elementary elementary beginner Real language & Memory training Real language & Memory training JETSTREAM Cloud with LMS Jeremy Harmer ∙ Jane Revell Real language & Memory training Everyday English Videos Everyday English Videos Student’s Book Student’s Book JETSTREAM Cloud with LMS advanced Everyday English Videos JETSTREAM Cloud with LMS • Grammar to go The right grammar at the right time plus a full grammar reference • Emphasis on speaking Real language & Memory training Student’s Book Your opinion, your voice - right from the start of the lesson Mary Tomalin ∙ Deborah Friedland advanced upper intermediate intermediate JETSTREAM Cloud with LMS upper intermediate Real language & Memory training JETSTREAM Cloud with LMS Teacher’s Guide • Personalisation Everyday English Videos Student’s Book Jeremy Harmer ∙ Jane Revell intermediate Helps you find the right words Real language & Memory training Dialogue karaoke Student’s Book Student’s Book Student’s Book JETSTREAM Cloud with LMS Get you interested and communicating • Focus on vocabulary Student’s Book Dialogue karaoke intermediate • Motivating topics pre-intermediate pre-intermediate beginner Jane Revell ∙ Mary Tomalin with Jane Revell and Jeremy Harmer Student’s Book Engaging activities to get you talking Comprehensive introduction and overview intermediate Jane Revell ∙ Mary Tomalin Student’s Book Amanda Maris Student’s Book Student’s Book JETSTREAM is the brand new Helbling Languages 6-level course for adult learners. Its carefully balanced pace and challenge offer a learning experience that is fun and motivating and which prepares students to use their English effectively in work and life. Terry Prosser Extension activities Culture notes • Thinking & Memory Ideas for mixed ability classes Encourages thinking and memory training • Cross culture Photocopiable tasks Maximise your social and cultural awareness • Stories Lively stories for extra reading practice on • Cloud Book • Mp3 audios • Cyber Homework • Pronunciation • Everyday English videos • Exam practice • CLIL Projects w w w.helbling-ezone.com Technique Banks • Videos Everyday English brought to life • JETSTREAM Workbook Revision and practice, progress checks and writing skills development • PLUS - fully integrated digital components Lots of options for flexible blended learning Teacher’s Guide www.helblinglanguages.com With Audio CDs Terry Prosser with Jane Revell and Jeremy Harmer intermediate Teacher’s Guide Contents Jetstream Intermediate Student’s Book contents Introduction Letter to you, the teacher Jetstream Intermediate components Jetstream approach – a summary Unit overview Unit notes Introduction Unit 1 Unit 2 Units 1&2 Review Unit 3 Unit 4 Units 3&4 Review Unit 5 Unit 6 Units 5&6 Review Unit 7 Unit 8 Units 7&8 Review Unit 9 Unit 10 Units 9&10 Review Unit 11 Unit 12 Units 11&12 Review Tasks Teacher’s notes Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Technique banks Using the video Using memory games Working with mixed-ability classes 2 Contents 3 7 8 9 12 23 32 49 65 69 82 97 100 116 135 138 153 169 173 191 209 213 227 242 245 247 247 248 248 249 249 250 250 251 251 252 252 253 254 255 CONTENTS Jetstream Intermediate INTRODUCTION page 6 LESSON 1 How would you describe yourself? LESSON 2 How do you want to improve your English? VOCABULARY GRAMMAR VOCABULARY PLUS page 117 The alphabet review Numbers and symbols review Years and dates review be (R) Present simple (R) Present continuous (R) Past simple (R) want / need (R) Superlatives (R) VOCABULARY GRAMMAR READING AND LISTENING SPEAKING AND WRITING Talking about yourself Finding out about other people Discussing learning strategies Writing an action plan READING AND LISTENING SPEAKING AND WRITING UNIT 1 Water INTRODUCTION page 9 LESSON 1 A very long way! Present perfect v past simple Infinitive of purpose Reflexive pronouns Reading: He did it first Talking about the Ice Bucket Challenge and raising money for charity LESSON 2 Tap or bottled? Modal verbs: can / can’t, have to / don’t have to, must / mustn’t, ought to / ought not to, should / shouldn’t Reading: Water Discussing ways to save water Writing a message explaining things you can do to save water Listening 1: instructions for doing two water sports Listening 2: a talk about a water sport Demonstrating and describing a sport Giving a talk about a regular activity Words connected with water LESSON 3 Water activities Water sports and equipment EVERYDAY ENGLISH VOCABULARY PLUS p118 Asking for more information Wordbuilder: nouns from verbs; verbs with un- say and tell Focus on: could Networking VOCABULARY UNIT 2 Switch on! Doing a quiz to learn more about water INTRODUCTION TV genres Words that go with drama, show, programme watch v look at LESSON 1 Stories from Scandinavia Adjectives for describing a programme page 17 LESSON 2 The world of telenovelas GRAMMAR SPEAKING AND WRITING Talking about TV and the kinds of programmes you watch Adverbs of frequency Used to Used to v usually Reading: Nordic noir Listening: information about Hans Christian Andersen Finding out what people watched Writing and filming a vlog about past TV preferences Present perfect continuous for and since Reading: Avenida Brasil Discussing soap opera issues Talking about long-running TV programmes Writing a scene from a soap Reading: David Attenborough and Claudia Winkleman Listening 1: a conversation about male and female presenters Listening 2: an interview with a former TV presenter Giving a short presentation about a TV presenter Talking about attitudes to female TV presenters LESSON 3 Influential people EVERYDAY ENGLISH VOCABULARY PLUS p119 READING AND LISTENING TV talk Requests and responses Asking / Telling people not to do things Wordbuilder: un- and im- used to v get used to Focus on: verbs of the senses Phrasal verbs: turn REVIEW Units 1 & 2 page 25; Aspects of culture: Water festivals VOCABULARY UNIT 3 What music does page 27 GRAMMAR READING AND LISTENING SPEAKING AND WRITING INTRODUCTION Musical instruments Talking about what instruments people can play LESSON 1 Making music differently Body metaphors (1) could / was able to / managed to Reading: Against the odds Talking about a time you managed to do something Writing about a friend’s experience of a difficult situation LESSON 2 Music and rubbish Where to put things Past continuous; past perfect Reading: The world sends us garbage. We send back music. Acting out a TV interview LESSON 3 The busker Saying what you like Past conclusions – can’t / could / must / might have Listening: a conversation about an extraordinary busker Giving a short talk about a favourite song or piece of music EVERYDAY ENGLISH VOCABULARY PLUS p120 Complimenting someone’s performance Household tasks Collocations Phrasal verbs: make Contents 3 VOCABULARY UNIT 4 Is it art? page 35 GRAMMAR READING AND LISTENING SPEAKING AND WRITING INTRODUCTION Types of art Types of picture Things we use to make art Talking about street art LESSON 1 Mystery attacks People in the arts Articles Reading: Scallop Deciding which work of art should receive a prize LESSON 2 Mystery man Adjectives to describe people Comparison: considerably, a little bit, a lot, nearly, almost, far, much, significantly, slightly Reading: There he is – again Comparing works of art Writing a poem LESSON 3 Mystery art Adjectives to describe the arts Superlative sentences Listening 1: part of a weekly Arts programme Listening 2: an apology Describing works of art Talking and disagreeing about works of art EVERYDAY ENGLISH VOCABULARY PLUS p121 Discussing opinions and making judgements Photography Where things are Collocations Art metaphors READING AND LISTENING SPEAKING AND WRITING Reading: How well are you managing your stress? Talking about stressful situations something + make + someone + adjective First conditional Listening: a conversation on the therapist’s couch Writing an ending to a story Acting out a conversation with a therapist unless + first conditional Reading: How does it work? – the stress response mechanism Following instructions to complete a diagram and write a short description the most / the least / more … than / less … than Listening 1 and 2: a conversation about research on stressful jobs Listening 3: a description of a stressful job Saying how you feel about your job or studies Writing about what you do and why it’s enjoyable or stressful REVIEW Units 3 & 4 page 43; Aspects of culture: Musical instruments VOCABULARY UNIT 5 Chill out! INTRODUCTION page 45 LESSON 1 How did you react? -ed / -ing adjectives Words connected with the body LESSON 2 Face to face with a bear! GRAMMAR LESSON 3 Nine to five Words connected with work EVERYDAY ENGLISH VOCABULARY PLUS p122 Giving advice and making suggestions Parts of the body review Jobs review Wordbuilder: affixes; over- Focus on: get VOCABULARY GRAMMAR UNIT 6 Consequences INTRODUCTION Animals and categories Phrases for certainty and possibility page 53 LESSON 1 What would we do without them? The natural world LESSON 2 Hamburgers and pies! Contents SPEAKING AND WRITING Second conditional Reading: Would we die if honeybees didn’t exist? Listening: a radio interview with a scientist Making notes Giving a short talk Past obligation and permission Reading: What a load of junk! Talking about a fast-food experiment Writing a video script LESSON 3 Magic or myth? Superfoods Medicine and health EVERYDAY ENGLISH VOCABULARY PLUS p123 Describing things Irregular plurals Phrasal verbs: more or less of something Focus on: the earth Wordbuilder: compound nouns; dis- REVIEW Units 5 & 6 page 61; Aspects of culture: Natural remedies 4 READING AND LISTENING Listening 1: a conversation Giving a talk about a food about an ancient but with special properties modern remedy Talking about your favourite Listening 2: street interviews home remedy about home remedies VOCABULARY UNIT 7 Technology rules? INTRODUCTION Technological inventions page 63 LESSON 1 Futurology Optimism (adverbs of degree) LESSON 2 What they know GRAMMAR SPEAKING AND WRITING Listening: a museum audio guide will be able to will future and future continuous hope Reading: FE Smith’s predictions Listening: Thomas Frey’s predictions Giving your opinion on various world topics Making predictions for the future Future plans and predictions: going to, will probably, present continuous, might Reading : They’ve got your profile Acting out a conversation in a computer shop Time adverbials Listening: a conversation in a car Describing a regular journey Writing a sat nav script READING AND LISTENING SPEAKING AND WRITING Listening: a radio film show Talking about the last film you saw LESSON 3 Losing skills On the road EVERYDAY ENGLISH VOCABULARY PLUS p124 Asking for and giving directions Cars Pedestrians Collocations VOCABULARY READING AND LISTENING GRAMMAR UNIT 8 Film INTRODUCTION Compound nouns connected with films page 71 LESSON 1 Who does what in films? Jobs in films Adjectives to describe character Neutral singular pronoun: they Reporting orders and requests Reading: Jobs on a film set Describing and guessing jobs Reporting what people said Acting out a film scene LESSON 2 YouTubers Statistics would and used to Reading: Meet Bing! Writing and filming a vlog about your life as a child LESSON 3 I’m going to be a star. Jobs and actions Reporting what people say Reporting what people said Listening 1: a conversation with a casting director Listening 2: a conversation with a friend Writing and acting out an interview for a TV show EVERYDAY ENGLISH VOCABULARY PLUS p125 Giving good and bad news At the movies Collocations Wordbuilder Weddings READING AND LISTENING SPEAKING AND WRITING REVIEW Units 7 & 8 page 79; Aspects of culture: Films VOCABULARY UNIT 9 The good, the bad and the ugly page 81 INTRODUCTION Buildings LESSON 1 Beautiful buildings Materials Passive (1): present and past simple Past participles LESSON 2 Should they be demolished? Compound nouns for buildings Passive (2): modals Reading: Sky blue with white clouds Talking about buildings you dislike Writing about an ugly building LESSON 3 Cowboy builders Building problems have / get something done need Listening: a conversation about a cowboy builder Talking about work you’ve