmoreballsports.Stopwhen
thefirstoairhascomeuowithten.
KEY
Waterpolo,rugby,polo,hockey,basketbatt
Otherbaltsports:baseball,bittiards,bowling,cricket,croquet,
football,gotf,netball,squash,(tabte)tennis,volteybalt
Exercise3 page8
r Askstudentsto skimreadthetextsto findtheanswers
to thequestions.Seta timelimitofthreeminutesto
discouragethemfromreadingtoo intensivelyat thisstage.
Theywitlhavea chanceto readthetextin moredetaillater.
KEY
A rugby B basketbatlC baseball
Rugbywasinventedfirst(1823),baseballsecond(1839),and
basketbatlthird(1891)
Exercise4 pagea
o Focusonthereadingtip andaskstudentsto hightightthe
keywordsin thequestionsbeforetheyreadthetext.They
thenlookforsynonymsor paraphrasesinthetextand
underlinethe relevantsections.Checkanswers.
KEY
1B 2C 3C 4A 5B 6B 7C 8A 9B 10A
1 staycaliqn
2 fingxieqt
3 exergaming
4 babymoon
,,,,,,,'.,,.1,5 marmaladedropper
Elicitideas,but don'tcgnfirmor denyatthis:point.Next,
readout the definitionsbelowonebyone.Students-call
outtheanswers.
a lhe activityof playingvideogamesthatprovide
physicalexercise
b vacationta.keAl]a{r0i::neafone'shome
c a pieceof info:r:nia(ion,especiallyin a newspaperor on
televisionwhich,,isveryexciting,;,,,;,,,1,,.
d theannoyingfeelingof mistakenlythinkingyoucan
hearyourmobilephoneringing
e a speciaIhotidaytakenbyparents-to-bebeforetheir
firstbabyis born
KEY 1b zd 3a 4e 5c
Exercise5 pagez
. Askstudentsto thinkaboutthequestionsin pairsbefore
openingupthediscussionto theclass.
i Lessonoutcome
Askstudents:WhathaveyoulearnedtodayTWhatcanyoudo
now?andelicit:I canunderstanda talkabouttheoriginsand
developmentof theEnglishlanguage.I havelearnedsome
wordsthothaverecentlyenteredtheEnglishlanguage.
Sportingorigins
LESs()1{ SUmMARY a O. 'j;
Reading:threeshortarticles;multiplematching
Vocabulary:adverbsandadverbcollocations
Speaking:discussionaboutsport
Unitl.Beginnings( t3

KEY
1 largety
2 resolutety
3 promptly
4 supposedly
essentially
thus
roughty
ironically
9 widety
10 cateforically
11 onwards
12 loosely
CUTTURALIIOTE. PUBLICSCHOOL
:,Remindstrtdqntstriflecessary,that,a:rp!:bficqehool,in
directcontrastto whatitsnamesuggests,is actuallyan
expensiveandexclusivetypeof privateschool.Well-
knownpublicschoolsareEton,Harrow'andRugby,which,
likeotherpublicschools,placea lotof emphasison
traditionalsubjectsandsport.Theterm'public'refersto
the factthat in th,epa,sttheseschoolscouldbeattended
by anymemberof,.thepayingpublic,,a!,lopposedto a
,,.r:eligiousschoot;:t&tli1chwasopenon]ly,rb.:m€mberssf s ;,:,:
particularchurch.lt atsodistinguishedit fromprivate
educationat home.
Exercise5 page9
r Studentscomoletetheexercisealoneandthencomoare
answerswitha partnerbeforewholeclassfeedback.Eticit
a ouicktranslationto checkcomprehensionofsomeofthe
trickierwords.
LESSOI{ SUilll,lARY o | 0 r,
Grammar:ohrasalverbs
Reading:twoshortarticlesabouttheeffectofgenesand
environmentonpersonality
Speaking:talkingaboutpersonatitytraits
E!UI@ Todo the lessonin 30 minutes,setthe Grammar
Builderexercisesashomework.
t Lead-in 2-3 minutes
o Writeon the board:Notureor nurture?Askif anyonehas
everheardthisphrasebefore.lf not,tettthemit'sabout
whetheryourenvironmentandupbringingoryourgenesare
responsibleformakingyourpersonatity.Putthemin small
groupsto discusswhichtheythinkistrue,givingexamples
if theycanfromtheirlives,theirfamilyandfriends.Conduct
classfeedback.
Exercise1 page1o
. Focusonthetitleofthetextandaskstudentswhatthey
thinkit means.Theneitheraskstudentsto readthetext
sitenttyor getthemto takeit in turnsto readit aloudaround
theclassandexplainthemeaningofthequestion.Inpairs
theywritea sentencesummarisingtheanswer.Checkthe
answertogether,
KEY
Thetitle asksthe question:Whatorethefactorsthatdetermine
someone'spersonality?
Answer:Yourgenetics,yourenvironment,yourfreewill
Exercise2 page1o
. Gothroughthefourdifferenttypesof phrasalverbs.Write
anexampleonthe boardto iltustrateeachtype.(e.g.1 sit
down,2pointout- pointouta mistake,pointa mistakeout,
butpointit out notpoinffi,3 lookfor - lookfor thebook
notleekthe4ookJor 4, get owaywith)
. Dothefirstonetogether,thenstudentscontinueatoneor in
oairs.
5
6
7
8
LAXGUAGE ]IOTE . COTLOCATIOl{
Tofurtherillustratethe pointaboutcollocationin thelook
out!box,referstudentsbackto exercise5 andexplain
thatsomeofthesynonymscouldbesubstitutedintothe ' 1..,
text,whereasotherswouldn'tsoundnatural.Forexample,
looselybasedsoundsnatural,whereasvaguelydoesn't . "' ..
normallycollocatewithbased,andthereforedoesn't
soundasnatural.Likewise,statecategoricallycollocates
morenaturallythansfafeunambiguously.Collocationis
highlyimportantat advancedlevel,anda senseofwhich
wordscommontyco-occurcanonlybedevelopedthrough
maximumexposureto writtenands,,pgk€-n,,qng[sh.
Exercise6 page9
. Readthroughtheinformationaboutcoltocationsin theLook
out!boxtogether.
Introducethetopicof drugsin sportbywritingdopingon
the board,askingstudentsto tellyouwhattheyknowabout
it andif theyknowof anyrecentscandatsinvolvingathletes
thathavebeenbanneddueto a drugs-relatedincident.
Studentscompletetheexerciseindividuattyor in pairs.
Checkanswerstogether.
KEY 1b 2a 3b 4c 5a 6c 7c 8a
Exercise7 page9
. Beginbygivingyourownexampleof a sportwhichshould
beun-invented,givingreasonswhy.Dividetheclass
intosmallgroupsandaskthemto dothesame.Aska
spokespersonfromtwoorthreeof thegroupsto reporttheir
ideasbackto theclass.
I Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatconyoudo
now?andelicit:/ canunderstandanarticleabouttheoriginsof
sports.I canunderstondtheimportanceof collocationondhave
Iearnedsomeadverbcollocations.
KEY
a type4
b type2
c type3
d type1
e type1
f type2
type4
type2
c
h
Forfurtherprocticeof Phrosalverbs,go to:
unitl'Besinninss

Exercise3 page1o
o Readthroughthetookout!boxtogetherthenfocusonthe
instructions.Analysethefirstverbtogetherasa wholeclass
beforestudentscontinuealoneor in oairs.
KEY
1 to admitdefeat,to takebackanopiniontype1, active
2 to resist,notacceptbadtreatmentfromsomebodywithout
complaining,type4, active
3 to continueto dosomethinguntilit hasfinished,in spiteof
difficulties,type2, active
4 to stopdoingsomething,type1, active
5 to givesomethingto thenextgeneration,type2, active
6 to developintoanadult,typeL, active
7 to betheexplanationfor,type3, active
8 withmind= to decide,type2, active
Exercise4 page1o
o Studentsquicktyreadthetextto answerthequestion.
KEY
ldenticaltwinshavethesameDNA,soanydifferencesbetween
themmustbeaccountedforbvtheirenvironment.
Forfurtherpracticeof Phrasalverbs:passiveand infinitive
forms,go to:
Exercise5 page1o
r Studentscandotheexerciseindividuallvor in oairs.
EXTRA AGTIYITY - TURTHERPHRASAT
YERBS PRACTICE
Askstudentsto write-fivequestionsto asktheirpartner,
alongthe linesofthosein exercise5, usingtheoth€r
phrasalverbsin exercise3.fiowever,insteadofwritingthe
fuil phrasalverb,theyshouldwritethe:particle(adverbor -,:r':,
preposition)butbtankoutthemainverb.Theypassthe
questionsto theirpartnerwhofillsin the btanks;lheythen
intervieweachotherusingthequestionstheyhavewrit!!n.
NotesforPhotocopiabteactivity1.2
Phrasalverbs
Pairwork
Language:revisionof phrasalverbsin differenttensesand
inctudingpassiveforms,withandwithoutobjectpronouns
Materials:onecopyofthegamecutuppergroupof4 students.
(Teacher'sBookpage125)
. Referstudentsto GrammarBuilder7.2and1..3.
Dividetheclassin hatf.Thestudentsin onehalfarestudent
A andtheothersarestudentB.Teltthemthatyouaregoing
to givethemsomesentenceswithgaps.Thesegapsshould
befitledwithphrasalverbswhichshoutdbein thecorrect
form,includingpronounsif necessary.Putthestudentsinto
pairsof thesameletter,i.e.StudentA + StudentA, handout
thesentencesandgivethemtenminutesto dothistaskin
theiroairs.
Nowgiveeachpairof StudentAsa copyof the multiple
choiceanswersto B'ssentencesandviceversaforthe oairs
of StudentBs.Tetlthemnotto showthesemuttiplechoice
answerS.
Eachpairshouldnowtakeit in turnsto readouta sentence.
lfthe phrasalverbis correct,the pairscoretwopoints.lf it
is incorrect,theyhaveanotherchanceto scorea pointby
listeningtothethreemultiplechoiceanswers,choosingthe
correctoneandreadingthesentenceagainwiththe phrasal
verbin thecorrectform.NBit is importantthatthe multiple
choiceanswersarekepthiddenasthecorrectchoicesare
circled.
Youwillneedto monitorcarefullyandconductfeedbackat
theendto highlightanyproblemsyouhavenotedinterms
ofthe form/ tenseused.Theremayalsobecaseswhere
studentshavechosendifferentohrasalverbswhichmake
logicalsensein thesentencesortheymaywishto askwhya
certainphrasalverbis notpossible.Theseissuescouldalso
beaddressedduringfeedback.
KEY
StudentA
1 putherup
2 wasbroughtup
3 ranintohim
4 cheerhimup
5 droppedoff
6 havebeenlaidoff
StudentB
1 getawaywith it
2 hasbeencalledoff
3 turnedit down
4 getroundto (doing)it
5 letmedown
6 setoff
7 getthroughto him 7 to dropmeoff
8 putupwiththem/ it 8 wasbeatenup
i Lessonoutcome
Askstudents:Whathaveyoulearned?Whatcanyoudo now?
andelicit:I canusephrasalverbscorrectly.
LA]IGUAGETOTE- THEG.NATTAROF
PHRASATYERBS
Theaim'ofexercise2 isto remindstudentsthatknowing
a phnsatverbis notsimplya questionof understanding
its meaningbuf:bfknowinghowit beFravesgrammaticalty
aslwetl.Studentsarenqtt,expectedto remembrgrin the
futureexact,lywhata typ,e2 phrasalverbis in relationto
a type3, orto beableto statewhethera phrasalverb
is transitlveor separable,butjustto be awareof the
differentpatterns.Forthisreasonwhentheycomeacross
a new']ihrasalverbtheysho:iildmakea pointof inoticing'
the patternitta&es,andwhennotingjt downin their
vocabularybook,includinganexamplewhichshows
whichtypeit is.
KEY
1 breakit down
2 lookingintoit
3 comeupwith
4 giveit up
getawaywiththem
workit out
broughtup in differentfamilies
accountforthem
5
6
7
8
Exercise6 Pagero
o lf possible,getstudentsto workwitha differentpartnerfor
thisexercise.Encouragethemto usethe phrasalverbsin
theiranswersandto askat leasttwofollow-upquestionsfor
eachanswertheirpartnergives.
Unit1. Beginnings

tEssoll sutilARY o.o.,
FunctionalEnglish:reactingto opposingviews
Listening:a discussionaboutgeneticengineering
Vocabulary:adverbcollocations
Topic:scienceandtechnotogy,healthandfitness
i '--!
-!--,1
E!@@ Todo the lessonin 30 minutes,keepthe lead-in
brief,playthe recordingonceonlyand limit the discussiontime
in exercise7.
* Lead-in 3-4minutes
. Putthestudentsin pairsor smallgroups.Askthemto
brainstormwhattraitsmakehumansuniquein theanimal
world.Afteroneminute,askthemto thinkof anyanimals
thattheythinkdisplaytraitswhicharesimilarto human
beings.Giveanexampleif necessary;dogsareoftensaid
to showloyatty,dolphinsdisptayconsiderableintelligence.
Givethema minuteortwoto brainstorm.Nowaskthem:
Whichof theseanimals,blendedtogether,wouldbe the
closestto a humanbeingTAftera minutemorediscussion
time,studentssharetheirideaswiththeclassandgive
explanationsfortheirchoiceswherenecessary.
Exercise1 page11
r Focusstudentsonthequestionandtheoptionsandthen
askthemto quicktyfindtheanswerin thefirstparagraph.
KEY c
Exercise2 page11
. Askstudentsto readthe restofthe textandsharetheir
viewswitha partner.Keepthisbriefin ordernotto pre-empt
thediscussionlater.
Exercise3 page11O 1.05
. ln aweakerclasspre-teach:weird,alter,feotureandoffspring.
. Playthe recordingonceandletstudentscomparewitha
oartnerbeforeclassfeedback.
KEY
a Themanis in favour,thewomanisagainst.
b Thewomanthinksthe manisn'tbeingseriouswhenhe
startsfantasisingabouthavingSpidermanpowers.
Transcdpt1.05
Man Didyoureadaboutthatexperimenttheydidona monkey-
addinga genefroma ietlyfish?
Woman IthinkI sawsomethingaboutit onW.
M lt madethemonkeygiveoffgreentight.Weird,eh?
W Ithinkit'sterrible.
M Why?lt'sjustanexperiment.ThemonkeylookedOKto me- it
wasn'tin painoranything.ltwasjusta bit...welt,a bitgreen.
W Ijusthatethewholeidea.I don'tthinkyoucandefendanimal
experiments,froma moratpointofview.Wedon'thavetherightto
useanimalsinthatway.
M I don'treallyagreewiththat.Ofcoursenobodywantsanimals
to beharmedunnecessarily- butthesearereallyimportant
experiments.Withoutthem,scientistswillneverfinda curefor
seriousdiseaseslikecancer.
W That'slustanopinion- there'snoevidenceto proveit.
M I reckonit'strue,though.AndIthinkgenetictreatmentsare
thefutureofmedicine.Infact,in myopinion,scientistswillone
daybeabteto cureanydisease- seriousdiseases,I mean- by
atteringa patient'sDNA.I readthatin a magazinesomewhere.
Wouldn'tit beamazingif allthosediseaseshadcures?
W Butwherewiltit end?lt'sa dangerousroadto goalong,don't
youthink?| mean,westilldon'tknowenoughabouthowourDNA
works.Wemightmakealterationswhichcurea certaindisease,
butatthesametime,haveotherterribleconsequences- you
know,sideeffectsthatnobodypredicted.
M That'sa fairpoint,I suppose.Butin myview,it'sworthtaking
therisk- becausethebenefitscouldbesofantastic.Andthe
scienceisadvancingsoquickty- it'simpossibleto stopit,sowe
shouldlearnto livewithit andbehappyaboutit.
W Thatargumentdoesn'tmakesense.Justbecausesomething
seemsunstoppableisnoreasontowelcomeit.I mean,youcould
saythesameaboutglobalwarmingandclimatechange.Would
youwelcomethose?
M Well,I dotikea bitofniceweather.
W I iusthatetheideaof'designerbabies',withparentschoosing
al[thebestfeaturesfortheiroffspringbytookingattheirgenes.
Itiustisn'tright.Andyouknowwhatwitthappen- 'ordinary'
people,whohaven'tbeenspeciatlydesignedbytheirparents
usinggenetictechnology,willendupassomekindofinferiorrace.
Onlythegeneticallyperfectpeoplewiltgetgoodjobs,orhealth
insurance- orbeallowedto havechildren.
M Youdon'tneedto takethingsto suchanextreme.Nobody's
talkingaboutcreatinga raceofsuper-humans- it'smuchsimpler
thanthat.Whyshoutdn'tparentshavethechoiceofa girlora boy?
W Huh.I knowwhichI'dchoose. :
M Whatdoyoumean?
W I'mamazedyou'restilldefendingthiskindofexperiment.
Can'tyouseewhereitwilllead?Onedaythey'reexperimenting
onmonkeys,thenextthey'ltbecreatingsomekindof monsterby
combininghumanandanimalDNA.lt'slikea sciencefictionhorror
movie.
M I seewhatyoumean.ButI quiteliketheideaofsomehow
mixinghumanandanimalDNA.lmagine,youcouldhavea spider
geneinsideyouandbeSpiderman- watkingupbuildingsand
spinningwebs...
W Youcan'tbeserious.
M OrEagleman- withthepowerofflight...
W Nowyou'rejustbeingsitty.I'mnottalkingtoyouaboutit any
more.
Exercise4 pagerr
o Havingestablishedwhois in favourandwhoisagainst,the
studentscanworkoutwhomadeeachstatementwithout
hearingthe recordinga secondtime.
Studentsthenworkindividuatlyor in pairsto complete
thesentences.Pointoutthatmanyofthesearefurther
examplesof adverbcollocationsandshouldbelearnedand
recordedasa completephrase.
Duringfeedback,to checkunderstanding,askforsynonyms
forsomeofthe morechallengingvocabulary,e.g.
indefensibIe (wrong),modified (changed),unfo reseen (not
predicted),virtually(almost).
KEY
1 morally
2 genetically
3 eventua[[y
4 freely
5 entirely
6 realistically
7 widely
8 virtualty
Exercise5 pase116) 1.06
o Askstudentsto completethesentences,thenlistenand
check.
KEY
1 agree
2 prove
3 end 5 make
4 suppose 6 have;take
7 see
8be
t6 | Unitl.Beginnings
t

4 qlterlybarbarie
5 lglatlyunethical
6 gdectty iustifiable
7 entirelyreasonable.
8 morallywrong
g,l:,:Virtuallvimpgggible
10 hishlyimprobable
Exercise6 page11
Transcriptt.06
1 don'treatlyagreewiththat.
2 That'sjustanopinion- there'snoevidenceto proveit.
3 Butwherewillit end?
4 That'sa fairpoint,I suppose.Butin myview...
5 Thatargumentdoesn'tmakesense.
6 Youdon'tneedtotakethingsto suchanextreme.
7 | seewhatyoumean.But...
8 Youcan'tbeserious.
EXTRA"PROf,iU:ilCIATIOilACTIVITY-'WORD
STRESS
The{oliowingadverb-adiectivecollocationsare_usefuI
fordiscussion.Writethemonthe board(withoutstress
marked)forstudentsto copy.Readthemout (stressing
themasshown)andaskstudentsto markthestress.
Wjth a strongerclasstheycanbe askedto write the
stressbeforilhearing,it.Mode[anddrillthewords .,i,,
'ghorally
andindividudlly,keepinrga snappypace.
1 environmentallyunfriendly
2 politicaltyincoryqg!
3 completelyunacggptable
lfllNnlf*ilfdilnm Todo the writing analysisand writing
taskin one45-minutelesson,keepthe lead-infor the writing
analysisbrief, skipexercise6 of the writinganalysisand the
Iead-infor the writing task.Askstudentsto brainstormondplan
in classbut to finish exercise7for homework.
r Lead-in2-3minutes
r Putthestudentsintopairs.Tellthemto askeachother:
What'syourfovouritekindof musicand whooreyou
listeningto thesedays?Doyou buyCDsor downloadmusic
files?Doyouprefersongsin Englishor your language?
r Givethemtwo minutesto tatkthenasksomestudentsto
feedbackonwhattheirpartnersaid.
Exercise1 page12
r Studentsreadthemodelandanswerthequestionin pairs.
MakesurestudentsunderstandIhatgig (meaningconcert)
canreferto a smallbandptayingin a smal[venueora big
namebandplayingat a verylargevenue.Aska fewstudents
to reportbacktheirpartner'sexperience.
o Witha weakerclasspre-teach:buzz(thesoundof people
tatkingin an excitedway),makeouf (distinguish),encore
(anextrashortperformanceof a songattheendof a
concert),stumbleouf (walkoutsidein anunsteadyway).
Exercise2 page72
. Focusonthewritingtip andaskindividualstudentsto find
examplesof shortsentencesanddeterminetheirpurpose.
KEY
I wasthrilled usedforemphasis
Wewaited usedto buildsusoense
Exercise3 page12
o Studentsrewritethesentencesindividuallvor in oairs.
KEY
1 Whenwearrivedat ourhotel,I wentstraightupstairsand
lookedoutof thewindow.Therewasthesea!
2 AsBenapproachedthedoor,hecouldhearfootstepsinside
theroom.Heturnedthehandle.Thedoorswungopen.
Hefinatlycamefaceto facewiththemanwhohadbeen
fotlowinghim.
3 TheplaygroundwashugeandI hadneverseenso many
childrenin oneplace.Theywererunningto andfro,
shoutingandbumpingintoeachother.lt wasterrifying.
Exercise4 pagetz
. Studentscomptetetheexerciseindividualtyor in pairs.
KEY 1 like 2 as;as 3 asif
Exercise5 page12
. Again,studentscandothetaskindividuallyorin pairs.Check
studentsunderstandthemeaningofmaze(labyrinth).Point
outthatosthoughcanbeusedasanalternativeto asrf.
KEY 1 tike 2 as;as 3 asif lthough
. Readthestatementtogetherandfindoutviaa showof
handshowmanystudentsagreeandhowmanydisagree.
Dividethestudentsintotwogroupsaccordingly.Thegroups
shoutdbeequalin sizesosomestudentsmayhaveto
'adopt'anotherview.Monitorastheywritetheirlists,
feedingin ideasif necessary.
Exercise7 pagett
r Askstudentsto finda partnerfromtheoppositegroup,sit
nextto themanddiscussthestatement.Circulateasthey
speak,notingdownexamplesof language(bothgoodand
bad)to highlightin a languagefeedbacksession.
:''1::l'l'I r::'r:r:irl
oP[toltAtspEAKtltcAcnvtTylF ,,,,:]i:
Presentation:sportsat school
www.oup.comlett/teacherlsolutions
I Lessonoutcome
now?andelicit:/ canexpressmyopinionson ethicalissues.
t Essol{ suMilARY .. & {::
Writing:anaccountofanevent
Language:usingsentencesofdifferentlengths,usingsimiles
Topic:people
EI@U Todothelessonin 30minutes,keeptheleadin
briefondskipexercise6.
OPTIOIIATEXTRAACTIVITYlG
Similes
www.oup.com/elt/teacher/solutid{rs
Describing
^
Unitl.Beginnings[ 17

Exercise6 pase12
r Putstudentsin pairsto inventtheirownsimiles.Aska few
pairsto readouttheiranswers.
i Lessonoutcome
Askstudents:Whathaveyoustudiedtoday?andelicit:I can
describeanevent.I knowhowto createemphasisandbuild
tensionusingshortsentences.I canmakemywritingmore
descriptiveusing similes.
an
tESSOll SUMilIARY ..
Writing:a descriptionofanevent
Topic:people
EigE@ Todothelessonin30minutes,finishthewriting
taskforhomework.
i Lead-in 2-3 minutes
. Givestudentstwominutestobrainstormad.iectivesfor
feelings,e.g.delighted,depressed.Whenthetimeisup,
askthemtogiveyouadjectivesforanystrongfeelingsand
checkeveryoneknowsthemeaningofeachword.
Exercise1 page13
e Studentsdothematchingtaskindividualtyandthencheck
in pairs.Encouragethemto referto thewordtistatthe back
ofthebook.Checktheiranswers,eticitingquicktranslations
fortheharderitems,beforeaskingthemto thinkof
situationswheretheymightexperiencethesestates.
KEY
Possibleanswers
1 Theroomwasvast,withenormouswindows.
2 Shewasa slenderwomanwitha slimface.
3 Myclothesweresoakedandmyhairwasdripping.
4 | couldseethebreathtakingmountainsandthestunning
lakes.
5 Whenthe phonerang,I answeredit straightaway,andknew
atoncethatsomethingwaswrong.
6 | discoveredmyfather'sdiaryandcameacrossan old
Dostcardinsideit.
Exercises4 page13
o Askthestudentsto discusstheirpersonaImemories,and
encouragethemto asktheirpartnerquestions,in orderto
helpgeneratecontentfortheirwritingtask.Askoneortwo
studentsto reportbackontheirpartner'smemories.
Exercise5 page13
o Studentscopyandcompletethe ptanwithbriefnotes.
Exercise6 page13
. Focusonthe instructions.Askstudentsto formdifferent
pairsforthisactivity.
Exercise7 page73
. Givethe studentsfifteento twentyminutesto writethefirst
paragraphor twoof theirarticle.Walkaroundmonitoring
andhetpingandencouragingstudentsto self-correct.They
canfinishthearticleforhomework.
Exercise8 page13
. Studentschecktheirwork.lfthereistimeaskthemto swao
essayswitha partner.Theyshoutdassessthe essayin
termsof the criteriain the Checkvourworklisl.
oPTtoltALWRmilGACT|VITY,,IG. ,:
An accountof an event
r':f
www.oup.com/eltiteacher/solutions
t Lessonoutcome
Askstudents:Whathaveyoustudiedtoday?Whatcanyoudo
now?andeticit:/ candescribean event.I canusesynonymsto
avoidrepetition.
gDescribin
KEY
apprehensive,nervous
baffted,perplexed
disenchanted,disiltusioned
eager,enthusiastic
elated,thritled
petrified,terrified
reluctant,unwilling
remorsefu[,repentant
tense,uptight
Exercise2 page13
o Readthroughthewritingtip together.Youcouldpointout
thatevenin a richlanguagetikeEnglishthereareveryfew
truesynonyms.Wordswhichseemlikesynonymsusuatly
differveryslighttyin meaning,collocation,registeror
regionaluse.ThedictionaryextractshowshowtheOxford
AdvancedLearner'sDictionarygivesinformationaboutthe
differencesbetweenthesesynonyms.
o Studentsdothetaskindividuallvandchecktheiranswers
witha partner.
KEY lcross 2mad 3indignant 4mad
Exercise3 page13
. Dothefirstsentencetogetherandthenstudentscontinue
theactivityindividuatlyor in pairs.Makesurethey
understandthattheyneedto findanalternativeforbothof
the repeatedwordsin eachsentence.
event
{ 18
) Unitl.Beginnings

TOPIC a . &
Sclenceandtechnotogy
i Lead-in paget4 2minutes
' Write:DollytheSheepontheboardandelicitwhatthe
studentsknowaboutit.
. Askthestudentsto explainwhatcloningis.
Exercise1 page14 5minutes
. Asktwostudentsto readthedictionarydefinitions.
r Askthe classto make2-3 sentenceswithcloneasa verb
anda noun.
. Dividethestudentsintopairs;askhatfof thegroupsto
writedowntwoargumentsin favourof cloning;theother
half- againstcloning.
. Atlowfiveminutes.Askeachstudentto presentoneargument;
askthemnotto repeatargumentsalreadypresented.
ExerCiSe2 page74 2-3minutes
r Tetltheclasstheyaregoingto reada textaboutctoning.
Askthestudentsto scanthetextto findtwoargumentsin
favourofcloning.Tettthemto ignoreboththegapsandthe
sentencesbelowthetext.
. Allowtwominutes.Checkanswersasa class.
KEY
peoplewhomisstheirdeadpetswillhavea chanceto getan
identicalanimahctoningwillbea sourceof usefulanimalslike
specialdogs
ExerCiSe3 page14 15minutes
@
o
Askstudentsto readtheinstructionsandthetextcarefully.
Explainthatif theyidentifythetopicof eachparagraph,it
willbeeasierto narrowtheoptionsto thosesentencesthat
deatwiththerighttopic.
Exptainthateachmissingsentencewillhavea certain
functionin thetext.lf it'sthefirstsentenceof a paragraph,
it witlprobablyintroducea newtopicor linkthisnew
paragraphwiththe previousone.lf it closesa paragraph,it
maysummarisewhathasbeensaidin thisparagraph.lf it's
in the middle,it witlprobabtyserveasa linkbetweenthe
precedingsentenceandtheonethatfollows.Thestudents
shouldnoticethe positionof thesentencein a paragraph
andalsoreadcarefullythesentencesbeforeandafterthe
gapto understandthecontext.
Tellstudentsyouaregoingto dothefirstpartof thetaskas
a class.Askthemto readsentencesA-Fandidentifutwo
mostlikelyoptions- theyshouldeasilypicksentencesA
andD.Pointto thewords'thetissue'in thesentenceafter
thegapandaskwhatit refersto.Stress'the'andelicit
thatthetissuemusthavebeenmentionedbefore.Askthe
studentswhetherthereis anytissuementionedin eitherof
thesentencestheyhavepicked.
Askthestudentsto dotherestofthetaskin pairs,
hightightingthepartsofthetextthathavehelpedthemto
choosetherightsentence.Allow8-9 minutes,Checkthe
answersasa class,pointingto thehetpfutphrasesinthetext.
Witha weakerclass,dothe wholetaskasa class.Forgap2,
tellonestudentto readoutthesentencesbeforeandafter
thegap.Askthestudentswhatthispartofthe textdeals
with(researchteam),andwhichsentencesA-Freferto the
sametopic.Thenpointto 'thelatter'in sentenceB andask
whatit refersto. Referthembackto theword'disgraced'in
thesentencebeforethegap.
Askanotherstudentto readoutthe sentencesbeforeand
aftergap3. Bythistime,theywillrememberthatsentenceA
wasnotusedforgap1.
Remindthestudentsto crossoutthosesentencestheyhave
atreadyused.Aska studentto readoutthesentenceafter
gap4. Pointto thewords'at leastoneofthese'andask
what'these'coutdbe.Askthemto tookin theremaining
sentencesforwhatcoutdbe referredto as'these'.
Teltthestudentsto readthesentencesbeforeandaftergap
5 andbothremainingsentences.Tellstudentsthatifthey
cannotdecidewhichsentencefitsthegap,theyshouldtry
to eliminatetheonethatis lesssuitable.Pointto thefact
thatsentenceEintroducesa newtopic(cloningpeople)
whichthetextdoesnotmentionat al[.
Remindthestudentsthatin anexam,afterfitlingaltthe
gapstheyshouldreadthetextagainto checkit'scoherent.
l(EY 1D 28 3A 4F 5C
ExefCiSe4 page74 1-3minutes
. Chooseoneofthe questionsin theexercise.lfyouare
runningoutof time- skipthequestions,justaskthe
studentsto lookatthe pictureandidentifywhatit shows.
ElicitFrankenstein,andteltthe studentsthatthe textthey
aregoingto workwithconcernsctoningpeople.
EXerCiSe5 page14 10-15minutes
@
. Readouttheinstructions;stresstheimportanceof spelting
in thisexaminationtask.
Tettthestudentsto scanthetextsothattheyknowwhatit is
about.Tellthemto ignorethegapsat thisstage.
Askstudentsto workindividualty.Askthemto readthetext
oncemore,aloudsothattheycanhearthemselves.While
readingtheyshoutdfillthosegapsthatseemobvious.Advise
strongerstudentsto repeattheprocess.Allow3-4 minutes.
Gothroughthetextasa classwithstudentscontributing
theirwordsforeachgap.lf therearenosuggestionsfora
particulargap,leaveit unfilled.
Aska studentto readoutthetext.Forthegapsthatstilt
remainunfilled,helpthestudentswiththerightanswer,
e.g.forgap1,write'peopleregardclones- horrof,for
gap10,rephrasethesentence- lt'sanotherquestion_
cloningpeoplewouldbea goodthing.Explainthatif an
indirectquestionis frontedwhetheris used,notrf.
l(EY
1 with
2 out
3to
4 even
5 too
6as
7do
8ln
9 even
l0 Whether
ExerCiSe6 page74 3-5 minutes
. Askthestudentsto discussthetopicin pai:rs.lfyouare
runningshortof time,setthetaskashomework.Askthe
studentsto prepareto argueeitherforor againstthe idea
of cloninghumans.Alternatively,askthemto preparea 2-3
minutepresentationeitherforor againsttheidea.
I Lessonoutcome
Askstudents:Whathaveyoulearned/ practisedtoday?and
elicit l haveleornedaboutcommercialcloningof animals.I
havepractisedreadingcomprehensionthrougho matching
task.I havepractisedvocabularythroughcompletingagap-
filling task.
Getreadyforyourexamt g

,uiltT tltcluDEs ,a a $ ,
. compoundadlectivosi qornpournd:nounsr verb-noun/
nouncollocationse phrag4tv€fbs, agp€Ctsoffilrrlsr ad:iectives
films. modifyingadv€-rb9.: .::
c like,unlikeandss.:,$airativetenses. simpleandcontinuousfarfis.
.. .:,.:,
.i::.
ltalking aboit clpr:aeteroiii f!!msandboqks. talkingaboutTVviewing
i-€actlngto liternrytetit$:
Speaker3 Theonlyfilms| [ikearesci-fiandfantasy.I love
fitmsthataresetinthefar-distantfuture,tikeBladeRunner,for
example.lt'squiteanotdfilm- itwasmadein 1982,butit's
a realclassic.lt'squiteslow-movinganddifficultto followat
times,butit'sa fitmyoucanwatchoverandoveragain.Themain
character,ptayedbyHanisonFord,isanex-copwho'sbroughtout
ofretirementto helpfindanddestroythingscalled'repticants',
whicharebasicallygenetically-engineeredrobotsthatare
indistinguishablefromhumans.Theseman-maderepticantshave
super-humanstrengthbuttimitedlifespansandtheywantto force
thepeoplewhocreatedthemto prolongtheirshortlives.I guess
thefilm'sreallya futuristicdetectivethrilter.
Exercise2 pase15 6) 1.07
o Studentsworkindividuallyto fittinthegaps.Thenplaythe
recordingforthemto checktheiranswers.Pointoutthatthe
wordsarenotin order.
r Encouragestudentsto guessthemeaningof anyunfamiliar
wordsfromtheircomponentparts.Tocheckcomprehension
askquestionsaboutsomeof thewords,e.g.Which
compoundadjectivemeons:causinghappinessorpleasure?
(heart-warming) intelligentor fastthinkingl (quick-witted)
in verybad condition?(run-down)extremelyfrightening
(hair-raising)notpreparedto acceptideasor beliefsthatore
differentfromyourown?(narrow-minded).Onceyouhave
gonethroughtheanswersasa class,checkcomprehension
of someof thewordsandphrasesbyaskingquestions.
Asa generalrulethisis the mosteffectivemethodof
checkingthatstudentsunderstand.lfyousimplyaskDoyou
understand?or Doyouhaveanyquestions?studentsmay
notrespondbecausetheyareeithertooshyto askor may
wronglysupposethattheyalreadyknowthe meaning.
KEY
1 engineered
2 action
3 heart
4 moving
5 man
6 witted
7 cool
8 time
9 run
10 raising
11 narrow
12 self
Exercise3 page15
o Dothefirsttwotogetherandthenaskstudentsto complete
theexercisealoneor in pairs,writinga or b nextto the
word.Checkanswers,thenaskstudentsto readthe
informationin theLearnthis!boxsilentlyandthenaskthem
to closetheirbooksandeticitexamptesoftypes1aandb,
type2 andtype3.
KEY a 7, 6, 7, 17, 72 b 2, 3, 4, 8, 9, t0
Exercise4 page1s
. Putstudentsintopairsandgivethema timetimitofthree
minutesto comeupwithasmanycompoundadjectivesas
theycan.Writetheirwordsontheboardandclearup anV
questionsaboutmeaning.
,t
rs
Compoundadjective
tEssoll suMilARY oof g:
Vocabulary:compoundadjectives,aspectsoffitms
listening:monologues- listeningforgistandspecificlanguage
Speaking:talkingaboutfictionatcharacter
Topic:sportandcutture
EIQI@ Todo the lessonin 30 minutes,keepthe lead-in
brief, skipexercise7 andset the VocabularyBuilderexerciseas
homework.
. Askthestudentsto thinkwhatis importantforthemwhen
choosinga bookto readordecidingwhichfilmto see.They
shouldmakea listof fourfactorstheymightconsider.Give
thema minuteto thinkandthenputthemin pairsandask
themto findoutiftheirpartnerhasthesamefactorsin mind.
o Witha strongerclass,encouragethemto ranktheirkey
factorsin orderof importance.
. Aska fewstudentsto feedbackto the class.
Exercise1 pase15O 1.07
. Focusonthe photosandaskstudentsto identifythe films.
Tellthemtheyaregoingto hearthreespeakerstatking
aboutthe fitmsin the photos.Askthemto predictwhat
positivethingstheyaregoingto hearaboutthesefilms.
r Witha weakerctass,in orderto facilitatethe listening
process,beforeyouplaythe recording,elicitmore
informationaboutthefilms:theoutlineof thestory,the
maincharacters,whereandwhentheyareset.
. In a weakerctassit wouldbealsobe usefulto pre-teach:
contemporary(setin today'swortd),run-down(in a verybad
condition),deadagainst(incompletedisagreementwith),
twistsandfurns(unexpecteddevelopmentsin a story),cop
(policeman(slang))andindistinguishablefrom (impossible
to tellthedifferencefromotherthingsor people).
KEY
1 setin the realworld,it's heart-warming
2 it'saction-packed,DanielCraigis cool
3 it'ssci-fi,youcanwatchit overandoveragain
Transcript1.07
Speaker1 | tikecontemporarydramasthat areset in the reaI
world.Oneof my all-timefavouritesis Billy Elliot.lt's set in a
run-downminingtownin the northof England,and it's aboutan
eleven-year-old,working-ctassboywho wantsto becomea batlet
dancer.Buthisdadand brother.who area bit old-fashionedand
narrow-minded,aredeadagainstit andwanthimto becomea
boxer.Butwhen hisdad getsto seehisson dance,he comes
roundto the ideaand letsBitlygoto balletschool.lt's a really
heart-warmingstory.
Speaker2 | reallylikeaction-packedthrillers,with a fast-moving
r.ci and lotsof twistsand turns.Forexample,I iust lovethe James
3orC filns, especiallythe morerecentones,with DanielCraig
as 3ond. He'ssucha coolguy,you know,smartlydressed,good-
-oc<"rga'ld alwaysso self-assured.Hegetsinvolvedin somehair-
z'si-g ao'.,entures,but he remainscool-headedhowevermuch
:a-ge'-e's i.r,and he'salwaysquick-wittedenoughto getout of
:': -: .e.
Forfurtherpracticeof Compoundadjectives,go to:
20 Unit2.Stories

o Pointoutthatcompoundadjectivesarenearlyalways
hyphenated,asopposedto compoundnounswhichare
sometimestwoseparatewords,sometimeshyphenatedand
sometimesoneun-hyphenatedword,dependingon how
longthewordhasexistedin the Englishlanguage.
KEY
Possibleanswers
big-headed,big-hearted,broad-minded,broad-shouldered,
cold-blooded,cold-hearted,empty-handed,empty-headed,
fair-skinned,fair-haired,fair-minded,kind-hearted,
tong-legged,narrow-minded,single-minded,
single-handed(donebyonepersonalone,withoutanyhelp),
thin-haired,thin-skinned(oversensitiveto criticism),wide-eyed
Exercise5 page15
. Studentsdotheexerciseindividuatlyor in pairs.
KEY
...NobelPrize-winningauthor,JohnSteinbeck...
...Georgeis quick-thinkingandkind-hearted...
...LennieSmall,whoischildlike
...Georgeissmallandslim-built,whileLennieista11and
broad-shouldered
...Theendingis heart-breaking...
...Thehundred-pagenovelisa fantasticread
Exercise6 page15
. Demonstratebygivingyourownexampleof 1 and2.
Studentscontinuethe exercisein pairsbeforefeedingback
to theclass.
KEY
Sometypicalcollocationsinclude:
1 Cotd-bloodedmurder/ execution/ attack/ crime
2 Absent-mindedorofessor
3 Light-heartedfitm/ book/ ioke
4 Long-lastingbattery/ tightbulb/ relationship/ friendship/
effects
5 Time-eonsumingtask/ recipe/ hobby
6 Cut-pricetickets/ computers
7 Remote-controlledaeroplane/ boat/ robot
Exercise7 pagetl
. Studentsmakenotesindividuatty.Makesuretheychoosea
characterwhoothersmayknow.
Exercise8 page15
. Studentsdescribetheircharactersin pairsor smallgroups.
Forfurtherpracticeof Compoundnouns,go to:
Notesfor Photocopiabteactivity2.1
Compounddominoes
Game
Language:compoundnounsandcompoundadjectives
Materials:onecopyoftheworksheetcutuppergroupof 3-4
students.Oeacher'sBookpage126)
. Referstudentsto VocabularyBuilder2.7 and2.2.
. Ctarifythefollowingrulesfor'compounddominoes'.Allthe
dominoesaredealtoutfacedown,equallyto all players.
TheplayerwhohastheSTARTdominoplaysfirst.Thenext
ptayerattemptsto putoneoftheirdominoesdownbutif it
is notpossiblethenthe nextplayercantry.Thiscontinues
untilaltdominoesareonthetable.Thefirstoersonto use
atttheirdominoesisthewinner.
. A follow-upactivitywouldbeforpairsor smallgroupsof
studentsto takeeachcompoundnoun/ adjectivein turn
anddiscusshowimportantit is forthemwhendeciding
whetherto seea film.(t mighthelpto tellthemto imagine
theyhavereada filmreviewwhichcontainstheword.)
o Analtemativefollow-upactivitywouldbeforgroupsof
studentsto sittogether,eachstudentchoosingtwoofthe
compoundnouns/ adjectives.Thefirststudentbeginstalking
abouta fictitiousfilmandusesoneofhiswords.Thenthenext
studentinthecirclecontinuestheoralfilmreviewanduses
oneofhiswordsandsoonuntilallthewordshavebeenused.
. Thesecondsetofdominoesisto be usedafterlesson34 as
a quickreviewof strongcollocations.
t Lessonoutcome
Askstudents:WhathaveyouleornedtodayTWhatcanyoudo
now?andelicit:/ cantalkaboutvariousaspectsofstories.I can
understandandusea rangeof compoundadjectives.
tESSOll SUttARY a a. & 1.
Grammar:like,unlikeandos
Reading:a shortarticleabouttheeffectsofTVonchildren
listening:threepeoplediscussingtelevision
Speaking:discussionabouttheeffectsofTVonchildrenand
aboutviewinghabitsandpreferences
Topic:school,scienceandtechnology
'l
Elqt@ Todo the lessonin 30 minutes,keepthe lead-in
brief; don't play therecordinga secondtimefor exercise6 and
set the GrammarBuilderexercisesas homework
o Writeon the board;books,films,television,radio,theatre.
r Askstudentsto discussin pairsor smatlgroupswhichof
thesemediatheypreferforentertainment,givingclear
reasonsfortheirpreferenceovertheothermedia.Givethem
1-2 minutesforthis.
o Conducta potlwiththewholeclass.lf thereis onemedium
whichstandsout,eticitreasonsforthischoice.
Exercise1 page16
o Askthestudentsto dothetaskindividuallyandthencheck
answersin pairsbeforewholeclassfeedback.
. Tellthemthattheyshouldfittin thegapswith'functional'or
grammarwords,suchasprepositionsandadverbs,andnot
'content'words,whichcontainconcretemeaning.
o Thetextis richin usefullanguage,soduringfeedback,
analyseitslinguisticfeaturesasfollows:
2 Ask:Howelsecouldyousoy:HewotchesTVfor four hours
everyday?(HewatchesfourhoursofW a day)
3 AsktWhat'sonotherwayof soying:Theyare lesslikelyto
graduoteT(lt is lesstikety/ probabtethattheywill graduate)
Ask:WhoareyourpeersT(Otherpeopleof the sameage)
4 Ask: What'stheoppositeof holf aslikely?Twiceas likety
(nottwicemoretikely)
7 Write:subsequentontheboard:Askwherethestress
falls(subsequent),elicita synonym(later).
Write:hefailed to graduateAsk:Doesthatmeonthesame
ashefailedhisexams?(No,it meanshedidn'tgraduate,fail
to meansnotdo somethinge.g.hefaitedto arriveontime.)
What'sonthebox?
Unit2. Stories

KEY
1in
2of
3 than
7in
8Bv
9on
10 of
11 with
12 such
8 Write: 1_ comparisonto hisbrother,lohn is veryshy.
2 Hisbrotheris outgoing._ comparison,lohn is shy.
Elicitthe prepositions(1 : In,2 : Ay).Explainthatif
comparisonisfollowedbya comma,asin thetext,we use
by. lf foltowedbyan objectto +object,we needin.
11 Writeattentiondeficit.Askwherethe stressfalls
(attentiondeficit)Askfora paraphrase(inabitityto pay
attentionforlong).
Ask:Whotis a learningdisorder?A conditionwherechildren
havedifficultyreading,writingor doingmathematics.Ask:/s
it relotedto intelligence?(No)
Finatly,askstudentsto tellyoutheadjectiveformof
behaviour(behavioural),cause(causaDandchallenge
(challenging).
5 Doyouwatcha lotoftetly,thenJoanna?
J I supposeIwatchquitea lot...butI don'thaveaW in my
bedroom,likeChrisdoes.I tiketowatchthenewsandfindoutr
what'sgoingonintheworld.Andumweusualtysitdowntogether
afterdinnerasa familyandwatchtelty...Wetikethesamekinds
ofthings,luckity.
5 Whatkindof stuffdoyouwatch?
I Wewatchdramasandfilmsmainly,andserieslikeHeroes.
5 Realty?| can'tstandallthatfantasyandsuperherostuff.
I Heroesisgreat.Thestorytinesarereallygood.
C I'mwithJoannaonthat.Thestoriesarefascinating,asarethe
characters- reallywelldrawn.
S I preferseriestikelosf.Thestoriesandcharactersaregreat
too,butunlikeHeroes,losf is setin therealworld.
J I'ma bigfanoflosttoo,butIwouldn'tsayit'ssetinthereal
world.InfactoneofthereasonsIwatchit isto escapefromthe
realworld.Youcanreallyloseyourselfin programmestikethat.
C Welt,ourfamilycanneveragreeonsomethingto watch.My
mumandsisteralwayswantto watchromanticcomediesorslushy
sitcoms.Meandmydadatwaysgoforthethrillersortheaction-
packedblockbusters.ButI guessit'sjustthatmenandwomen
havedifferenttastes.
J Ithinkthat'sjuststereotypingpeopte,I don'tthinkit holdstrue
foreverybody.I'mnota bigfanof rom-coms,likeyourmumand
sister- | prefersomethingwitha bitofaction...
C Theexceptionthatprovestherule!
J Yeah.Whatever.
S losl'sstartingin a fewminutes.Shattwewatchit?
Exercise4 page16
. Studentscompletethe exercisein pairsreferringto the
wordlistif necessary.
o Checkthe pronunciationof unwind/,,rn'warnd/and
demonstrateitsmeaning,mimingthewindingupandslow
unwindingof a toy.
4to
5to
6 between
Exercise2 paget6
. Aska studentto summarisethe informationin thetext.
r Putthestudentsin pairsor sma[[groupsto discussthe
question.Goroundmonitoringastheydo so,listening,
correctingandofferingyourownopinions.
o Conducta briefwhole-classfeedback.
Exercise3 page16 O 1.08
r Askstudentsto closetheirbooks.Tellthemtheyaregoing
to hearthreepeoplediscussingtelevision.Brainstormas
a classthe reasonswhypeoplewatchtelevisionandwrite
theirideasontheboard.Askthemto ooentheirbooksand
comparethewordsin the boxwiththeirownideas.
. Playthe recordingandaskstudentsto writedownthewords
whichhelpedthemanswerthequestion.
KEY
Relaxation(givemybraina rest)
Gettingnews(watchthe news)
Familyactivity(sitdowntogetherafterdinnerasa family)
Escapism(toescapethe realworld)
Transcript1.08
Chris IwatchW mostdaysI guess,usuallywhenI comeinfrom
school.I doit to unwindrealty,andgivemybraina rest.l'ltwatch
moreorlessanything,andMumcomesintomyroomand-
JoannaYou'vegotaW inyourbedroom?
C Yeah,yeah,andMumcomesinandshe'slike,'Whyareyou
watchingthatrubbish?'
Steve Yeah,myparentsarea bitlikethattoo.Butthey'rejust
asbad,foreverwatchingcheesysitcomsandquizshows.lt'strue
there'sa lotof rubbishon,though,don'tyouthink?
| | suppose.MymaincriticismofTVthesedaysisthewaywomen
areportrayed.They'reatlimpossibtythinandgood-looking.
Andeverythingissosexualised.Thewomenandgirlsareallin
relationshipswithguysandtherelationshipsare,um,nothinglike
whathappensintherealworld.
S Yeah,Ithinkyou'rerightabouttheworldweseeinW
programmesnotbeingrealistic.There'salwaysa beginning,a
middteandanend- usuallya happyone- andthingsjustaren't
tikethatin reallife.
C Storiesareatwaystikethat,though,whetheronW orin books
orwhatever.
Exercise5 pagere
o Askthefirstquestionto oneortwostudentsasa
demonstration,makingsurestudentsgiveexpansive
answers,thenstudentscontinueaskingthe questions
in pairs.Attheend,gothrougheachquestionasking
individualsto reportbacktheirpartner'sanswer,
encouragingthe restofthe classto react.
r Studentsdothe exerciseindividually.Ptaythe recordingfor
themto check.
. Highlightthe useofthe presenttenseto talkaboutthe past
in sentencea.Thepresenttenseis oftenusedinsteadof
pastin this kindof narrative.
KEY alike blike clike dlike eas f unlike
Exercise7 page16
r Studentsdotheexerciseindividuallyor in pairs.
KEY
1b
2c
KEY
1 to unwind
2 rubbish
3 slushy
4 areportrayed
5 we[[-drawn
6 set
5d
6a
3e
4f
Forfurtherpracticeof asand likego to:
22 ) Unit2.Stories

Exercise8 page16
r Studentsdiscussthequestionin pairsorsmallgoups.Have
a briefclassfeedback.
t Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatcanyoudonow?
andelicit:I candiscusstheeffectsofTVon children.I cantalk
aboutmy TVviewingpreferences.I cantalkaboutsimilarities
anddifferencesusingas, likeandunlike.
tESSOll SUilIMARY o. a &.:i-
Reading:anarticteaboutArthurMilterandDeathofaSalesman
Vocabutary:adiective+ nouncollocations,verb+ noun
coltocations
Listening:anextractfromDeathofa Salesman
Speaking:a discussionabouttheissuesraisedinDeathofo
Salesman
Topic:sportandcutture,work
Eiqt@ Todo the lessonin 3Ominutes,keepthe lead-in
brief,don't spendlong dealingwith unknownvocabularyin
exercises3 and4 ond Iimit the timespenton discussionin
exercise9.
r Lead-in3-4minutes
o Dividetheclassroomin halfandexplainthatonesideisfor
thosewhobelieveyoushouldhavedreamsandambitions
andbelieveyoucanachievethem,nomatterwhoyouare.
Theothersideisforthosewhobelieveyoushouldberealistic
andhaveyourfeetonthegroundandin thatwayyouwillbe
happy.Askthestudentsto choosetheirside.Dependingon
thedistributionof students,youcouldputthemin pairsor
smallgroupsacrossthecentrelineandaskthemto defend
theirposition,or encouragedebatefBtweenthetwogroups.
Exercise1 page17
. Readthedefinitiontogether,explainingif necessary
prosperity(beingsuccessfulandearningmoney)and
irrespective(withouttakingsthintoconsideration).Let
studentsconsidertheirviewsin pairsbeforeelicitinga few
opinions.lfyourstudentshavedonethelead-inactivity,omit
the pairworkandmovestraightintothe openclassstage.
Exercise2 paget7
. Studentsdotheexerciseindividuatly.Seta timelimitof four
minutes.
. Witha weakerclass,gothroughthe firsttwo gapstogether,
elicitingwhatclassofwordis neededto goin thegaps
(adjective,noun,etc.).
r Writetheanswersuponthe boardassomeofthewords
maypresentspeltingdifficulties.
r Studentsmightcomeupwithindicationsfornumber4.The
differencebetweenthetwowordsisverysubtle.Indication
is a signthatsomethingis happeningorwhatsomebody
is thinkingor feelinge.g.Thereareindicationsthatthe
economyisslowingdown.Indicator,ontheotherhandisa
sign,thatshowswhatsomethingis like,e.g.anindicatorof
wealth,poverty,high self-esteem,etc.
KEY
1 dramatist
2 financial
3 insistence
4 indicators
5 employers 9 prestigious
6 painfutty 10 guilty
7 pretence
8 enthusiastic
Exercise3 page1z
. Readcarefutlythroughtheinstructions.Studentsdothe
exerciseindividually.
KEY
1 experience
2 attract
3 setup
4 overturn
5 financial
5 social
7 titerary
8 communist
Exercise4 paget7
o Studentscando bothpartsof theactivityindividuallyor
in pairs.Checkanswersto the matchingactivitybeforethe
studentswritetheirsentences.
. Asyougothroughtheanswerselicitor explainmarital
sfofus(whetheryou'resingle,married,divorced,etc.),
right-wing(stronglysupportingcapitatism)andcoveted
(somethingthata lotof peoplewantverymuch).
. Explainthatto havesympathy(uncountabte)meansto feel
sorryfor,orto understandor careabouta person'sproblems.
Thecountablenounsympothresis usuallyplural,goesafter
anadjectiveandmeansshowingsupportfora politicalcause.
KEY
a reacha verdict
b serveon a committee
c causehardship
d drawattention
maritaIstatus
right-wingsympathies
covetedaward
considerabtehardship
e
f
c
h
Exercise5pagerzO1.09
o Tel[studentstheyaregoingto listento the opening of Death
ofo SalesmanFocusattentionon the glossaryandonthe
questionandoptions.
. Encouragestudentsto sitbackandenjoythe playwithout
beingdistractedbyunknownvocabulary.
KEY t
Tnnscrlptr.09
Linda Witty!
Wilty lt'sattright.I cameback.
L Why?Whathappened?Didsomethinghappen,Willy?
W No,nothinghappened.
L Youdidn'tsmashthecar,didyou?
W I saidnothinghappened.Didn'tyouhearme?
L Don'tyoufeelwelt?
W I'mtiredtothedeath.I couldn'tmakeit.Ijustcouldn'tmake
it,Linda.
L Wherewereyouallday?Youlookterribte.
W I gotasfarasa littleaboveYonkers.I stoppedfora cupof
coffee.Maybeit wasthecoffee.
L What?
W I suddenlycouldn'tdriveanymore.Thecarkeptgoingoffon
totheshoulder,y'know?
L Oh.Maybeitwasthesteeringagain.I don'tthinkAngelo
knowstheStudebaker.
W No,it'sme,it'sme.SuddenlyI realizeI'mgoin'sixtymilesan
hourandI don'trememberthelastfiveminutes.I'm- | can'tseem
to - keepmymindto it.
L Maybeit'syourglasses.Youneverwentforyournewglasses.
W No,I seeeverything.I camebacktenmitesanhour.lttookme
nearlyfourhoursfromYonkers.
DeathofaSalesman
Unit2. Stories

L Well,you'lljusthaveto takea rest,Witty;youcan'tcontinue
thisway.
W IjustgotbackfromFlorida.
L Butyoudidn'trestyourmind.Yourmindisoveractive,andthe
mindiswhatcounts,dear.
W I'ttstartoutinthemorning.MaybeI'llfeelbetterinthe
morning.Thesegoddamarchsupportsarekittingme.
L Takeanaspirin.ShouldI getyouanaspirin?lt'llsootheyou.
W Iwasdrivingalong,youunderstand?AndI wasfine.lwas
evenobservingthescenery.Youcanimagine,melookingatthe
scenery,ontheroadeveryweekofmylife.Butit'ssobeautifulup
there,Linda,thetreesaresothick,andthesuniswarm.I opened
thewindshietdandiustletthewarmairbatheoverme.Andthen
allofa suddenI'mgoin'offtheroad!I'mtellin'ya,I absotutely
forgotIwasdriving.lf I'd'vegonetheotherwayoverthewhiteline
I might'vekittedsomebody.SoIwentonagain- andfiveminutes
laterI'mdreamin'again,andI nearty- | havesuchthoughts,I
havesuchstrangethoughts.
Exercise6 pase17O 1.09
o Gothroughthequestionsandaskstudentsto makenotes
fortheanswersastheyhearthe recordinga secondtime.
Letthemdiscussthequestionswitha partner,iustifoing
theirreasons.
KEY
1 He'sphysicattyandmentallyburnedout.Hefeelstired
to deathandhisfeetarehurtinghim.Heis constantly
distracted(bythebeautifulsceneryforexample)andunable
to focus.Heistroubledbysomestrangethoughtsand
bewilderedbyhisownbehaviour.
2 Lindais caring,attentiveandextremelyworriedabouthis
mentatandphysicalstate.Weknowthisbecauseshetries
to findreasonsforwhathappenedto him,probablyto
reassureherselfasmuchashim.
3 Shesuggestsfirstthatwhathappenedwasdueto the
steeringonthecar,thenthatit washisglasses.
4 Shesuggeststhathetakesa breakandrestshismind,then
thathetakesanaspirin.
. Explainthattheyaregoingto listento anotherextractwhich
followsstraighton fromthe first.Askstudentsto read
throughtheglossaryandthenelicitpredictionsaboutwhat
theywilldiscuss.Again,encouragethemto puttheirpens
downandiustsitbackandlisten.
KEY
TheytalkaboutWilty'sworkandabouttheirsonBiffs lackof
achievement.
Transcript1.10
Linda Witty,dear.Tatkto themagain.There'snoreasonwhyyou
can'tworkin NewYork.
Willy Theydon'tneedmein NewYork.I'mtheNewEnglandman.
l'mvitalin NewEngland.
L Butyou'resixtyyearsotd.Theycan'texpectyouto keep
travellingeveryweek.
W I'llhaveto senda wireto Porttand.I'msupposedto seeBrown
andMorrisontomorrowmorningatteno'clockto showtheline.
Goddammit,I couldsellthem!
L Whydon'tyougodowntotheptacetomorrowandtellHoward
you'vesimplygotto workin NewYork?You'retooaccommodating,
dear.
W lf oldmanWagnerwasaliveI'da beeninchargeofNewYork
now!Thatmanwasa prince,hewasa masterfulman.Butthatboy
ofhis,thatHoward,hedon'tappreciate.WhenIwentnorththefirst
time,theWagnerCompanydidn'tknowwhereNewEnglandwas!
L Whydon'tyoutellthosethingsto Howard,dear?
W Iwill,I definitetywitt.lsthereanycheese?
L I'l[makeyoua sandwich.
W No,goto sleep.I'lltakesomemitk.I'11beuprightaway.The
boysin?
L They'resteeping.HappytookBiffona datetonight.
W Thatso?
L ltwassoniceto seethemshavingtogether,onebehindthe
other,inthebathroom.Andgoingouttogether.Younotice?The
whotehousesmellsofshavinglotion.
W Figureit out.Worka lifetimeto payoffa house.Youfinatty
ownit,andthere'snobodyto tiveinit.
L Well,dear,lifeisa castingoff.lt'salwaysthatway.
W No,no,somepeople- somepeopleaccomplishsomething.
DidBiffsayanythingafterIwentthismorning?
L Youshouldn'thavecriticizedhim,Witty,especiallyafterhejust
gotoffthetrain.Youmustn'tloseyourtemperwithhim.
W WhentheheltdidI losemytemper?| simplyaskedhimif he
wasmakinganymoney.lsthata criticism?
L But,dear,howcouldhemakeanymoney?
W There'ssuchanundercurrentin him.Hebecamea moody
man.Didheapologizewhen| leftthismorning?
L Hewascrestfallen,Witly.Youknowhowheadmiresyou.Ithinkif
hefindshimself,thenyou'tlbothbehappierandnotfightanymore.
W Howcanhefindhimselfonafarm?lsthata tife?Afarmhand?
Inthebeginning,whenhewasyoung,Ithought,well,ayoung
man,it'sgoodforhimto tramparound,takea lotofdifferentjobs.
Butit'smorethantenyearsnowandhehasyetto makethirty-five
dollarsa week!
L He'sfindinghimsetfiWitly.
W Notfindingyourselfattheageofthirty-fourisa disgrace!
L Shh!
W Thetroubleishe'slazy,goddammit!
t Willy,please!
W Biffisa lazybum!
L They'resleeping.Getsomethingto eat.Goondown.
W Whydidhecomehome?| wouldliketo knowwhatbrought
himhome.
L I don'tknow.Ithinkhe'sstilltost,Witly.Ithinkhe'sverylost.
W BiffLomanis [ost.Inthegreatestcountryin theworldayoung
manwithsuch- personalattractiveness,gets[ost.Andsucha
hardworker.There'sonethingaboutBiff- he'snotlazy.
L Never.
W I'llseehiminthemorning;l'llhavea nicetatkwithhim.
I'ltgethima jobselling.Hecouldbebigin notime.MyGod!
Rememberhowtheyusedto fottowhimaroundin highschool?
Whenhesmiledatoneofthemtheirfaceslitup.Whenhewalked
downthestreet...
Exercise8 pagerz f) r.ro
o Asbefore,askstudentsto takenotesastheylistenand
thento poolwhattheycanrememberwitha partnerbefore
whole-classfeedback.
KEY
1 LindasuggeststhatWillasksto relocateto NewYorksothat
hedoesn'tneedto travelsomuch.
2 Thefirsttimehedisagreeswiththeidea,sayinghe'stoo
importantin NewEngland,thesecondtimeheignoresher
andstartsthinkingabouthismeetingthe nextday,andthe
thirdtimehefinallyagreesto speakto hisboss.
3 WitlyhadcriticisedBifffornotmakinganythingof his
workinglife,forworkingona farminsteadof tryingto get
aheadin business.
4 Hesayshewon'tspeaktohisbossaboutrelocatingthen
changeshismind.
HecomplainsthatBiffis lazythensayshe'sa hardworker.
HesaysBiffis a moodymanthensayshehasanattractive
personality.
Unit2.stories

Exercise9 page77
o Putstudentsin differentpairsto discussthequestions.
Aftera fewminutesasksetectedoairsto summarisetheir
conversations.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyou
donow?andelicit:I canunderstandanarticleaboutArthur
Miller.I canunderstandandreactto an extroctfromDeathof a
Salesman.
LordoftheFlies
tESSOlt SUMilIARY o o.
Reading:an extractfrom a novet;sentenceinsertion,
comprehensionquestions
Speaking:discussionabouthumanbehaviour
Topic:peopte,sportand culture
EIE@ Todo the lessonin 30 minutes,keepthe leod-in
briefand askstudentsto readthe textbeforethe lesson.
. Putthestudentsin pairs.Askthemto lookatthe ohotoon
page18anddescribeit in asmuchdetailaspossible.After
oneminute,askthemwhattheythinkmighthappennext,
givingreasonsfortheirsuggestions.
CUITURE TOTES
WitliamGoldingBorn1911,died1993,Gotdingwasa
Britishnovelistand poet,:1.|ewonboththe N:obelPrize
for Literatureandthe BookerPrize.Lordof the Fliesishis
bestknownnovel,publishedin 1954.
Lordof the FliesThebookis aboutwhathappenswhen
a groupof boysarestrandedon a deert island,lt covers
themessuchasleadership,moralchoices,civitised
versusanimalbehaviourandthegroupversusthe
individual.Twofilmsof Lordof theFlieshavebeenmade
-int963 and1990.
Exercise1 page18
. Askstudentsto discussthequestionsin pairsthenhotda
classfeedback.
Exercise2 page18
. Studentsreadthetextandanswerthequestions.Refer
themto theglossaryandwarnthemthatnotallthe
questionsarein thesameorderasthetext.
KEY
1 Theyhavebeenmaroonedon a desertislandfollowinga
planecrash.
2 Heis angrybecausethefirehasbeenallowedto goout.
3 Thepurposeofthe firewasto attracttheattentionof
passingships.
4 lt isJack'sresponsibilityto keepthefiregoing.
5 Hewashunting.
5 Hesaysthatheneededeverybody'shelpto capturethe pig
andtheyneededmeat.
7 Ratphhadbeenchosenastheleader.
8 JackbrokePiggy'sglasses.
9 SimonhetpsPiggyfindhisglasses.
10 Jackapologisesforlettingthefiregoout.
Exercise3 page18
. Remindstudentshowto approachthiskindof readingtask.
Askthemto rereadthetextupto the [ine12carefulty,stop
at thegap,lookatthesentenceafterthegapandtryto
predictwhatkindof informationmightcomein between.
Thenreferthemto theideasa-h andseeiftheideathey
predictedisthere(d- retatesto thesentenceafterthegap
andmirrorsitslanguage).Studentscontinueatone.
. Duringfeedbackaskstudentsto explainthe linguisticand
or conceptual[inkbetweenthe insertedsentencesandthe
sentencesbeforeandafter.
KEY
1d
2 h (thenhisvoicecameafrerbeingsilentfor a moment)
3 b (beinghitinthestomachbyJackmadehimsitdownwith
a grunt)
(glasses- specs(spectacles))
(laugh- laughterrose...)
(in the wrong- an apology- pronounonerefersto
opology)
(lackloud andactive- gaveorders,sang,whistled)
4a
5f
5e
7g
Exercise4 page18
. Studentsdothetaskindividualtyandcomparetheiranswer
witha partnerbeforefeedback.
KEY
1 Thedepressingtruththattheycouldhavebeenrescuedwas
beingpassedonfrompersonto person.
2 Jackrepresentedtheexciting,unrestrainedsideof life,e.g.
huntingandextremepleasure.Ralphrepresentedsensible
behaviourandaninabilityto comprehendJack'srashness.
3 Ratphwasangryandfeltit thatit wasunfairthatin addition
to lettingthefiregooutandhittingPiggy,Jackhadgiven
theimpressionof beingdecentbyapologising.
4 Thebarriermadeof woodforthefirewassymbolicof the
enormousriftbetweenthemandof theirtotallycontrasting
characters,
Exercise5 page19
o Askstudentsto underlinetherelevantsectionsof thetext.
Theydothetaskindividuallythencomparetheiranswers
witha partner.
. Makesurestudentsunderstandthe meaningof defiance
(rebelliousness,refusalto obeyorders).
KEY
Hisvoicewasloudandsavage,andstruckthemintosilence.
Whenheheardthe huntersagreethatheshouldn'thave
letthe fire outTheboltinglookcameinto hiseyesandhe
hit Piggyin thestomach.HesmackedPiggy'shead.He's
alwaysshouting.
lackhackedandpulledatthepig.
HisvoicewasshakywhenhewasangrywithJack,he
laughedatjackwhenhedidn'tmeanto,hestepped
forwardwhenJackthreatenedPiggybutdidn'tstophim
fromhittinghim
2
3
unit2.stories
e

6
7
HeshoutedatJackYouandyourblood...!AndlaterYou
didn'toughtto hoveletthefireout. HethreatenedJackafter
hisglassesbroke:/usyouwait
Herefusedto commentonwhatJackhaddoneorto move
outof thewaywhentheywerebuitdinga fire.
Hepickedup Piggy'sglasses
TheywailedwhentheyrealisedJackhadletthefiregoout,
they,taugheduncontrollablyat hisparody,gaveouta buzz
of approvalafterheapologised.
Exercise6 page18
. Askthestudentsto tatkaboutthequestionsin pairsand
thenopenit upasa wholeclassdiscussion.Youcould
roundoffthe discussionbytyingit backto the noveland
askingstudentshowtheythinkthe storyof Lordof the Flies
ends.(TheboysallendupsidingwithwarriorJackagainst
Ratph,thevoiceof reason.Theydescendintoviotenceand
savageryandin the endhaveto be rescuedbyadutts- see
Workbookpage15fordetailedsynopsis.)
oPTtotAtspEAKttGAcTtvrTv2D "
Discussion:survival
vi/wwtoup,c6m/ettlieacherlsolutions. ",
i Lessonoutcome
now?andelicit:/ canunderstandon orticleanextractfromLord
ofthe Flies.I canreacttoanddiscussthe issues(abouthuman
noture)raisedin the novel.I haverevisedhowto do o sentence
insertionexercise.
l
i:air..rit:
tESSOl{ SUMilIARY o O s :rr
Grammar:narrativetenses
Reading;Aesop'sfables
Speaking:inventingandtetlinga fable
EiE@ Todo the lessonin j0 minutes,keepthe lead-
in brief,do exercise5 togetherandsettheGrammarBuilder
exercisesos homework.
I Lead-in 3-4minutes
o Elicitthemeaningof theword'fable'.Writeonthe board:
TheNorthWindandtheSun,TheLionandtheMouseand
Thetortoiseandthehare.Askifanyoneknowsanyofthese
storiesbyAesop.lf somestudentsdo knowthestories
appointthemstorytellersandputthemin a group.Give2-3
minutesto tellthestory.lf nobodyknowsthestories,put
themin smallgroupsto discusswhattheyknowaboutAesop
or if theyknowanystorieswhichhavea moralattheend.
CUTTUREilOTE- AESOP
TheancientGreekstoryteller,Aesop,tivedfrom620
to 550BC.Notmuchisknownabouthis,lifebutheis
thought,toh,avebeena,slave.,Heis,famousforhisshort
fabteswhichillustratetruthsaboutlifeandhuman
natu:re.lt isgeneratlyagreedthatnotaltofthefables
werecreated'byhimbuthewassofamousthatmany
otherearlierandlaterfab-leswereattributedto him.
Exercise1 page2o
o Studentsquicklyreadthefableandchoosethemoral.
KEY b
Exercise2 page2o
o Explainthatthisis a revisionexerciseto checkwhat
studentsrememberandanopportunityto clearupany
doubtsaboutnarrativetenses.Askstudentsto find
examplesofthetensesanddescribetheirusesin pairs.
KEY
1 came,stood,stretched,couldn't,tried,said,walked
Pastsimpleis usedforshortactionsandevents,long
actionsandeventsandrepeatedactions.
2 werehanging,was...dying,
Pastcontinuousis usedto setthesceneof a situationin
the past.lt is oftenusedto describea backgroundeventin
conjunctionwithpastsimple,whichdescribesaneventor
actionthatinterruotedit.
] had...picked,hadthought
Pastperfectisusedto tatkaboutanactionwhichhappened
beforeanothereventin the oast.
4 hadbeensearching
Pastperfectcontinuousis usedto talkaboutlongerevents
thatwerehappeningbeforeanothereventin thepast.
5 would...watk
Wouldis usedto describepasthabitsthataredifferentnow.
6 usedto wander
Usedto is usedto describepasthabitsor situationsthatare
differentnow.
7 wouldbeeasy
wasgoingto eatthem
Thefuturein thepastis usedto talkaboutthingsthatwere
in thefuturewhenweweretalkingorthinkingaboutthem.
Exercise3 page2o
r Thisexercisefocusesonthe moresubtledifferences
betweenthetenses.Studentsdiscussthe differencesin
pairsbeforeaskingindividualsto describethedifference.
It canbetrickyforthemto explainsuccinctlyso prompt
thembyaskingconceptquestions,e.g.in number7,Hodhe
finished?Wasit a quickaction?
KEY
1 a I hadfinishedmakingthecoffee(aquicksimpleaction)
beforeJoearrived.
b I madethecoffeeafterJoearrived.
c I wasin the middleof makingcoffeewhenJoearrived.
d Before,|oearrivedI hadbeenmakingsomebread(which
hadtakensometime)
2 a HehadlivedinJapanfortwoyearsatsomepointin his
tife.
b HehadbeenlivinginJapanfortwoyearsupto thetime
the sentencerefersto.
3 a Youfinishedreadingthebook.
b Youwerein processof readingthe book.lt isn'tclear
whetherit'sfinishedor not.
4 a Thefirstsentenceissaidin a neutraltone.
b Thesecondsentenceexpressesdisapproval.
5 a Inthefirstsentencethemarriagewasplannedandmayor
maynothavehappened.
b lnthesecondsentencethemarriagewasplannedbut
didn'thappen.
Narrativetenses
1, unit2.stories

Forfurtherpracticeof Narrativetenses,go to:
Exercise4 page2o
. Studentsworkaloneor in pairs.
Themoralofthestorvis 'slowandcarefulwinstherace'.
Exercise5 page2o
o Studentsconstructthefableusingthe information.Tellthem
theyshouldtryto combinethesentenceswherepossible
to makelongersentences.Remindthemthatalthoughit's
possibleto tellthestoryusingjustpastsimple,theymust
usea rangeof narrativetenses.
. Seta timelimitof fiveminutes,thenaskindividualsto
comefonruardandwr,itea sentenceeachontheboard.
KEY
Therewasoncea shepherdboywholivedin a village.His
famityhadlivedthereformanyyears.Heusedto lookaftera
flockof sheepandeverydayhewouldgoto thevillage.One
dayhewasfeelingboredsohelefthissheepandranto the
villageandshouted'Wolf!Wolf!'Thevillagersheardhiscries
andranto helphimbuttheyhadwastedtheirtimeandhe
taughedatthem.Afterhehaddonethistwoorthreetimes,a
wolfreallydidcome.Heshouted'Wolf!Wolf!'butthevillagers
ignoredhimandthewolfkilledthewholeflockof sheep.The
boywoutdnever/ wasneverGoing)to crywolfagain.
Exercise6 page2o
e Circulateandcheckstudents'workastheywritetheir
sentences.Encouragethemto self-correct.
Exercise7 page2o
r First,getstudentsto interpretthe meaningof thesayings.
t Makehaywhilethesunshines.(dosomethingwhitethe
conditionsareright)
. Don'tjudgea bookby itscover.(appearancescanbe
deceptive)
c Lookbeforeyouleap.(don'trushintothingswithout
thinkingthemthrough)
c A stitchin timesavesnine.(ifyoudeatwitha problemwhen
it firstarisesyou'llsaveyourselfa lotoftroubtelater)
o Studentsshouldwritea briefoutlineoftheirfablein note
formonly.lftimeis short,theyrecounttheirfablesin groups.
Forfurtherpracticeof Simpleand continuousforms,go to:
Tettingtales
Groupwork
Language:narrativetenses
Materials:onecopyoftheworksheetcutup perpair.(Teacher's
Bookpage127)
o Askstudentsin smallgroupsto listtenseswhichtheymight
usein tellinga story.Makesurethe listiscomprehensiveby
directingthembackto lesson2Eexercise2.Witha weaker
ctass,elicitappropriatetensesforsettingthesceneofa
story(pastcontinuous),forlookingbacktoa previousevent
in the past(pastperfect),andfortalkingaboutplanswhich
changed(futurein the past).
Tetlthestudentsthatyouwoutdlikethemto writea story
frompicturesyouareaboutto givethem.Highlightthat
theyshouldmakeaneffortto useasmanyof thenarrative
formsastheycan.Explainthatthefinalsceneofthe story
is missingsotheywillneedto decidehowthestoryends.
Askthemto makesuretheywritelegibty!Putthe students
in pairsandgivehalfofthepairsPicturestoryA andthe
otherpairsPicturestoryB.Theywitlprobabtyneed15-20
minutesforthetask.
Whentheyhavefinished,movethestoriesaroundsoeach
pairhasanotherpair'swork(preferablythesamepicture
story).Givethema fewminutesto readanddiscussany
differencesbetweenthatstoryandtheirown.Groupthe
pairstogetherto discusswhattheythinkworksbestandtry
to comeupwithonestorybetweenthem.
o Finallyputtogethertwogroupswithdifferentstories.Ask
themto readouttheirstoriesto eachotherandafterwards
to discussanysimilaritiesbetweenthetwostories.
r Aftenruardsin whole-classfeedback,encourageconstructive
criticismandcommentsonthe useofthenarrativetenses.
I Lessonoutcome
Askstudents:Whatdidyouleorntoday?Whatcanyoudo nowT
andelicit:I conusea varietyof narrativetenses.
tEss(,1l sutmARY o. & *
FunctionaIEnglish:speculating
listening:interviewwitha hometessperson
Speaking:comparingandspecutatingabouttwophotos
Topic:society
EiqI@ Todo the lessonin 30 minutes,keepthelead-in
brief,do exercise4 asa classwithoutpayingtherecording
a secondtime,andset the GrammarBuilderexercisefor
homework.
t Lead-in3-4minutes
o Writeonthe boarddown-and-out,beggar,itinerant,
homeless,vagrant,tramp,busker.Eticitthatthesewords
retateto peopleonthe streetandclarifywhethereachword
is a nounor adjective,or both.Putthe studentsintosmall
groupsandaskthemto discusssimilaritiesanddifferences
betweenthewordsin thisset.Aftertwo minutes,encourage
groupsto sharetheirknowledgewiththeclassandclarifu
meaning,usinga dictionary,if necessary.
KEY
1 wasrunning
2 cameacross
3 hadbeenfollowing
4 hadnevercome
5 waswalking
6 began
7 challenged
8 hadneverhad
9 accepted
10 hadbeenrunning
77 hadteft
72 sat
73 hadfallen
74 wasn'thurrying
75 wokeup
76 realised
t7 hadbeaten
18 would/ wasgoingto /
wasto remember
Photocomparison
Unit2. Stories

CULTURE]IOTE- HOTETESSXESS
TheUKGovernment's,RoughSleepersInitiative1990-
1999wasaimedathelpinghomelesspeopte.Charities
suchas5h9!!er,Centie'pointandCrisisoperateii'i::ihe
UKtohelp:lhOmelesspeople.Recent:figu,tesreleasedby
..qfllisstatethatthereare380,00Ohomretesspeoplein
,theUK.Governrnentfigu:r€5:ls:howadecreaseinthelewl
ofhomelessn€l!:,butnon-governmentsourcesshow,'aii
increaseofarqaiiiiJ'9yoin 2007, ,,,:,,,,.
:ii:::rt.t.,.
.. :.t,::tirtj.,,,r
Exercise1 page21
o Askstudentsto discussthequestionsin pairsthenhavea
classfeedback.
Exercise2 page2t
r Tel[studentstheyaregoingto listento aninterviewwitha
homelessperson.Givethemtwominutestothinkofquestions.
Writeonequestionfromeachpair'slistontheboard.
Exercise3 pagezr 6) r.rr
. Playtherecordingthenaskstudentsto tellyouwhichofthe
questionsonthe boardwereanswered.
Transcript1.11
Interviewer Howlonghaveyou beenhomeless?
Youngwoman Foraboutayearnow.
I Howdidvoubecomehomeless?
Y I hadfamilyprobtems.I waslivingat homeand I wasn'tgetting
on verywettwith my mum.Weusedto roweveryday.Andthen I
startedskippingschoolandtheysuspendedme andthenfinatlyI
wasexpelled...
I Soyou wereat homeeveryday?
Y Notreally.lt got me downbeingat home.I slepttherebut I
didn'thangaroundduringthe day.I usedthe placetikea hotel,
that'swhatmumsaid.
I Sowhatmadeyou leavein the end?
Y I'd got intodrugsbythen,and I'd stealto feedmy habit,you
know,shopliftingstuff.
I Didyou stealfromyourparents?
Y Frommy mum,yeah.Mydad doesn'tlivewith us.I'd nick
moneyfromherpurse.And onedaysheconfrontedme and
accusedme of stealingfromherandwe hadan almightyrow.
That'swhen I walkedout.
I Andyoucameto London.
Y Yeah.
I Andwheredid you stay?
Y At firstI steptrough,on parkbenches,underbridges- it was
summerso it wasn'ttoo bad.ThenI startedgoingto a hostet.You
cantakea showerand geta goodnight'ssleep.Buttheykickyou
out at nineandyou can'tgo backtill five.
I Sowhatdo you do duringthe day?
Y Wanderaround,hangoutwith otherhomelesspeopte.
I And haveyou kickedyourdrughabit?
Y Yeah,prettymuch.I haven'ttakenanythingfor a monthnow.
I Sowheredo you getmoneyfor food?
Y Bybegging.
I Howdo peoplereactwhenyou askthemfor money?
Y Mostpeopleignoreme andwalkon.A few areniceand
giveme a bit of loosechange.Yougetthe occasionalonewho's
aggressiveand nasty.
I Doesyourmumknowwhereyou are?
Y SheknowsI'm in London.I ringheraboutoncea monthto let
herknowI'm 0K.
I Doyouwantto go backhome?
Y I don'tknow.I wantto getoffthe streets,butI'm notsureabout
goinghome.I usedto seehometesspeopleonthe streetsand
wonderwhytheyjustdidn'tgo home.Butit isn'tatwaysthateasy.
unit2.stories
I Wheredo you seeyourselfin a yearor two fromnow?
Y I dunno.l'd liketo geta job,but I haven'treallygotany
oualifications.
I Whydon'tyougoto college?
Y Yeah,maybeI will.
Exercise4 page216) 1.11
. Studentsdotheexercisealoneor in pairs.Ontyptaythe
recordinga secondtimeif necessary.
KEY
1 downf
2 outb
3 intoa
4 outc
5 oute
5 withd
Exercise5 page21
o Studentsdotheexercisealoneor in pairs.
KEY 1e 2c 3a 4d 5b
Exercise6 page2r
o Readthroughbothspeakingtips,thetaskandthephrases
inthebox.Askpairsto tatkaboutthephotos.Onestudent
shouldcompareandcontrastthephotosfocusingonwhat
theycanseeforabouta minute,thenthesecondstudent
shouldofferopinionsandspeculateaboutwhattifeis tike
forthemandwhytheymightbehometess.
r Aska pairofstudentsto repeattheirdescrlptionto theclass.
ExerciseTpage21O1.12
o Tellstudentsto takebriefnotesasthey[istenandthen
comparewhattheyremember/ understoodwitha partner.
KEY
Thespeakerthinkshehasn'thada particularlyhardtife.
Heprobablysleepsin a nightshelterat night,butmustfeel
vulnerablewhenhehasto steeponthestreets.Heprobabty
hasto begforfood,[ifemustbeprettytough.
Shethinkshemighthaverunawayfromhomeafterquarrelling
withhisparentsor hemighthavea drugsprobtem.
Transcript1.12
Thisman looksquiteyoung- possibtynoteventwenty.lt doesn't
looklike he'shada particularlyhardlife.I doubthe'sbeen
homelessforvery[ong.Hecertainlyappearsto be in bettershape
thanthe manin the secondohoto.
Hisclotheslooklikethey'rein goodcondition,and it tookstike
he hasenoughlayersto keepwarm.He'ssittingon a bunkbedin
what'spresumabtya nightshelterof somekind- thereareplenty
of otherbedscrammedintothe room.I imaginehe hasn'tbeen
sittingtherefor long,and he probablydoesn'tspendhis days
there.Thesesheltersareontyopenat night,so it's tikelythat he's
on the streetsduringihe day.Hemustfeelquitevulnerablewhen
doesn'tgeta bedin a shetterand hasto spendthe nighton the
street.I imaginehe'sshortof moneyand probablyhasto begto
be ableto buyfood.Hedoesn'tappearto haveanypossessions
with him. I guesslifeis prettytoughfor him.I wonderif he'srun
awayfromhomefor somereason,maybeafterquanellingwith his
parents,or he mighthavea drugsproblem.
Exercise8 pagezt fl trz
. Studentscompletethesentencesandthenlistenagainto
check.

Forfurtherpracticeof Speculating,go to:
KEY
1 looks
2 doesn'tlooktike
3 lookstike
4 presumably
5 imagine;probably
5 doesn'tappear
7 guess
8 wonder
Exercise9 page21
. Studentsspeculateaboutthesecondphoto.Toencourage
themto usethe newlanguagetellthemtheycanuseeach
speculativephraseonceonly.
Exercise10 page2r
o Referthestudentsto thetaskon page142.Quicklyelicitthe
functionallanguageforcomparingandcontrastingandfor
speculatingontothe boardforstudentsto referto.Thistime
studentsshouldtakeit in turnsto dothecompletetask.
Theyshoutdspeakforabout2 minuteseach.
o Circulateandmonitor,notingexampleof goodlanguageas
wellasmistakesto hightightin a feedbacksession.
Exerciset page22
r Studentsdiscussthequestionsin pairsthenasktwoor
threestudentsto feedbackwhattheirpartnersaid.Check
understandingofscreenploy(thewordsof a film,andthe
waytheyarespoken).
Exercise2 page22
Focusonthetaskinstructions.Explainthatlukewarm
hasa literalmeaningof stightlywarm,oftenusedto
saysomethingis nothotenough,e.g.thissoupis only
lukewormso in referenceto a reviewit meansnotvery
positive.
Studentscomparetheiropinionswitha partnerbefore
feedback.
KEY
3 Therearea lot of negativepoints:thefilm is let downby
a ratherconvolutedandfar-fetchedplot.lt abandonsany
pretenceof a storyanddescendsintoasequenceof ...
It'snowherenearasgoodasthefirst threeinstalments.
Thenegative[anguageisquitestrongbutit is balancedby
positivecomments:verygoodperformances...,prettyffictive
state-of-theartspecialeffects,fairlyentertaining,andit ends
onapositivenote:lf it's... thisfilm'sprobablyforyou.
Exercise3 page22
a
a
Studentscanworkindividuallyor in pairs.Checkanswers.
Aftertookingatthestructure,youcouldexploitthetext
forfurtherusefulvocabularyforreviewwriting,byasking
studentsto underlinethewordspredecessors,goodies,
upcoming, state-of-the-art, convoluted.
Thenask:whichwordmeans:goodpeoplein a film or book?
(goodies)Elicitits opposite(baddies).OvercomplicatedT
(convoluted),thingswhichcamebefore?(predecessors),
growingin populority?(upcoming),extremelyadvancede.g.
technoIogy?(state-of-the-art).
KEY lthird 2second 3first 4fourth 5third
Exercise4 page22
r Studentscompletethe sentenceswiththehelpof the
wordlist,if necessary.
. Askfastfinishersto identifythreecompoundadjectivesin
thesentencesandthinkof synonymsforthem.
best-selling (verypopular)
below-average(pooD
noil-biting(makingyoufeeltenseandexcited)
highly-acclaimed(oftenpraised)
' .: i:. -:. .: .. ':. : ::::::::::'
,:i:I::.,:.:::::. - 'I,:il::l-ll:Il
,oPftoilAl,5pEAKtil6A,g1?S!ry'tfr::
Pirdientation:s€ftgxt$foi;iiji{ents
cherlso,lu+ion.
.,.i:,,1]:t,,t
i Lessonoutcome
andelicit:I cancompore,contrastandreacttophotos,bygiving
opinionsandspeculating.
tEssol{ suttARY o o.,s
Writing:a filmreview,structuringa review
Language:vocabularyrelatedto filmreviews
EiE@ Todo the lessonin 30 minutes,keepthe lead-in
brief and skipexercise5.
@l$ffliqt@ Todo the writing analysisand writing
taskin one4s-minutelesson,keepthe lead-infor the writing
analysisbrief,skip exercise6 of the writingonalysisond the
Iead-infor the writing task.Askstudentsto broinstormandplan
in classbut to finish exercise7for homework.
Dividetheclassintothreegroups.Tettthemtheyaregoing
to brainstormvocabularyaboutfilms.Group1: people
involvedin film-making.Group2: fi[mgenres.Group3: the
aspectsinvolvedin makinga successfutfitm.Seta time
limitoftwominutes.lf possible,onestudentin eachgroup
shouldwritetheirideason a largepieceof paper.
Aftertwominutes.askthestudentsto movearoundand
lookat theothergroups'piecesof paperor,if thisis not
possible,regroupstudentssotherearesomefromallthree
groupstogetherandaskthemto sharetheirideasorally.
Exercise5 page22
r Studentswritethesentencenumberunderthecorrectheading.
KEY tr,3,B 25,7,r0 34,9,t! 42,6,72
KEY
1 unfolds
2 adaptation
3 sequence
4 location
5 miscast
6 box-office;gross
7 supporting
8 twists
9 setting
10 delivered
11 enhanced
12 sequel
Unit2. Stories

Exercise6 page22
o Studentscandotheactivityin pairsorsmallgroups.
Encouragethemto usethevocabularyfromthelessonfor
describingptot.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whotconyoudo
now?andelicit I knowhowtostructureafilm review.I have
learnedvocabularyfor writingafilm review.Ask:Whatuseful
wordsandphroseshaveyoulearned?
LESSOl{ SUMMARY
"
C::
Writing:a film review
EIQI@ Todo the lessonin 30 minutes,keepthelead.in
briefand askstudentsto brainstormandplanin classbut to
finish exercise7for homework.
Lead-in 2-3 minutes
o Putthestudentsin pairs.Writeonthe board:advertson TV,
trailers,interviewswithstarson chotshows,mediabuzz,
recommendationsfromfriends,film websites.Askthem
howmucheachofthesemightinfluencethemif theywere
thinkingaboutgoingto seea film.Letthemdiscussfor
1-2 minutesthenbringtheclassbacktogetheragainfor
feedback.Askwhetheranyofthemreadfilmreviews.lf so,
wheredo theyfindtheirreviewsandhavetheyeverdecided
notto seea filmbecauseofa badreview.
Exercise7 page23
r Givestudentsthreeminutesto categorisethevocabutary.
KEY
disappointing,edgy,flawed,moving,powerful,serious,
third-rate,wacky
far-fetched,fast-moving,gripping,tight-hearted,moving,
powerful,predictable,serious,violent
big-budget,disappointing,edgy,epic,flawed,gripping,
light-hearted,tow-budget,moving,third-rate,thought-
provoking,violent,X-rated,wacky
powerful
disappointing,frightening,third-rate
Exercise2 page23
. Readthroughthewritingtip,hightightingthefactthatit is
particularlyimportantto usethesemodifierswhensaying
somethingnegative.
r Drawa lineacrossthe boardandwriteupthewordsin
thecorrectplaceonthe linefromstrongestto weakest.
Highlightthepointsinthewritingtip.
KEY
extremely-prettylvery- quite/ fairty/rather/a bit- not
very/ notparticularly
verygood,prettyeffective,ratherconvoluted,fairly
entertaining
Exercise3 page23
. Inpairs,studentstalkabouta fitm.Asktwoorthree
studentsto feedbacktheirviewsto theclass.
Exercise4 page23
r Focusonthewritingtip thenaskstudentsto rewritethe
sentencesindividually.
KEY
1 Directedbythree-timeacademyawardwinner,Steven
Spietberg,SovingPrivateRyanis oneofthemostgripping
warfilmsevermade.
2 Pannedbycriticswhenit wasfirstreteased,Thelncredible
Hulkwasa boxofficehit.
Oneofthe mostsuccessfulfilmsof alltime.Titanicwon
elevenOscars.
FeaturingTomHanksin thetitlerole,ForrestGumpis my
favouritemoviesof alltimes.
Adaptedfroma StevenKingnovel,TheMistisa terrifying
horrorfilm.
Exercise5 page23
r Studentsworkindividuallyor in pairs.Eticitorgive
synonyms/ explanationsforsomeofthe moredifficult
woros.
if youhaveanaversionto (ifyoudon'tlike)
hardcorefans(seriousfans)
marred(spoited)
hype(advertisementsanddiscussionsin the mediaabout
howgoodsomethingis)
dazzling(stunning)
KEY
1 b negative
2 g positive
3 d negative
positive
lukewarm
positive
7 e positive
8 a positive
Exercise6 page23
. Givestudentsfiveminutesto writenotesfollowingtheptan.
Exercise7 page23
. Givestudents15-20 minutesto writetheirreview.Tellthem
to tryto incorporateasmuchvocabularyastheycanfrom
thelesson.Walkaroundmonitoringandhelping.
Exercise8 page23
. ThestudentschecktheirwritingagainsttheCheckyourwork
tist.Tetlthemthatthisisa vitaIpartofthe processandthat
theymustmakesurethatin theexamtheyleaveptentyof
timeto readtheiressaysthrough.
OPTIOI{ALWRITIXG ACTIVITY2G
Filmreview
www.oup.comleltlteacher/solutions
i Lessonoutcome
now?andelicit:I canwritea film review.
Keyfor LanguageReviewandSkills Round-up1-2 is on
page119.
4h
5c
6f
4
5
Forfurtherpracticeof Modifyingadverbs,go to:
Unit2 . Stories

E;
2L
TOPIC . . e
Sportandculture
r Lead-in page26 1-2minutes
. Askthestudentsif theycanrememberanystrangeand
untruestoriesthatmanypeopleseemto believein.Ask
iftheyknowwhatsuchstoriesarecatted.lf the students
cannotcomeupwith;urbanmyth/ [egend',referthemto
theinstructionin exercise1.
ExerCiSeI page26 3*5minutes
. Workasa class.Askthestudentstogiveexamplesfunny
or unusualurban/ Internetmyths.Encouragethemto
rememberdetailsorvariationsofthestoriesotherstudents
remember.lf thegroupcannotprovideanyexamples,give
yourown,preferablyonethatis / waswidespreadin your
area(e.g.a mythaboutpeoplehavingtheirkidneystolenor
aboutpoisonousfoodsoldin supermarkets).
. Tetlthestudentsthatlaterduringthe tessontheyaregoing
to learnaboutsomeotherurbanmyths.
Exercise2 page26l0minutes
Write:produceonthe board,Askthe studentsto usethe
wordto createasmanywordsastheycan.
ln a weakerctass,pre-teachallegeI allegationI allegedly.
Tetlthestudentsto dothetaskindividualty.Remindthem
to decidewhatpartof speechis requiredin eachgap,to
becarefulwithsingular/ pluralnouns,andwithpositive/
negativeadjectives,adverbsandverbs.
Allowfiveminutes.thenaskindividuatstudentsto read
outthetextto checktheanswers.Writetheanswersonthe
boardsothatthestudentscancheckthespetling.
Askfastfinishersto createwordfamiliesforsomewords
fromthe texte.g.completely,add, criticise,sofety,protect,
a
a
KEY
1 simitarity
2 illness
3 Producers
4 resulting
untrue
scientific
rotally
impossible
9 allegations
10 recently
5
6
7
I
a
a
Exercise3 page26 10-15minutesf) r.r+
Teltthestudentsto readtheinstructionsandthetask
carefully.Altowtwominutes.
Remindthestudentsthatit is moreimportantto listenfor
informationratherthanforwords- thecorrectansweris
usuatlya paraphraseof thewordsusedin the recording.
Explainthatit is sometimeseasierto eliminatethewrong
answersthanto identifythe rightone.Encouragethe
studentsto markthewronganswers.
Explainthere'snoneedto answerallthequestionsduring
thefirstlistening;it'smoreimportantto grasptheoverall
senseofthetext.Encouragethestudentsto usethetime
betweenthefirstandthesecondlisteningto readthe
unansweredquestionsagain.
Playthe recordingonce,atlowa minute,thenplayit again.
Checktheanswersasa class.ln a weakerctassmakeshort
breakswhileptayingtherecordingthefirsttime.
Transcript1.14
Storiesofcotoniesofalligatorslivinginthesewersunderthe
streetsof NewYorkdatebacktotheearly1930s.Thefirstsighting
wasreportedinTheNewYorkTimes.Accordingtothenewspaper,
a groupof boyswasshovellingsnowintoa manholecover,when
a [argealligatoremerged.Whenit threatenedto attacktheboys,
theybeatitto deathwiththeirshovels.
Ataboutthesametime,menworkinginthesewersctaimedto
havecomeacrossa largenumberofalligators,a ctaimwhichwas
verifiedwhencityofficials[aunchedaninvestigation.Asthenews
spread,moresightingswerereported,includingoneofanalligator
inthesubway.Passengerswhowerewaitingfora trainat Brooklyn
Museumstationwerestartledbythesuddenemergenceofa
two-footalligatorfroma rubbishbinontheplatform.However,
witnessestatertoldthepolicethatshortlybeforethealligator
appeared,a passengerhadbeenseenputtinga largebundle
intotherubbishbin.However,thispossibteexptanationdidtittte
to quashtherumours.Peoplebeganto speculateasto howthe
atligatorsmighthavegotintothesewers,astheyarenotnativeto
thatpartoftheUnitedStates.Themostfrequentexplanationwas
thatweatthyfamitieswouldreturnto NewYorkafterhotidayingin
Florida,bringingalligatorswiththemaspresentsfortheirchildren.
Whentheatligatorsgrewtoolargeforcomfortandbecame
unsuitableaspets,thefamitywoutdftushthereptilesdownthe
toilet.Thealtigatorswoutdsurviveinthesewerbyfeedingon
ratsandrubbish,andwouldreproducetoformlargecolonies.
Eventuatlytheywouldgrowto enormoussizes,strikingfearinto
sewerworkersandanyonefoolishenoughtoventuredowninto
thetunnelsbeneaththestreets.However,zootogistsbelievethat
a sewerisnota fitenvironmentforanaltigator,andtheywould
beuntiketyto beableto reproducedownthere.Theanimalsneed
warmtemperaturesatlyearround.Theyalsopointoutthatif an
alligatorreattydidgetintothesewer,it woutdnotstayinthe
sewerbutwouldtryto getout.But,despitethescientificevidence,
therumourspersisttothisday.
ExefCiSe4 page26 1ominutes
o Elicitstrategiesfordealingwiththephraseinsertiontask.
Remindthestudentsto identifythetopicof eachparagraph,
andthefunctionof eachmissingphrase.
KEY 1H 2G 3I 4D 5E 6] 7B 8A
I Lessonoutcome
Askstudents:Whathaveyouleorned/ practisedtoday?and
elicil:I hovelearnedabouturbanmyths.I hovepractised
vocabularythrougha wordformationtaskandlistening
comprehensionthrougha multiplechoicetask.
KEY 1C 2D 3A 4C
Getreaoyroryourexam,
O

.ir,..:..... ,.'
::.,..
tlll5 UtlT !tClttlt.E.t ot0!:
Voeabulary. verb,{+adiective)+ nouncollocationsr setphrases. p,hrases
to friendshipr literalandfiguralilgtlarguagb'icomparatite.phraseso phrasesE"
negotia$*goadiectivesfordexiibiiig ptaces. dependenlrpr€positions(1)
. contrast:plesentpetfeqteimpleaod:qqntinuousr verbpatterns
. talkingaboutrelationships. negotiation
r al articleaUouta ptace ,l:l,:;,:i
tOOK pages2lr?8
Relationships
tESSOllSUi|ilARY oIIl."
Vocabulary:verb(+adiective)+ nouncottocations,setphrases
Listening:monologues;listeningforgistandspecificinformation
Speaking:discussingrelationships
Topic:familylifeandretationships
EiN@ Todo the lessonin 30 minutes,keepthe lead-in
and exercise1 brief andsetthe VocabularyBuilderexercisesas
homework
. Putthestudentsin pairsorsmallgroups.Askthemto
brainstormimportantrelationshipsanaveragepersonwilthave
intheirlife,e.g.teacher-student,boss-employee.Thenask
themto discusswhicharethemostimportantandchoosetheir
topthree.Changethepairingssonewstudentsaretogether
andcansharetheirideasandexplaintheirranking.
Exerciset page27
r Focusonthephotosandthediscussionquestions.
r Dividetheclassintogroups.Askeachgroupto appoint
themselvesa spokesperson(tofeedbackto theclass
tater)anda secretary(totakenotesfromthediscussion).
Allowfiveminutesforthediscussionandthenaskthe
spokespeopleto brieflyfeedback.
e Forthefeedback,focusonthe photosonebyoneandelicit
answersto question2 fromeachspokesperson.Buildup a
listof qualitiesonthe board.
. Somesuggestions:mutualrespect,a witlingnessto give
aswellastake,commitment,patience,tolerance,ability
to takecriticism,sensitivity,honesty,open-mindedness,
sharedgoatsandvalues,anabitityto communicatewell,
witlingnessto makecompromisesandsacrifices.
r Elicitsomeotherpartnershipsandthenusingthelistonthe
boardaskstudentsto saywhichquatitiesarerequired.
Exercise2 page27€l t.t5
. Te[[studentstheyaregoingto hearfivepeopletatking
abouttheirpartnershipsandgivethemtimeto readthrough
theoptions.Remindthem,if necessary,thatoneextra
partnershipoptionisgiven.
KEY
Speaker1
Speaker2
Speaker3
Speaker4
Speaker5
f (confinedspace,car,sport)
a (sidebyside,liveon air,viewers,studio)
d (rehearsals,line,character)
c (songs,publisher,music)
b (runa business,fashiondesign,retail)
Transcript1.15
Speaker1 We'vespentsomuchtimetogether- andina
confinedspace,too- thatwe'veformeda friendshipthat'sreally
quiteclose,inaway.Forexample,youreallystartto noticethe
otherperson'sinitatinghabits.Joehumsto himselfwhenhe's
feelingstressed- annoyinglitttetunes.Maybehe's.iusttryingto
staycalm- orjustpretendingto becalm- butanyway,it realty
getsonmynerves,thathumming.Buthedefinitetymakesup
foritwhenit comesto handlingthecar- he'soneofthebestin
thesport,sol'Itforgivehimforhumming!I'vementionedit,too.
We'reatwayscomptetelyhonestwitheachother.lt'simportantto
speakyourmindandgeteverythingoutintheopen.Thatwayyou
canresolvea disputebeforeitgetsoutofhand.
Speaker2 We'vebeenworkingsidebyside- literattyl- forabout
fiveyearsnow,andinthattime,we'vedevelopedanintuitive
understandingofeachother.We'rea bittikea maniedcouple,
I suppose- wealwaysknowwhattheotherpersonisgoingto
say!That'sessentialif problemsoccurwhenwe'reliveonair- for
example,ifoneofusistryingtoaska questionbutcan'tthinkof
therightword,theotheronecanstepinandrescuethesituation!
Ithappensquitea lot- althoughhopefultyit isn'ttooobviousto
theviewers.We'rebothtiabtetomakeoccasionalmistakes.lfI help
heroutoneweek,she'llreturnthefavourthenext.lt'sa mutually
supportiverelationship- it hasto be.Andit makesitdoubty
importantto payattentionwhentheotherpersonisspeaking
andnotletyourmindwanderevenfora second.lt'seasytoget
distractedbysomethingelsegoingoninanotherpartofthestudio.
Speaker3 We'vebeenworkingtogetherforaboutayearnow-
ormore,ifyouincluderehearsals.Byandlarge,it'sbeena good
workingrelationship.We'vehadafewtensemoments,butwe've
rarelyhada full-scaleargument.I haveto bea tittlecarefulabout
whatI say- afterall,peopleinourprofessionarefamousfor
theirfragiteegos!WhenI offeradvice- forexample,abouthow
to delivera line,orthebestwayto bringa characterto tife- he'tt
sometimestakeitthewrongway.Buthesooncalmsdownand
realisesthatI'mtryingto hetp.Andif he'sbeenunreasonable,
he'salwaysquickto saysorryafterwards.
Speaker4 Lastyearwasthetwentiethanniversaryofour
partnership!Andingeneral,they'vebeengoodyears- althoughof
course,we'vehadourupsanddownstoo.Butwhenthingsweren'tso
good,havinga partnerreallyhetped.Wheneverwesuffereda setback
- forexample,ifoneofoursongswasrejectedbythepubtisher- |
wouldgetreallydepressedaboutit butGeorgewouldstayoptimistic
- andgradualtyhe'dcheermeup!WhenIstoptothinkaboutit,it'sa
greatwayto makea living- especiallyaswelovemusicsomuch.
Speaker5 She'sthedreamer,I'mthereatist.Sofromthepoint
ofviewofrunninga business,wecomptementeachotherwel[.
She'salwayscomingupwiththesecrazyideas- someofthem
arebrittiant,someofthemaredisastrous- andlvoiceanopinion.
OftenI saywhoa,holdona second,isthatreallygoingto work?
Anotherpositiveaspectisthatwebringdifferentexperiencetothe
business:herbackgroundisinfashiondesign,whereasmineisin
retail.Soit'sanequaIretationship- neitherofushasevertriedto
takecontrol,itjustwouldn'twork.
Exercise3 page2T€l t.ts
. Playtherecordingagainandthencheckanswersasa class.
KEY
Speaker1 d humming
Speaker2 b they'vedevetopedanintuitiveunderstandingof
eachother,theyknowwhattheotherisgoingto say
Speaker3 e hesometimestakesthingsthewrongway
Speaker4 a whena songis rejectedbya publisher
Speaker5 c onehasa backgroundin fashiondesign,the
otherwasin retail
Unit3. Partners

KEY
1 form;relationship
2 take;control
3 voice;opinion
4 suffered;setback
5 offering;advice
6 resolve;dispute
oPTloltAtACTTYTTY3A
Langiigd:ielatedto relationshlps
www,Oui,comlelt/teacbeilsolutions
Exercise4 page27
o Studentscompletetheexerciseindividualty.
KEY 1i 2a 3g 4f 5h 6c 7d 8b 9a
Exercise5 page27
. Drawattentionto lheLearnfhislboxthenaskstudentsto
completetheexerciseindividuatlybeforecheckingin pairs.
Elicita synonymforconstructive.
CUITUREI{OTE.CSLEWIS
CliveStaptesLewis,bom in lrelandin November1898,
diedNovember1,963:,Alecturerat bothOxfordand
Cambridgeuniversitiesduringhis tife,heis bestknown
for hisfantasynovelsfhe Chroniclesof Narniaand he
wasa friendof JRRTolkienwhowrcte,:tqrdof the Rings.
Exercise1 page28
Focusonthequotationandaskstudentswhatsortofthing
Youtoo?I thoughtI wostheonlyone.mightreferto (shared
tastes,interests,experiences,beliefs,fears,goals,etc.).
Putstudentsin pairsto discussthequestions.Encourage
themto thinkoffriendshipstheyhaveandhowtheystarted,
andwhatmakesthemsuccessful.
Exercise2 page2l
o Askthestudentsto readquicktythe lyricswitha partner
sumupthemeaningofthesong.
KEY Thesongisaboutfriendship.
Exercise3 page28
e Explainthatstudentsaregoingto focusonsomeof the
metaphoricalimagesin thesong.
r Goroundtheclasseticitingexplanationsforthephrases.
Studentsshouldbeableto doit'offthecuff.without
preparation.
KEY
losingground- to losegroundtiterallymeansto losethe
advantagein a competition,hereit meansfacingproblems/
losingcontrol
turnit all around- makeeverythingbetteragain
a shieldfromthestorm- protectionfromthe difficuttthings
thatlifebrings
thewill to carryon - the motivationto continuelivingtife
normatly
I canreachtheskyagain- | feelconfidentandoptimisticagain
someoneto leanon- a personwhocangivemesupport
theonewhoI canrunto - thepersonwhoI cangoto to ask
forhelo
Exercise4 page28
. Givestudentstwominutesthethinkof othersongsabout
friendship.
KEY
Studentsknowledgeandtasteswillobviouslybevariedbut
someclassicsongsaboutfriendshipinclude:
I'll bethereforyou- TheRembrandts(themetunefromFriends)
Witha little helpfrom myfriends- TheBeatles
You'remybestfriend- Queen
Standbyme- BenKing
Myfriends- RedHotChittiPeppers
Exercise5 pasezs f) r.re
. Before[isteningto therecording,givestudentsa fewminutes
to checkthevocabularyin theboxin thewordlist.Thentest
theircomprehensionandmemorybygivingdefinitionsand
askingstudentsto saywhichworddescribes:
- A closefriendwhounderstandsyoureallywell(soutmate)
- A personwhoyouknowbutisn'tafriend(acquaintance)
- A personyoudobusinesswrth(associate)
Exercise6 page27
. ElicitsomefunctionaIlanguageforexpressingagreement
anddisagreementandwriteit ontheboard(seeWorkbook
page102).Encouragestudentsto usea differentphrasefor
eachdiscussiontopic.Lookattheexampletogetherand
remindstudentsthattheyneedto givefuttanswerswith
reasonsandexamples.
Forpracticeof Setphroses,go to:
+ Lessonoutcome
{sk students:Whathaveyoulearnedtoday?Whatcanyoudonow?
andelicit I cantolkaboutdifferentkindsofrelotionships.I canuse
avarietyofcommonverb(+adjective)+nouncollocations.
LESSON SUMMARY OOI
Topic:the meaningand importanceof friendship
Grammar:presentperfectsimpleand continuous
Reading:songlyrics
Listening:a womandescribinga friend
Topic:famitylifeand relationships
EIQEEE Todo the lessonin 30 minutes,keepthe leod-in
s,ief,skipexercise4, settheGrommarBuilderoshomework
:,1dIimitthediscussiontimein exercise70.
. Putthestudentsin pairs.Tellthemyou'dlikethemto think
abouttheirfriendsandbrainstormtogetherwhenthey
particularlyneedtheirfriendsandwhattheyneedtheir
friendsfor.Conductclassfeedbackor puttwopairstogether
to discusstheirideas.
Friends
Unit3 cPartners

- A personwhostopsbeingafriend whenyou're in trouble
(fair-weatherfriend)
- A wordwith negativeconnotationsdescribinga person
thatsomeonespendsa lotof timewith(crony)
KEY Asoulmate
Transcript1.16
Liz Asfriends,wegobackmorethantenyearsandwe'veknown
eachotherevenlongerthanthat.Ourfamiliesusedto liveinthe
samestreet.Actually,I don'tthinkourparentseverreallyspoke
muchto eachother,butKarenandI oftenptayedtogetherinthe
streetafterschoo[.Andthen,aswegota bitolder,wehadsome
friendsincommonandusedto hangoutwiththesamegroup.
Gradually,wegotcloserandnow,I'ddefinitetydescribeherasmy
bestfriend.She'scertainlymyotdestfriend- | mean,theoneI've
known[ongest.
Iwouldn'tsaythatthefriendshiphasalwaysrunsmoothly.We
haven'tfallenoutataltin recentyears,butinthepast,we'vehad
ourupsanddowns.We'veevenhadtheoddset-toovertheyears,
atthoughto behonest,I can'tremembernowwhatanyofthem
wereabout!
ButI rememberthatthereweretimeswhenweweren'tspeaking
to eachother.Wealwaysgotoverit,though,andI thinkin away,
thoseargumentshelpedto cementthefriendship.I mean,partof
thereasonwhywe'resoclosenowisthatwe'vebeenthroughso
muchtogether.
I guessnowthatwe'rea bitolder,ourlivesarelessclosely
connected.Weworkin completelydifferentfields,forexample-
butthatdoesn'tmeanwecan'ttalkaboutworkwitheachother.In
fact,recently,problemsatworkhavebeengettingmedownand
it'sbeengreathavingsomebodyI canturnto.Asanindividuat,
I'dsayIwasquitereserved- | don'treallywearmyheartonmy
sleeve,shatlwesay.ButwithKaren,thingsaredifferent.She's
alwaysbeensomebodyI canreallyopenupto.I guessit'sjust
becausewe'veknowneachotherforsomanyyears.lt'seasyto
talkto closefriendsbecausetheyknowyouinsideout.Youdon't
haveto watchwhatyousay,becausethey'renotgoingto be
shocked!
lf I lookbackoverthelasttenyearsorso,I canthinkofquitea few
peoplethatI'vestruckupfriendshipswithandthenbeenclose
to fora while...butthenwe'vedriftedapart.ButKaren'sbeena
constantin mylife,andthat'sgood.She'sverydependable,and
honestthroughandthrough.I knowI cantrusther,andthat'svital
inanygenuinefriendship.
Exercise6 page28 6) 1.16
r Studentscompletethesentencesin pairsthenlistento the
recordingto check.
. Hightighttheuseof oddin sentence3 meaning'occasiona['.
KEY
1 back
2 out;ups;downs
3to
4 through
5 down
5 upto
7 insideout
8 through;through
Exercise7 page28
. Suggestthatstudentstryto workoutwhyeachtensewas
chosen,andto lookat thegrammarreferenceif necessary.
KEY
1 theverbknowisa stateverbandassuchisn'tusedin the
4
5
6
continuousform
wehaven'tfallenout andwe'vehad arein the simple
formbecausetheyreferto actionswhichdid not happen
repeatedly
we'vehadis simplebecausethe oddset-tohappened
occasionallynotrepeatedly
theverbto be isn'tusuallyusedin the continuousform
refersto a recentactionwhichis ongoing
theverbto be isn'tusuallyusedin the continuousform,
alsoit'snotsomethingrecent
TATGUAGEIIOTE-,sITP.LEAIID
colrfliluousASPEcr
Toreinforcestudents'understa,ndingofthedifference
betweenpresentperfectsimpteandcontinuous,
highlightthefactthattheconceptofsimplev continuous
remainsthesameacrossthetenses.Thesimpleaspect,
whetherit ispresent,past,presentperfectorfuture,
describeswhole,completedactions.Thecontinuous
aspect,ontheotherhand,focusesontempo,rariness
andduration.Helpstudentstogettogripswiththisby
. aski'ngconceptquestionssuchas:lsit completed?lsit in
progress?ls it temporary?
FormorepracticeofPresentperfectsimpleandcontinuous,
goto:
Exercise8 page28
r Studentsdiscussthe differencesin pairsbeforeopenctass
feedback.
KEY
1 sentenceb suggeststhatthishasonlybeenhappening
recentty
2 sentenceb suggeststhattheyarecontinuingto driftapart
3 no difference
4 sentenceb seeinghasthemeaningof 'goingoutwith'
5 sentencea asksifthe personhasbeenwearingthecoat
recentlywhereasb asksif the coathasbeenwornat all
Exercise9 page28
r Studentsdothetaskindividualtv.Seta time[imitoftwo
minutes.
Exercise10 page28
. Monitorasstudentsdothetask,ensuringthatthe[istener
is askingquestionsto keepthe conversationgoing.Monitor
forcorrectuseof presentperfecttenses.
A helpinghand
Groupwork
Language:vocabularyrelatedto friendship,presentperfect
simoleandcontinuousforms
Materials:onecopyoftheworksheetcutup pergroup.
o Askstudentsin smallgroupsto listanyofthevocabulary
theyrememberfordifferentkindsof friends,referringthem
to lesson3Bexercise5 to consolidateif necessary.
tO
)
Unit3.Partners

. Tellthestudentsthatyouhavesomecardswiththis
vocabutaryonthem.Handoutthevocabularycardsandask
thestudentsto spreadthemoutfacedownonthetable.
Nowexplainthatyouaregoingto givethemsomeother
cardswhichhavesituationswrittenonthem.Placethesein
a oilefacedownoneachtable.
. Theyshoutdtaketurnsto turnovera cardandreadit out.
Thenthesamestudentshouldturnovertwovocabularycards
anddiscusswhichrelationshipwouldmakethemmorelikely
to getinvolved.Thestudentshouldsaywhatactionthey
mighttakeorwhatadvicetheymightgiveto thepersonin
thesituationcard.Hightightthataltofthethingsthathave
happenedarerecentandthattheymaywellneedpresent
perfectformsto discussthem.Othermembersofthegroup
canaskquestionsandaddtheirownideastothediscussion.
. Oncethediscussionofthatsituationhasended.the
relationshipscardsshouldbeturnedfacedownagainasthey
canbereused.Thenthenextstudentshoutdhavea turn.
. Whentimehasrunoutoraltthecardshavebeendiscussed,
conductfeedbackasto whichsituationstheywouldbemost
liketyto becomeinvolvedin andanysituationstheyfeel
requirenoactionontheirpart.Delayederrorcorrectionofany
errorsregardingtheverbformsmightbeusefulatthispoint.
I Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatconyoudo
now?andeliciI:I condiscussthemeaningandimportanceof
friendshiponddescribemyfriendships.I canusethepresent
perfectsimpleandcontinuoustenses.
. Elicitthemeaningofthequotation.'Havingonehusband
orwifeis havingtoomuch.'Inotherwords,Witdeiscynical
aboutmarriage.(NBBeforeit wasaltered,Wilde'soriginal
quotewas'Bigamyis havingonewifetoomany.Monogamy
isthesame.'Nowadays,ofcourse,thisisconsidered
sexist.)
Exercise2 page29
. Focusonthechart- eticitwhattypeof chartit is (pie
chart)- andthenontheglossary.Studentspresentthe
informationto anotherpair.Aska studentto repeatthe
presentation.lf necessary,feedin thefollowing[anguage
thatcanbeusedin exercise3.
- thevastmajority
- a large/ smallproportionofpeople
- asmall/ tinyminority
Exercise3 page29
. Studentsdothetaskin pairs.Conducta wholectass
feedback.
Exercise4 page2s €11.77
. Teilstudentstheyaregoingto listento a newsreportabout
weddings.Ptaytherecording.Askstudentsto listenand
comoareanswers.
KEY b
Transcriptr.rZ
Menareturningto teethwhiteningandfaketansto improvetheir
appearanceon theirweddingday,saysnewresearchcarriedout
forthe magazineWedding.Whileit is commonptaceforwomento
wantto looktheirbest,increasingnumbersof menarebecoming
self-consciousabouthowtheywill be perceivedon the day.
42 percentof menplannedto dietbeforetheirweddingwhile
twelvepercentaimedto gettheirteethwhitenedand eightper
centwanteda faketan spray.Amongthe brides-to-be,72 percent
plannedto diet,27 percentwantedtheirteethwhitenedand60
percentwanteda faketan.
Theaveragecoupteplannedto spendf10,600 on theirwedding
day,the surveyfor Weddingmagazineshowed,althoughmost
endedup spendingf6,400 more,andmorecoupleswereopting
for non-traditionaIvenues,withiust4B percentplanninga church
wedding.
Ofthe 1,000peoplesurveyed,the majorityof whomwereaged20
to 34,39 percenthadchosena civilweddingin a licensedvenue,
eightpercentweretravellingabroadandfivepercenthadchosen
a registryoffice.
Whenit cameto the costof the engagementring,onein ten brides
contributedfinancialtyin orderto havea moreexpensivepieceof
jewettery,with 30-to 34-year-oldsspendingthe most(t1,730).
Since2002,theaverageamountspenton the ringhasincreased
by 40 percent,fromfB93 to f1.,242.
Perhapsbecausecouplesnowgetmarriedlaterin life,87 percent
of womenalsocontributetowardstheirbig daythemselvesand
almosta quarterwitlmakethe largestfinancialinput.
Bridesarewillingto sacrificespendingon otheraspectsoftheir
weddingso asto spendmoreon a dress.A quarteroptedfor a
cheapercake,twelvepercentfor fewerguestsand almosttwenty
percentfor a shorterhoneymoon.
Theaverageengagementwas22 months.At a littteovertwo years,
under-25sspentthe longesttimetogetherbeforegettingmarried,
while30-to 34-year-otdsspentiust overa yearengaged.
Askedwhichcelebritythe bridewouldmostliketo looktikeon
herweddingday,the favouredresponseswereKateWinslet,the
actress,andTessDaty,the co-presenterof StrictlyComeDancing,
a poputarrealityTVshowon BBC1.Thesamequestionwasnot
askedof men.
MarriageintheUK )
tEssot{ SUMMARY o.6
Listening:a newsreportaboutweddingsin the UK,sixpeople
talkingaboutweddingsandmarriage
Speaking:discussingweddingsand marriage
Topic:famitytifeand relationships
EiqI@ Todo the lessonin 30 minutes,keepthe lead-in
briefandskip exercise6 and thefirst two itemsof exerciseB.
+ Lead-in 3-4minutes
. Putthestudentsin pairs.Askthemto thinkofthelongest
marriagetheyknow(perhapstheirgrandparentsor parents)
andencouragethemto shareinformationaboutthis
marriagewiththeirpartner.Whentheyhavedonethis,ask
themto discusswhattheythinkmakesa goodmarriage.
Conductclassfeedback.
CUTTUREIIOTE- OSCARWILDE
OscarFingalO'FlahertieWiltsWilde(born15 October
1854,died30 November1900)wasan lrishptaywright,
poetandauthor.Hisplaysarestillpopularandthe most
famousis probablyThelmportanceof BeingEarnest.
Exercise7 page29
r Dothisactivityin openclass.
. Asktheclasswhatthe realdefinitionof bigamyis:'the
crimeof marryingsomeonewhenyouarelegallymarried
to someoneelse.'andmonogomyi'thecustomof being
marriedto ontyonepersonata time.'
Unit3 . Partners

2
3
4
5
Exercise5 paseze {l ttt
o Givestudentsa fewmomentsto readthroughthesentences
beforeplayingthe recordinga secondtime.Remindthem
thattheyareunlikelyto hearthe samewordsasin the
sentencesandshouldlistenoutforsynonyms.
KEY
1 False42o/oof menand72"/oof womenwoutdliketo lose
weight
True
FalseThemajoritywereagedbetween2Oand24
True
FalseUnder-25sspendthelongesttimetogetherbefore
gettingmarried
FalseOnlythewomenwereasked
Exercise6 page29
. Studentsdiscussthequestions.Havea classfeedback.
Exercise7 pagezef| r.ra
o Studentslistento sixpeopletalkingaboutweddingsand
marriage.Theyonlyhearthe recodingonce.Pausebetween
recordingsto allowthemto readthequestion,anddeatwith
anyvocabularyquerieswhicharise.
. Vocabularywhichmayneedto beexplainedis consent
(permission),civiI ceremony(non-religiousceremony),vow
lvaul (aformalandreligiouspromise).
. Givestudentsa fewmomentsto readthroughthesentences
beforeplayingtherecordinga secondtime.Remindthem
thattheyareunlikelyto hearthe samewordsasin the
sentencesandshouldlistenoutforsynonyms.
o lfthereistime,highlightthefollowingvocabularyrelatedto
marriageandrelationshipsfromthelistening.
tietheknot(getmarried)
sweepsomeoneofftheirfeef(makesb fallsuddenlyand
deeplyin lovewithyou)
whirlwindromence(aromancethat happensveryquickly)
KEY 1c 2a 3b 4c 5b 6c
Transcriptr.r8
Speaker1 I'vebeento a lotofweddingsoverthepastfew
years- includingthreeinthelastsixmonths.I guessmyfriends
areallgettingtothatagenowwhentheywantto settledown,
andmaybehavekids.I usuallyquiteenjoyweddings,orat least,
I enjoythefirsthatf- theceremonyitself,andthenthewedding
receptionwiththemeal,thespeeches,attofthat.lt'sthestuff
thathappensintheeveningthatoftenruinsthem.There'sneady
alwaysa rowofsomekind,abouthatfwaythroughtheevening
disco!lt usuallyinvolvesrelativesofthebrideorgroom,who
probabtycan'tstandeachotherandhavebeenforcedto spend
thewholedaytogether!
Speaker2 InBritainyoucangetmarriedattheageofsixteen,
whichto meseemsterriblyyoung.Admittedty,youneedto get
yourparents'consent,butthatwon'tstoppeoplerushingintoa
badmarriagebeforethey'rereallyoldenoughto makesuchan
importantdecision.I don'tthinkyourparentscannecessarily
judgewhowouldmakea goodhusbandorwifefortheirchild.I
reckontheminimumageshouldbeeighteen.I mean,ifyou'reso
surethatyou'vemettherightperson,whynotwaitanothercouple
ofyearsbeforetyingtheknot?lftherelationshipfattsapartduring
thattime,thenyouknowthatit wasn'tmeantto be.
Speaker3 lt annoysmethatsomanypeoplewantto getmarried
in churchthesedays,whensofewpeopteactualtygoto church
ona regularbasis.0f course,theirchoicehasnothingto dowith
religiousbeliefs,oranythinglikethat.They'veprobablyseen
photosin a magazineandthought,'Oh,thatlooksnice,I'dlike
thatkindofwedding'.lt'sa fairytaleforthem,isn'tit?Youknow,a
'proper'wedding.Butit'shypocriticalofthem,becausetheymake
allthosereligiousvowswithoutreallybelievinginwhatthey're
saying.ltwouldbemorehonestofthemto havea civilceremony.
Speaker4 SinceItoldmyfriendsandfamilylastmonththatI
wasgettingmarried,I'vebeenamazedathowmanypeoplehave
broughtupaltthosesillysuperstitionsthatsurroundmaniage.For
example,they'llaskme'Haveyoufoundsomethingblueto wear
onyourweddingday?'WhenIaskthemiftheyreallybelievein
thosesuperstitions,mostofthemsaytheydon't- butthenthey
talkabouthowit'sniceto keepthesetraditionsgoingandfollow
themasmuchasyoucan.Butwhy?That'swhatI'dliketo know.
Whykeepsomethinggoingthatbelongsto anothertimein history
- whenpeoplewereignorant?
Speaker5 | supposetheideaisto endwiththefunniestofthe
threespeeches- that'swhytheygetthebride'sfatherto speak
first!Heusualtytellsa few[ong,wanderinganecdotesaboutthe
brideasayounggirtwhichmightormightnotbeamusing,butit
isn'toftenthehighlightofthereception.Thereareexceptions,of
course- l'vebeento weddingswhenthefatherofthebridegave
a hystericalspeechandthebestman'sspeechfellreallyflat.But
moreoftenthannot,it'sthebestman'sspeechthateveryoneis
waitingfor.Thegroom'sspeechis usuallyveryforgettable.That's
whytheyputit inthemiddte,betweentheothertwo.
Speaker6 Therearealwaysstoriesabouttheminthepapers,
aren'tthere?So-and-sogotmaniedatthetopofMountEverest,or
atthebottomofa swimmingpool,orhalfwaythroughtheLondon
Marathon- theweirderthebetter,it seems.I guesspeoplejust
liketo seetheirpictureonthenewsorin a newspaper.I can't
imaginewhyelsethey'ddoit.What'sthepoint?lt shouldbean
unforgettabledayanyway- sowhydoyouneeda gimmiek?I'dbe
verysuspiciousif someguysweptmeoffmyfeetin a whirlwind
romance,askedmeto marryhimandthensuggestedwedoit in a
canoehalhruayuptheAmazon.Particularlyif healsotippedoffthe
localnewschannels.lt'sjustattention-seeking,isn'tit?
Exercise8 page29
r Studentsdiscussthe questionsin pairs.Goroundhelping
andcontributingto theconversations,andmakinga noteof
anycommonerrorsforfeedback.
t Lessonoutcome
now?andeticit:/ havelearnedaboutthemarriageandwedding
customsin the UK.I canexpressmyopinionon marriageand
describeweddingcustomsin mycountry.
LEsSOil SUtilARY ... s .
Reading:anarticle;true/ falsequestions
Vocabulary:verb+ nouncollocations
Speaking:tellinga storyaboutlovetriumphingoverobstacles
Topic:society,peopte
EiqE@ Todo the lessonin 30 minutes,keepthe lead-in
andexercise1 brief and askstudentsto readthe textbeforethe
lessons.
t Lead-in2-3minutes
o 'Loveconquersalt'isthetitteof thelesson.Askthemto
thinkwhatthismeansandwhethertheyagree.Putthemin
pairsto discuss.
Lovesconquersa[[
Unit3. Partners

Exercise1 page3o
. Studentsdiscussthequestionsin pairs.Askthemto make
briefnotes.
Exercise2 page3o
. Leada feedbackonthediscussionandelicittheirideas
ontotheboardin threecolumns.
CUTTURETOTES
TheFattof BaghdadThismarkedtheendoftheBattleof
Baghdadin 2003whenAmericantroopssecuredBaghdad
airportandthensuccessfullyinvadedthecityof Baghdad.
TheSunniTriangleAn areato the northof Baghdad,
poputatedmainlybySunniMuslims.Thisareawas
thecentreof su,pportforSaddamHusseinandmain
oppositionto th,eUSinvasionof lraq. , ,,,
,r,
Exercise3 page3o
. Givestudents4 or 5 minutesto readthetextandidentifv
theproblemsEhdaaandSeanface.
KEY allofthem
LAIIGUAGEil,OTE- ALL'S FAIRII{ LOVE
AND WAR
f hisidiomat||sayringmeansthatUetravioUi::trifiicfris
unfairin,nomial,tirdumstances,isacteplablo;[1i1,,1*.und
war.Byextension,it nowmeansthatinsoing'.situations
anytypeofbehaviourisjustifiabtetogetwh,atyouwant.
Exercise4 page3o
. Studentsworkindividuallythencompareanswerswitha
partner,correctingthesentencesthatarefatse.Suggestthat
theybeginbyunderliningthe keywordsin thesentences,
beforefindingthe relevantpartsin thetext.Theyshoutd
writetheparagraphnumbernextto eachsentence.
. Explainthatthesentencesarenotin chronologicaIorder.
KEY
2
3
True(DandE)she'sveryattractive...a tall,shy,handsome
soldier.Hehadthe mostbeautifuleyesI hadeverseen
True(10lt seemsironicthatwhen...it manoeuvredto divide
True(H)0ncethebattalioncommanderfoundout...
Btackwetlwasexiled
Fatse(B)She'sfittedwithhopeforthefuture
True(GandH)madeanunauthoriseddetour...twosoldiers
...stoodguardoutside
6 False(E)betweenpatrolsandweaponraids
7 True0)fameisa passport.Ehdaacontinueson herjourney
8 False(E)hoursof conversation
9 False(B)therewasonethingthearmydidn'tcounton...
loveconouersall
t0 False(G)Therewasnoregulationagainsta marriage
11 Fatse(J)lt'stikeI haven'tbeenawayfromherforsixmonths
12 Fatse(D ltwasa conversionof convenience,notconviction
Exercise5 page31
. Focusattentiononthe readingtip.Askstudentsif theycan
thinkofanymilitarymetaphorsin theirownlanguage.
o Ina strongerclassaskstudentsiftheycanthinkof any
morein Engtish.
Someexamplesinclude:tofight/ battlesomething(e.g.a
cotd),fo fight a losingbattle,to be in thefiring line, to
target,a minefield.
Studentscomoletethecollocationsindividuatlv.
KEY
a launch
b don
c disobey
d goback
e respond
f make
c
h
stand
fite
4
5
Exercise6 pagelr
r Studentsdotheexercisealoneorwitha oartnerandcheck
theiranswerswiththetext.
KEY
1 f (titerat)
2 e (figurative)
3 c (titerat)
4
5
6
a (figurative)
g (figurative)
b (literat)
Exercise7 page3t
r Circutateandmonitorasstudentsdiscussthequestions.
Exercise8 page3r
. Askasmanystudentsaspossibleto presenttheirstoriesto
theclassoraskthemto presentthemin groups.Takenotes
of errorsandhavea brieflanguagefeedbackattheend.
motrtottElSPEAKTIGAcnvrff,rt
Discussion:relationships
www.oup,comlelt/teacher/solutio'ns
* Lessonoutcome
Askstudents:Whothaveyouleornedtoday?Whotcanyoudo
now?andelicit:/ canunderstandandrespondto a lovestory.I
havelearnedsomeverb+nouncollocations.
Verbpatterns
tEssoll suilMARY o o.
Grammar:verbpatterns
Reading:a shorttextaboutidenticaItwins,a shorttext abouta
singingduo
Speaking:furtherpracticeusingdifferentverbpatterns
EiN@ Todo the lessonin 30 minutes,keeptheleod-in
brief,for exercise5 dividetheclassintopairs and askstudents
to lookup halfthewordseach,andsettheGrammarBuilder
exercisesashomework.
. Eitherwriteontheboard,dictateorsimplyaskthefollowing
questions:Doyouknowanytwins?Doyouthinkbeinga
tvvinis specialond howcanthis relationshipbe beneficialor
detrimentaltoyourlife?Putthe studentsintosmallgroups
to discusstheiranswers.
Exercise1 page32
. Discusstheouestionin openclass.
Unit3. Partners

IAIIGUAGEI{'OTE'-VERBPATTERIIS
Knowingthe patternswhichfoltowverbsis essentialfor
accu:racyandaccountsfor'ma,nyerrOrsat advancedlevel..
Therearenotmanyrulesgoverningwhichverbformis
neededaftefa particularverbandstudentsmustsimply
'learnandpractisethem,Youcouldencouragethem '
to starta pagein theirvocabularybqoksdedicatedto
.eachverbpattern.Theycouldthencopythe verbsin the
grammarreferenceto thecorrectpageandthenaddto
themastheycomeacrossnewwords.
However,therearecertainfamiliesof veibswhichbehave
in thesam'eway.Youcouldencouragestudentsto notice
these.Forexample:
1 likesanddislikes:adore,Iove,like,enjoy,don'tmind,
dislike,can'tstand,detest,loathe,etc.arefollowedby
.ing form
2 communieatingt tell,ask,'beg,warn, request,remind,
recommend,persuade,etc.arefollowedbythe pattern
verb+ object+ infinitive
Exercise2 page32
. Givethestudentstwo minutesto comptetethetext.Then
stopthemandaskthemto checktheiranswerswitha
partnerandwhenthey'vefinished,to describethetwins'
workingrelationship.
o Duringfeedbackaskstudentswhyit isthatfo is followed
byan-ingformin numberone(becauseto is notan
infinitivebuta preposition).Askthemto identifytwo more
prepositionsin thetext(onand like)andremindthemthat
prepositionsarealwaysfollowedbyan-ingform.
KEY
1 doing
2 watching
3 to read
4 to pursue
5 to focus
6 working
7 writing
8 to get
9 pubtished
10 to be
Exercise5 page32
o Studentsusetheirdictionariesto findoutthebehaviourof
theverbsin the box.
KEY
claim1
demandL
faitl
guaranteeL
hate3
love3
refuse1
remember4
risk2
stop4
try4
Exercise6 page32
o Askstudentsto readtheLookout!boxthencompletethe
textindividuallybeforecheckingin pairs.
r Pointoutthatgo on + -ingmeanscontinueto do something,
whereasgo on + infinitivemeansto do somethingafter
completingsomethingelse,e.g.TheMulgraytwinswere
teacherswhowenton to becomewriters.
KEY
1 to be booked
2 to look
3 beingimpressed
4 to have
5 to stay
6 trying
to maintain
to havebeenforgiven
being/ havingbeendisgusted
performing
notto havespoken
7
8
9
10
77
Exercise3 page32
o Studentsdotheexerciseindividualty.Goroundandcheck
theirexamplesentences.Exptainthattherearea few
examplesof each.Suggestthatatthoughtheyontyneedto
chooseone,theyshouldchooseonewhichis unfamiliar,so
thatthe practiceis moreusefu[.
KEY
1 tendto, chooseto, haveyetto, happensto
2 hasallowedthemto,tookthetwinsfiveyearsto
3 letshersisterfinish
4 spentfiveyearsworking,keenonwriting,anticipatethe
bookbeing,feelsliketyping
5 gettheirnovel...pubtished
Exercise4 page32
r Asksstudentsto lookat the dictionaryentryandthenelicit
theanswersfromthe class.
KEY
Thedictionaryentryshowsthe patternin botdin brackets
[V-ing].lt alsocontainsan examplesentence.
Exercise7 page32
r Circulateasstudentsdo thetaskmonitoringforcorrectuse
ofverbpatterns.Attheendaskstudentsto reportbacktheir
partner'sanswers.
Properpatterns
Pairwork
Language:verbpatterns
Materials:onecopyoftheworksheetcutup perpair.(Teacher's
Bookpage129)
. Dividetheclassin hatf.GiveonehatftheStudentA
sentencesandtheotherhalftheStudentB sentences.
Explainthattheyhaveeightsentenceswhichusevarious
verbpatternsthattheyhavestudied.Theyneedto decide
whetherthesesentencesarecorrector if theycontaina
mistake,in whichcasetheyshouldcorrectit.
Askthemto workin pairsor groupsof tento decidewhether
theirsentencescontainanymistakesandcorrectanythey
find.Givethema timelimitof 10 minutes.
Whentheyhavefinished,regroupthestudentsintopairs
of StudentA andStudentB.Nowgiveeachstudentthe
answerswhichcorrespondto theirpartner'ssentences.
Tellthemthattheyneedto taketurnsto saywhether
theirsentenceis correctandif not,readoutthecorrected
sentence.Theirpartnerwitlbeableto lookattheir
worksheetandchecktheiranswer.Eachstudentgetsone
pointforcorrectlydecidingif the sentencecontainsa
mistakeanda furtherpointif theyhavecorrectedit wett.
Foltowingtheactivity,askstudentsto makenotesof any
of theverbpatternstheyhaddifficuttyrememberingand
encouragethemto reviewthemto committhemto memory.
I Lessonoutcome
Askstudents:Whatdid youlearntoday?Whatcanyoudo nowT
andelicit:I canusea varietyofverbpatterns.
11 being
12 to be
13 typing
14 finish
ForfurtherpracticeofVerb pafterns(2),go to:
ForfurtherprocticeofVerb patterns(1),go to:
Unit3. Partners

Negotiation
tEssot suililARY o.. &
FunctionaIEnglish:negotiating,makingsuggestions
listening:twobusinesspartnersdiscussingplansto buya caf6
Speaking:negotiatinga planofactionforopeninga nightclub
Topic:shoppingandservices
Eiqt@ Todo the lessonin 30 minutes,keepthe leod-in
andexercises2 and 3 brief.
. Askthestudentsto thinkaboutthesequestions:Whenwas
thelasttimeyouneededto negotiateforsomething?What
did youwantto achieve?Wereyousuccessfulor not?lf you
couldgo backin time,how wouldyoudo it differently?Give
themoneminutethinkingtimeto writeanynotestheywish.
Now,encouragea fewstudentsto telltheclassabouttheir
experience.Otherstudentsmayaskquestions.
Exercise1 page33
Focusonthe photosandaskstudentsto tellyoubriefly
whattheycansee.Theycontinuethetaskin pairs.
Duringfeedbackelicitsynonymsfotaffluent((ich),
affordoble(cheap)andclientele(customers).Pointoutthat
thesewordsaresomehowmore'tasteful'thanthesimpler,
bluntalternatives.
Modelanddritlthe pronunciationof offluentI'a'fluantl,
hygiene/'hardSi:n/andclientele/,kli:en'tel/.
Transcr:pt1.19
Man So,let'slookatthedifferentoptions.Atlthreeofthese
caf6sareupforsale- andthepricesaresimilar.
Woman OK.What'sthisfirstoneca[[ed?
M TheSoupBowl.
W Yuk.I don'tlikethename.
M Meneither.Wecouldchangethat,I suppose.
W Wecould,butthatcancauseconfusion- especiallyif it's
alreadyinthephonebookandontheInternet.
M True.Howlonghasit beenopen?
W Aboutayear.lt'snotdoingbadty,apparently.lt'sgota fairty
loyalctientele.Whatputsmeoffis itslocation.lt'stoofarfroma
mainroad.
M I agree.Andlookingatthesephotos,we'dneedto spenda lot
ofmoneysortingouttheinternaldecoration.
W Atlinatl,it isn'tveryappealing.
M Ithinkweshouldmoveontothenextootion.
W Yes- Mario's.Herearethephotos.Thisonehasquitea lot
goingforit,in myopinion.
M lt looksveryotdfashionedfromtheoutside,doesn'tit?
W Yes,butthatwouldn'tcostmuchto putright.
M Whereisit, exactly?
W AtthenorthendoftheHighStreet.
M Really?Thatcouldn'tbebetter.Andit'squitelargetoo- 25
tables.Canyouthinkofanydrawbacks?
W I'veheardthattheserviceisveryslow.Theygetquitea few
complaints.
M I supposetherearewaysaroundthat,Forexample,wecould
sendthestaffontrainingcourses.
W I supposeso.Shattwelookatthelastone?
M Yes- TheCornerCaf6.lt'sonthecornerofGreenStreetand
MansionAvenue.
W That'sa littlefarfromthecentreoftown.
M Yes,butit'sa nicetittlecaf6.Goodreputation,plentyof
regularcustomers.Ithinkit'sdefinitelyworthconsidering.
W Reatty?Howmanytables?
M Fifteen.lt'sa bitsmalterthanwewouldtike,I admit.
W Andthelocationisn'tgreateither.
M OK,you'vegota point.Onreflection,maybeweshouldreiect
thatoption.
W I agree.
M So,havewereacheda decision?
W Yes,Ithinkwehave.Personalty,I'minfavourofbuyingMario's.
M I'tlgoalongwiththat.ltseemstheonlychoice,really.lt'sbig
enoughandthelocationisperfect.
W Absolutety.Welt,[et'sgetonthephone...
Exercise5 pagerr O r.rs
o Studentsworkindividually,tryingto rememberasmuch
astheycan.Playthe recordinga secondtimeforthemto
check.Checkunderstandingbyaskingfortranslationsor
synonymsin Englishforwhatputsmeoff (whatmakesme
not likeit),hasa lotgoingfor it (hasa lot in itsfavouD,
drawbacks(disadvantages) andwoysaroundthat(sotutions
to thatproblem).
. Hightighttheuseofthecleftsentencestructurein Whatputs
meoff is...Thisphrasatverbisfrequentlyusedinthisway.
KEY
1 options
2 off
3 atl
4 move
5 going
6 drawbacks
7 ways
I worth
9 reject
10 reached
11 along
Exercise6 page33
o Askstudentsto thinknowaboutnightclubsandreferthem
to the questionsfordiscussion.
KEY
1 c (photo1)
2 d (photo2)
3 e (photo1)
4 a (either)
5 f (photo2)
6 b (photor)
7 d (photo2)
8 e (photo1)
Exercise2 page33
r Eticitlanguagefromlesson2Fforcomparingandcontrasting
photosandwriteit onthe board.
Thephotosaresimilarin that...
ln thefirst cafe..., whereasin thesecond...
ln the firstcafd... ln thesecondcaf6,on the otherhand,...
Givethestudents1-2 minutesto describethe photos,then
aska pairto repeattheirdescription.
Exercise3 page33
. Studentsrankthefactorsgivingreasons.
Exercise4 pagesr 6) r.rs
. Playthe recordingonceandletstudentscomparetheir
answerswitha partnerbeforeopenclassfeedback.
KEY b Factors1 (location)and2 (size)leadto thedecision.
Unit3. Partners

Exercise7 page33
. Askstudentsto workin pairsandmakenotesunder
headings1-5.
Exercise8 page33
r Focuson suggestions1-5 andon questionsa-e. Remind
themthattheaimof theexerciseis to practisethe language
in exercise5 sotheyshouldconsidertheoptionsthoroughly
beforereachinga decision.
. Roundupthe activitybyaskingtwoorthreepairsto present
ideasfortheiridealnightclub.
.',
-i'-.r,,.,,1a, r -' .- -"- -.,-- a , :-r- --::. -. , ..,,,
t"l
.. "" ,,,, 'il' ,,,
"
.lOpnOtALrgP[AKItG AGT|UITT:'1F',...,-
Presentation:friendship
',,',W1tif:.gup.cqrnlettlteactrer/SolUtrons''.1:",,,:,
.]''',,,,''''
-.
" .,ti, iiif
..
..1- li:i
.... ..--' if " ,tr
t Lessonoutcome
Askstudents:Whotdidyoulearntoday?Whatcanyoudo now?
andelicit:I candiscusssuggestionsandnegotiatea courseof
action.
tEssoll sut|tARY o. o in
Writing:anarticle,describingandcomparingtwotowns
Language:usingelaborateinsteadof basicvocabulary
Topic:travelandtourism
-.ri!1i:.,.t.. :!,
EiEgtr Todo the lessonin 30 minutes,keepthe leqd-in
brief and do exercises4 and 5 togetheras a class.
@l$ffti$|@ Todo the writing analysisand writing
toskin one45-minutelesson,do exercises4 and 5 onpage34
asa class,skip the lead-infor the writing task.Askstudents
to broinstormandplan in classbutto do exercises8 and 9 for
homework.
t Lead-in4-5minutes
. Askthe studentsto picka touristyspotin theircountryand
thinkaboutwhyit is so popularwithtourists.Elicitideas
fromthewholeclass.Now,putthe studentsin pairsand
askthemto picka placetheythinktouristsdon'tknow
aboutbutshouldvisitandsaywhytheyshouldgothere.
Theyshouldpreparea 3O-5O-secondpresentation.Invite
studentsto givetheirpresentationsto theclass.
Exercise1 page34
o Focusonthe photosandelicita fewadiectivesto describe
the generalfeetof the ptace(Burford:peaceful,pretty,
charming,picturesque,quaint.Cheltenham:bustling,lively,
vibrant)thenasktwoorthreeindividualsto saywhichplace
theywouldpreferto visitandwhy.
Exercise2 page34
r Studentsdo thetaskindividualty.Askthemto underlinethe
relevantsectionof thetextandwritethe appropriateletter
nextto it.
KEY
Burfordb, e,f, h Cheltenhama,c, d
g isn'tmentionedin eithertext.
Exercise3 page34
r Askstudentsto considerthestandardof writingand
askwhatdistinguishesit fromthewritingof,say,an
intermediatestudent.
Readthroughthewritingtip togetherandaskstudentsto do
the exerciseindividually.
Witha strongerclassaskstudentsto find sevendifferent
alternatives.
Duringfeedback,hightightthe differencesin meaningofthe
wordsin part2.
- picturesqus= prett! in a waythat looksotd-fashioned,it
canapplyto buildings,scenery
- quaint: attractivein anold-fashionedor unusualway
- idyllic= peacefulandbeautiful,perfect,it canalsoapply
to a lifestyleor existence
- exquisite= extremelybeautifu[,butit canalsodescribe
foodor hand-madeitems
KEY
1 readityavailable,hasa greatdealto offer,hasa wealthol
areteemingwith,arewel[providedfor,a widevariety,you'll
findyourselfspoiltforchoice
2 exquisite,quaint,picturesque,idyllic
Exercise4 page34
r Studentsdothe exercisein pairs.
KEY
t cgrippingis usedto describea book,filmor otherkindof
story
2 a considerableis usedto describesomethingthatis not
tangiblee.g.interest,pain,amount,expense
3 b ontiqueis usedto describean object,e.g.furniture,
iewellery,etc.
4 b currentis usedto describesomethinghappeningnow,
e.g.currentprices,the currentyear
Exercise5 page34
r Dothefirstsentencetogetheron the boardto showthat
studentsneedto makeallthecomponentpartsof the
sentencesmoreelaborate.Explainthatatlthe oossibilities
canbefoundin exercises3 and4.
KEY
Possibleanswers
1 TheHighStreetboastsan impressivearrayof historic
buildings.
Thefinancialdistricthasa wealthofvast,contemporary
buildings.
Theporthasa wealthof fascinatinghistory.
Youngpeoplelookingforthingsto do in thetowncentrewi[[
findthemselvesspoiltforchoice.
Thestreetsnearthe stationareteemingwithstate-of-the-art
Internetcafes.
Cultureloversarewell-providedforin thetheatredistrict.
Exercise6 page34
. Goroundmonitoringandpromptingasstudentsdothe
activity.Havea briefclassfeedback.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?andelicit:I know
howto writean articleabouto popular touristdestination.I con
makea descriptionsoundmoreinterestingby usingelaborate
wordsand a rongeof synonyms.
3
4
Anarticle
OO
)
Unit3.Partners