had done in your home Writing a poem EVERYDAY ENGLISH VOCABULARY PLUS p126 Making and responding to a complaint Umbrella words Phrasal verbs: down Wordbuilder: nouns from verbs; verbs with the prefix re- Homophones VOCABULARY UNIT 10 A question of beauty GRAMMAR INTRODUCTION Professions LESSON 1 I wish … Accidents Giving a talk about a beautiful building GRAMMAR Giving a talk about a wellknown building Acting out a short story READING AND LISTENING Wishes and regrets If only SPEAKING AND WRITING Talking about things that have gone wrong Writing a poem page 89 LESSON 2 Things would have been different. Third conditional Reading: Eris and the golden apple Retelling a story from Greek mythology Talking about a myth or legend from your country LESSON 3 It wasn’t easy. be able to Reading: Connections Listening 1: a conversation about a new pop star Listening 2: an interview about a Boston Bombing survivor Listening 3: a radio extract about a dancer Retelling a survivor’s story Giving a short talk about an inspirational person EVERYDAY ENGLISH VOCABULARY PLUS p127 Showing concern; Cheering someone up Gender-specific and gender-neutral words Wordbuilder: verbs with mis- Focus on: wrong Phrasal verbs: back REVIEW Units 9 & 10 page 97; Aspects of culture: Types of dance Contents 5 VOCABULARY Unit 11 Games and temptation page 99 page 107 LESSON 1 Playing games Compound nouns with game Indirect questions Reading: Some recent research findings Listening: street interviews about video games Talking about video games statistics Writing a description and giving a talk about how to play a game LESSON 2 Temptation Describing food Defining relative clauses Reading: Self-control or clever thinking? Giving a talk about your favourite food Talking about how to resist temptation LESSON 3 Cheating? Running and walking Making sentences into questions Listening: an American radio play Confirming information Preparing an argument to defend your opinion Persuading others to agree with your opinion EVERYDAY ENGLISH VOCABULARY PLUS p128 Complimenting someone’s appearance Crime and criminals Crime verbs Crime metaphors READING AND LISTENING SPEAKING AND WRITING Listening: descriptions of games Listening: a description of a night in the mountains Retelling a story Describing your favourite landscape GRAMMAR INTRODUCTION Emergency equipment Features in a landscape LESSON 1 Why we forget remember and forget Past perfect review Listening: three stories about forgetting things Reading: Why we forget. Why we get lost. Talking about a time you forgot or lost something LESSON 2 An unlikely rescue Injuries Non-defining relative clauses Reading: Jessica Bruinsma Retelling Jessica’s story Talking about a time you were injured LESSON 3 Songlines Conditions Tense review Listening: a conversation in Melbourne Reading: Songlines of the aboriginal people of Australia EVERYDAY ENGLISH VOCABULARY PLUS p129 Telling and reacting to stories Injuries Body metaphors (2) Phrasal verbs: break Pages 130 – 137 Pages 138 – 145 Pages 146 – 157 Pages 158 – 171 Pages 172 – 174 Information gap activities and extra material Stories Grammar reference Transcripts Pronunciation and irregular verbs KEY audio (on CD and mp3 online) pronunciation activities test your memory similar or different to your language? 6 watch the video EXPLORE ONLINE extend your learning with online projects VIDEO OPTION make a short film with your phone or camera 6 Contents SPEAKING AND WRITING Board games REVIEW Units 11 & 12 page 115; Aspects of culture: The law P READING AND LISTENING INTRODUCTION VOCABULARY UNIT 12 Survival and loss GRAMMAR Letter to you, the teacher Hello – and a big welcome to Jetstream Intermediate, the course we’ve written to help your students learn English (and improve what they already know). We’ve used engaging and stimulating topics and activities so that, we believe, students will study successfully and enjoyably. Our intention has been to blend the familiar (activities and exercises with which teachers and students feel comfortable) with some newer, different features which are intended to add extra depth and interest to the learning experience, for example: • Jetstream is thought-provoking. It gets students to think in a variety of different ways, not only about ideas, but also about the language itself; • Because we live in a connected digital society, Jetstream often invites students to venture beyond the Student’s Book itself (if they can) and bring what they’ve found and enjoyed back to the classroom; • Jetstream presents a wide variety of people, cultural settings and topics – because learning how to communicate also means learning about the world we all live in; • Above all, Jetstream encourages students to use the language they’re learning in a grown-up way that fits with our increasingly interconnected world. • in providing a range of stimulating and appropriate practice and production activities which both bolster students’ knowledge whilst at the same time giving scope for creativity and experimentation. The Teacher’s Guide As teachers ourselves, we know how busy and demanding a teacher’s life can be. That’s why Jetstream comes with a Teacher’s Guide which can take you through each lesson, step by step. There’s a wealth of support online, too, including extra material and practice tests. However – and this is important to stress – you don’t have to use any of this if you don’t feel like it. It’s there in case you want it and find it useful, that’s all. But if you’re happy to ‘do your own thing’, that’s wonderful too. We believe that Jetstream allows you considerable flexibility if that’s what you’re after! So this is Jetstream: a course designed to provide students with a rich and rewarding learning experience; a course which we believe is extremely enjoyable to teach with. Have a good time and good luck! Jane Revell and Jeremy Harmer The thinking behind Jetstream Underlying everything in Jetstream are a number of principles that have guided us during the writing process. We believe: • that what students bring to the learning experience (and the Student’s Book) is as important as what’s between the covers. That’s why students are often asked for their input, and to share (if they want) their stories, thoughts, reactions and opinions; • that providing a range of stimulating topics – and, crucially, a repertoire of appropriately challenging activities – is the key to successful student involvement, and, therefore, learning; • in providing students with a range of the most appropriate and useful vocabulary at this level – and offering them different ways of meeting, learning and practising that vocabulary; • that grammar is important (of course!) and that students need to interact with it in enquiring and creative ways; 7 Jetstream Intermediate components For the student: Student’s Book The Student’s Book contains 12 units, each consisting of an introductory page plus three double-page lessons and an Everyday English section at the end. It also contains the following: • a two-page Review unit after every two units • a Vocabulary plus section, with a page for each unit • a comprehensive grammar reference section • information-gap activities and extra material • complete transcripts for the audio • a Pronunciation spread focusing on problematic sounds • an irregular verbs list. Workbook with audio The Workbook contains 12 units of five pages – four pages covering the three SB lessons, and one page for Vocabulary plus and Everyday English. It also contains the following: • a Review quiz after every two units • a Check your progress test after every two units • one page of dedicated Writing practice for each unit, giving students a structured writing development course • a ‘do-it-yourself’ dictionary listing the key vocabulary (with phonetics) for each unit and space for students to write their translations or definitions. E-zone The e-zone is an online resource for students and teachers containing: • the video for all the Everyday English pages • a cloud book – an interactive version of the Student’s Book, including all video and audio • cyber homework – interactive activities covering grammar, vocabulary, reading, listening and dialogues. They’re assigned by the teacher in a virtual classroom and have automatic feedback. (They can also be used in self-study mode – see below.) • mp3 audio files 8 Introduction • online training – pronunciation exercises, exam practice (Cambridge PET, TOEFL, IELTS and TOEIC) and cyber homework in self-study mode (extra practice) • CLIL projects. For more information on the e-zone, see page 11. For the teacher: Teacher’s Guide with class audio CDs The Teacher’s Guide contains full teaching notes for each unit, including all transcripts, keys and useful background and cultural information, plus extra ideas for early finishers and mixed-ability suggestions. Three class audio CDs contain all the listening material for the Student’s Book. The Teacher’s Guide also contains the following extra material: • one task per unit with accompanying teaching notes • three ‘technique banks’ giving ideas in the following areas: Using the video Using memory games Working with mixed-ability classes Interactive book for whiteboards DVD-ROM E-zone Full access to the students’ area plus: • the video for all Everyday English pages • mp3 audio files • downloadable Teacher’s Guide with answer keys • Helbling placement test • Testbuilder containing 12 unit tests covering grammar, vocabulary, functions and the four skills and six progress tests. Jetstream approach – a summary Motivation Research shows that motivation is key to learning; to learn, students need to be interested! Jetstream has been written to be highly motivating for students, and includes the following: • interesting and relevant topics • stimulating and often thought-provoking photos • lots of personalisation activities where students are encouraged to talk about themselves • communicative activities which give students a real purpose for completing a task • Vocabulary It’s increasingly recognised that vocabulary is just as important as – or perhaps even more important than – grammar when learning a language. Jetstream has a high vocabulary input so that students can understand, speak, read and write with ease. Stimulating and unusual pictures and motivating activities ensure students absorb the vocabulary easily, and there’s plenty of practice. Most of the three main lessons in Jetstream have a vocabulary component. In addition: • Vocabulary plus pages (one for each unit) at the back of the SB provide an opportunity for vocabulary enrichment. • highly motivating tasks throughout the Student’s Book, and also a bank of photocopiable tasks in the Teacher’s Guide Focus on sections within the Vocabulary plus pages highlight and practise high-frequency words and phrases and their different uses and meanings. • • a Song / Poem / Video / Music Link in every unit which encourages students to use their English in a fun and less formal way Preposition park sections in the Review units focus on prepositions, usually within an interesting text. • • Everyday English pages at the end of every unit which provide immediately useful conversations practising different functions, including short video clips Similar or different? activities ( ) get students comparing new words with words which are the same or different in their own language. Reading • plenty of games and game-like activities. Grammar Grammar is an important element in Jetstream. It’s dealt with in the following way: • It’s introduced gradually – each of the three main lessons in a unit usually has a grammar point. This enables the grammar to be introduced step-by-step, practised and easily absorbed. • It’s revised in the Review units that occur after every two units. • The grammar for a lesson is introduced in context. The grammar form is highlighted and students are given activities where they deduce the form and meaning. • Activities are realistic and meaningful. • A clear and straightforward grammar reference section at the end of the Student’s Book explains each lesson’s grammar. • The Irregular verbs section provides an invaluable reference for students. The main reading focus in Jetstream is usually in Lesson 2 of each unit, but there are often other, shorter reading texts elsewhere. There’s a variety of high-interest text types – reallife stories, articles, quizzes, blogs, etc. Where possible at this level, texts are based on real people, places and events. • Activities develop students’ ability to scan a text for its general meaning and guess meaning from context. • Texts, whether in the form of human-interest articles or fictional stories, are absorbing and memorable and a key way of learning and practising language. Other sections that provide very short, highinterest texts for additional reading comprehension relevant to the topic are: • Song / Poem / Video / Music Link • Did you know? The Aspects of culture section in the Review units also provides additional reading matter. It offers interesting and practical information on different cultures and should lead to stimulating discussions. Introduction 9 Writing Regular short Writing sections in the Student’s Book provide guided writing practice through a variety of tasks. The core writing course, however, is to be found at the back of the Workbook, which includes a full page of guided writing tasks per unit. In this writing development course, students cover the following areas: • an email petition • a TV blog • a celebrity profile • a description of an artwork • a letter of advice • an online restaurant review • an online discussion post • a description of a film • a flyer • a fairy tale • a description of a game • a narrative. There are reminders of useful expressions and other language features: connectors, reduced clauses, time expressions, etc. Check it! sections allow students to review and improve their work. Listening The main listening focus in Jetstream is in Lesson 3 of each unit, but there are often short listening activities elsewhere. The Everyday English page provides further listening practice in the form of functional dialogues. To train students in useful and relevant listening skills, the listening texts reflect a variety of real-life situations, including conversations, interviews, talks, reports and radio programmes. The transcripts of the listening texts can be found at the back of the Student’s Book for students’ reference and are also reproduced with the relevant activity notes in the Teacher’s Guide. Speaking For many learners of English, speaking is the most important language skill. There are speaking activities at all stages of a lesson in Jetstream: • 10 At this level, activities are carefully designed so that students can express themselves freely without making a lot of mistakes. Introduction • The main speaking section of a lesson generally has longer speaking activities than earlier in the lesson. • The photos, cartoons, listening and reading texts all provide stimulating platforms for speaking activities. • You first! at the start of some lessons uses a short question to get students engaged with the lesson topic immediately. • Everybody up! sections encourage students to stand up and move around the class, interacting with each other to find out information. • The Link and Did you know? sections in the main units, and the Aspects of culture sections in the Review units, also provide platforms for stimulating discussions. • The photocopiable tasks in the Teacher’s Guide and the information-gap activities at the back of the Student’s Book provide further communicative practice. Pronunciation Short pronunciation activities in the Everyday English sections provide clear practice of some common areas, including: • specific sounds • word and sentence stress • intonation. In addition, students are encouraged to listen to and repeat the main vocabulary groups throughout the book. The Pronunciation section on pages 172–173 of the Student’s Book includes a phonemic chart for students’ reference and practice of sounds that students often have difficulty with. Consolidation and review Consolidation of recently acquired language and regular revision are crucial to learning. After every two units, there’s a Review unit that revises key language from these units. Each Review unit contextualises the language through reading and sometimes listening texts. There are also grammar exercises and writing and speaking tasks. The Workbook provides further practice and testing of the language in a unit. In addition, after every two units in the Workbook, there’s a Review quiz. This is followed by a Check your progress test. Online resources – available on e-zone Cyber homework Interactive activities assigned to students by their teacher within an online virtual classroom. Results and feedback are automatically given when the deadline fixed by the teacher has been reached. HELBLING Placement Test Designed to give students and teachers of English a quick way of assessing the level of a student’s knowledge of English grammar and usage. Projects Open-ended tasks on both cultural and global themes, where students can embed other resources such as web links or files and share them with the teacher and their class. Online training Resources and interactive activities for individual student access. Includes: • exam practice • pronunciation • all exercises from the cyber homework in selfstudy mode. Cloud book An interactive version of the Student’s Book and Workbook, where students can access all audio and video content at the click of a mouse or touch of a screen. Students can complete the activities, check their results and add their own notes. How to integrate an LMS (a Learning Management System) into your teaching Initial assessment Assessment HELBLING Placement Test Exam practice Testbuilder 1 Planning > 2 Scope & sequence Teacher’s Guide > 6 5 > 4 Virtual class and self-study practice Lesson enrichment • • • • Projects Online training Cyber homework Student downloads • • • • 3 Class routine Student’s Book Workbook Resources Videos Interactive book for whiteboards Teacher downloads Introduction 11 Unit overview Everybody up! This is a chance for students to move around the classroom and use specific language in a controlled way to get information from other students. This kind of short, intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. In addition, it allows them to interact with lots of different people. The act of physically getting up and moving around is also mentally refreshing; being physically active helps us to learn. Students may naturally find that they engage in longer conversations than the activity requires. If time allows, this is good and enjoyable practice for them. However, it’s a good idea to set a time limit for this type of activity. Did you know? These are very short, interesting pieces of information related to the theme of the lesson. The section can usually be done at any point in the lesson. The teacher’s notes sometimes suggest ways of exploiting it, but if students want to know more, they can be encouraged to search online. 12 Introduction Explore online This is an opportunity for students to go beyond the page and find out more about some aspect of the topic: a sort of mini project. They should do the research online, make notes and report back, working either alone or in pairs. You may want to set this up in the classroom by suggesting possible websites or just by eliciting suggestions for words and phrases to type into the search engine. As with the Link feature (see page 16), there’s a natural mixed-ability element to this section. You first! You’ll find a You first! box on many of the large photos at the beginning of a lesson. It has a triple purpose. Firstly, to engage students and get them saying something immediately. Secondly, to allow students to use what they already know and boost their confidence. And thirdly, to give you an idea of what and how much they already know so that you can target your teaching much more effectively. What if your students don’t respond at all? That’s fine. Now you know. Just move on and start to teach them something. Search and think These exercises invite students to look through a text that they’ve recently read or listened to, in order to find particular grammatical structures (or sometimes categories of vocabulary) and think about how they’re used or what they mean, before going on to practise them in further exercises. Introduction 13 Grammar reference There’s a useful grammar reference at the back of the Student’s Book. Each main grammar point from the grammar boxes throughout the book has a relevant section in the grammar reference. Take a break Apart from providing tiny practical texts to read, these sections are there to help students unwind from time to time. Why? Because, quite simply, we don’t learn well when we’re stressed; we learn best when we’re relaxed. These little exercises give students the opportunity to switch off for a few moments, in order to recharge their batteries and come back to the task in hand with renewed energy! If it’s a piece of advice, talk about it with students. If it’s a physical exercise, students can read it and follow the instructions. Do it there and then in the classroom if you can. Then you can use it again and again, whenever it’s useful (see, for example, SB page 91, where students are asked to massage their ‘brain buttons’). 14 Introduction Mini-talk Students write down their ideas in answer to questions relating to the lesson and then shape them up into a short talk, using digital presentation media where appropriate. They then present their talk to a (small) group of other students. Predict Students use different elements (photos, titles, questions, etc) to predict what’s in a text. The idea is to motivate them to engage with the material; to give them a very good reason for reading or listening to see if they were right! Think This is used to signal a creative or critical-thinking exercise. Students are asked to work something out for themselves, give their opinions or comments or use their creativity, rather than find an answer directly on the page. A simple example might be where a text describes a problem at work and students are invited to come up with solutions. Encouraging students to think creatively means they increase their engagement with the material. The increased alertness enhances their learning capacity. With these sections – as indeed with many others – it’s a good idea to give students a chance to look at the material and think about (or even write down) their ideas individually (for say 30 seconds) before they start talking to each other. Some students are quick thinkers and talkers, while others need more time. Giving them ‘thinking time’ evens it out a little. Introduction 15 Information gap There’s an information-gap activity in every second unit. In these, students need to get information from each other in order to complete a task. All the material students need to do the tasks is in the back of the Student’s Book on pages 130–135. Video option Students think or find out about – and/or take a photo of – something related to the lesson. After writing and/or making notes, they record a short piece to camera using their smartphones or tablets (like a video blog). They can then share their video clip with other students or upload it to a video-sharing site such as YouTube if they want. 16 Introduction Link Each unit contains a Link section, featuring a song, a poem, a piece of music or a video clip which relates to themes and topics in the lesson. These sections utilise students’ natural interest in these things to motivate them and transfer the topic language to a new context. The tasks give students the opportunity to listen to / read / view the material and then research online to answer some questions or do a small associated activity. They then bring the information back to the class, which should often stimulate lively discussions. There’s a natural mixed-ability element: more competent students will be able to take it further than those who are less competent. Similar or different? This symbol often occurs where new vocabulary is introduced and it suggests that you ask students which words are the same as or similar to words in their