-
Anarticle ,
tEssot{ suiltMARY ... ',
Writing:a description, comparingtwotowns
Language:adjectivesfordescribingplaces,prepositionalphrases
:i::,::i:.,ili:,:tii:::
EIpEEE Todo the lessonin 30 minutes,keepthe lead-in
briefandaskstudentsto brainstormandplanin classbut to do
exercisesI and9 for homework.
. Askthe students:lf youcouldliveanywhereelsein the
world,whichcountrywouldyouchoose?Askthemto think
foroneminuteandprepareto explaintheirreasons.Now,
gettheclassto mingleandencouragethemto speakto as
manydifferentpeopleaspossible.lftheymeetsomeone
whohaschosenthesamecountry,theyshouldfindoutif
it is forthesamereasons.lf theymeetsomeonewhohas
chosena differentcountry,theyshouldtryto convincethem
thattheirchoiceis better.
Exercise1 page35
Exercise4 page35
. Ina strongerctassstudentscanattemptto completethe
expressionsfrommemory.
o Tocheckstudentsunderstandtheexpressions,ask.Which
meonsiverynearby?(astone'sthrowaway)verywell-known
for?(renownedfor)similarto?(reminiscentof) toprovide
thingsthata particularsituationneedsor wants?(caterfor)
KEY
1 for
2in
3of
4 with
5to
6 for
7 away
I with
9to
10 for
11 for
72 for
Exercise5 page35
. Seta timelimitof fiveminutesfortheexercise.After
checkingtheprepositionselicittranslationsforthe
expressions.
KEY
2to
3in
8in
Exercise6 page35
. Studentscompletethesentencesindividuatlyorin pairs.
4to
5to
6 with
7 from
Referstudentsto thewordlistatthe backofthe book.
Elicittheirideasontotheboardsasthreetists.lf a student
mispronouncesa word,writeit up onthe boardin brackets
andfocuson itspronunciationlater.
Wordswhicharelikelyto bemispronouncedarebustling
/'b.r.slr4/,whichhasa sitentt, desolate/'deselat/,whose
finalsyltableis a schwa,andpicturesque/,prktJe'resk/,
whichhasstressonthefinalsyltable.
Checkcomprehensionof someofthetrickierwordsby
askingstudentsto teltyouwhichwordmeans:verypoor,
withoutenoughfood, educationetcto livea happyand
comfortablelfe? (deprived)full ofpeoplemovingobout
busily?(bustling)emptyandwithoutpeople,mokingyou
feelsad?(desotate)witha strongandhealthyeconomyT
(thriving)spreadingoutfromthecentrein on untidywoy?
(sprawling).
5 steeped
6 dates
EXINAACTIVITY
'GVocabularygame
www.oup.comleltlteachedso,hfigns
Exercise7 page35
o Focusonthetaskandelicitorexplainthe meaningof extol
thevirtueso/ (tatkinverypositivetermsaboutallthegood
thingsthetownsoffer).Seta timetimitof 3-4 minutesfor
thebrainstorm.
Exercise8 page35
. Givestudentstenminutesto writea firstdraft.Walkaround
monitoringandhetping.Afterthistimeaskstudentsto
swaptheirwork.Theyshouldcommentongoodexamptes
of languageandfindwaysof fine-tuningit.Theywritethe
introductionjointly.
Exerciset page35
r StudentschecktheirwritingagainstiheCheckyourwork
listandmakefinalamendments.lfthereistime.asktwoor
threeoairsto readouttheirwork.
omoilAt:wilTmc AcwrTY3G
Magazinearticie ::ri:.ll,:,j::,1
www.oup.com/eltlteacherlsok:itiions
i Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?andelicit:I can
writeonarticleextollingthevirtuesof a touristdestination.
I havelearnedsomeadjectivesusedfor describingplacesas
wellasa varietyofprepositionalphrases.
KEY
t home
2 ptayshost
3 harksback
4 takepride
KEY
Possibleanswers
Positive
affluent
cosmopolitan
historic
picturesque
thriving
vibrant
well-connected
It depends
bustting
high-rise
hilty
industrial
remote
sprawling
Negative
crowded
deprived
desolate
isolated
runoown
touristy
Exercise2 page35
. Students,in pairs,beginbydescribingwhattheysee,
usingpreviouslylearnedlanguageforcomparingand
contrasting,thenmoveontothequestions.Havea whole
classfeedback.
Exercise3 page35
o ReadtheStudytiptogetherandelicittheprepositionto
comoletethesentence.
KEY from
^
Unit3.Partners( 4l

TOPIC o . s
Familytifeandrelationships
t Lead.in page35 5-7minutes
Askthestudentsto decidewhattheythinktrueloveshould
be tike.Writeonthe board:lf yourloveis true,...andask
eachstudentto finishit. Giveanexample,e.g.lf yourloveis
true,yaualwayswantto be with thepersonyou love.
Askthestudentsto readouttheirsentences.Asa class
discusswhatthernostimportantcharacteristicsof true
loveare,
. Writeontheboard:
Truelovewill neverfade
Loveat firstsight can'tlast
It'snevertoo lateto fall in love
Firstloveis alwaysthe dearestto yourheart
Thereis nosuchthing astrueloveanymore
o Tellthe studentsto chooseonestatementtheyagreewith
andonetheystronglydisagreewith.Inpairsaskthemto
exptainto eachotherwhytheyagreeI disagreewiththe
particularstatement.Asksomestudentsto reporttheir
partnedsopinionto theclass
Exercise 1 page36 5-8minutes
o fn a weakerclasspre-teachdrift apart andtie theknot.
r Askthestudentsto imaginetheyworkasnewspaperor
W reporters.Tetlthemto usethevocabularyin theboxto
outlinea storyto gowiththepicture.Allowthreeminutes.
Asksomestudentsto presenttheirstoriesto theclass.
EXefCiSe 2 page36 15 minutes
re-f,f#$EEW
. Dividetheclassintothreegroups.Tetlthestudentsin group
A to readtextA, in groupB - textB,andin groupC- textC.
Tetlthemthey'tthaveto reportthetextto therestofthe
class.Allowthreeminutesforindividualreading.
. ln groupsaskthestudentsto reporttheirtextto oneanother
to preparea sumrnaryforthetwo remaininggroups.
r Askonestudentfromeachgroupto presenttheirstoryto
theclass.
. Askthestudentsto answerquestions1-8 individuatly.Tett
themto do onlythosequestionstheycananswerwithout
referringto the texts.
. Tellthe studentsto readthetwo textstheyhavenot readto
answerthequestionstheyhavenotbeenableto answerso
far.
r Foreachquestion,askthemto identifythepartofthetext
thathelpedthemto answer.Askindividualstudentsto read
outth.esepartsofthe texts:e.g.forquestion1: 'theystayed
in touchovertheyearswithlettersandcards',question2:
'despitetheobstaclestheyhadto overcomeandthe people
theyhurt,JackieandJohnbothfirmlybetieveit wasatl
worthit', question3: 'whenMrHickswasstationedbackin
England,theydriftedapart',etc.
. Pointoutthatsomeof thequestionsareeasieransweredby
elimination(e.g.question8).
KEY 1A 2C 3A 48 5B 6A 7B 8C
@
. In pairstetlthestudentsto makea listof superstitions
connectedwithwedding.Allowthreeminutes,thendiscuss
asa class,
Tellthestudentsto scanthetextin task3 to findoutwhat
superstitionstheyhavenotmentioned.
ln a weakerclasspre-teachdoamed.
Thestudentsworkindividuatlyto completethetask.
Fastfinishersunderlinethefollowingwordsandphrases
in thetextandfindsynonymsthatwouldfit in thetext:
originated(started),maintained (preserved),prospective
(potential),susceptible(vulnerabte).
Allowfiveminutes.thencheckasa ctass.
a
a
a
KEY 7 ,/
9 the 70 ,/
t6 ,/ 17 as
2 that
11 the
t8 ,/
3is
72
19
4/ 5./ 5can 7./ 8,/
,/ 13 his 14 ./ 75 ,/
,/ 20 not 2t ,/
'''I:r'
..1:,t,::,: .: ,ll::':::1,:l..-,::::::
CUTTURElIOTE
Thewhiteweddinggownis probablythebest-known
weddingtradition.Althoughit is hardto imaginea time
whena weddingdid notmeana womanin anexquisite
whitedress,thishasnotalwaysbeenthecase.lt usedto
bethatbridesworetheirbestdress,in whatevercolour
it happenedto be.Allthatchanged,however,when
QueenVictoriachosewhiteforherweddinggown.The
whitewedding:$dwnsoaredin poputarity,andalsocame
to symbolisevirtuessuchaspurityandinnocence.The
notionthata weddinggownshouldbewhitehasbecome
soingrainedin thefabricof oursocietythatit is notat
allunusualtodayto seeevenpregnantorsecondtime
brideswearwhite.
Manyof our currcntwedrdini*liiiito*s alerbaied on
ancientbeliefsthata bridir,il*b'partlcukiV6llirtctive .,, :r,,:::
to evilspirits.Thus,manlliituatsarosei166::66u61o.,,:r.:11ttt
protecther.Oneof the$ewasthe bridalveil,whichwat',.'.:l.:li:'
designedto shietdherfromevil.(Thisis alsowhybrides
hadbridesmaids.Herfriendswoulddressin garband
veilsidenticaltothe'.bride's,sothatth_e_.,splritscouldnot
idenlifuher.) :.:,,,:iirit,l:1.:i
Alollgr reasonwhybridesworeveili'wis to friOe,hii;;,11,,;1.'
fucefromherfianc6in.,!hedayswhenarrangedmardag,es
werecommon.Theweddingdaywasoftenthefirsttime
thatthe fuo particl$nts met,andthe ideawasthat,the
g-roomnot beatlowedto seethe,,biiddl,untitafterthe
,werdding,in casehedid notfind h:erpretty.(Onceiitiqi::r.
:.ilr:.&iibtwastied,it wastoo latefor himto backout of a,n
,,.aiitlhgementthatwouldhavebeenfinanciallyimportant
t0 rhisfamilyJThisis alsothe originof keepingthe bride
andgroomapartonthedayofthe ceremony.
,Noisewasalsobelievedto driveoff evitspirits,whichis
,.,,,.,,*ttywe ringthechurchbettsat a wedding.Thisis also -
:1,11,l,th,ereason![qt,noisycansaretiedto the newlywed's ,,,
,,:bumper{althqughthesedaysthe peopledoingthetying
of canspr:obabltyjustthink,thatit's a funnyprank),and
thatglassesareclinkedat theweddingreception.
.,,,
r) Lessonoutcome
Askstudents:Whathaveyoulearned/ proctisedtoday?and
eliciI:I havelearnedabautweddingsuperstitions.I have
practiseda matchingreadingtext.I havepractisedvocabulary
andgrammarthrougha multiplechoicegappedtext.
Getreadyforvourexam3

THIS U1{IT ITCLUDES I
'
&
Vooabulary. synonymsof change,r irbunsformedfromve'ibsr expressionswith
t.cher_tge,.adjective-nouncollocations. expressingopin:ion:9.rlinkingwords.
.neither:1nor,either/ or,notonly./but also. specutatinC(degreesof probabitity)
1r1911nmat
. comparativeand,!9p:eilativeforms. reducedrelativeclauses.
lirrrrtonditieinals .::,r,.::r:,tl:r:tl::::,tl::r:,.,..
Describingchange
ut55(,ll SUMMARY o. *,.,
Itrhhutary: synonymsof change,nounsformedfrom verbs
Jllllrirduning:monologueson thingsthat havechanged,listeningfor
l$rfi:a-c specificinformation
'c'Elking;tatkingaboutchange
]fuoicpeopte,scienceandtechnology,sportandculture
@!tr Todothelessonin 30minutes,keepthelead-in
s'n:erercise1briefandsettheVocabuloryBuilderexercisefor
n:'*ew7fk.
. trutthestudentsintosmal[groups.Askthemto brainstorm
,'rhatimportantchangestheyhavehadin theirlivessofar
andanychangestheyexpectin thenextfiveyearsor so.
'rVitha weakerclass,offersuggestionsto startthemoff;
startingschool,startingandstoppinghobbiesorsports,
havinga newbrotheror sister,movinghouse.Whenthey
havea listof a fewthings,askthemto thinkaboutwhether
theyfeelpositiveor negativeaboutthechangestheyhave
listed.Conductbriefclassfeedback.
CUTTUREt0fl,,,,. GEORGEBERI{ARDSHAW
GeorgeBernardShaw(bornluty1855,diedNovember
1950)wasa famouslrishplaywright.HQ,Wfoteover60
plays,wonthe Nobelprizefor Literaturein 7925andis ,.,'.:
mostfamousforhis playPygmalionwhichwasthe basiS,:111;,::
for the hit musloalMy FairLady.
Exercise1 page37
r Givethestudentstimeto interpretthequotationandto
talkabouttheirownattitudesto changein pairsbefore
discussingit asa class.Asfeedback,elicita paraphrasefor
Shaw'sattitudeandthenaska fewstudentsto teiltheclass
abouttheiroartner'sattitude.
KEY
Shawsaysthatsomepeoplequestionthecauseofthings,
whereashetendsto askhimselfwhythingscan'tbedifferent,
whichindicatesthatheisgenerallyin favourof change.
Exercise2 iage37
r lf studentsdon'thavedictionaries,referthemto the
wordlist.Dothefirstpairof sentencestogetherto check
theyunderstandthattheyneedthesameverbforboth
sentences.
. Remindstudentsofthepointraisedinthepreviousunit,
thatat advancedlevelstudentsneedto gobeyondthebasic
vocabulary,in thiscase,thewordchange.
r Tohelpstudentsrememberhowwe usethewords,aswell
asthe meaningof thewords,suggestthattheywritethefull
sentencesin theirvocabularynotebooks.
Exercise3 paget Sbt.zo
. Readthroughtheinstructions.Askstudentsto makea
noteof any[anguagewhichindicatesa positiveor negative
opinion.Playtherecordingandgivestudentstimeto check
theiranswersin pairs,givingreasons.
KEY
Speaker7 1.(theymadea reallygoodiob of it,theycaptured
theflavourandotmosphere.Thespeaker'softens'anycriticism
hemakesby sayinginevitablvtheymissedbitsout,they
changedtheendingslightlyto makeit happier- butthat's
Hollvwoodfor vou
Speaker2 2 Qts a completetransformationandnotfor the
befter,it'smuch|esspleasantforpedestriansnow,(name
change)is totallypointless)
Speaker3 1,(Onthe whole,it worksverywelf)
Speaker4 3 (ltdoesn'tbotherme)
Transcriptr.20
Speaker1 | wentto seelhe GoldenCompasslastweek.lt's
a screenadaptationoftheNorthernLightsbyPhitipPutlman.
Everyonealwayssaysfilmversionsofbooksareneverasgood
astheoriginal,butIthoughttheymadea reallygoodjobofit.
Theymadesomeminoralterationstotheplotandtheyinevitably
missedsomebitsout,buttheyreallycapturedtheflavourand
atmosphereofthebook.Myontycriticismisthattheychangedthe
endingslightty,basicatlyto makeit happier- butthat'sHollywood
foryou.
Speaker2 | recenttywentbackto Newbridge,thetownwhere
Iwasborn,twentyyearsago.WhenI cameoutofthestationI
thoughtfora momentl'dgotoffatthewrongstop,it hadchanged
somuch.They'vebasicattyknockeddownmostoftheold
buildingsinthetowncentreandreplacedthemwithmodernoffice
blocks.lt'sa comptetetransformation- andnotforthebetter.
They'vewidenedtheroads,nodoubtto easetrafficcongestion,
butit'smuchtesspleasantforpedestriansnow.Atleasttheyteft
theoldtheatremoreorlessuntouched,apartfromoneslight
modification:they'vechangeditsnametotheNewTheatre.Why?
Totallypointtess.lt isn'tnew!
Speaker3 They'vejustintroduceda newcomputersystematthe
callcentrewhereIwork.lt'ssupposedto streamlinethewaywe
work,makingit quickerto answercustomers'queriesandaccess
files.We'veonlybeenusingit fora dayortwo,andwe'[obviousty
facea periodofadiustmentaswegetusedto it.Nodoubtthey'tl
needto makesomerefinementsto it onceit'sbeenupand
runningforawhile,butI mustsaythat,onthewhote,it seemsto
worksverywelt.
KEY
1 aconvertsbconverted
2 aadaptedbadapt
3 aalterbaltered
4 a transformedb transform
5 aevolvedbevolved
6 arefinedbrefining
7 aadiustsbadjust
8 amodifiedbmodifu
Unit4.Changes( 43

KEY
2 minoralterations
3 completetransformation
4 stightmodification
5 periodof adfustment
5 makesomerefinements
7 undergoa conversion
8 theoryof evolution
Speaker4 Mygrandpadecidedto undergoa religiousconversion
lastyear.Beforethat he hadn'treallybelievedin God- it's not
that hewasan atheist;he just hadn'tgivenit muchthought.But
then he startedwatchingreligiouschannetson daytimetetevision.
He'satwayshada bad back,and he ctaimsthat Godcuredhim
whileoneof theseso-caltedtelevangelistswasdeliveringa
sermononTV.Hisbackcertainlyseemsto bemuchbetter,sowho
knowswhathappened?Buthiswholepersonalityseemsto have
changedandhegoesaroundtellingeveryonethatthetheoryof
evolutionisa loadofnonsenseandthattheearthwascreated
about6,000yearsago.lt doesn'tbotherme,butgrandmaisn't
veryhappyaboutit becausehekeepsmakinglargedonationsto a
ChristianW channel.
. Studentsdothetaskindividuatty.Pointoutthatboth
collocationsarelinguisticaltycorrect,andtheirtaskisto
rememberwhichonethespeakerused.
LESSOI{ SUMTARY .. & l
Grammar:comparativeandsuperlativeforms
Listening:threeteenagerstalkingaboutchangesintheirlives
Speaking:discussionabouthowpeoplechangewhenthey
becomeadutts
Topic:famitytifeandrelationships
EIEEtr Todothelessonin 30minutes,keepthelead-in
briefandsettheGrammarBuilderashomework.
o Dividetheboardinhalfverticatlyandwrite'yes'atthe
topononesideand'no'ontheother.Putthestudents
insmallgroups.Askthemtothinkabouttheideathat
childhoodisthebestyearsofyourlife.Theyshouldwritea
listofargumentsforandagainst.Whentheyhavehad2-3
minutes,puttwogroupstogethertocomparetheirideas.
Exercise1 page38
. Focusonthe photosfirstandelicitsomeadjectivesto
describethechitdrenandteenagers.Nextreferstudentsto
thewordsintheboxanddeaIwithanyqueriesabouttheir
meaning.
o Wordstiketyto requireanexplanationarecarefree(without
anyworries,titeratty'freeof cares'),idle I'atdlland
Iistlessness(havingnoenergyor enthusiasm).Remind
studentsthattheycameacrossidyllic(meaningperfect,
withoutproblems)in the previousunit,to describebeautiful
villagesin theCotswotds.
KEY
Somepossiblealternatives:stressful,pressurised,lonely,
isolated,daunting, miserable, busy,exciting, hope-filled,
fun-filled,optimi stic
Exercise2 page38
r Firstgivestudentssometimeto readthesentencesand
individualtyformulatetheirthoughtsaboutthestatements.
o Eticitsome[anguageforagreeinganddisagreeingandwrite
it onthe board.
l'd agree/ wouldn'tagreewith that.
I'dsay/ wouldn'tsay...
I'dgo / wouldn'tgo alongwiththat.
ln myview,....
ln my experience,...
I (don't)reckon...
I guessit'sprobablytruethot...
. Thenputstudentsin pairsorsmallgroupsto discussthem.
Exercise3 page38
. Suggestthatstudentshighlightthecomparativeand
superlativephrasesin exercise2 beforerewritingthe
sentences.Checkanswers,thengetthemto discusstheir
reactionto eachsentencein pairs.Referthemagainto the
languageof agreeinganddisagreeingonthe board.
EXTRAACTIVITY- VERB+ I{OUTI
corrocATlors
Dictatethefollowingexcerptsfromthelistening:
1 They_ a goodjob of it.
2 They_ theflavourof the book.
3 Thet/ve-the roads.
4 Thecomputersystemmakesit qul.ckerto
queries.
5, ,Hehadn't- it muchthought. :
6 A so-cslledtelevangelistwat_ a sermonon,::fy.
Writetheseverbsonthe board'ina wordpool:deliver,
make,capture,give,answer,widen.
Stud,e,ntscompletethe sentences.In a stronger:class,
seeif studentscancompletethe sentenceswithoutthe
hetpof thewordpool.
.:i..::
:..:.t::.ta
|(EY l
1 made 3 widened
2 captured ,':'::,r4 answer
5 giveii',,
5 delivering
Exercise5 page37
. Putthestudentsin pairsto discussthechanges.Conducta
brieffeedback.
Formorepracticeof Expressionswith changego to:
i Lessonoutcome
now?andelicit:/ candescribetheprocessof change.
Lifechang
^
OO Unit4.Changes

KEY
1 lt becomeslessandlesseasyto makenewfriendsduring
yourteenageyears.
2 Themoreyougoout,themoremoneybecomescentraIto
yourlife.
3 Oneofthemostimportantthingsto teenagersisfriendship.
4 Themorefashionableclothesteenagershavethe better.
5 Asa teenager,youareatyourmostsensitiveto criticism.
6 Asa teenager,youarenotquitesowillingto fotloworders.
Exercise4 pasera f) r.zr
o Focusontheinstructionsandgivestudentstimeto read
throughthesentences.
r Witha weakerclasspre-teachcometo termswith(gradually
accept)andconfrontafionol(argumentative).
KEY Speakerl be Speaker2a c Speaker3d f
Transcript1.21
Speaker1 Asa chitd,I spentmosteveningsathomewithmy
famity,watchingW ordoinghomework.Thesedays,I spenda
gooddealmoretimewithmyfriendsthanI dowithmyfamity- or
it feelsthatway,at least.NotthatI'vegotanythingagainstmy
famity- | getonfinewiththem.Infact,I getonwiththema bit
betternowthanI did,say,ayearago,whenI hadquiteafewrows
withmymum.Ithinkatthattime,shewasjustcomingtoterms
withthefactthatIwasgrowingupandwantedto domyown
thing.I supposeshe'sacceptedit now- andshedoesn'texpect
to knowwhereI amorwhatI'mdoingeveryminuteoftheday.
MaybeI'mnotquitesoconfrontationaleither.I'vegrownupa bit.
Speaker2 Thetypicalimageofa rebelliousteenagerdoesn't
reatlyapplyto me,andit neverhas.I'vealwayshadquitea lot
offreedomcomparedto mostof myfriends...andif I compare
myselfwiththepeopleI hangoutwith,I'dsaythatI'mthemost
matureandresponsiblebya tongway.Frommypointofview,the
biggestchangethat'shappenedsinceI becameateenageristhat
I'vegotmyselfa part-time.iobandstartedto earnsomemoney.
It'snotmuch,becausethejobisn'tparticularlywellpaidandI
onlydoa fewhoursaweek- butit doesmakememarginallyless
dependentonmyparentsforcash.lt'ssomethingI reallywanted
to doit didn'tcomefrommyparents.They'vealwaysbeenhappy
togivememoneywheneverI needit.
Speaker3 Asa chitd,youtendto beveryinfluencedbyyour
parents.Mostofyourideasandopinionscomefromthem.But
then,asyougetolder,youbecomemoreofanindividual.You
don'tiustacceptwhatyourparentstellyouwithoutquestioning
it.AndIthinkthisiswhatoftenleadsto arguments.Basicatly,it's
theparentswhofindit difficultto cometotermswiththechanges,
nottheteenager!| arguewithmydadquitea lot...andmoneyis
farandawaythemostcommonreasonforarguing.Usually,wefatt
outwhenI askhimformoneyto buyclothes,becausehenever
thinkslneedthem.He'snotinterestedinfashionhimselfandhe
doesn'tunderstandhowimportantclothesareto me.lt'snotthatI
insistonhavingtheverylatestfashion- butI docareaboutwhat
I wear.I guessit won'tbesomuchofa problemwhenI getajob
andcanaffordto buymyownclothes.
Exercise5 page38
. Studentsdotheexerciseindividuatlyor in pairs.
o Beforemovingonto thefreeractivityin exercise6, provide
somecontrolledpracticeoftheexpressionsbydrawingthree
stickfiguresontheboard:Tom,DickandHarry.Tom,onthe
teft,isthesmallest,Dick,in themiddteisa littletallerand
Harry,ontheright,is considerablytallerthanboth.
Pointto DickandthenTomto elicit:
Dickis a little/ veryslightly/ a bit, etc.tollerthon Tom.Don'|
acceptanysentenceswithoutmodifiers.
Thenpointto TomandthenDickto elicit
Tomisn't quiteastall asDick.
Pointat Harryto elicit
Harryis thetollestbyfar/ by miles/ bya long woy,etc.
Finally,pointat HarrythenatTomto elicit
Harryis much/ a far sight/ taller/ an awfullot/ a greot
dealtallerthan Tom.
Eachtime,nominateanindividualstudentto makea
sentence.Elicitseveralpossibitities,notjustthe most
familiarforms.
KEY
1 farandaway
2 very
3 a longway
4 onty
5 marginally
6 abit
7so
8 a gooddeat
Exercise6 page38
o ReadthroughtheLookout!boxtogether.Dividestudents
intopairsandsmallgroupsto discussthetopics.Encourage
themto usea rangeof modifiersandto experimentwiththe
oneswhicharelessfamiliar.
Comparisons
Language:comparativeandsuperlativeforms
Materials:counters,a coinandonecopyoftheworksheetcut
up pergroupof 3-4 students.(Teacher'sBookpage130)
. Dividestudentsintogroupsof 3-4. Teltthemtheyaregoing
to playa gamewhichpractisesusingcomparativesand
superlatives.
. Giveeachmemberofthegrouponeadjectivestripand,
if needed,a minuteto checktheyunderstandallthe
adjectivestisted.(Witha weakerclass,the gamecouldbe
playedin groupsof sixor eight,in teamswithtwostudents
workingonthesameadiectivestrip.)
. Playersmovearoundtheboardbytossinga coin:Heads=
1 space,Taits: 2 spaces.Whentheylandona squarethey
makea sentenceusingoneofthewordsfromtheirlistin
theformlistedonthatsquare.lftheycandothisaccurately,
theycanremainonthatsquare.lfthereareanymistakesor
theplayercannotmakea sentence,theymustgobackto
theirprevioussquare.Theycanchooseanywordfromtheir
adjectivestriponanysquarebutcanuseeachadjectiveonce
onty(sotheyshoutdcrossoutadiectivesastheyusethem).
r Therearetwo'cha[[enge'squares.Whena playerlandson
oneof thesehe/ shecanchallengeanyotherplayerwho
is behindhim/ herontheboardto makea sentenceusing
oneof theiradjectivesandanyformhe/ shesetectsfrom
thoselistedontheboard.lfthe sentenceis goodandthen
thechallengedplayercanmoveupto iointheirchallenger.
. Thegameendswhenonestudentreachesthe'finish'square.
t Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatcanyoudo now?
andelicit:I cantalkoboutchangesthatoccurat differentstages
of life usinga rangecomparativeandsuperlotivestructures
andexpressionsfor modifyingcomparativeandsuperlative
adjectives.
Formorepracticeof Comparativeandsuperlativeformsgo to:
^
Unit4.Changes[ 45

Protestsongs
LESSOIl SUMTARY o o. e
Reading:a textaboutprotestsongs
listening:a radioprogrammeextractabouta protestsong
Speaking:discussingsongsasavehicleforprotest
Topic:society
EiqI@ Todothelessonin 30minutes,keepthelead-in
briefanddoexercise5 togetherasa closs.
o Askthestudentstonameanyprotestgroupstheyknowand
whattheyprotestagainst.Elicitideasandbuitda listonthe
board.Putthestudentsinpairsandaskthem:Wouldyou
protestaboutsomethingclosetoyourheort?Givethem1-2
minutestotalkandthenconductwholeclassfeedback.
Exercise1 page39
. Whenthestudentshavehada chanceto discussthe
questionsin pairs,elicittheirideas,gettingthemto explain
whichwordshetpedthemdecide.Don'tconfirmtheir
suggestionsyet.
Exercise2pagete$t.zz
. Playthefirstpartofthe recordingandletstudentscompare
whattheyunderstoodin pairsbeforecheckingtheanswer.
r Witha weakerclasspre-teachmob (acrowdof people,the
wordhasnegativeconnotationsandsuggeststheythatmay
becomeviolentandcausetrouble).
KEY
Thestrangefruitarethe bodiesof twoblackmenwhowere
kitledbya mobof whitesandtheirbodieswerehungontrees.
Tapescript1.22
Part1
StrangeFruitbeganasa poemwrittenbyAbelMeeropol,aJewish
schoolteacherfromtheBronxdistrictin NewYorkCity,who
publishedunderthepennameLewisAllan.(LewisandAllanwere
thenamesof histwochildrenwhodiedin infancy.)
MeeropolwtoteStrangeFruifto expresshishorroratthemurder
oftwoblackmen- ThomasShippandAbramSmith- in Marion,
Indiana,inthesouthernstatesofAmerica.Theywerekittedbya
mobofwhites,andtheirbodieswerehungfromtrees.Meeropol
sawa famousphotoofthesceneandthehorrificimagehaunted
himfordays,untitfinatlyhesatdownandwrotethepoemto
expresshisangerandshock.
Hepubtishedthepoemin 1,937ina magazinecalledTheNew
YorkTeocher.AlthoughMeeropolhadoftenaskedothersto sethis
poemsto music,hesetStrongeFruifto musichimself.Thesong
gaineda certainsuccessasa protestsonginandaroundNew
York.Meeropot,hiswife,anda blackvocalistcalledLauraDuncan
performedit atMadisonSquareGarden.
Exercise3 pagets S r-zz
. Playthe recordinga secondtime.Studentsonlyneedwrite
abbreviatedformsof thenames.
KEY
1 LewisAllan
2 AbelMeeropol
3 ThomasShippandAbramSmith
4 LauraDuncan
Exercise4 page3e 6) 1.23
r Givetimeto studentsto readthroughthesentencesand
deatwithanyvocabularyquestionsthatarise.
Pre-teachretaliation(actionsomebodytakesin responseto
beingharmedor offended).
Letthemcompareandexplaintheiranswersbefore
checkingtheanswerstogether.
Beforegoingonto exercise5, nowthatthestudentsare
familiarwiththe backgroundof song,youcouldaskthem
to lookagainat the lyricsanddiscusswitha partnerwhat
makesthemso powerful:thejuxtapositionof the imageof
a deadbodyagainstanotherwiseidyllic,pastoraIscene
witha breezeandthesweetfreshscentof magnolia;the
comparisonwithfruit,whichis usuallyassociatedwith
sweetness,butwhichhereis bitter,in allsenses;the
referenceto the elements- the rain,thewindandthesun-
whichnormallycombineto providethe rightconditionsfor
the ripeningof fruit,insteadgather,suckandrottheflesh.
KEY
1 True
2 True
3 False
4 Fatse
5 True
6 False
7 True
8 False
Tapescriptr.2:
Part2
BarneyJosephson,whowastheownerofa nightctubin Greenwich
Village,NewYork,heardthesongandintroducedittothe
legendarylazzsingerBillieHoliday.ln 7939,Holidayperformed
thesongat BarneyJosephson'snightctub,Caf6Society.ltwas
thefirstnightclubin NewYorkto atlowblackandwhitecustomers
to mix.Hotidaysaidthatsingingthesongmadeherafraidof
retaliation.ShelatersaidthatbecausetheimageryinStrange
Fruifremindedherof herfather,sheinsistedonsingingit. (Her
fatherhaddiedof pneumoniawhenseveralhospitalsrefusedto
treathimbecausehewasblack.)Thesongbecamea regularpart
of Hotiday'sliveperformances.
Hotidayapproachedherrecordingtabel,Columbia,about
recordingthesong.Columbiarefused,fearingthatrecordstores
inthesouthernstatesofAmericawouldbeunwillingto settit.
However,ColumbiadidatlowHotidaya one-sessionrelease
fromhercontractin orderto recordit in 1,939forCommodore,
analternativejazzlabel.Sherecordedtwomajorsessionsat
Commodore,onein 1939andonein 7944.StrangeFruitwasa
success,bothcriticallyandcommercially,andintimeit became
Hotiday'sbiggestsellingrecord.
Thoughthesongbecamea regularfeatureof hertive
performances,Holiday'saccompanistBobbyTuckerrecalledthat
Holidaywoutdbreakdownintearseverytimeshefinishedsinging
it.ForHolidayat least,thesongnever]ostitspower.
Exercise5 pase39
. Studentsdotheexercisealoneor witha partner.Remind
themthatthefirststepisto considerwhichwordclassfits
thegap.
Bepreparedto explainin number7,wherestudentsmight
comeup witheconomical,thateconomicmeansrelatedto
the economywhereaseconomicalmeanscheap.
Askfastfinlshersto explainin theirownwordsthe meaning
of the metaphoricalexpressions:hadtheir rootsin,proved
fertileground.
KEY
1 significantly
2 captivity
3 politicat
4 freedom
5 abolition
6 performers
7 economic
8 condemnation
9 environmental
Ot Unit4.Changes

Exercise6 page39
r Circulateandmonitor,whilestudentsdiscussthequestions
andthenhavea wholeclassfeedback.
t Lessonoutcome
now?andelicit:/ conunderstonda taskaboutStrangeFruit.I
canunderstsndanarticleoboutprotestsongsin general.
oi*lt';ry
tEssol{ sutillARY o. a *
Reading:a text aboutsomeonewho radicallychangedherlife;
multipte-choicequestions
Vocabulary:adiective+ nouncollocations
Grammar:reducedretativeclauses
Speaking:a discussionaboutmotivationand goats
Topic:people,sportand culture
EIEEtr Todo the lessonin 30 minutes,keepthe lead-in
brief,settheGrammarBuilderexercisesashomeworkandask
studentsto readthetextaheadofthe lesson.
. Putthestudentsin pairs.Askthemwhatplanstheyhave
forwhentheyleaveschool.Askthemto thinkaboutanyone
oranythingwhichis influencingtheseplans,e.g.parental
pressure,locationof a coursetheywantto do,etc.Give
them1-2 minutesto talkin theirpairs,thenconductclass
feedback,askingsomestudentsto reportonwhattheir
oartnersaid.
Exercise1 page4o
. Studentsdiscussthequotationin pairs,thenhavea class
feedback.Cantheythinkof anexampleof somethingthey
havedonebecausetheyaregoodat it, ratherthanbecause
theywantedto do it (e.g.a subject,sport,instrument)?How
successfulwasit?
Exercise2 page4o
r Dotheexerciseasopenclass.Askforanexplanationof
tormented(extremelytroubtedanddistressed).Students
wil[nodoubtpredictthatshechangedhercareer,soask
themto imaginewhatsortof difficuttiesshefacedandwhat
shedecidedto do instead.
. Seta stricttimelimitofthreeminutesto readthetext.
Exercise3 page+o
o Remindstudentsthata goodstrategyforansweringmultipte
choicequestionsisto readthequestionstemandtry
to answerit withoutlookingat theoptions.Nextcheck
theoptionsforsomethingsimitar,andfinally,readthe
appropriatesectionofthetextin detailto doublecheck.
Exercise4 page4o
r Studentsdotheexerciseindividuatly.
. Checkunderstandingbyaskingcomprehensionquestions,
suchas:
Whatdoesan overbearingfatherdo?
ls a protractedrowlong or short?
Howdoyoufeelofteran uplifting experience?
At whatagedopeopletendto beimpressionoble?
KEY 1f 2e 3a 4h 5c 6d 7b 8g
Exercise5 page4o
. Thestudentstelthalfthestoryeach.Asthefirststudent
tellsthe storytheirpartnercrossesoffthecoltocations.
Whenthefirstfourhavebeencrossedofl the second
studentcontinuestellingthestory.
Exercise6 page4o
. Copythesentenceontotheboardandexpandit.
KEY ...instinctwhichis reouired...
Exercise7 page+o
. Copythesentenceontotheboardandexpandit.
KEY
1 ln thewomen'slockerroom,whichwasinhabitedby....
2 hershoulder,whichhadbeensustained
3 qualitieswhichareeasilytransferable
Exercise8 pager+o
. Studentsdiscussthequestionsin pairs.Youcouldask
themto comoaretheirideaswithanotherpairbeforeclass
feedback.
t-.. ,,,...
,,,,.:: ,.:
ADDITIOl{AL SPEAKI1IG ACTIYITY
Remindstudentsof thetext'LittleStars'andelicitwhat
Andreausedto do andwhatshedoesnow;
fuptainthatyouhaveiustheardof a similarsituation.
.,,,A youngdot commillionaireca{ledChrisBishophas
decidedatthe'ageof 25 to tryto finda newdirectionin
histife.Hewantsto changehisprioritiesfrommaking
mOneyto usingtrlsbody,mindandskiltsto help:others.
Asa class,buitd up a profileof ChrisBishopon the
board,Thisshouldin,cludethe detailsyou'dnormally
: find on a CVa,ndalsohispersonality,likesand:dislikes,
anythinghe is notgoodat, etc. ,1, ,
Putthe studentsin pairs.Tellthemto th'inkof a job
oroccupationwherethe personreallyhasa great
effecton others.Witha weakerctass,giveideassuc.h
65s politician,a nurse,anaidworker,a children's
: entertainer.Alk themto writebn advertisementforthis
iobor occupation,givinginformationaboutit andclearly
statingtherequirements.Givethema timelimitof 5-10
minutes(andaskthemto write legiblyif necessaryl).
Monitorcarefully.
Forfurtherpracticeof Reducedrelativeclauses,go to:
KEY 1b 2c 3d 4c 5c 6d
^
Unit4. Changes( 47

TakC'theadvertisementsand put thqm up aroundthe
roomasa gatlery.Askthestudentsto goaroundandread
them,Noweachpairneedsto,chooseoneadvertisement
andsit downtogetheragain.Theyshouldimagineth.ey
wiltbeinterviewersforthisiob / occupationandprepare
questionsforthe interviewcandidates.Asa guide,
suggest5-10 questions.
Whenthe questionsareready,ilividethepairsandtake
half-ofthestudentsaside.TheywitlbeChrisBishop.The
othersare'interViewers.Pairthemup againandtetlthem
theyhavefiveminutesforthe interview.
Whentheinterviewsarefinished,conductclassfeedback
andfind outwhetherthe interviewerswereim,pressed
andwhethertheintervieweesfeltthisjob / occupation
providesthe rightnewdirection.lf thereis sufficient
time,changethe pairingsandallowthema second
chanceto interviewI beinterviewed.Otherwise,with
an o'utgoingclass,engourageoneor two pairsto act'out
their interviewin fro,nto'fthe classandelicitfeedback
fromthegroup.
LESSOII SUMMARY o I6'rr
Grammar:second,thirdandmixedconditionals,otherconditional
structures
Reading:a shortarticleaboutdinosaurs
i:tt,.....:: :,r:. i,:
EIUITI Todo the lessonin 30 minutes,keepthe leod-in
brief,settheGrammarBuilderexercisesashomeworkanddo
exercises4 and 5 asa class.
. Putthestudentsin smallgroups.Askthemto brainstorm
everythingtheyknowaboutdinosaurs.Aftertwo minutes,
elicitinformationfromtheclass.
Exercise1 and 2 page42
. Focusonthetaskandelicitanswersto theouestion.Don't
confirmor denythe answersbutaskthemto readthetextto
findout.
KEY
Itwasoriginatlythoughtthattheywerecold-bloodedbutsome
mayhavebeenwarm-blooded.
Theybecameextinct65 miltionyearsagowhena giant
meteoritehitthe Earth.
Exercise3 page+z
e Studentscandotheexercisealoneor in pairs.
KEY
1 lftherewerenosheep,cowsanddogs,wewouldn'thave
man'sbestfriend.(b)
Whatwouldhavehappenedif a meteoritehadmissedits
target?(a)
lfthemeteorhadn'tstrucktheearth,wewouldn'tbearound
today.(c)Supposedinosaurswerestillroamingthe earth
today,wouldthe humanracehavemanagedto evolve
alongsidethem?(c)
Supposedinosaurswerestillroaming...lt wasthought....
wouldneverhavesurvived.(a)
Hadthemeteornothittheearth,dinosaurswouldhave
continuedto thrive.(a)
Exercise4 page42
r Usingitem3 of exercise3 asan example,pointoutthat
mixedconditionalscanconsistoftwotensesequences.
. f + pastsimpte/ pastcontinuousintheconditionatclause
andwouldhave+ infinitivein the resultclause.0r
o f + pastperfectin the conditionalclauseandwould+
infinitivein theresultclause.
KEY
4
5
lf Katehadn'tfaitedherdrivingtestlastweek,shewouldn't
be retakingit in July.
lf he'dpaidhistax/ hadn'trefusedto paytax,hewouldn't
be beingprosecutednow.
lf hehadn'tbeenrudeto me,I wouldlikehim.
lf he'dbeenwearinga seatbett,hisinjurieswouldn'tbeso
serious.
lf I hadn'tforgottenmykeys,I'd beabteto getintothe
nouse.
tAtfcuAGE l{oTE
-
tF If wEREn,T/ AADil'T
BEENFOR
Highlightthe useaf if it weren'tfor andif it hadn'tbeen
for in sentences4 and6 of exercise5.Thisstructure
allowsusto usea nounasa condition.
E.g.lf hehadn'tbeenso brave...canbe expressedas f il
hadn'tbeenfor his bravery...
Orwe ca,nreferto a p,ersonE,g.lf it hadn beenforlohn,,
l'd neverhoveknownaboutthisplace.
Givestudentspracticein the structureusingpromptsfor
themto transform.
E.g.lf ithadn'trained...lf,ithadn'tbeenforthe rain....
tfhehadn'tinsisted...If it hadn'tbeenforhisinsistence...
lf shehadn'tsaidsuchkind words...lf it hadn'tbeenfor
herkindwords...
lf he hadn'tscoredthatmagnificentgoal... lf it hadn't .
beenfor his m,agnificentgoal...
Exercise5 page42
. Dothefirstsentencetogetherandthenstudentsto continue
alonebeforecheckingin pairs.
o Pointthatin sentences4 and6 it is notpossibleto use
the contractedformsweren'tandhadn't.Weusefu[tforms
instead.
Forfurtherprocticeof Conditionals,go to:
Conditionals
4"
)
Unit4rChanges

3
4
5
6
KEY
1 Shoutdyouneedto makeanyphotocopies,there'sa
photocopieroutsidemyoffice.
Pleasecontactheadofficeshouldvouneedto makea
comolaint.
WereKurtCobainalivetoday,he'dbeover40.
Wereshenot marriedto the boss/ Wereit notforthe fact
thatshe'smarriedto theboss,she'sneverhavegottheiob.
HadI knownit wouldrain,I'dhavetakenan umbrella.
Hadit notbeenformyparents'generosity,I couldnever
haveaffordedto buva newcar.
Exercise6 page42
o Elicitor explainIhatlf onlyI hadmoretimeis more
emphaticandregretfulthanlf I hadmoretime...andthat
HowI wishis muchmoreemphaticthan/ wish....
o Aftertheyhavecomparedtheirsentenceswitha partnerask
somestudentsto reportbacktheirpartner'ssentences.
Exercise7 page42
. Studentsworkaloneto transformthesentences.
. Remindstudentstheycanwritesentenceswiththef clause
at thebeginningor end,andthatif it'sat theend,it doesn't
needa comma.
KEY
2 Unlesswehurry,wewon'tgetto theairportontime.
3 YoucanborrowmyMP3player,providedyougiveit backto
metomorrow.
4 Supposingtherewereintelligentlifeoutthere,howwould
we makecontact?
5 As[ongasyoufollowtheinstructionsI gaveyou,youcan't
gowrong.
6 lf hehadadmittedhewaswrong,it wouldhavebeentotally
out of character.
ExerciseI page42
r Givestudentsa minuteortwoto thinkof answersto
thequestionssothattheycantatkfortongeraboutthe
sentences.
' Goroundmonitoringforcorrectuseof conditionalsasthey
soeak.
Conditionalsmaze
Pairwork
Language:conditionaIforms
Materials:onecopyoftheworksheetperpair.(Teacher'sBook
page131)
. Dividestudentsintopairsandte[[themthisactivityfocuses
onconditionaIforms.lf possible,elicitthe meaningol maze.
. Handouttheworksheetsandtellthemthattheyneedto
successfullygetoutof thismazebydecidingif eachsentence
is corrector incorrect.Askthemto lookatthesentence
markedlN.Askthemto discussin theirpairsif thisisa
correctsentenceor not.Elicitthatit is correct.Say'ltis a
correctsentenceso youfollowthestraightarrowto
number14.'With a weakerclassdo a seconddemonstration
withsentence14.)
o Nowtellthemto continuediscussingandmovingthrough
themaze,followingstraightarrowsif thesentenceis
correct,zigzagarrowsifthe sentenceis incorrect.Teltthem
to changetheincorrectsentencesto makethemcorrect.
Tettthemif theydon'treachOUT,thentheyhavemadea
mistakesomewhereandtheyshouldstartagain.Givethem
10-15 minutesto comoletethetask.
o Infeedbackafterthetask,checkasa wholeclassthatthe
studentshaveidentifiedwherethe mistakesoccurin the
incorrectsentences.
KEY
lNsentencecorrectso moveto 14
- 14 incorrectso moveto 8
- 8 incorrectsomoveto 10
- 10 correctso moveto 3
- 3 incorrectsomoveto 12
- 1 incorrectsomoveto L1
- 7 correctso moveto OUT
i lessonoutcome
Askstudents:WhotdidyoulearntodayTWhatcanyoudo now?
andelicit:I canusea widerangeof conditionalsentences.
tEssoll sullMARY o o o *&,:,:
FunctionalEnglish:givinganopinion,agreeing,disagreeing,
concedinga point
listening:a discussionaboutproposedchangesto atown
Speaking:discussingtowndevelopmentplans
Topic:home
Ei@@ Todothelessonin 30minutes,keepthetimefor
thepreparationphasesin exercise5 brief,andlimitthenumber
ofopenclassperformancesinexercise8,geftingstudentsto
performtoanotherpair.
. Askthestudentstodecideinsmallgroups:Whatorethe
threebestthingsaboutyourtown?Nhentheyhavedecided,
movethemaroundsothatthegroupsaremixedupandthey
candiscusstheirooinionswiththeirclassmates.Conduct
classfeedbackandfindoutwhetherthereisconsensus.
Encouragethemtogivereasonsfortheiropinions.
Exercise1 page43
o Studentsdiscussthequestionsin pairs.Aftera class
feedback,findoutthrougha showof handshowmany
studentspreferrenovatedold buitdingsandhowmany
prefertotallymodernones.
Exercise2 page43
. Studentsdotheexercisein pairs,usingdictionariesif
necessary.
. Checkcomprehensionof thevocabularyelicitingfrom
studentsthedifferencebetween:
- a chainstore/ an independentshop
- o landscapedarea/ landscape
- o pedestrianisedstreet/ a pedestriancrossing
- a shoppingmall/ a shoppingcentre(matlisAmerican).
Discussion
Unit4.Changes( 49

KEY
cycleracks(towerright)
chainstore/ independentshop
landscapedarea(upperright)
multi-storeycarpark(upperright)
pavementcaf6(towerright)
pedestriancrossing(altthree)
periodbuildings(teftandlowerright)
skateboardpark(towerright)
waterfeature(upperright)
Exercise3 page43
. Firstteach/ elicitthemeaningofthelessfamiliarwords,by
askingwhichwordorwordsmean:
- usingthemostmodernmethodsandtechnology(stateof
theart)
- lackingcharacter(souttess)
- attractivein an old and unusualway(quaint)
- lackingin colour(drab)
- veryfashionable(chic,trendy)
- veryfashionablein an elegantway(chic)
- builtto bepracticalanduseful,withoutemphasison the
wayit looks(functionat).
Exercise4 page+t €l r.z+
Tellstudentsthattheyaregoingto heartwopeople
discussingthechangesthatarebeingproposedin picture2.
Askthemto predictwhatbenefitsanddrawbackswillbe
mentioned.Thiswillmakethelisteningprocesseasier.
Astheylisten,theyshouldnotedownthebenefitsand
drawbacks.Letthemchecktheiranswerswitha partner
beforeclassfeedback.
KEY
Benefits
Thecarparkwiltattractmorepeopleandbegoodforbusiness.
Thecarparkwittbegoodforelderlypeopte.
Theshoppingmaltwittoffera goodrangeofshops.
Drawbacks
Themulti-storeycarparkisa stepbackwardsasit encourages
peopteto drive.
Itwouldmeanlosingthelovelyoldbuitdings.
Toomanypeoplewillmakethetowncongested.
Theshoppingmallissoullessandimpersonal.
Transcript1.24
Youngman Whatdo youthinkofthe changesthey'reproposing
to makein thetown centre?
Youngwoman I quitetikethe plansfor the pedestrianisedarea.
ButI don't tikethe ideaof the newmulti-storeycarpark.And
they'llhaveto knockdownaltthoselovelyold buildingsto make
roomfor it.
M True.Butthey'rein verypoorcondition,practicaltyfatting
down.Thewholeareaisveryrundown.
W Theremustbe somethingelsetheycoulddo,though.
Renovatingthe buildingswouldseemlikethe bestoptionto me.
And anyway,whyaretheybuitdinga carparkwhentheyshouldbe
encouragingpeopteto usepublictransport,or cycte,or walk?To
my mind,buitdinga carparkis a stepbackwards.
M I don'tknow.lt's impossibleto find a parkingspacenow.The
newcarpark'llattractpeopleintothe town,andthat'llbe goodfor
the shoosand caf6s.
W That'snot howI seeit at alt.lf the towncentrebecomeseven
morecongested,everyonewill avoidit likethe plague.Shopsand
caf6switt be worseoff, not betteroff.
M I thinkit'tl makethingseasierfor people,especiatlyelderly
peopte.Mygran't[toveit - she'llbe ableto parkin the multi-
storeyand walkstraightintothe newshoppingmalt.Shewon't
haveto carryall hershoppinghomeon the bus.
W That'sa fairooint.
M WhatI don'ttikeisthe newshoppingmall.lt'sa[[concrete
andglass.Realtyfunctionaland impersona[.
W I couldn'tagreemore.lt lookstotallysoulless.ButI imagine
there'llbe a greatrangeof shops.Thereatwaysis in mallstikethat
- we'l[be ableto getpracticattyeverythingwe needin one place.
M Butthe shops'ttbe mostlybigchainstores,andthey're
the sameall overthe country.lt woutdbe niceto havesome
littteindependentretailerstheretoo - likein the plansforthe
pedestrianisedarea.
W I suppose.They'vetriedto makeit quitenicethough.They've
plantedsometreesandthere'sa tandscapedareaoutside,with a
waterfeature.
M lsthatwhatit is?| thinkI preferredwhatwastherebefore,
though,the littterowof shopsandthat nicecaf6.
W lt wasn'tnice.Thefoodwasrealtygreasy.
M I tikedit.
W There'sno accountingfor taste.
Exercise5 page+t fb r.z+
. Studentscompletethesentencesaloneorin pairs.
o Drawattentionto the prepositionfo in to mymindin
contrastto from mypointof view,in myview,in myopinion.
KEY
1 option
2 mind
3 see
4 falr
5 agree
Exercise6 page43
. Studentsdotheexercisealoneor in pairs.
KEY 1B 2A 3C 4D 5B
Exercise7 pase43
o Givestudentstwoorthreeminutesto makenotesaboutthe
meritsoftheirplananddrawbacksof theirpartner's.
Exercise8 page43
r Circulateastheydothetask,makingnotesof anymistakes
thatyouwantto highlight,inctudingpronunciation.Atthe
end,aska pairto re-enacttheirdiscussion.
o Finatly,conducta [anguagefeedbacksession,writethe
mistakesontheboard(includingmispronouncedwords)
andaskstudentsto correctthemin oairs.
OPTIO.IIALSPEAKII{GACTIVIW{F .:
Presentation:irnprovewhereyoulive
www.oup.com/ett/teacherlsolytions
t Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatcqnyoudo
now?andelicit:/ contalkaboutchangesto a towncentre.I can
usea rangeofphrasesfor expressingmyopinion,agreeing,
disagreeingandconcedinga point.
50
)
Unit4.Changes

Discursiveessay
LESSOl{ SUMMARY O.. {$ ,.
Writing:a discursiveessay,topicsentences
FunctionalEnglish:linkingwords
Topic:scienceandtechnology
EiqE@ Todo the lessonin 3o minutes,keepthe lead-in
briefand limit the topicsfor discussionin exercise7.
! ilNEft{lfdilnm Todo the writing anolysisand writing
taskin one45 minutelesson,keepthe lead-inand exercise7
brieffor the writing analysis.ln the writing tasklessonomit the
lead-in,andaskstudentsto completethe essayfor homework
+ Lead-in3-4minutes
o Askthestudentsto imaginetheycouldmeetsomebody
from100yearsin thefuture.Theywoutdbeallowedto ask
thispersoniustonequestion.Givethema minuteto think
aboutwhatquestiontheywouldask.lfyouwish,allowthem
to discusstheirideasin pairs.Elicitsomeof thequestions.
Exerciset page44
. Chooseoneof thetopics,forexample,food,andelicitthree
orfourideasabouthowit mightbedifferenta hundred
yearsfromnow.
r Someideas;neorlyallfood will bescientificallymodified
to makeit morehealthy,and to makeit lastfor everwithout
going off.Newflavourswill be invented.Artificialflavours
will tasteexactlyliketherealthing. Therewill be an amozing
selectionoffuturistic snacks.
o Studentscontinuediscussingthetopicsintheirpairs.lf
timeis timited,askthemto selectjustthree.
Exercise2 page44
o Studentsdotheexercisealone.
KEY 2 computers 3 clothes 4 transport
Exercise3 pase44
o Referstudentsto thewritingtip thenaskthemto matchthe
topicsentenceswiththegaps.
o Pointout,if necessary,thatthereis oneextratopic
Sentence.
KEY
1d 2a 3f 4c 5e
Sentenceb matchesthetopicof'heatth'.
Exercise4 page44
. Monitorandcorrectasthestudentswrite.Aska fewpairsto
readouttheirsentences.
Exercise5 page44
. Letstudentsdiscussthemeaningsin pairs.Infeedback
askforanexamplesentenceaswellasanexplanationof
meaning.
KEY
whichneitherrequiresfuelnorcreatespollution
eitherasfriendsoraspotentialrivals
ftyto workratherthansittingin a trafficjam
peoplecouldbewearingjeansor evennineteenthcentury
suitsor dresses
bothnylonandLycra
notonlyassourcesof information,butatsoassourcesof
wisdomandadvice
notonly...butalsois similarto both...and...
neither...nor...is usedto lointwonegativeideas(ltisthe
oppositeof both...and...)
either...or...is usedto talkabouta choiceoftwodifferent
things
...ratherthan...is usedto saythatsomethingis preferableto
somethingelse
or even...suggeststhatthe nextthingmentionedissomething
surprising
Exercise6 page44
o Studentsworkaloneor in oairs.
KEY
Possibleanswers
1 Computersarenotonlybecomingmorepowerful,butalso
cheaper.
Notonlyarecomputersbecomingmorepowerful,butthey
arealsobecomingcheaper.
Sooncomputersmaybeableto holdconversations,oreven
tettjokes.
Wemaybeableto controlit withourmindratherthanusing
a mouseor keyboard.
Computersmaydemandbettertreatmentor evenequal
rights.
Somepeoplemaintaincomputerswillneitherbeableto
thinklikepeoplenorhaveemotions.
Super-powerfulcomputerswitteitherbeincrediblyusefulor
incredibtydangerousto mankind.
Exercise7 page44
. Encouragethestudentstopractisethelinkingwordsasthey
discussthequestions.
t Lessonoutcome
Askstudents:Whathaveyouleornedtoday?andelicit:I know
howto writeo discursiveessay.I canwritetopicsentences.I can
writemorefluentlyusinglinkers.
tEssot{ suMilARY o o.4a "i
Writing:a discursiveessay,topicsentences
Functiona[English:speculatingaboutthefuture
EiqI@ Todothelessonin 30minutes,keepthelead-in
brief,andfinishwritingtheessayforhomework.
Discursiveessay
,^.
Unit4.Changes[ 51

i Lead-in 4-5minures
o Writethesewordsontheboard:possible,likely,probable,
certain.Eticitthe partof speech(adjectives)andaskthe
studentsto buitdwordfamilies,i.e.possible,possibly,
possibility,impossible.(NBUkelyis different:likely,no
adverb,likelihood,unlikely.)Putthemin pairsto discussthe
differencein meaningbetweenthesewordsandto decide
whicharethenearestin meaning.Monitorandfinatlycheck
asa class.
Exercise1 page4s €11.25
o Givestudentsa fewmomentsto familiarisethemselveswith
theideasanddealwithanyvocabularyquestionswhich
mavarise.
KEY 1d 2b 3g 4c 5f 6a 7e
Transcriptr.2l
Girl Well,humansmightnot evenliveon eartha hundredyears
in the future- we mighthaveall movedto anotherptanet,or we
mightbe extinct.Theymighthaveinventedthingsthattheycan
plugintoyourbrainsothatyou don'thaveto goto school.
Boy I wasreadinga bookthe otherdayabouteveryonehaving
a chipin theirbrainand,youknow,the richpeoplehada
moresophisticatedonethanthe poorpeopleandso the poor
people'soneswerealwaysgoingwrongandtheyend up, like,
malfunctioningand,you know,so, like,24 | 7
Internetaccessin yourhead.Andthere'ttbe no cars...they'tl
probablyhavebeenbannedbygovernment.
G Er...we mighthavediscoveredaliensand- | dunno-
cross-bredwiththem.Erm...we mighthaveantennae,we might
havegreenskinand scales.
B lf we livedin space,I doubtwe'd haveanyhair,andwe'd
probablybe as paleasdeath.
Exercise2 page45
r Askthestudentsto numbertheideasin pairs.They
shouldn'tworrytoo muchaboutan exactorder.Attheend
elicita fewopinionsaboutwhichonetheythinkisthemost
liketyandwhichonethe teastlikely.
Exercise3 page45
r Studentsworkalone,thencheckin pairsbeforeclass
feedback.
KEY
1 lt wilthappen.
213 lt'sboundto happen./ ltwillalmostdefinitetyhappen.
41516lt'sverytiketyto happen.Itmaywellhappen.lt witl
probablyhappen.
7 lt could/ mighthappen.
8 There'sa (faint)chanceit mighthappen.
9 There's(almost)nochanceof it happening.
Exercise4 pase45
o Eitheraskstudentsto dothisin pairsordoit asa roundthe
classactivity.
Exercise5 page45
r Studentscompletetheexercisealone.
Exercise6 page45
. Allowpairsfiveto tenminutesto brainstormideasfortheir
essay.
Exercise7 page45
. Studentswritetheirfirstdraftindividually.Walkaround
hetpingandcorrecting.
Exercise8 page45
. Studentschecktheirpartner'swork,tickingtheCheckyour
workboxesasappropriate.Forthefifthpoint,checking
spetlingandgrammar,suggestthattheyunderlineany
mistakesandhandtheessaybackto theirpartnerfor
self-correction.
OPTIOI{ALWRITIilG ACTIVITY4G
wtagiiirne':aiticte
www.oup,corn/elt/teacher/solutions,','
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?andelicit:/ con
writea discursiveessay.l cantalkabouthowlikelyit is that
somethingwill hoppenin thefuture.
Keyfor LanguageReview3-4 andSkitlsRound-up1-4 is
on page119.
KEY
1 doubtless
2 aslikelyasnot
3 morelikelythannot
4 nodoubt
5 in attprobabitity
,,
)
Unit4.Changes

drt{
xfTw-
TOPIC j | :ir,
Natureandtheenvironmenl
+ Lead-in page48 3minutes
. Workasa class.Teltthestudentsto rememberallthe
factualinformationtheyhaveaboutthe Potes.Suggestthey
couldthinkaboutgeography,history,exploration,climate
issues,etc.Dividethe boardintotwoparts- onedevotedto
theSouthPote,theothertotheNorthPole.
r Noteanythingthestudentscomeupwith,e.g.the North
Pole:Arctic,theArcticOcean,Greenland,driftingice,polar
night,polarbears,seals,etc.theSouthPole:Antarctica
(continent),Amundsen,Scott,temperaturesmuchtower
thanatthe NorthPole,snowstorms,MarekKamifiski,etc.
ExerCiSe1 page48 2-3 minutes
. Referthestudentsto theheadlineandthequestionintask
1.Altowa minute,getfeedbackfromtwoorthreeindividuat
students;elicitreasonsforbothanswers.
. Askthestudentsto scanthetextveryquickly,iustto find
theanswer.Attowa minute.Askthemto identifythe parts
ofthetextthathavehelpedthemfindtheanswer(possible
fragments:'Antarcticahadbeenwarmerbecauseit was
oncemuchcloserto theequator','whendinosaursroamed
thealmostsub-tropicaIforestsof anice-freeAntarctic','the
ArcticOceanwasa giganticfreshwaterlakeinfestedwith
crocodile-likereptiles').
ln a weakerclasspre-teachplateau,coniferous,roam,
infested,gharial.
Askthestudentsto readtheinstructions,thetextandthe
taskontheirown.Allowfourminutes.
Warnthestudentsnotto relyontheirmemoryor impression
butcheckeachansweragainstthetext.Tellthemto make
sureatltheanswerstheyhavenotchosenarewrong.
Teltthestudentsto dothetaskindividuatly.Allowfour
minutes.
Askfastfinishersto lookthroughthetextto findsynonyms
to the followingverbs:find (comeacross),climb(scale),
suggest(putforward),comeout (emerge),depend(rely).
Checktheanswersasa class.lfthereareanydoubts,ask
thestudentsto readoutthefragmentsthatcontainthe
correctanswers.
KEY 1T 2f 3f 4F 5notstated 6F 7F 8T
r Asa class,readtheexamtip,thenaskthestudentsto do
theexerciseindividuallv.
KEY 1b 2a 3c
Exercise5 page48 10-15minutes
o Focusthestudentsonthetask.Allowtwominutesforthe
studentsto readtheinstructionsandthetask.Askthemto
underlinethepartsofthe originalsentencesthatrequire
rephrasing(e.g.if ourcarhadn'tbrokendown).Stressthe
importanceof correctspelling.Remindthestudentsto read
the rephrasedsentencesto makesuretheyarelogicaland
grammaticallycorrect.
. Ina weakerctasshelpthestudentsbygivinghints(e.g.
suggesttheyshouldfirstrephrasesentence1 beginning
withf_, andthenuseinversion)or providing
alternativesto choosefrom.
o Checktheanswersasa class,askingindividualstudentsto
readouttherephrasedsentences.
KEY
1 ourcarnotbrokendown,wewouldhave
2 timeI spendontine,theeasierI findit
3 it isn'training,l'tlmeetyou
4 hadn'tbeenwearingthejacketl'd givenhim,I wouldn't
nave
5 easyto skiwhenthesnow
5 doesshewritesongsbutshealsoplaysseveral
i lessonoutcome
elicil:I havelearnedabouttheclimatearoundtheNorthand
SouthPolesin thepast.I hovepractisedreodingcomprehension
througha a true/ falsetosk.I havepractisedvocabuloryand
grammar through rephrasing sentences.
Getreadyforyourexam-

yirii:fidio.msqvetbinounieotllo€ations. sexualdiscriminaticr
a,presentationr personalgualitiesowordformation(1)
,noutll,pronoun+ lnfirnitiver;etli.psis(reducedinfinitives,omiss
armedcqnfliglu:digcussing:fainilytensions. discussir:
Warandpeace
tESSOI{ SUilMARY ....
Vocabulary:warandwaridioms;verb-nouncoltocations
Listening:anaccountoftheBattteoftheSomme
Topic:society
EiOIEtr Todo the lessonin i0 minutes,keepthe lead-in
brief,do exercise5 togetherasa classandset the Vocabulary
Builderexercisefor homework.
. Showthemthetitteofthelessonandaskthemto lookat
the pictures.Eticitthenamesofwarsfromrecenthistory
(e.g.WWl,WWll,Koreanwar,Vietnamwar,lraqconflict).
Putthestudentsin smallgroupsandaskthemto discuss
whattheyknowaboutthesewars.Witha weakergroup,give
themcategoriesto guidediscussion:Whenwasit7Whowos
fighting?Why?Whatwastheoutcome?Whendid it end?
Conductclassfeedback.
Exercise1 page49
. Askindividualstudentsto readoutthequotations.Eticitor
explainthatmightyisa literarywordmeaning'extremely
powerful'.ThenelicitthemeaningoftheexpressionThepen
is mightierthanthesword(negotiationandcommunication
aremoreeffectivethanfighting).
. Encouragestudentsto thinkof examplesto backuptheir
ooinions.
Exercise2 page49
r Doanexampletogetherbeforestudentscontinueatoneor
in pairs.
. Highlightthe useof personatisationfora country(herralher
thanifs)in number5.
Checkthemeaningofthemoredifficuttwordsbyasking
for:a synonymfor soldiers(troops),asynonymfor rebel
(insurgent/rn'se:d3ent/),a wordthatdescribesa country
thathasagreedto helpanothercountryatwar (ally I'alal)
a wordwhichmeansa groupformedbypeoplefrom
differentgroups,ogreeingto worktogetherfar a particular
purpose(coatition/,keoe'hJn/).
Mode[anddrittthewordsasnecessarv.
KEY
r ofa person
les3F46
Exercise3 page49
e Studentscompletetheexercisealoneorwitha partner.
r Focusonthephotoandelicita translationfortrenches.
r Gothroughtheinstructions,givestudentstimeto read
thesentencesanddealwithanyvocabularyqueries,e.g.
bombardmenf(anattackwhichinvolvescontinuousfiring
or bombing).Witha weakerclassyoucouldgothroughthe
sentencesancipredictwhatthewordsinthegapscouldbe.
Exptainthattherewillbesomeunfamiliarvocabularybut
thatstudentsshouldignoreit andconcentrateon listening
outjustforthesectionstheyneedto answerthequestions.
Ptaythe recordingandletstudentscomparewitha partner
Ina weakerclassletstudentslistena secondtime.
KEY
1 two
2 noman'sland
3 walk
4 in bunkers/ fifteenmetresunderground
5 confusionandpoorcommunication
6 progress
7 launchfurtherattacks
8 Neitherside
Transcript2.01
TheBattleof theSomme,whichtookplacein northernFrance
betweenJutyand November191.6,wasoneof the biggestand
bloodiestbattlesof the FirstWorldWar.TheBritishand Frenchhad
beenfightingthe Germansfor nearlytwoyears,and neitherside
hadmadea decisivebreakthrough.Thearmies,dugintotrenches
alonga 40-kitometrefront,facedeachotheracrossa narrowstrip
of 'no man's[and'- an areaof landoccupiedbyneitherside.The
Frenchand Britishdecidedto launcha massiveattackagainstthe
German[inesin an attemptto breakthe stalemate.Forfivedays
andnightsbeforethe attack,theirbiggunspoundedthe German
positions.In all,over1.7 miltionsheltswerefired.At 7.30a.m.on
the sixteenthof July,the gunsfel[silentandordersweregivento
the soldiersin thetrenchesto advanceon the Germanlines.The
Britishand Frenchbelievedthatthe Germanswouldput up tittte
resistancefotlowingthe five-daybombardment,and,astonishingly,
someof the troopswereorderednotto runbut to walk. However,
the Germanshadpreviouslyretreatedintotheirbunkers,some
of whichwerefifteenmetresunderground,and had sufferedfew
casuatties.Whenthe Britishand Frenchsoldiersemergedfrom
theirtrenches,theyweremetby a stormof rifleand machine-gun
fire,whichinftictedheavylosses.0n thefirstdayalone,the British
suffered60,000casualties,inctudingover19,000dead.7,000
Frenchmenatsodied,and8,000Germanstosttheirlives.Confusion
and poorcommunicationsmeantthatit wasa fewdaysbeforethe
Britishgeneratsrealisedthe scaleof the disaster,andcalledup
reinforcements.Forthe nexttenweeks,the Germanscontinuedto
putup stiffresistance,anddespitea fewsmallBritishand French
successes,nosignificantprogresswasmade.In Octoberthe
weatherchangedand heavyrainturnedthe batttefietdintoa sea
of mud.Thearmiesgroundto a haltoncemore,and byNovember
furtherattacksbecameimpossible.TheBritishand Frenchhadwon
a stripof land50 kilometrestongandeightkilometreswide,at its
widestpoint.However,neithersidecouldclaimvictoryandthe
costin humantifeandsufferingwasimmense:650,000German
casualties,450,000Britishand 195.000French.
7
2
3
4
5
coalition
massdestruction
violation
weaponsinspectors
allies
6 troops
7 insurgents
8 suicidebombers
9 security
KEY
1 advance+ withdraw
2 arm* disarm
3 defeat
'.
victory
4 defend* attack
5 enemies* allies
6 civilian* military
7 occupy* liberate
8 release* capture
r,nir5'Banies

fEY
tr make
2 launch
3 break
7 inflict
8 catlup
9 grind
10 claim
Erercise5 page49
. Studentscompletetheexerciseusinga dictionaryif necessary.
. Duringfeedbackelicitexplanationsforthefollowingwords:
makea breakthrough(animportantdevelopmentthat
mayleadto anagreementor achievement),stalemate
(asituationwhereneithersidecanwinor makeprogress-
youcouldexplainthatthewordcomesfromchess,whena
playercan'tmoveona chessboard),casualties(injuriesor
death),reinforcements(extrasoldiers), grind to a halt ko
slowergraduatlythenstopcompletely).
tEssoll suMillARY o..64 i::
Grammar:for+ noun/ pronoun+ infinitive
Speaking:anaccountofanargument,discoursemarkerswhich
indicateattitude
Reading:anarticleaboutarguing
Listening:threemonologuesaboutfamilyarguments
Speaking:anaccountofanargument
Topic:familylifeandrelationships
EiOtEtr Todo the lessonin 30 minutes,keepthelead-in
briefandset the GrammarBuilderashomework.
r Writethefollowingeightnounsonthe board:argument,row,
quarrel,clash,disagreement,differenceof opinion,fight,
battle.Putthestudentsin pairsto discussthedifferences
in meaningbetweenthesenearsynonyms.Youcould
encouragethemto thinkaboutwhicharestrongerorweaker,
morepolite,moreaggressive,etc.Givethem2-3 minutes.
Monitorandthenctarifyanyconfusionasa wholeclass.
Exercise1 page5o
. Studentsdiscussthequestionsin pairsandthenasa
wholeclass.
Exercise2 page5o
r Askstudentsto skimreadthetext.Stopthemafterone
minuteandaskthemto answerthequestionin pairsbefore
checkingasa class.
KEY
Yes,it'sgoodto arguebecauseit bringsfamiliescloser.lt gives
teenagersa chanceto understandtheirparents'pointsofview
andviceversa.Themostconstructiveargumentsaretheones
abouteverydayissuessuchashomework,clothes,curfews
andfriends.
Exercise3 page5o
r Whenstudentshavelookedatthesentences,copythem
ontothe boardandhightighttheretevantpartsto showthe
structure.
KEY for + noun/ pronoun+ infinitive
Exercise4 page5o
o Eitherreadthroughtheinformationin theLearnthis!box
togetheror askstudentsto readtheinformationsilentlyto
themselves.Dothefirstsentenceonthe boardtogether
thenstudentscontinuewiththeexercisealone.
4 give
5 putup
5 suffer
Exercise6 page4s 612.0l
. Goroundmonitoringandpromptingasstudentsretellthe
story.Playthe recordingforthemto check.
Exercise7 pase49
. Explainor elicitthemeaningofasa lastresorf(something
youdo onlywhenal[otherpossibilitieshavebeen
exhausted).Encouragestudentsto thinkaboutthewars
thattheytalkedaboutin thelead-in,whytheystartedand
whethertheywerejustified.
=or
furtherpracticeof ldioms,go to:
ilotesfor photocopiableactivity5.1
ldiomsbluff
Groupwork
-anguage:idiomswiththeiroriginsin war
rslaterials:onecopyoftheworksheetcutuppergroupof 72-1,8
students.(Teacher'sBookpage132)
. Dividestudentsintopairsor groupsof three.
r Demonstratetheactivity,bywritinganidiomonthe board,
togetherwith anexamplesentence:to tokea lot offlak.The
directorhastakena lot offlok overhis decisionto layoff 500
workers.
Saythatyouaregoingto givethreepossiblemeaningsfor
thisidiomandstudentshaveto guesswhichis correct.
Readoutthefollowing,twoorthreetimesif necessary.
Thisidiom meons...
7 whenyouarephysicallyattacked
2 whenyoureceivea lot ofpraise
3 whenyouarecriticiseda lot.
. Studentsvoteonthetruemeaning.Tellthemit'snumber3.
. Handoutthecardsto the pairs/ groups.Exptainthatthereare
twoidiomsontheircards.Foreachidiomthereistheconect
meaningandtwoemptyspaceswheretheyhaveto invent
falsemeaningsforeachidiomto tryto tricktheirclassmates.
r Whentheyhavefinished,teamstaketurnsto readouttheir
idiom,examplesentenceandsuggestedmeanings.(Witha
weakerclasswritethe idiomandsentenceontheboard.)
Theotherteamschoosethemeaningwhichtheybelieveis
correct.Askfora showof handsforeach.lf a teamgetsthe
answerright,theywina point.Keepa scoreonthe board.
lf a teamreadsouttheirmeaningsandnobodyguesses
correctly,theywintwopoints(forconvincingmeanings!).
i Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyouda
now?andelicit:I candescribemilitaryconflictsand tolkabout
ny opinionaf them.
Familytensions
Forfurtherpracticeof for+ noun/ pronoun+ infinitivego to:
unit5.Battles