own language – and which are very different. This feature of Accelerated (or Holistic) Learning (see page 22) aims to draw students’ attention to the fact that they already know some words. It serves to reassure them, build their confidence and lighten their learning load. It can also give them a basis for wordbuilding (eg the fact that words ending in -ion in English may also end in -ion in their language). Suddenly they know ten words, not just one. Guess Asking students to ‘guess’ answers before reading or listening to information not only gets them to interact, it also frees them up from having to know the ‘right’ answer and thus inhibiting their response. In addition, it prepares them for the text and gives a valid reason for reading or listening to something – to see if they were right. For this reason, it’s very important not to confirm if students are right or not in their guesses. Just say things like Hmm or That’s interesting or Possibly, etc and let the text provide the answers. These exercises are similar to Predict ones, but involve more guesswork, rather than ideas based on evidence. Note: Very often, if the word is a similar one, the difference is in the pronunciation – especially the word stress – or the spelling. Also, Similar or different? is obviously easier if you have a unilingual class, especially when you’re familiar with the students’ mother tongue, but it can work well with a multilingual class, where students can compare words in different languages. Introduction 17 Listening This symbol tells you that there’s recorded material that goes with the activity. This can either be a full listening text, as here, or it might be listening to check answers and hear the correct pronunciation. Full transcripts are given in the back of the Student’s Book. Takeaway language These exercises are optional. They pull out useful everyday expressions from a text or dialogue and present them for students to think about and ‘take away’ and use themselves. Your story Students generally enjoy personalising what they’ve just learnt; these exercises ask them to think about some aspect of the lesson as it relates to them personally, and then share their ‘story’ with other members of their group. 18 Introduction Everyday English This section provides practice in the everyday functional language that students need when interacting with people, such as making suggestions, giving advice, discussing opinions and so on. Role-play Students are given a scenario / roles / questions, often based on a dialogue they’ve just heard, and are asked to script a short scene for themselves, which they then act out. The level of support given can be adapted to suit students’ abilities, ranging from allowing them to look at the original text as they work to completely reinventing the conversation off the top of their heads. 6 Video The main conversation in the oddnumbered Everyday English sections appears on video, which provides extra contextualisation for the functional language. (If you don’t have the video or prefer not to use it, then just play the audio version.) See also Using the video on page 253. P Pronunciation The pronunciation activities appear in the Everyday English section of each unit of the Student’s Book. At Intermediate level, there’s work on stress and intonation, as well as sounds, as these can often pose problems for students. All the pronunciation activities are recorded so that students can hear the correct sounds or stress. There’s also a Pronunciation section at the back of the Student’s Book on pages 172–173. This provides practice in various key areas that often cause students difficulty, including weak forms, consonant clusters and diphthongs. Introduction 19 Review Six Review units revise key language from the preceding two units, using a reading text as the main presentation. Finish it These exercises are personalisation tasks where students complete short sentence stems with their own information or ideas, and then compare with other students (often in an Everybody up! activity). 20 Introduction Aspects of culture Each of the Review units finishes with an Aspects of culture section. This is often an opportunity to reflect on how people do things differently (or not!) in different parts of the world and how we can begin to be sensitive to these differences and act accordingly. There’s usually a short reading text with a task or questions, often leading to a discussion and a comparison with the students’ own culture(s). Preposition park This section appears in many of the Review units and provides a short text that revises and extends prepositions that students already know, enabling them to recycle prepositions in a new way, or introduces new ones. Memory This symbol represents your brain! Memory is a crucial component in learning anything and it’s like a muscle: the more you exercise it, the stronger it’ll be. These simple games ask students to remember a variety of things: vocabulary items, facts from an article and so on. But you can do a lot more activities than the ones suggested here (see pages 254–255). And remember that the more you get students to exercise their memory in English, the more it’ll serve them in other aspects of their life as well. Introduction 21 A final word The features new to Jetstream, which occur throughout the units, are informed – in a gentle way – by some of the key principles of Holistic Learning (sometimes called Accelerated Learning*): 1 We learn with our body as well as our mind: they are connected. Hence the value we attach to bringing more physical activities into the classroom and paying attention to students’ physical well-being. 2 Different learners prefer different kinds of input. Some people learn more with their eyes, some more with their ears and some more with their bodies and movement. We aim to provide a variety of activities to reflect these preferences. 3 What we learn with emotion, we tend to remember best. We hope to engage students’ emotions through the use of stories, songs and games – and making them laugh. 4 Our memory is very powerful … and we can make it work even better. The reason for all the little memory-training games is to give students practice in using their memory, and aid their learning. 22 Introduction 5 People know a lot already – more than they think. Good teaching and good material can help to make students aware of what they already know and boost their confidence. 6 People are different. Some people are more outgoing and sociable, while others are more introspective and reflective. The former readily enjoy interacting with others, while the latter often prefer to work on their own. They usually welcome time to think on their own too, before being asked to participate in an activity. As teachers, we need to try to cater for these differences. *The roots of Accelerated Learning go back to the Bulgarian educator, Georgi Lozanov, who developed something called ‘Suggestopaedia’ in the early 1960s. Helping learners feel comfortable, relaxed and confident meant that they were able to absorb and remember more information more quickly. That’s it in a nutshell! Introduction UNIT FOCUS FUNCTIONS: talking about yourself; finding out about other people; discussing learning strategies Lesson 1 How would you describe yourself? pp6–7 Aim The focus of this first lesson in the introductory unit is to give students the opportunity to find out more about each other. Warm-up Introduce the topic with a game. Write the headings politician, novelist, singer, sportsperson, musician on the board. Put students into two teams and give them five minutes to come up with as many famous people in each category as they can. They get a point for every name, plus a bonus point for every name the other team hasn’t got. The team with the most points wins. 1 Students stand up and walk around the room to introduce themselves to each other. Model the activity and tell them to include extra information, such as where they’re from and any hobbies they have. Also encourage students to ask extra questions to keep the conversation going. Monitor and write down any mistakes or good sentences you hear. You can come back to these later if you have time. Alternatively, do this as a game with students in two lines facing each other. They introduce themselves to the person opposite, then move down the line and repeat the process until they get back to where they started. Extra ideas: Focus on intonation and different ways of saying Hi (in a monotonous way or an enthusiastic way). Ask how many /aɪ/ sounds there are in the three example sentences (Ten). 2 Students look at the photos and answer the questions in groups. Get feedback and ask extra questions (eg Have you read any of Paulo Coelho’s books? Did you like them?) to encourage personalisation and speaking. MA Encourage early finishers to use their smartphones or mobile devices to find out a bit more about some of the people pictured. Answers A Aung San Suu Kyi (Burmese politician) B Paulo Coelho (Brazilian novelist) C JK Rowling (British novelist) D Buffy Sainte-Marie (Canadian singersongwriter) E Muhammad Ali (American boxer) F Manu Chao (French / Spanish musician) Extra idea: To promote pairwork and discussion, ask students to look at the photo at the top of the page. They then discuss these questions with a partner: What does the body language of the two men tell you? How important is a firm handshake? How important is eye contact? What other things can we do when we first meet people? How do things change when we meet people from other cultures? Get feedback and check their ideas. 3 Students look at the quotations then work in pairs and guess who said each one. Which quotation did they like best, and why? Encourage them to explain why they found a quotation funny, interesting or surprising, eg It’s surprising that JK Rowling doesn’t believe in magic, because she wrote the Harry Potter books. Answers 1 Buffy Sainte-Marie 2 Manu Chao 3 Aung San Suu Kyi 4 Paulo Coelho 5 JK Rowling 6 Muhammad Ali 4 Students look at the highlighted parts of the quotations in 3 and rewrite them in a personalised way. Do the first one together as a model and encourage students to write funny and creative quotations. Introduction 23 5 Students walk around the room, introducing themselves to each other and sharing their ideas from 4. Introduction, page 17. Students work in pairs to complete the quotations with the phrases in the box. Compare answers as a class to see how many pairs agreed. Extra idea: A few students report back facts that they learnt about their classmates. They’ll need to change the first person statements they heard into third person statements. Answers 1 a great big baked potato 2 an education 3 superheroes 4 story; story 5 money 6 an uneventful and safe life Quotation 5 comes from Can’t buy me love by The Beatles. Song link Quotations 1 and 2 come from songs. 1 I’m not a queen, I’m a woman are words from a song called Until it’s time for you to go written by Buffy Sainte-Marie in 1965 and also later sung by Nancy Sinatra. It’s written in English, and the next line is Take my hand. 2 I like planes, I like you. I like travelling, I like you is the translation of words from a 2001 Manu Chao song called Me gustas tú, which is in Spanish (and a bit of French). The next line is Me gusta la mañana, me gustas tú (I like the morning, I like you). Ask students to find a translation online of Me gustas tú or, if they speak Spanish, have them translate the lyrics themselves or check an existing translation (some are terrible!). Culture notes • Buffy Sainte-Marie is a Canadian singersongwriter, born 20 February, 1941. She has campaigned throughout her life for the rights of Native Americans and takes a keen interest in education and social issues. She has released over 20 albums in her career, which spans over five decades. • Manu Chao was born in France on 21 June, 1961, to Spanish parents. He’s played in several bands, the best-known of which is probably Mano Negra. His musical style has a variety of influences, including rock and punk. He sings in many languages, including Spanish, French, English, Portuguese, Galician and Arabic, often mixing several languages in the same song (as he does in Me gustas tú). 6 24 GUESS When you see GUESS in front of an instruction, it means students can talk about what they think the answers are, but they don’t have to know for sure. For more information about these exercises, see the Introduction Extra idea: Ask students if they’ve heard of the people quoted in 6. They could research those they don’t know for homework. 7 Write the sentence starter All I want ... on the board. Students complete it in their own words and read out their ideas. They then complete two of the other sentences from 6 and share their ideas with a partner. 8 1.2 Students look at the photo and speech bubble and say what the three questions are (If you were a colour, what colour would you be? If you were a car, what car would you be? If you were a bird, what bird would you be?). Play the recording and pause after the first answer. Elicit that this only answers one of the questions (If you were a colour, what colour would you be?) and ask students for the answer (red). Play the rest of the recording for students to make notes of the answers they hear. They shouldn’t try to write down every word. They should then check their answers with a partner. Transcript 1 If I were a colour, what colour would I be? Oh, red, of course! 2 A colour? Um, I think I’d be black. 3 Green? Blue? Purple and pink? Absolutely no idea. It’s a very silly question. 4 What kind of car would I be? What kind of question is that? 5 Car? Oh, that’s a no-brainer. I’d definitely be a Porsche! Definitely! 6 A Mini! Oh no, hang on a minute, I’d be a BMW Z4 Roadster. 7 A bird? Oh, I haven’t a clue. I don’t know any birds. A chicken?! 8 Ooh. That’s an interesting question. I think I’d be a ... pigeon! 9 Um, birds, birds ... oh I know! An eagle! I’d be an eagle! Answers 1 red 2 black 3 – 4 – 5 Porsche 6 BMW Z4 Roadster 7 chicken 8 pigeon 9 eagle Extra idea: Write the structure If you were a ___, what ___ would you be? on the board and ask students to think of other similar questions (eg If you were a fruit, what fruit would you be? If you were a shape, what shape would you be?) to ask. 9 Students discuss the questions in pairs. Get feedback and encourage them to give reasons for their ideas. Give them a chance to listen again if necessary. 10 TAKEAWAY LANGUAGE When you see TAKEAWAY LANGUAGE in front of an instruction, it indicates a focus on colloquial language that’s not featured elsewhere. For more information about these exercises, see the Introduction, page 18. Students match the phrases from the interviews. Check answers and elicit what each expression means from the context. Answers 1c 2d 3a 4b 11 THINK When you see THINK in front of an instruction, it means students should think about ideas on their own for a moment before they talk to other students (think–pair–share). This type of exercise often asks students to be imaginative or creative, or to work something out. In this case, students look at the ideas in the box and think about related metaphors. For more information about these exercises, see the Introduction, page 15. Ask students if they know what the word metaphor means (= an expression, often found in literature, that describes a person or object by referring to something that is considered to have similar characteristics to that person or object). Students make metaphors about themselves using the ideas in the box. Extra idea: Review lexical sets by doing a column dictation. Dictate two or three different headings to students, who have to write as many related words as they can in a list under each heading (eg Furniture: wardrobe, cupboard, sofa; Animals: cat, dog, mouse, lion, etc). 12 Students work in groups of three or four and invite each other to guess what they wrote for each idea in 11. Get feedback and check the funniest and best ideas. Poem link a Students work in pairs to see how many different lines they can make. Encourage them to be as creative as they want! Explain that bananas can also mean ‘mad’ or ‘crazy’. b Students use their smartphones or tablets to search for the poem on the internet. They should be able to find it by typing very poet bananas into their search engine. They then discuss the questions in pairs and compare the poem with their answers to a) – did any of their lines match the actual poem? Encourage them to search for an image of Georgio de Chirico’s painting. Answers 1 The Uncertainty of the Poet 2 Wendy Cope 3 It is based on Georgio de Chirico’s 1913 painting of the same name. Extra idea: Give each student a line or lines from the poem and have them collaborate in a class recital. Culture note Wendy Cope is a contemporary English poet, born 21 July, 1945. She spent 15 years as a primary school teacher before becoming a full-time writer, critic and poet. She has won several awards for her lighthearted, often comical, poetry, and some of her poems have been used as song lyrics. In this poem, she plays with English syntax by using the same words in a different order to form each ‘verse’. Introduction 25 Lesson 2 How do you want to improve your English? p8 3 Aim The focus of this second lesson in the introductory unit is to encourage students to think about why they’re studying English. Warm-up Students look at the four photos on the page and think about which skills are being used in each one (top left: reading; top middle: speaking and listening; top right: writing; bottom left: listening, speaking and writing). 1 Students think about the questions for a moment, then discuss their ideas in small groups. Alternatively, ask students to identify the three tenses in questions 1–3 (present continuous, present simple, going to future) and elicit why each tense is used (present continuous: to describe actions happening at the moment; present simple: to describe things we do regularly; going to future: to describe future plans). Also focus on the use of be able to as an infinitive of can in question 7 to describe ability. Tip: The process of asking students to think about a topic or question individually, then discuss it with a partner before finally sharing ideas with the whole class is sometimes known as ‘think–pair– share’. This technique is useful in many situations. 2 FINISH IT When you see FINISH IT in front of an instruction, it indicates a personalisation exercise where students complete short sentence stems with their own information. For more information about these exercises, see the Introduction, page 20. Students complete the sentence in their own words, then share their ideas with a partner. Extra idea: Do a quick class survey to find out students’ most important learning goals. This will also provide you with helpful information about students’ needs that will help you plan future lessons. 26 Introduction EVERYBODY UP! When you see EVERYBODY UP! in front of an instruction, it means that this is a chance for students to move around the classroom and use the language they’ve learnt. For more information about these exercises, see the Introduction, page 12. Students walk around and share their goals from 2 with each other. When they’ve found someone with the same goal, they should take a note of that person’s name. Alternatively, students write each goal on a separate piece of paper. Collect their ideas and read them out one by one. Stick them on the board, grouping similar ideas together (get students involved in deciding how to do the grouping). At the end of the process, students draw circles around groups of ideas to show which ideas are most / least popular. Extra idea: Students write out their goals and put them up around the room, so they are constantly reminded of them. 4 Brainstorm a few ideas with students for how they can improve their English outside the classroom (eg using social media, setting up a class library with graded readers, compiling a list of useful websites). Put them in groups and ask them to think of as many strategies as they can. Set a time limit so they work quickly. Elicit their ideas and encourage them to write down and remember as many as possible. 5 Students listen to the recording and complete the table. Pause the recording as necessary. 1.3 Answers A spoken English watch a movie they know in English, first with Spanish subtitles, then with English subtitles, then without subtitles B vocabulary translate song lyrics C pronunciation read short, simplified readers and listen to the online audio at the same time D reading skills read newspaper articles on the internet E writing write letters to a penpal F everything come to class and start following other people’s suggestions Transcript A I want to improve my understanding of spoken English, so I download films in English – ones I’ve already seen, so I know the story. I watch them with Spanish subtitles the first time, and then I watch them again with English subtitles, and then the third time I watch them with no subtitles at all! B I need to increase my vocabulary, so I listen to songs while I’m driving, and if I really like a song, I search for the lyrics online later on, and translate them if there are bits I can’t understand. Then, when I listen again the next day, I can understand what I’m listening to! C I read a lot in English – newspapers, magazines – and I love those short, simplified readers you can get at different levels. You can get an audio track online, and so you can read and listen together or do one or the other. Listening and reading at the same time is really good for your pronunciation and that’s one of the things I want to work on. D Yeah, I’ve found some great websites where you can read newspaper articles in English at different levels too. They’re really interesting and up to date, and you can test your level before you begin, from very easy to quite difficult. I have to focus on my reading skills because I need to read books and articles in English for my studies. E There are sites where you can find a penpal to write to in English, too. I’ve done that. My penpal’s from Ireland, and we write to each other about once a week. I tell her about things in Ankara and she tells me what’s happening in Dublin. I need to work on my writing skills, so it’s a great way to practise, and next year I’m going to Dublin to see her! F Um, I want to improve everything! Listening, speaking, reading, writing, pronunciation – everything! But I don’t do anything much outside the classroom. At least, I haven’t up to now – I’ve just come to class. But it isn’t enough, is it? And listening to everybody else, it sounds like it really makes a difference and is lots of fun. I think I’m going to start! Tip: Listening is an individual task, so encourage pairwork by asking students to check their answers with a partner after you play the recording the first time. This helps them share ideas and information and also increases learner interaction and speaking. 6 1.3 Play the recording again for students to compare their answers to 5 with the lists they wrote in 4. Which strategies were the same, which ones were new? 7 In pairs, students discuss the strategies they would like to use. They write their top five ideas, then compare with another pair. 8 Students look at the example. Elicit why be going to is used (to describe future plans) and ask students to write their own action plans. They then compare with a partner. Vocabulary plus p117 This section provides an opportunity for vocabulary enrichment. It’s flexible and can be used in several ways. It can be done as a complete lesson or alternatively, you could practise a vocabulary set when you have time to spare or give a Vocabulary plus activity to early finishers. The alphabet review 1 Students circle only the letters where they’re sure about the pronunciation. Walk around the classroom as they do this and ask individual students to say one or two of the letters they have circled. 2 Students can either point to the letter(s) they find tricky or say something like the letter before / after / between ... Play the recording for them to repeat in chorus. 