KEY
1 lt'simportantforherto saysorry.
2 Myideaisforusto leavebeforedawn.
3 | wasanxiousforhernotto feeloffended.
4 lt wouldbea disasterforusto losethematch.
5 lt isn'tcoldenoughforit to snow.
Exercise5 paseso 6) 2.02
. Tellstudentstheyaregoingto hearthreepeopletatking
aboutfamilyarguments.
. Playtherecordingandletthemcheckin pairsbeforeclass
feedback.Askwhichwordsfromthe recordingledthemto
theanswer.
KEY
1 S (madehima strongerperson)
2 T (you'rethrowntogethersothereareboundto bereasons
forarguments)
3 M (testosterone)
4 T (l recognisethemin myselfl
5 M (vyingforparents'attention)
6 S (lwasalwaysthe peacemaker)
Transcript2.02
Speaker1 - Mandy I tendto arguemostwith myolderbrother.
Forsomereasonwe geton eachother'snerves.Weloveeach
otherto bits,but quitehonestty,at the sametime we absolutely
driveeachothercrazy.lt's a bit betternowthatwe'reolder,butwe
do haveproperargumentsin a waythat I don'thavewith anybody
else.Nodoubtit's becausewe areveryclosein age- there'sonly
a yearbetweenus - andwhenwe wereyounger,we wereprobably
vyingfor ourparents'attentionmostof thetime.We'realsoquite
different.whichcancausea bit of frictionaswet[.
Surprisingtyenough,with my tittlebrother- | don'targueat all
with him.He'sthreeyearsyoungerthanme,and I thinkthatthe
agegapis probablybig enough...we generallygeton verywell.
My brothersand my dad arguea bit though.I thinkit's ...yeah,
it's becausethey'reall male!Atlthattestosterone.They'reatl
intosport,andtherecanbe quitea fewfierydiscussionsabout
footbatlandstuffaroundthe dinnertable,whichcansometimes
degenerateintoa familyargument.
My mum,thankgoodness,shedoesn'targuewith anybody.She's
quiteeasygoingand laughsat the restof us- don't blameher.
Sheand Dadhardlyeverargue,cometo thinkof it, eventhough
he'snatura[[yquiteargumentative.Notsurehowshe manages
thatshe mustignorehim a tot.
Speaker2 - Simon My parentsarealwaysarguing.Absotutety
nothingis happening,andto my utterastonishment,my parents
will manageto makean argumentaboutit.Theyargueabout
nothingandeverything.I am an onlychitd,andgrowingup I was
alwaysthe peacemaker.I wasn'tverykeenon the argumentsand
I wouldalwaystryto patchit up forthem.ButI do that tessnow
that I'm olderand havemoreof myown tife.NowI iust tetthem
geton with it.
I don'tknowwhytheyargue.Tobe perfectlyhonest,if I gotmarried,
I wouldn'twantto havea relationshiplikethem.Butthey'vebeen
marriedfora verylongtime,so it worksforthem,I suppose.They
do knowhowto saysorry,so no doubtthathelpsa tot.
Oddlyenough,I realisethatgrowingup in a noisyand
argumentativehouseholdhasmademea strongerperson.When
I'm in a confrontationalsituation,I'm not intimidated,and I know
a lot of myfriendsarewhensomebodyshoutsat them.They
getscaredand runaway,but I don't.I'm quiteableto standmy
ground.Don'tknowifthat's a goodthingor a badthing!
Cometo thinkof it, my parentsdon'targuemuchwith me at alt.
Theyarequitecalmand discussthingswith me.Asan onlychitd,
I'vealwaysbeenquiteresponsible,so I geta lot of freedom,
anyway,thankgoodness.0r I'd definitetyarguewiththem
aboutthat!
Speaker3 - Tina Familiesarefunnythings...I mean,youdon't
chooseyourfamitymembers,doyou?lt'snotlikeyourfriends-
youcanchoosethem,fortunatety.Butwithyourfamily- you're
iustputina housewiththemandyou'vegotto putupwiththeir
everydayhabits,theirannoyingtraits.Sothereareboundto be
lotsofreasonsto argue.Andin manyways,you'reallverysimitar
- quitefrankly,that'soneofthethingsthatisveryhardtotake!
I knowI enduphavingargumentswithmymumaboutthingsI
don'ttike,because- muchto myannoyance- | recognisethem
in mysetf!I'mthinking- | don'twantto betikethat,I don'twant
to belikeher.Andso,it'snotreallyherfault- it'smereacting
againsther,Doubtlessitwi[[changewhenI getolder,andhavemy
ownhouseandlife.Perhapsourbeingatikewon'tbea causefor
conflictthen!Perhapswe'ttgetonbetter,becausewearesoalike.
I don'targuesomuchwithmysisterormydad,I don'tthink,
atthoughmysisterdoesannoymeattimes.Wesharea roomand
she'snotastidyasme,sothereareusuallyargumentsaboutthat.
Andshewantsto [istento musicwhenIwantpeaceandquietto
study,thatsortofthing.Mymumusualtysortsthingsoutbetween
us.She'sveryfairaboutthingslikethat.Oddtyenough,mydad
iustgetscrosswithus!
. Studentsdotheexercisealoneorin pairs.
KEY
1 oddty
2 quite
3 quite
4 much
5 doubt
6 enough
7 goodness
8 perfectly
9 utter
Exercise7 page5o
KEY
1 quitefrankty,quitehonestly,to beperfectlyhonest
2 oddtyenough,surprisinglyenough,to myutter
astonishment
3 nodoubt
4 fortunately,thankgoodness
5 muchto myannoyance
LA]IGUAGEAilD PROI{UI{CIATIOTIIOTE.
l:,r,,rD|sCOURgE''liAn KEtr$:rttvHICH EXpt ESS
ATTITUDE
' Explaintostudentsthatthediscoursemarkersusually
comealihgbeginningof a sentencetorgignalthatwhat
youareaboutto sayis goingto besurprising,sincere,
etc.,buttheycanalsocomeattheendof a sentence,
or mid-sentence,betui€enrcommasilf theycomeat the
beginningofthesentence,theintonationendsona
rising:tsne,whereasat the end,lhgy',enawith a fatting
tOn:e.Expressiopg:whichindicates'urprise{add}y':enaugh,
surprisingly efiioAgltand to my utter astonishmi:::::::::::::::nt)
,:,.',Shouldbesporkenwith pteno,uncedstressandintonation,
to emphasisethesenseof surprise.
Exercise8 page5o
. Givestudentsa minuteto rememberthedetailsof an
argumenttheyhadorwitnessed.Putthemin pairsto
describeit.
. Aska fewstudentsto recounttheirpartner'sargument.
Remindthemthattheyneedto changesomeofthe
discourselinkersto thethirdperson,e.g.Muchto Tom's
annovonce...
56
)
Unit5.Battles

@,;;; .oJ,rtry
LESSOII SUllttARY O o *'r'r
Reading:anarticleabouttheSuffragettes
Listening:a songaboutfeminism
Speaking:discussingequalitybetweenmenandwomen
Topic:society
t Lessonoutcome
Askstudents:Whathaveyouleornedtodoy?andelicit:I can
talkaboutfamilydisputesandarguments.I canusediscourse
markersto expressmyattitude.
Flf.TInm Todo the lessonin 30 minutes,keepthe
lead-inbrief,limit thepreparationtimeand thenumberof
presentationsto theclassandsetthe VocobularyBuilder
exerciseashomework.
r Lead-in 2-3minutes
' Askif anyonecanexptaintheterm'civilrights'.lf not,give
a definition(therightsthateachpersonhasin society,
whatevertheirrace,genderor retigion).Putthemin pairs
andaskthemto brainstormwhattheserightsare(the
rightto food,education,work,freedomandfreedomof
expression/ speech,equalityin the [aw,votingrights).
Conductwholeclassfeedback.
Exercise1 page51
. Discussthequestionsasa classandelicittheirreactions.
Askwhethertheythinkthereshouldbea higherpercentage
ofwomenin power.Why/ whynot?Insomecountries,
likeSweden,thereisa minimumquotaofwoman's
representation.DotheVthinkthisis fair,or not?
KEY
-hegraphcomparesthepercentageofwomenin parliamentin
2007comparedwith1.997.
Exercise2 page51
r Studentscompletethetextindividuatty.Remindthemthat
thewordsthatfitthegapwitlbefunctionalwordsrather
thancontentwords.
KEY
1 Thegovernmentdidn'ttakeanynoticeofthem.
2 Theytook(non-violent)actionratherthanholdmeetings
andsendoetitions.
3 Deedsmeansthingsyoudo,soit meanstakingaction
ratherthanjustdiscussing,petitioning,etc.
4 Theyfettit wouldbetoodivisiveat a timewhenthecountry
shouldbehotdingtogetherin thefaceofwar.
5 Fromtheageof 21to 29 theycouldbecomean MPbut
weren'tallowedto vote.
r Focusonthesongtitle.Findoutwhattheclassknowabout
TheEurythmics(seenote).Askwhattheythinksisfersrefers
to in thecontextof lesson(womenfightingtogetherfora
cause).
. Studentsreadastheylistenorgetthemto singalongif
they'dtiketo.
KEY
Thetyricsdon'tsuggestthesongisanti-men.Themessage
ofthefinalverseisthatmendon'tneedto feelthreatenedas
womenaren't'layin'plansto takeoverandthatthereisstilla
roleforthembecause'a womanstilllovesa man.'
Theoverallmessageisthatwomenaremoreliberatedthan
thevwereandweshoutdcelebratethat.
GUTTUREI{OTE- THEEURYTHTIGS
Thisband,formedin 1980,consistedofAnnieLennox
,'.:andDaveStewiirt;Theymadeovertenalbumsandsold
S0 million records.Th!,15ongSisfersAl€loing lt For
Themselveswasrecordedasa duetwithAmericanR&B
musician,ArethaFranktin,andisfromthe hitalbumBe
YourselfTonight.
Exercise3 page51
o Studentsworkindividualtythencheckin pairs.Askthemto
usetheirownwordsratherthanrepeatthelanguageofthe
tEXI.
Transcript2.03
Now,therewasa timewhentheyusedto say
Thatbehindeverygreatman
Therehadto bea greatwoman.
Butinthesetimesofchange,
Youknowthatit'snolongertrue.
Sowe'recomin'outofthekitchen
'Causethere'ssomethin'weforgotto saytoyou.
Wesay,sistersaredoin'itforthemselves.
Stondin'ontheirowntuvofeet.
Andringin'ontheirownbells.
Sistersaredoin'itforthemselves.
Now,thisisa songto celebrate
Theconsciousliberationofthefemalestate.
Mothers,daughtersandtheirdaughterstoo.
Womantowoman,we'resingin'withyou.
Theinferiorsexhasgota newexterior
Wegotdoctors,lawyers,politicianstoo.
Everybody,takea lookaround.
Canyousee,canyousee,canyousee
There'sawomanrightnexttoyou?
Wesay,sistersoredoin'it for themselves.
Standin'ontheirowntuvofeet.
Andringin'ontheirownbells.
Sistersaredoin'it forthemselves.
KEY
1 the
2 them
J IOT
4 That
5 with
6to
7so
8to
9 were
10 when
11 out
12 that
13 to
14 under
15 woutd
unit5.Battles

Nowwe ain'tmakin'stories
Andwe ain'tlayin'plans
Don'tyou knowthat a manstiltlovesa woman,
Anda womanstiltlovesa man
Justthe samethough.
Oohooh ooh
Oohooh oohooh.
Sistersaredoingit forthemselves.
etc.
Exercise5 pagesr
o Gothroughthequestionsandtheideasinthebox.Youmay
needto explainthefollowing:
- Glassceiling- a situationwhereawoman'sprogress
in herjobistimited.Shecan'tgoanyfurtherbecause
shehitsa ceiling.Itiscalted'glassceiling'becausethe
timitationisnotapparent,i.e.it isnotwritteninthe
companypolicy.
- Positiveoction(orpositivediscrimination)- poticiesthat
encouragewomenor peoplefromracialminoritiesto
applyforjobsandpromotions.
- Maternityleave- thetimea womanhasofffromwork
beforeandafterhavinga baby.Formenit iscatted
paternityleave.
. Havea briefroundup,askingpairsto summarisetheir
thoughts.
i Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whotcanyoudo
now?andelicit:I canunderstondandreacttoanarticleobout
civilrightscampaignersando songaboutfeminism.
Witdtifewarrior
tEsSOl{ SUilIMARY o o {$::: :
Reading:an articleabouta naturalist;sentenceinsertion
Vocabulary:verb-nouncollocations
Speaking:discussionaboutvoyeuristicTV
Topic:natureandthe environment
Eitrt@ Todo the lessonin 30 minutes,askstudentsto
readthetextfor thefirsttimeat homeandsetthe Vocabulary
Builderexercisesfor homework.
. Tel[thestudentsthattheyaregoingto readabouta famous
Austratian.Putthemintopairsandaskthemto discusswhat
theyknowaboutAustralia,includinganythingspecificabout
theclimateandwitdtife.Conductclassfeedback.Askif anyof
thestudentswoutdliketo goto Austratiaandif so,why?
Exercise1 page52
o Focusonthephotograph.Students,in pairs,describewhat
is happeningandwhy.Theyshould'lookbehindthephoto'
andthinkof hismotives.Encouragethemto usespeculative
ranguage,
Exercise2 page52
. Studentsdiscussthequestionsin pairsthenconducta brief
ooenclassfeedback.
Exercise3 pagesz
. Givestudentsa time[imitoftwominutesto readthetext.
Checkanswers.
KEY
1 Hewasstungbya stingray.
2 Hebecamerichbecausevisitorscamein drovesto watch
himgetupcloseto dangerousanimals.
3 HetookovertheQueenslandReptileandFaunaPark.
Exercise4 page52
. Studentscomoletethetaskalone.Remindthemto lookout
forreferencewordssuchaspronouns,linkersanddefinite
articles.
KEY 1E 2A 3D 4H 5G 6B 7C
Exercise5 page52
. Studentsdotheexercisealoneandcontinuein oairs.
Encouragethemto answerin theirownwords.
KEY
1 Peopleweresurprisedbecauseit'sveryrareto bekilledby
a stingray.
2 Atthetimeheapologised,butlaterdefendedhisaction,
ctaimingthathewascompletelyin contro[.
3 ManyAustralianshadmixedfeelingsaboutlruinbecause
heportrayedan unsophisticatedimageofAustraliathat
theydidn'twantto beassociatedwith.
4 Somepeopleobjectedto theprogrammesbecausehetook
dangerousrisksin orderto satisfythepublic'sdesireto see
someoneputthemselvesin danger.
Exercise6 page52
. Studentscompletethecollocationsfrommemoryandthen
lookbackatthetextto check.
KEY
1 provoke
2 shakeoff
3 take
4 acquire
5 laughoff
6 pronounce
7 takeover
8 administer
9 cause
EXTRAACTIYITY- PREPOSTTIOI{5
Askfastfinisherstocompletethefollowingphraseswith
thecorectprepositionandthenchecktheiranswersin
thetext.
1' spiderscapable deliveringafatatbite
2 hewasintune hissurroundings
,,,1,.,rllhrink-,- thesun: 1':;',,;',," '
4 l'm fine_ that
5 Unprovokedattacksarevirtuallyunheard
6,::l:0neco,rnmentatorbtamedrhlb.:d€atlh:=___ the
demands....
7 hedevelopedit- atouristattraction
KEY
lof
2 :with
3.,.,i,flom
5of
4 with, , ,,
5on
7 into
ForfurtherpracticeofVerb-nouncollocotions,go to:
unit5.Battles

Exercise7 page52
o Studentsdotheexerciseindividualtvandcheckwitha
paftner.
KEY
1 Hehadan instinctiveunderstandingofthenaturallife
aroundhim.
2 Heknewhowto respondto anysituation.
3 lt mayhavebeenhisbetiefthatnothingcouldharmhim
thateventuallykilledhim.
4 Hehadspenttimewithanimatsfroma veryyoungage.
5 Heenioyedentertainingpeopleandit cameeasilyto him.
6 PeoplesaythatI'maddictedto thrill-seeking.
Exercise8 page52
o Circulateasstudentsdiscussthequestions.Attheend,find
outthrougha showof handswhetherthe maiorityadmire
Stevelrwinandapproveofthe programme.
r::lii.,l.
:::r::r,: . ,,...a''
r'',i:iiii.i:,
.,:.:lilllil
.
.:::aaa.
rrlli:::l.rrr-
t Lessonoutcome
now?andeticit:/ canunderstandanarticleabouta naturolist
anddiscussthe issuesroisedin it.
tEssot suMtARY o. a"ir
Grammar:elliosis
Reading:dialoguescontainingettipsis
Speaking:a dialoguecontainingetlipsis
f{milnm Todo the lessonin 30 minutes,setthe Grammar
Builderashomeworkandfor exercise5 askpairs to actout
theirdialoguesin tvvogroupsratherthan open closs.
+ Lead-in2-3minutes
r Writeonthe board:repeat.Elicitthe partof speech(verb)
andbuitdthewordfamilytogether(repetition,repetitive,
repetitively,repeated,repeatedly).Askstudentsto think
aboutthewaytheyuselanguageanddiscusswhether
repetitionis or isn'ta goodthing.
. Stopthe recordingafterI don'twantto andelicitthe missing
words(furnit ofi. PIaytherestofthe recording.Students
writetherestofthemissingwords.lf necessary,givethem
timeaftertherecordinghasendedto finishwriting.
Transcript2.04
Mum Harry,canyouturnoffthecomputernow,please?
Harry | don'twantto.
Mum Haveyoudoneyourhomeworkyet?
Harry No,I haven't.ButIwittwhenl'vefinishedthise-mail.
Fred HaveyoudrunkatttheCoke?
Lucy No,I haven't.
Fred Wet[,someonehas.Therewerea coupleofcansinthe
fridgethismorning.
Goandbuysomemore.
Whyshouldl?| boughtthelastlot!
Didyourememberto postthatletterforme?
Er...No,I forgot.
Oh,Sally!Youpromisedyouwould.
I knowI did.I'msorrv!
Lucy
Fred
Dad
Salty
Dad
Sally
ADDITIOTAISPEAKIilGACTIWTY5D
Discussion:SteveInvin
wuw.oup.corn/ett/teacher/solutions
Exercise2 page54
o EitherreadthroughtheLeornthislboxtogetheror ask
studentsto readit quietlyto themsetves.Or,forthesakeof
variety,askthemto workin pairsandreadtheinformation
aloudto eachother.
r Duringfeedbackpointoutthatdon'tlikefo means'think
it's betternotto', e.g.I don'tliketo disturbhim whenhe's
working.Thismeaningof likeisverydifferentfrom(don't)
like+ -ing,e.g.I don'tlikedoingcrosswords,whichmeansI
don'tenjoydoingcrosswords.
Ettipsis
KEY
1 'd loveto
2 didn'tmeanto
3 wantedto
4 intendto
5 hopeto
6 don'ttiketo
7 won'tbeableto
8 usedto
. Studentsdotheexercisealoneorwitha Dartner.
KEY
1 shouldn't
2 won't
3do
4 have
5 haven't
5 haven't
7 has
I wouldn'thave
9 like
Dad
Transcript2.0S
Dad You'renotgoingoutdressedlikethat!
Alice Whyshoutdn'tl?
Dad Becauseyou'llfreezetodeath.
Alice Iwon't!lt isn'tthatcotd.Andanywayallmyfriendsdress
likethis.
Maybetheydo,butI insistthatyouputonsomething
warmer.
Neil,wiltyoutidyupinthebathroom,please?
I have.
Youhaven't.You'veleftyourclothesina heaponthefloor.
SandraWho'spinchedmyhairdryer?
Cathy I haven't.MaybeElliehas.
SandraNo,shewouldn'thave.Sheneverusesone.
Cathy lfyoulike,youcanborrowmine.
Exercise4 page54
r Studentspreparetheirdialoguesin pairs.Goround
monitoring.Getthemto practisereadingthemaloud,
focusingonthepronunciation.
Mum
Neit
Mum
KEY
to turnit off
haven'tdoneit
wittdoit
haven'tdrunkit
hasdrunkit
forgotto postit
woutdpostit
didpromise
Forfurtherpracticeof Ellipsis,go to:
Unit5. Battles

Exercise5 page54
o Askasmanypairsaspossibleto actouttheirdialogues.
t Lessonoutcome
Askstudents:Whathaveyoulearned?Whatcanyoudo now?
andelicit:I canuseellipsisto avoidrepetition.
.--. _rir:::_i:l
Presentation
TESSON SUMMARY oo*r
FunctionalEnglish:changingthesubject,acknowledgingand
dismissinganopposingview
Listening:twopresentationsaboutpacifism
Speaking:givinga presentation
Topic:society
Ei@@ Todo the lessonin 30 minutes,limitthe
Dresentationsto fuvominutesandaskthestudentsto Dresentin
groupsratherthanto the wholeclass.
. Putthestudentsin pairsorsmallgroups.Askthemto think
aboutgovernmentspending.Whatdoesanygovernment
haveto spendmoneyon?Theyshouldbrainstormforabout
twominutes.Whentheyhavea listof ideas,askthemto put
themin orderof importance,intheiropinion.
,,,CUL?U'RE"'tOt E,-"'
"
RItO$S,,..'WANf S YOlI
POSTER
:Theposter,showing,LordKitihener,theSecreiaryof
State,foiWar,was'themostfamousimageusedinthe
recruitmentcampaignforWorldWar1.Thecampaign
'' resulted.inLherteguitmefltof,three,,millionvsluntgei5.,,' ..
.
::. t; ..
,'i
::,
l: '
Exercise1 page55
. Studentsdiscussthequestionsin pairs.Conducta class
feedbackandasksomeadditionalouestions:
- Areyousurprisedby theinformationin the chart?
- Explainthe backgroundto the poster(seeCulturenote)
andaskWhywasit so effective?(theimageof a pointing
fingerwhichseemsto foltowtheviewerastheymove
roundis powerful).
- Haveyouor wouldyoutakepartin an anti-warprotest?
Exercise2 page55 6d2.06,
. Gothroughthespeakingtip andclarifysomeofthe
vocabulary,e.g.acknowledge(recognisethatsomethingis
true)andcounter-argumenf(astatementwhichdisproves
the previousargument).
. Asthestudentslisten,suggestthattheytickthepointsin
the speakingtip boxif theadviceisfollowed,ratherthan
takingnotes.
o Conductthefeedbackin two stages:forquestion1, give
studentstimeto compareideaswitha partnerbefore
leadinga classfeedbackonquestion1 only.Thenelicitthe
argumentsandcounter-argumentsontotheboardandask
themto discussin pairswhichtheyfindmostpersuasive.
Transcriptz.o6
1 ThefirstthingI'dliketo sayisthatI don'tagreewiththe
statement.Um,I don'tthinkit'struethatpacifistsarecowards.
A cowardissomeonewhodoesn'thavethecourageto do
somethingthatotherpeoptearepreparedto do.A pacifist,onthe
otherhand,issomebodywhohasa strong- what'stheword?- a
strongreasonwhytheyarenotwillingto killotherpeople.lt is not
becausetheyareafraidorlackcourage.
Thereasonpacifistswillnotkittpeopteisoftenbecausetheyhave
a stronglyhetdretigiousbetief,notbecausetheyarefrightened
ofgettinghurt.OneoftheTen,um...er...intheBible- orders
fromGod- ifyouunderstandwhatlmean- is'Youmustn'tkilt'
andsomepeoplebetievethatit isalwayswrongto ki[[,um,in any
circumstances.Inmyview,if a betieftikethatisgenuineand,er,
sincere,thenweshoutdrespectit andnotforcepeopleto fight.
Otherpeoplearepacifistsbecausetheysimptybetievethatit is
alwayspossibteto findnon-violentsolutionsto disputesbetween
nations.Theyarguethatpoliticiansdonotmakeenougheffortto
resolvetheirdifferencespeacefully,throughtheUnitedNations,
forexample.l agreewiththisview.
Letmesee...Uh,now,asfarastheargumentsagainstpacifism
areconcerned,it issometimesarguedthatcitizenshavea duty
to protecttheircountryandtheirfellowcitizensfromother
countrieswhowantto attackthem.However.asI saideartier.
governmentswouldneverhaveto asktheircitizensto goto warif
theythemsetvesmadea biggereffortto findpeacefuIsolutionsto
disputes,sowecandismissthisargumentoutofhand.
Tosummarisethen,I don'tbelievepacifistsarecowards.Onthe
contrary,I thinkit musttakeanenormousamountof courageto
refuseto fightwheneveryoneelsewantsto gotowar.
2 Um,right.Wett,um...FirstofaltI'mgoingto statemyown
opinion:I agreethatto bea pacifististo bea cowardandI don't
believethereareanyvalidreasonsforrefusingtofightforyour
country.Um...WhydoI betievethat?| think- um,therearea
numberofreasons.Firstly,wedonotliveina perfectworld.lt
wouldbeniceifeveryonelivedin peace.Butthatisnota realistic
view.Somepotiticalleadersarereallyevilandactuatlywantto
gotowar.Tatkingto themwon'tstopthem.Theonlywayto stop
themisto defendoursetves,andthatunfortunatelymeanskilling
peopte.Ithinkit ispeoplewhorefuseto fightina wartikethat
are,um...I don'tknowtheword.... Anyway,Ithinktheyare
cowards.
Movingonto mysecondargument,um,whatwoulda pacifistdo
if somebodyattackeda memberoftheirfamity?Whatiftheonly
wayof preventingtheattackwasto hurttheattacker,andpossibly
kitlhim?| thinkit wouldbecowardlynotto defendthatperson.
Thereissomemeritintheargumentputforwardbypacifiststhat
attowingsomebodyto killsomeoneelseisasnotasbadaskilting
someoneyourself,butinthecircumstancesI'vejustouttined,I
don'tthinkthisargumentholdswater.
I'dliketo conctudebysayingthatIthinktheargumentsinfavour
ofthestatementarestrongerthanthoseagainst,andto reiterate
thepointI madeatthestart,thattherearen'tanyvalidreasonsfor
refusingto fightforyourcountry.
Exercise3 page5s f) 2.06
o Beforeptayingthe recording,readthroughthe phrasesin
the box.Askstudentsto giveexamplesentencescontaining
someofthephrases.
. Studentswill needto writethe phrasesfromthe recording
ona separatepieceof paper.
r Witha weakerclass,writetheanswersin gappedformonthe
board.Studentscopythemandcompletethemastheylisten.
g Unit5.Batttes

KEY
1 Eradicating
2 todefend
3 Having
4 to spend
5 Toomuch
6 weredestroyed
KEY
i Asfarastheargumentsagainstpacifismareconcerned
2 Movingontomysecondargument
3 lt is sometimesarguedthat
4 Thereis somemeritin theargumentputforwardbypacifists
5 wecandismissthisargumentoutof hand
5 | don'tthinkthisargumentholdswater
7 asI saidearlier
8 to reiteratethe oointI madeat thestart
Exercise4 page5s
. Dothefirstexampletogether,thenstudentscontinue
individuattyorwitha partner.
Exercise7 page55
o Studentsrehearsetheirpresentationin theirpairsbefore
presentingto thewholectass.
I Lessonoutcome
Askstudents:Whathaveyouleqrnedtoday?Whatcanyoudo
now?andelicit:/ cangiveapresentationonasubjectrelatedto
war.I canusephrasesin a presentationto changethesubject,
acknowledgeanddismissan opposingviewandreferto
something said earlier.
tEssoil suillMARY o.. ."ji
Writing:analysingthestyleofanarticle
Vocabutary:adiectivesandnounsto describepeople
Speaking:describingadmirablequalities
Topic:peopte
EIOI@ Todo the lessonin 30 minutes,keepthe lead-
in brief andsetthe VocabularyBuilderashomeworkas
homework.
@ffiffiipf,@ Todo the writing analysisand writing
taskin one45-minutelesson,keepthe lead-into the writing
analysisbrief,do exercises1-3 quicklyosa wholeclassand
skip the VocabularyBuilderexercise.ln the writing tasklesson
skip the lead-inond the GrammarBuilderexerciseandset
exercises7 and 8 ashomework.
r Forthiswritinglesson,thestudentsneedto focuson
people'sbestqualities.Putthemin smallgroupsandask
themto brainstormgoodqualitiesa personmayshow,e.g.
kindness,tolerance.Theyshouldwritetheiranswersdown
tegibty.After1-2 minutes,invitestudentsto getup and
walkaroundandlookat others'tists,takingnoteof any
unknownvocabulary.Ina wholeclassfeedbacksessionthey
mayaskthe meaningsof thesewords.Youcouldalsoask
whichof thesegualitiestheyfeelarethemostimportant.
Exercise1 page56
r Studentsanswerthequestionwitha partner.Conducta
brieffeedback.
KEY
Thefirstpartofthequotationsuggestswe loveto beadmired
sowe lovethepeoplewhoadmireus.Thesecondpart
suggeststhatthefeelingsof admirationandlovearevery
differentandnotnecessarilycompatible.Forexample,we
mayadmiresomeonefortheirsuccess,butdon'tlovethem
becauseoftheirruthlessness.Orlookedat anotherway,we
maybetoofamiliarwiththepeoplewe loveto admirethem,
andmaytaketheiradmirablequalitiesforgranted.Wemay
evenbejealousof the peopleweadmire.
Exercise5 page55
. Studentsdotheexercisein oairs.
KEY 1b 2a 3c 4a 5c 6b
Exercise6 page55
. Circulateandmonitorasstudentsbrainstorm,feedingin
ideasif necessary.(Seekey.)
KEY
Possiblearguments
a
Pros
f NationalServicewerecompulsory,countrieswouldbebetter
creparedforemergencies.
NationalServiceteachesimportantskillssuchasleadership
skilts,teamworkandself-discipline.
Cons
f peopleareforcedto do NationalServicetheywon'tbe
committed,it hasto bevoluntary.
Thereis noneedforNationaIServicein countriesthatarenot
liketyto goto warin the nearfuture.
b
Pros
Weshouldreducemilitaryspendingbecausesendingintroops
towin unwinnablewarsin othercountriesisa wasteof money.
Moneyshouldbespentonhelpinglocalsinwarzonesto look
afterthemselves- theyarebetterat it.
Cons
Themilitaryneedmoremoney.Atthemomentequipmentis
poorandsalarieslow.
Themilitaryhasotherbenefits:Militaryanddefence
industriesbenefittheeconomy,manyadvancesin scienceand
technotogyaremadebypeopteworkingin thedefencesector.
c
Pros
America'sforeignpolicy,particulartyin lraq,is highly
provocative.
TheUSAhasbeentoowitlingto ignoretheUN,e.g.waron
lraq/ bombingLibya.
Cons
Fundamentalistsandextremistsposethebiggestthreatto
worldpeace.
TheUSAdoesn'tthreatenpeace;it keepsworldpeace.
Article:describing
person
Unit5. Battles

Exercise2 page56
e Studentsreadthewritingtip anddiscussthequestionsin
Pairs.
KEY
Readersoftheschoolmagazine
Toinform
A combinationof formalandchattv
Exercise3 page56
o Discussthequestionin openclass.Aska fewstudentsto
tellyouwhichtheytikebestandwhy.
KEY
Cworksleastwell.Thefirstsentencerepeatsthewordingin
theinstructionsforthetaskandthesecondsentencerepeats
thewordingandmeaningofthefirstsentence.Thereforeit is
mechanicalandunengaging.
Exercise4 page56
r Studentsidentifythefeatureindividuallythencomparetheir
answerswitha partnerbeforeclassfeedback.
KEY
1 lfyouwereto meethim,youwouldn'tbelieve...
2 What'shereallylikeasa person...?
3 a Topofthe tistcomes...,threeyearsshortof a hundred...,
ontop ofthat,...altthiswaslongbeforeIwasbornof
course,...ln theyearsI haveknownhim,...He'soneof the
wisestandmosttolerantpeopleI know,andI'mverylucky
to havehimasmygreat-grandfather
b ifyouwereto meethim...,Throughouthislonglifehehas
battledagainstadversity...,notonlywashebadlyinjured,
buthewasalsocaptured...However,thebusinessraninto
difficutties...
Exercise5 page56
. In pairs,studentschoosethebesttitte.Askthemto think
aboutwhyit'sbetterthantheothers.
KEY
3 'Battlingagainstadversity'isdeeper,moremeaningfuland
morelikelyto beinterestingto theaudiencethantheother
titles.
Exercise6 pages6
. Studentsdotheexercisealone.
KEY
Twonounsin the box:courageanddetermination
Threeadjectivesformedfromnounsin thebox:tolerant,wise
andwitty
Exercise7 pages6
o Studentscompletetheactivityaloneor in pairswiththe
helpof a dictionaryif necessary.
. Checkstudentsunderstandthetrickierwordsbyaskingfor
a synonymforIikeable(amiable),selfless(altruistic),faithful
(loyal),pIeosant (charming).
KEY
altruistic,amiable,charming,courageous,determined,
devoted,generous,honest,intelligent,loyal,patient,reliable,
sensitive,sincere,trustworthy
Exercise8 pages6
. Suggeststudentschoosefromtherealmof political
campaigners,politicians,sportspeople,authors,actors,
etc.Aska fewpairsto presenttheirideasto theclass.
HappyWordFamilies
Game
Language:wordformationusingsuffixes(VB5.3and5.4)
. Dividestudentsintogroupsof 3-4. Tellthemtheyare
goingto playa game,basedona traditionalgame,which
in Britainis ca[]ed'HappyFamilies'.Theaimofthegameis
to collectwordfamilies,whicharethenplacedonthetable.
Thefirstpersonto haveplacedalltheircardsonthetableis
thewinner.
. Givethecardsto onestudentin eachgroupandask
themto dealthemoutto the playersin thatgroup.Now,
demonstratewithonegroup.Playeronelooksat hiscards
anddecideswhichwordfamityhewitttryto collect,e.g.He
hasthewords'possess'and'possession'soheneedsthe
adjective'possessive'tocompletethefamity.Hemakesa
sentencecontainingthewordhewantsandsaysit to the
playerof hischoice,emphasisingthekeyword,e.g.Marius
is veryPOSSESSIVEabouthis laptop.lf thatplayerhasthe
card,hemusthandit over.lf hedoesn'thaveit, hesays
'Sorry,I don'thavethatcard.'Thenthenextplayerhashis
turn.Playcontinuesuntilthereisa winner.
o Witha weakerclass,this couldbe playedin groupsof 5-8
withteamsoftwostudentsinsteadof individualplayers.
t Lessonoutcome
Askstudents:Whathoveyoulearnedtoday?Whatcanyou
do now?andelicit:I conwritean effectivetitleandopening
Iinefor an article.I canselecta suitablestyleaccordingto the
targetaudienceandpurposeof anarticle.I canusea rangeof
adjectivesandnounsto talkabouta personI admire.
Forfurtherpracticeof Wordformation(1),go to:
Unit5. Batttes

Forfurtherpracticeof Linkers(1),go to:
person
Article:describing
LESSOlI SUMMARY O'&:
Writing:an articleaboutsomeonestudentsadmire
Language:linkersforaddition
Topic:people
FlfdilnFf Todo the lessonin 30 minutes,keepthe lead-n
criefandsetexercises7 andBashomework.
. Putthestudentsin sma[[groups.Askthemto thinkabout
challengespeoptemayhaveintheirlivese.g.bereavement,
disability.Givethem2-3 minutesto thinkaboutchallenging
circumstancesandwritea list.Then,asa wholectasselicit
ideasandbuitda listontheboard.
CUTTUREIIOTES. BEETHOVETIAl{Dl{ELsOil
TAIIDETA
LudwigvanBeelhoven(barn7770,died1827)wasa
Gennari€om,Pgse,r:rHelivedin Viennafor mqst.qlhislife.
His fifth and.i11611i,5ymphonies areverywe,[l,.known,as
arethe'moontight'and'pathetique'sonatas.Hestarted
to godeafin histwentiesandbecametotallydieafbut
continuedto composeandconductmusic.
NelsonRolihlahlaMandelawasbornin SouthAfricain
Juty1918.Hewasananti-apartheidactivistcampaigning
forracialequality.Hewasthe leaderoftheAfrican
NationalCongressandspent27 yearsin prisonforhis
beliefsandactivities.Hebecamethe firstPresidentof
SouthAfricatq be electedin democraticelectio,ns.ln
1993hereceivedtheNobelPeacePrize.
EmmelinePankhurst- seeStudent'sBookpage51.
Exercise1 pase57
. Studentsdiscusstheouestionsin oairsbeforectassfeedback.
KEY
1 Beethovenwasoneofthemosthightyacclaimedcomposers
ofal[time.Hemanagedto achievethisdespitebeingdeaf.
2 NelsonMandelawasthefirstPresidentof SouthAfrica
to bevotedin a democraticelectionanda winnerofthe
NobelPeacePrize.Hehadto serve27 yearsin prisonforhis
refusalto giveup hisbetiefs.
3 EmmelinePankurstplayeda crucialrolein bringing
thewomen'srightto voteto Britain.Inherfightforthe
suffragettecauseshehadto endureprisonsentences,
hungerstrikesandforcefeeding.
Exercise2 page57
o Studentsdotheexerciseindividuatly.
. Youcouldatsoaskstudentsto tellyouwhichoneofthe
[inkerswouldontybeusedin aninformalcontext.(ptus)
KEY
:urthermoreandmoreoverareonlvusedinaformalcontext.
besides 3 ontopof that
Exercise3 page57
o Studentsworkindividualtythencheckanswersin pairs
. Pointoutthatwhenthelinkersconsistingof preposition+
nounor preposition+ gerunde.g.Aswellos...areplacedat
thebeginningof a sentencetheyarefollowedbya comma.
KEY
1 Besidesbeingverydetermined,Wendyisveryambitious.
2 HenrytravelleduptheAmazonatongwithsomeof hisfriends.
3 Liamisa finepainteranda goodpianistto boot.
4 Mymumhasa full-timejobaswetlasdoingallthehousework.
5 Inadditionto a greatsenseof humour,Jakehasa greatdeal
of charm.
6 Mygrandmotherlookedafterfivechildrenaswellasher
ownsickmother.
7 Apartfroma flatin London,Peteownsa houseinthecountry.
Exercise4 page57
. Studentsreadthetaskandmakenotesindividualty.lfthey
chooseto writeabouta publicfigure,theymaywishto
researchsomeinformationontheInternet.Theycouldeither
dothisduringthelessoniffacilitiesareavaitable,ordo it
at homeandwritetheessayforhomeworkortheycouldbe
askedto dosomeresearchbeforethelesson.
r Tellthemtheirnotesneedto betegibtebecausetheir
partnerwillneedto readthem.
Exercise5 page57
e Circulateandmonitorto checkstudentsarefollowingthe
procedurecorrectty.
Exercise6 page57
o Encouragestudentstohelptheirpartnerthinkofa good
titte.lftheycan'tthinkof a tittetheyaresatisfiedwith,they
cancomebackto it attheendof thefirstdraft.
Exercises7 and8 page57
. Studentswritetheirfirstdraft.After15-20 minutesask
themto checktheircompositionsagainstthechecklist.
o Youcouldaskstudentsto writea finaIdraftat homeandto
bringin a photooftheperson.Thearticlescoutdthenbe
displayedaroundtheclassroomtogetherwiththephotos,
forotherstudentsto read.
O.PIfO,l{At WRlTlt{G ACTIVI?Y 5G,,,
Profileof a person
www.oup.com/eltiteacherisolutions
t Lessonoutcome
Askstudents:Whothaveyoulearnedtodoy?Whatcanyoudo
now?andeticit:/ conwriteanarticledescribinga person
I admire.I canorganisemywriting usinglinkersfor addition.
What'smore 4 Notonly...butalso
Unit5. Battles

TOP|Caa*,:i:
Peopte
t Lead-in page58 2minutes
o Write:a quarrelonthe board.Askthestudentsto provideas
manysynonymsaspossible.Elicit:argument,disagreement,
fight, misunderstanding, raw, controversy, confIict. Ask
thestudentsto explainwhicharethestrongestandmost
:ssrpccirrp
Exercise 1 page58 3minutes
. Referthestudentsto task1.Askthemto discussthe
questionsin pairs.Thenask2-3 i,ndividualstudentsto
reporttheirpartner'sanswers.
r Asa ctass,discussthecommonestcausesof aggressive
behaviour.
ExerCise2 page58 1ominutes
r Focusthestudentsonthetaskbyaskingoneofthemto
readouttheinstructions-
o In a weakerclasspre-teach:roadrage,to suppress,
internalisedanger,
. Te['lthestudentsto workin pairsandto thinkabouttheir
answerto thequestion.Ask2-3 strongstudentsto present
theiranswer.
o Askthestudentsto discussthe questionsin pairs.Havean
open-classfeedbacksession.
Tetlthe studentsto dothetaskindividuatly.Suggestthey
shoutdstartwith readingthe textignoringthe gapsto grasp
thegeneratsense.Remindthemto readthewholetext
againwhenallthegapshavebeenfilledto makesureit is
logicalandgrammaticallycorrect.Allowfiveminutes.
ln a weakerctass,pre-teachencroachment,inhibit.
Fastfinishersunderlinethe foltowingwordsandlook
forsynonymsthatwouldfit in the text:friction(conflict),
cancerns (worries),fatigue (tiredness),distractions
(disturbances),predictor (forecaster, indicator)
Checktheanswersasa class.
KEY
1D 28 3A 4C 5A 6D 7C 8B 9A 10D
ExefCiSe5 pagess 5minutes
o Askstudentsto discussthequestionin pairs.
f:t::;;:..
$*liii, ,
Exercise6 page58 15minutes$ z.oz
Teltthestudentsto readtheinstructionsandthetaskon
theirown.
Playthe recordingonce,stopfora shortwhite,thenplay
again.
Ina strongerclass,ptaythe recordingstraightthroughtwice.
Checkasa class.
(EY 1T 2T 3T 4T 5F 6F 7F
Transcript2.02
1066isprobablythemostfa,mousdateinEnglishhistory.lf
youaskanyonein Britainwhathappenedinthatyear,theywill
atmostinvariablyanswer'TheBattteof Hastings'.Theeventsof
thatmomentousyearhavealmostbecomepartofournational
consciousness.Whyisthatso?
Everychildin BritainlearnsabouttheBattteofHastingsin history
tessons,butthatcannotaccountforit.Theyalsolearnaboutother
notabledatesin Englishhistory,butforsomereason1066isthe
onedatethatsticksin almostevervone'smind.Therearetwo
morelikelyreasonsforthisphenomenon.
Firstty,theConquestof 1066isthelasttimethata foreignpower
hassucceededinconqueringandoccupyingBritain.Thisis
undoubtedlya sourceofprideto Britishpeople,atthougharguably
theEnglishChannelhasplayeda moreimportantrolethanBritish
militarymightin keepingussafefrominvadingarmies.
ThesecondreasonisthattheBattteof Hastingschangedthe
courseof Britishhistoryina waythatnoothersinglebattlehas
done.Priorto thatdate,BritainwasrutedbyAnglo-Saxons,people
whoseancestorshadcorneto BritainfromNorthernGermanyfive
centuriesearlier.TheyspokeanearlyformofEngtishandhadtheir
ownsophisticatedformofgovernment.TheinvadingNormans
broughtwiththemtheirownculture,a newsystemof government,
andaboveall,theirowntanguage:French.Formanydecadesafter
1066,Angto-Saxonswereexctudedfromgovernmentandpositions
ofpowerandauthority,andin effectbecamesecond-ctass
citizensintheirowncountry.Englishremainedthe[anguageofthe
commonpeople,butitwouldtakethreehundredyearsforEnglish
onceagainto establishitsetfasthelanguageofgovernment.
Britishpeoplearenotoriouslyignorantaboutmanyaspectsof
theirownhistory,but1056istheonedateyoucanbesurethe
vastmaiorityofthepoputationknow,
t Lessonoutcome
Askstudents:Whathaveyoulearned/ practisedtodayTand
elicit:I havelearnedaboutthe BattleofHastings.I have
prepareda discussiontask.I havepractisedvocabularyand
grammarthroughmultiple-choicegappedtext.
I havepractiseda True/ Falselisteningtask.
I
a
a
a
Getreadvforyourexam5

T IICTUDES O
"byoonynlsofpitidi!l,!,'itptessionsfuiplans',a,r!dpredictions
Lookingintothefuture
tE55()1{ SUilMARY O O. ii,
Vocabulary:expressionsfor plansand predictions,synonymsfor
predict
Listening:six peoptetalkingabouttheirfuture;listeningfor gist
andsoecificinformation
Speaking:tatkingaboutthe future;expressingdoubtand
uncertainty
Topic:people,work
EIQI@ Todothelessonin 30minutes,keepthelead-in
briefandsettheGrammarBuilderexercisesashomework.
+ Lead-in 2-3 minutes
o Thetitleofthisunitis'Dreams'.Elicitthetwomeanings
oftheword'dreams';dreamswehavewhensleepingand
dreamsforthefuture(hopesorambitions).Putthestudents
inoairs.Askthemtoshareanvdreamsofeitherkind.
Exercise1 page59
. Usethe phototo pre-teachclairvoyantandfortune-teller.
. Givethestudentstwoorthreeminutesto discussthe
questionsbeforeholdinga classfeedback.
Forfurtherpracticeof Synonymsof predictgo to:
. Tellstudentstheyaregoingto listento sixteenagerstatking
abouttheirfuture.Pauseaftereachsoeakerto allowstudents
to takebriefnotesonwhichto basetheirdiscussions.
. Inopenclassaskstudentsto explaintheiranswers.
Transcript2.08
Speaker1 WheredoI seemyselfintenyears'time?lt'sdifficutt
tosayreatly.I'mnotparticutarlyambitious.Actually,Ithinkit's
liketythatI'llbemarriedwitha coupleofchildren.I don'tseewhy
I shouldn'thavea iob,too- thoughit maybedifficuttwhitethe
childrenareyoung.I canseemyselfworkingpart-time,maybean
office.jobofsomesort.ButI don'tmindif I don'tgostraightintoa
job- | canconcentrateonmycareerlater.
Speaker2 | studymusicatschool- whichismainlystudying
classicaIcomposersandmusictheory.ButI alsoplaytheguitar
athomeandmeandmyfriendshavegota band,I'mdetermined
tocontinuewiththat- evenif I goto university- andtryto make
a careerofit.Youknow,writesongsandtryto geta recording
contract.lt'snotoriouslydifficuttto succeedinthemusicbusiness,
butl'ltgiveiteverythingI'vegot.I'mfairlyconfidentofmy
abitities,soIthinkI'ltsucceed.Butit maytakelongerthanten
yearsto realisemydream.
Speaker3 I'mgoingto universityto studylaw- atleastthat's
whatI'vesetmysightson.Butit dependshowwellI doin my
schoot-leavingexams- I'mnotsuremygradeswillbegood
enough.lt'sreatlydifficutttogeta placeatuniversitytostudy[aw,
sowe'llsee.ButassumingthatI futfitmyambitionandbecomea
lawyer,intenyearsfromnowI guessI'llbeworkinginsomelaw
firmorother,possibtyhere,butmorelikelyin London.lf myplans
cometo nothing,I don'tknowwhatI'ttdo.I supposel'l[haveto
reapplyto universityto studysomethingetse.
eo._qttef:arg{riient. reportingverb! " r,r
gsaan:.ille,iqfq1sr phrasalverbsrpartlclesandtheirmea:nings
ambition5. talkingaboutsleepandd?eams.
{1re:
Ffoty
pnges47-54
Speaker4 |wantto leaveschoolasquicklyaspossibleand
startearningmoney.Myparentsaren'tverywelloff,soI don't
wantto relyonthemforlongerthanI haveto.I'dtiketo getajob
somewhereroundhere- somethinginvolvingcomputerswouldbe
good.ButI needto getgoodgradesin myschool-leavingexams
first,sol'mnotpinningmyhopesonit.Buthopefutty,intenyears,
I'tthavea steadyjobsomewhereroundhere.TheotherthingI'm
reallykeento doisplayfootbattforthelocatteam.lt'siusta small
amateurctub,butthey'reprettygood.I ptayfortheschoolteam
now,sothere'sa reasonablechancethatl'llachievemygoal.
Speaker5 I'dtiketo goto university,butI haven'tmademymind
upyetaboutwhatI'dliketo study.I'mquitegoodatsciencesoI
mightwelldobiologyorchemistry.Thenagain,l'mreatlyinterestedin
historytoo,sothat'sanotherpossibility.AnywayI hopeIsucceedin
gettinga placeatcoltegetostudysomething.Icouldgoina number
ofdirectionsafterthat.I'vethoughtaboutteaching,soI maywork
towardsthat,butI'mnotsure.I'dtiketogetmaniedandstartafamity
atsomepoint,butI doubtif I'tlbemarriedwithkidstenyearsfrom
now.No,I don'treallyseethathappeningintheforeseeablefuture!
Speaker6 Intenyears?I'mseventeennow,sothat'saboutfour
yearsafterI leaveuniversity.I cancertainlytelIyouwhereI'dIike
to be,thoughI'mnotcountingonit.I'dliketo beworkingfora
charityina developingcountry,maybeinAsiaorAfrica,onan
environmentaIorhumanitarianproject.Theprobtemisthatjobs
tikethisarereallyhardto comeby.Vacanciesdon'tcomeupa[[
thatoftenandtherearealwaystoadsofapplicants,somealready
withlotsofexperience.Soin orderto improvemychancesof
landinga iob,I'mgoingto spendmygapyeardoingvoluntarywork
inGambia,thenI'mgoingto apptyforcoursesindevelopment
studiesandeconomicsatco[[ege.Hopefuttythat'lgivemea head
startandl'ltbeina betterpositionto applyfora ioboverseas.
Exercise3 page5e 6) 2.08
e Tellstudentstheycanfindsometheanswersin thewordlist
atthe backoftheWorkbook.Theresttheycompleteby
instinctor memory.Playtherecordingforthemto check.
KEY
1 tikety
2 mysetf
3 sights
4 counting
5 futfilsp
6 come
7 determiped
8 everything
9 realise
10 hopes
11 goat
12 succeed
13 work
14 foreseeable
15 position
Exercise4 page59
. Givestudentsa minuteortwoto makebriefnotes.
. Askhst finishercto makefurtherpredictions:Whatkindofmusic
willtheylistento?Whatwilltheydoin theirfteetime?Whatkindof
filmswilltheybeinto?Whatsortoffoodwiiltheylike?
Exercise5 page59
. Studentsmakepredictionsabouttheirpartner'sfutureusing
theheadingsin exercise4.Atthisstagetheydon'tlookat
theirpartner'snotes.Thepartnerdoesn'tconfirmor deny
the predictions.(Theywiltdothisin exercise6.)
r Askwhichfutureformstheywillneedto use.(m//,future
continuous,futureperfect).
Forfurtherpracticeof Talkingaboutthefuturego to:
Unit6. Dreams

Exercise6 page59
r Askstudqntsto exchangenotesandaskquestionsabout
the predictions.Youcouldaskthemto asktwoquestions
foreachheading.Makesurestudentsunderstandthat
theyhaveto writetheirownanswersto theirownnotes.
Alternatively,youcouldaskstudentsto writetheanswersto
theirpartner'squestionsnextto theirpartner'snotes.
Exercise7 pase59
r Askindividualstudentsto readoutthreeofthe expressions
each.Givethema minuteto prepareto presenttheirideas.
Exercise8 page59
e Askstudentsto pairupwitha differentpartnerto tatkabout
theirfuture.Encouragethemto usetheexpressionsfromthe
boxthattheyarelessfamiliarwith.Monitortheconversationsas
theyspeak.Attheendhavea classfeedback,askingstudents
to repoftbackoneortwosentencesabouttheirpartner,e.g.
Magdalenothinksift unlikelythatshe'llworkobrood.Shesays
ifs anyone'sguesswhetherornotshe'llbemarriedbythen.
+ Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudonow?
andelicit:I canspeculateandmakepredictionsaboutthefuture.
tEssoil suililARY o. a &
Grammar:phrasalverbparticlesandtheirmeanings
Reading:anarticleabout.thepurposeof dreams
Speaking:discussionaboutdreams
Topic:people
EiUt@ Todothelessonin 30minutes,keepthelead-in
briefandsettheGrammsrBuilderoshomework.
t Lead-in3-4minutes
o Writeonthe board:a doydream,a nightmare,a recurring
dream.Askthestudentsin pairsto writea definitionfor
eachof theselexicalitems.Regroupthemin differentpairs
to comparetheirdefinitionsanddiscusswhethertheyhave
experiencedanyof thesedifferenttypesof dreams.
Exercise1 page6o
r Studentsdiscussthequestionsin pairsbeforeclassfeedback.
Exercise2 page5o
. Beginbyaskingstudentswhytheythinkwedream.Then
askthemto readthroughthetextignoringthegapsandsee
if anyoftheirideasarementioned.
o Aswithmuttiptechoicereadingcomprehensionquestions,
suggestthatstudentstryto answerwithoutlookingatthe
optionsfirstandthenseeif theiranswerisgivenasanoption.
Exercise3 page6,06) 2.09
o Stopthe recordingaftereachspeakerto letstudentsnote
downtheiranswers.Letstudentscomparetheiranswersin
pairsbeforeclassfeedback.
KEY
1 lt wasbasedon a storythatwasreadto her.
2 Hehasto convincehimselfthathecanfly.
3 Shethinksit'sa wayforthe mindto beableto dealwith
informationoverload.
Transcript2.09
Speaker1 - Belinda I thinkdreamsarereallyinteresting.WhenI
waslittteI usedto havea recurringdreamwhichwasactuallymore
ofa nightmareIthink,um,becauseitwasrelatedto a fairystory
thatI usedto read,orusedto havereadto me,about,umthree
tittlepigswhobuiltdifferenthouses,outofdifferentmaterials,
andthestrawhousewastheonethatthewolfwouldcometo
blowdown,andin mydreamIwouldbeinthisstrawhouseandI
thinkI rememberthewolfcomingupto thehousebutiustbefore
anythingreallyawfulhappenedIwouldalwayswakeup.Ithink-
I'mnotreallysurewhetherthismeansanything,I'venevertriedto
workoutwhatit means,andthoughI'mnotreallysureingeneral
ifdreamsareactuallysignificant,butI rememberbeingscaredout
ofmywitsbythisparticulardream.
Speaker2 - Harry I'ma lightsleeper,whichmeansthatItendto
dreama lot,Ithink.I dohaveoneortworecurringdreamswhich
stayvividtyin mymemory.Onerecurringdreamisa flyingdream
- actually,I haven'thadthisdreamfora whilenow.lt usualty
goeslikethis.I ambeingchased,usuallybytwomen,andthey
areaboutto grabholdofme.I breakintoa run,goingfasterand
faster,andthenlthrowmyselfforurrardandltakeoff.ButthenI
think,no,I can'tfly,ofcourseI can't- andI tookdownandstart
sinkingdownagaintowardsthegroundwheremypursuersare
lookingupatmeandwaiting.Soinorderto carryonflying,I have
to believeI canfly.SoItryto riseupagainandit'srealtyscary.
ButI knowthatI haveto getovermyfearin orderto beableto do
it,andgradualtyI calmdown.Afterawhile,I startto reatlyenjoy
it.Inonedream| flewallovermyhometown,Edinburgh.I circled
roundthecastle,swoopedovertheoldtownwhereI usedto live
- | couldseeeverythingsoclearly- thestreets,thepeople,the
cars,andtheseasparklinginthedistance.ltwasfantastic,andI
stillrememberit allsoclearty.
Speaker3 - ChristineUm,IoftendreamandIoftenremember
mydreams,andI havetoconfessthatIama personwholikesto
tetlotherpeopleaboutmydreams,um,I'mprobablylessinterested
inhearingabouttheirs,butneverthelessIthinkit'squiteamusing
sometimesto recountthedreamoratleasttogooverthedream
inyourownhead,andsometimesduringthedayIcanhavetotally
forgottenwhatI'vedreamedandthensuddenlysomethingwitttrigger
a memoryandIwillrecalta dreamthatI'vehad.Mosttymydreams
arejusta rehashofeventsoftheday,comingbackinmuddtedform.
Ithinkit'sawayforthemindtocopewitha lotofsurptusinformation
thatyoumightreceiveduringtheday,andsomehowthatinformation
hastobeprocessedand,whetherthat'sconsciousorunconscious,
Ithinkitdefinitetycomesbackduringthenightinyourdreams.But
Idon'tthinkthere'sanypointreallyintryingtointerpretparticular
dreams- youcouldattachanynumberofmeaningsto mostdreams.
Exercise4 page6o
Exptainto studentsthatthe particlesof phrasalverbshave
basicmeaningsanda knowledgeofthesecanhelpthem
guessthe meaningof newphrasaIverbstheycomeacross.
Letthemstudythe Learnthis!boxon theirown.
Youmayneedto explainthemeaningofjot down(note
down),makeoffwith(stealsomethingand hurryawaywith
it),droneon (talkboringlyandat length- literally,to make
a continuouslownoiselikea bee,ortraffic),pickon (treat
someoneunfairlyoftenbecausetheyarevulnerablein some
way),makeouf (distinguish),pop over(visitquickly).
KEY
1 wondered
2 serve
3 state
4 unravelling
5 single
6 activity
7 while
8 somehow
9 which
a
I
Themeaningof
66 ) Unit6.Dreams

a
a
Witha strongerclassaskstudentsto thinkof otherphrasal
verbswheretheparticlehasthismeaninge.g,back7 say
sthback,2 go back(ourfriendshipgoesback...)down7
notedown,tokedown,2 cutdown.
Studentsdotheexerciseatonethencheckin oairs.
Whenyougooverthesentencesaskstudentsto guessthe
meaningof rehash(arearrangementofthesameideasin a
differentorder).
Exercise2 page6t
o Studentscanworkaloneorin pairs.
KEY
1 way
2 what
3 further
4 like
5in
5 on / about
7by
8 every
9in
10 over
XEY
:. up (1)
2 out (2)
3 off (1)
4 on (1)
5 down(2)
6 back(1)
7 over(2)
Exercise3 pase61
o Studentsdotheexerciseindividuallyandcompareanswers
beforeclassfeedback-
Exercise4 page61
. Studentscompletetheexercisealone.
Exercise5 page6o
. Circulateandmonitorasstudentsdiscusstheouestions.At
theendaskstudentsto relateto theclassanyparticularly
interestingrecurringdreamsthattheirpartnerhashad,or
anythathavecometrue.
+ Lessonoutcome
rsk students:Whotdidyoulearntoday?WhatcanyoudonowT
;-d elicit:I cantalkoboutthesignificanceof dreams.I have
tffirl€d themeaningof severolphrosalverbparticles.
I,ESSOl{ SUMilIARY O O o &,::i'
kading:atextabouttheEuropeanUnion
{ocabulary:verb-nouncollocations,dependentprepositions
jstening:fourpeopletalkingabouttheEU
Speaking:discusstheadvantagesanddisadvantagesoftheEU
ropic:society
Flni fm Todo the lessonin 30 minutes,setexercise7 asa
=-searchand writing taskfor homework.
r Lead-in 4-5 minutes
. fut thestudentsin pairsandtellthemtheyaregoingto havea
writingrace.Assoonastheyfinish,theyshoutdputtheirhands
upandthefirstpairtodosowillwin.Nowsay:Writedownthe
Englishnamesforallthedifferentcontinentsoftheworld.Assoon
asonepairfinish,endthetaskandchecktheiranswers(Asia,
Africa,NorthAmerica,SouthAmerica,Antarctica,Europeand
Australia).Nowaskthemto bminstormcountriesofEurope.Give
themaone-minutetimelimit.Conductwholeclassfeedback.
Exercise1 page61
r Studentsdothequizin pairs.Elicitideasbutdon'tgive
ihemtheanswersyet.Youcouldmakethecheckingparta
scanreadingrace.
ihe1950s
France,Germany,ltaly,Betgium,theNetherlandsand
Luxembourg
27
3russelsandStrasbourg
Exercise5 page61
. Studentsdotheexercisealone.
. Pointoutthatwesayvoteforto talkaboutwhichoptionyou
choosein an election, e.g.Whichcandidatedidyouvote
for?butvoteonto takeabouttheissuewhichhasbeenput
to the vote,e.g.TheParliamentvoteson thelawsproposed
bythe Commission.
KEY 1 evolveinto 2 consistof 3 voteon
Exercise6 p.r" 61 6) 2.10
o Givestudentstimeto readthroughthesentencesthen '
ptaythe recording.Studentscompareanswersbeforeclass
feedback.
o Witha weakerclass,asr:
- Speaker7 Whatdid peoplehaveto do in theold days
if theywantedto travelto anotherEuropeancountry?
(exchangemoney,stopat customs,showyourpassport,
getaninternationaldrivinglicence)
Howmanypeoplesofor haveexercisedtheirright to cross
borders?(15mitlion)
- Speaker2 Whotexampledoesthespeakergiveof an
issuethatis bestlefrto domesticgovernments?(lawand
order)
Whatexampledoesthespeakergiveof issueswhichthe
EUdoeshavea usefulrolein?(theenvironmentI regional
development)
- Speaker3 Whyis it so importantfor memberstotesto
havea voicein worldaffairs?(tostandupto theArnerica,
thesuperpower.)
ln whatsenseis theEuropeanUnionundemocrotic?tThe
EuropeanCommissionwhothinkofthenewlawshave
notbeenelectedbythepeople)
- Speaker4 Whatexampledoesthespeokergiveof a low
whichnobodywantsor needs?(no-ones"o-[d vrcrkmore
than35hoursaweek.)
KEY
Speakerlbandf
Speaker2dande
Speaker3aandh
Sryker4candf
KEY
1 joinanorganisation
2 delegatepowers
3 proposenewlegislation
4 oassa law
5 holdanelection
6 bringbenefits
7 deliverpeaceandstabitity
8 exercisecontrol
IEY
I
=tr
furtherprocticeof Particlesand theirmeaningsgo to:
TheEuropeandream
Forfurtherpracticeof Dependentprepositionsgo to:
Unit6. Drems

Transcript2.10
Speaker1 | thinkthaton the wholethe EUhasbroughtmore
benefitsthan disadVantages.Inthe otddayswhenyoutravelled
in Europe,you hadto changemoneybeforeyou lefthome,stop
at customs,showyourpassportat the bordercontrol,getan
internationaldrivinglicencebeforeyou coulddriveabroad,and so
on. Nowallthat hasdisappeared,at leastin mostEUcountries.
Notontycanpeopletravelfor leisure,but becauseofthe single
markettheyarealsofreeto liveandworkin othermemberstates.
I heardthat morethanfifteenmillionpeoplehavecrossedborders
to exercisethis right.Onthe whole,that'sa goodthing,but it has
causedproblemsin somecountries,suchasthe UK,whichhas
seena hugeinfluxof immigrants.
Speaker2 I'm in favourof the EU,but I'mworriedthat it's
becomingtoo centratisedandtakingtoo muchpowerawayfrom
nationalgovernments.I thinkit wasmuchbetterwhenit was
just an economicunion,butthe countriesaregraduallymoving
towardspoliticatunion,and I thinkthat'sa badthing.What'sgood
for peopleol say,Spainisn'tnecessarilygoodfor peoplehere
in lreland.TheEUhasan importantroleto playin areaslikethe
environmentandregionaldevelopment.
Forexample,it's givena lot of moneyto the poorerpartsof Europe.
Butit shouldn'tinterferein domesticpolitics- thingstikelawand
orderandsocialpoticyshoutdbe leftto nationalgovernments.
Speaker3 What'sgreataboutthe EUisthat it hasgiventhe
memberstatesa strengthandworldinfluencewhichnoneof them
couldhaveon theirown.CountrieslikeFranceand Britainused
to be gtobalpowers,buttheyaren'tanymore.Americais the only
superpowernowand it's importantfor herto havean allywith
reaIpowerthat canstandup to her.I don'tthinkit's goodwhen
Americaactsalone.Theindividualnationstatesof Eurooehave
no realinfluencewith the US- notevenBritain,with its so-called
'specialrelationship'.Europeneedsto speakwith a singlevoice
- thatway,there'sa chancethatthe Americansmaylisten.The
aspectof the EUthat l'm notverykeenon is its lackof democracy.
Sure,we al[getto electthe Membersof the EuropeanParliament.
Buthavetheyreattygotthat muchpower?lt'sthe Commissionthat
comesup with newlawsandtheyareunelected.PersonatlyI think
that theyshouldbe etectedtoo.
Speaker4 lt'sgreatto be partof a groupof countrieswhere
people,goodsand servicescanmovefreely.I thinkthe daysof
narrownationalismareoverandwe'vediscoveredthatwe have
moreinterestsin commonthanwe havedifferences.Thesingle
markethasbroughtenormouseconomicbenefitsas companies
in EUcountriescannowselltheirgoodsand servicesin a market
of halfa billionpeople.My onlycomptaintisthatthe EUemploys
too manypeopteand paysthemtoo much.I thinktheseEuropean
bureaucratscreateworkforthemselvesby dreamingup tegislation
whichnobodywantsor needs.Forexample,there'san EUlaw
that saysthat no oneshouldworkfor morethan 35 hoursa week.
That'sridiculous.lt's nothingtodo withthe EU.lt'sa matterfor
employersand employeesto sortout at companylevet.
Exercise7 page6t
Tohetpstudentspreparefortheirdiscussionit wouldbe
usefulto recapontheissuesraisedin therecordingby
askingmorecomprehensionquestions.
Givestudentstimeto a)decidewhethertheyagreeor
disagreewitheachstatementandb) decidewhetherthey
aregenerallyin favourof theEU.
I Lessonoutcome
Askstudents:WhathaveyoulearnedtodoyTWhatconyoudo
now?andelicil:.I canunderstandonarticleoboutthetheEuropean
Union.I cangivemyviewsontheprosandconsoftheEU.
r**;lilii*-::::t:::,
IiI4STID
Steep-deprived1
teenagers .-/
tESSOt{ SUllMARY Ooor::
Reading:atextabouttheimportanceofsteep
Vocabulary:collocationswithsleep,register
Speaking:discussingsteeppatterns
Topic:healthandfitness,scienceandtechnotogy
EI[I@ Todo the lessonin 30 minutes,keepthe lead-
in briefand exercise1 brief,askstudentsto reodthe text
beforethe lessonandset the VocabularyBuilderexercisesfor
homework.
o Writeon the board:babies,children,teenogers,
30-somethings,middle-agedpeople,theelderly.Putthe
studentsin smal[groupsandaskthemto discusswhich
group,generattyspeaking,needsthemostsleepandwhich
needsthe leastandthe reasonsfortheirviews.Theycould
goonto talkabouthowmanyhourseachgroupmightneed.
LATIGUAGE I{OTE-,."..i.87S LEEPTNG
TEENAGERSL'E
Thetiiie'ofthe articleis a playon the proverbLetsleeping
dogsI'ie,whichalludesto wakingup a fiercewatchdqg
andmeansdon'ts,tiiuptroubleuntessit'sreally
necessary.Forexample,Som k1glwhe oughtto rep'ortthe
,..incidentta thepolicebut decid€:dtaletsleepingdogslie.
Exerciset page62
o Studentsdescribethephotosanddiscussthequestionsin
oairsbeforeclassfeedback.
o .Referstudentstothetitleofthelessonandseeiftheycan
rememberthemeaningofdeprivedwhichtheylearnedin
lesson3Ginthecontextofa deprivedarea.Elicitthemeaning
ofsleep-deprived(sufferingfroma lackof sleep).Findouthow
manypeopleinthectassconsiderthemselvessleep-deprived.
Exercise2 page62
r Givestudentsfiveminutesto readthetext.Theywitlneedto
processquitea lotoftextbeforetheyfindtheanswers.
KEY
2 Thewritermentions3 butsaysthat2 isamorelikely
explanation(line73)
Exercise3 page62
r Letstudentsdiscusstheiranswersin oairsbeforefeedback.
Encouragethemto reformulatethetextintotheirownwords.
KEY
1 Lackof sleepcanaffectteenagersphysicaltyandmentalty.
2 Someexpertsbelievethisbecausethesekindsof activities
stimulatethebrainandthebrightlightsdelaythereleaseof
melatonin.
3 Someresearchrevealedthatwhenteenagerswereobserved
in a sleeplaboratoryit wasfoundthattheydidn'trelease
melatoninunti[1 a.m.
Unit6. Dreams

KEY
:'op offto
rpt tn
=l to
surviveon
lose
catchupon
pattern
deprivation
a lackof
a goodnight's
Exercise4 page62
. Studentsmaynotbefamiliarwitha Cotlocationsdictionary
soexplainthatit's a typeof dictionarywhichdoesn'tgive
definitionsbutis purelydedicatedto showingwhichwords
combinetogethernaturally.Studentsdo the exercisealone.
Dividestudentsintogroupsoftwoorthree.Tellthemyouare
goingto givethemhalfa crossword.Theyneedto tatktogether
and,foreachwordin theircrossword,choosetwowordsofthe
wordsfromthe boxwhichcancomeafterit to makea common
collocation.Theywritethewordsonthenumberedlines.
Handoutthe crosswordsto thegroups- oneforeachstudent
- makingsurethatthereareequalnumbersof CrosswordA
andCrosswordB in theclass.Givethestudentstenminutesto
discusstheirwordsinM / BBgroups.
Whentheyallhavecollocationswrittendown,regroupthe
studentsintopairsofA andBcrosswords.Tet[themthey
shouldnotshowtheircrosswordbutkeepit a secret.
Nowtheytakeit inturnsto ask'What'snumber_?'. The
otherstudentanswersbygivingthefirstwordit collocateswith.
lfthestudentguessestheword,hegets2 points.Aftertwo
wordclues,hegets1.Studentsshouldkeeptheirownscores.
t Lessonoutcome
now?andelicit:/ canunderstondon articleaboutthecauses
and effectsofsleep deprivation.I candiscusssleepinghabits.
I canusea varietyof collocationsof'sleep'.
tEssol{ suillillARY o.l & "1
Grammar:reportingstructures
Vocabulary:adverbswhichconveyemotionsof a speaker
Reading:ananxietydream
listening:sentencesanddialoguesillustratingreportingstructures
Speaking:informationexchangepractisingreportingstructures
EiEE[f Todo the lessonin 3o minutes,do exercise1
togetherasa class,setthe GrammarBuilderashomeworkand
reducethe numberof itemsin exercise9 to 5.
o Putthestudentsin pairs.Askthemto talkaboutexams.How
dotheyfeelinthe runupto anexam?Howdotheyprepare
forexams?Howdotheyfeelin theexamroom?Givethem
1-2 minutes.Thenchangethepairsandaskthemto telltheir
newpartnerwhattheirpreviouspartnersaidaboutexams.
Exercise1 page64
. Askstudentsto readthetextandthenfindout if anybody
hashadan anxietydream.
Exercise2 page64
o Studentscandothisorallyin pairs.Checkanswersandquickty
elicittherulesfortransformingindirectto directspeech.
. In a weakerclassaskthento writedownthe originalwords.
KEY
Possibleanswers
Mum Haveyourememberedyourexamsstarttoday?
Mum Haveyoudoneenoughrevision?
Me Theexamsaren'tforanotherthreeweeks.I promise
l'il reviseforthem.
Me SorryI'm late.
TeacherSitdownandstartwriting.
Me I haven'treadanyofthe books.
TeacherYou'vegotto do the examanyway.
Exercise5 page63
. Reiteratethe factthatthe dictionarygivesexamplesentences
(notdefinitions),fromwhichtheycandeducethemeaning.
KEY
1 tosesteep
2 snatchsomesleep
3 duringsleep,in yoursleep
tutl/ sendsbtosleep
feignsleep
4
5
Exercise6 page63
. Studentsdo the exerciseindividuatlyandthencompare
answerswitha partner.
KEY
1 driftedinto,fe[[into,sankinto
2 cycles,patterns,schedules
3 cried
4 catchuD
5 deep,drunken
6 fattbackto:came,overcame,overtook
Exercise7 page63
. Studentsworkaloneorinpairs.Duringfeedback,seeif
studentscanidentifua generalsimilaritybetweentheformal
words.(FormalwordstendtobeofLatinate(orinthecaseof
plethora,Greek)origin.)Bycontrast,lessformalwordstend
tobeofAnglo-Saxonoriginandincludemanyphrasalverbs.
KEY
1 require
2 a profoundeffect
3 regulate
4 conduct
5 occur
6 plethora
7 cease
Exercise8 page63
o Askstudentsto pairupwitha differentpartnertodiscuss
thequestions.
aDDlnottr tP,EAKttGtcnnlY 60
Diseusiioii;'letileeiping.teeniigers,tibi,'
wwiv'.guptomlelilteaclie{solutlonq,
NotesforPhotocopiableactivity6.1
Collocationscrossword
Pairwork
Language:Cotlocations(VB5.2and6.2)
Materials:onecopyof theworksheetcutup pergroupof 3-4
Reportingstructu
ForfurtherpracticeofRegistergo to:
Unit6.DreamsI 69