3.26 Extra idea: Ask students to say each tricky letter ten times in a row! Tip: Having the class repeat in chorus may make it harder to monitor individual pronunciation, but it’s very motivating for weaker students, as they are happier to participate when they don’t think their mistakes will be heard. Introduction 27 3 THINK This will really get students to think laterally! Look at the example with them and ensure they understand what the letters represent (the initial letters of one, two, three, etc). They then look at the second sequence and read the clue (2 is a bit like 1.). Encourage them to think of another number sequence that begins with the letters given. They then work out the other sequences in pairs. MA Weaker students may need extra prompting. You could give them the full sequences (ie 2 T, T, T, F, F, S, S, E, N; 3 M, T, W, T, F, S, S; 4 J, F, M, A, M, J, J, A, S, O, N, D; 5 R, O, Y, G, B, I, V) as well as asking them to read the clues and look at the picture. Answers oh / nought / zero / nil / love ten a hundred a thousand ten thousand a hundred thousand a million one eleven a hundred and ten one thousand, one hundred ten thousand and one a hundred and ten thousand one million, one hundred thousand 0 is said in different ways (see 6). Background notes Generally speaking, you use the indefinite article before hundred, thousand, million, etc. The exception is when the number consists of more than one part, in which case one is used: a thousand pounds one thousand and ten pounds Occasionally the number one can be used with hundred, thousand, etc for emphasis: There are more than one hundred spots on that dog! Answers Initial letters of ... 1 numbers 1–10 2 numbers 10–90 counting in tens 3 the days of the week 4 the months of the year 5 the colours of the rainbow Extra idea: Challenge students to think of more ‘puzzles’ like this. 4 Students work in pairs. They shouldn’t tell or show their partner the words they’ve chosen. Numbers and symbols review 6 Write the different pronunciations of 0 on the board. Students cover their books and try to think of different contexts in which each pronunciation is used. They then open their books and match the pronunciations to the uses. Answers 1 nil 2 zero 3 oh* 4 nought / oh / zero* 5 love However advanced students are, numbers are always something they find difficult – hence this review. And while some students may dislike the kind of problem-solving they’re asked to do in 7 and 8, others will welcome a fairly rare opportunity to play with numbers! * There is some difference in usage between British and American English. For telephone numbers, British English uses oh, whereas American English tends to use zero. Nought is almost exclusively British English and is used in mathematics and the game of Noughts and Crosses (Tic Tac Toe in American English!). British English also uses zero in mathematics. 5 Go round the class asking individual students to read out each number and elicit which number has several different pronunciations. 7 Play the recording for students to write the numbers. 3.27 MA Weaker students may need to hear the sequence more than once. 28 Introduction Answers 1 They are Fibonacci numbers. 2 The next ten numbers would be: 377, 610, 987, 1,597, 2,584, 4,181, 6,765, 10,946, 17,711, 28,657. Transcript 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233 Background note The Fibonacci sequence is produced by starting with 0 and 1 (or 1 and 1 in some cases), then adding the last two numbers to form the next number in the sequence. It is named after the Italian mathematician Leonardo Fibonacci. He was born Leonardo Bonacci in around 1170 in Pisa, and his 1202 book Liber Abaci introduced the sequence to Western mathematics, although it had been known in Indian mathematics for some time. Fibonacci numbers are connected with the golden ratio (The ‘golden ratio’ is a special number found by dividing a line into two parts so that the longer part divided by the smaller part is also equal to the whole length divided by the longer part. It is 1.618, represented by the Greek letter phi (ɸ). Many artists, including Le Corbusier and Dalí, use the golden ratio in their works, as it is thought to be aesthetically pleasing. It also appears in biological contexts, such as branching in trees, the fruit sprouts of a pineapple, an uncurling fern and the arrangement of a pine cone’s ‘scales’. Fibonacci numbers are used in mathematics to solve a variety of problems. Extra idea: If students are mathematically inclined, they can find out more about Fibonacci numbers and their uses. Students with an interest in art could find out more about the golden ratio. 8 THINK Write the numbers on the board; students guess what they might refer to. Encourage students to suggest different things for each number. Suggested answers 007 James Bond’s agent number 5 number of Great Lakes / weekdays 12 number of months in a year / Western zodiac signs / Chinese zodiac signs 26 number of letters in the English alphabet / weeks in half a year 101 number of dalmatians (in Dodie Smith’s novel and the Disney films) 366 number of days in a leap year 1,000 number of years in a millennium / metres in a kilometre / grams in a kilogram 86,400 number of seconds in a day 31,536,000 number of seconds in a year Culture notes • James Bond’s code number, 007, indicates that he is the seventh agent with a licence to kill (shown by the 00 prefix). It has also been speculated that the number comes from the ISD code for Russia, where Bond went on an early assignment. In the 1995 film GoldenEye, a former 00 agent, 006, was played by Sean Bean. • The Great Lakes lie on the US / Canada border and consist of Lakes Superior, Michigan, Huron, Erie and Ontario. They form the largest group of freshwater lakes on Earth, containing 21% of the world’s surface fresh water. Lake Superior is the second largest lake in the world, with only the Caspian Sea being bigger. • The Western zodiac signs are Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius and Pisces. • The Chinese zodiac signs are Rat, Ox, Tiger, Rabbit, Dragon, Snake, Horse, Goat, Monkey, Rooster, Dog and Pig. • Dodie Smith (1896–1990) wrote The Hundred and One Dalmatians (also known as The Great Dog Robbery) in 1956. It was made into an animated film by Disney in 1961, and a live-action version starring Glenn Close as Cruella de Vil was produced in 1996. Introduction 29 • Leap years occur every four years in the Gregorian calendar and were originally introduced in Roman times to keep the calendar year synchronised with the seasonal year, because it actually takes the Earth 365.25 days to orbit the sun. In a leap year, an extra day – the 29th – is added to February. In Britain and Ireland, women can traditionally propose marriage in a leap year. 9 Students discuss the symbols in pairs; get feedback as a class. Answers + plus (in mathematical equations and as a short form of and in notes) – minus (in mathematical equations) = equals (in mathematical equations) @ at (in email addresses) . dot (in email addresses and websites) full stop (in British English punctuation) period (in American English punctuation) point (in decimal numbers) , comma (in punctuation) ? question mark (in punctuation) ( ) brackets (in punctuation); also known as round brackets and parentheses % per cent / percent (with figures) ˚ degree(s) (with temperatures) 10 Students work in pairs and decide how each item should be read out. Five pairs give their answers to the class; the other students should confirm or correct. Answers 1 zero / nought degrees centigrade / Celsius 2 three point one four one five nine two 3 Does two plus two equal five? 4 lots of information at jetmail dot com 5 a / one hundred per cent Extra idea: Ask students what items 1 and 2 in 10 represent. Answers 1 The temperature at which water freezes. 2 Phi (ɸ) to six decimal places 30 Introduction Years and dates review 11 Students work in pairs or small groups to work out the pronunciation of the years and answer the questions. Answers 2016 twenty sixteen / two thousand and sixteen 2014 twenty fourteen / two thousand and fourteen 2001 two thousand and one 2000 two thousand 1999 nineteen ninety-nine 1998 nineteen ninety-eight 1812 eighteen twelve 1600 sixteen hundred 357 three hundred and fifty-seven 1 Yes; years from 2010 onwards can be said as either two two-digit numbers or a four-digit number. The latter format was used for years 2001–2009, but the former is now becoming more prevalent for years 2010 onwards. 2 a) 2016, 2000, 1900 b) 2014, 1998 c) 2016, 2000 Background notes • The 1900 Olympics were held in Paris, France; the 2000 Olympics were held in Sydney, Australia and the 2016 Olympics are in Rio de Janeiro, Brazil. (There were Winter Olympics held in 1998 in Nagano, Japan, and in 2014 in Sochi, Russia.) • The 1998 FIFA World Cup was played in France; France beat Brazil 3–0. The 2014 FIFA World Cup was played in Brazil; Germany beat Argentina 1–0. • Students may have counted 1900 as a leap year, but it’s not. To calculate a leap year, ask: – Is the year divisible by 4? No: It’s not a leap year. Yes: Go to next question. – Is the year divisible by 100? No: It’s a leap year. Yes: Go to next question. – Is the year divisible by 400? No: It’s not a leap year. Yes: It’s a leap year. in East Germany going to the West, but in 1989 a series of radical political changes in the Eastern Bloc occurred, culminating in the announcement that citizens in the East could visit West Germany and West Berlin. Within days, people were chipping away at the Wall, carrying away chunks of it as souvenirs. It actually took three years to complete the demolition of the Wall, but it paved the way for German reunification, which was formally concluded on October 3rd, 1990. Extra idea: Ask students if the years mean anything special to them. They can think of general responses (eg 1812 was the year of Napoleon’s attempted invasion of Russia, commemorated by Tchaikovsky’s famous overture; 2001 was in the title of a film 2001: A Space Odyssey) or personal responses, such as the year of birth of a family member. 12 Ask four students to read out the dates and ask the class if they know what happened on them. They can use the clues to help them guess. • The first Harry Potter book was Harry Potter and the Philosopher’s Stone, written by JK Rowling in an Edinburgh café after getting the inspiration for the story during a train journey. The book and its six sequels became hugely popular with children and adults alike, and spawned a series of eight films, which brought the students of Hogwarts to the big screen in one of the most successful movie franchises of all time. • Amy Winehouse (1983–2011) was a British singer-songwriter who became known as much for her bouffant hair and dark eye make-up as for her soulful voice. She started as a jazz singer, but her style later encompassed elements of pop, soul and R&B. Her 2006 album Back to Black won five Grammy awards, and she had hit singles with Rehab, Back to Black, Love is a Losing Game and Valerie. She won many other awards for her music before her tragically premature death from accidental alcohol poisoning. Answers July 21st, 1969 The first man walked on the moon. th 9 Nov, 1989 The Berlin Wall came down. th 26 June, 1997 The first Harry Potter book was published. th Oct 20 , 2003 Amy Winehouse released her debut album. Extra idea: Remind students that there are two ways to say and write dates: 28th July the twenty-eighth of July July 28th July (the) twenty-eighth You could also remind them that Americans tend to put the month first, so that 4/3 is the third of April in the USA, but the fourth of March in the UK. Write a few dates on the board in figures for students to read out in full. Background notes • The first men to land on the moon were the crew of the American spaceflight Apollo 11: Neil Armstrong, Buzz Aldrin and Michael Collins. They actually landed on the moon on July 20th, but it was the following day when Armstrong became the first man to set foot on the moon, uttering the famous words ‘One small step for man, one giant leap for mankind’. • The Berlin Wall was constructed in 1961 by the German Democratic Republic, splitting the city of Berlin into East Berlin, which belonged to the communist Eastern Bloc, and West Berlin. It prevented people 13 Students work in pairs to say the dates and then discuss other dates that are memorable for them. Answers New Year’s Day: the first of January / January (the) first New Year’s Eve: the thirty-first of December / December (the) thirty-first Extra idea: Ask students if New Year’s Eve is a big celebration in their country. Do they know what it’s called in Scotland? (Hogmanay) Introduction 31 1 Water UNIT FOCUS GRAMMAR: present perfect v past simple; infinitive of purpose; modal verbs VOCABULARY: words connected with water; water sports and equipment FUNCTION: asking for more information Introduction p9 Aim The focus of this lesson is to introduce the topic of water by exploring vocabulary connected with water and its uses and doing a quiz. Warm-up Books closed. Write the word water in the middle of the board and ask students to think of as many things as they can that they associate with it. Elicit their ideas and write them on the board to make a vocabulary network. 1 Students work in pairs to add words to the word fountain. They can use the network they produced in the Warm-up as a starting point. You could also ask them to suggest a heading for each group of words. Get feedback from the class and add any new ideas to the board. Suggested answers • • • • • • boat, ship … ferry, yacht, canoe, kayak, surfboard, hovercraft, jet ski … sail, swim … ski, surf, fish, dive, scuba dive, snorkel … sea, river … lake, ocean, waterfall, canal, pond, pool, stream, lagoon … cloud, rain … snow, fog, hail, ice, mist, … hot, dirty … cold, icy, clean, deep, shallow, salt … drink, shower … bath, freeze, boil, pour, filter, save, wash … 2 In pairs, students mime things they can do with water. Their partner tries to guess the correct answer. Give an example, such as watering plants, to model the activity. 3 32 THINK Before students do the quiz, you could pre-teach words such as filter, iodine and splash. Filter and iodine are similar in lots of languages, so they should be easy to understand. Try to demonstrate splash. Elicit the meaning of words like seatbelt and sink (eg by looking at the elements of the compound word or from context). Unit 1 Students do the quiz together. Get feedback and find out which answers they knew and which ones were surprising. Answers 1 a) A few days (three), but also c) (It depends on where you are, how hot it is, what you’re doing, how old / well you are … .) 2 a) Boil it. If you don’t, you can get ill or have stomach problems. 3 a) Drink it. If you don’t, you may die. 4 a) Undo your seatbelt and b) open the window. If you don’t open the window, you won’t be able to open the door when the car is under the water. 5 c) Salt water, because it will make you thirstier. (It makes the cells in your body get rid of water rather than absorb it.) 6 b) H2O. The other two are hydrogen gas (H2) and sulphuric acid (H2SO4). Extra idea: Use the quiz to review zero and first conditional sentences. Write the following on the board: 1 If you drink salt water, it makes you thirstier. 2 If you don’t make water safe to drink, you’ll get stomach problems. Ask these questions: • How many parts to each sentence are there? (two) • How do we know? (They’re separated by a comma.) • What has to happen first? (the action in the if clause) • What is the other part of the sentence? (the result) • Are these things possible? (yes) • Which one is more likely? (sentence 1) • Will salt water definitely make you thirstier? (yes) • How do you know? (It’s a fact.) • Will you always get stomach problems if you don’t boil water? (not always) • Is it likely? (yes, very likely) Tip: Let students think about the quiz questions on their own for a few moments, then, to encourage interaction, they can ask each other the questions and circle their partner’s responses. 4 Reading 1 Students look at the photos, describe what they see and guess the connections. Get feedback and check their ideas. 2 PREDICT When you see PREDICT in front of an instruction, it means students should make predictions about what they are about to read or listen to based on information on the page. For more information about these exercises, see the Introduction, page 15. Write the title of the text on the board (He did it first) and ask students to guess what the man did. You could also write sentence starters on the board to help them make predictions (Maybe he ... , Perhaps he ...). Give students a very short time (eg 30 seconds) to scan the text and find the answer to the question (He was the first person to swim the length of the Amazon.). They then read it again more slowly to get the detail. 3 This symbol shows that this is a memory game – the first of many in the book. Memory is an important part of learning anything, and the more we exercise our memory by playing these kinds of game the better it will be. Put students in pairs to try to remember the answers to the questions without looking at the text. They then read it again to check their answers. Students listen to and read the rhyme. They then guess what happened to the technician (He drank or bathed in what he thought was water (H2O) but was really sulphuric acid (H2SO4), which killed him.). 1.4 Extra idea: Ask one or two students to read the rhyme aloud, copying the rhythm and intonation of the recording. 5 FINISH IT Write the sentences starters The most disgusting thing I’ve ever drunk is ... The most delicious thing I’ve ever drunk is ... on the board. Students complete the sentences with their own experiences, compare with a partner and then walk around the room asking each other What’s the most disgusting / delicious thing you’ve ever drunk?. Get class feedback. Were any students able to find two other people with the same answers? Lesson 1 A very long way! pp10–11 Aims The focus of this lesson is to compare the use of the present perfect and past simple, and to practise using the infinitive of purpose. You first! There are You first! boxes at the beginning of many lessons in the Student’s Book. They have three goals: firstly, to engage students and get them saying something immediately; secondly, to allow students to use what they already know and boost their confidence; and thirdly, to give you an idea of what they already know so that you can target your teaching much more effectively. Students can say as much or as little as they want. For this one, students look at the background photo and discuss the question with a partner. Ask if they would swim a river like this and elicit their reasons and ideas about possible delights, difficulties and dangers. Ask them which river they think it is (the Amazon). Answers 1 To draw people’s attention to water problems around the globe 2 Five rivers are mentioned in the text: the Mississippi, the Paraná, the Yangtze, the Colorado and the Amazon. 3 The Amazon is the longest river, at 5,430km. 4 The Mississippi 5 It starts in Peru and reaches the sea in Brazil. Extra idea: Show the trailer of the film documentary about Martin Strel, which won the Sundance Film Festival in 2009 (https://www.youtube.com/ watch?v=ce432_JmdB8). Put students in pairs and give each pair a set of sentence fragments (see below). Students try to put the sentence fragments Unit 1 33 in the correct order (the fragments are shown in the correct order below). They then watch the trailer again and check. Show the trailer a third time if necessary and check together as a class. There is a man who has swum the world’s deadliest rivers, who laughs in the face of crocodiles, piranhas, and giant anacondas; a man who drinks two bottles of wine a day, a man who has braved the Yangtze, the Mississippi, the Danube, and who will now do battle with the mighty Amazon. His mission – to save the world before it is destroyed. His name is Martin Strel, but you can call him Big River Man. 4 THINK Students discuss the questions in pairs. Check ideas with the whole class. Answers 1 The USA (the Mississippi, the Colorado), Argentina (the Paraná), Paraguay (the Paraná), China (the Yangtze), Peru (the Amazon), Brazil (the Paraná, the Amazon), Colombia (the Amazon) 2 The Amazon is very polluted and is home to many dangerous animals: piranha, crocodiles, snakes, candirú, insects, etc. He also had to contend with sunburn and bandits. 3 A crew in a boat which provided food, water and a place to sleep; a cameraman. 34 Unit 1 Extra ideas: Encourage students to look online for more information or create a web quest. Give the class links to two or three websites for them to answer comprehension questions about Martin. Slovenian completes Amazon swim http://news.bbc.co.uk/1/hi/world/ americas/6536283.stm#amazon Martin Strel: Swimming the Amazon http://content.time.com/time/arts/ article/0,8599,1920907,00.html Piranhas, Sunburn Can’t Stop 3,272Mile Swim http://abcnews.go.com/WNT/ESPNSports/ story?id=3021041 Students read the text again and find words or phrases that mean: 1 having strong feelings and emotions 2 get people to notice 3 the world 4 something very good and difficult that you succeed in 5 knowledge or understanding of something 6 damage caused to the environment 7 a film that gives facts and information about a subject Answers: 1 passionate, 2 draw attention to, 3 the globe, 4 achievement, 5 awareness, 6 pollution, 7 documentary Grammar 1 Present perfect v past simple 5 Students work in pairs and discuss the differences between the present perfect and the past simple. You could also ask questions to make sure they notice the difference: • • • • • When did he swim the Colorado? (in 2011) Is it still happening, or is it a completed action? (a completed action) What tense do we use to describe completed actions in the past? (past simple) Could he swim other long rivers in the future? (yes) What tense do we use to refer to repeated actions in the past that could continue in the future? (present perfect) 6 Students complete the sentences with has or did and the correct verb, and compare with a partner. Check as a class and ask students which tense is used in each sentence and why. Answers 1 How long has Strel been passionate about clean water? (present perfect) 2 What year did he swim the Amazon? (past simple) 3 Where did he start his journey? (past simple) 4 Where did he finish it? (past simple) 5 How many rivers has he swum up to now? (present perfect) 6 Has he ever swum the Nile? (present perfect) 7 Students ask and answer the questions in pairs. Answers 1 He has been passionate about clean water for many years. 2 He swam the Amazon in 2007. 3 He started his journey in Atalaya in Peru. 4 He finished his journey in Belém in Brazil. 5 He has swum five of the longest rivers up to now. (He has also swum the Danube and the Thames.) 6 No, he hasn’t ever swum the Nile. Tip: Repeat the answers to the questions together and encourage students to notice natural features of pronunciation such as contractions and weak forms. You could highlight them in phonemic script on the board: He has been passionate ... /hiː hæz biːn ˈpæʃənət/ – /hɪzbɪnˈpæʃənət/ He has swum ... /hiː hæz swʌm/ – /hɪz swʌm/ Grammar 2 Infinitive of purpose 8 Students complete the grammar table. They can look back at the text to help them if necessary. Ask the following questions and highlight the different sections of the sentence to check students’ understanding. What did Strel do? (He swam the Amazon.) Why did he do it? (in order to raise awareness of water pollution) • What kind of word is ‘to raise’? (infinitive) • What does it tell us? (the reason why we do things) • Where does ‘not’ go in the negative form? (between order and to) You could also explain that we can just use the infinitive instead (He swam the Amazon in order to raise awareness). This structure is more common and less formal than in order to. • • Answers a) Strel swam the Amazon in order to raise awareness of water pollution. b) In order not to get sunburnt, he often wore a mask over his face. 1 The infinitive 2 By adding not after order Speaking 9 Students discuss the questions in pairs. Get feedback to check their ideas and predictions, and that they’re using the infinitive of purpose to express their answers in question 2. Answer 3 Both activities are about raising awareness of issues. 