ForfurtherpracticeofReportingstructuresgoto:
KEY
1 resignedly
2 bitterty
3 sarcasticatty
4 defiantly
5 sharply
5 callously
7 sympatheticatly
Exercise3 page64
r Lookattheexamplesentencetogether,thenaskstudents
workindividuatlyandcheckin pairs.Remindthemthat
theremaybe morethanonepossibleanswer.
KEY
2 BenrecommendedthatLee(should)goto the restaurant.
3 Jobeggedlannotto wearhisoldjeans.
4 MrMedwaythreatenedto givehisclassa detentionif they
didn'tstoptalking.
5 JowarnedTomnotto swimtoofaroutasthecurrentswere
quitestrong.
5 SuecongratulatedChrison passinghis/ herdrivingtest.
7 Stevepromisedthathewouldneverlie/ neverto lieto
Vanessaagain.
8 Liaminsistedthathisdaughtershouldeathervegetables.
Exercise4 page64
Studentsdotheexerciseindividually.Checkthefirst
stage(choosingthe atternatives)beforetheychange
thesentencesto directspeech.Askhowthesentence
wouldhavecontinuedfortheincorrectoption,e.g.1 Dad
suggestedthat| (shoutd)getanearlynight.
Thedirectspeechcanbeexpressedin a numberofways,so
elicita rangeof suggestions.
KEY
1 advised'Youshouldgetanearlynight.'
2 denied'l didn'tcheatin theexam.'
3 insisted'Youhaveto helpme.'
4 agreed'Allright,I'ttbuya newcar.'
5 reminded'Don'tforgetto turnoffthecomputer.'
6 blamed'Theaccidentwasyourfault.'
7 agreed'0K,then.We'llstealthe bullionfromthesecurityvan.'
Exercise5 page64
. Studentsworkaloneor in pairs.
KEY
2 Herefusedto cheatin theexam,
3 Davidaskedmeto hetphim.Davidaskedmeif I would
helohim.
4 Kateproposedbuyinga newcar.
5 Fredorderedhissonto turnoffthecomputer.
6 Robbieaccusedhisbrotherof causingtheaccident.
7 Therobbersadmittedstealingthegoldbuttionfromthe
securityvan.
Exercise6 page64 Sl2.tt
o Referstudentsto the informationin the Learnthis!box.
. Youcouldaskstudentsto tryto completethe sentences
withoutlisteningandthenlistento check.
. lt maybenecessaryto explain:
- resignedly- sadlybutcalmlyacceptinga situationthat
can'tchange
- callously- cruelly
- bitterly- angrilyandsadlybecauseyouhavebeen
treatedunfairty
- sharply- attackingtyandusingfewwords
Transcript2.rr
Unfortunately,there'snothingwecandoaboutit.
You'veneverreallylovedme,haveyou?
Thatwasreallyctever,wasn'tit?
Youcan'tstopmefromseeingwhoeverI like!
Mindyourownbusiness!
It'snotmyproblem.Sortit outyourself.
Youmustbefeelingterrible.lfthere'sanythingI cando,just
letmeknow.
Exercise7 pageoq6l z.tz
. Givestudentsa fewminutesto readthroughtheoptions
anddealwithanyvocabularyquestions.
o Checkcomprehensionbyaskingfortheadjectivefor
gratitudeGratefuD,thena synonymforgrateful(thankfuD
andtranslationsforboastandtelloff.
KEY a6 b4 ct d8 e5 f 2 g7 h3
Transcript2.r2
t
Granddad Helto,Lizzie.Lovelyto seeyou.
Girt Hello,Granddad.I'vebroughttheseflowersforyou.
GranddadThanks,Lizzie.They'relovely.
Girt Howareyoutoday?Areyoufeelinganybetter?
GranddadYes,muchbetter,thankyou.
2
Boy HiSatty.I'mhavinga pafi nextSaturday.Wouldyouliketo
come?
Girl That'sthe27th,isn'tit?
B No,the28th.
G Oh,dear,I'vepromisedto babysitfortheneighboursthat
evening.
B Can'tyougetoutof it?
G No,I can'treallyletthemdown.
3
G HaveyouanyideahowlongI'vebeenwaitinghereforyou?
B I'mreattysorry.I missedthebus.
G Well,youmighthaverungmeto letmeknow.
4
B Whereareyougoingonhotiday?
G Toltaly.lt'sa goodchanceto practisemyltalian.
B I didn'tknowyouspokeltalian.
G I'mteachingmyself.lt isn'tdifficutt.I alreadyspeakFrenchand
Spanish,soI'mhatfi,vaythere.
B So,youspeakthreeforeignlanguages?
G Four,actually.I speakGermantoo
5
Woman Wheredidyoulearnto cooktikethat?
Man Iiustfollowedtherecipe,really.
W Wetl,it wasa fabulousmeal.Reatlytasty.
5
W Hi,UncleRobert.
M Hi,Lucy.5oyougothomeOK.Howwasthejourney?
W Fine.Thereweren'tanymajorhotd-ups.Ijustcalledto say
thankyousomuchforyourhospitality.ltwassogoodofyouto
putusallupfora week.
M Notatatl.I'mgladyouenioyedit,andyouknowyou're
welcometo comeandstaywithuswheneveryoulike.
7
Boy 5o,who'sorganisingthemusicfortheparty?
Girt Davidis.He'sgotloadsof musiconhistaptop.AndBeckyis
gettingthedrinks.
B Andyousaidyou'dbehappyto organisethefood?
G Yes,I'ttgetlotsofcrispsandnibbles.
B That'sgreat.Altsortedthen.
7
2
3
4
5
6
7
Unit6. Dreams

KEY
: thehospitatity
: speakforeignlanguages
: health
: being[ate
e hiscooking
f a party
g organisethefood
h late
I Wh.ttimedoyoucallthis?Haveyouanyideahowtongl've
::enstandinghere...
: I'mreallysorry.
: ...inthecoldandwet.
: I know.I'mreally,reatlysorry.IwaslateleavingandthenI
- ssedthebus.
Exercise8 page64 €12.12
. Tet[studentstheyneedto writea maximumof threewords.
Ptaythe recordingagainandletstudentscheckin pairs
ceforefeedback.
. Pauseaftereachdialogueto givethemtimeto write
answersandfindthenextsentence,astheyarenotin order.
c complainShecomplainedbitterlyaboutthefoodandthe
servicein the restaurant.
d refuseTheydefianttyrefusedto move.
e predictSheoptimisticaltypredictedthatthe marketwould
improvesoon.
f announceHeregretfullyannouncedtheclosureof the
company.
g warn Shewarnedhimsternlythatif hewerelateagain,he
wouldfacedisciptinaryaction.
h offerTheygenerouslyofferedhima bed/ to puthimupfot
aslongasheliked.
i requestSheanxiouslyrequestedthathegethimselfa new
phone.
i deny Sheangrilydeniedseeingit happen.
I Lessonoutcome
Askstudents:Whatdidyoulearntodoy?Whatcanyoudonow?
andelicit:I canreportdirectspeechusinga numberofdifferent
structure.I canuseadverbsto conveytheemotionsof thespeaker.
IESSOll SUMTARY O O I s':rr
FunctionalEngtish:concessionandcounter-argument
Listening:fourpeopletalkingaboutachievements
Speaking:comparingandcontrastingtwophotosofaward-
winners
Topic:familytifeandrelationships
EiqI@ Todo the lessonin 30 minutes,keepexercise
1 brief,listento thefirst recordingonceonlyandset the
VocabularyBuilderexerciseashomework.
. Putthestudentsin smal[groups.Elicitthemeaningof
'achievement'.Askthemintheirgroupsto thinkabout
the differentwaysthatsocietyrecognizesandrewards
achievement(e.9.a medal,a certificate,praise,money).With
a weakerclass,givesomecategoriesto hetpthem;sports,
business,school,film,military,etc.Whentheyhavehad2-3
minutesto discuss,conductfeedback,buitdinga listonthe
board,andencouragethestudentsto thinkaboutthekindof
rewardor recognitionthattheywouldmostappreciate.
Exercise1 page65
r Studentsdotheexercisein pairs.
. Infeedback,guidethemtowardsclearexplanationsby
askingconceptquestions.
KEY
Thewomanin thefirstphotohaswona prize.
Anawardis a prizethatyouwinforachievingsomethinge.g.
anOscar,a braveryaward,
Anhonouris similarto an awardbutis moreofficiat,e.g.in
Britaina listof honoursareawardedonthefirstofJanuary,
in recognitionofworkthathasbeendonein serviceto
thecountryin a particularfietd,e.g.science,business,
education,entertainment.
A medalisa metalobjectgivento thewinnerof a
competitionorto someonewhohasbeenbrave.
Exercise9 page64
. Givestudentstimeto thinkof situationsbeforetheystartto
speak.Aftenvardsconducta feedbackbyaskinga student
to askthefirstouestionandto nominateanotherstudent
to answerit.Afteransweringit thesecondstudentasksthe
nextquestionandnominatessomeoneelseto answerit.
Theycontinuein openpairs.
Reporting
)airwork
-:nguage:reportingverbs,adverbs
,'aterials:onecopyoftheworksheetcutupperpair.(Teacher's
: rokpage135)
. Dividestudentsintopairs.Tetlthestudentstheyaregoing
to do anactivityto practiseadverbsandreportedspeech.
Givethema demonstration.Writetheexampleonthe
board:/ understandexactlyhowyoufeel,youpoorthing
andI thinkyou'reright.Askthemin pairsto discusswhat
emotionthespeakeris feeling.Witha strongerclass,te[]
themyouwouldlikeanadverbto expresstheemotionand
elicitideasfromoneortwo students.(Giveextrapraisefor
anystudentwhosays'sympotheticallf.)
. Handoutthesetoften directspeechsentences.In pairs,
theyshouldanalysethe sentencesto tryanddecideonthe
emotionthespeakerisfeeling.
. Whentheyhaveideasforallofthesentences,tellthemyouare
goingto givethemsomeadverbsandtheyneedto matchoneto
eachsentence.Makethisa raceifyourclassenjoycompetition.
. Conducta wholeclassfeedbacksessionto comparethe
emotionstheycameupwithandtheadverbsonthecards.
. Now,gobaekto youroriginalexampleandeticitwhich
reportingverbmightdescribethissentence(agree).Give
outthe sheetswiththe reportingverbsonthemandask
themin pairsto matcheachsentenceto itscorresponding
verb.Finally,theyshouldreportthe sentencein the most
naturaIwaypossible,usingthecorrectverbandtheadverbs
theymatchedin the previousactivity.Witha weakergroup,
dosentencea)asan exampletogether.
KEY
--e adverbsontheworksheetcorrespondto thecorrect
.:ntence.Forthereportedsentences,therearea numberof
: -rssibilitiesbutsuggestedanswersare:
: pleadHedesperatelypleadedwithhernotto go.
: acceptSheenthusiasticallyacceptedthe invitationto be
Jamie'sgodmother.
Photocomparison
Unit6. Dreams

A prizeisanawardgivento someonewhowinsa competition
or a race.lt is notnecessarilywononthebasisof an
achievement,e.g.lottery.
A rewardis somethingyoureceiveforworkinghardor
behavingwell.lt cantakemanydifferentforms.Forexample,
anemployeemayreceivea financialrewardor a promotionfor
workinghard.
A trophyisan objectsuchasa metalcupor ptategivento the
winnerof a comoetition.
Exercise2 page65
r Studentsdiscussthequestionin pairs.Asfeedback,ask
studentsto telltheclassaboutanyinterestingawardstheir
partnerhaswon.
r Beginbyaskingstudentsto predictthe rangeofthoughts
andemotionsonemightfeelonwinninga majorprizesuch
asa hugelotterywinor a goldmedal.
r Pauseaftereachspeakerto enablestudentsto notedown
anylanguagewhichindicateswhattheydo,howtheyfett
andhowtheyfeel.
r Letstudentscompareanswerswitha partnerbefore
feedback.
KEY
Speaker1 5 Atfirsthefeltdisbetief,thenhewasthrilled.Now
he'sanxiousabouthowlifemightchange,howpeoplewill
react,etc.
Speaker2 1 Atfirsthewasthrilted.Nowit'sgivenhim
renewedconfidence.
Speaker3 2 Atfirstshewasshocked,nowshefeelshonoured
andgratefu[.
Speaker4 4 Atfirstshefeltthat hedidn'tdeserveit morethan
othersontheteam,butsheandtheywerethrilled.Nowshe
feelsrelieved.
Transcript2.13
Speaker1 Whenmywifetoldmewe'dwon,Ithoughtshewas
havingmeon.I mean,whatarethechancesofwinningthebig
prize?Aboutfourteenmiltionto one.We'dalwaysboughtaticket,
everySaturday,butournumbershadnevercomeup.Anyway,
shesaidshe'ddouble-checkedthenumbersandshewascertain.
Well,Iwasoverthemoon.I couldn'tbelieveourluck.Thenaftera
whiteI begantothink,how'sthisgoingto changeourlives?We're
happyinourlitttehouse,we'refriendswitheveryoneinthestreet,
wedon'twantto moveaway.Butwhat'severyonegoingto think?
They'regoingto treatusdifferentlynow,aren'tthey?
Speaker2 ltwasa dreamcometrue.I didn'thonesttythinkI
wasgoingto win,thoughof course,Igaveit everythingI had.
Whentheyannouncedtheresults,I didn'trealiseimmediately
thatl'd comefirst,becausel'dwonbythenarrowestof margins,
.iusta coupleofcentimetres.ltonlysankinwhentheotherguys
cameupto meandstartedcongratutatingme.I fettasif Iwas
watkingonair.lt'sgivenmerenewedconfidencefornextseason's
competitions.
Speaker3 | wasin shock.ltwasjustsohumbting.I don't
knowwhatI didto deservethis.Thereweresomanyothergreat
performancesthattheiudgescouldhavechosen.I fettso,so...
unworthy!Butofcourse,it issuchanhonourandI'montopofthe
worldandI iustwantto saya bigthankyouto everyonewhomade
thispossible,anddedicatethisawardto mymumanddad.
Speaker4 | wasthrilledto bitsto accepttheaward,butthereare
awholebunchof peoplewithoutwhosehardworkanddedication
thesediscoverieswouldneverhavebeenmade.AndI cante[[you,
theyarejumpingforjoy.Theyhaveworkedtirelessty,dayin day
out,overmanyyears,recordingtheresultsoftestsandanalysing
vastamountsof data.5o,yes,of coursewearedelighted,but
wehaveto keeponourfeetontheground.lt isverydifficultto
securefundingforthetypeof researchwecarryout,soin practicat
terms,theprizemoneysimplymeansthatwecancarryonwithour
researchforanotheryear,whichisa greatrelief.
r Studentscompletetheexerciseindividuattyorwitha
partner.
KEY 1g 2a 3e 4f 5h 5b 7d 8c
Exercise5 page65
. Focusonthetaskandreferstudentsto page21.They
compareandcontrastthephotosin pairsusingthe
questionsasprompts.Tellthemtheyshouldspeakfor
approximatelya minute.Theydon'tneedto answerthe
secondpartofthetask.
Exercise6 pagess $l z.t+
r Askstudentsto makea noteof thestudent'sanswersto the
secondpartofthetaskto helpthemwiththeirdiscussion.
Tnnscript 2.14
Inthecaseofthelotterywinners,lthinktheywereprobably
motivatedbya desireto getrichquickty.Havingsaidthat,they
mayhavebeenquitehardup,andwerejusthopingfora modest
winto getoutoffinancialdifficulty.Asfortheathlete,most
sportspeoplearedrivenbya desiretowin,althoughsomehave
pushyparentswho'veencouragedthemfromanearlyage- soit's
possiblethey'remotivatedbya desireto pleasetheirparents.
I don'tthinkthelotterywinnersdidanythingreallyto achieve
success.Granted,theymayhavebeenbuyingloadsoflottery
ticketseveryweekandspenthundredsofpoundsovertheyears,
butthatdoesn'tcomparewiththetime,effortandcommitment
neededto becomeawortd-classathlete.Mindyou,somerunners
haveenormousnaturaltalentandtheylovetraining,soit'snoreal
hardshipforthem.
Lotsoflotterywinnerssaythatthemoneywon'tchangethem,but
muchastheymighttiketo keeptheiroldfriendsandtifestyle,I
thinkthey'ttfindit reallydifficutt.They'llwanta bignewhouse,
newcar,they'ttgoonexpensivehotidays...they'reboundto start
mixingwithotherpeopte.Asforthesprinter,I doubthislifewitt
changeverymuch.lt'strue,he'llprobablygeta bigbonusfor
winning,andlotsofextramediaattention,butit'suntikelyhislife
wil[changefundamentally.
Exercise7 page65
. Explainthatconcessionandcounter-argumentphrasesare
formallinguistictermsto describewordslikebut andalthough.
. Askstudentshowwe knowwhichisanadverbandwhich
is a conjunction.(Aconjunctionisfollowedbya clause,an
adverbisfollowedbya commaif it is atthe beginningofthe
sentenceorcancomeatthe endof a sentence.)
KEY
Thespeakeruses:Hovingsaid that, although,granted,mind
you,muchos, it'strue
Adverbsall thesame,granted,evenso,havingsaid that, in
spiteof this,mindyou, nevertheless,nonetheless,though
Conjunctionsalthough,eventhough,muchas,andyet, it'strue
that,yet, though
NBthoughcanbeusedasa conjunction,or asanadverbat
theendof a sentence.
Exercise8 page65
r Studentsdotheexerciseindividuatlybeforecheckingin pairs.
r Remindstudentsthata commais neededaftera concession
adverbandat theendof a concessionclause.
/rq
72 | Unit6.Dreams

KEY
1 MuchasI'd liketo be rich,I'mnotpreparedto spendmy
moneyon lotterytickets.
Eventhoughhehardlydid anyworkforthe exam,he
managedto pass.
AlthoughI admirehisachievements,he'sneglectedhis
famityin hisquestforsuccess.
She'sworkedreallyhard.Nonetheless,she'sneverreally
gotthe recognitionshedeserves.
She'swidelyacknowledgedto bethe bestactorof her
generation,yetshe'sneverwonan Oscar.
Thoughthewinninggoalmayhavebeenlucky,they
deservedto winthe match.
Exercise9 page65
o Referthe studentsto thetaskon page142.Studentstake
turnsto do thecompletetask.Theyshouldspeakforabout
two minuteseach.
. Circulateandmonitor,notingexampleof goodlanguageas
wellasmistakesto hightightin a feedbacksession.
Exercise1 page66
. Dividestudentsintopairsor groupsto thinkof anddiscuss
thebookorfilm.
r Bringtheirideastogetherandwritethemonthe board.
KEY
Somepossibleanswers
theopeningscene/ pagesdrawusin andmakeuswantto
findoutwhathappensnext
thereis totsof excitementandit is futtof tension,with
interestingtwistsandturns
(ina book)the languageisvividandinterestingandhetpsthe
readerto conjureup images
it istotdat the rightpace,nottoo fast,nottoo slow
the charactersareinterestingandbelievablesowe careabout
whathappensto them
theendingis unpredictable
Exercise2 page66
o Studentsreadthe extractandthendiscussit withreference
to thefeatureswrittenon the board.
KEY
Thebeginningdrawsyouin
Theendingis unpredictable
Thelanguageisvividandbringsit alive,appealingto your
senseof soundaswellasvision
Exercise3 page65
e Studentsworkalone.
KEY
Adjectives:lovely,deep,strange,old,tal[,black,husky,cold
Adverbs:loudly,cautiously,nervously,quietly,furiously,
gradually
Adverbphrases:in a huskyvoice,boltupright
Exercise4 page66
r Studentsdothe exercisealone.
. Explainthatthe rulesforthe orderof adiectivesarenot
completelyfixedbutserveasa goodstartingpoint.
KEY
1 lovelydeep 2 strangeold 3 tallblack
Opinionsizeage...colour
Exercise5 page66
r Studentscandothetaskindividuatlyorin pairs.
KEY
1 a wonderfulotdltalianpainting
2 two enormousblackleathersuitcases
3 a stupidfatgreySiamesecat
4 a modernsmallsquarehouse
5 a beautifulcream[inensuit
Exercise6 page66
r Studentsdotheexercisealoneo'i- oa''s"
+ Lessonoutcome
andelicit:I cancompare,controstandreocttophotos.I canuse
clausesof concession and counter-argument.
LESSOIl SUMTARY OOosF l
lUriting:a story
Grammar:orderofadiectivesandadverbs,punctuating
speecn
Reading:anextractfroma story
Topic:people
reported
EIUI@ Todo the lessonin 30 minutes,keepthe lead-in
ond exercise'lbrief,skip exercise3 and seteitherthe Grammar
Builderor VocabularyBuilderexerciseashomework.
@f$|$ti[lf!tr Todothewritinganalysisandwriting
taskinone45-minutelesson,keepthelead-inforthewriting
onalysisbrief,skipexercise3 ondsettheGrammarandVocabulary
Builderexercisesforhomework.Skipthelead-inforthewriting
taskandaskstudentstowritetheirfinaldrafrforhomework.
r Lead-in2-3minutes
r Thetitleof 5Gis 'story-writing'.Askthe studentsto think
fora momenthowtheyfeelaboutbeingaskedto writea
story.Putthemin pairsor smallgroupsto discuss.Monitor
carefullyandwriteuptwoorthreestudentreactionsonthe
board.Conducta classdiscussionbasedonthesequotes
and,if necessary,providepositivecommentsto encourage
andmotivatethem.
Forfurtherpracticeof Concessionond counter-argumentgo to:
Story-writing
^
Unit6.Drcamst fl

KEY
1 Inthe pastweoftenusedto goskiingin Franceat thistime
ofyear./ Weoftenusedto goskiingin Franceat thistimeof
yearin the past.
2 | stitlgoforlongridesonmyownalongtherivernowandthen.
3 | certainlycouldn'thavedoneit quitesoquicklywithout
yourhelp./ WithoutyourhelpI certainlycouldn'thavedone
it quitesoquickly.
4 lt'srainingquiteheavitytoday.
5 Oddlyenough,yourletteronlyarrivedhereyesterday
morning./ Yourletteronlyarrivedhereyesterdaymorning,
oddlyenough.
6 Heclearlydidn'tfutlyunderstandwhatyousaidjustnow.
Clearlyhedidn'tfutlyunderstandwhatyousaidjustnow.
Hedidn'tfullyunderstandwhatyousaidiustnow,clearty.
Exercise7 page66
r Studentsworkaloneor in pairs.
. Elicitor explainin a fit ofpique(annoyedbecauseyour
prideis hurt).
KEY
Gemmamarchedangrilyintothe caf6.
whyhadn'thephonedearlier?
remindinghimto meetherhere.
waitforhimfor15 minutesandnomore
shewatkedmoodily
andin a fit of piquethrew/ threwherbagin a fit of pique
tookherphoneoutagain
Sighingloudty,
it wentstraightontovoicemaillikebefore
Suddenty,shefelt/ shesuddentyfelt
It ...goingverywrongtately./ Latety,it hadatt....
washothimselfatthemoment
heevertalkaboutit?Shehadjustfinished
waswearilygettingupto go/ wasgettingupwearilyto go
. Referstudentsto thewordlist.Quicklyrecaponthe meaning
bygivingdefinitionsandelicitingthewords.Dritlthe
pronunciationof anywordsthataremispronounced.
Exercise9 page66
. Dividetheclassintopairsor smallgroups.Atthe endask
someofthe pairsor groupsto readouttheirending.
e Elicitor pointoutthatdirectspeechhelpsto bringthe
writingaliveandcreatea moreexactanddramaticpicture.
i Lessonoutcome
Askstudents:Whathaveyoustudiedtoday?Whatconyoudo
now?andelicit:/ canuseodjectives,adverbsand a rangeof
reportedspeechstructuresto makeastoryinteresting.
Transcript2.15
1 | don'tbetievethatfora moment.
2 Oh,please,Mum.Letmestayupandwatchthematch.
3 Justgetoutof here!| neverwantto seeyouagain!
4 Ah,wett.Maybewe'llhavebetterlucknexttime.
5 Whatthehettdoyouthinkyou'redoing?!
6 Comeoutside.There'ssomethingIwanttotellyou.
7 Oh,no.Englandhaveconcededanothergoa[.
8 ComeonEngland!Pullyourselvestogether!!
Forfurtherpracticeof Punctuatingreportedspeechgo to:
EIE@ Todothelessonin iO minutesstudentswrite
theirfinaldraftforhomework.
r Askthestudentstolookatthepicturesandask:l,l/haf
genreofstoryisthis?Whoarethecharacters?Whatistheir
relationship?Askthemtochecktheirideaswitha partner.
Exercise1 pase67
. Readthroughthe instructionsforthetaskandputstudents
intopairsto thinkaboutthecharactersandtheendings.
Encouragethemto lookattheexpressionsonthefacesto
decidewhatthecharactersarelike.
Exercise2 page67
. Focusonthewritingtip.Thenaskstudentsto workin pairs
andwritethefirstparagraphusingthepicture,sentencesand
questionsasa guide.Circulateandmonitorastheydothis.
r Aska strongpairof students,whohaveuseda rangeof
adjectivesandadverbsto readouttheirfirstparagraph.
Exercises3-5 page67
. Continuethisprocessforthe nextthreeparagraphs.
Circulateandcheckthatstudentsareincorporatingadverbs,
adjectivesandreportingphrases.
Exercise6 page67
r Studentstakethe necessarystepsto ensuretheiressayis
thecorrectlength.
Exercise7 page6T
o Studentsgothroughthe checklistandwritea seconddraft.
Thistimebothstudentswriteseparately.
.
,,r.r:
:t::.
r'1r.,. .l::l:t l:.: ...,:,.
,,,,oPtlQtlALlt-RtTitGr,AclIYlWoc,""'',,,,,,
"',,,,,,
Story :,' . "" r,:: ':l' ...
"t ,:,:l,a ''"'
',,,',,.rwww.bup;comlet/teaehor/sOiution5:r,.'
t Lessonoutcome
Askstudents:Whathaveyoustudiedtoday?Whatcanyoudo
now?andelicit:/ canuseadjectives,adverbsanda rangeof
reportingverbsto writean interestingstory.
KEY
1 mutter
2 whine
3 shriek
4 sigh
5 gasp
6 whisper
7 gtoan
8 yell
KeyfortalSuaSeReview5-6 andSkillsRound-up1-6 is
6n page tz0. -,, ,1,
,,., :r,r r'ri
,,,,. ,,::,
.,,t ,i:r.
ryrEssol{ suMtARY
Writing:a story
Topic:people
OOlir.::
ForfurtherpracticeofAdverbsand adjectivesgo to:
.
74 | Unit6.Dreams
,/

t
:
,* {',:€
TOPIC o t *e
Home
+ Lead-in page70 2minutes
r AsktheclasstocomeuowiththenamesofaltAmerican
presidentstheyknowsomethingabout- foreachname
askforonefact.(Possibteanswers:J.F.Kennedywas
assassinated,BillClintonplayedthe saxophone,G.
WashingtonwasthefirstUSpresident,GeorgeW.Bush's
fatherwaspresidenttoo.)
Exercise 1 page7o 5minutes
ExefCise2 page70 15minutes
@
. Askthestudentsto readthe instructionsandthetitleof
thetext,andto speculatewhatthetextmaybeabout.Get
feedback.
r Tellthe studentsto scanthetextquicklytocheckwhether
theirspeculationswereright.
o Ina strongerclass,altow8-10 minutesforthestudentsto
do thetaskindividuatly.Checktheanswersasa class.
r Fastfinishersunderlinethefollowingwordsandphrases
andprovidesynonymsthatwouldfit in the texl:resigned
himselfto (accepted),prior ta (before),deserted(empty),
demandedof (asked),oscribed(assigned).
KEY 1G 2C 3B 4A 5K 617F 8J 9E
10D
EXerCiSe3 pagezo 12minutes
Aska studentto readoutthe instructionsandthesentences
carefully.Attow6-8 minutesforthestudentsto dothetask
individuatty.Checktheanswersasa ctass.
Ina weakerclass,beforeaskingthestudentsto dothetask,
makea tistof reportingverbsonthe board(e.g.deny,refuse,
advise,promise,accuse,insrsf)andpractisethemasa class,
readingouta verbandaskingthestudentsto useit withthe
appropriateprepositionorverbform(refusetogo, insiston
going,denygoing,advisesomebodytogo, etc.).
KEY
1 deniedstealing/ havingstolen
2 remindedherdaughterto write
3 insistedon paying
4 threatenedto sendhisson
5 accusedTomof breaking/ havingbroken
6 promisednotto tellanyone
7 expressedhergratitudefor
8 hisintentionof applying
EXerCiSe4 page70 lo-T2minutes
r Askthestudentsto readtheinstructions.Allowthree
minutesforthestudentsto discussthequestionin pairs.
r Choosetwostrongpairsto dothetaskin frontofthe class.
Askthe restofthe classto listenandmakenotesof any
goodvocabutarytheyhear.Aftenryards,elicitthevocabulary
andputit onthe boardforthewholeclassto copy.
o In a weakerclass,beforethe studentsstarttatkingin
pairs,makea listof wordsandphrasesyouwantthemto
usewhiledescribingthe photos(e.g.ultramoderndesign,
remote,spaciousinterior,haveone'sflat decorated,
Iuxuriouslyfurnished).
I Lessonoutcome
Askstudents:Whathaveyouleorned/ practisedtoday?and
elicit:I havelearnedafewfactsaboutPresidentAbraham
Lincoln.I havecompleteda readingcomprehensiontask.I have
practisedsentencerephrasing.I havepreporeda photo-based
speakingtask.
Askthe studentsto workin oairs,Focusthemonthetask.
Allowtwominutesandgetfeedback.
lf thestudentshavelittleknowledgeofAbrahamLincoln,
helpthembywritingthefoltowingsentencesonthe board
andaskingthemto decidewhethertheyaretrueorfalse:
- Lincolnwaspresidentfor fiveyears.(true)
- Hewasstabbedby apolitical opponent.(false)
- Hewasthe leaderof Confederatesduring the Civil
War.(false)
- Hewasa lawyerbyprofessron.(true)
- Hewosthefirst Republicanpresidenf.(true)
CULTURET{OTE
AbrahamLincotn(1809-1865)wasthesixteenth
Presidentof the UnitedStatesofAmerica.Heservedas
Presidentfrom4 March,1851,until15Aprit,1865(he
wasre-electedin 1864).
AbrahanLinetofnwasbornin ai:logca'binrnear "'r'
Hodgenville,Kenfutky.Hehadvery::littleformal'schooting
andwasmosttysetf-educated.Heeventuallybecamea
lawyeranda Republicanpolitician.
LincolnwasielectedPresidentin 1860.Dul.inghis
presidencyrthe Sou!.hernstatesseaede.dfromrtheUnionr:
beCau5.€LincOlnand'the,,,Northerrnstateswereagainst
slavery.SixweeksafterhebecamePresident,theCivit
Warbegan.Inthis war,the Northernstatesfought,the l
Southernstates(calledtheConfederacy).TheCivitWar
lastedfrom1861untit1865.
On1 Janqrary,1863, Lincoln,:issued'the.Emancipation
Proclamation;,which,,€ventually,l€dto the fieeing,ofall
slavesin.theUtR,Ouringthe CivilWar,Lincolngavemany
speechesi irhrcluding the GettysburgAdd,ress(N'ovember
1863),ar,S,hortipeechin whrichhilstated howa country
mustbe ded:icated'tohumanf,reedontr"i:ne,.rdertor,survive.
Lincolnwasre-electedPresidentin 1864.Hewasshoton
14 April,1965,byJofl6WilkesBpoth(anactor)',d:uring,rr:i
a theatrerperfoirnqneeat Ford'sTheaterin llVashington,
D.C.Lincolndiedthenextmorning.HewasthefirstUS
presidenteverassassinated.
Gerreaoyioryourexama

llts UIITIICTUDES O'O
Traveltingabout
tEssoil sumMARY oo&':
Vocabulary:informaIlanguage,phrasalverbswithrunandwalk,
synonymsofjourneyandwalk
Listening:fourpeopledescribingtrips
Speaking:talkingabouta memorabletrip
iiuiit.tl
EiN@ Todothelessonin 30minutes,dothefirstof
eochVocabularyBuilderexercisein classandsetthesecondas
homework.
r Putthestudentsin smallgroupsandaskthemto brainstorm
allthemodesoftraveltheycanthinkof andwritethem
down.Givethemtwominutes.Whenthetimeis up,
encouragethemto movearoundtheclassroomto read
othergroups'workandseeif therewerewordstheymissed
in theirowndiscussions.
Exercise1 page71
e Studentsdescribeandreactto the photosin pairs.Havea
classfeedback.
Exercise2 pageTt
. Students,in pairs,discussthedifferencesbetweenthewords.
KEY
1 A breakisa shortholiday,e.g.a weekendbreak,a citybreak
2 Anexpeditionis an organisedjourneywitha particular
purpose,to a placewhichis notwellknown,e.g.Antarctic
exoedition
3 Anexcursionis a shortjourneyforpleasure,organisedfora
groupof people,e.g.anexcursionto theseaside
4 A iourneyistheactoftravellingfromoneplaceto another
5 A touris a iourney,madeforpleasure,in whichseveral
differentplacesarevisited
6 Anoutingis similarto an excursion,but lastsforno more
thanoneday,e.g.anoutingto a museum
7 A pitgrimageis a journeyto a holyplace,e.g.Mecca,
LourdesorSantiagode Compostela
8 A trip isa journeyto a placeandback,forpleasureor fora
particularpurpose,e.g.a researchtrip,a schooltrip
9 A voyageis a tongiourneyespeciallybyseaor space
10 Travelsmeanstimespenttravelling,e.g.Hemetheron
duringhistravels.Thefilmis basedon histravels
Exercise3 page7t €12.t7
. Tettstudentstheyaregoingto listento fourpeople
describinga differentkindoftriporjourney.
r Letthemcomparein pairsbeforeclassfeedback.
,:::i,:l
r informallanguager phrasd,terbswith run abdwolkt synonyms
.lourneyandsafftophrasesfor'softenih$'idea!.:t,,nounsrelatedtaphrasalve
$gunsuffixes. easilyconfusedwords. linkers:otherpeople'sexpectations
'.ilenefitsanddrawbacks. cause,purposQ'dirdresultr forri'rallanguage
r.lngformsafterpreparat0.i',?.emphasis.:..,
. talkingabouttyzyglr presentationlritjuristdeslinatiortsotatking
immigrationo presentation:thebenifits oftourism,
. a letterofcomplainl
KBOOX pagesST-64
Transcript2.17
Speaker1 Weboardedthecoachoutsidethehotel.ltwas
boitinghoteventhoughitwasonlyteno'ctockinthemorning.
Ittookabouttwohoursto gettothecastleandtherewasno
air-conditioningonthecoachsoitwasa dreadfutlourney.We
stoppedoffata servicestationonthewaytherebutthebuilding
wasn'tair-conditionedeithersoitwasn'tmuchrelief.
Therewasawomansittingbehinduswhingeingthewholeway
abouthowbadlyorganisedeverythingwasandhowshewasgoing
to askfora refundfromthetravelcompanywhenshegothome.
Anyway,whenwegotthere,theplacewasabsolutetyheavingwith
othersightseers.Wehadto queueforagesto getinandthenwe
wereshownroundbya tourguidewhoI couldn'treallyunderstand
becauseof histhickaccent.Whenwecameoutwewereripped
offatthedrinkskiosk- wepaidf 5 fortwocokes!Thenwewere
herdedbackontothecoachforthejourneybacktothehotel.
Speaker2 WespentthreedaysinthecapitaIgettingprovisions
andassemblingallourkit.Thenextstageoftheiourneywouldbe
byplaneandtakeusto a sma[[tandingstripdeepintheiungte.
Fromtherewe'dhavetotravelonfoot,stayingasctoseto theriver
aspossible.Therewasatropicalstormiustbeforeweboarded
theptanesowewerea bitjitteryaboutflying,butit passedover
beforewetookoff.Iwasstitlsufferingfromjet lagafterthelong
flightfromLondonandwasfeelingabsolutetyshattered.I closed
myeyesassoonasIwasin myseatandatthoughtheftightwasa
bitbumpy,I snoozedformostofthejourney,onlywakingupwhen
wetoucheddownonthelandingstrip.
Speaker3 Wegota gooddeal'causewe'dontydecidedto go
atthelastminute.I'dbeenworkingprettyhardandwasreally
tookingforwardto gettingawayforaweekend.ButI haveto sayit
wasverydisappointing.Thehotelwasa bitgrubby- it didn'tlook
likeourroomhadbeencleanedproperty,sowecomplained,but
theonetheymovedustowasn'tmuchbetter.Andthegrubwas
terriblesoweendedupeatingout.Themealswereincludedin
thecostsoI didn'tappreciatehavingto shetloutextra.Attin allit
wasn'ta greatelperience.
Speaker4 Thejourneydidn'tstartwell'causewewerehetdup
attheairportbya baggagehandlers'strike.Butweeventuallygot
hereandfounda lovelytittleplaceabouthalfa mileaway- it only
hasthreeorfourguestroomsandit'srunbya lovelyoldcoupte.
Themorningafterwearrived,wedecidedwe'dwalktotheshrine,
thoughtherewasa littlebusthatferriedpeoplethereandback.
Theskylookedprettythreateningsoweputonourwet-weather
gear- whichwaslucky,becauseit startedto bucketdownwhen
wewereabouthalfiivaythere.lt didn'tdampenourspiritsthough.
Wemadeourwaypastrowsofshops,wheretheytriedto flog
ustackysouvenirs- butwedidn'tbuyany- andarrivedatthe
shrine,wherewedranksomeoftheholywaterandlitcandtes.lt
wasanamazingexperience,thekindofthingyouonlydooncein
a tifetime.
Exercise4 page7t €12.t7
. Explainthatthe studentswillhearthewordsin theorder
thatthevarewritten.
lf necessary,stopaftereachsentencecontainingthe
informalequivalentto givestudentsa chanceto writeit
oown.
Writethewordsup onthe boardsothatstudentscan
seethespelling.Writethemin randomordersothat
whenyou'vecheckedtheanswers,youcanteststudents'
memoriesbypointingata wordandelicitingitsformal
equivalent.
KEY
Speaker1 excursion
Speaker2 tour
Speaker3 break
Speaker4 pitgrimage
,,
)
UnitT.fourneys

=ormorepracticeof lnformallanguoge,go to:
XEY
1 whinge
2 heaving
3 ripsb off
4 iittery
5 shattered
6 snoozed
7 grubby
8 grub
9 shellout
10 place
11 gear
12 bucketdown
Exercise5 page71
. Studentsdotheexercisealonebeforecheckingin pairs.
KEY 1c 2a 3e 4d 5b
Exercise6 pageTt
r Studentsdotheexercisealonebeforecheckingin pairs.
t Lead-in2-3minutes
o Ask:lf you thinkaboutthecountriesof our region,which
doyou thinkis themostpopular with touristsand whli?
Encouragethemto talkin smallgroups.E]icitideasfroma
fewstudentsto thewholeclass.
Exerciset pasel2
o Studentscaneitherdiscussthechartin pairsor asa whole
class.Ask: Whyis Francethetop destinotion?(weather,
food,beaches,skiing,easeof access,etc.)Whyis China
oneofthe leadingtouristdestinations?(attractedinterest
sincewinning2008Otympicgames,recentopeningof more
overseasflightroutes,etc.).
Exercise2 pasel2
r Studentsdiscussthe questionsin pairsbeforeclass
feedback.
KEY
1 ChinaTheGreatWallof Chinais a seriesofwallsfirstbuitt
in thefifthcenturyBCandrebuiltusedasChineseborders
fromattacksfromthe north.
2 USATheNiagaraFallsarelocatedontheborderof Ontario,
CanadaandNewYorkState,USA.Theyconsistof three
adjacentwaterfalls.Theyarenotthehighestin theworld
(thehighestareAngelFallsinVenezuela)northewidest
(VictoriaFallsZimbabwe/ Zambia)buttheyareexceptionally
beautifulandattracta millionvisitorsa month.
ItatySt Peter'sSquareis in frontof St Peter'sBasilicain the
Vatican.lt isfromherethatthe Popegiveshisblessingfrom
a windowoftheVaticanPalacewhichlooksoutontothe
square.
MexicoChichenltzais anarchaeologicatsitebuiltby
theMayancivilization.lt containsruinsin variousstates
of preservationincludinga castle,temples,ballcourts,
shrinesanda market.Themonumentin thephotois a
castte.
Exercise3 pagetz 6l z.B
r Askstudentsto notedownastheylistenanywords
relatedto thereasons1-10.Askthemto comparewhat
they'vewrittenbeforeclassfeedback.lf necessary,stop
therecordingaftereachspeakertogivestudentstimeto
makenotes.
KEY
Speaker1 4 (samplesomeofthecuisine)6 (volcanoes,
gtaciersandgeysers)8 (meetlcelandicpeople)9 (gtacier-
hiking,white-waterrafting)
Speaker2 3 I 5 (findingoutaboutIncacivilisation)
6 spectacularlandscape9 (luggingyourstuff)10 (testmyself
andfindoutmystaminalevels)
Speaker3 5 otdromanruins3 (museumsandgalleries)
7 (practiseltalian)8 (meetloadsof people)
KEY
1 showedusround
2 pickyouup;dropyouoff
3 seehimoff
4 washetdup;stoppedover
5 stopby;put...up
6 stoppedoff
Exercise7 pageTt
. Startbyteltingyourownstoryof a memorablejourney.
Givestudentstwominutesto preparetheirnotes.Tetlthem
it couldbea positiveor negativeexperience,althougha
negativeexperienceis ofteneasierto talkaboutat length
andwiltenablethemto practisetheinformallanguage.
Exercise8 page71
r Studentsrecounttheirmemorablejourneysin pairs.
Encouragethemto askfollow-upquestions.
Formorepracticeof Synonymsfor walkgo to:
t Lessonoutcome
donow?andelicit:I candescribedifferentkindsof traveland
journeyusinginformallanguogeanda varietyofphrasalverbs.
tEssoll suilillARY o.. s
Grammar:-ingformsafterpreparatoryif, nounsandadjectives
Listening:threepeoptetalkingaboutplacesthey'dtiketovisit
Speaking:softeningideasandbeinglessprecise,a group
presentationabouta placetovisit
E!qt@ Todothelessonin 30minutes,keepthelead-in
brief,settheGrammarBuilderashomeworkondaskstudents
totalkobout2 notj placesin exercises7and8.
Formorepracticeof Phrasalverbswith runand walkgo to:
Thetravelbug
^
UnitT.loumeys( 77

^
,t
)
UnitT.lourneys
Transcrlpt2.18
Speakert - Susan Oneplacethat I wouldreattyliketo go
andvisitis lceland.I think it woutdbe reallyexcitingto gothere
becauseit's a placeI don't knowtoo muchaboutand it just kind
of seemsquiteexotic.lt mightnot be the mostpopulardestination
for a holiday,but for me it'd be a placewellworthpayinga visit
becauseI'm reallyinterestedin doingoutdooractivitiesand I
thinkthatwouldbe a greatptaceto go and do thingslikegtacier-
hiking,white-waterrafting,or that kindof thing.I alsothink
thereareso manyinterestingthingsto go and seein termsof,
you know,spectaculargeographicaIfeatures,becausethere's
a lot of volcanoes,glaciers,and a lot of geothermalactivityso
there'sthingsIikegeysersthatyou cango and see...l'd also
be interestedto meetsomelcelandicpeople...um it's always
fascinatingseeinghowotherpeoplelive,and um to samplea bit
of the lcelandiccuisinebecauseI'm not surewhatthatwouldbe
tike.
Speaker2 - Martin l'd reatlyloveto goto Peruandwalkthe
IncaTrail....umthe IncaTrailis a four-dayhikethroughthe lungle
andthen up throughtheAndes,endingup at MachuPicchu,
whichis an ancientIncacity,highup in the mountains.l'm really
interestedin the Incasandtheircivilisation,howit developed,
howthe peoptetived,howtheywereconqueredbya smallgroup
of Spanishsoldiers,in I thinkthe sixteenthcentury.Um,I've
gotfriendswho'vedonethe traitand I'veseentheirphotosand
talkedto themaboutit andtheysayit's iusta reallyincredible
experience.l'm sureI'd find it reattyexhilaratingtrekkingthrough
the mountainsat highattitude...Thesceneryis spectacular,you
campin the iungte,eatroundthe campfire...Youneeda goodlevel
of fitnessbecauseyou'rewalkingat an altitudeof 4,000metresor
somethingtikethat,and it's hardworktuggingallyourequipment
withyou,but in a wayit wouldbe an experienceof self-discovery
and a journeywhereI couldreallytestmyselfandfind out myown
levelsof staminaand uh enduranceor whatever.
Speaker3 - Ralph WhatI'd liketo do is spenda month
backpackingroundEurope.My brotherdid that lastsummer;he
gotan Inter-raitcardwhichallowsyouto uh travelon trainsall
overEurope.Thecardcostsaboutf300 | think,somethinglike
that,but it's amazingtygoodvaluebecauseyoucangovirtuatty
anywherefor a wholemonth.Obviouslyit'd be crazyattempting
to getto everycountryinsidea month,so l'd timitmyselfto
maybeeightor ten ptaces.l'd definitetygoto ltaly,Franceand
Spain,I'd loveto seethe old Romanruinsin ltalyand alsovisit
the museumsandgalleriesandseeallthosegreatpaintings.l'm
studyingltalianat schoolso it wouldbe a goodopportunityto
practiseand sortof geta bit morefluent.Um,I actuallythinkit
wouldbe fun backpackingon my own,a realadventure.I don't
thinkI'd be lonety,'causeyou meetloadsof otherpeoptedoing
the samething.Whenmy brotherdid it he hookedup with some
guysfrom Denmarkandtheyspenta weektraveltingtogether.I
couldn'taffordto stayin hotelsso I'd probablytryto getovernight
trains.lt'sa bit of a painkippingon the train,but I'llsurvivel'm
sure.
Exercise4 pageT2
r GothroughtheLearnfhislboxtogetherasa classor ask
studentsto readthe informationsilentlybeforetheydothe
exercise.
. lf necessary,explainthe meaningof k4a(informalwordfor
steep)and/ug(informatwordforcarryor dragsomething
heavywith a lot of effort).
. lfyouplanto dotheGrammarBuilderexercisesin class,
checktheanswersto thisexercisefirst.lf settingthe
GrammarBuilderexercisesforhomework.do exercise5 and
thenplaytherecordingforstudentsto checktheanswers.
Formorepracticeof ingformsafterpreparatoryiI, nounsond
adjectives:
Exercise5 pasetz 6l z.B
o Referstudentsto thespeakingtip.lftheycan'tremember
whichexpressionswereused,playthe recordingandask
themto ticktheDhrasesthevhear.
KEY
a bitofa,inaway,iustkindof,sortol orthatkindofthing,or
somethingtikethat,orwhatever
TAIIGUAGE iliOTE - USITG IMPRECISI:
tAI{GUAGE
Exp,ressionsforbeingimpreciseareextremelycommonin
spokenEnglish.Weneedto useimpreciselanguagewhen
weareunsureoffacts,€.g./f3 modeof aluminiumor
samethinglikethat,lt'salsousefulwhenwewantto spare
the listenertheeffortof listeningto too manydetails.For
studentsit is particular:lyusefulbecausetheycanuse .,.
,themwhentheydon'tknowtheexactwordin English.
Exercise6 page72
o Studentsdotheexercisein pairsbeforeclassfeedback.
KEY
Possibleanswers
1 Paris,RomeandMadridaresortof goodplacesto visit.
2 Ina wayI'dliketo travelroundtheworld.
3 Tomjustkindofwantsto backpackor hitchhikeround
Europe.
4 We'resortof planningtovisittheSeychetlesortheMaldives.
5 Inonewayoranother,Thailandhasto betopof myIistof
hotidavdestinations.
Exercise7 page72
. Suggestthatstudentshavea rehearsalof theirpresentation
intheirgroups,sothatwhentheygivetheirpresentation
to theclasstheycanglanceattheirnotesratherthanread
fromthem.
Exercise8 page72
. Asthestudentsgivetheirpresentationtakenoteof errors
andgooduseof languagefora feedbacksession.
Exercise9 page72
. Findoutthrougha showof handswhichisthemostpoputar
destination.
Notesfor Photocopiabteactivity7.1
Trickytravelogues
Game
Language:traveIvocabularyincludinginformal[anguageand
synonymsforwalk,
Materials:onecopyoftheworksheetcutuppergroupof 15.
r Tellthestudentstheywittneedto usetheirimaginationto
inventa travelstory.Putthemin pairs.Giveeachpaironeof
thevocabularycardsandtetlthemto keepit secret.Tellthem
theaimoftheexerciseisto useattofthevocabularyontheir
card(inanyorder)intheirstory.Anotherpairwilllistento the
storyandtryto guesswhichfourwords/ phrasalverbsthey
hadto use.Tellthemthatcleverstorvtellerswillusea wide
KEY
1 paying
2 seeing
3 trekking
4 lugging
5 attempting
6 backpacking
7 kipping

rangeofvocabularyincludingphrasalverbsandinformal
languagein orderto tricktheirlistenersintopickingthewrong
words.Listenersearnonepointforeachcorrectguessand
stofiellersgainonepointforeachwrongguess.
. Givethe studentsfifteenminutesto createtheirstories.
Thenputtwopairstogether.Whitethefirstpairrecounts
theirstory,thelistenersshouldmakenotesif theywishand
thenconsulttogetherat theendandmaketheirguesses.
Askthemto keeptheirownscores.
o lf thereistime,askeachpairto discussandimprovetheir
storyfora fewminutesandthenallowthemto performthe
taska secondtimewitha differentpair.
. Inwholectassfeedback,findoutwhichpairsweremost
successfulanddiscusswhichvocabulary,if any,theyfound
difficultto usenaturally.
I Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatcanyoudo
now?and elicit:I cantalkaboutthereasonswhypeoplego on
holiday.I cansofrenideasandmakethem lessprecise.
tEssoll sullilARY o. o s
Listening:atatkaboutearlymigrationtotheUK
Vocabulary:compoundnounsrelatedto phrasalverbs,word
formation
Speaking:discussionmigrationtothestudents'owncountry
$qt@ Todothelessonin 30minutes,keepthelead-in
brief,andsettheVocabularyBuilderexercisesforhomework.
t Lead-in3-4minutes
o Putthestudentsin smallgroups.Askthemto sharewhat
theyknowabouttheircountry'shistoryandgobackas
faraspossibleto decidewhichothernationshavehad
the mostinfluenceon theircountry.Witha weakerclass,
youcouldgivecategoriessuchaslanguage,customs,
architecture,etc.After2-3 minutesor if discussionis
provingdifficult,bringtheclassbacktogetherandtryto
elicitwaysin whichtheircountryhasbeenshaped,bothin
positiveandnegativeways.
Exercise7 paget3
o Askstudentsto casttheirmindsbackto the culturelesson
ontheoriginsof English(page7).Howmuchcanthey
rememberaboutthe invasionsintoBritain?
r Theymarktheiranswersonthe map,leavingspaceto write
in thecorrectanswerafterlisteningto therecording,if
necessary.
r Elicitanswersbutdon'tconfirmor contradictvet.
Exercise2 page73
o Students,in pairs,matchthe pictureswiththegroups.
. Again,elicitsuggestionsbutdon'tgiveawaythe answersyet.
Exercise3 pase73 Sl2.ts
. Tellstudentsthattheyaregoingto listento a talkabout
earlymigrationto the UK.Exptainthatthetatkwitlcontain
someunfamiliarvocabulary.Theyshouldignorethisand
concentrateinsteadon [isteningoutforwordsconnectedto
the images.Elicitwhatthesewordsmightbe.
Earlymigrationto
KEY
Exercise1
1 8,000Bc
2 AD55
3 early5thcentury
Exercise2
1 AncientBritons2
4 9thand1Othcentury
5 7066
Romans 3 Anglo-Saxons4 Normans
Transcript2.19
ThereisnoneatbeginningtothestoryoftheBritishpeople.Over
thecenturies,theiridentityhasbeenshapedandreshapedby
a successionof invasionsfrommanydifferentpartsof Europe,
whichbeganlongbeforethepotiticalandeconomicmigrations
ofthenineteenthandtwentiethcenturies.Theoutcomeisthe
multicultural,multiracialsocietythatwehavein Britaintoday.
Thestorybeginssome10,000yearsago,whentheAncient
BritonscamefrommainlandEurope,migratingtotheBritishlsles
foltowingtheendofthelasticeage.Sometravettedonfoot,for
theEngtishChannelhadnotyetbeenformed,otherscamebyboat
upthewestcoastof FrancefromSpain.TheAncientBritonsruled
Britainfortenmiltennia,buttheyhadnoformofwriting,soour
knowledgeofthemcomesmainlyfromarchaeologicalrecords.Their
mostvisiblelegacyisdozensofstonecirclesacrosstheUK,the
mostfamousofwhichisStonehenge,builtsome5,000yearsago.
InthefirstcenturyBC,Britainattractedtheattentionofthe
Romans.Aftertwofailedattemptsto conquertheislandbyJutius
Caesarin 55and54BC,theRomanslauncheda successful
invasionabouta centurylater,inAD43.TheBritishtribestriedto
resisttheRomans,buttheuprisingwasquicklycrushedandthe
Romansrapidlytookcontrolofa largepartoftheisland,including
WalesandmostofScotland- althoughtheylaterretreatedfrom
thisnorthernregionandbuiltHadrian'sWaltrightacrossthe
northofEnglandto keeptheScottishtribesout.Followingthe
Romantakeover,theynamedtheirnewprovinceBritannia,andit
remainedunderRomanrulefornearlyfourcenturies,duringwhich
timetheybuiltwaterandsewagesystemsaswellasanextensive
networkofroads,manyofwhichtiedirecttyunderBritain's
modernroads.
TheRomansleftBritainearlyinthefifthcentury,butfoltowing
thepull-outtheAnglo-Saxonsarrivedfromwhatis nownorthern
Germany,displacingtheexistingBritishpopulationtothefringes
of Britain(Cornwall,WalesandScotland).Duringtheseventh
andeighthcenturies,abouttendifferentAnglo-Saxonkingdoms
viedforsupremacy.Thenamesofsomehavesurvivedasmodern
regions:Kent,Essex,SussexandEastAnglia.Theninthandtenth
centuriessawfurtherinvasions,thistimebytheVikingsfrom
ScandinaviaandDenmark,andduringthefirsthalfoftheeleventh
century,EnglandwasruledbytheDanishking,Canute.
In1066,Britainwasconqueredonceagain,thistimebythe
Normans,whowerethedescendantsofVikingswhohadsettledin
Normandy,a regionof NorthernFrance,twocenturiesearlier.The
invasionprecipitatedthedownfalloftheAnglo-Saxonkingdoms,but
therewasa greatdealof popularresistancetothenewcomers,and
inordertosubiugateandcontrolthepopulation,theNormansbuilt
enormouscastlesandcathedrals,mostofwhichsurviveto thisday.
TheNormanConquestwasthelastfutl-scateinvasionof Britainby
a foreignpowerandprovidedthefinatingredientinthemake-up
ofthe Britishpeopleoverthenextfewcenturies.
Exercise4page::Sl2.ts
. Givestudentsa fewmomentsto readthroughthe
sentences.Makesuretheyunderstandthattheyareall
fatse.Theirtaskisto findoutwhy.Encouragethemto
rememberasmuchaspossibleandgivesomeexplanations
beforelisteningfora secondtime.
r Pre-teachthewordsdisplace(forceto move)andfringes
(theouterparts).

KEY
1 Thisbeganlongbeforethe politicalmigrationsof the 19th
(and2Oth)centuries.
2 Sometravelledon footasthe EnglishChannelhadnotyet
beenformed.
3 Heledtwofailedattempts
4 Theydisplacedthe populationto thefringesof Britain.
5 Englandwasrulesbya Danishking,Canute.
6 Therewasa greatdealof popularresistance.
Exercise5 page73
r Studentsdotheexercisealoneor in pairs,usinga
dictionarytohelpif necessary.
r Elicitor teachthe meaningof outcome(result)anduprising
(rebettion).
. Explainthatthe stressis onthefirstsyllable,whetherit is a
verbor particle.Drillthewordsto practisethis.
Exercise8 page73
r Circulateandmonitorwhitethe studentsanswerthe
questions.Havea briefwholeclassfeedbackatthe end.
t Lessonoutcome
do now?andelicit:/ canunderstandandreoctto a talkabout
migrationto the UK.I havea learneda varietyof wordsformed
from phrasalverbs.
tEssot{ suMtARY .. {s
Reading:an articleabouttimetravel;matchingheadings,true/
E^l-^
-^^.^^^^-tdt>tr >tiltEilLc5
Vocabulary:easilyconfusedwords,linkers
Speaking:discussingtimetravel
E|@EE Todo the lessonin 30 minutes,askstudentsto
readthetextat homebeforetheclass,andsetthe Vocabulary
Builderexercisesashomework.
. Elicitthemeaningof 'sci-fi'andthatit'sanabbreviationof
science-fiction.Askthestudentsto nameanyscience-fiction
writerstheyknowof.Ask:Whydosomepeopleliketo read
science-fiction?
Exercise! page74
r Studentsanswerthequestionsin oairsbeforeclass
feedback.
KEY
Therearecountlessfilmsabouttimetravel.Amongstthemost
well-knownareTheTimeMachinebasedonthe bookbyHG
Wells,the Backto theFuturetritogy,Ihe Terminatorfitms,
Planetofthe ApesandDonnyDarko.
Exercise2 page74
o Askstudentsto readthetextandchoosethebestsummary.
Encouragethemthehighlightthesectionswhichbackup
theiranswer.
KEY
1 succession
2 migration
3 attempt
4 invasion
5 knowledge
6 conquest
7 resistance
8 supremacy(pron) i: to e
KEY
1 outcome
2 uprising
3 takeover
4 pull-out
5 downfall
6 make-up
fAl{,G'u,lGE'l':tqfE,:-cotlpouilD nout:s,,1,,,ili,
..'iRE-TED-'fO,,,FIIRA_SALVEflBS.i,',. :"''
11,
^somrcompourfs-noun*oiseoon phrasalverbsare
hyphenated,e.g.pull-out.Othersarenot,e.g.downfalt.
Thoseendingin -outand-overtendto bewrittenasone
word,e.g.fallout,checkout,takeover.
Thoseendingin -rnand-up areusu'allywrittenwitha
hyphen,e.g.moke-up,break-in.
Otherthanthistherearen'tanyhardandfastrules.
Whetheror nota wordis hyphenateddependson its
stageof developmentwithinthe Englishlanguage.They
beginastvvoseparatewordsandovertimebecome
hyphenatedandtheneventuallybecomesneword.
Pluralsareformedbyadding-sto the lastword,e.g.
takeovers, nof: fiel<esoyer.
Exercise6 page73
. Studentsdotheexerciseatoneor in pairs,using
dictionariesif necessary.
. Checkstudentsunderstandupsurge(suddenlarge
increase),outbreak(suddenstartof somethingunpleasant,
e.g.diseaseorwar),overthrow(removea leaderfrompower
byforce),stondoff(asituationin whichnoagreementcan
be reached),outlook(probablefuture).
KEY
1 upsurge
2 outbreak
3 comeback
4 overthrow
5 stand-off
6 outlook
Exercise7 page73
o Checkstudentsunderstandsuccession.Writea succession
of invasionsandelicita synonym(aseries).Checkanswers.
Formorepracticeof Wordformation (2):
Timetravel
Formorepracticeof Nounsrelotedto phrasalverbsgo to:
, ,O
)
UnitT.fourneys
KEY 2

KEY
1 True(Paragraphfl
2 True(ParagraphE)
3 False(ParagraphB)
4 True(ParagraphE)
5 False(ParagraphC)
Exercise3 page74
. Suggestthatstudentshightightkeywordsin thesummary
sentencesbeforelookingforparagraphsthatcontainthe
sameidea.Theyshouldthenreadthe paragraphscarefully
andmarkthepartsthatexpressthatidea.
KEY 1B 2E 3C 4F 5A 5D
Exercise4 page75
. Againencoulagestudentsto markthe keywordsin the
sentencesbeforethevfindtherelevantpartofthetext.
ADDITIO]IALSPEAKIIIGACTIVITY
Thestudentsaregoingtocreatelifeinaparalleluniverse
forthernselves.Askthemtothinkabouttheprevious
weekqnd,,andwritedownthingsthathappenedtothem,
decl!q!g.q!:1llg,yrnadeandactisnsthey,d:id,..T?rgyshould
tql,to,.rirrite:q,:iistoi ro-Zo different,thitrjs:::t:lt.:,::,::
No,!n',inr.pailgr:rheyshouldlookattheii,listt.nnd::pickone
action.or,on8,se,quenceofeventswhiChcOuldhavebeen
differentanddiscusswhatmighthavehappenedinthat
case,e.g.,tfI hadsaidnowhenMariusinvitedmetothe
cinemo,I wouldn'thaveseenthefilmorgoneforacoffee
afrerwords,butI mighthavespokentosameoneonthe
phone/ finishedmyhomework/ gonefora walk/ gone
shoppingandboughtsomething.
Swappa|fsgndexplainwhathappenQdqld whatmight
hav€i:iqptpeled.:,Thenewpartnershouldtistenandthen
thinkrabbut,rihego,nsequenceofthedifferentaction/
evetirr:Sq;addingtotheexampleabo,ie;:taum,ighthave
been,,at"homewhenthedoorbellranganditwasthe
postmanwitha mysterypackage.
Thisprocessshouldberepeated,sothateachstudent
talkstoa numberoftheirclassmatesandtheyalt
contributetobuildingparalle[universesforeachother.
Onewaytodothisistositthestudentsintwo-ringcircle,
onein,sidetheother.Thenthestudentsintheringonthe
outsideonlyneedtobeinstructedtomqveononeplace
tothelefteachtime.
When.$e.,9erdent5havespoken!of-qgI-.g11.tlveothefs,
mode|.ftqqb:givEfeedbacktothectass:-lq5twee-kend
l,played,fb6tbs1twithMichaetondRofa{,'$4tii,aparallel
universe,i'didn'tplayfootball.tnsteadIstayedathome
andthenthephonerangondit wasEvel'inaandshehad
aproblemso...Now,encouragethemtotellthewhole
classabouttheirparalteluniverses,Studentscansay
whethertheywouldratherbeintheirparalleluniverseor
thecurrentone!
i Lessonoutcome
now?andelicil:I conunderstandan articleanddiscussmy
viewson timetravel.I hovelearnedthedifferencebetweensome
commonIyconfusedwords.
Addingemphasis
LE5501{ SUilttARY O O r& $
",
Grammar:addingemphasiswith cleftsentences,frontingphrases
and use of do/ does/ did
Reading:articleabouta ftyingcar
Listening:emphaticsentences
Speaking:practisingemphaticstructures
EiUt@ Todothelessonin 30minutes,keeptheleod-in
briefandsettheGrammarBuilderexercisesforhomework.
. Tetlthestudentsthatinventorsarecurrentlytryingtoinvent
newformsoftransportbecausetheonesweusenoware
damagingtheenvironment.Puttheminsmallgroupsto
discusspossibilitiesfornewtypesoftransport.Aftertwo
minutes,conductwholeclassfeedback.
Exercise5 page75
. Studentsdiscusstheanswersin oairs.
KEY
1 The'grannyparadox'is a sequenceof eventswhere
somebodygoesbackin timeandaccidentallycausethe
deathof hisgrandmother,makingit impossibleforhimto
havebeenborn.
2 Thetheoryof parallelworldsisthateverytimewe makea
decisionit leadsto a setof consequencesbuttherealso
existsa setof consequencesfortheoptionthatwedidn't
take.Theseareknownasparallelworlds.
Exercise6 page75
o Studentsdotheexerciseatone.
Formorepracticeof Easilyconfusedwords:
Exercise7 page75
. Studentsfindthe [inkersin thetextandusethecontextto
identifythe uses.
KEY
1 to tetlthetruth
2 actually
3 the plainfactis
4 in fact
5 asa matterof fact
Exercise8 page75
r Studentsdiscussthequestionsin pairs.Aftera fewminutes
askthemto sharetheirideaswiththeclass.
Formorepracticeof Linkers:
UnitT.fourneys( 81 |

Exercise1 page76
e Askstudentsto skimreadthetextandelicittheanswer.
KEY lt candriveandfty.
Exercise2 page76
. Focuson theLearnfhis!box.Askthe studentsto underline
thewordsor ideasthatarebeingemphasisedthen
underlinetheexamplesin thetext.
r Pointoutthatthebasicprinciplebehindallthesedevicesis
thattheypushtheimportantpieceof informationto theend
ofthesentence.Thatwaythe importantpartlingersin the
listener'sheadforlonger.
KEY
Whatis beingemphasisedin the Learnthis!box:
HowtheTransitioncantakeoff
Thecost
Soimpressed
Thepilot
Lookselegant
Likethedesign
ln thetext
It'sontyin the pastfewyears...that....
Whatyou'regoingto see
Beforemestood
Itwaswhitetheywerestudying
Notuntilthey'dleft
Notonlyis it veryversatile...
Thequestionis ...
Whatmayputa lotof peopleoff...
It doesn'tanticipate...butit doesbelieve
Exercise3 page76
o Askstudentsto lookbackat pagesT4and75to find
examples.
KEY
1 lt wasEinstein,aseveryschoolchildknows...(tine5),Asa
matterof factit wasWellswho...(tine7)
3 Theproblemisthatcommon...(tine3f)
4 lt wasthroughsciencefiction(line44),Whathappenedwas
this...(tine46)
6 Butthe plainfactisthat...(line95)
Exercise4 page76
. Studentsdotheexercisealoneandthencomoarewitha
Dartner.
KEY
1 | don'thavea car,butI do havea bicycle.
2 NeverhaveI readsucha thought-provokingbook.
3 WhatI don'tlikeis hisattitudeto women.lt'shisattitudeto
womenthatI don'tlike.
4 Theprobtemis I can'tafforda newcar.
5 Roundthecornercamea manin a yellowjacket.
Exercise5 pase76 612.2o
. Eitheraskstudentsto writedownwhattheyhear(inthe
styleof a dictation)andthenanalysethechangeswitha
partner,or pauseaftereachoneanddiscussit openclass.
Transcript2.20
1 Whatonearthareyoudoing?
2 | knowit'smethat'swrong.
3 Niceweathertoday.
4 Youhavedonewell.
5 Whyeverdidyoudothat?
6 Dotakea seat.
7 Nicetieyou'rewearing.
Exercise6 pageT6
r Studentscanworkaloneor in oairs.
KEY
1 Whereon earthhaveyoubeen?
2 lt'smeyoushouldapologiseto,nothim.
3 Fantasticgoalhescored.
4 Dohelpyourselfto morepotatoes.
5 JustwhenI wasdozingoffJackjustburstin.
Exercise7 page76
r Askstudentsto completethesentencesin a waythat'strue
forthem.Circulateandmonitorwhiletheydotheactivity.
Talkaboutit
Groupwork
Language:addingemphasis
Materials:onecopyoftheworksheetcutuppergroupof 3-4.
r Putthestudentsin groupsof 3-4. Therearetwotypesof
cards:topiccardsandunfinishedsentences.Puta pileof
topiccardsfacedownonthetableandexplainthatthese
aretopics.Nowtellthestudentsthatyouaregoingto give
eachofthemsomeunfinishedsentences.Theyshouldtake
a topiccardandcompletethesentenceaboutthistopic
in anywaytheywish.(Makingsuretheyaregrammaticatly
correctof course!)Theonlyruleisthattheyshouldnotuse
thewordonthetopiccardin theirsentenceandshould
keeptheirtopicssecretfromtheotherstudents.Handout
threeorfourcardsto eachstudentandmakesuretheytake
thesamenumberoftopiccards.(Therearesomeextratopic
cardsin casea studentfindsoneverydifficuttandwishesto
changeit.)Witha weakerclass,studentscouldworkin pairs
to finishtheirsentences.
Whentheyhavefinishedwriting,askthemto putalltheir
sentencesintoa pilein themiddleoftheirtablesandmix
themup.
Nowonestudentpicksa finishedsentence,readsit out
andidentifiesthetopic.lf thisis correct,theycankeepthe
card.lf not,otherstudentsin thegroupcanguessuntil
oneis correct.(Attheend,thestudentwiththe mostcards
isthe'topic'winner)Demonstratethiswithonegroupif
necessary.
Thenthegroupshoulddiscusswhatiswritten,e.g.they
canagreeor disagreewithit, giveexamplesfromtheirown
experienceor askthewriterto explainwhattheymean.
Witha quietgroup,youmayneedto seta timelimit(30
secondsor oneminute)foreachsentence,withonestudent
astimekeeper.Thepersonwhois speakingwhenthetime
limitis up getsa point.(Studentskeeptheirownscoresand
at theend,thestudentwithmostpointsisthe'speaking'
winner.)
Formorepracticeof Emphasis,go to:
)
Unit7. fourneys

Presentation
I Lessonoutcome
andeticit:I conusea varietyofstructuresto addemphasis.
tEssol{ SUMMARY o l3 i!':
FunctionalEnglish:expressingcause,purposeandresult;
generalising
Listening:twopresentationsonwhetheryoungpeopteshoutd
travelabroad
Speaking:a presentationonthebenefitsoftourism
Topic:travelandtourism,natureandtheenvironment
llllniff-m Todo the |essonin 30 minutes,keepthe lead-in
brief,skip the listeningpart of exercisei; limit the discussion
timein exercise7.
o Drawa tableontheboardwiththreecolumnsheaded
'positive','neutral'and'negative'.Askthestudentsto copy
thetable.Tellthemthatyouaregoingto readoutwords
andtheyshouldwritetheminthecorrectcolumn.Doa
demonstration,if necessary.Words:damage,harm,impact,
benefit,result,threat,gain, effect,growth,consequence,
danger,improvement,detriment.Askthemto comparetheir
answerswiththepersonnextto them,thencheckasa class.
Exerciset page77
. Studentsdiscussthequestionsin pairs.
KEY
Possibleanswers
Thephotosshowtheconcretingoverof beautifulcoastline,air
pollution,boostingthelocaleconomyandcausingdisturbance
to witdlife.
Thegraphshowsthedramaticincreasein thenumbersof UK
citizenschoosingto travelabroad.
Exercise2 page77 €a2.21
r Askstudentsto makenotesofthe argumentsto useasthe
basisfortheirdiscussionwitha partner.
o Duringfeedbacketicittheopinionsandsupporting
arguments.
Transcr:pt2.21
Speaker1 Onthewhote,I amoftheopinionthatpeopleshould
notbeencouragedtotravelabroadonholiday.Thefactisthat
avastincreaseinthenumberofftightsoverrecentyearshas
resultedin increasedcarbonemissions,andthishasclearly
hada detrimentaIeffectontheearth'satmosphere.Ctimate
change,then,isa maiorconcern,butbynomeanstheonlyone.
Tourismcanhavea negativeimpactonthephysicalenvironment,
too,especiallyin populardestinationslikecoastalresorts.An
increaseinthenumberofvisitorsinevitabtyleadsto expansion
anddevelopment.Forexample,bighotelsspringupalongthe
coast,usualtytothedetrimentofthelocaIenvironment- andin
mostcasesitwasthelocalenvironmentthatwasthereasonfor
theresort'spoputarityinthefirstplace.Furthermore,morehotels
andmorerestaurantsinevitabtymeanmorestrainonthelocal
;nfrastructure,too.Ithinkthisisespeciallytruein remoterand
poorerpartsoftheworld,forexampleinAfricaandAsia,where
thelocalpopulationbroadlyspeakingconsumeslessenergy,less
waterandlessfoodthanthevisitingtourists.Theincreased
demandforwater,forexample,canposea threatto riversand
takes,whichmaydryuporbecomeunsuitabteasa habitatfor
wildlife.Admittedly,thelocalpeoplebenefitfromthemoneythat
touristsspendwhiletheyareonholiday,butI don'tthinkthe
benefitsto localpeopleoutweighthedamagethattourismdoes.
So,to sumup,theconsequencesofmoreftightswillbeincreased
climatechange,andfurtherdamagetotheptaceswhichthe
touristsvisit.Forthesereasons,I stronglybelievethatpeople
shouldbediscouragedfromtravellingabroad.
Speaker2 | don'tbetieveingeneralthatpeopleshouldbe
encouragedtotraveIabroadontheirhotidays.Ontheotherhand,
nordoIthinkthatpeopleshouldbediscouragedfromdoing
so.Peoplecleartybenefitfromforeigntravel- theylearnabout
othercultures,theybroadentheirhorizons,andbyandlarge
it doesteachthemto bemoretolerantandunderstanding.For
thisreason,Ithinkit'sparticutartyimportantforpeopletotravel,
especialtywhentheyareyoung.Tourismcanalsobebeneficial
to thepeoptewholiveinthetouristdestinations- formuchthe
samereasons.
However,havingsaidthat,there'sbeenmuchdiscussionin
recentyearsoftheimpactthattravelingeneratandairtravelin
particularhasontheenvironment.Climatechangeispartlydue
to carbonemissionsfromplanes,butratherthandiscouraging
peoptefromtravelting,whatIthinkweshoulddoisencourage
themto useformsoftransportthathavea lessadverseeffecton
theenvironment,suchastrains.Moreover,weshouldencourage
peopletotravelto placeswheretheyaretesstikelyto compromise
thewildlife,environmentorthe[ocalcommunity.
Insummary,then,whenthepurposeoftravelisto learnabout
othercultures,it'sctearlyofmutualbenefittothetouristandthe
tocalpeople.Peoptehavetotravel,andwea[[needholidays,
soI don'tthinkwecanavoiddoingharmattogether.However,
weshouldendeavourto minimisethedamagewecausetothe
environmentbyseekingalternativesto flying,
Exercise3 pagett 6l z.zt
o Dothefirstexampletogetherthenaskstudentsto complete
theexercisealoneor in pairs.
. Explainthe meaningof strain(pressure)andinfrastructure
(thebasicsystemsthatarenecessaryfora countryto run
smoothly,e.g.thetransport,waterandpowersupplies).
KEY
1 resultedin
2 leadsto
3 the reasonfor
4 mean
5 consequencesof
6 thisreason
7 dueto
8 purposeof
Exercise4 page77
o Studentsdotheexercisealonethencheckwitha partner.
o Eticitanexplanationof outvveigh(aregreaterthan)and
practisethe pronunciationof detrimentI'detrtmentl
comparedto detrimental,/'detrr'mentl/wherethe main
stressshiftsto the penultimatesyllable,andof environment
/rn'varrement/wherethe'n' is silent.
KEY
1b 2h 3i 4f 5c 6e 7a 8d 9i 10g
Exercise5 page77
Formorepracticeof Expressingcause,purposeandresultgo to:
UnitT.lourneysI 83

KEY
onthewhole
to a greatextent
in general
byandlarge
in mostcases
broadlyspeaking
Exercise6 page77
. Youcouldletstudentspreparetheirpresentationsin pairs.
Forthisyouwouldneedto dividethemintotwogroups,
thosethatagreeandthosethatdisagreesothattheycan
workwithsomebodywiththesameopinion.lt doesn't
matterif thegroupsareunequalin size.
Exercise7 page77
r Studentspreparetheirpresentationin noteform.They
shouldnotwriteful[sentences.Tellthemto includeat least
threedifferentstructuresexpressingcauseandeffectand
two phrasesforgeneralising.Encouragethemto rehearse
witha partner,whocangivethemfeedbackbeforethey
presentto thewholeclass.Duringtheirpresentations
makea noteof anyrecurringerrorsaswellasgooduseof
languagefora feedbacksessionat theend.
Exercise1 page78
r Focusonthephotos.Studentsdiscussthequestionsin pairs.
o Eticitorexplainthemeaningof workmanshrp(theskiltwith
whichsomethingis made,especiatlythewayit looks).
Exercise2 page78
o Dividestudentsintopairsorgroupsto answerthequestions.
lf theyareshortofthingsto say,teltthemabouta timewhen
youhavehadcauseto complain.Askthemwhattheywould
havedonein thatsituation.Wouldtheycomplainor not?
Wouldtheye-mai1,phoneorspeakin person?
Exercise3 page78
o Studentscanworkaloneandthencheckwitha partner
beforectassfeedback.
o Studentsshouldbynowbedevetopinga feelforwhat
soundsformalandwhatdoesn't,butyoucangivethem
someguidelinesbypullingtogethersomeof thefeatures
iltustratedin theexercise:Writetwoheadingsontheboard
andaskthemto decidewhetherthefollowingaretypical
featuresof formaIor informallanguage.
- passivestructure,contractions,wordswith Latinroots
Phrasalverbs,Linkerssuchas but, so, Linkerssuchas
however,abbreviations
KEY
1 returned
2 lam writing
3 a numberof
4 Firstof all
5 the hotetis describedasbeing
6 whereasin fact
7 Whatis more
8 whichmadeswimminghazardous
9 0n ourarrivalwewereinformedbyyourrepresentative
10 whichwehad
11 makeourownarrangements
12 Tomakemattersworse
13 madenoapologyforthis
14 drawyourattentionto
15 fine
16 wewerenotoffered
17 | wouldthereforelikea partialrefund
Exercise4 page78
o Elicitanswersfromthewholeclass.
KEY
1 a)inthetopright-handcorner,b)teftbutbelowherown
address,c)underheraddress
2 a)DearMrSmithb)Yourssincerely
Exercise5 pageza
o Studentscompletetheexercisein pairsandbrainstorm
morelinkerswitha partner.
KEY
1 whereas,however
2 Firstof all,Mysecondcomplaint
3 Whatis more,Tomakemattersworse
4 Onthewhole
Exercise6 pase78
o Studentsworkaloneor in pairs.
o Practisethepronunciationofpurchase/'pa:tJes/.
OPTIOTIALSPEAtrITGACTIVITY7F
Presentation;tmvel
) Lessonoutcome
andelicit:I cangiveopresentationabouttheeffectsof tourism.
TESSOI{ SUMilIARY OO * S :::
Writing:a letterofcomptaint,usingformallanguage,[inking
ideas,usingthecorrectlayout
Reading:a modelletter
Topic:travelandtourism,shoppingandservices
EIUIEE Todo the lessonin 30 minutes,do exercises7
and 2 asa class,skipthesecondpart of exercise5 andset the
VocabularyBuilderexercisesashomework.
@l[l[ffti[l@ Todothewritinsanatysisandwritins
taskin one45-minutelesson,keepthe lead-infor the writing
anolysisbrief,andskip the leadin for the writing tosk.Follow
theshortcutabovefor the writing analysislesson.ln the writing
tasklessonstudentswritetheirfinal draftfor homework.
i lead-in 1-2minutes
r Elicitthe meaningofthewordcomplaint,establishthatit
isa nounandelicittheverb(comptain).Putthestudents
in pairsandaskthemto thinkof peoplewhohaveto deal
withcomplaintsaspartoftheirdaitytifeandwhatthose
complaintsmightbeabout.(ldeascouldincludecustomer
serviceassistants,managers,police,teachersandschool
staff,restaurantstafl shopassistants.)
Letterofcomplaint
tO
)
UnitTolourneys

KEY
1 conformwith
2 seek
3 respond
4 purchase
numerous
address
5
6
Exercise6 page79
. Studentswritetheirfinalparagraph.Thisshoutdn'tbemore
thantwosentences[ong.
Exercise7 page79
r Beforetheytookat thechecklist,suggeststudentscount
theirwordsandtakethe necessarystepsto achievethe
correctlength.Thestudentsthenwritea finaldraft.
OPTIOilALryNTTII{GACTIYTTY7G
]J'
Le{fgrof compiaint,,,,
::'1"
:,::.
www.ouplCofi/elt/teAcher/56lu1iens
r,'.irr,,
t Lessonoutcome
. Askstudenls:Whathaveyoulearnedtoday?Whotcanyou
do now?andelicit:I canwritea letterof complaint.
Exercise7 page78
r Studentsworkaloneorin oairs.
KEY
1 numerous,
2 purchased
3 conformto,
4 respondto
hasaddressed
seek/ beseeking
+ Lessonoutcome
rsk students:Whathaveyouleornedtoday?andelicil:I can
t,'ritea letterof complaint.I canwritein aformalstyle.
:or morepracticeof Formallanguagego to:
Letterof
.'r:::tr::ra:,,...-....,..t t&;;._;
comptaini}
LESSOT{ SUilIMARY O..':,
Writing:writinga letterofcomplaint
Language:achievinga formalstyleandlayout,languagefor
rakingcomplaints
Topic:traveIandtourism,shoppingandservices
lfdilfttm Todo the lessonin 30 minutes,keepthe lead-in
trief, askstudentsto writetheirfinal draftfor homework.
r Writethefollowingwordsontheboard:shocked,
disappointed,appalled,horrified,disgusted,upset,
dissatisfied,dismayed,unpleasantlysurprised.Askthe
studentsin pairsto discussthedifferencesbetweenthem,
includingwhichonesarestrongerorweaker.Monitorcarefutly
andctarifyanynecessarypointsin wholeclassfeedback.
Exercise1 page79
. Studentsusetheohotosandideasin theboxto brainstorm
causesofcomplaint.
. Unfamiliarvocabularyis liketyto beplumbing(thesystem
of pipesthatsupplywaterto a building),unbearably
(intoterabty),bland (lackingftavour).
Exercises2andSpase79
. Studentsreadthetaskandmakethe notesintosentences
usingthephrases.Whentheyhavefinishedelicitan
examplesentenceforeachphrase.
Exercise4 page79
o Studentswritetheirfirstparagraph.Referthemto the model
letterbutdon'tletthemcopyit wordforword.
Exercise5 page79
. Givestudents10-15minutesto writethemainbodyoftheir
letter.Goroundhelpingandansweringquestionsbutdon't
correcttheirworkastheyshoutdbeencouragedto dothis
attheend.

TOPIC OO@,,,
Home.natureandtheenvironmnet
t Lead-in page80 2-3 minutes
. Askthestudentsif they'velivedin thesameplacealltheir
lives.Dividethemintosmallgroupsof threeor fourpeople
andaskthemto usetheirownexperienceor imaginationto
discusspositiveandnegativeaspectsof movingto a new
houseorflat.Getfeedback.
. Askthestudentswhatotherreasons,apartfrommovingto
a new/ biggerI betterhome,peoplemighthaveforleaving
the placewherethey'velived.
. Focusthestudentsonthequestionin task1,allowa minute
andgetfeedbackfromthe group.
Exercise2 page8o 5minutes
. Focusthestudentsonthe picturesin exercise3. Brainstorm
forvocabularytheycoulduseto describethepictures.lf
thestudentsdo notcomeupwiththewordsfromexercise
2 - referthemto theexerciseandaskto makesentences
withthewordsandphrases.Ina weakerctass,pre-teach
precariously.
ExerCiSe3 page8o 1ominutes
r Askthestudentsto workin oairs.Onestudentshouldactas
anexaminerandaskthequestions.Whitetheotherstudent
is answering,'theexaminer'notesallthegoodvocabulary
andlinkingphrasesused.Thenthestudentsswaproles.
r Aftereverybodyhasdonethetask,asktwopairsto actout
in frontof theclassor actasanexamineryourselfandask
oneortwostrongerstudentsto answerthequestions.
Exercise4 page80 1ominutes
@
a
a
Thestudentsdo thetaskindividuatty.Remindthemto read
throughthetextfirst,ignoringthegapsto gettheoveralt
idea,andthen,afteraltthegapshavebeenfitled- to check
if thecompletedtextis logicalandgrammatica[[ycorrect.
Atlow7-8 minutes.Checkasa class.
Askfastfinishersto tookthroughthetextforsynonymsof
thefotlowingwords/ phrases:finy(diminutive),eternal
(endless),reproduce(breed),expond(stretch),impressive
(epic),achievement (feat).
KEY
1on
2 Despite
3in
4 which
5is
6as
7to
8 onty
9 could
10 if
Exercise 5 page8o 5minutes
o Askthestudentsto readthesentencesanddiscusswhat
theythinkthelisteningwillbeabout.
Exercise6 page80 10-15minutesCl z.zz
a
o
Aska studentto readoutthe instructions.
Pre-teach:humpback,grey,blue whales;a calf;a leg of o
journey;breedinggrounds;seaboard.
Allowtwominutesto readthetaskcarefully.Remind
thestudentsthequestionsarein thesameorderthe
informationwi[[appearin therecording.Remindthemas
wellthatthequestionswitlprobabtybewordedin a different
waythantheexactwordingin therecording.
Ptaythe recordingstraightthroughtwice.Checkasa class.
KEY xA 2A 3B 4A 5B
Ttanscsipt2.22
Itisoneofthemostremarkableiourneysbyanycreatureonthe
planet- andit ismadebyoneofthebiggestcreaturesknownto
science.Researchershaveshownthathumpbackwhalestravelling
betweenbreedinggroundsoffthewestcoastofCentralAmerica
andfeedinggroundsoffAntarcticacoveredmorethan8,000
kilometresononelegoftheiriourney- thelargestrecorded
journeybyanyindividualmammal.
Theresearchersbetievethewhatesheadnorthtowarmer
waterswheretheygivebirthto theircalves.Thewhaleshavean
extraordinarytifestyte,withtheirbreedinggroundsinoneplace
andtheirfeedinggroundsinanother,thousandsofkilometres
away.
Theresearchersmadedaityexcursionsinsmallboatsoffthe
coastofCentralAmericato observethewhalesbetweenJune
andOctober.Theytookphotographsoftheundersideofthe
animals'tailssothattheycouldbeidentifiedattheotherendof
theirlourney.Justashumanshaveuniquefingerprints,whales
haveuniquetailmarkings.DuringtheAntarcticsummer,the
teamtravetledsouthto makesimilarobservationsandtooked
forwhaleswhichhadbeenspottedinthetropicalwaters.Seven
individuatanimatswerephotographedin bothlocationsand
a motherandcalfpairwereseeninAntarcticwaterslessthan
sixmonthsaftertheyhadbeenspottedoffCostaRica,having
travelled8,425 kilometres.
Theresearchendsthecontroversyoverwhichwhalespecies
travelsthefurthest.Thegreywhale'smigrationfromMexicoto
theArcticisalsoanimpressivevoyage.Bluewhales- thelargest
animalsontheplanet- alsomigratethousandsofkilometres,
withtheNorthAtlanticpopulationmovingfromArcticfeeding
groundstowatersofftheeasternseaboardoftheUS.Butnoneof
theseanimalshasbeenshownto undertakesuchincrediblylong
journeysasthehumpbacks.
Thehumpbackwhalescrosstheequatorontheirjourneyfromthe
Antarcticto theirbreedinggroundsoffCentralAmerica.Towork
outwhytheygosofar,theteamlookedatsateltitemeasurements
ofseasurfacetemperaturesofthebreedinggroundsof24
humpbackwhalepopulationsaroundtheworld.lnat[cases,the
animalswereoptingforwatersaround24-25degreesCelsius.The
whalesobservedoffthecoastofSouthAmericahadto continue
northbeyondtheequatorto findwaterthiswarm.Theresearchers
believethata highenoughwatertemperatureiscruciatforthe
whalesto breed.lt'stiketythatbeinginwarmwaterissomehow
beneficialtothecalf.
+ Lessonoutcome
elicittI havelearnedsomefoctsaboutwhales.I havedonea
phato-basedspeakingtask.I havepractisedvocabularythrough
agap-filling task.I havecompleteda multiple-choicelistening
task.
Getreadyforyourexam7

tEssoil sululilARY ooe ,,,
Vocabulary:clothesandstyles,two-partadjectives
Listening:fourteenagerstalkingaboutclothes
Speaking:discussingclothesandfashion
Topic:people
EIINEE Todo the lessonin 3o minutes,keepthe lead-in
brief,do exercisei as o classandset the VocabularyBuilder
exercisesas homework.
. Putthestudentsintosmallgroups.Askthemto lookcarefully
at eachother'sclothingandmakesuretheycanallaccurately
describeeverythingtheyarewearing.Monitorandassist
withanyvocabularyqueries.After1-2 minutes,inviteoneor
twostudentsto standupwitha personfromtheirgroupand
describethemto theclass.Encouragethemto beaccurate
andusesufficientdetailincludingthekindof material,
patternandstyle.Witha weakerclass,youcouldallowthem
moretimein theirgroupsto establishthisdetailandthen
invitesomemorestudentsto describeeachotherthoroughty.
Exercise1 pase81
. Askstudentsto discussthequestionsin pairsor small
groups.Havea classfeedbackandroundoffthe discussion
byaskingthemto describewhatclothesarefashionableat
themomentandwhetherthestudentslikethem.
KEY
hequotationsuggeststhatfashionis forpeoplewho haven't
retfoundan identityforthemselves.
Ither reasonsforfollowingfashionmightinclude:
- a desireto identifywitha certaingroup,e.g.hippies,Goths,
punks,etc.
- a wishto emulatewell-knownpeople,e.g.athletes,film
stars,etc.
- somepeoplethinkit raisestheirsociaIstatusasit shows
youcanaffordto replaceyourctothesregularty
- it'sinterestingto changeyourappearanceregutarlyrather
thanwearthesameclothesallthetime
Exercise2 page81
. Askthequestionsto thewholeclass.
Exercise3 page81
. Studentsreadthe speakingtip thenmatchthewordsto the
photos,usingthewordlistat the backof theWorkbookto
helothem.
. Writeupthe followingwordswhichmaypresent
pronunciationproblemsanddrillthem:
- dishevelled/dr'Jevld/
- corset/'kc:srt/
- cravatlkra'vntl
- dreodlocks/ dredloksi
- ploits lplntsl
. Witha strongerctass,elicitmorewordsto describethefirst
photo:fringe, pluckedeyebrows,platform boots,zips.
TTIIS UiIT IXCLUDES .. O
KEY
1 scruffy,trendy,corset,buckle,button,laces,stripy,studded
(bett),dreadtocks,extensions,piercing
2 chic,slighttydishevelled,elegant,neat,smart,stylish,wetl-
dressed,buckle,collar,cuff
Exercise4 page81
. Dividestudentsintopairsandaskthemto describeone
photoeach.Circulateandmonitorto checkthatthevare
fotlowingthe recommendedstructure.
Exercise5 pageer fi r.or
Tet[studentstheyaregoingto hearfourteenagersspeaking
aboutclothes.Pauseaftereachspeakerto allowthemto
notetheiranswersandreadthe nextstatement.
Forstatement2 explainthat'shewouldn'tbeseendead
in' is notto betakenlitera[1y!lt is a commoninformal
expressionmeaning'shewouldbefartoo embarrassedto
beseenwearing'.
Playthe recordingandletstudentscomparetheiranswers
witha partnerbeforeclassfeedback.
KEY 1 False 2 True 3 Notstated 4 True
Transcript3.01
Speaker1 Therewasa boyin myclassat mylastschoolwho
neverusedto wearcasualclothes.ltwashisthing.You'dmeet
himintownto goto thecinemaandhe'dbewearinga three-piece
suit!| don'tthinkheevenowneda pairoftrainersorjeans.I guess
hejustenioyedbeingdifferent- itwaspartof hisidentity.A lot
of peopleusedto makefunofthewayhedressed,butI always
thoughthelookedprettycool.
Speaker2 | usedto argueallthetimewithmyparentsabout
whatI couldandcouldn'twear.ThiswouldbewhenIwasabout
thirteenorfourteen,I suppose.A totof myfriendsweregoingout
in high-heetedshoesandshortskirts,butmyparentsinsisted
thatIwastooyoungforthat.Theywantedmeto weartheclothes
thattheyhadchosenforme.I rememberhavinga bigrowwith
mymumwhenweweregoingto awedding.Shemademeweara
disgustingfult-tengthskirtanda pairof ugly,open-toedsandals.
I spentthewholedayterrifiedthata friendmightseeme!lf I
everhavekids,I'llletthemwearwhatevertheytike...well,within
reason!
Speaker3 MybrothercopieshiswayofdressingfromTVshows,
mostly,sohealwayslooksquiteAmericanto me.Heusedto
berealtyintoFriends,andhisfavouritecharacterwasChandler.
Sofora coupleofyearshealwaysworeaV-necksweaterwitha
whiteT-shirtunderneath.Morerecently,he'sbeenwatchingthe
W seriesLosfandcopyingoneofthecharactersinthat- | can't
rememberhisname.Sonowmybrotherwearsa white,loose-
fittingshirtallthetime,withthesleevesrolledup.Actualty,it
quitesuitshim,I haveto admit.
Speaker4 | workfora marketingagency.Weorganizespecial
promotionalevents- forexample,thelaunchofa newmodelof
car,ortheopeningofa largeshop.Thejob'sreattyinteresting,but
theoutfitswehaveto wearfortheeventsaresometimesa bit...
well...tasteless.They'recertainlynotthekindofthingI'dchoose
to wear,if itwereupto me!Sometimesit isn'ttoobad- weiust
Fashion
. ctothesandstyles. two-part.adieqiives. colloquiallanguage. food
i andphrases. phrasesforde5cribinistatistics;.graphs,chartsand
asasfOrgivingestimatesr periph'rqgisat!d'euphef.rilsm. connotation
units.Tastes

KEY
1 three-piecesuit
2 fult-lengthskirt
3 open-toedsandals
4 V-necksweater
5 loose-fittingshirt
6 long-sleevedshirt
7 skin-tighttrousers
8 zip-upcardigan
havetoweara long-sleevedT-shirtwithsomecompany'slogoon
thefront.ButlastweekendwewereattheOxfordandCambridge
boatrace,whichwassponsoredbya heatth-foodmanufacturer.
Wealthadto wearskin-tighttrousers(toshowhowthinwewere!)
anda zip-upcardiganwiththemanufacturer'snameonthefront
andback.I feltuncomfortabteattday- itwasgrossl
. Studentsdotheexercisealoneor in oairs.
i Lead-in 2-3minures
r Writethewordsvegetarianandveganontheboardand
ensurethestudentsknowthecorrectDronunciation.Ask
themin pairsto providecleardefinitionsofthesewords.
Monitorandclarifyif necessary.Findoutwhetherthereare
anyvegetariansintheclass.Askthestudentsto discuss
in theirgroupswhatreasonspeoplemighthaveforbeing
vegetarianandwhattheprosandconsof beinga vegetaria'
mightbe.Elicitideasto thewholeclass.
a,a:,::,'a,'".
CUTTUREI{OTE. VEGETARIAIIISft,.:I'
StatisticsfortheUKshswthataround5oloofthe
populationisvegetariah,which,equatestoaboutthree
millionpeople.
.,::.4a,,,.
Exercise1 pase82
. Focusonthephotoandthetitleofthearticleandask
studentsto discussthequestion.Eticita fewideas.
Exercise2 page82
. Studentsreadthe articlequickly.Eticittheanswerto the
question.
KEY Themeatwillbegrownfromanimalcelts
Exercise3 page82
. ReadtheLearnthis!boxtogetherthenstudentsdothe
exercisealoneorin pairs.Checkanswersandthenask
studentsto practisesayingthesentences.
PROilUNGtATtOI{ 1{OTE- SttEtT tdt AND tt/
Long-sIeevedT-shirt and skin -tight trousersare examples
of a pronunciationfeaturewhichoccursin fastspeech
whereby/dl and/t/ at the endof a wordwhenfollowedby
a,lg,nsonantis not pronoun{€d:
5o:::l0ng-sleevedlFshirt'soundslike'longrsteeveT-shirt'
And'skin-tigh!,iio:users'soundslike'skintightrousertl
,(Thefinalt in'rifff doesnldisappearaltogetherbutstops
,,,,,::linthethroatratherthanbbtWeentheteeth.Thissoundis
.,.1.11.1f6mm6ni[ [nglishandisknownasaglottalstop)
Getstudentstopractisesayingthefollowing.
Brightpink
,' Aredtie. '1,:1'.,l'."'
Myoldestjeans
'.:a::a:a:::.
EXTRAACTIV|TIYSA:,,.,,
Alphabetrace '-ul:i::llr,l
'.]]:]:]]]::::.::..
KEY
wouldbecuttured,wouldbegrown,
stretched,wouldbescrapedoff
Changingwouldto r,yillwouldmake
theoretical.
wouldberegularly
it lessremoteand
Exercise7 pagear
. Studentsdiscussthequestionsin pairs.Attheendaska
fewstudentsto summarisetheirdiscussions.
I Lessonoutcome
now?andelicit:I cantalkaboutclothesandfashion.I have
Iearneda varietyof tvvo-partadjectives.
wnrytESSOll SUMMARY o a.:,
Grammar:usesof would
Reading:anarticleaboutmeatforvegetarians
Listening:fourpeopletatkingabouttheirattitudesto food
Speaking:discussionaboutattitudestofood
Eiqt@ Todothelessonin 30minutes,keepthelead-
inbrief,settheGrammarBuilderashomeworkandlimitthe
numberofquestionsfordiscussionin exercises4 and9.
Exercise4 page82
r Studentsdiscussthequestionsin pairsbeforea class
feedback.
. Askstudentsto takenotesin answerto thequestions.Let
themcompareanswerswitha partnerbeforefeedback.
KEY
Speaker1 Narrower.Henowontyeatshealthyfoodbecause
hehasbecomemoreawareof therisksinvolvedin eating
certaintypesof food.
Speaker2 Wider.Sheusedto onlyeatjunkfoodandnoweats
a widerrange.
Speaker3 Narrower.Hismotherusedto cooka widerangeof
dishes.Nowthathehaslefthomeheeatsa narrowerrange.
Speaker4 Wider.Shehasdiscoverednewdishessuchas
curriesandotherethnicfood.
Transcript1.02
Speaker1 | usedto absolutelylovelunkfood- burgers,
chickennuggets,hot dogs...lt wasa realtreat,goingto the local
takeawaylButthensomethinghappened- maybeit wasbecause
of someW programmeI saw,or somethingthat somebodysaid
to me,I can'trememberexactty.ButI suddentydecidedthat I
couldn'teatallthosemeatproductsbecauseofall the gross
thingstheycontain- ears,nostrilsand muchworse!So I stopped
I wouldhavebeenaboutfourteenat the time.Atl myfriends
thoughtI wasa bit weird- and mostof themarestillreatlyinto
Formorepracticeof Clothesidiomsgo to:
Unit8. Tastes

junkfood.Me,I'vegotevenfussier,I suppose.Lotsofthingsare
offthemenu,asfarasI'mconcerned.I wouldn'teatswordfish,for
example- it givesyouworms,orsoI'veread.Andtunacontains
mercury.Infact,l'd saythereareveryfewfoodsthataresafeto
eat!
Speaker2 Mydadwoutdn'tletushavesugarwhenwewere
kids,soobvioustyasteenagerswecravednothingelse!| pretty
muchlivedonchocolateandsweetsbetweentheagesoftwelve
andfourteen.I hardlytoucheda pieceoffruitoravegetablefor
twoyears!Asa result,I putontoadsofweightandbecamevery
unhappyaboutit.Andthen,whenIturnedfifteen,I decidedto
changemydietcompletely.I gotintoeatingsalads,fruit,that
kindofthing.ltwasn'tjusta healththing,either- | foundthat
mytastesinfoodhadrealtychanged,andbecomea lotmore
varied.Funnilyenough,mytwosistersareexactlythesameasme.
We'reatlfanaticaIabouteatingtherightkindoffood.Myfriends
sometimesteasemea bit- theyreckonIjustgorgeonchocolate
whenI'mat homeandnobodycanseeme- butI don't.Iiust
don'thavea sweettoothatalt.Mydadsaysit'sallbecauseof how
hebroughtusup.Buthewouldsaythat,wouldn'the?
Speaker3 Mymotherisquiteanadventurouscook.Whenwe
werekids,I don'tthinkweeverhadthesamethingtwicefor
dinner.Shewentthroughphases- | remembershewasrea[tyinto
Chinesefoodforawhile,andwehadloadsofstir-fries.Shedidn't
makeusfinishwhatwasonourplates,oreatanythingwedidn't
tike.She'dinsistthatwetryit,though.NowthatI'velefthome
andhaveto preparemyownmeals,mytasteshavechangeda
lot.I supposeItreatfoodasfue[.I eatfairlyplaindishes- pasta,
rice,lotsofcarbs.lt'spartlythatI'mrubbishatcooking.A bowlof
pastaisaboutmylimit.Mysister'sa realfoodie,though- iustlike
mymum.She'sdoinga cookerycourseinthesouthof Francethis
summer,infact.Iwouldguessshe'shopingto makea careerout
ofit.
Speaker4 | supposeI hadfairtytypicaltastesinfoodwhenI
wasa child- quiteconservative,really.Butsincetheageof about
sixteen,l'vereallybroadenedmyhorizonsin termsofwhatI eat.
First,I discoveredcurry- andspicyfoodingenerat.I thinkchitti
canbea bitaddictive!Later,I movedonto otherkindsofethnic
food- Mexican,Thai,,lapanese...younameit!| lovetryingnew
andexoticdishes.I wentto a Mongolianrestauranttheotherday
andrealtyenjoyedit.Mindyou,I expectthefoodthereistailored
toWesterntastes,andprobablyisn'twhatordinarypeoplereally
eatin Mongolia.I wouldloveto sampletheireverydaydishes
- youknow,staywithanordinaryfamilythereandsharetheir
meals.Nobodyetsein myfamityisintothesamekindoffoodas
me.I don'tthinkmymumhaseverevenhada curry!Andmydad's
verysetin hiswaystoo.They'dneverthinkofgoingto anethnic
restaurant.
Exercise6 pages2 6) 3.02
r Studentscompletethe sentencesreferringto thewordlistif
necessary.
. Checkanswersandthencheckunderstandingprovidea
littlemorecontrolledpracticebyaskingindividualstudents:
Whatkind offood wouldyou considero realtreat?Doyou
everhovecravingsfor a particulorfood? Whatdo you crave?
Haveyou evergorgedon anythinguntil you modeyourself
feel ill? ls thereanyparticularfood that's off the menuin
yourhousehold?Why?Haveyougot o sweettooth?
KEY
1 treat
2 menu
3 craved
tived
touched
gorge
7 tooth
8 fuel
9 foodie
Exercise7 page82
. Studentsdothe exercisealoneor in pairs.
Exercise8 page82
Mydadwouldalwayscooklunchon a Sunday.
I wouldn'teatgeneticallymodifiedfood.
I wouldsayhe'stryingto loseweight.
Spendinga yeartravellingwouldhavebroadenedhertastes
in food.
Mymotherwoutdn'tbuySouthAfricanfoodbecauseof
apartheid.
Exercise9 page82
o Afterthestudentshaveaskedandansweredthequestions,
askafewstudentstoreportbackontheirpartner'sanswers.
I Lessonoutcome
andelicit:I cantalkabutdifferentaftitudestofood.I conmake
sentencesusing'would'.
tEssoll suillilARY o o | 4$,,:
Reading:anarticleaboutyouthcultureandfashions
Vocabulary:colloquialwords
Writing:a shorttextabouta fashionstyle
Topic:people
E!@@ Todothelessonin30minutes,keepthetead-in
briefandaskstudentstoreadthetextbeforethelesson.
t Lead-in3-4minutes
r Putthe studentsin smallgroupsandexplainthatthisunit
is aboutyouthculture.Askthemto brainstormanygroups
or styleswhichyoungpeoplechooseto be partof - these
couldbecurrentor styleswhichhavegoneoutof fashion
now.Giveexamplesto helpthenrstartif necessary:Gofhs,
metalheads.Afteraroundtwominutes,conductclass
feedbackandaskwhichofthe groupsarecurrentandif
anyonein theclassknowsmoreaboutanyofthesegroups.
Exercise1 page83
o Studentsdescribethe peoplein the photoin asmuchdetail
aspossible.Referthemto thevocabularyexerciseon page
81 if necessary.
Exercise2 page83
r Givestudentstwo minutesto readthetextandanswer
the question.Don'tletthemgetdistractedbyunknown
vocabularv.
KEY
7
2
3
4
4
5
5
Formorepracticeof would,go to:
Youthculture
KEY 15 23 37 4213 55 62 77 B4
KEY NuGrave
Units.Tastes

KEY
2 skiving
3 super-skinny
4 takingin
5 grungy
6 clued-up
7 lapup
8 crew
Exercise3 page83
o Askstudentsto underlinethekeywordsin thesentences
andthensearchforsynonymsin thetext.
. Askthemto comparewitha partner,justifyingtheiranswers
with referenceto the text.
KEY
1 B (tracksto remix)
2 C(it mustbe perfect)
3 A (theycareabouttheenvironment)
4 D(20cmplatforms)
5 C(insingle-sexpacks)
6 E(activetynotwatchingtelly)
7 B (minientrepreneurs)
8 D (theylapuptheattentiontheygetfromshockedrelatives)
9 D(blacktips)
10 C(lnsteadof ruthtessintrospection...)
Exercise4 page83
r Elicitthemeaningof colloquial(languageusedin
conversation,notformalin formalspeechorwriting).Ask
whythetextis sofutlof coltoquiallanguage(becausethisis
the [anguageofyouthculture).
. Studentscompletetheexercisealoneor in pairs.Check
answersto 1-8.
themto worktogetherto completetheirtexts,askingand
answeringquestions.
Finalty,irra wholeclassfeedbacksession,elicitthetwo
idiomsandchecktheirmeaningsandalsoclarifyanyother
unknownvocabulary.
0otionaIextension:lftheclassseemsinterestedinthis
topic,youcouldputthemin sma[[groupsto thinkof other
famouspeoplewhohavebecomeinternationaIstyleicons,
e.g.DavidBeckham,JustinTimberlake,SarahJessicaParker
Groupsshoulddiscusswhytheythinkpeoplewantto
emulatetheirlook.Afterfiveminutes,encouragegroupsto
sharetheirideaswiththeclass.
t Lessonoutcome
Askstudents:Whothaveyoulearnedtoday?Whatcanyoudo
now?andelicit:I canunderstandanarticleaboutyouthculture.
I cantalkaboutvouthcultureandfashions.
Foodofthefutur*
tE5SOl{ SUttARY O. *
Reading:a text aboutnano-food:matchheadingsand multiple
choice
Speaking:discussionaboutnano-food
EiUIEtr Todo the lessonin 30 minutes,keepthe lead-in
brief,askstudentsto readthe textat homebeforethe class,
andsetthe VocabularyBuilderfor homework.
o Putthestudentsin pairsandaskthemto telleachother
whattheirfavouritefoodis.Whentheyhavealldonethis,
askthemto think100yearsin thefuturewhetherthisfood
wittstiltexistandinwhatwaysoureatinghabitsandthe
foodsavailableto uswillhavechanged.Givethemtwo
minutesto discussandthenconductclassfeedback.
CUTTURETOTE..,.
Friendsof the Earthis a networkof environmental
organizationsin 70countries.Themaincampaigns
of Sri,endsof the Earthactivistsin the UKarecLimate
change,waste,saferchemicats,transportandco,rpo,rate
accountability.
Exercise1 page84
. Focusonthequestionsandgivestudentstwominutes
to completethetask.Theyanswerthequestlonsorally.
Encouragethemto usetheirownwordswherepossibte.
. Elicitorexplainthemeaningof bystealth(secretly),heclth
supplement(vitaminsthataretakenin additionto whatyou
usuallyeat)andbug(abacleriaorvirusthatcausesittness)
andcheckthepronunciationofstealth/ste10/.
KEY
1 Theyaretinyparticlesthatareintroducedintovarious
productsincludingfood.Potentiattytheycanchanne[drugs
andvitaminsintothebody'ssystemsmoreeffectively,kilt
bugsorcreatewindowsthatcancleanthemselves.
2 Somepeopleareconcernedthattheriskshaven'tbeen
propertyassessed.
Exercise5 page83
. Askstudentsto comparedefinitionswitha partner.Elicit
answers.
KEY
kids(n)youngpeople
mate(n)friend
hoodies(n)hoodedsweatshirts
hot (adi)verycool
zines(n)magazines
packs(n)groupsof people
Exercise6 page83
. Seta timelimitoffiveminutesthenaskpairsto readout
theirtextsto theclass.Dotheyagreewiththeobservations?
NotesforPhotocopiabteactivity8.1
Kytie- fashionicon
Pairwork
Language:fashionvocabulary,includingclothesidioms
Materials:onecopyoftheworksheetcutupperpair.(Teacher's
Bookpage138)
. Putthestudentsin pairs.Withaweakerclass,elicitwhat
theyknowaboutKylieMinogue,to preparethemforthetext.
. Tetlthemthatyouaregoingto givethema text,whichthey
shouldkeepsecret.Therewillbespacesintheirtextand
theyshouldworkwitha partnerto predictwhatmightbe
inthegaps.Tel[themnotto writeanythingatthisstage.
GivetwocopiesofStudentA textto onepair,twocopiesof
StudentBtextto anotherpair,andso untilallthestudents
havetextsto workon.
r Afterthinkingaboutthe missinginformationfora few
minutes,theyneedto worktogetherintheirpairsto think
ofa wayto askforthemissinginformation.Theycanwrite
downtheirquestions.
. Oncethestudentshavedevisedsomequestions,regroup
themin pairsofoneStudentA andoneStudentB andtell
units.Tastes

KEY
Paragraph2
Paragraph3
Paragraph4
Paragraph5
Paragraph6
WILUr WOil.KA ' .i r: :l
WillyWonkaisa ffctionaleharacterfromthevenlpopular
boakCharlieondtheChacolateFactarybyRoa{dDah!. "
Inthebook,WillyWonkaisanamazingpersonwhohas
inventedproductssuchaseverlastingsweetsandice
creamthat,neve'rm,elts.-ThecharacteiofWiltvWonkahas
b'een'playedinfilms$ GeneWilderandmoierecently,
lohnny.Depp. ,,
,,
Exercise2 pagel4
o Askstudentsto identifythe keywordsthenreadthrough
thetextquicktyto matchthe paragraphswiththe headings.
Remindthemthatthereis oneextraheading.
r Duringfeedbackaskstudentsto saywhichsectionsofthe
textledthemto theanswer.
Pointoutthatyoucanmakea lotof adjectivesto describe
foodbyaddingthe suffix-yto a noun.Typicatexamplesare
chocolaty,nutty,fruity,cheesy,milky,buttery,spicy.
lf thereistime,erasealtthewordsexceptadjectives
describingfood.Askstudentsto categorisetheminto
positiveandnegativewords.Thenaskthemto decidewhat
kindof foodtheycanreferto.
KEY
Possibleanswersto 3 and4
3 Food:tender,juicy,tough,dry,ripe,overripe,melt-in-the-
mouth,stodgy,rich,plain,overcooked,undercooked,
elaborate,rich,raw,fresh,insipid,bland,sickty,greasy,
heavy,light,spicy
Drinks:fizzy,sparkling,stilt,mitky
4 carbohydrates(carbs),minerals,vitamins,water,fibre
Exercise6 page84
. Monitorasthestudentsdiscussthequestionsandmake
notesforfeedbackat theend.
ADDINOilAL SPEAKIT{GAGTIVITY8D
Discussion:nano-food
ww^/.oup.com/ett/teacher/solutions
I Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whatcanyoudo
now?andelicit:/ canunderstandanarticleaboutnano-food.l
candescribefoodanddiscussfoodscience.
,i*1..:.r:i-
tESSOll SUilIMARY o a a,lii;
Grammar:modatverbs
Speaking:discussingthemoralityofspendinga lotofmoneyonfood
EiE@ Todothelessonin30minutes,keepthelead-in
brief,settheGrammarBuilderandexercise7forhomework.
I Lead-in2-3minutes
. Askthestudentsto imaginethey'vegotverytitttetimebut
needto havelunch.Theirtwooptionsarea sandwichshop
anda fastfoodouttet.Whichwouldtheychoose?Putthem
in smallgroupsto discusstheirchoiceandtalkabouttheir
reasons.After1-2 minutes,askthemto talkaboutwhat
they'dchooseif theyhadplentyof timefor[unchandno
limitedoptions.lf possible,encouragethemto thinkabout
whetherthisfoodwouldbe betterthanthefastootionand
why.Conductclassfeedback.
Exercise1 page86
o Dothisasa wholeclassactivity.
. Explainthatgimmickis a wordwith negativeconnotations,
whichdescribesan unnecessaryandemptytrickthatis used
to attractpublicityor persuadepeopteto buysomething.
Createyourownflavours
Productsavailablenow
Healthierandmoreexcitingfood
Unknowndangers
Tinytoxins
Exercise3 page84
r Remindstudentsthata usefulapproachto answering
multiplechoicequestionsisto underlinethekeywords
in the questions,tryto predicttheanswerbeforelooking
attheoptionsanddecidingwhichfitsthepredictionand
finallyto gobackto thetextto check.
KEY 1d 2c 3c 4d 5b 5b 7d
Exercise4 pase84
. Duringfeedbackhightightthe followingpoints:
- Savourymeans'notsweet'.Studentsoftenerroneously
usethewordsalryto meansavoury.5o1fy,however,
means'containinga lotofsalt'andwou]ddescribefood
suchasbaconandanchovies.
- ThefinaIsytlabteof colourless,tastelessandblackcurrant
arepronouncedasa schwa/e/. (Driltthem)
- -huedisa literary,formalwordnotusedin everyday
conversation.
- 5 Peritisalsoa literaryorformalwordfordanger.
KEY
1 sweet:blueberrypie,icecream
savoury:tomatosoup,roastbeef
2 colourless,tasteless,green-hued,blackcurrant-flavoured
3 bacteria.contaminants
4 fat,salt,proteins
5 perils,risk,hazards,threat
6 tiver,brain,stomach,lung
Exercise5 page84
. Studentsbrainstormin oairs.Remindthemthatfor1.and
2 theyshoutdthinkof dishesnotfood,e.g.cheesecakenot
chocolate.
o Asktheoairwiththemosttoreadouttheirlist.Writethe
lesserknownwordsonthe boardsothatthestudents
canpeer-teachthemto the restof the class.Askif any
studentsfromtheotherpairscanaddto the [ist.Addany
'interesting'onesto the listonthe board.lf anywordsare
mispronounced,writebracketsaroundthemandcomeback
andmodelanddriltthemlater.
Modalverbs
Unit8. Tastes

KEY
Theheadlineplaysonthetwomeaningsof rich:onemeaning
is wealthy,the other,whenreferringto food,meansheavy
andfullof fat,creamor butter.Richfoodis usuallyeatenin
smal[quantitiesasit makesyoufee]futlquickty,e.g.chocolate
mousse,saucescontainingcream.
Exercise2 page86
Explainthatthisexerciseandthe nextarerevisionexercises
to checkhowmuchstudentscanrememberaboutmodal
verbs.Studentsdothe exercisein pairs.
Infeedback,whenstudentsareexplainingwhytheother
optionsdon'tfit,encouragethemto illustratethe meaning
ofthoseoptionswithexamplesentences.
KEY
1 b (weusecantotalkaboutabitity,makerequests,offers,
askforpermissionandtalkabouttypicalsituations.We
useshouldto talkaboutadvice,whatis rightandto make
deductions)
2 a, c (weusemustn'ttote[[peoplenotto dothings)
3 a, b (weusedon'thavefo to saysomethingis unnecessary)
4 a,c (formusfn'fsee2. lt doesn'tmakesensein thecontext
of 'nobody'sforcingyouto buyit')
5 b, c (havefo meansthereis a rule)
6 a (needn'tlikedon'thavefo meansit isn'tnecessary)
7 b (forshouldsee7, musfrefersto a personalobligation
ratherthananexternalobligation.Heretheobligationis
externa[)
Exercise3 page86
o Dothefirstonetogetherasanexamplethenaskstudentsto
continuethetaskaloneor in pairs.
. Playthe recordingandelicittheanswer.
o Youcouldalsowriteon the boardWhywasthemonirritated
bythewoman?(fornottellinghimshewasgoingto New
York,forsuggestinghegooutwithhisbrother,fornotbeing
preparedto spendmoneyona taxibutbeingpreparedto
splashoutonanexpensivedessert)
KEY Thewoman
Transcript3.03
Man Haveyouseenthisdessert?They'reservingit in a
restaurantin NewYork.lt'schocolatewithrealgoldonthetop!
Woman Realty?Youcaneatgotd,canyou?
M I guessso.Anyway,it'snotcheap- $25,000!
W I don'timaginethey'vesotdmanyatthatprice!
M Howdoyouknow?Theymayhavesoldhundreds.Therearelots
ofrichpeopteintheworld.
W True- butsurelynobody'sstupidenoughto pay$25,000fora
chocolatedessert!
M Theyletyoukeepthebowltoo,apparently- andthespoon.
There'sa Dicture.
W Let'shavea look.Hmm.lt doeslooknice.
M You'resoundingquiteinterestednow.
W I am!| maygoalongandtryit nextweek.I'min NewYorkfora
meeting.I couldchargeitto expenses.
M Youmighthavetoldmeyouweregoingto NewYorknextweek!
W IthoughtI had...
M No,youdidn't.AndI'veinvitedyourbrotherroundfordinneron
Wednesday.Nowl'tthaveto cancet.
W Why?Youcouldtakehimoutfora meal,lustthetwoofyou- a
boys'nightout.
M No,thanks!Rememberwhathappenedlasttimewedidthat.
Yourbrotherstartedarguingwiththewaitersandintheendthey
threatenedto callthepolice.Wemighthavebeenarrested!
W Butyouweren't- sostopbeingsometodramatic!| thinkhe
wasgoingthrougha difficuttpatchbackthen.He'sdifferentnow.
Youshouldhavea bettereveningthistime.
M lt coutdn'tbeanyworsel
W Wetl,it'suptoyou,anyway.
M Whenexactlyareyouleaving?
W Mondaymorning- early,
M CanI borrowyourcarwhileyou'reaway?
W Yes,of course.Youcoutdgivemea tiftto theairport!lt would
savemethetaxifare...
M So,you'rethinkingofspending$25,000ona chocolate
dessert,butyouwantmeto getupbeforedawnto saveyoua taxi
fare...
W I doubtverymuchif I'mreallygoingto orderthatdessert!But
stitt,itwoutdbeinterestingto knowwhatit tastedlike.
M Welt,if youshouldtryit, tetmeknow!
Exercise6 pases5 O 3.03
o Letstudentsdiscusstheoptionswitha partner,thenplay
therecordinga secondtimeforthemto check.
KEY
1 should,oughtto
2 shouldn't,oughtnotto
3 must
4 can't,couldn't
5 must
6 don'thaveto,needn't
7 mustn't
Exercise4 page86
o Studentsworkindividuallyor in pairsto maketheir
sentences.
KEY
Possibleanswers
It mustbea gimmick./ Someofthe profitmustbegoingto
charity.
It couldn'tbeworththatamountof money.
You'dhaveto havemoremoneythansenseto spendthat
muchona dessert.
Peopleshouldn'twastethatkindof moneyonfoodwhenthere
aremillionsstarvingin theworld.
KEY
1 may
2 might
3 could
4 might
5 shoutd
6 couldn't
7 coutd
8 should
Exercise7 page86
r Givestudentstimeto thinkabouttheiranswers.Goround
listening,helpingandmakinga noteof persistenterrorsfor
studentsto correctat theend.
Formorepracticeof Modalsgo to:
unit'.Tastes
,/

KEY
1 l'm suretheywilthavesoldhundreds.
2 Perhapsyoutoldme(butI can'tremember).
3 Takinghimoutfora mealwouldbethe rightthingto do.
4 lt'spossiblewewerearrested(butI'm notsure).
5 lt'spossiblethatyou'llhavea bettereveningthistime.
6 lt'spossiblethatit won'tbeworse.
7 Youhavepermissionto takemeto theairport!
8 lfyouthinkthere'sa chanceyou'lltryit sometime,letme
know.
Exercise8 page86
Askstudentsto usetheirintuitionto decidewhetheror not
theysoundnatura[.
Duringfeedbackaskthemto tryto explainwhatiswrong
withthe onesthatdon'tsoundnatural.
KEY
1,4, 5 and5 arenaturalEnglish.
2 ...theservicecanbea bit slowsometimes.Ohisis an
exampleof canbeingusedto talkabouttypicaIsituations.)
3 Yes,youcan.(Couldcanbe usedto askforpermission,but
notto giveit)
7 ...peoplecan'tsmoke...(Can'tis betterbecauseit means
thatit is notatlowed,whereasmustn'tis usedwhenthe
obligationcomesfromthespeaker.)
8 ...hasto work...(becausetheobtigationcomesfrom
outsidei.e.fromtheemployerratherthanfromthe speaker)
lsit thesame?
Game
Language:modalverbs
Materials:onecopyoftheworksheetcutup pergroupof 3-4
. Putthe studentsin groupsof 3-4. Tel[themtheyaregoing
to playa memorygamecalledpelmonism,or memory.
r Demonstratethe gamewithonegroup.Spreadthe cards
outonthetable.Askonestudentto chooseandturnover
twocards.Readthemoutandaskthestudentsto decide
if themeaningisthesame.lfthemeaningisthesame,the
studentcankeepthe pairof cards.lf theydon'tmatch,turn
themoveragainin thesameplaceandremindstudentsto
tryto rememberwhatis onthecardsandtheirpositionon
thetable.Thenthe nextstudentturnsovertwocardsand
decidesif theymatch.Thewinneris thestudentwiththe
mostcardsattheend.
. Witha weakerclass,thiscouldbe playedin teamsof twoso
theycoulddiscussthesentences.
r Whenthegameisfinished,conducta feedbacksessionto
discussanydifficultieswhichmayhavearisenandhighlight
anyproblemsyounoticedwhilemonitoring.
Exercise9 page86
. Studentsdiscussthe questionin pairs.Asfeedback,find
outwhatthemajorityofthe classthink.
t Lessonoutcome
andelicit: I canusemodalverbsaccuratelyandeffectively.
LESSOIl SUtmARY o.. de
FunctionalEnglish:describingcharts,usingvague[anguage
Listening:descriptionof charts
Speaking:describingandrespondingtovisualstimuli
Topic:society
EiqI@ Todo the lessonin 3o minutes,skip the lead-in,
and thesecondlistening(butfocuson the language).
r Drawa circleontheboardandexplainthatthisis a chart
representingfoodconsumptionin oneaverageweek.Ask
themto drawtheirownchartto showhowoftentheyeat
foodtheyhavepreparedthemselves,foodpreparedby
someonein theirfamilyandfoodpreparedbysomeone
else,i.e.froma shopor caf6.Givethemoneminuteto do
thisandthenputthemin pairsto compareandtalkabout
theircharts.
Exercise1 page87
r Studentsworkin pairs.Theydo notneedto lookat the
informationcloselyat thisstage.Theywittbedescribing
thesechartsin detailin exercise7.
KEY lbarchartc 2piecharta 3graphb 4tabted
Exercise2 pageszO3.04
r Makesurestudentsunderstandthatthe recordingstheywitl
listento areunrelatedto thegraphsin exercise1. Letthem
pooltheirideaswitha partnerbeforefeedback.
o Witha strongerclass,elicitmoreinformationaboutthe
findingsin the charts:
1 Whatwasthespeakersurprisedabout?(thenumberof
womenshoplifters,thesharprisein thetotalnumberof
crimescommittedbywomen)
2 Whatdothestatisticsindicate?(Mostpeopleareonline
everyday,hardlyanyonedoesn'tusethe lnternet.)
3 Whatisthemaindevelopmentin energyconsumption?
(Peoplearemovingfromconventionalpowerto greener
sources.)
4 Whathavebeenthemaintrendsin immigrationto theUK
inthelastdecade?(Morepeoplefromtherestof Europe
areimmigrating,butfewerfromdevelopingcountries.)
KEY
1 criminaloffences 3
2 usingtheInternet4
energyconsumpilon
immigrationandemigration
Stimutus-based
discussion
Unit8. Tastes

Transcript3.04
Speaker1 Thesestatisticsshowthepatternofoffendingoverthe
pastthreeyears,dependingonagegroupandgender.Forme,the
mostinterestingaspectisthecomparisonbetweenthenumbers
incolumnsthreeandfour.I didn'trealizethatsomanyshoptifters
werefemale.Ithinkit'salsosurprising- andworrying- thatthere
hasbeena sharpriseinthetotalnumberofoffencescarriedout
DVWOmen.
Speaker2 Thischartshowstheresuttofa surveyinwhich
peoplewereaskedonesimptequestionabouttheiruseof
onlineservices.lt'seasyto seeata glancethatthevastmajority
ofpeopleareonlineeveryday- whetherthey'relookingfor
informationorwantingto makea purchase.Accordingtothechart,
veryfewpeoplehavenoonlineaccessatalhandroughlyequal
numbersof peopleclaimto usetheInternetaboutonceaweekor
oncea month.
Speaker3 | supposetheinformationitselfisn'tthatsurprising,
butseeingit inthisformreallybringshometoyouhowimportant
thingslikesotarenergyandwindpowerhavebecomein recent
years,There'sa definitetrendawayfromconventionalpower
stationsandtowardsalternativeforms.Inparticular,power
companieswhichadvertisetheirgreencredentialsaredefinitely
attractinga lotofcustomers.
Speaker4 Thischartshowshowmanypeoplehaveleftand
enteredthecountryeveryyearforthepastdecade.Asfaras
emigrationisconcerned,theratehasremainedquitestabte
throughoutthatperiod.Whenwelookatthetrendforimmigration,
wecanseethattherehasbeena stightincreasein numbersof
immigrantsfromotherEuropeancountriesanda slightdecreasein
numbersfromdevelopingcountries.Thisissignificantbecauseit
contradictstheassumptionswhichmanypeoplemakeaboutthe
situation.
Exercise3 paseaz6) r.o+
. Givestudentstimeto readthroughtheexpressionsand
answeranyvocabularyqueries.Youmayneedto explain
roughly(moreor less),bringshometoyou(getsthe
messageacrossveryctearly),embrace(welcomeanidea
enthusiasticatty).Askthemto tryto answerthe questions
frommemorybeforeplayingtherecordingagain.
KEY
1a 2a 3b 4b 5b 6a 7b 8a 9a 10b
Exercise4 page87
. Studentsexplainthewordsin pairsusingthe languagefrom
exercise3. Referthemto thewordtist,if necessary.
o Duringthefeedback,hightight,usingdiagramsonthe
board,thefollowingpoints:
2 Creepup isto increasemarginallyovera prolonged
period,e.g.Herweighthascreptupoverthelastfew
yeors.
5 Thedifferencebetweenplateauandsfobiliseisthat
plateouisto stopincreasingaftera periodof growth,
whereasto stabiliseisto staystillaftera periodof going
uDanddown.
6 Slumpedusuallyrefersto a decreasesomethingpositive,
suchassales.ltwouldn'tsoundnaturaltosaya slumpin
crimerates,or obesityrates.
KEY
Possibleanswers
1 Therehasbeena sharprisein obesityrates.
2 Therehasbeena slowbutsteadyincreasein obesityrates.
3 Therehasbeena significantdropin obesity.
4 Ratesof obesityhavegrown.
5 Ratesof obesityhavestoppedgrowingandarenowstable.
6 Ratesofobesityhavesuddenlygonedown.
7 Ratesof obesityhavegraduallygotlower.
8 Aftera periodof fluctuation,obesityratesareneithergoing
uonoroown.
Exercise5 page87
o Explainthatit is oftennotpossibleto beexactwhen
describingstatistics.Theexpressionsin the boxwitlhelp
themdescribeinformationinvaguetermsandatthesame
timelendanairoffluencv.
KEY
a moreor less,in the regionof,somethinglike
b in roundnumbers,giveortakea percent,thereabouts
Otherwordsmightinctude:a)around,somewherearound,
somewherein the regionof,approximatelyb) asa baltpark
figure
Exercise6 page87
. Referstudentsto the speakingtip. Elicitfromthewhole
classthewordswhichgivea personalreaction.
r Askif theycanthinkof anymoreexpressions:(tvhof
surprises/ amozes/ shocksme is,l'm (quite)taken
abackby).
KEY
Forme,the mostinterestingaspectis
Whatstrikesmeasthe mostinteresting
Exercise7 page87
. Studentstaketurnsto describethe charts.Monitorand
checkstudentsareusingthetargetlanguage.Encourage
themto usea rangeof tanguageandto experimentwith
unfamiliarlanguageratherthanstaywith[anguagetheyfeel
comfortabtewith.
GUTTURE]IOTE . FAIRTRADE
""Fairtrade(seethe,rbarchartsin exercise1) is a social . .
fflovem€flt:whoseaimis to ptovidea fair priceto
producersofgoodssuchascoffee,sugar,tea,bananas,
cottonandhandicraftsin developingcotintries.lt tries
to makethe livesof theseproduCdrsmoresecureand
thusrimprovethe econorniesanddevelopmqntof th0k
,:,:,,countries.IntheUK,Fairtradeis becomingmorepop,ular
andmanylargesupermarketsarenowstockingFairtrade
goods.
Exercise8 pase87
r Referstudentsto thetaskon page143.Again,monitoras
thevdothetaskandnotedownmistakesfora feedbackslot.
OFTIOI{ALSPEAKIIIGACTIYITY8F
Presentation:fashion
wwrv,oup.iornlelt/teacher/solutions
Unit8. Tastes

I Lessonoutcome
Askstudents:Whatdid youlearntodayTWhatcanyoudo now?
andelicit:I candescribechartsondrespondto theinformation
theycontain.
TESSONSUMTARY ..S,I
Writing:a report
Language:periphrasisandeuphemism,languagefordescribing
musicvenues
Speaking:discussionabouttivemusic
ltifimm Todo the lessonin 30 minutes,keepthe leod-in
and the discussionsbrief.
l il ff3EnElilfl Todo the writing anatysisand writing
taskin one45-minutelesson,keepthelead-inbriefondomit
exercise5 of the writing analysislesson,andthe leod-into the
writing task.Askstudentsto finish writing theirreportat home.
o Putthestudentsin pairsorsmallgroups.Teltthemthe
lessonfocuseson reportwritingandtherearetwo important
thingsto thinkaboutwhenwritinga report;'Whois going
to readit?'and'Whataretheyreadingit for?'Askthemto
discussin theirpairshowtheseconsiderationswillaffect
theplanningandwritingof a report.(ldeascouldinclude
the leveIof formatityof the[anguageyouuse,the lengthof
the report,howyoustructureit,whatyouchooseto include
or omit.)Conductclassfeedback.
Exercise1 page88
. Focusattentiononthephotos.Askthestudentsto answer
thequestionsin pairs.
Exercise2 page88
o Studentscompletetheexerciseindividuatly.
KEY
1 Relativelyinformal:e.g.it couldcertainlydowithbetter
air-conditioning, lf it'sinternationally-renownedperformers
you'relookingfor,theCaveisn'tthevenueforyou,at f25-
30 a throw.useof exclamationmarks
Thereportisaimedatteenagersandadults.Thisistheage
groupthatwouldbeinterestedin knowingaboutvenues.
TheHippodrome
Exercise3 page88
r Studentsworkaloneorwitha partner.
KEY
1 internationally-renownedperformers
2 well-run
3 well-appointed
4 grungy
5 reasonably-priced
6 crowded
7 polished
I memorable
Exercise4 page88
. Readthroughthewritingtip together.Pointoutthat
periphrasisandeuphemismarefeaturesof spokenEngtish
aswetlaswritten.Askif studentscanthinkof examples
of howtheymightsoftena negativecommentin their
ranguage.
. Studentscompletetheexercisein pairsbeforecheckingin
cta5s.
o Pointoutthatalthoughpresentedasa writingtip,these
expressionsareveryusefutin spokenEnglishtoo.
KEY
1 lt'sa littleonthesteriteside.
2 lt couldcertaintydowithbetterair-conditioning.
3 Whatit lacksin slickness,it makesupforin character.
4 lf it'sinternationa[[y-renownedperformersyou'relooking
for,theCaveisn'tthevenueforyou.
5 Theroomisa titttecosyto saythe least.
5 lt doeshavea tendencyto getcrowdedonSaturdaynights.
7 Ticketsaren'texactlycheap.
8 lt maynotbethemostpolishedgigyou'veeverseen,but
theeveningshouldbememorable.
CUTTUREA]IDLA]IGUAGEilOTE- BRITISH.
il{DrRECTl{ESS
Usingperiphrasisandeuphemismasa wayof softening
, criticismandnegativityis anexampleof theindireetness
thatBritishpeopleareoftenknownfor.Studentsmay
consid,erthis strangeor unnatural,but it is important
thattheyaremadeawa,reof it, asothenrisetheymay
unwittinglycomeacrossasbeingabruptor a little,:,
insensitive.
Exercise5 page88
. Studentsdo theexercisein pairsor asa class.
KEY
Possibleanswers
1 lf it'ssuccessfulbandsyou'relookingfor,thisisn'tthegig
foryou.
2 Whatthedrummer[acksin skitl,hemakesupforin
enthusiasm
It maynotbethe mostoriginalsongyou'veeverheard,but
it'scertainlycatchy.
Thesinger'svoiceisn'texactlyattractive.
Thesingerhasa tendencyto gooutoftune.
Thestageisa tittteonthesmallside.
Thesoundsystemcouldcertainlydo withbeingreplaced.
Theroomis a littlewarmto savthe least.
Exercise6 page88
. Discussthequestionsasa whoteclass.Askstudentswhich
venuetheyconsiderto bethebestintheareaandwhv.
i Lessonoutcome
Askstudents:Whathaveyouleornedtoday?Whatcanyoudo
now?andeticit:/ cansoftennegativecommentsin a report.
'"'i
, --*.
;
4
5
6
7
8
A report
Unit8. Tastes

A report
Exercise4 pase89
e Studentsworkaloneorin
forhelpif necessary.
pairs.Referthemto thewordlist
tEssol{ suMt|ARY o..
Writing:a reportaboutcaf6sandrestaurants
Vocabulary:wordswithpositiveornegativeconnotations
Topic:shoppingandservices
EitrI[tr Todo the lessonin 30 minutes,keepthe leod-
in brief,do exercise5 togetherasa classqndaskstudentsto
finish writing and checktheirthe reportfor homework.
. Putthestudentsin pairsandaskthemto describeeither
theirfavouriterestaurantor thebestrestaurantthev'veever
beento.Whatmakesor madeit sogreat?
Exercise1 page89
r Studentsdescribethephotosin pairsbeforea classfeedback.
Exercise2 page89
o Asktwoindividualstudentsto readoutthedescriptions.
Askwhichis morepositiveandwhy.Tryto elicitthe
ideathatthewordsin A haveoositiveassociations
(connotations)andthosein B havenegativeassociations.
Thiswiltfacilitatetheirunderstandingof theideaof
connotationinthewritingtip.
LATGUAGETIOTE. COf,TOTAfIOI
Awoidisbasicmeaningisknownasitsdenotation.lti'
'eiliai',meanins$.oi!iive,negative,humorous,etc.)is
itsconnotation.KnOviiinga wordlq,gognotationis an
essentialpartof knowinga wordandstudentsshoutdbe
encouragedto takenoteofany extiapogitiveorinegative
, ::,ai$sociationa wordmighthave.Thisknowledgewitlatlow
thremto expresglheirattitudeto somethingthrough
theirchoiceof vOcabutary.lf wewantto paysomeone
a compliment,lfulrexample,it's importa;tto getthe
connotation right.'You're lookkig'iery skinnrf,,1ug,utdnot
.1,,,,:becomplimentary.
Exercise3 page89
o Dothefirstexampletogetherasa classandthenask
studentsto continuetheactivityin pairs.Checkanswers
andclarifythemeaningof odd(strange),concoction
(anunusuaImixofthingsto drinkortakeasmedicine),
succulent(pteasantlyjuicy,e.g.succulentchicken)soggy
(unpleasantlywetandsoft,e.g.overcookedcarrots).
Exercise5 page89
. Givestudentsa timelimitoftwominutesto comeuowithat
leastonewordwitha lessnegativeconnotation.
KEY
Possibleanswers
2 determined,single-minded
3 direct
4 quaint,retro
5 stim
6 self-assured
7 casual
8 unique,special
Exercise6 page89
. Readthroughthewritingtip andthetasktogether.lt
mightbeusefulforstudentsto brainstorma fewcaf6sand
restaurantsthattheyknowbeforedecidingonthe headings.
Exercise7 page89
r Studentsaddnotesto the plan.Suggesttheyreferto the
wordsin exercise4 forinspiration.Theyshouldmaintaina
balanceof positiveandnegativecommentsaboutthe place.
Exercise8 page89
. Allow15to 20 minutesforthisstage.Walkaround
monitoringandhelpingandencouragingstudentsto refer
backto themodelasmuchaspossible.
Exercise9 pase89
o Studentschecktheirworkaccordingto thecriteria.They
couldswapandpeerrevieweachother'swork.
'i.. i'. I r.l'. r",r:'
oPTlot{AtwRtTtl{GAcTtvtTYSG "'::::,]::i:.:.."''
Irpsrorvrsrtors
www.oup.com/eltlteacher/solutions
i Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatconyoudo now?
andelicit:I canwritea report.I canuselanguageanda writing
styleappropriateto o givenaudience.I canusewordswhich
havepositiveandnegotiveconnototions.
Keyfor LanguageReview7-8 andSkitlsRound-up1-8 is ,
on page121.
KEY
attentive- intrusive
bustling- crowded
ctoying- sweet
cramped- intimate
deserted- uncrowded
formal- stiff
hearty- heavy
hurried- swift
insubstantial- light
laidback- sloppy
sour- tangy
staff attentiveis morepositive
interior busttingis morepositive
food sweet
interior intimate
interior uncrowded
staff formal
food hearty
staff swift
food light
staff taidback
food tangy
KEY
relaxed- longanddrawn-out
light- meagre
novel- odd
combination- concoction
succulent- soggy
sweet- sickly
,,
)
UnitS.Tastes

TOPIC o o,,s
Shoppingand services
r Lead-in page92 2-3minutes
. Writethe followingadiectivesonthe board:fresh,running,
spring,top,sti$ andaskthestudentswhatnountheyalt
collocatewith.
r lftheyanswercorrectly(wate|,askthemto addsomemore
adiectives,if theycan't- hetpthembyaddingthefoltowing
to the list:boiling,drinking,mineral.
r Directthestudentsto task1.Askthemto discussthepictures
andthequestionin pairs,Allow2-3 minutes.Getfeedback.
Exercise2 page9215minutes6) r.oo
@
. Ina weakerctass,askthestudentsto readthetaskand
makea guessaboutthecontentofthe recording.Elicit:
bottledwater;recyclingplasticbottles.
. Askindividualstudentsto readoutsentences1-8. After
eachsentence,asktheclassto speculatehowit mightbe
completed.
. Ina strongerctass,askthe studentsto readthe instructions
andthetaskontheirown.Allow2-3 minutes.
. Playthe recordingstraightthroughtwice.Checkanswersas
a class.
KEY
1 askfortapwater
2 one-titrebottle
3 threatto witdtife
4 thePacificOcean
5 a humanhair
6 crossnationalborders
7 supplybottledwater
8 badcitizens
Transcript3.06
WhentheNationalConsumerCouncilrecentlyinvestigated'rip-off
mineralwater'in restaurants,it foundoneinfivepeopte'slightty
nervous'or'tooscared'toaskfortapwater.
Britonsconsumethreebiltiontitresofbottledwaterayear.Most
bottledwaterissiphonedintoplasticbottles,andofthirteen
billionplasticbotttessoldintheUKlastyear,iustthreebiltion
wererecycled.
Asrecyclingratesremaindismattylow,makingbottlesrequires
rawmaterials,namelyoit.lttakes762gramsofoilandsevenlitres
ofwater(inctudingpowerplantcoolingwater)iustto manufacture
aone-litrebottle,creatingover100gramsofgreenhousegas
emissionsperemptybottte.Tomakethe29bitlionptasticbottles
usedannuallyintheUS,theworld'sbiggestconsumerofbottled
water,requiresmorethanseventeenmillionbarrelsofoilayear,
enoughto fuelmorethana mitlioncarsforayear.
Whathappensto ourenormouspileofempties?Theanswerisn't
encouraging.Mostareburiedunderground(Americansthrow
30mittionwaterbotttesintolandfilteveryday)or,intheUK,
increasinglyincinerated,whereonlya tinyproportionoftheir
energyvaluecanberecovered;therestbecomesenvironmentat
pollution,particutarlyintheoceanwhere,astheplasticslowty
fragments,it posesa seriousthreattowitdtife.
Laterthisyear,environmentalcampaignerDaviddeRothschitdwitl
setoffacrossthePacificOceanina boatmadefromwastewater
bottles,hightightingtheimpactofsuchconsumerdependencies.
HisvoyagewitltakehimthroughtheEasternGarbagePatch,the
rubbish-strewnregionwhichcompriseshundredsofkilomettes
ofthenorthernPacific"ltwasfirstencounteredbyresearchersin
1999andcontainsbitlionsofpiecesofplastic,atmostallofit [ess
thana fewmillimetresacross.
Thebotttedwaterindustrywillfindit increasingtyhardto writeoff
waterbottlepotlutionasa merelyaestheticissue.Theresearch
netsappeafto beclosingin.Scientistshavenowtrackedptastic
particlessmatlerthana humanhair,totwentymicronsandfound
ninedifferentpolymers,consistentwithwaterbottles,alloverthe
UKandfurtherafieldaswell.
Thefootprintdoesn'tendthere.Globatty,nearlya quarterofall
bottledwatercrossesnationalbordersto reachconsumers.The
iourneyofbottledwaternormallyincludesboat,trainandtruck-
journeysthatcanstitlrackupconsiderabledistancesandensuing
carbonemissions.In2004forexample,NordWaterofFintand
bottledandshipped1.4mittionbottlesof Finnishtapwater4,300
kilometresfromitsbottlingptantin HetsinkitoSaudiArabia.
Fifi water- a particularlypotentsymboIofexcess,accordingto
campaigners,whichcanapparently'traceitsoriginsto rainfall
morethan400yearsagointheFiiianmountains'- makesa
journeyof 15,000kitometresto getto UKsupermarketshetves.
Buttherearesignsthatthetideisturning.WhenArthurPotts
Dawson,thechefbehindLondon'sAcornHouse,taunchedhisnew
restaurantWaterhouselastweek,therewasn'ta bottleofwater
in sight.Hewon'tsupptybotttedwaterevenif customersbegfor
it.Insteadhe'sinstalleda'topoftherange'filtrationsystemfor
whichdinerswitlbechargeda smallcovercharge.Justimagine
howmuchtrafficwillbetakenofftheroadbynotferryingallthat
waterabout.
ContinueinthisveinandthefactthatClaridge'shasa 32-strong
mineralwatermenuandthatyouroutinelysee40brandsofwater
ontheshelvesofa medium-sizedsupermarketwillstartto took
ridiculous.lnthenearfuture,thosewhocarrya pristinewater
bottlecouldlooktikebadcitizens.
Exercise3 page92 1-2minutes
. Referthestudentsto thetask.Askthemto scanthetextfor
theanswer(mostexpensive- 420Volcanic,f 50a litre;tap
water- free).
In a strongerclass,the studentsdo the taskindividuatly.
In a weakerclass,summarisethe textasa class.The
studentsshouldunderlinethefollowingwordsin thetext:
of woterGap Z),rsbesr(gap4),has,been(gap8). Exptain
thatfocusingonthesewordsmayhelpchoosethecorrect
anSwer.
Checktheanswersasa class.
a
a
KEY 1
9B 10
A 2A 3D 4B 5C 5A 7A 8D
D
+ Lessonoutcome
Askstudents:Whathaveyoulearned/ practisedtodoyTand
elicit:I hovelearnedaboutvorioustypesof bottledwaterand
aboutrecyclingof plosticboftlesin the UK.I havepractised
Iistening comprehension through osentence-completion task.
I hovecompletedanMCQgap-fillingtask.
Getreadyforyourexamt g-

tftrr txcIuDEs o. I
sip and secretso givingandwithhotdinginformationr
LESSOil SUmilARY o l8 ri,
Vocabulary:gossipandsecrets,givingandwithholding
information
Listening:monologuesaboutsecrets
Speaking:discussingcausesandeffectsofgossip
Topic:people,famitytifeandrelationships
EIE@f Todo the lessonin 30 minutes,keepthe lead-in
brief, Iistento the recordingonlyonceand setthe Vocabulary
Builderexercisesoshomework.
t lead-in 3-4minutes
. Putthestudentsintosmat[groups.Writeonthe board:/f is
wrongto havesecrets.Askthemto discussthis statement
in theirgroups.Afteroneminuteorso,elicitopinionsfrom
somestudentsandencouragediscussionwithinthewhole
class.Nowtellthemyouhaveanotherstatementto discuss.
Writeup:lf youtellsomeonea secret,youplacea terrible
burdenon themto keeplf. Followthe sameprocedure.
Exercise1 page93
. Focusontheinstructionsandcheckunderstandingofthe
vocabularyin the box,asking:Whichwordmeqnslistenin
to somebodyelse'sconversafion?(eavesdrop)givesome
shockingor unexpectednews?(dropa bombshetl)extremely
shockedandangry?(outraged)not verygoodat keeping
secrets?(indiscreet)
r Studentsdescribeandspeculateaboutwhat'shappeningin
the photosin pairs.Havea classfeedback.
Exercise2pageg:Or.oz
r Focusonthe instructionsandtellstudentsthevcanwrite
downtheexactwordstheyhear.
. Givethemtimeto compareanswerswitha partner.
r Elicitthe meaningof handin yournotice.Ask:llnderwhat
circumstancesmightsomebodyhondin theirnotice?
o Witha weakerclass,pauseat theappropriatemomentsto
a[[owstudentsto writetheiranswers.
KEY
1 a newjob
2 handedin hisnotice/ resigned
3 a closefriend
4 redevelopthesportsclub
5 doatlright
6 NewYear'sEveparty
7ex
8 areseentogether
Transcript3.07
Speaker1 Hi,Gerry- it'sKate.Haveyouheardthetatest?
Harry'sbeenoffereda newjob.lt'swiththeBBC- assistant
directorofhumanresources,orsomethinglikethat.Now,I'm
tettingyouthisinthestrictestconfidence.Hehasn'tevenhanded
hisnoticeinat hiscurrentlob,soifwordgetsout,it'ltcausehuge
amountsofembarrassmentandittfeeling.Asyouknow,Harry's
thesoulofdiscretionandhasn'tbreathedawordto
o literatand figurativelanguage. vaguelanguage
stfUltUfesr tilgtcausative. participtephrases
gdssipandsecfetst talking:.aboutspystories.
. dlawingeonclusions
:::"
tt
'
::il.lri'
:r,:
anybodyaboutthis.HeonlytoldmebecauseI knewsomething
wasupandgavehima realgrilling!AndI'montytellingyou
becauseyou'resucha closefriend,andI knowitwon'tgoany
further.
Speaker2 Hello,Jake- Brianhere.Howareyou?I'mfine.
Justbeenchattingto Sam.I managedto gteansomeinteresting
informationfromhimaboutptansto redevelopthesportsctub.lt's
highlyconfidentiatatthemoment,sodon'tletonto anyone,witl
you?Butthewordisthatthey'regoingto setloffnearlyhalfthe
landto a bigsupermarketchainforanout-of-townhypermarket.
Yes,I knowit'shardto believe,isn'tit?| guessthere'sa lot
of moneyinvolved.Don'tquotemeonthis,butI suspecta few
peopteatthectubwitldoatlrightoutofthedeat,ifyougetmy
drift.Youknow,they'llbehandsomelyrewardedlWhatdoI mean?
DoI haveto spellit out?| meanbackhanders,bungs,bribes,
kickbacks...gotit?
Speaker3 Hi,Karen- it'sJulia.AreyouOK?Yes,fine.AndI've
gotsomereallyluicygossipforyou!Don'ttetlanyoneItoldyou,
butMichaetandSuehavestartedseeingeachother.Theygot
togetherat Ben'sNewYear'sEvepafi - butevenBendoesn't
know,andhe'sherbrother!lt'sattveryhushhush.IthinkSue's
worriedthatherex- | can'trememberhisname,something
tikeBrad,orBrett- wittgetupsetif hegetswindofthenew
relationship.Yousee,whensheendedit withhim,shetoldhim
shewantedto spendsometimeonherown.Butitturnsoutshe
hadhereyeonMichaelallatong!Whenshetoldme,itwasa
realbottoutofthebtue.I hadn'tsuspecteda thing!Ofcourse,I
promisedfaithfultythatI'dkeepitto myself- soyoumustn'tpass
it onto anyone,OK?Mindyou,thetruthwittcomeoutsooneror
later- they'reboundto beseentogether.Theywon'tbeableto
keepit underwrapsforever!
. Studentschoosethecorrectalternativeandlistento check.
r Duringfeedbackhighlightthefollowinglanguagepoints:
t thelatestis a kindofeltipsiswheretheword'news'is
understoodbutnotspoken.
2 wecanalsosayif thetruthgetsout...
3 thesoulof discretionmeansverygoodat keepingsecrets
(compareindiscreetin exercise1)
9 wecanalsosaydon'trepeatthis(withoutthemeon)
11 thisisanexampleofonomatopoeia(wherethemeaning
ofthewordis mirroredin itssound)
KEY
1 tatest
2 strictest
3 word
4 soul
5 breathed
6 further
7 glean
8 highty
9 quote
10 juicy
11 hush-hush
12 wraps
^
,"
)
Unit9.Secrets

Exercise4 pase93
. Dothefirstsentencetogetherandthenaskstudentsto
continuealoneor in pairs.
. Studentsshouldusea differentexoressionforeach
sentenceif oossible.
KEY
1 Don'tquotemeonthis,but I thinkmybrotheris getting
married.
I'vegleanedsomejuicygossipaboutherprivatetife,butI
won'tbreathea wordto anybody.
Herplansfornextyearareallveryhush-hush.
Theidentityof the newmanageris underwrapsat the
moment.
I'lltellyoumysecretbecauseI knowyou'rethe souIof
discretion.
ShetoldmesomejuicygossipaboutTonybutif wordgets
out,she'llbefurious.
thattheyaregoingto geta sheetof anagramsto workout
withina timelimit.Handoutthe sheetsfacedownto each
pairandaskthemnotto turnthemover.Givea timelimit,
e.g.ten minutes(dependingon howstrongthegroupis)
andsayGolBestrictaboutthetimelimitandshoutSfopl
whenthetimeis uo.
Askthemto countup howmanyanagramstheyworkedout
altogetherin theirpair.Checktheanswersasa class,getthe
scoresandgivea roundof applauseforthewinningpair.
Now,tellthemthattheyaregoingto workagainstthe clock
again.Theyneedto useeachwordor phrasein a sentence.
Atthistevel,youmightalsostipulatethatveryshortor
simplesentenceswon'tbeaccepted.Encouragethemto
worktogetherin theirpairs.Onlyonestudentneedsto write
andit mustbe tegible!Asbefore,givea timelimit,e.g.
fifteenminutes,andsayGolGivethemtime[imitsto the
endof theactivity.Stopthemafterfifteenminutesandask
themto counthowmanysentencestheyhavewritten.
Now,eachpairpassestheirsentencesto anotheroneto
bemarked.Smallerrorsshouldbe correctedbut no points
deducted.However,if the keyvocabularyis usedincorrectly
orthe sentencedoesnotmakesense,the markersmay
deductonepointfromthe sentencetotal.Youwill needto
monitorthisstagecarefully.
Thesentencesarereturnedto theirwriters.Conducta whole
classfeedbacksessionto findoutwhichpairwasmost
successfulandto ctarifyanyproblems.
ANAGRATS KEY
rumours,confide,top secret,juicygossip,bombshell,
stonewal[,leak,breathea word,highlyconfidentia[,indiscreet,
scandalous,commonknowledge
t Lessonoutcome
do now?andeticit:I canunderstandandusethelanguageof
gossipandnews.
ln
tEssol{ suiltARY o..3
Grammar:colloquialomissions
Vocabulary:verbandnounphrases
Reading:anarticleabouthowto keepa secret
Speaking:a role-playpractisingcolloquialomissions
Topic:people,familylifeandrelationships
ii:- ::t
EiOSgtr Todo the lessonin 30 minutes,keepthe lead-in
brief andset the GrommarBuilderexercisesos homework.
r Putthe studentsin oairs.Askthemto thinkabouttheword
'secret',(whichyoumayneedto highlightcanbea noun
andanadjective)andbrainstormwordswhichcollocate
with it, e.g.keepa secretor o secretorganisation.After'I..-2
minutesbuilda listonthe boardasa whoteclass.(Natural
collocationsincludekeep,tell,share,know,letsomeonein
on, top,trade,o closelyguarded+ nounandadj + meeting,
Iocation,chamber,police,service,ogent,weapon,ballot,
admirer.
EXTRAACTIVITY,-USEFUTTIXEDPHRASES
lfyou,havetimetoexploitSomevocabularyfromthe
listening,writeup thefollowinggappedphrases.
Studentsfiltin asmanywordsastheycan,thentistento
the recordingto check.
1 lt'llcause...
-
feeling... ',
2 ,I knewsom:ethiingwas__.. r andgaVehima real
grilling.
3 Don't- onto anybody...
4 ifyougetmy-
5 "lf hegets, , ,ofthe newrelationship.,
6- lt wasa'rea[bottoutof the, ,,. ,.
KEY lilt 2up 3tet 4drift 5wind 5blue
3
4
PROI{UTCIATIOTIACTIYITY.
srtEilT col{sorAilTs
woRDswrTtl
Writeupthefollowingwoiilsfrorntheiessonandexplain
thattheyallcontainsilen{cdns'onants.Studentsread
themaloud:andidentifuthesilentconsonlints.Cheek
arrswers(the-silentlettersareunderlined)thenask{hern
topractisesayingthewords.
iiv[ispered Vraps "bombs;fiellfasunating knowledge
Exercise5 page93
. Studentsdiscussthequestionsin pairsthenhavea brief
whole-classfeedback.
Formorepracticeof Givingand withholdinginformation,go to:
confiden
Anagramsagainsttheclock
Pairwork
Language:gossipvocabulary,givingandwithhotding
information(VB9.1)
Materia[s:onecopyof theworksheetperpair(Teacher'sBook
page140)
. Putthe studentsintopairs.Doan exampleonthe board.
WriteDNASCALandexplainthatthisis an anagramor mixed
upword.Theyneedto rearrangethe lettersto makeone
of thewordsor phrasesrelatingto gossipthattheyhave
studied.Givethema momentto workit out.Askthemto
checkwiththeirpartnerandthen clarifySCANDAI.Tetlthem
unite.secrets
(F

KEY
1 crop
2 feign
3 drop
4 prise
5 hold
6 boost
7 betray
8 fatt
Exercise1 pase94
r Studentsdiscussthequestionin pairs.Aska fewstudents
to reportbackwhattheirpartnerhassaid(providingthe
partnerdoesn'tmindthesecretbeingdivulgedto thewhole
class).
Exercise2 page94
o Studentsdotheexerciseindividuatlyor in pairs.Theycan
consultthewordlistat thebackof theWorkbook.
r Asa finalcomprehensioncheckelicittranslations forcropup,
betray,boost,prisesomethingout of somebodyandfeign.
r Practisethe pronunciationoffeign lfenl .
Transcript3.08
Sam Onyourwayhome?
Colin No.Justhangingaround.
S Fancya coffee?
C Sure.
5 Myturnto pay.
C Thanks.So,howareyou?
5 Good.Howareyou?
C Can'tgrumble.Heardanygoodgossiprecently?
S I have,asit happens.
C Wett,goonthen.Spillthebeans!
S Well,apparentlyBenandMotlyhavesptitup.
C You'rekidding!Reatty?
S Buttheyhaven'ttotdpeopteyet.Sonota wordto anyone!
C I understand.
S Promise?
C Yes!
S OK.Anothercoffee?
C No,thanks.Bettermakea move.
S OK.Seeyoulater.
C Sure.Nicetalkingtoyou.
Exercise7 page94
. Suggestthatstudentsscripttheirdialoguefirst.Aska few
studentsto performtheirdialoguesin frontofthe class.
I Lessonoutcome
Askstudents:Whotdidyoulearntoday?Whotcanyoudonow?
andelicit:I canspeakin noturalcolloquialEnglishbyusing
verbsand nounsinsteadofsingle-wordverbsandcolloquial
omissions.I cantalkabouthowto keepo secret.
tEssoll suttARY o. o *
Reading:anextractfromTheSecretAgent
listening:atalkaboutJosephConrad
Speaking:discussionaboutspystories
E!@@ Todo the lessonin 30 minutes,keepthe lead-in
andthe discussionin exercise7 brief and askstudentsto read
thetextbeforethe lesson.
r Drawthestudents'attentionto thetitleof thelessonand
askthemto discussin pairswhata secretagentdoesand
howheor shedoesit. Conductclassfeedback.
Exercise1 page95
. Givestudentsa minuteto answerthe questionsif theycan.
Elicitanswersbutdon'tconfirmorcontradictthemyet.Find
outif there'sanythingelsetheyknowaboutthewriter.
Exercise2 pagees6| 3.oe
r Tellstudentsthattheyaregoingto listento a talkaboutthe
lifeof Conrad.Explainthattherewillbesomeunfamiliar
vocabularyin the recordingbutthatit wiltnotprevent
studentsfrombeingableto completethetaskaslongas
theydon'tallowthemselvesto bedistractedbythem.
9
10
77
72
go
get
give
turn
Exercise3 pageg+
. Dividestudentsintopairsto dothetask.Askthemif they
thinktheadviceis easyto followandwhethertheyfindit
easyor hardto keepsecrets.
Exercise4 page94
. Referstudentsto theinformationin theLookout!boxthen
askstudentscompletetheexerciseindividuatlyor in pairs.
KEY
1 goshopping;dosomerevision
2 Havea think;givemea call
3 cometo theconclusion;have/ takea rest
4 hada look;paidhera compliment
5 droppeda hint;causeoffence
Exercise5 page94
r Dothefirstsentencetogetheronthe board,thenask
studentsto completetheexercisealoneor in pairs.
o Pointoutwordslikewel/,so,surearenotto becrossedout.
o Askstudentswhattheyunderstandbythecolloquialwords
andexpressions:'grumble(complain),spillthebeans(tella
secret),makea move(starLleaving).
KEY
Onyourwayhome?
No,justhangingaround
Fancya coffee?
Myturnto pay.
Good.You?
Can'tgrumble.Heardanygoodgossiprecently?
Nota wordto anyone
Promise
Anothercoffee?
Bettermakea move
Seeyoulater
Nicetalkingto you
Exercise6 pagee4 C)3.08
. Afterthey'vetistenedto therecordingaskthemto readthe
dialoguealoud.Explainthattheywil[needto exaggerate
theirintonationin theouestionsin orderto comoensatefor
the [ackof auxiliarvwords.
TheSecretAgent
Formorepracticeof Colloquialomissions,go to:
Unit9.Secrets

KEY
1 Poland
2 Engtand
3 Heartof Darkness,TheSecretAgent
Transcript3.09
Oneof the mostinfluentiatandwidelyreadwritersof theVictorian
age,JosephConrad,inspiredauthorsfromWilliamGotdingto
GrahamGreeneandtacktedtopicssuchas immigration,terrorism
and colonialismwith an unerringpresciencethatforetoldthe
dilemmasof the present.
Yetin 2007,the 150thanniversaryofthe birthofJ6zefKonrad
Korzeniowskipassed[argetyunnoticedoutsidethe tightlyknit
academiccommunitywhichkeepsthe writer'sspiritative.
In London,whereConradspentlongperiodsof his peripatetic
earlytife,a singlebtueplaquesitsabovea shopin a shabbypart
of Pimlico,wherehe shareda roomwith sevenothermen.lt isthe
onlysignof the authorof Heartof Dorknessin the capital.Another
similarlylow-keyplaqueis appendedto a privatehomein the Kent
villageof Bishopsbournewherehe livedlaterwithhisfamity.
Notfor Conradthe carefutlypreservedhousesand literarytheme
parkslavishedon writerssuchasVirginiaWoolfandCharles
Dickens.Tomarkthe mitestonethisyear,whichcoincideswith
the 100thanniversaryof the publicationof TheSecretAgent,the
ConradSocietyhad soughtto persuadethe RoyalMai[to issuea
stampin his honourbut bossesthereremainedun-persuaded.
Attemptsto organisean eventat the BritishLibraryalsofailed.
Insteadthe focusof celebrationswill betwo sessionsat the
NationalPortraitGalleryonThursdayin whichmodernauthorswil[
discussConrad'splacein theirwork.
But,accordingto DrJohnStape,a leadingexperton Conrad
and hiswork,the reputationof Britain'smostfamousPolish
immigrantremainsthat of titeraryoutsiderdespitehis embracing,
whoteheartedty,hisadoptedcountryand its language.
Conradregardedhimsetfas Engtish,oncetetlinga friend'l
am moreEngtishthanyou arebecauseI choseit.' Hestrongty
identifiedwith Engtand.HiswifewasEnglish,hischildrenwere
broughtup astrulyEngtish,he learnedthe languageand became
and felt Engtish.Butthereis alwaysa questionof whetherthe host
cultureacceptsyou.In fact,Conradoncedescribedhimselfasan
'amazingfreak...a bloodyforeigner'.
Conradstudiesin universitieshaveenjoyedsomethingof a boom
in recentyears,buoyedon thewaveof renewedinterestin empire
and colonialism.Buthis reDutationsuffereda criticalbtowafter
ChinuaAchebe,the fatherof modernAfricanliterature,detivered
his devastating1975 lectureentittedAn lmageof Africa:Racismin
Conrad'sHeartof Dorkness.
DrStapebelievesConradwasagainstcolonialismand sayshe
wasfar morethanthe one-trickliteraryponyhe is sometimes
portrayedas,exploringhard-hittingthemesbeingthrownup by
the steamshiperaof earlyglobalisation.
cULTUREilOTE- BrUE PLAQUES
IntheUKa comm,erriorativebluesignor'p{aq.u,e'with
whitewritingismountedonthewatlofpublicplaces
whichhavelinkstoanimportantpersonorhistorical
event.
Exercise3 pasee56) 3.oe
. Beforeplayingtherecordinga secondtime,pre-teachthe
followingwords:
foretell-predict
peripatetic- goingfromplaceto place
o blueploque- seeculturenote
a milestone- a veryimportanteventin thehistoryor
developmentofsomething
afreak- a personwhoisconsideredunusual.Thewordhas
verynegativeconnotations
a one-trickpony- a person,e.g.a singer,awriterwhohas
onlyonesingteaccomplishment
. Letstudentsdiscusstheiranswerswitha oartnerbefore
classfeedback.
KEY
1 True
2 True
3 False(Thestampswereto commemoratethe100th
anniversaryof The SecretAgent, buttheywerenot
pubtishedanyway.)
4 Notstated(Weknowhewasa literaryoutsiderandthat
thereis a questionaboutwhetherthehostcultureaccepts
youbutwedon'tknowforsurewhathisfriendsthought.)
5 False(Thelectureaboutracismin Heartof Darknesswas
deliveredin 7975.)
Exercise4 page95
. Readthroughthetasktogetheranddealwithany
vocabularyqueriesthatarise.Askstudentsto hightight
sectionsof thetextwhichbackuotheiranswer.
KEY c
Exercise5 pase95
. Gothroughthereadingtip togetherthenaskstudentsto
completetheexercisealoneorin pairs.
. Duringfeedbackexplainthemeaningof nominally(inname
butnotin reality),ostensibly(seemingto betruebutoften
nottrue),impudent(disrespectfut).
KEY 1b 2a 3b 4b 5b 6a
Exercise6 page95
. Studentsworkalonethencomparetheirwordswitha
partner.
. Infeedback,pointoutthatatthoughthewordsdon'tdirectty
describehistife,bydescribingtheobjects,peopleand
places,theydescribetheworldhemovesin.
KEY
Histifeisnotveryglamorous
small,grimy,dingy,nondescript,flimsy,badlyprinted,worn,
notvaluable.cracked
Exercise7 pagegs
. Mingleandmonitorasstudentsdiscussthequestions.Then
conducta briefctassfeedback.
I Lessonoutcome
now?andelicit:/ canunderstando talkaboutJosephConrad.I
canunderstanda textbylosephConrad.
Unit9. Secrets

tEssol{ sul,lMARY o. &
Reading:anarticleaboutconspiracytheorists;sentenceinsertion
Vocabulary:literalandfigurativelanguage
Speaking:discussingconspiracytheories,freepracticeof
languagearisingfromthetext
EIUEEtr Todothelessonin30minutes,askstudentsto
readthetextat homebeforetheclassandsetthe Vocabulary
Builderexerciseas homework.
r Elicitthe meaningof thewords'conspiracytheory'.Putthe
studentsin pairs.Askthemto coverexercise1 andonly
lookatthepictures.Theyshoutddiscusswhatsomepeople
believeto betrueaboutthepeopleorthingsin thephotos.
After1-2 minutesyoucanletthemuncoverexercise1 and
beginthelesson.
Exercise1 page96
r Studentsdiscussthequestionsin pairs.Havea class
feedbackandaskstudents:Whydoyou thinkconspiracy
theoriesaresopopular?(becausepeoplehaveto find an
explanationforshockingeventsevenwhenthereisn'tone),
Whyare conspiracytheoriesmorecommonthan everbefore?
(theyspreadfastonthe Internet).
Exercise2 page96
o Askstudentsto skimthetextfairtyquicklyin orderto find
theanswerto theouestion.
KEY 2,5,6
Exercise3 pase97
. Asstudentsareveryfamiliarwiththis kindof exercisenow
elicitfromthema strategyforapproachingthetask.(Read
thetextbeforeandafterthe gapto predictthe missing
informationandthenlookfora sentencein exercise3 which
fitsthetopic.Nextcheckbylookingforlanguagelinks,such
aspronounsor linkers.)
. Remindstudentsthatthereis an extrasentence.
. Asyougothroughthe answersaskstudentsto tellyouthe
links.
KEY 1d 2a 3g 4b 5f 6c
Exercise4 page97
. Dothefirstsentencetogetherthenaskstudentsto
continuewithexerciseindividuallybeforecomparingtheir
paraphraseswitha partner.
KEY
1 wasintheheadlinesofthenewspapers,W andothermedia
2 giveammunitionto
3 it is presentedasif it werea fact
4 arebecomingmorepopular
5 thegovernmentandheadsof business
5 becamemoreandmoreirrationaI
7 peopte'sdesire
8 betievingliketotsof otherpeoplein
Exercise5 page97
o Givestudentsplentyof timeto thinkof examplesthenask
themto comparetheirideaswitha partner.
Exercise6 page97
. Dividestudentsintopairsor smallgroupsto considerthe
ouestions.Havea classfeedback.
KEY
Possibleanswersto question3: Conspiracytheoriesare
harmlessif it givespeoplecomfortto thinkthat[ife'sevents
arenotcompletelyoutof control.However,theyareharmfutif
theyfuelparanoiaandmakepeoplefeelthattheyarevictims
of peoplemuchmorepowerfulthanthemselves.lf peoplefeel
powerlesstheydon'tfeelmotivatedto takeresponsibilityin life.
ADDITI,OI{ALSPEAK!IIG ACTIVITY .
PUtthestudentsin pairs,Askthemtotatktqgetherto '
recallfromthetextthereasonswhypeople,mightbelieve
inconspiracytheories.Giveatimelimitof1-2minutes.
Askthemto,trytothinkofanyotherreasonswh'ichurcrenii
mentionedinthetext.Conductclassfeedbackifnecessary.
Putpairstdgetherto,createsma{lgroups.Askthem, '
to lookbackatthesp,ecificconspiracytheorieSin .
exercise1.Takingeachtheoryinturn,theyshould
discusstwothings;whichofthereasonsgivenmight
makeyoubelieveit andwhatinformationorproof,if it
we.reavai'lable,wouidtotallydisproveit (e-g.classified
dscumentsmadepublic,fqrensice.videncei'ncludingDNA
sa.mp1ing,photosorcredibleeyewitne5ses,ete).
Aftertenminutesorsoconductelassfee.dbackand.findout
ifallthestudents'discussionshqdthesameoutcomes.
Conspiracyor accident?
Pairwork
Language:conspiracytheoryvocabulary
Materials:onecopyof theworksheetcutup perpair(Teacher's
Bookpage141)
o Putthe studentsintopairs.Tellthemyouaregoingto give
thema shortquiz.Theyshoutddiscussthemultiplechoice
answersandchoosethe onetheyfeetis mosttikely.Hand
outa quizto eachpair.
. Whentheyhavefinished,regroupthemintogroupsof four.
Askthemto comparetheiranswersand,if theyfindany
aredifferent,discusstheirreasoning.Theydo not haveto
changetheiranswersbutcando so if theyfeeltheother
pair'sreasoningisconvincing.
. Now,giveeachstudentoneof thetextsandaskthemto
readit to discoverwhichmultiplechoiceansweris correct.
Askthemto teltthegroup,summarisingtheinformation.
t Lessonoutcome
nowTandelicit:/ canunderstandon articleaboutconspiracy
theoriesanddiscussthe issuesthatarisefromthearticle.
theories
Formorepracticeof Literalondfigurativelanguage,go to:
',4r, unite'secrets

Passivestructures
.G55O1I SUMMARY O
"fir,anmar:passivestructures,choosingbetweenactiveand
;n::;re,participtephrases
kading:articteaboutJoyceHatto
-i^
- :
@@ Todo the lessonin 30 minutes,keepthe tead-in
r'e'end setexercise5 and theGrammarBuilderexercisesfor
' : -ework.
r Lead-in 2-3minutes
. etlstudentsyouaregoingto dictatethreequestions,in
:rderforthemto getready.Dictatethefollowingquestions:
lave you everexoggeroteda storya little bit for a better
effect?Haveyou everbeenuntruthfuloboutyourselfor
someaspectofyourlife?Canyouimaginewhenthismight
happenTPutthestudentsin pairsor smallgroupsandask
themto talkaboutthesequestions.Aftertwominutes,
conductclassfeedback,includingdiscussionofthe
possibleconsequencesof exaggeratingortellinga [ieabout
yoursetf.
Exercise1 pase98
. Studentswillbeveryfamiliarnowwithformingpassives.
Thechallengewil[be in choosingthe correctverband
puttingit intothe correcttense.
. A few of the verbs(e.g.hail,passoff) in the boxmaybe
unfamiliarto students.Suggestthattheycompletethe
gapsthattheythinktheyknowtheanswerto firstandthen
deducethemeaningof theremainingverbsfromthecontext
ofthe gaps,referringto a dictionaryfora finatcheck.
KEY
1 wasbeingbombed
2 wasconsidered
3 wererecorded
4 issued
5 weredescribed
5 had...beenperformed
7 washailed
8 hadbeencopied
9 were...made
10 arebeinguncovered
11 wittbeshown
12 wasinformed
13 hadbeenpassedoff
14 be reducedto
Exercise2 page98
a
a
BeforereadingthroughtheLearnfhislbox,askstudents
whenwe usethe passive(whentheagentis unknown,
unimportantor obvious).Askwhatkindof textoften
containspassives(formattexts,academictexts,newspaper
reports).
Dothefirstsentencetogether.Thefirstunderlinedclause
doesn'tneedto changebecauseJoyceandherhusbandare
thefocusof thesentence.Thesecondpartwouldbe better
in the passivebecauseit'sobviousthatdoctorsdiagnosed
herillness.
Studentscontinuealoneor in pairs.
Duringfeedbackdrawattentionto thepointmadein the
languagenoteaboutavoidingnon-specificsubjectsin
formalwriting.
Pointouttheyshouldavoidstatingthe agent(whenobvious
or unimportant)in passivesentencese.g.',|oycehadbeen
diagnosedwithcancerbydoetors'or'hadeverbeen
composedbyanyene'.
KEY
AfterJoycehadbeendiagnosedwithcancer
hadeverbeencomoosed
Joyce'seffortsto produceoutstandingrecordingswerebeing
hamperedby herdisease(thefocusshouldbeonJoyce)
ThefirstelectronicalterationsweremadebyWilliam(thefocus
shouldbeonthe alterations)
hisdishonestactionsweretriggeredbya desireto protecthis
wife'sreputation(theftowis betterif 'hisactions'continueto
bethesubiect.
Hesimptywantedherto begiven
Whichshehadbeendeniedbyherdisease(it is betterto keep
Joyce,notthe disease,asthesubject)
AlthoughJoyce'srecordingswerenevertakenseriouslyagain
Hercourageandherhusband'sloveshouldbeadmired
Exercise3 pase98
o Findoutwhetherstudentshavemodifiedtheiropinionasa
resultof learningmoreaboutJoyceHattoandherhusband.
Exercise4 page98
o Referstudentsto theLeornthis!boxandaskthemto
completethe exercisealoneor in pairs.
KEY
Watchedbymillionsin the USA,the cookeryshowDinner:
lmpossiblewaspresentedbyBritishchef,Robertlrvine.
Knightedbythequeen,heclaimedto havebeengivena castle
in Scotlandbyher.Investigatedbyofficiatswhena business
venturefailedandexposedasa fraud,lrvinehasfinally
admittedthetruth.Now,pursuedbyangrycreditors,lrvine's
fictitiousbiographyhasbeenremovedfromtheTVchannel's
website.
i Lessonoutcome
Askstudents:Whatdid youleorntoday?Whatcanyoudo now?
and eticit:I canimprovethestyleof my writing by usinga wide
rangeof passivestructuresandparticlephrases.
TATIGUAGTI{OTE. AVOIDIITGilOil-SPECIFIC
SUBfECTS
Forstytisticreasons,informatwritingweprefertouse
apassivestruetureratherthannon-specificsubjects,
suchaspeople,someone,we,you,they.Forexample,
Sameonesawhim stea{thewallet.becomesHewosseen
stealingthewallet.
Formorepracticeof Thepassive,go to:
F
Unit9.Secrets( 103

Exercise4 pageee O 3.10
. Focusontheinstructionsforthetask.Makesurestudents
understandthattheyshouldn'tattemptto writein the
answersbeforelisteningsincethereareseveralpossible
options.
LESSOT{ SUMitARY O. *.,
Speaking:drawingconclusionsfromphotos,usingvague
language
Listening:twostudentsdrawingconclusionsfromphotos
%.,.,r*,,... .,,i::i
EIE@ Todo the lessonin 30 minutes,keepthe leod-in
brief,skip questions3 and 4 in exercise2, and do exercise5
togetherasa class.
. Allowthestudentsin smal[groupsto usedictionariesand
theirownknowledgeto discussthedifferencebetween
the followingnouns:speculation,guesswork,deduction,
reasoning, inference,conclusion. Monitorcarefully
andconducta wholeclassfeedbacksessionto clarifv
differencesin meaning.
Exercise1 page99
o Studentbrainstormideasin pairsbeforeclassfeedback.
Exercise2 page99
. Studentsdiscussthequestionsin pairs.Remindthemto
usethe languageforcomparingandcontrastingandfor
speculationthattheyhavelearnedpreviously.
. Havea brieffeedbackto findoutif studentshaveorawn
similarconclusions.
Exercise3 pagess 6) r.ro
r Studentslistento therecordingandin pairscommenton
howsimilartheobservationsareto theirown.
r Elicittheanswersgivenbythestudentsonthe recordingto
questions1-3 in exercise2.
Transcript3.10
Femalestudent Judgingbythefactthattherearebushes,long
grassanda river,I'dsaythatthephotowastakenina forest,or
somesuchplace.Thefactthathe'sgota camerawouldsuggest
thathe'ssomekindofphotographerorcameraman.He'ssitting
behinda bush,soobvioustyhewantsto btendinwithhis
surroundings.Perhapshe'stryingto filmsomebirdorother.lt's
clearfromthefactthathe'sbotheredto bringsucha largepiece
ofequipmentthathe'splanningto bethereforsometime.I'dsay
fromhisbody[anguageandwithhiseyepressedupto hiscamera
thathe'spatientanddeterminedto gethisphoto.
Malestudent Therearenosignsorshopwindows.Thiswoutd
pointtothefactthatshe'sina backstreetratherthanona main
road.ThepeoplelookJapaneseto me,whichleadsmetothink
thatthiscoutdbeTokyoorsomeother[argecityinlapan.The
womanwho'stryingto btendintothebackgroundiswearinga
costumewhichhasbeenmadeto looktikeavendingmachine.I
takeitthatshe'spulledthetoppartupinorderto hide.Whyis
shehiding?lt'simpossibleto saywithanycertainty.Shecoutd
besomekindof privateinvestigator,I suppose.However,I think
thewholethingisa bitfar-fetched.I doubtif anyonewoutdreally
weara costumetikethat- andit doesn'tevenwork,because
theboyhasseenher!lt strikesmeasveryoddthatsomebody
hascapturedpreciselythismomentoncamera.Forthatreason,I
assumethatthepicturewassetupsoto speak.lt mightevenbe
anadvertisementofsomekind.
3k 4f 5a 6m 7e 8b 9i 10 1
c 13 j
KEY
th 2c
11 d 72
Exercise5 page99
r Studentsworkindividually.Exptainthatthereareseveral
possibleanswersforeachoneasmanyofthe structuresare
synonymous.
o Studentswittprobabtyhavenoticedthatthefactthat
featuresseveraltimesin theexpressions.Explainthatit isa
usefu[[anguagetoolthatatlowsusto converta verb+ noun
clauseintoa nounclause.Forexample,theexpression
judging by isfotlowedbya noun,e.g.ludgingby his
positionI hisexpressionI hismood.lf thereis no suitable
noun,prefacinga verb+ nounwith fhefactthatwill give
it the functionof a noun,e.g.Judgingbythefactthathe's
sittingbya bushI he'sfrowningI he'snotsayingmuch.
KEY
Possibleanswers
1 Judgingbythefactthatthere'sa microphoneI'dsayit'sa
videocamera.
2 Thefactthathehasa greybeardwouldsuggestthathe's
quiteotd.
3 He'schosenthiscareer,soobvioustyhelikesbeingalone.
4 lt'sclearfromthefactthattheboyisturningroundthathe's
seenthewoman.
5 lt doesn'tlooklikea realvendingmachinewhichleadsme
to believeit'sjusta joke.
IAI{GUAGE,I{OTE SA TOSPEAK
Soto speakhasa stighttydifferenlfunctionrfromthe
"' othervague,,tanguagephrases.lt is usedwhenyouknow
that'youhaveexp,ressedsometh:ingin alnunusualor''
amusingway,e.g.lt wosa humanvendingmachine,so to
speok.(unusuaI)That'sthe vicarthat morriedmy mothey,
sotospeak.(amusing)
" Theexpressionasitwere;whichwe h,earin the recording,
is usedin exactlythesameway.
Exercise6 pase99
o Readthe speakingtip together.Askstudentsto find
examplesofvaguelanguagein exercise4, checkthe
answersbriefly,referringatsoto the Languagenote,then
askthemto rewritethesentences.
KEY
orsomesuch
someother
somekindof
soto speak
looksto me
1 He'swearinga coatmadeof feathersorsomesuch
mat'eria[.
2 Thephotowastakenin BrazilorsomeotherSouth
Americancountry.
3 Helooksboredto me.
4 Heworksassomekindof privateinvestigator.
5 Shetooksin herthirtiesto me.
6 Shewantsto blendintothebackground,soto speak.
Unit9. Secrets

Exercise7 page99
. Referstudentsto thetaskon page143.Eachstudentshould
speakforapproximatelytwominutes.Encouragethemto try
outsomeofthe phrasestheyhadn'tcomeacrossor actively
usedbefore.
.:,,::a
OPnof,ALSPEAKTTGACTIVITY9f
Presentation:privatelife
www.oup;com/ett/teacheilsolutions.
t Lessonoutcome
Askstudents:Whatdidyouleorntodoy?Whatcanyoudo now?
andelicit:I candrawconclusionsfromphotos.I canusevague
Ionguageto drowimpreciseconclusionsaboutwhatIseein a
photo.
ET|ITIIIEIIj4EE
Opinionessay;
tEssol{ suillMARY .. &'l
Writing:anopinionessay
Grammar:passivestructureswilhconsider,believe,etc.
Vocabulary:commoncollocations
Topic:society
EiDfE[f Todo the lessonin 30 minutes,keepthe lead-in
brief andset the GrammorBuilderexercisefor homework.
@f$ffllqt@ Todo the writing analysisand writing
taskin one45-minutelesson,keepthelead-infor thewriting
analysisbrief, skipthe leadin for the writing task.Followthe
shortcutabovefor the writing anolysislesson.ln the writing
tasklessonset exercises8 and9 for homework.
. Elicitthemeaningoftheword'censorship'.Putthestudents
intosmallgroupsto discusswhereandwhencensorship
happens,whobenefitsfromcensorshipandwhetherit
is acceotableornot.After2-3 minutes.conductclass
feedback.
CUTTUR:ET{OTE- IIOAT CHOTT3KY
Noa,mChomskyborn7928inPennsylvania,USA,isbest
knownforh,irs,academicwork,,inthe fietdof lin.guistics.
Heisalsoa philosoph,er,cognitivescientist,potitica[,
activistandlecturerat MIT(MasSachusettsInstituteof
Technotogy).
Exercise1 page1oo
. Dividetheclassintooairsto discussthequotationand
havea ctassfeedback.Askif theycanthinkof examples
of peoplewhohavebeenrefuseda voicebecausetheyare
desoised.
. Askstudentswhoarein favourof censorshipto thinkof
examoteswhereinformationshouldbecensored.
KEY
Thequotationisagainstcensorship.ltsmessageisthat
everybody,evenpeoplewhoseactionsor beliefsarehateful,
shouldbeallowedto voicetheiropinions.
Exercise2 page1oo
o Studentsreadtheessayanddiscussthequestionswitha
0anner.
KEY
Thewriter'sbasicansweris thatin a democraticsociety
freedomof soeechshouldbemaintainedwhereveroossible.
However,therearesituationswhereit mustbesacrificed.For
exampte,weshouldnotbefreeto makepublicstatements
whicharedamagingto a person'sreputation,orto give
informationwhichmayendangerpublicsecurity.
Exercise3 page1oo
o Studentsreadthewritingtip anddotheexercisealone.
KEY
...thefactthatnewspapersandW newsstationsreportstories
...isseenasoneofthesigns...
Freedomof speechis usuallyregardedasoneofthe
cornerstones...
It is widelyacceptedthat...
Possibleanswers
It iswidelyknownthatthefirstamendmentto theAmerican
Constitution...
It isgenerallyconsidereddesirablethatordinarycitizensin a
oemocracy...
It isgenerallyacceptedthattotalfreedomof speechis
impossible.
Formorepracticeof Passivestructuresruth consider,believe,
etc.,go to:
Exercise4 page1oo
. Studentscandotheexercisealoneor in pairs.
KEY 1c 2e 3a 4f 5b 6d
Exercise5 page1oo
. Studentscompletetheexercisealoneor in pairs.
o Elicitor explainthe meaningofjeopardise(putin danger)
andsfirup (makepeoplefeela strongemotion)and
practisethe pronunciationofjeopardiseI'd3epedatzl.
KEY
1 nationalsecurity 4
2 personaIopinions5
3 freespeech 6
catastrophicresults
statecensorship
falseaccusations
Exercise6 page1oo
. Dividetheclassintopairsorsmallgroupsto discussthe
ouestion.
i Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?andelicit:I can
writeonopinionessay.I canusepassivestructureswith
consider,believe,etc.to achieveoformolsWIe.
F
Unit9.Secrets( 105

-
Opinionessay)
LESSOIl SUMilARY a. e
Language:describingthecurrentsituation,restatingthequestion
Topic:scienceandtechnotogy
EIqt@ Todothelessonin3ominutes,keepthelead-in
brief,askstudentstofinishwritingtheiressayforhomework.
o Putthestudentsintopairsandaskthemtobrainstorm
positiveandnegativepointsabouttheeffectstheInternet
hashadonsocietyandpeople'slives.Aftertwominutes,
puttwopairstogethertocompareanddiscusstheirlists.
lfthereistime,conductctassfeedback.
Exercise1 page101
o Givestudentstwoorthreeminutesto discussthe
proposition.Aftenvardscollectideasofthe prosandcons
oftightercensorshipontothe boardforstudentsto referto
laterinthelesson.
KEY
Argumentsfor:
Thereis a hugeamountof offensivematerial,e.g.pornography
or extremeracism.
It isveryeasyforchildrenorothervulnerablegroupsto
accessit.
Offensivematerialis regulatedin othermediasowhynoton
the net?
Argumentsagainst:
Peoplehavea rightto maketheirowndecisionsaboutwhat
theywantto lookat.
It'snotpractical,governmentscancensortocalmaterialbut
theycan'tcensormaterialfromothercountries.
lfgroupsarebannedtheygoundergroundandbecome
martvrs.
Exercise2 page1o'-
. Askstudentsto readthearticlesandthentalkto a partner
aboutwhetherit changestheiropinion,confirmsit or
doesn'tchangeit atalt.
o Askstudentswhattheyunderstandbycyber-bullying(when
an individualis repeatedlypickedonthroughe-maits,texts
or websitepostings),crackdown(severeactiontakento
preventa crime),glorify(makesomethingseembetterthan
ir is).
Exercise3 pageror
. Studentsdiscussthequestionsin pairs.
Exercise4 pageror
o Studentscanptantheiressaywitha partner.Remind
themthatanopinionessayshouldn'tbeasbalancedas
a discussionessayin termsof givingequalweightto the
opposingpointofview.
Exercise 5 page101
. Focusonthewritingtip andtheintroductionto themodel
essay.Elicittheanswersto thequestions.
KEY
Thefirsttwosentencesdescribethecurrentsituation.The
secondtwosentencesrephrasethequestion.
Exercise6 page101
. Studentswritetheirintroductionusingthe[anguage
provided.Allowthreeorfourminutesforthis.
Exercise7 page101
. Monitorasthepairssharetheirideas.Askoneortwo
groupsto readouttheirfinatversion.
Exercise8 page101
o Individually,studentswritethemainbodyof theiressay.
Allowapproximatelyfifteenminutesforthisstage.
Exercise9 page1or
. Studentschecktheirworkusingthechecktistandwritea
finaldraftif necessary.
,,oPTtoltALwRtTtxGAcTlvtw9G ,,
Letterto theeditor
www.oup.com/ett/teacher/solutlons,.
I Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?andelicil:I can
writean opinionessay.I canwritean introductiondescribing
thecurrentsituationandrestatingthequestion.I conuse
passivesto makemy writingmoreimpersonal.
^,
106 Unit9. Secrets

TOPIC . . *
People
t Lead-in page102 2-3minutes
. Discusswiththeclasswhatyoucanlearnbywatchinga
person'sbodylanguage.Askthestudentshowgoodthey
areatguessingotherpeople'semotionsorhidingtheirown.
Exercise 1 page102 5minutes
. Aska studentto readoutthe instructions.Askthestudents
to rehearsedescribingthepicturein pairs* oneperson
talksfora minute,theotherticksin theboxthewordsand
phrasesthathavebeenused.Allowthreeminutes.Askone
ortwostudentsto describethepicturein frontof thectass.
r In a weakerclass,pre-teachdeceit,deception.
Exercise2 pageTo210-15minutes60r.rr
@
Ina weakerclass,askthestudentsto readtheinstructions
andthe task.Thenask:Whatdifferentgroupsof children
tookpart in theexperiment?Doyou thinkpeoplelie a lot
in everydaylife?Whatkind of peopledoyou think detect
liesthe bestTDoesthe ability to detectliesdependon age,
genderar profession?Why?
Ina strongerclass,thestudentsreadtheinstructionsand
thetaskontheirown.
Remindthestudentsthere'snoneedto completethetask
afterthefirstlistening.Playthe recordingonce.
Tetlthestudentsto readoncemorethosequestions
theyhaven'tansweredandto concentrateonthemwhile
listeningthesecondtime.
Playtherecordingthesecondtime.Checkanswersasa class.
KEY 1C 2D 3D 4D 5B
Transcript3.1r
Whetherwelikeit ornot,deception- tellingties- isa partof
everydayhurnaninteraction,whateverourrace,ourgenderorour
age.Researchershaveexploredthedevelopmentofdeceptionin
chitdren,Someofthemostinterestingexperimentshaveinvolved
askingyoungstersnottotakea peekattheirfavouritetoys.The
childissecretlyfilmedbyhiddencamerasfora fewminutes,and
thentheexperimenterreturnsandasksthemwhethertheypeeked.
Almostallthree-year-oldsdo,andthenhalfofthemlieaboutittothe
experimenter.Bythetimethechitdrenhavereachedtheageoffive,
allofthempeekandallofthemlie.Theresultsprovidecompelling
evidencethattyingstartsto emergethemomentwelearnto speak.
Afewyearsagotherewasanationalsurveyintolying,focusingon
adutts.Ontyeightpercentofrespondentsctaimedneverto have
lied.Otherworkhasinvitedpeopleto keepadetaileddiaryofevery
conversationthattheyhave,andofatloftheliesthattheytell,overa
two-weekperiod.Theresultssuggestthatmostpeoptetetlabouttwo
importantlieseachday,thatathirdofconversationsinvolvesome
formofdeception,thatfourinfiveliesremainundetected,andthat
morethan80percentofpeoplehavetiedto secureaiob.
Whatarethetelttalesignsthatgiveawayatie?lsit possibletoteach
peoptetobecomebetterliedetectors?Psychologistshavebeenexploring
thisquestionfor30years,Theresearchhasstudiedthelyingbehaviour
ofsalespeople,shoppers,students,drugaddictsandcriminals.
Theresultshavebeenremarkablyconsistent* whenitcomestolie
detection,thepubticmightaswellsimplytossacoin.ltdoesn'tmatter
ifyouaremateorfemale,youngorotd;veryfewpeopteareabtereliabty
todetectdeception.theresultssuggestthatwecan'teventellwhen
closefamitymembersarebeingeconomicalwiththetruth.
We'reingoodcompany.PsychologistPaulEkmanfromtheUniversity
ofCalifornia,SanFrancisco,showedvideotapesofliarsandtruth'
tellerstovariousgroupsofexperts,includingrobberyinvestigators,
.judgesandpsychiatrists,andaskedthemtotryto identifvil"elies-
Atltriedtheirbest.Noneofthegroupsperformedbetterthanchance-
Sowhyarepeoplesobadat detectingdeceit?Theworkof
psychologistssuchasProfessorCharlesBondfromtheTexas
ChristianUniversityprovidesa clue.Hehasconductedsurveys
intothesortsofbehaviourpeopleassociatewithtying.He
surveyedthousandsofpeoplefrommorethan60countries,
askingthemto describehowtheysetabouttetlingwhether
someoneis tying.People'sanswersareremarkabtyconsistent.
FromAlgeriato Argentina,Germanyto Ghana,Pakistanto
Paraguay,almosteveryonethinksliarstendtoaverttheirgaze,
nervouslvwavetheirhandsaroundandshiftaboutintheirseats.
Thereis,however,onesmal[problem.Researchershavespent
houruponhourcarefultycomparingfilmsofliarsandtruth-
telters.Oneachshowing,theobserverslookoutfora particular
behaviour.suchasa smile.blinkorhandmovement-
Theresultsareclear.Liarsareiustasliketyastruth-tellersto look
youintheeye,theydon'tmovetheirhandsaroundnervouslyand
theydon'tshiftaboutintheirseats(ifanything,theyarea little
morestaticthantruth-telters).Peoplefailto detectliesbecause
theyarebasingtheiropinionsonbehavioursthatarenotactually
associatedwithdeceotion.
Aretherenosignsofdeceptionthatcanbedetectedin people's
bodylanguageandfaciaIexpressions?Notnecessarily.Thesimple
factisthattherealcluesto deceitareinthewordsthatpeople
use,notthebodylanguage.
. Aska studentto readthe instructions.Allowtwo minutes
to scanthetext.Getfeedbackbyaskingwhatsortof crime
isdescribed,whatthecriminalwasunableto lieaboutand
whatthisinabitityresuttedin.
Exercise4 pageto2 1ominutes
M
Tetlthe studentsto readthetextcarefullyat leasttwice
to understandallthesentencesandlogicalconnections
betweenthem.
Attow5-8 minutesforthestudentsto dothetask
individuatty.Checkthe answersasa class.
KEY
t
2
3
4
5
6
7
8
he
the
for
that
t had
70 ,/
11 the
12/
13 was
14 ted
15 to
15 not
77 he
18 that
19 as
20 ,/
21 was
22 with
23 ,/
24 he
Exercise 5 page102 3 minutes
o Tetlthestudentsto telleachotheraboutonesituationwhen
theyweretemptedto lie.
Exercise6 page102 1ominutes
Rn@il
r Askthestudentsto workin pairsanddiscussthestatement.
Attow6-7 minutes.Asktwo pairs(oneforeachtopic)to
presenttheirdiscussionin frontoftheclass.
t Lessonoutcome
elicit:I hovelearnedaboutscientificresearchon lyingand
aboutliedetectors.I havecompleteda multiple-choicelistening
comprehensiantask.I havepractisedvocabularyandgrammar
througha gap-fillingtask.I haveplannedanoralpresentation.
Getreadyforyourexam,g

Extract7
BusinessmanSo,Ithinkwe'reatlagreed,then.
BusinesswomanYes,it onlyremainsforusto finalisetheprecise
termsoftheagreement.AndIthinkwecanleavethatto another
0ay.
BusinessmanIndeed.lt'sbeena pteasureto dobusinesswith
you,Connie.
BusinesswomanYes,andwithyou.Nowperhapsyouandyour
colteagueswoutdtiketo joinusforlunch?
BusinessmanWe'dbedelighted.
Extract8
Boy You'renotleavingatreadyareyou,Jane?
Girt Yes,I reallymustbegoing.
B Butit'sontyteno'clock.Thepartydoesn'twinduptilleleven.
G I know,butI'vegotto getupatthecrackofdawntomorrow.
B Why?Whatareyoudoing?
G We'redrivingupto Scotlandto seemygrandparents.Mydad
sayswe'vegotto makea reallyearlystartto beattheholiday
traffic.
B Can'tyouiuststaya bitlonger?
G No,I'dbetternot.
B ShaltI orderyoua taxi?
G No,it'sOK,thanks.Mydad'ltcomeandpickmeup.I'tlgive
hima ringnow.
B Oh,well,havea goodtimeinScotland.
G Thanks,Daniet.Iwill.Youhavea goodweekendtoo.
B Byenow.Takecare.
G Bye.Seeyousoon.
Extract9
CompereLet'sheara bigroundofapptauseforAnnetteCurtain!
That'sthelastofouractsfortonight'sshow.lfyou'dliketo see
Annettein nextweek'sfinal,ringO40B998805.Thephone
linesarenowopenandtheycloseatnineo'clock.Here'sa quick
reminderofthenumbersforallthecontestants.ForHazelring
0408998801,forDougadd02,forSueit's03,forTom04and
forAnnette05.Besuretoioinusagainat 10.30whenwe'llreveaI
whichactsyouhavechosento gothroughtothegrandfinal!
r Askstudentsto tellyouwhatmeaningiscentralto allthe
wordsin the box(theyattmean'to end').
o Studentscomptetetheexercisealoneor in pairs.Tell
themto lookcarefullyatthedependentprepositionin the
sentencesto helpthemarriveatthe answers.
o Youcouldextendtheexercisebywritingupgapped
sentences,givingtheinitialletter,whichcontainthewords
meaning'toend'in theotherthreerecordings.
- You'vejust a degreein engineering.
(compteted)
- Thisservicewillt ot Newcastle.(terminate)
- Weneedtof_ theprecisetermsof theagreement.
(finalise)
KEY
1 cease
2 culminated
KEY
1 stop,finish,conclude(becauseendis lneorl'l ,,,:'c:-at
canbeusedto referto spaceaswelIastime)
2 conclude(becauseit'snottalkingabouthowit finisnedJ,
stop(becauseit'snotgoingto startagain)
3 conclude,stop(seeexplanationforsentence2)
4 end,conclude,finish(thereis nosenseof something
endingbecauseit hasbeencompteted)
5 stopped(becausethereisa senseofcompletion)
Exercise6 page103
. Askstudentsto includeat leastsixturnsin theirdiatogues.
Suggestthattheypractisereadingthe dialoguealoudso
thatwhentheyactit outtheyarenotfustreadingthescript.
Exercise7 page103
. Askasmanyaspossibteofthepairsto actouttheirdialogues.
ATTERTItrIVESPEAKIXGICNY|TYlOA
Role-ptay:sayinggoodbye , ,
Forextrapracticeof Synonymsand antonyms,go to:
i Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatconyoudo
now?andelicit:/ consayfarewellin a varietyof contextsand
situations.
e
I
3 wrapped...up
4 conclude
5 windup
5 close
Exercise5 page103
. Askstudentsto readtheThesaurusentrysilentlyto
themselves.Dothefirstsentencetogetherto ensurethey
understandthattheyshouldfindverbswhichdo notfit the
sentence,
. Infeedbackaskstudentsto iustifytheiranswers.
KEY
1 exported
2 rubbish
3 extinction
4 resident
5 tailbacks 9 equivalent
6 occurred 10 rawmaterial
7 degrade 11 polaricecaps
8 carbondioxide 12 impact
Exercise2 page104
. Studentsdiscussthequestionsin pairs.Aska fewpairsto
presenttheiropinionsandreasonsto theclass.
titittLtflIlit
Threatstoourptanep
tEsS0ll sullMARY ...
Grammar:whatever,whoever,etc.
Reading:environmentaIfacts
Speaking:discussionaboutthreatsto our planet
Topic:natureandthe environment
EiqIEE Todothelessonin30minutes,keepthelead-in
briefandsetexercise6 andtheGrammarBuilderashomework.
. AskthestudentstolookattheDicturesanddiscusswhat
theyillustrateandhowtheyareconnected.Putthemin
pairstodiscuss.Conductclassfeedback.
Exercise1 page104
. Studentscompletetheexerciseindividuattyorwitha partner.

Exercise3 pagero+f) r.rr
. Askstudentsto notedownanylanguagewhichindicates
howoptimisticor pessimistictheyare.
r Pauseaftereachspeakerto allowstudentsto comparetheir
thoughts.
KEY
Speaker1 is leastoptimistic.(l havethefeetingit'sprobabty
too latenowto reverseclimatechange...)
Speaker2 is mostoptimistic.Hedoesn'ttakethethreatof
birdftuepidemicsveryseriouslyandisoptimisticthatit can
bedealtwith(theyblowit outof proportion,I don'tthinkabout
it too much,youhaveto trustin science)
Speaker3 thinksthedangersareveryrealbutthinksthere'sa
chanceit canbedealtwith(ltcoutdbesolvedif therewasthe
potiticalwilt,Maybeif wedefeatinternationalterrorism...)
Transcript3.r3
Speaker1 - Sarah Whicheverwayyou lookat it, gtobalwarming
is a veryrealthreatand onethat reallyneedsto be addressed.
I believethat collectivelywe havea dutyto tryand combat
climatechange- everybodyshoutddo theirbit and makean
effort,howeversma[[.Governmentsneedto investin renewabte
sourcesof energy,hydroelectric,solarandwind power,which
maybe expensivein the shortterm,butwill be economicalin the
longterm.Wealsoneedto devetopan atternativeto the internal
combustionenginewhichforthe lasthundredyearsor so has
poweredallthe carsand lonieson the roads,and is a major
sourceof carbondioxideemissions.On a morepersonaltevelwe
shouldtryto relylesson ourcars,usepublictransportmore,tryto
use lessenergyin our homesbyturningoff lights,insulatingour
roofs,that kindof thing.However,I havethe feetingit's probably
too lateto reversectimatechange,and our energywouldbe better
spentthinkingof waysto livewith it and adaptto it.
Speaker2 - Chris Onethreatthat hassurfacedin recentyears
is um globalvirusessuchas birdftu - the ideaof gtobatviruses
is prettyfrightening,and in the pastviruseshavekitledtensof
mitlionsof people- uh therewasan epidemicof ftu afterthe
FirstWorldWarwhichactuallykiltedmorepeoplethan diedin
the entirewar itself...whichis prettyscary.Theproblemis that
it'sverydifficultforthe averagepersonto assessthe risk,you
know,to knowhowseriouslvto treatthe threat.Wheneverthe
mediahearaboutan outbreakof birdflu,theyalwaysblowit out
of proportion- scarestoriesstartappearingin the pressand on
W and beforeyou knowit everybody'sin a panic.And however
muchthe governmentscientiststryto reassureus,nobodyreally
believesthem.PersonaltyI don'tthinkaboutit too muchand I
thinkthe chancesof a globalvirussignificanttyaffectingtarge
numbersof peopleis quitesmall- butthat'slustmy opinion- it
isn'treallybasedon anyuh scientificanalysisor anything.ButI
thinkyouhaveto trustin scienceand scientistscandevelopand
stockpilevaccinesforvirusestikebirdftu.
Speaker3 - Clare I think a nuclearwar is stilloneof the biggest
threatsto civilisation.I knowthe CotdWarbetweenthe Eastand
the Westendedabouttwentyyearsagobutveryfewcountries
havedecommissionedtheirnuclearweaponsso thethreatof a
nuclearholocauststitthangsoverour heads.Ultimatetythough
I think it's a problemthat couldbe solvedif onlytherewasthe
potiticalwilt.I thinkwe in the UKshoutdbringin measuresto
graduallyget ridof our nucleararsena[- but reatisticatlyI don't
thinkthere'sanychancewhateverof that happeningin the
foreseeabtefuture.Um I thinkthe mainprobtemis the danger
of nuctearproliferation,and I thinkthatwhateverwe do with
ourown nuclearweapons,we haveto preventothercountries
fromdevelopingtheirown.I knowit soundshypocritical,but if
countrieswhicharepotiticallyveryunstable,countrieswhich
arerun by dictators,gettheirhandson atomicweapons,I think
there'sa strongchancetheywouldusethem.So I thinkwe haveto
be hard-headedaboutit. Theotherdangerwith nuclearweapons
linksin with anotherseriousglobalthreat,and that'sterrorism.
I thinktherearesometerroristgroupswhowoutdreattytiketo
getholdof nuclearweapons,or evenweapons-gradenuclear
materialsthattheycouldturn into a so-called'dirtybomb',and
turnthemon theirenemies- and in mostcases,that'sus in the
West.Maybeif we candefeatinternationaIterrorismgovernments
will be morewitlingto decommissiontheirnucleararsenats.
Exercise4 page104
. Studentscompletetheexercisealoneorin pairs.
r Checkunderstandingofthecoilocationsbyaskingfor
a synonymor explanationforeachverb:address(deat
with),combot(stopit fromhappening),assess(calcutate),
stockpile(storelargequantitiesof),decommission(stop
using),bring in (introduce).
KEY 1d 2a 3f 4b 5c 6e
LAXGUAGEIIOTE- WHATE.VENTTAIIIIIG
.ATALL'
Sentence5 of exercise5 is an illustrationof a different
useaf whotever.After,anyot no, whotevercanbe used
to mean'at all',for exampleHe'sgot no ideawhateve:r
aboutwhat,hewantsto studyat university.Whatevercan
alsobe replacedbywhatsoeverin thisstructure.
. Focusontheinformationin theLearnfhrslboxandask
studentsto completetheexerciseindividuallv.
KEY
1 Whicheverwayyoulookat it, globalwarningisa veryreal
threat.(Howeyeris alsopossible)
2 Everybodyshoulddotheirbitandmakeaneffort,however
small.
3 Wheneverthemediahearaboutanoutbreakof birdftuthey
atwaysbtowit outof proportion.
4 Howevermuchthegovernmenttriesto reassureus,nobody
reallybelievesthem.
5 ReatisticallyI don'tthinkthere'sanychancewhateverof
thathappeningin thenearfuture.
6 Whateverwedowithourownnuclearweapons,we haveto
preventothercountriesfromdevetopingtheirown.
Exercise6 page104
. Asthepairspreparetheirideas,circulateandfeedin
vocabularyif necessary.Encouragethemto notonly
describethethreatbutto thinkaboutwhatthegovernment
andindividualsshoulddoto helpaddressthethreat.
t Lessonoutcome
Askstudents:WhatdidyoulearntodayTWhatcanyoudo now?
andelicit:I cantalkaboutglobolthreats.I canusewhatever,
whoever,etc.to emphosisepoints.
Formoreprocticeof whatever,whoever,etc.go to:
110 Unit10. Endings

Happyendings?
LESSOIt SUtilARY O.. *
Listening:a filmcritictalkingaboutfilmendings
Vocabulary:adjectivesto describefilmendings
Speaking:discussingfilmendings
E!qI@ Todo the lessonin 30 minutes,keepthe leod-in
briefand limit the discussiontimein exercises1and 6.
o Askthestudentsto lookatthetitleof 10C.Putthemin pairs
andaskthemto discusswhatkindof filmsusuallyhave
a happyending.(Examplesincludefairytales/ Disney/
children'sfilms,chickflicks,romanticcomedies,musicals.)
Alsoaskwhatkindof filmstheywouldexpectnotto have
a happyending(e.g.horrorfilms,tragedies,sometrue
lifestories/ documentaries,warfilms,drama,gangster
movies).Askthemhowimportanttheyfeeltheendingof a
fitmis.Eticitideasin a whoteclassfeedbacksession.
Exercise1 page105
' Beforestudentsdiscusstheendingsexplainor elicitthe
meaningof someof the lessfamiliarwordsin the box.
- upbeat(positiveandenthusiastic)
- finale/fi'no:h/ (thelastpartof a showor pieceof music)
- bleak(depressing)
- (l)couldseeit coming(itwaspredictabte)
- dramaticollycoherent/ksri'hrarant/(fittingtogetherin
termsof the story)
- mystifying (confusingorthought-provoking)
r Tetlstudentstheyaregoingto heara critictalkingabout
thesefi[msandothers.Explainthattheywillheara lotof
unfamiliarvocabularybuttheywillbeableto dothetaskas
longasthey'screenout'thepartstheydon'tunderstand.
. Playthe recordingonceandaskstudentsto compare
theirideaswitha partnerbeforeclassfeedback.Askif the
studentsagreewiththecritic'sopinionsofthefilmendings
theyknow.
o Witha weakerclass,pauseat appropriatemomentsto allow
themto writetheiranswers.
KEY t+ 2- 3- 4- 5+ 6+ 7+ 8+ 9-
Transcript3.r+
Whenwasthelasttimeyouwalkedoutofa movietheatreand
thought:Wow,whata greatending!lt'sanall-too-rareexperience.
Hotlywoodmoviesareexpertatstartingwitha bang,butbythe
finalreel,inspirationisoftenreplacedbyrote- orthesmellof
fear,asthecorporatesuitsstrong-armtheirfitmmakersto come
upwitha finalethatdesperatelytriesto pleaseeveryonebut
ultimatelysatisfiesnoone.
Everysummer,wecanexpecta delugeofblockbusterfilmswith
happyendings.Buthowmanyoftheseupbeatfinalesfitluswith
realjoy,thewaythatrousingrock-and-rollfinaleoftheoriginal
Shrekteftuswitha bigchitdtikegrinonourfaces?Constructing
theseextravaganzas,thestudiosoftenthinkthatthrowingmillions
ofdollarsof specialeffectsin ourfacesisa reasonablesubstitute
fora dramaticallycoherentending,asifthesheernoiseand
spectaclewiltconvinceusthatwe'rehavingathumpinggood
time.Youneededanair-trafficcontrollerto sortoutat[the
cotlidingflyingheroesandvitlainsintheoverstuffedfinale
ofSpider-Man-3.Let'snoteventalkaboutthatinterminable
30-minutefightsceneneartheendofthelastPiratesofthe
Caribbean,a fightinwhichnothingwasat stakebecause
everybodywasalreadydead- including,apparently,the
screenwriters.
Specialeffectshavebecomethecrutchof lazydramatists,and
they'veprobablydamagedmoreendingsthanthey'vehelped.
Enchantedwaspuningalongjustfineuntilsomeonedecidedit
neededa big,tackycomputer-generateddragonto tivenupthe
climax- a jarringshiftoftonethatthreatenedto undothemovie's
genuineenchantment.
Hollywoodhasconvinceditself,againstconsiderableevidence,
thataudiencesinsistonhappyendings.How,then,canyou
accountfortwoofthemostpopularmoviesever:TitanicandGone
WiththeWind,and,of course,theGodfathermovies?Frankly,
mydear,wedon'tgivea damniftheendingishappyorsad,as
longasit'sright.Greatendingscomein manyforms.Thereare
moviesthathavegreatlastlines:looknofurtherthan'Nobody's
perfect'fromSomeLikeItHot.Therearemoviesthathaveindetibte
lastshots,tikethatlong(wordless)watkthatAtidaVallitakes
pastJosephCottenattheendof TheThirdMan,a shotthathas
echoedthroughmoviehistory.Twistendingsarein a special
category:likewatkingatightropewithouta net,theyruntherisk
oftotaldisaster.Butwhentheywork-asTheSixthSensedid,
spectacularly- theymakeyourewindtheentiremovieinyour
mind,andwanttoseeit again.
StanleyKubrickknewa thingortwoaboutendings:cananybody
forgetthemysticalandmystifyingconclusionto 2007:ASpace
Odyssey,animageofcosmicrebirththathasbeenparsedand
probedfordecades.There'smuchto besaidfora conclusion
thatleavesuswitha question,notananswer.Thelackofclosure
makesit impossibteto stopthinkingaboutwhatyou'vejustseen.
Therightriddteendingextendsthelifeofthemoviefarbeyondits
runningtime.
Whensomeonedoescomeupwithanoriginalending,everyone
aoesit. BriandePalmafreakedusoutattheendof Carriewith
thatfinal,unexpectedjoltfromthebeyondthegrave- you
thoughtthemoviewasover,butitwasn't.Thetrickwasso
inspired,itwasimmediatelyimitatedbyeveryhonormovie,untilit
curdledintoanannoyingclich6.
Myownfavouriterecentromantichappyendingcomesattheend
ofBeforeSunset,in a scenebetweenEthanHawkeandlulieDetpy,
twoformerloverswhomeetagainaftera life-changingseparation.
Thescreengoesblanka momentbeforeweexpectit to - before
theclinch- onathrittingnoteofsuspendedromanticexpectation
soartfullytimedit takesyourbreathaway.
Farmorecommon,alas,istheegregioushappyendinginwhich
theloversdeclaretheirpassionforeachotherina publicplace,
surroundedbystrangerswhoburstintowildapplauseastheykiss.
MartinScorsesemayhavebeenthelastdirectorto getawaywith
this(iustbarely)inAliceDoesn'tLiveHereAnymorein 7974,but
it hasbecomea self-congratulatorystapleofsomeoftheworst
moviesin recentmemory- andevensomenot-so-badromantic
comediessuchasLoveActually.lsit toomuchto hopethatnot
a singlesummermoviethisyearwillfeaturethisshameless
spectacleatitsclimax?Thatwouldbeaveryhappyendingindeed.
. Givestudentsplentyoftimeto readthroughthesentences
andansweranyvocabularyqueries.
o PlaVthe recordingagainandaskstudentsto checktheir
answersin oairs.
Unit10. Endings

KEY
1 True
2 True
3 False(itssuccessconfirmsthathappyendingsis notwhat
audienceswant)
4 Notstated
5 Notstated
6 True
7 False(theymeetagainaftera life-changingseparation)
8 False(shehatesfilmswherestrangersburstintowild
applauseasthe loverskiss)
Exercise4 page105
o Studentscanworkaloneor in pairs,referringto a dictionary
if necessary.
KEY
1 Filmscanbeinspiredatthe beginningbutthenbecome
moreandmoreformulaic.
2 Lazydramatistsrelyon specialeffectsto makeup forother
failingsin thefilm.
3 Theclosingshotof TheThirdMonis extremelymemorable.
4 lf someonemakesa fitmwithan unusualending,everybody
copiesit.
Exercise5 page105
. Asrevision,elicitthe meaningof 'connotation'(theextra
(positiveor negative)meaninga wordcontainsin addition
to itscoremeaning).
o Givestudentstwominutesto usetheirintuitionto
categoriseasmanywordsaspossible.Afterthattimeask
themto comparetheirideaswitha partnerandthenlookup
anyofthewordsthatneitheris sureof in thedictionary.
KEY
Positive:feel-good,intriguing,spectacu[ar,touching,thought-
provoking
Negative:baffting,clich6d,hackneyed,incongruous,
nonsensica[,overblown,sentimental,unsatisfuing,vague
Neutral:ambiguous,heart-rending,shocking,subtle,
unexpected
Exercise6 page105
o Studentsworkalonethencompareanswersin pairs.
KEY
t heart-rending
2 unexpected/ shocking
3 unexpected/ shocking/ intriguing
4 overblown
5 incongruous
6 ambiguous/ intriguing/ subtle/ unexpected
Exercise7 pagero5
o Studentscompletethesentencesthencompareanswers
witha partner.
Exercise8 page105
o Goroundmonitoringandcontributingto thestudents'
discussions.
FormorepracticeofAdverbsof degreego to:
t Lessonoutcome
Askstudents:Whothoveyoulearnedtoday?Whatcanyoudo
now?and elicit:I candescribeanddiscusstheendingsoffilms.
LESSOIl SUttARY o..{*
Reading:anarticleaboutlongevity
Vocabulary:negativeaffixes
Speaking:discussionaboutimmortality
Topic:people
EiqE@ Todo the lessonin 30 minutes,keepthe lead-in
and discussionin exercise7 briefond askstudentsto reodthe
textat homebeforethe closs.
t Lead-in2-3minutes
r Askthe students:Doyouknowanyfictionolcharacterswho
areimmortal?Putthemin pairsto shareideas.(Highlonder,
X-menandothercomicbookcharacters,charactersin theW
seriesHeroes,Voldemortin HarryPotter,Dracula.)Askthem
to discusswhetherthesecharactershaveanyproblemswith
beingimmortal.
Etercise1 page106
r Focusonthe photoandaskstudentsto speculateabout
whatis insidethetanks.
Exercise2 page106
. Givestudentstwominutesto readthetwo paragraphsand
answerthequestionsin pairs.
KEY
Themetalcylinderscontainbodieswhichhavebeendrainedof
bloodandfrozenin liquidnitrogen.
Cryonicsisthebusinessof preservinga person'sdeadbody
andbringingit backto lifeat a timein thefuturewhena cure
forthediseasewhichkilledthepersonhasbeenfound.
Exercise3 page107
r Suggestthatstudentsreadthe restoftext throughfirstto
getthegeneralgist,thenunderlinethe keywordsin the
summariesbeforereturningto therelevantpartsof thetext
to seewhichisthe mostaccuratesummarv.
KEY
Bisthebestsummary.
Aisincorrectbecauseit isnotscientistsbutimmortaliststhat
believethatdeathisnotbiologicallyinevitable.
CisincorrectbecauseBorgesdidn'tmentiontheproblemof
theplanetbecomingoverpopulated.
Exercise4 pagetot
. Studentsworkaloneandcompareanswerswitha partner
beforefeedback.Encouragethemto underlinethesectionof
thetextwheretheyfoundtheanswerandwritethenumberof
thequestionnextto it.Thiswittfucilitatethefeedbackstage.
o Duringfeedbackaskstudentsto iustifytheiranswerswith
referenceto the text.
1 lmmortality
unitlo.Endinss

KEY
1 unimaginable
2 malfunctioning
3 immaterial
4 nondescript
5 endless
6 misdirected
KEY
1 True(Theythinkit maywellbepossibleto extendhuman
Iife...perhopsevenfor everline 22-24)
2 Notstated(it'struethatit wasmisunderstood:-However,
humansdon'thavea deathgeneline30 butit doesn'tsay
thatthat'swhyattemptsfaited)
3 True(Weacceptthat...weeventuallydieof oldageline28-30)
4 False(Thisprocedurecould,onedoy,helpcombatdiseases
line44 -45)
5 True(successin eradicatingpolio ...line 37-39)
6 True(scientistsatthe WakeForest...usinghumancel1sline
41-43)
frue (theimmortalpeopleare...inertandapparently
miserabletine54-55)
False(forthosewhoareat thestartof theirlives...line86)
Exercise5 page107
. Studentsdotheexerciseontheirown.
EiqE@ Todothe lessonin 30 minutes.se::"eC'c- rs'
Builderexercisesfor homeworkonddo exerciseL iaae:"e' ts a
class.
o Putthestudentsin smaltgroups.Askthemto brainstorm
whattheyknowaboutChartesDarwin.Afterabouta minute,
elicitinformationto thewholeclass.Lookattheculturenote
fordetailsof histife.
GUITURETIOTE- GHARTESDARWIT
CharlesRobertDar-win,born1809,dieOrAezwasan
Englishnaturailgliifleis famousfordemonstratirngthat
differentspeciesof lifehaveevolvedfromcornmon
: ancestors.Hecalledthe evotutionprocess'natural
selection'.Hepublishedhis,bookAn theAriginof
Speciesin 1859,havingstudiedwildlifeand fossilson a
five-yearvoyagearoundtheworldin the shipTheBeagle.
Exercise1 page108
e Askstudentsthemto readthetextandanswertheouestion
in pairsbeforeelicitinganexplanation.
KEY
TheawardsarenamedafterCharlesDarwinbecausethey
provethatinferiorspecies,namely,peoplewhosestupidacts
haveledto theirdeaths,don'tsurvivelongenoughinthis
worldto havechildrenandpassontheirgenes.
Exercise2 page108
. Studentscompletethetaskindividuatly.Checkanswers.Ask
whichoftherules1-5 thesentenceexemplifies.
o Reinforcethe ideato studentsthatusingcomplexsentences
withprepositionsinthebeginningpositionwitlhetpthem
achievea 'sophisticated'style(muchlikeusingpassive
structures)appropriateforwritingacademicessaysand
otherformaItexts.
KEY
whothe DarwinAwardsarebestoweduoon
whichanyright-mindedpersoncouldbeproudof
whoit is awardedto
afterwhomtheawardsarenamed
accordingto which(can'tchange)
whicharethen(can'tchangeunlesswechangethepassive
to activesothatthepronounis nolongerthesubjectofthe
fotlowingverb- seerule4)
whosestupidity(can'tchangebecauseit'sa phrasalverb-
seerule2)
forwhichpeoplecanreceiveanhonourabtemention
Exercise3 page108
. Dothefirstgroupof sentencesasanexample,thenask
studentsto workindividuatlybeforecomparingin pairs.
. Explainthatsomeofthechangesdo notinvolveprepositions.
Exercise6 page107
o Studentsworkatoneorin pairs.
. Checkunderstandingof unfeasible(notachievable),
maladjusted(havingmentalandemotionalproblems),
misconceived(notcarefullyconsidered).
KEY
1 malformed
2 meaningless
3 nonexistent
4 unwitting
5 unfeasibte
6 matadjusted
7 incapable
8 misconceived
9 impenetrable
1
Exercise7 pageto7
o Letstudentsthinkontheirownfora fewmomentsthentalk
to a partnerbeforethediscussionisopenedupto thewhole
cta5s.
ADDINOilAI.SPEAKIIIGAETU|TYTOD
Discussion:moraldilemmas
www.oup.comlelt/teacher/solutions
i Lessonoutcome
donow?andelicit:I canunderstondandreacttoa textabout
longevity.I haveleornedsomewgrdswithnegativeprefixesand
suffixes.
:i:r,i;ili::::i:.::.:
omplexsentencet,
tEssoll SUMMARY a. t'r'l
Grammar:complexsentences
Reading:a text aboutthe DarwinAwards,a storyabouta Darwin
Awardwinner
Speaking:retellingthe storyof a DarwinAwardwinner
Formorepracticeof Relativeclouses,go to:
Unit10. Endings( 113 t'

KEY
6
7
Amongthe nearmissesisthestoryof LarryWalterswith
whoseexploitsmostfansofthe DanrrinAwardsarefamiliar.
ln 7982,heattempteda daringftightusingonlyanordinary
gardenchairtowhichhe'dattached45 Heliumballoons.
Theplan,whichhadbeenworkedoutcarefully,wasto float
upto a heightof abouttenmetresfromwherehe'dbeable
to enjoya fineviewofthesurroundingterrain.
Unfortunatelyherocketedintotheair,climbingmorethan
5,000metresat whichaltitudeheremainedformorethan
fourteenhours.
Airtrafficcontrolreceivedbewilderedmessagesfrom
passengerplaneswhosepilotshadseenLarry.
Itwasa terrifyingftightoverwhichHarryhadnocontrol.
Luckily,Harryhadbroughthispistol,withwhichheburst
someballoons.
Hegraduallydescendedto thegroundatwhichpointhe
wasarrestedbythe police.
Exercise4 page108
o Circulateandmonitoraspairscompletetheexercise.
KEY
1 Amongthe nearmissesisthestoryof LarryWalterswhose
exploitsmostfansof theDanrvinAwardsarefamiliarwith.
2 ln 7982,heattempteda daringflightusingonlyanordinary
gardenchairwhichhe'dattached45 Heliumballoonsto.
3 Theplan,whichhadbeenworkedoutcareful]y,wasto float
upto a heightof abouttenmetreswherehe'dbeableto
enloya fineviewof thesurroundingterrainfrom.
6 lt wasa terrifyingflightwhichHarryhadno controlover.
7 Luckily,Harryhadbroughthispistot,whichheburstsome
balloonswith.
Exercise5 page1oB
r Explainthatstudentsaregoingto lookatthestoryof
anotherDanryinAwardwinner.
Dothefirstsentencetogetherto showthattheyneedto use
theinformationto makecomplexsentences.Theycomplete
theexercisealoneorwitha partner.
Theycanchoosea formalor informalstylebuttheymustbe
consistent.
KEY
Oneevening,Fabiowaschattingto somefriendswithwhom
hewashavinga quietdrink.Fabiowasa 28-year-oldltalian
truckdriverwhosehobbywasspygadgets,someofwhich
hehadwithhim.Hetooka gadgetofwhichhehadrecently
becomethe proudowneroutof hispocketto showsome
friends.lt tooked[ikeanordinarypen,butwasin facta pistol,
fromwhicha single.22calibrebultetcoutdbefired.Keen
to demonstratethegadgetto hisfriends,Fabioheldit to his
head,atwhichpointthegunfiredandFabiodied.
Exercise6 page108
o Dividethe classintoA / B pairs.AskstudentsA to close
theirbooksandretellthestoryof LarryWalters.StudentsB
keeptheirbooksopenandgivepromptsif necessary.They
thenreversethe procedurewhileStudentsA retellthestory
of Fabio.Circulateastheydothis,monitoringforcorrectuse
of complexsentences.
. AskwhichpersondeservedtheAwardmore.
Picture
Pairwork
descriptions
Language:retativeclauses
Materials:onecopyoftheworksheetcutupperpair(Teacher's
Bookpage142)
r Putthestudentsintopairs.Tellthemtheyaregoingto explain
unknownvocabularyto eachother.Theyneedto decidehow
to definethethingsontheirpieceof paperandshoulduse
relativepronounsintheirdefinitions.Doa demonstration:
Thisis somethingwhichyoufind in the bedroom.lt is
for makingbedtimemorecomfortableondyou leanback
on it whenyouorereadingo bookin bed,for example.
HEADBOARD.Atthis pointyouwill probablyfindthatnobody
knowsthewordin Engtish.Tellthemthattheyshouldsaythe
wordintheirlanguagewhentheyguessit andtheirpartner
canconfirmit iscorrectandtellthemthewordin English.
o Handouttheworksheetsto thepairsandtellthemto keep
themsecretfromeachother.(Witha weakerclass,pairs
couldworktogetherto writedefinitionsandthenregroup
to dotheactivity.)Theytakeit in turnsto tryto conveythe
conceptofthingstheyhaveontheirworksheets.
o Ina wholeclassfeedbacksession,highlightanyexcellent
definitionsusingrelativepronounsthatyouheard.
o Extension:lftheyhaveenioyedtheactivity,youcouldask
themto thinkof fivemorewordsin Englishthattheythink
theirpartnerprobablydoesnotknowanddefinethose.
TheirpartnershouldguesstheEngtishwordandtheperson
defininggetsonepointforeachtimetheirpartnerhasto
answerin theirlanguage.
t Lessonoutcome
andelicit:I canusea widerangeof complexsentences.
tEssoll sutilARY 4.. s
Listening:beginningsof presentations
Speaking:a presentationonman'srelationshipwithanimals;
givinghistoricalcontextsatthebeginningofa presentation
Eiq[rul Todothelessonin30minutes,keepthelead-in
brief,Iimitthepreparotiontimeforthepresentationsondask
studentstopresentinsmallgroups.
o Tellthestudentsthislessonisaboutgivingpresentations.
Puttheminpairsorsmallgroupsandaskthemtocomeup
with5-10tipstheywouldgivetoa personwhoispreparing
towriteandgivea presentationforthefirsttime.Aftertwo
minutes,conductclassfeedback.
Exercise1 page109
. Beginbyestablishingthe linkbetweenthisandthe previous
lesson.Withbooksstillclosed,elicitor remindthemthat
DanarinAwardwinnersarepeoplethattheworldwouldbe
betteroffwithoutandthatthefocusof thislessonisthings
thattheworldwouldbebetteroffwithout.
. Readthroughthetasktogetherandgivestudentstwoor
threeminutesto brainstormthreethingsandthereasons
whytheworldwouldbebetteroffwithoutthem.
Presentation
tth
)
Unit10. Endings

r Focusontheinstructionsandaskstudentsto makenotes.
Letthemcompareanswerswitha partnerbeforectass
feedback.
KEY
Speaker1 supermarkets:theyimportfoodfromalloverthe
world,theyinsiston sellingfoodthatlooksperfect
Speaker2 landmines:theyinlureor killordinarycivilians
Speaker3 exams:theyarenota goodtestofabilitybecause
somepeoplecan'tperformunderpressure
Speaker4 chewinggum:it'sdifficultto cleanfrompavements
andit looksuglywhenpeoplechewit
Speaker5 mosquitoes:theyspreadmalaria
Transcript3.15
Speaker1 Oneofthemainproblemsisthattheyimportfood
fromallovertheworld.Often,a simplepacketofgreenbeanshas
ftownhalfiruayaroundtheworldbeforeit reachestheshelf.Think
oftheeffectthishasonairpollution.
Consumershavebecomesousedto seeingperfectproduceon
shelvesthattheyhaveforgottenwhat'rea['foodtookslike.They
wantapplesthathavebeenpolished.Theywantlemonsthathave
beenmadeartificiattyshinybyaddinga layerof...er...theword
hasjustslippedmymind,butit'sthestuffyoumakecandles
outof!So,fortheaverageconsumer,naturalfoodnowlooks
inadequate.Theproblemwiththisisthat...
Speaker2 Atthoughthedecisionsarealwaysmadebythe
leadersofa country,it'susuallytheordinarycivilians- inctuding
innocentchitdren- whosufferasa consequence.Andthe
sufferingcontinuesforyears,orevendecades- especially
whencertainformsofweaponareused,Hundredsofchildrenin
Cambodiaarekitledoriniuredeveryyearwhentheyaccidentalty
stepon...er...oneofthosesmallbombsthatsoldiersburyinthe
ground.Thecorrectwordescapesmeforthemoment.Butit'sctear
inmymindthatthisparticularkindofweaponshouldbebanned.
Thevictimsareoftennothingto dowiththeconflict.
Speaker3 Partoftheproblemisthattheyarenotagoodtestof
astudent'sknowledgeorabitity- theymeretytesthowgoodthat
studentisatperformingunderpressure.Therearemanyreasons
whya clever,well-preparedstudentmightdobadlyunderthose
circumstances.Heorshemightnotbefeeling100percentthat
day- ormaybesufferingfroma headache.lsit rightthatthewhote
academicfutureofthatpersonshouldbedecidedononeafternoon?
Afriendofminesuffersfrom...oh,Ican'tquiterememberwhatit's
called,butit'sa kindofallergythat'scausedbyptantsandflowers-
particularinthespringandsummer,duringexamseason!Shegets
a headache,a runnynose,itchyeyes- andfindsitimpossibteto
concentrate!Andyetshe'soneofthecleverestpeopleI know...
Speaker4 TherearetwomainreasonswhyIwouldliketo put
anendto it. Firstty,becauseofthemessit creates.Whenpeople
getboredwithit,theyoftenspitit outontothepavementwhereit
getstroddenintothepavingstones.
It'salmostimpossibletocleanoff,andso,gradually,thepavements
inourcitiesgetmoreandmorecoveredwithugly,darkblotches.The
otherthingIcan'tstandisthewayit lookswhenpeoplearechewing
it.MaybeI'ma bitofasnob,butIthinkit looksreatlyuncouth.The
worstthingiswhenpeopteblow...er...whatarethosethingsyou
canblowwithit?Thewordisonthetipofmytongue.No,sorry,Ican't
remember.Anyway,it tooksbad.Ialsothink...
Speaker5 | honesttybelievethattheworldwouldbea much
betterplaceiftheydidnotexist- anda muchhealthierplacetoo,
becausein bitinghumanstheytransferdiseasesfromoneperson
to another.lftheynolongerexisted,someveryseriousdiseases
woulddisappearovernight.Themostobviousoftheseis...oh,
what'sthatword?| can'tputmyfingeronit atthemoment,but
it'sa diseasewhichiscarriedbymosquitoesandinfectsmillions
ofpeoptein hotcountries.lt'softenfatal.We'dcertainlybeglad
to seethebackof mosquitoes- andyet,creatureslikethatnever
seemto beendangered.lt'salwayscute,cuddlyanimalstikegiant
pandasthatarein danger...
. Playtherecordingagainforstudentsto completethe
sentences,
KEY
1 slipped- wax
2 escapes- landmines
3 called- hayfever
4 tongue- bubbles
5 finger- malaria
Exercise4 page109
Drawattentionto thespeakingtip andthengothroughthe
phraseswhicharealreadyunderthe headings.Practise
someofthembypointingat objectsin the classroomfor
themto describe.Forexample,pointat theboardrubberto
eticit/f3 oneof thosethingsfor wiping the boord.
Studentscategorisethefourphrasesonthebox.
KEY
It'squitesimilarto a ...B
lt wouldcomein handyfor-ing...A
A [policeofficer]wouldprobablyhaveoneofthese.C
It'sa wordthatmeans...D
Exercise5 page109
o Focusonthe instructionsforthegame.Makesurestudents
understandthattheyshouldthinkof concretenouns,whose
appearanceandusecanbedescribed.Appointa studentto
bea time-keeper.
Exercise6 page109
o Studentscanpoolideaswitha partneratthisstageifthey
wish.
Exercise7 page109
. Referstudentstothespeakingtipandaskthewholeclass
if anybodycanthinkof differentphrases.Possibleanswers:
get rid of, bring an endto, callo haltto, kick- into touch.
Exercise8 page109
r Explainto studentsthatlanguageforself-correctionand
paraphrasing,aswellasthe languagein exercises3 and4,
formpartof a rangeof strategiesthatareusedconsciously
orsubconsciouslyin orderto keepcommunicationrunning
smoothly.Askthemto thinkaboutsomeequivatentphrases
in theirlanguage.
o Studentsmaketheirpresentationsto theclass.lf timeis
short,theycanpresentto eachotherin groups.
Youcan'tsaythat!
Game
Language:reviewofvocabutaryUnits1-10
r Dividethestudentsintogroupsof 5-8, whichwillbesplit
intoteamsofthreeorfour.Explainthattheyaregoingto play
a gamebasedonthevocabutaryinthebook.Giveeachgroup
a setofcardswhichtheyplacefacedownonthedesk.
. Explainto studentsthattheyneedto tryto describeor
definethewordor phraseat thetop ofthe cardsothat
theirteam-matescanguessit.Theyarenotallowedto say
anypartof thewordtheyaretryingto define.Norarethey
allowedto sayeitherof thewordsunderneathit.Theymay
saywhatpartof speechit is,i.e.noun,adjective,phrasal
verb,etc.andif it is a phrasetheymaygivethenumberof
words.Witha weakerclass,do a demonstrationyourself
usingoneofthecards.
Unitlo.Endings(rF

{
Studentstaketurnsto takea cardanddescribetheword(s).
Theymustn'tlettheirteam-matesseetheircardbuta
memberoftheotherteamshouldbebehindthemto ensure
theydo notuseanyoftheforbiddenwords.lftheydo,they
haveto stopandtheirteamcannotgetthatpoint.Another
memberoftheotherteamshouldtimetheirturn- one
minutemaximum.lfoneoftheirteam-matesguessesthe
word,theteamgainsa point.Thewinningteamistheone
withthe mostpointswhenallthecardshavebeenused.
Witha strongclass,youcouldrepeatthisactivityon
anotherday,askingthemto workin pairsorsmallgroupsto
prepare5-10 cards,choosingvocabularythemselvesfrom
thecoursebook.
oPfroilAl SPax!ilG AcTrvtTY1o],
Presenlation:immortality,
t Lessonoutcome
Askstudents:Whotdidyoulearntoday?Whatcanyoudo
now?and elicit:I cangivea presentation.I conusea ronge
of techniquesto describesomethingwhenI haveforgottenor
don't knowthe wordfor it.
LESSOl{SUmilARY oor.r
Writing:an opinionessay
Reading:an modelessayabouteBooks
EiqI@ Todo the lessonin 30 minutes,keepthe lead-in
brief and limit the timespenton exercises4 and 7.
@l$ffli[lf,@ Todo the writing analysisand writing
taskin one45-minutelesson,keepthelead-infor thewriting
analysisbrief,ondskip the lead-infor the writing tosk.Omit
exercise7 in the writing analysisand oskstudentsto finish the
writing taskfor homework.
r Putthestudentsin smallgroups.Tellthemthatbookgroups
haverecenttybecomepopularin theUK- aninformalgroup
of friendswhochoosea bookto readandthenmeetup
aftera fewweeksto talkaboutit.Askthemto discusswhat
kindsof bookstheylikereadingor,iftheydon'treadmuch,
whynot.Dotheyliketheideaofa bookgroup?lsthiskind
or pastimepopularintheircountry?Dotheythinkthey
woutdreadmoreif theybelongedto a bookgroup?
Exercise1 page110
o Referstudentsto the photoanddirectthequestionto the
wholeclass.
KEY
eBooksaredigitalversionofbooksthatcanbedownloadedto
asmal[machinecalledaneBookreader.
Exercise2 page110
. Studentsreadanddiscusstheproposition.lt maybe
necessaryto explainobsolete(nolongerusedbecause
somethingelsehasbeeninvented).
o Buitdupa listof prosandconsontheboard.
KEY
Possiblearguments:
For
eBooksaremuchlighterthanbooks,theyareself-illuminating
soyoudon'tneeda lightsource,theyaremoreenvironmentalty
friendty,youcanmakenoteswhichcanbeerased
Against
Traditionalbooksaremucheasierto obtain,theyarecheap,they
don'tcauseeyestrain,youcanseepicturesanddiagramsmore
clearty,somepeople,e.g.childrenandolderpeopleneedto see
largewriting,youdon'thaveto yvorryaboutbatteriesrunningout
orcomputersfreezing,theycouldbreakifyoudropthem
Exercise3 page1ro
o Studentsdothetaskalone.
KEY
1 lt wouldbehardto denythat
2 the keyquestionis
3 | firmlybelievethat
4 Moreover
5
6
7
8
I acceptthat
However
Inconclusion
oftheopinion
2
3
4
5
6
7
8
Exercise4 page110
. Studentsbrainstormohrasesin oairs.
KEY
Possibleanswers
1 Thereisnoquestionthat,ltisclearthat,ltiswidety
acceptedthat,lt is undoubtedlytruethat
Whatit comesdownto is,Whatneedsto bedecidedis
Inmyview,Inmyopinion
Furthermore,Whatis more,Besides,lt is alsoworthbearing
in mindthat
It istruethat,I wouldn'tdenythat,Admittedly,Granted
Havingsaidthat,Ontheotherhand,Nevertheless
Tosumup,Onbalance,Insummary,Toconclude
oftheview,ofthefirmbelief,convinced
Exercise5 page110
. Studentsdiscussthequestionin pairs.
Exercise6 page110
. Studentscandotheexercisealoneorwiththeirpartner.
KEY
1 Firstparagraph(ltwoutdbe hardto deny...)
2 Secondparagraph(lfirmlybetieve...)
3 Firstparagraph
4 Firstparagraph
5 Secondparagraph
6 Thirdparagraph
Exercise7 page110
. Studentsdiscussthequestionin pairs.Encouragethemto
usethe languagefromexercise3 and4, whichis usefulfor
spokenaswellaswrittenooinion.
^
tt6
)
Unit10. Endinss

i Lessonoutcome
Askstudents:WhathaveyoulearnedtodoyTandelicit:/ can
structurean opinionessay.I havelearned/ reviseda varietyof
expressionsthotareusedin an opinionessay.
'r:i!gii:
becauseit's muchquickerthanwritirg !" -a-:. S: : *',:-'::=
longbeforewe don'tneedpenand pape'.1^: :-:- :-:-: ,": - :
be anypointin teachingpeopleto writenith a 3e-.'rl::- , :-a:
- | reckonkeyboardswill evenbecomeobsolete.!ll'y? Beca-se
computersalreadyaccepttouch-screencommandsand pret-:;
soonthey't[at[acceptvoicecommandstoo.
Speaker2 Sure,I admitthatprettysoonthey'lldevelopa
computerthatyoucancarryin a pocket.Butthatdoesn'tmeanto
saythatwe'llstopusingpenand paper.Ofcourse,ascomputers
getsmatler,e-maiIand messagingwillbecomeevenmorepopular.
Butpeopleforgetthatit'sa pleasureto usea penandpaper.
Leavinghandwrittennotesand messagesfor peoplemaybe low-
tech- butit'ssimpleandit works!Peoplesometimesevensaythat
handwritingwill becomeobsolete,but I reallydon'treckonit'sat
atttikely.Yousimplycannotimaginetheywon'tteachhandwriting
in schoolsin the future.Besides,stylusesthatyou useto writeon
the screenarealreadycommon,andthey'llbecomeevenmore
widesoread- sowe'l[still needto knowhowto write.
Exercise4 page111
. StudentsreDhrasetheextractsaloneor in oairs.
KEY
1 Thefactis,wecurrentlysendconsiderablymoree-mails
thantraditionatletters.
2 Admittedtysomeelderlypeoplewillcontinueto usea paper
andpen,buttheywiltbein a minority.
3 Moreover,schoolworkis increasinglydoneon computers.
4 Granted,a computerwillhavebeendevelopedinthenot
toodistantfuturethatcanbecarriedin a oocket.
5 Althoughit issometimessaidthathandwritingwillsoon
becomeobsolete,in myviewit is hightyimprobable.
6 lt issimplyinconceivablethathandwritingwon'tbetaught
in school.
Exercise5 page111
o Studentsmakenotesundertheheadings.Theycan
co[[aboratewitha partner.
Exercise6 page111
o Givestudentsapproximatelyfifteenminutesto writethefirst
threeparagraphs.Goroundhelpingandansweringqueries
butdon'tcorrecttheirworkastheyshoutdbeencouragedto
dothisindependentlyattheend.
Exercise7 pagettT
o Referstudentsto thewritingtip andtheusefullanguage.
Encouragethemto learnoneortwoofthe phrasesbyheart
asoftenthelanguagecanhelpthemto organisetheirideas.
Exercise8 page111
. Studentswritea finaIdraftandchecktheirwritingagainst
thechecklist.
o Askfastfinishersto swapcompositionsanddecideif they
agreewiththeopinionsstated.
oPTloxALw$nn6'iffrvtTYloc,.,.,,
Alternativeendings
www.oup.com/elt/teacher/sglutions'r:
+ Lessonoutcome
now?andelicit I conwriteanopinionessoy.I canusepassives,
preporatoryit andappropriatevocobularytoachieveaformalstyle.
Keyfor languageReview9-10 andSkiltsRound-up1-10
is on page122.
OpinionessayryLESSOil SUiltMARY O. i :;',,
Language:achievinga formatstyteusingpassivestructures,
preparatoryif andformatvocabulary
EIqI@l Todo the lessonin 30 minutes,keepthe lead-in
brief,and askstudentsto finish the essayfor homework.
. Askthestudentsto thinkabouta friendtheyareincontact
withwhodoesnotlivenearthem.Nowindicatethreedifferent
areasoftheclassroom:e-moil,phone,leffer(snailmai)and
askthemto goandstandintheareawhichcorrespondstothe
lasttimetheymadecontactwiththatfriend.Eticitresponses
fromstudentsin differentgroupsaboutwhytheychoosethat
methodto keepintouch.lfthereisanyoneinthe'tetter'area,
askthemwhethertheyuseda computerorhand-wrotetheir
letter.Asktheotherstudentswhethertheyhand-writeany
lettersandifsoelicitmoreinformation.
Exercise1 page111
. Studentsbrainstormideaswitha partner.
Exercise2 page111
. Focusonthewritingtip anddothefirstsentencetogether.
Studentscontinueindividualtyor in pairs.
r Elicitthe meaningof touch-typing(typingwithouttookingat
the keyboard).
KEY
1 lt hasto bebornein mindthatpeoplehavebeenusingpen
andpaperforcenturies.
2 lt isalmostcertainlytruethatpaperwon'tbecomeobsolete.
3 lt issometimesarguedthatit'sa wasteoftimeteaching
childrento writeneatly.
4 lt issimptyinconceivablethatpaperwillbecomeobsolete.
5 lt is surprisinghowfewpeoplecanwriteneatly.
6 lt isessentialforchildrento betaughttotouch-typeatschoot.
7 lt iswrongto suggestthatpaperandpenwil[become
obsolete.
r Askstudentsto notedownthe keyarguments(asthis
wittgivethemmoreideasfortheiressay)anddiscussthe
opinionswitha partner.Elicitopinionsfroma fewpairs.
Transcrlptl.r6
Speaker1 Yeah,I agree100%with the proposition.I mean,we
nowsendloadsmoree-mailsthantraditiona[letters,and kids
thesedaysjusttextor instantmessageeachother.Mostof them
haveneverwrittena letterin theirtife!OK,so someotd peoplewill
stickwith paperand pen,buttherewon't be manyof them.Also,
moreand moreoftenwe'redoingour schoolworkon computers.
At someschoolstheyeventeachtouch-typing,whichis great
unitlo.Endinss
(:}

TOPIC a. * ,
Scienceandtechnotogy,people
t Lead-in page114 5-8minutes
r Writethefollowingheadlinesonthe board;tettthestudents
thesearetitlesof articlesfroma popular-sciencemagazine.
Askthernto decidewhatfieldof sciencethe magazinedeals
with.Youmaystartwiththefirsttitleandaddthefoltowing
untilthestudentsguesscorrectty(astronomy).Thenask
themto saywhattheythinkeacharticlemaybeabout.
Alternatively.,youcanaskthemwhichoneisabouttheSun.
ls thereanybodyoutthere?(intelligentlifein outerspace)
Theendofthe world(disappearanceofthe Sun)
BeforetheBigBang(thebeginningof the universe)
Lunarlandscapes(theMoon)
lmagesof the redplanef (Mars)
Wishupona shootingsfar (meteors)
EXerCiSe1 page114 3-5minutes
o Tellthestudentsthetexttheyaregoingto reada descripton
of a process.Askthemto readthetextandthesentences
below,andsaywhatprocessis describedandwhat
thestagesofthe processare.(Theprocessofthe Sun
disappearing;firsttheSunwillgrowintoa redgiant,thenit
willshrinkintoa whitedwarf,veryheavyandhot,finallyit
willbecomeaninvisibleblackdwarf.)
EXefCiSe 2 page774 10-15 minutes
@
Askthestudentsto identifywhetherthemissingsentences
introducea newtopic,closea paragraphor linkthe previous
sentencewiththeonethatfollows.(Sentencesto goin
gaps1,2,4,5 aretinkingsentences;sentence3 ctosesa
paragraph.)
In a strongerclass,allowten minutesforthe studentsto
completethetaskontheirown.Checktheanswersasa
class.
Ina weakerclass,askthestudentsto readthesentences
beforeandafterthefirstgapandunderlinethewords:
processthot'fuels'theSunandtheexactdetoils.Askthem
to gothroughthesentencesbelowthetextanddecide
whatthedetailsreferto.lf theystillcannotidentifiTthe right
sentence,remindthemthatatthisstagetheydo notneedto
considerthosesentencesthatreferto laterstagestheSun
willgothrough.
Then,turnthestudents'attentionto thewordshrinkin the
sentencebeforegap3,whichshouldhelpthemidentifiTthe
sentenceto goin gap2.
Askthestudentsto dothe restofthe taskontheirown.
Remindthemto crossoutthesentencestheyhavealready
usedandto readthewholetextwhentheyhavefinished,to
checkit is logical.Allow6-8 minutes.Checktheanswersas
a class.
KEY 1D 2F 3B 4C 5A
EXefCiSe3 page114 5minutes
r Askthestudentsto do thetaskindividuatly.Atlow3-4
minutes.thencheckasa class.
KEY
1 oldest
2 mostlong-lived/ otdest
3 etderly
4 mature
5 aged/ elderty
o Askthestudentsto workin pairsandto preparea listof
activitiesusuallyassociatedwithetdertypeople.Allowthree
minutesandgetfeedback.Discussasa classwhetherthe
activitiesthestudentshavecomeupwithcreatean image
of anactiveor inactiveperson.Discusswhattheelderlycan
doto stayactive.
o Referthestudentsto thetask,andtellthemto lookat the
photosanddiscussthequestionsin pairs.
. Allow7-8 minutes.Asktwo pairsto presentthetaskin front
of theclass.
t Lessonoutcome
Askstudents:Whathaveyoulearned/ proctisedtoday?and
elicit:I havelearnedaboutthefutureof theSun/ Solarsystem/
howostorturnsinto a blackdwarf.I havepractisedreading
comprehensionthrougha motchingtask,I haveproctisedq
photo-bosedspeaking task.
Getreadyforyourexam10

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1-2 Students'ownanswers
3 a job applicationletter
b A personalqualities
B oualificationsandskills
C reasonforapptication
D workexperience
41A 2C 3D 4B 5A 6D 7C 8B
5B
6 1 Tofinda job.
2 Thathewon'tgetanyhotidays.
3 Becausehethinksthefirealarmisiustbeingtested.
4 BecauseheknowsEdgarsisthe bestcandidateand
doesn'twanthimto goto theotherinterviewhehas
arrangedforthefollowingday.
5 Hewitlgivehimtheaddressof a goodlettingsagency.
Transcript1.13
Boss Sohaveyourelocatedto theUK?
EdgarsNo,I'mlustherefortwoweeks- to tryandfindafob.
Then,assuming| findone,I'l[relocate.
B And,I guessyouhaveseveralinterviewstinedup...
E Yes...well,I havethisoneandtwoothers.Butthisiobwith
lnterPostistheoneI'dlikemostofthethree.
B I supposeyouhaveto saythatreally.
E Butit'strue.
B You'ttmissLatviathough,won'tyou?
E Yes,ofcourse.ButI canvisitduringthehotidays.
B Hotidays?Whathotidays?
E Ithought...I mean,aren'tthere...?
B Ontykidding!You'llstartwithtwentydaysptusnational
hotidays.Andthen,theentittementincreasesbya dayforevery
Nvoyearsthatyouremainwiththecompany.Howdoesthat
sound?
E Fine.
B Good,weltIthink...don'tworryaboutthatalarm,they're
alwaystestingitwithoutlettingusknow!
E OK.
B WhatwasI goingto say?Oh,yes.WettIthinkthatcoversmost
ofwhatIwanttotatkabout.Thenextstagewilt...Canyousmell
burning?
'$rurls Krv
E Yes.
B I thinkwe'dbettergetoutofhere.
E OK!Whichway?
B Followme.
B Sorryaboutaltthis.Reattyunfortunate.I hopeit hasn'tthrown
youtoomuch.
E Notatatt.
B Good.Youknow,Ithinkwe'diustaboutfinishedanyway.Our
humanresourcesdepartmentwittbeintouchsoon.Actuatty,off
therecord,I cansaythatwewilldefinitelybeofferingyouthe
job.I'veseenallthecandidatesnowandyou'vegotthebest
experience,qualifications...basicaltyyou'reiustwhatwe're
lookingfor.
E Thanks!That'sgreatnews.
B Theseotherinterviewsyou'rehaving...haveyouhadthem
atready?
E Er...l'vehadoneatready.Theotheroneistomorrow.
B Oh,right.Welt,whatdoyouthink?
E Aboutwhat?
B Doyouwantto acceptthisjoboffer?| knowwe'renotdoing
thingsquitebythebookhere,butit woutdbegoodforbothof us
to getit altdoneanddustedrighthereandnow.Don'tyouagree?
E Welt,I supposeso...yes.
B So,you'reacceptingthejob?
E Yes,I aml
B Great!Let'sshakeonthat!
E OK.
B I betthisisthefirsttimeyou'vebeenofferedaiobina car
park,eh,Edgars?
E Definitety!
B So,what'syournextmove?Lookforsomewhereto tive?
E Yes.WhileI'mhere,I canstartfindingoutaboutrented
accommodation.
B I cangiveyouthedetaitsofa goodlettingagency.
E Thanks.
B Assumingmyaddressbookhasn'tbeendestroyedbythefire.
E lt doesn'tlooktoobadfromhere.I can'tseeanvsmoke.
7 Students'ownanswers
ilPage45
disorientated
preoccupied
narrow-minded
heart-warming
coo[-headed
e 2d 3a 4b
loosely 3
promptly 4
usedto,as
is atways,like
lookafterthem
to putit on
is beinglookedinto
hadbeenwaiting
hadnotturnedup
wascontemplating
5c
widely
categorica[[y
,,:Page24
overaweo
unnerveo
tight-fisted
quick-witted
hair-raising
5 ironicatly
witt,like
wasalways,like
to standupto him
hadbeenmadeup
wouldthinkit over
vanished
wentback
were
3
4
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6
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suffered 3
speak 4
e 2f 3a 4b
from 3
to4
transformation
modification
hasbeengoing
haveknown
hasbeencleaning
to haveplayed
beingtakenout
to havebeenpushed
easily
a gooddeal
returned
wasresolved
5c 6d
with
for
5 pays
5in
adaptation
conversion
haveretired
hasrained
havebeenstaying
3
4
4
5
6
4 tocry
5 beingkept
3 bymiles
4 marginally
wouldnothavehappened,hadbeenlooking
hadnotbeendiscovered,wouldstillbedying
runsout,begenerated
woulduse,was/ wereinvested
notbeenevacuated,wouldhavedied
LanguageReviewsandSkiltsKey

t
2
4
5
r:.8gge47
Students'ownanswers
Becausepeoplewhohaveroomsto letarelookingforthe
perfecttenantandprospectivetenantsareseekingthe
perfectroomso it is tikespeed-datingwheremanysingle
peopletalkto othersto findoutif theyarecompatible.
E Nowyoucantellmethetruthaboutthehouse.Thenoisy
neighbours...
To Theneighboursarefine,actually.I neverevenhearthem.
E Whataboutthelandtord?Doesheevercallround?
To Occasionally.He'ssupposedto letusknowbeforehecomes,
butheneverdoes.Ithinkhe'stryingto catchusout!Oh,bythe
way,thepostarrivedwhileyouwereout.There'sa letterforyou.
E lt mustbemyjoboffer!lf it hadanivedanhourago,I'dhave
savedmysetff800!
To lseverythingOK?
E I don'tunderstand...
To What'stheproblem?
E Butheofferedmethejob!Weshookhandsinthecarpark!
To Whatdoesthelettersay?
E lt'sa rejectionletter.They'vegiventhelobto somebodyelse!
]i:t:lll]p€ge68
1 True
2 False
3 False
4 True
5 False
6 True
7 True
the lettingagentanda housemate
1 True
2 Notstated(Weknowhestartedlivingtherelastyearbut
don'tknowexactlyhowlong.)
3 True
4 False(ltis becausehedoesn'thavea formaljob offerin
writing)
5 True
6 True
7 Notstated(ltis fromInterpostbutwedon'tknowexactly
whowroteit.)
Transcriptr.26
Edgars Hi,Tomas.Howareyou?
Tomas I'mfine.lsthatallyouhave?Onesuitcase?
E Yes,it is...fornow.Therestis backhomein Latvia.Iwantedto
findsomewhereto livebeforeI hadit sentover.
To Yes,of course.Anyway,comein.Tanya'sherefromthe
agency.5he'sgotatlthepaperwork.
E Oh,right.We'dbettergetthatoverwith,I suppose!
To Thereareabouttwentyformsto sign- | remembergetting
quitestressedaboutitwhenI startedmytenancylastyear!
Anyway,she'sinthekitchen.Wouldyoulikea coffee?
E No,thanks.I'mfine.
Tanya Hetlo,Edgars.lsit Edgarsor Ed?
E Edgars.
Ta Fine.Anyway,I haveyourtenancyagreementhere.CanIjust
takea fewdetails?
E Ofcourse.Whatdoyouneedto know?
Ta Well,haveyouopeneda bankaccountyet?
E I'mjustintheprocessofdoingthat,actua[[y.Theyneedto see
theformalletterofengagementformynewjobfirst.
Ta Oh,I see.Youdon'thavethatyet?| thoughtyou'dbeen
offeredthejob.
E I have...verbalty.I'mjustwaitingfortheletterto arrive.
Ta Wherearetheysendingit to?
E Well,here.I phonedthemyesterdayandgavethemthis
address.
Ta Hmm.OK.Welt,I supposethat'sthebestyoucando.Now,I
needa deposit.
E Yes,I know.
Ta Threemonths'rentis...E2,4OO.
E Threemonths?| thoughtitwastwomonths.
Ta lt'sthree,becauseyoudon'thaveproofofemployment.
E ButwhenI gettheletter...doI getthemoneybackforthethird
month?
Ta I'mafraidnot.lt'snotmydecision- it'sthelandlord.He
insistsonit.
E Oh,OK.Wett,I'tthaveto getmoremoneyfromthebank,then.I
canusemycreditcard,
Ta Fine.Well,tet'sgeteverythingsigned,andthenwecangoto
thebankonmywaybackto theoffice.
To Hi,Edgars.Everythingsortedout?
E Yes.I gotmoremoneyfromthebank.We'renowofficiatly
housemates!
To That'sgreat!
5 amiability
5 hopes
Hewhisperedto her,'Youlookgorgeous.'
'Slowdown',herhusbandyelled.'We'regoingto crash!'
'l supposeso',shesighed.
'Lookatyourleg',gaspedGrace.'l thinkit'sbroken.'
'Whydoesn'thejustgetto the point?'mutteredDan.
It'simportantforathletesto trainhard.
Theaimisforusto learnPolishin sixmonths.
Inthepast,itwasscandalousforwomento weartrousers.
Themanageris nothappyforstaffto taketimeoffwork.
It isvitalforyouto readtheinstructionsbefore
switchingon.
c 2aandb 3c 4b 5a
out 3on 5off
up 4 back
Amysuggestedthattheyshouldconsultanexpert./
Amysuggestedconsuttinganexpert.
Harrietclaimedneverto havecriedatthecinema.
MiablamedRyanforbreakingheriPod.
Shethreatenedto sellthe photosif hedidn'tpayher.
Hewarnedhimnotto takethe motonruavastherehad
beenanaccident.
FageOl
Hehasrelocatedbecausehebelievedhe hada job butnow
theiobofferhasfa[[enthrough.Students'ownanswers.
1B 2D 3C 4A
l!
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havemade
wasbroken
grouno
wisdom
altruism
sights
counting
4 havebeeninflicted
5 putup
3 courage
4 sincerity
3 foreseeable
4 futfit
120 LanguageReviewsandSkiltsKey

Transcrlpt2.r6
Tomas Hi,Edgars.Howareyou?
Edgars Oh,OK.
T Didyouphoneupthatcompanywhosentyouthereiection
letter?
E I catteda fewtimes,butI couldn'tgetthroughtoJohn- the
manwhointerviewedme.
T Theonewhoofferedyouthejob?
E That'sright.I spoketo awomanin HumanResources,butall
sheknewwasthatthey'dofferedtheiobto somebodyetse.When
ItotdherthatJohnhadofferedmetheiobverbatty,shejustsaidI
musthavemisunderstoodhim.Shesaidmaybeit wasa language
probleml
T I doubtit.YourEngtishisperfect.
E Notperfect...butI definitelydidn'tmisunderstandhimwhen
hemadethejoboffer.
T lt'snotright,though.Youshouldcomplainto somebody.I bet
theywouldn'thavetreatedyoulikethisifyouwereBritish.
E There'snopointin makinga complaint.ltwouldonlybemy
wordagainsthis.
T Butwhatareyougoingto doaboutmoney?Witlyoubeableto
paytherent?
E I'vegotenoughto paytwomonths'rent.ThenI'min big
trouble.ButI'msureI'llfindsomework.Themostannoyingthing
is,I cancelledmyotherinterviewbecauseI thoughtI alreadyhad
aiob!
T Sowhatareyougoingtodo?
E I'tlsignonatanagency- maybegetsometemporarywork.
Actually,I hada dreamaboutthistastnight.lt'siustcomeback
to me!Inmydream,a youngwomancameupto me- a complete
stranger- andstartedgivingmeadvice.ShetoldmeI shouldstart
upmyownbusiness- asanlTconsultant.
T That'sa strangethingto dreamabout!| usuallydreamabout
flying,andsometimesaboutctimbingupa reatlytalltowerand...
well,anyway.Sowhathappenednext,inyourdream?
E Nothingreally.Thegirt- theyoungwoman- advisedmeto set
upmyowncompany,andthensheteft.
T Maybeyoushoulddoit,then.Sometimesdreamscangive
goodadvice.
E Youdon'treallybelievethat,doyou?
T SureI do,Dreamsareverymysteriousthings.
E I don'tthinkthey'remysteriousatall.Iwasworryingabout
findinga lobwhenIwentto bed,soI dreamedaboutit.Endof
story.Buthavingsaidthat,settingupmyownbusinessmaynot
bea badidea.
T Yousee!
E Anyway,maybeI shouldtrytothinkaboutsomethingelsefora
while.Haveyougotanyplansforthisevening?
T Yes,mysister'scomingoverfordinner.
E Yoursister?| thoughtshestilllivedwithyourparentsin
Lithuania.
T That'smybabysister.Theonewho'scomingoverismyolder
sister,Rita.Shelivesin London.Sodoesmybrother.
E Oh,right.
T Whydon'tyouioinusfordinner?There'stoadsoffood.And
Ithinkyoutwowouldgeton.She'sinthesamefieldasyou...
lT.I don'tknowexactlywhatshedoes...butanyway,simitar
tothekindofthingthatyoudo.Personally,I don'tunderstand
technology.
E That'sa reallyniceinvitation.Areyousureit'sOK?
T Ofcourse!
E Well,ifyou'resure.
T ThatmustbeRita.WoutdyoumindstirringthesoupwhileIgo
andopenthedoor?
E Ofcoursenot.Here,givemethespoon.
T Rita,thisisEdgars.He'smynewflatmate.
Rita Hi.Niceto meetyou.
T Edgars!AreyouOK?Saysomething!
E l'msorry.| ...lt'siustthat...YouknowItoldyouaboutthat
dream?
T Yes...
E Welt,yoursister...Rita...she'sthewomaninmydream.
R Howromantic!Andwe'veneverevenmet!
T Areyoukidding?Youmustbe...
E No,I'mnot.I'mtotaltyserious!
5 Thetextsuggeststhata mind-readingtechnique,portrayed
in the futuristicfilmMinorityReport,mayonedaybe reality.
6 1 Theycantellwhichpicturesomeoneisthinkingol outof
120pictures,90%ofthetime.
2 Theymaybeableto reada person'sbrainand
reconstructimagesofwhatheor sheis seeingand
proiectthemonto a screen.
3 lt mightbepossibleto readsomeone'sbrain
involuntarily,covertlyorwithoutinformedconsent.
4 Hesuggeststhatcompleteinformedconsentmustbe
obtainedbeforethetechnologyis usedona person.
Fage90
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wil[getaway
hadbeenheldup
droppingheroff
outbreak 3
uprising 4
open-toed
skin-tight
heavy
cloying
maynotleave
shouldhaveasked
mustbeioking
oughtnotto put
4 stoppedover
5 wasshownaround
Whatweneedto knowiswhentheirflightis due.
Notonlyisthe newheadteachercharming,butshe's
alsoveryprofessiona[.
Thetruthis,heearnstoo littleto supporthimself.
Yournewhaircutdoeslooknice.
WhatI don'tunderstandiswhyhe'supset.
Itwasyouwhotold everyonemysecret.
Thefactis,we'relost.
Raretydid I stopto thinkaboutherfeelings.
b 2 aandb 3 b 4 aandb 5 b
takeover
downfal[
3 [ong-sleeved
4 loose-fitting
3 crowded
4 cramped
3 wait
4 hungry
5 comeback
5 three-piece
5 stoppy
5 mighthavetold
6 needn'thurry
7 can'thaveseen
Pqda Ol
t 1c 28 3B 48
{ Hotelreception,hotelrestaurantandpub.
5 1 online
2 diry
5 positive/ optimistic
6 pub
languageReviewsandSkittsKey

LanguageReviewsandskittsKey
Transcrlpt3.05
Edgars There'snobodyatthedesk.
Rita lstherea bellwecanring?
E I don'tthinkso.Excuseme!
R Pingping!
E lsthereanybodythere?
Tomas Somebody'scoming.I canhearfootsteps.
ReceptionistSorryaboutthat.HowcanI hetpyou?
E Wehavea reservation- threesinglerooms.
Receptionist0K.Whatarethenames?
E MynameisEdgarsOzols.
R I'mRitaUrboniend.Mybrother'snameisTomasUrbonas.
ReceptionistI'msorry.I don'tappeartohaveanyrooms
reservedunderanyofthosenames.
T Youdidbook,didn'tyou?
E Yes.I bookedovertheInternet.I'vegota printouthere,with
theconfirmationcodeandeverything.I evenpaida deposit.
ReceptionistCanI seethat?
E Ofcourse.Here.
ReceptionistHmm...Wouldyoumindwaitinghere?I'lljustgo
andask.
T I hopetheysortit outsoon.I needsomedinner- andsoon!
R lt'sprobablyjustanadministrativeerror.They'llhaveroomsfor
us- thehoteIdoesn'tseemveryfull.
E Whatarevourroomslike?
T Notgreat.Yours?
E lt doesn'tlookasthoughmyroomhasbeencleaned...ever.
R CanI askhowyouchosethishote[?
E I reada reviewonline.ltwasOK.Butmostly,theyhada special
offer.Theroomswerereallycheap.
T Ah.Atlast!Aftertwentyminutes!
Waitress Whoorderedthesoupforstarter?
E Noneofus.
T Butgiveit to meanyway.I'mstarving.
E Wedidn'torderstarters.
WaitressOh.Whatmaincoursesdidyouorder?
E Twopastadishes...
T ...anda steak.Willtheybelong?
Waitress I'ttiustgoandask.
R IthinkI'mlosingmyappetite.Shatlweiustgooutandfinda
pub?
E We'vewaitedthistong...Iwantsomefood!
T lfthesoup'sanythingto goby,themaincourseswon'treally
beworthwaitingfor.
E Butbetterthannothing...
T Cheers!
E Cheers!
R Goodhealth!
T Andgoodluckwithyournewbusiness!I'mgtadyoudecidedto
followyourdream!
E lt'sworthatry.AndI'vegota feelingit'sgoingto dowel[.I
onlystartedadvertisinglastweek,andl'vealreadyhadaboutten
enquiries.
T Thatseemspromising.
E Yes.Butthen,sodidthehotel.AndI madea bitofa mistake
there,didn'tl?
R lt wasn'tyourfault.
T Yes,it was.Hebookedit. Butwe'ltforgivehim!
R WhatI meanis,therewasnowayyoucouldhaveknown.lt
wasiustbadluck.
E Wecoutdmoveto a differenthotel.
R lt isn'trealtyworthit fortwonights,isit?
T No.
E Butlet'snothaveanymoremealsthere.
R Thispubdoesfood.Wecouldtryheretomorrownight.
T I likeit here.lt hasa goodatmosphere.
E Metoo.
R Youprobablydon'twanttothinkaboutwork,but...shattI
mentionyouto myboss?Hemightneedsomebodylikeyoufor
short-termcontracts.lt'sanothercontact,isn'tit?
E Sure.GoodideaThanks.Whatcompanydoyouworkfor?
R lt'scalledInterPost.Yourprobablyhaven'theardof it.They
specialisein ...
E ...logistics,distribution.
R That'sright!Soyouhaveheardofthem.
E Yes.lsyourbosscalledJohn,byanychance?
R HeislHowdidyouknow?
E Oh,heinterviewedmeonce.lt'sa longstory...
Page112
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dropped 4 waskept
won'tbreathe 5 willneverconfide
gleaned 5 Haveyouheard
freedomof speech/ freespeech
censorshio
oersonal
accusations
national
catastrophic
d 2h 3e 4a 5c 6g 7b 8f
2
3
wereevacuated
witlbedecided
wasbeingrepaired
4 is beingrecorded
5 hadbeentied
Myaunthasherlawnmownoncea fortnight.
We'rehavingourwindowschangednextweek.
They'llgetthe officerefurbishedwhentheycanaffordit.
Myfatherhadn'thadhiscarservicedinyears.
Myboyfriendgot hiswalletstolenyesterday.
Whoevergaveyouthatpicturehasimpeccabletaste.
Johnwillneverbecomeanairlinepilot,howeverhardhe
tries.
Wheneverl'm in the UKI buya loadof teabags.
She'lllookstunning,whicheverdressshewears.
Whateveryoudo,don'tpanic.
Shestartedto dustthe bookcase,ontopofwhichlay
pilesof papers.
Hehaswonelevenmedalssofar,mostof whicharegold.
Thepresidentwillappointa numberof newministersin
the newsession,manyofwhomarewomen.
Thatwoman'sanactress,forwhomanacquaintanceof
minewasmistaken.
I addressedmycomplaintto anemployeewhowas
blatantlyrude.
Psgs113
a Thefirste-mailis froma youngwoman(Rita)andthe
secondisfroma man(Edgars).
b Ritahasbeenoffereda promotionandwillhaveto move
to Edinburghif shetakesit.
1E 2A 3G 4C 5F 5D
d,a,c

1r
2
3
4
5
Shesoundsdisappointed.lt impliesthatshewashoping
forEdgarsto saysomethingmorepersonal.
Hesoundsa bit nervous.lt implieshe'sconcernedabout
howRitamightreact.
Shesoundsapologetic.lt imptiessheregretsthatshe
won'tbe abteto workwith Edgars.
Hesoundsupset.lt impliesthathedoesn'twantRitato
moveaway.
Hesoundsa bit defensive.lt impliesthathe knowsmore
thanheissaying.
6 Hesoundsa bit offended.lt imptiesthathefeelsleftout
of Edgars'andRita'splans.
7 Shesoundsamused.lt imptiesthatshefeelsgladto be
leavingherjob.
Transcrlpt3.rz
Rita 5o...whydidyouwantto meetup?Yousaidyouhad
somethinginterestingtotellme.lstheresomejuicygossip?
Edgars No,nothinglikethat.I havea propositionto make.
R Reatty?Whatkindof proposition?
E A professionalone.
R Oh,I see.Professional.
E Ithinkit'sa greatopportunity.Well,it coutdbe.Thethingis,
thebusinessthatl'vesetupisdoingreallywett.l'mlookingfor
somebodyto helpmerunit.
R Goon...
E lwonderedifyoumightbeinterested.Youdon'thaveto say
anythingnow.I mean,youdon'thaveto decidenow.Takesome
timetothinkaboutit.I knowyou'vegota iobatready.Andof
course.,.
R I'veiustaccepteda promotion.I'msosorry.
E I didn'tthinkyou'dbeinterested.lt doesn'tmatteranyway.I
canalwaysadvertise.
R lt'snotthatI'mnotinterested.Ijustcan'tdoit!
E I understand.So,what'sthispromotion?
R I'vebeenoffereda jobasa seniormanager- intheir
Edinburghoffice.
E Edinburgh?
R That'sright.
E Soyou're...moving.ToEdinburgh.
R That'sright!Aren'tyougoingto congratulateme?
E Yes,ofcourse.Congratulations.
Tomas Didn'tyoutryandpersuadeherto changehermind?
E No.Howcoutdl?She'djustaccepteda promotion.She's
movingto Edinburgh.
T ButI'msureshe'dratherstayhereandworkwithyou.
E Whatmakesyousaythat?
T lt'sjust...afeelingI'vegot.
E Hasshesaidanythingtoyou?
T No,shehasn'tsaidanythingto me...exactly.
E Butwhat?
T Butnothing.I didn'tsay'but'.
E Tomas!You'rehidingsomething.Tellme!
T I can't.I promisedlwoutdn'tleton.
E You'remyfriend!
T She'smysister!
E Hmm.Yes,Iwasforgettingthat.Butcan'tyougivemea clue?
T No,I can't.
T So,here'sto yournewiob!
R Thanks.Cheers!
E Goodhealth...andgoodluck.
T She'tlneedit!So,tellme.Howdidyoupersuadehernotto go
to Edinburgh?
E I madeheranoffershecouldn'trefuse!
T Comeon,Iwantto knowmorethanthat.
E l'msorry.lt'sconfidential.
R lt wasaverygoodoffer.
T Hmm.Nobodytellsmeanything.
R Anyway,nextFridayis mylastdaywithInterPost.
T Howdidyourbosstakeitwhenyoutoldhim?
R Not,verywel[.Hisfacewentredandhecouldn'tspeak.
E I nevertikedhim.
R Meneither.
T Edgarswillmakea muchnicerboss.
R Boss?YoumeanDartner!
T Yes,sorry.
E Butbossreally.
R No,yousaidequalpartners.Thatwasthedeal.
LanguageReviewsandskittsKey ("?l

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partial embarrassed
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PnnnsruvERBs
I My sisterwantsto visit Krak6w,soI was
wonderingif youcould
for a while in your spare
room?
2 After his parentsdied,his aunttook careof
him andhe asif he were
her own son.
3 Did you know Joe'sback from Italy?
by chancein town
yesterday.
John'sbeenfeeling really down lately, so let's
havea party to
Well, I wastired andit was a boring film so
vesI admit I
Everyoneat work is worried aboutjob
securitybecausetwentypeople
already.
I've told him I don't wantto so out with him
but I just can't becausehe
obviouslydoesn'twantto hearit.
Yourneighboursaresonoisy! I don't know
how you
Multiptechoiceanswersto StudentB'ssentences
1 a getawaywith b getridof c getby
2 a Sive-yl b doawaywith c calloff
3 a turndown b letdown c putoff
+ a glt roundto b getthrough c gofor
5 a gofor b letdown c tetoff
6 a tetoff b setoff c getaway
7 a.dropoff b putdown c letout
8 a gofor b beatup c doawaywith
PAIRWORK
i^ STUDEI{TB
'JP
il t If nobodysawyou,youmight
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5 Michael really _ over
that assignment.I was counting on him to do
the researchbut he forgot, sowe missedthe
deadline.
6 Everyoneon the expeditionwas feeling
nervousaswe on the lons
trek from basecampto the summit.
7 I got a lift with Ben. It waspouring with
rain sohe offered right
outsidemy house.
I Last time my brother was in Manchester
by a gangofthugs and
hadhis mobilephonestolen.
Multiplechoiceanswersto StudentA'ssentences
1 a.putup b setup c setout
2 a lookup b takeafter cbringup
3 a runinto b runover cwalkinto
4 a pickup b cheerup c pullup
5 a dropoff b dropby c dropaway
6 a tayoff :' b laydown c throwaway
7 a getover b getthroughto c putupwith
8 a putupwith b gothrough c getawaywith
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<rn solutionsTeacher'sBookoAdvanced
awake
@OxrbrdUniversiwPress@@
block buster
award
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stick
super hero
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oftimeinanontinechat
room.
He/shehassuggestedyou
dosomecharitywork
together.
He/shehasfallenoutwith
someoneclosetoyou.
He/shehasinheriteda
largesumof money.
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atyourhousefortwo
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yourparents.
4rn solutionsTeacher'sBook. Advanced @oxford Universitylress@

STUI'EIITA
lessicalovedtowalkinthewarm
summerrain.
I'msorrybutI justcan'tletyouto do
that.
Shenever,everallowsherchildren
eatingsweets.
Itwasn'tpossibleforusto havea
holidaythisyearbecausewejust
couldn'taffordgoing.
I rememberseeingheratlunchtime
butIthinkmaybeshewenthome
early.
Haveyoueverpretendedbeingill in
ordertoavoiddoingsomething?
I failto seewhyyoucan'tmeether
later.
8 Hewashitbyacarwhenhestopped
to fixinghisbicyclechainbackon
again.
Answersto StudentB'ssentences
1 PassingherEnglishexamhasenabled
Sallyto getthejobshewanted.
2 Correct
3 lfwedon'tleavesoon,weriskgetting
caughtin heavytraffic.
4 Correct
5 fonathannarrowlyescapedbeing
knockeddownbya busonthehigh
street.
6 Correct
7 Tobehonest,I dislikeseeingyoung
peoplechewinggumasIthinkit's
unattractive.
8 Martinawouldnevercontemplate
leavinghercountryevento bewith
hersoulmate.
E@ @oxford university Press solutionsTeachedsBook. Advanced(-ia

PAIRWORK
STUDEI{TB
PassingherEnglishexamhasenabled
Sallygettingtheiobshewanted.
Afterdramaschool,Paulwentonto
becomequiteasuccessfulactor.
lfwedon'tleavesoon,weriskto get
caughtin heavytraffic.
Wehavehada lotofdifficultygetting
peopleto believeinournewproduct.
fonathannarrowlyescapedto be
knockeddownbya busonthehigh
street.
Shesuggestedgoingtothatnew
restaurantinthemainsquare.
Tobehonest,I disliketo seeyoung
peoplechewinggumasIthinkit's
unattractive.
Martinawouldnevercontemplateto
leavehercountryevento bewithher
soulmate.
Answersto StudentA'ssentences
1 Correct
2 l'msorrybutIiustcan'tletyoudo
that.
3 Shenever,everallowsherchildrento
eatsweets.
4 lt wasn'tpossibleforusto havea
hotidaythisyearbecausewejust
couldn'taffordto go.
5 Correct
6 Haveyoueverpretendedto beill in
orderto avoiddoingsomething?
7 Correct
8 Hewashitbyacarwhenhestopped
tofixhisbicyclechainbackonagain.
PNOpTRPATTERI{S

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old-fashioned
useful
talented
time-consuming
innocent
independent
old
frightening
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strong
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traditional
amazing
dangerous
intelligent
quaint
rich
fast
easy-going
sensitive
unwitling
cheap
far-fetched
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4lD solutionsTeachedsBook.Advanced @oxford UniversityP."rt @

PAIRWORK
CorrDlTror{AtsmAzE
ll{ sentence:HadI knownshewantedto come,l'd haveinvitedher.
1 Whenyouwillgetyourfirstjob,youwill beableto startsavingupfora car.
2 WereI incredibtyrich,I wouldhavelenthimthemoney.
3 Wereyoutoldhimthetruth,hewouldhavebelievedyou.
4 lf mymobilehadn'tbeenoutofcharge,I'd definitelycallher.
5 Unlesswedon'twantto fai[,weshoulddosomerevision.
6 lf hedidn'tlikeusgivinghimthatnickname,heshouldhavetoldus.
7 | thinkwe'l[stillwinthematchaslongaswestayfocused.
8 Shewoutdn'tneedto borrowmybook,if shedidn'tlosehersyesterday.
9 Shoutdjohncallyou,pleasegivehimmymessage.
10 Shoutdtheyhaverequiredfurtherassistance,mycolleaguewouldhavebeenhappyto helpthem.
11 Wewouldbetherebynowif youhadn'tdecidedweshouldgobycoachthistime.
72 Hadyoucalledthebarsooner,theywoutdprobabtyhavefoundyourbag.
13 Thisisa problemwhichwillonlygetworse,unlesswedosomethingaboutit soon.
14 Frankly,I'll beamazedif shewitlagreeto gooutwithhim.
@ @oxford university Press solutionsTeachefsBookoAdvanced (f,

IOIOmSBLUFF
TeamA
Bitethebutlet
You'rejustgoingto haveto bitethebulletandtalkto him
aboutit.
1 makeyourselffacea difficultsituation
2
Beinthewars
Ohdear,you'vebeenin thewars.Whathaveyoubeen
doing?
gethurt,usuallyfromanaccident
I
TeamB
Beupinarms
They'reupin armsabouttheplansto buildthatnewroad
throughthemeadow.
I
2
3
beveryangry
t
2
3
Cutbothways
Ina chatroom,youareanonymousbutsoistheother
person,soit cutsbothways.
thereisa goodsideanda badside
r- ----+
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Crossswords
Youdon'twantto crossswordswithhim.Heusuallywins.
1 arguewithsomeone
2
Beashotinthedark
I'dsaytheansweris'A'butit'sa shotinthedark.
whenyoudon'tknowanythingaboutit butyouiust
guess
t
2
3
TeamD
Bea longshot
Thecampsiteisfultup.Youcouldtrytheyouthhostelbut
it's a longshot.
anactionyoutry that'sprobablynotgoingto work
Makea killing
Myunclemadea kitlingonthestockmarketandnowlives
in Hawaii.
1 getrich
2
1
2
3
I
I
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2
3
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Shootdowninflames
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flames.
whenyoutotallyrejectanidea
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oh,didhelietor""
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friendshipbitesthe
whensomethingendsinfailureordies
I
TeamF
Dodgethebullet
Lookslikehedodgedthebulletagain.I wassurehewould
beexpelledthistime.
1 avoidsomethingreallybadhappening
2
Steala marchon
Microsoftstolea marchontheirrivalsbygettingtheirnew
softwareoutonthemarketsoquickly.
I
2 whenyoudosomethingbeforeanotherpersonandget
theadvantage
3
1
2
3
1
2
3
4tS solutionsTeacher'sBookr Advanced @Oxiord -universiw P."r, @

admiration
communicate
considerate
imagination
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recognisable
admire
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PAIRWOR
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STUDE]ITA
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7
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4
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JA- 134 ) SolutionsTeachefsBook.Advanced @oxford UniversityPr"tt @

Rrponrrilc
5
6
1 'We'renotmovingandyoucan'tmakeus- wehavea rightto
protesthere!'
2 'l'mafraidI'vegotsomebadnewsforyoua[[.Thecompanyisbeing
forcedtoclose.'
3 'Oh,thankyousomuchfortheoffer.I'dabsolutelyloveto be
lamie'sgodmother.'
4 'Pleasegetyourselfa newmobilephone.Iwon'tbeabletorelaxuntit
youdo- whatif there'sanemergency?'
'Don'tgo!I'lldoanythingyouwantifyou'[[juststay!'
'Themarketwillimprovesoon,andthenbusinesswiltpickup- just
youwaitandsee.'
'Don'tberidiculous!OfcourseI didn'tseeit happen.Iwasn'tthere.
Nowleavemealone!'
'Ofcourseyoucanstaywithus.Stayaslongasyoulike.lt'sno
problematall.'
'Thisisyourlastchance.lfyouarelateonemoretime,youwillface
disciplinaryaction.'
'Thefoodinyourrestaurantwasovercookedandthewaitresswas
incrediblyrudeandit ruinedmybirthday.'
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Chooseanappropriateverbandreportwhatwassaid:
a plead
b accept
C complain
d refuse
e predict
f announce
$ warn
h offer
i request
j aeny
E@ @oxford university Press SolutionsTeachefsBookoAdvanced

checkinto
chillout
wander
expedition
ajourney
seeoff
kids
backpack
touchdown
a break
walkupto
somebody
anercursion
getaway
trudge
tug
runoutof
something
solutionsTeacher'sBook.Advanced @OxfordUniversiwPress@
Tilcrv TRnveLoGuEs
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too
runinto
somebody
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stagger
setoff
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GAME
TnIr ABoUTIT
Ittsnousc... Thetroubteis... It's reallypointless...
I reallydo...
Onegoodthing
about is...
Whatannoysmemostis...
Onethlngyoumay
notknowis...
I don'tlike_
butI do...
WhatI really love
about_ is...
Theproblemwith
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Thetruthis...
It's not wofth ...
Whatmostpeople
don'tknowaboutme
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brothers/
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computer
games
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PAIRWOR
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STUDEI{TA
Loveherorhateher,you'dhaveto
belivinginacavenotto knowKylie
Minogueisback,bolderthanever,
following . Andto
markthepopicon's4othbirthdayyear,
MelbourneArtsCentreisproudlystaging
of hercareer,
focusingona[[aspectsofthediva's
ever-evolvingstyle.Nowwannabepop
princesseswiltgettoseekeypiecesfrom
QueenKylie'scostumecollectionsuchas
the worninher
'SpinningAround'videoandspectacular
'Showgir['costumesbyJohnGalliano,
glitteringwithsequinsandcrystalsand
trimmedwithfeathers.Whatgirlwouldn't
longto when
surroundedbysuchafantasticwardrobe?
Fromclassicful[-lengtheveninggowns
tosexytight-fitting
micro-minis,itwillall
beondisptayandit'sa
rollercoasterridethrough
hermanyincarnations
fromherbeginningsasa
tohercurrent
glamourpussimage.
Perhapswhatmakes
hersoirresistibleisthefactthatshecan
Hermost
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designer's
it willbeyetanotherfeatherin hercap
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adoringfashionfanclub.
Loveheror hateher,you'dhaveto beliving
notto knowKylie
Minogueis back,bolderthanever,following
hercancerordeal.Andto markthepop
icon's birthdayyear,
MelbourneArtsCentreisproudlystaginga
majorretrospectiveofhercareer,focusing
onallaspectsofthediva'sever-evolving
style.Now wilt
gettoseekeypiecesfromQueenKylie's
costumecollectionsuchastheskin-tight
gotdhotpantsworninher'Spinning
Around'videoandspectacular'Showgirl'
costumesby
tight-fittingmicro-minis,it
willallbeondisplayandit's
arollercoasterridethrough
hermanyincarnationsfrom
herbeginningsasacute,
wholesome,girl-next-door
soapstartohercurrent
image.Perhapswhat
makeshersoirresistible
isthefactthatshecanmakeany
lookworkforher.Hermostrecentshows
seeheroutfittedbyJeanPaulGaultierand
withsequinsandcrystalsandtrimmed
withfeathers.Whatgirlwouldn'tlong
tobeinKytie'sshoeswhensurrounded
bysuchafantasticwardrobe?From
gownstosexy
glittering if shecan this
designer'sover-the-topsenseoffun,itwilt
be and
shewillproveherselfworthyofheradoring
fashionfanclub.
STUDE]ITB
4il solutionsTeacher'sBookoAdvanced @oxford UniversityPr"rr @

ls r rHEsnme?
I wasn'tableto
geta tifttothe
party.
I couldnt find
anyoneto
take me to the
paxty.
[{vdlterrandriYe
6 fie'lltakcul.
Mysisterhas
passedherdrwing
tsstsoshe'llgiveus
alift.
Atschool,we
arerequired
toworkhard
todevelopour
skills.
fknowsftXying
You can wear
what you
want.
We hqveto
work hord to
developour
skillsof school.
You needn't
havebrought
your skis.
Shemayhave
beenangry
abouthis
decision.
Anykindof
clothingis
allowed.
Youcouldhave
leftyourskisat
home.
Hisdeeision
eouldhave
madehereross.
Youdon't
haveto wear
smaft clothes
but i(s a good
idea,
I muststudy
reallyhardto
.t .
passtnls exam.
Youneedn't
bringyourskis
becausewe've
$ot some.
Sheshouldn't
havetold you
that I was
cross.
Srnonfclothes
onepnefenoble
bot it's upto
hardis
essenfiaf€or
ue+oPass.
We can
provide skis so
you dort't have
to bring them.
Itwaswrong
of herto tell
youthatIwas
angry.
@ @oxford universityPress SolutionsTeacher'sBook.Advanced(3F

1 SMOURRU
2 MLCA PU
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ConsprRAcYoRAcclorrr?
InJuly1985,theRainbowWarrior,theflagshipboatof
theenvironmenta[protestgroupGreenpeace,sankin
watersoff NewZealand.lt hadbeenheadingoutMuraroa
to protestagainstnucleartestswhichwereto becarried
outbytheFrenchgovernment.Whydidtheshipsink?
a lt wasanactofsabotagebyanunknownorganisation,
suspectedto belinkedtothenuclearindustry.
b lt wasblownupbytheFrenchsecretservice.
c Althoughpeoplebelievedit to betheresultofa
conspiracy,it wasaccidental- a largecanisterof gas
carriedonboardexploded.
fohnFKennedy,Presidentofthe USA,wasassassinated
on22 November,7963,in Dallas,Texas.Anofficial
investigationatthetimeconcludedthatthekitlerhad
actedalone.However,sixteenyearslaterit wasdecided
thatthereprobablywasa conspiracyto killthePresident.
Theentiresubiectremainscontroversialbutwhatisthe
officiallyrecognisedevent?
a LeeHarveyOswald,anex-marine,waschargedwith
shootingthePresidentfromawindowof a nearby
warehousebuthewasmurderedtwodayslaterby
JackRubybeforehecouldbeputontrial.
b .lackRuby,workingfortheClA,shotthePresident
froma smallhill nextto thewarehouse.TheCIA
wantedKennedydeadashethreatenedtheirpower.
TheCIAensuredOswaldwasblamedforthedeath,
andJackRubykilledhimbeforethecasecouldgoto
trial.
c ThemanwhoshotKennedywasactuallya Russian
KGBagentpretendingto beLeeHarveyOswald.
Oswaldhaddefectedto Russiaaged19,andtheKGB
operativehadreturnedto theUSAin hisplaceayear
beforetheassassination.
In1984,in a countyinOregon,USA,751peoplewere
affectedbysalmonella.Wasthisa bioterroristattackor
anunfortunateepidemic?Howdidthishappen?
a TheUSgovernmentneededto trialavaccineagainst
thisvirusanddeliberatelycontaminateda numberof
popularfoodoutlets.
b Thisparticularcountywassimplyfoundto have
thelowestfoodandpersonalhygienelevelsinthe
westernworld.
c Forpoliticalreasons,membersofa cultbasedinthis
countypoisonedlocalrestaurants.
4 On20Juty7944anexplosionin a conferenceroomkilled
threeNaziofficersandwoundedAdolfHitter.Decideif
youthinkthiswas
a aninsideplotbymembersoftheNaziorganisationto
killHitter.
b anattemptonHitler'stifebydouble-agentsworking
fortheBritishGovernment.
c anattemptto kiltHitlerbyhislover,EvaBraun.
PAIRWORK
fohnF.Kennedy
LeeHarvey0swaldwas,accordingtothreeUnitedStatesgovernment
investigations,theassassinofPresidentJohnFKennedy.Hewas
believedtohavefiredfromawindowonthesixthfloorofthewarehouse
whereheworkedasthePresident'smotorcadepassedthroughDallas's
DealeyPlaza.
AformerUnitedStatesMarinewhohaddefectedtotheSovietUnion
andlaterreturned,0swaldwasarrestedforanothercrimeshortlyafter
thePresidentwasshot.Hewaslaterconnectedtotheassassinationof
PresidentKennedy.0swalddeniedcommittingbothcrimes.Twodays
later,belorehecouldbebroughttohial,andwhileinpolicecustody,
OswaldwasshotandmortallywoundedbyJackRubyonlivetelevision.
RainbowWarrior
Twomineswereattachedtothehulloftheboatanddetonatedten
minutesapartbyagentsfromtheFrenchintelligenceservices.Theplan,
codenamed'OperationSatanic',wastopreventtheRainbowWanior
frominterferinginthenucleartest.FernandoPereira,aphotographer,
drownedonthesinkingship.AtfirsttheFrenchgovernmentdenied
involvementandsupportedtheideathatitwasatenoristact.However,
thetruthwasdiscoveredandtheFrenchDefenceMinisterresigned
overthescandal.In2005itwasrevealedthattheFrenchPresidenthad
knownabouttheolot.
Salmonella
InNovember1984inDalles,0regon,TheRajneeshees,agroupof
followersofthecultleader0sho,sprinkledthesaladbarsoftenlocal
restaurantswiththeSalmonellavirus.Theirolanwastoincaoacitate
allthepossiblevotersinthecountysotheircandidatescouldwininthe
localelections.Theirorganisationhadbeeninvolvedinargumentswith
localgovernorsoverplanstoexpandtheircommuneandtheyhadbeen
unabletoobtainbuildingpermission.Twoleadingcultmemberswere
convictedandserved29monthsinprison.
Hitler
In1944ColonelvonStauffenbergenteredtheconferenceroomcarrying
abombinabriefcase,puttingintoactionaconspiracyagainstHitler
whichhadstartedasearlyas1942.AnumberofseniorNaziofficers
wereinvolvedinplotstokillAdolfHitlerandanumberofattemptswere
made,includingthisonewhichwascalled'0perationValkyrie'.Some
saytheplanfailedduetotheheavytablelegoftheconferencetable,
whichdeflectedtheblast.Otherssaythatthebriefcasewasmovedby
anofficertotheotherendoftheconferencetable.Allthoseinvolved
wereeventuallyexecuted.AfilmstaningTomCruiseasStauffenberg
hasbeenmade.
L
I
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