10 Quickly check that students know the meaning of words in the text such as viral, degenerative and afflicts. Students then read the text and find out why people did the Ice Bucket Challenge and if it was successful. Answer They did it in order to raise money for charity and to increase awareness of ALS (MND). It was a huge success and raised millions of pounds. Unit 1 35 Background information To do the Ice Bucket Challenge, people had to record a video of themselves pouring icy water over their heads. Then the participant could nominate three other people to do the challenge, often within a set period of time. Pop stars like Justin Bieber, sports personalities like Roger Federer, and former US Presidents George W. Bush and Bill Clinton did the challenge! The Ice Bucket Challenge was very successful, and people shared more than 2.4 million videos on Facebook and tweeted more than 2.2 million times on Twitter. In the United States, people did the challenge for the ALS Association and raised over $100 million. In the UK, people participated for the Motor Neurone Disease Association, the UK equivalent of the ALS Association, and raised over £7 million. 11 YOUR STORY When you see YOUR STORY in front of an instruction, it indicates that students have an opportunity to personalise the language by talking about a situation that they’ve been in that is similar to the one they’ve just read about or listened to. For more information about these exercises, see the Introduction, page 18. Students discuss the questions in pairs, then report their experiences in feedback. You could also ask extra questions: Can you suggest any problems with doing the Ice Bucket Challenge? (Some people said it was a waste of water, that it was bad for your health.) What could you do in order to avoid these problems? (Pour the same bucket of ice and water over more than one person at the same time, use water that has already been used for something else, eg bathing.) 12 TAKEAWAY LANGUAGE Ask students if they can remember other things that went viral (eg men putting nail polish on one fingernail). Which things did they like best? Have any of them done the Ice Bucket Challenge, or liked / commented on a related online post? Extra idea: Students read the information again and make a list of social networking language (post a video, go viral, upload, comment, like, a post). 36 Unit 1 13 Students listen to the conversation and answer the questions. Play the recording again if necessary, then ask for feedback and find out students’ opinions about the solutions. Ask them if they know how many people around the world don’t have clean water (nearly 800 million people). 1.5 Answer 1 People used seawater and toilet water instead. Transcript man Did you see all those people doing the Ice Bucket Challenge last summer? woman Yes, I read about it. Amazing, wasn’t it? man Yes, it was, but I wouldn’t ever do anything like that. woman Why not? man Such a waste of water. Do you have any idea how many people in the world don’t have good, clean water? And these people were throwing it over their head! woman I don’t think everyone wasted clean water. A friend of mine used sea water in order not to use fresh water, and I know several other people who did the same. man Oh, that’s clever. woman Yes, and the American actor, Matt Damon, filmed himself using toilet water. man Really? Because he didn’t want to waste water? woman Yes, exactly – because he’s a cofounder of a water charity, Water.org, and he wanted to make the point that the water in toilets in the West is actually cleaner than the water that most people in the developing world have for cooking and drinking. EXPLORE ONLINE The Explore online exercises give students the opportunity to go beyond the page and find out more about some aspect of the topic for themselves, on their computer, smartphone or other mobile device. The online research can be done individually, or in pairs or groups, either in the classroom or at home. If it’s done at home, you can set it up in the classroom beforehand by suggesting possible websites or by eliciting suggestions for words and phrases to type into the search engine. Tip: Students often enjoy using their smartphones to search for things online, so encourage them to find out information on the internet. It gives them extra reading practice in English, but it’s OK if they read in their mother tongue, as it gets them to translate! 14 VIDEO OPTION When you see VIDEO OPTION in front of an instruction, it gives students the chance to make a short film on their smartphones using the language and topic they’ve been studying. For more information about these exercises, see the Introduction, page 16. Answer The writer is against bottled water. Tip: Setting a short time limit encourages students to read quickly for gist and not to worry too much about unknown vocabulary or look up words in dictionaries. Explain that they don’t need to know the meaning of every word to understand the general meaning and complete the task. It also makes the reading more focused ... and fun! 2 Students work with a partner and write down reasons for the writer’s opinion. There are more than five reasons in the article, so it shouldn’t be difficult for them to complete this task. Answers Bottled water isn’t healthier. It can have more bacteria than tap water. It’s bad environmentally. It’s expensive to transport. You have to keep it in a fridge. The plastic bottles are hard to get rid of. If we didn’t spend so much on bottled water, we could invest more on water projects. Encourage students to think of other challenge ideas for their video presentations. They then walk around the room and share their ideas with each other. Get feedback and have them vote on the best / most difficult / silliest / funniest challenges. Lesson 2 Tap or bottled? pp12–13 Aims The focus of this lesson is to review the function and meaning of modal verbs for making suggestions and for expressing ability, obligation and prohibition. The vocabulary is related to the environment, and students also discuss ways of conserving water. You first! Ask students how far they have to go to get water, and if they know anyone who has to travel far to get water (to make the point that we’re really lucky to have it ‘on tap’, while many people have to walk miles). You could also ask extra questions (Do you prefer tap water or bottled water? How much water do you drink each day?). Reading 1 Give students five minutes to read the article and find the writer’s opinion on bottled water. 3 When you see this icon with a vocabulary exercise, it means that you should ask students which words are the same as or similar to words in their own language – and also which are very different. For more information about these exercises, see the Introduction, page 17. Students work in pairs and match the words and phrases in green in the article with their correct meaning. Do the first one with the class as an example. Ask students which words are very similar in their own language and which are very different. Answers 1 proper 2 experiments 3 landfill sites 4 bacteria 5 vital 6 wells 7 lack 4 Students discuss the overall message of the article. They should give reasons for their choice. Unit 1 37 Answer c) use our money to help provide safe water worldwide Answers 5 Students decide if the statements are true or false and correct the false statements. 7 Students work in pairs to discuss and then match the modals with their meanings. As a follow-up, students think of sentences using the modal verbs in context. 38 Unit 1 can’t It is advisable ought to, should It isn’t advisable oughtn’t to, shouldn’t It isn’t necessary don’t have to Extra idea: Write (or project) words scattered across the board (example below). Students work in pairs to quickly arrange the words to make a sentence (eg Jane is a flight attendant so she has to wear a uniform). The first team to shout out a correct answer wins a point. The team with the most points at the end wins the game. Try to include as many different modal verbs in context as possible. uniform Grammar Modal verbs Tip: Students often have difficulties with modal verbs, so look out for typical mistakes, such as using an infinitive after the modal verb (We should to drink around two litres a day) and use of mustn’t to show lack of obligation (It’s Saturday, so I mustn’t don’t have to go to school). It isn’t possible It is mustn’t prohibited Tip: Asking students to choose four out of the six statements is a useful tool for helping students to feel more in control of their learning. They still have to read all six statements in order to make their choice. Answer We ought to / should drink around two litres a day. can It is have to, necessary must Answers 1 False (Bottled water is much more expensive than tap water.) 2 True 3 False (It is not mentioned in the article.) 4 True 5 True 6 True 6 Students complete the sentence and check the meaning with a partner. Get feedback and check students understand the function and form: • When we say ‘ought to’, do we have to do it? (No, it’s advice, even though it’s quite bossy!) • Which modal verb has the same meaning? (should) It is possible wear 8 flight attendant has to Jane a is so a she SEARCH AND THINK When you see SEARCH AND THINK in front of an instruction in a grammar or vocabulary exercise, it indicates that students need to go back through a reading text or transcript to find particular examples of language. For more information about these exercises, see the Introduction, page 13. Students search for the missing modals in pairs. To make the activity quick and enjoyable, tell them it’s a race. The first team to finish with the correct answers wins the game. Answers Modals not in article: shouldn’t, oughtn’t to, don’t have to, mustn’t. 9 Students complete the sentences with an appropriate modal verb. Go over the example with them first to check that they understand that both sentences should mean the same. Check answers in feedback and correct if necessary. Answers 1 We ought to drink about two litres of water a day. 2 We don’t have to drink bottled water. 3 Bottled water can have high levels of bacteria. 4 Perhaps we should stop buying bottled water. 5 Girls have to walk a long way to fetch water. Tip: Do some repetition drilling and help students notice how the pronunciation of modal verbs changes in connected speech because of weak forms and elision (sounds we drop when we speak quickly). We can drink – /kæn/ – /kən/ We have to walk – /hæv tuː/ – /hæf tə/ We must go – /mʌst / – /mʌs/ Speaking and writing 10 THINK Write the following on the board: You should / could take a shower instead of a bath. Elicit which modal is ‘softer’ and more polite (could). Explain that should is a bit bossy and is more likely to be rejected. Students make a list of things we can do to save water. You might need to teach words like flush and load, but they’ll probably ask for these in the course of the activity. Feed back as a class and make a composite list on the board. MA Weaker students can work in pairs to write their lists. Suggested answers Spend less time in the shower (will also save on hot-water bills). Use less water in the bath (will also save on hot-water bills). Don’t flush the toilet every single time. Don’t leave the tap running while you brush your teeth. Make sure the washing machine (or dishwasher) is fully loaded each time you use it. Water the garden less. Collect rainwater for watering the garden. 11 Students complete the email giving advice and helpful suggestions for saving water. They can refer to the composite list from 10, but encourage them to be creative and funny. When they’ve finished, ask a few students to read their emails to the class and vote for the most creative / funniest / silliest ideas! EXPLORE ONLINE Students could find out about waste in general, not just water waste. As a follow-up, students work in pairs to think of ways to prevent unnecessary waste and help the environment. Lesson 3 Water activities pp14–15 Aims In this lesson, students learn vocabulary related to water sports and equipment and discuss their own favourite hobbies and activities. This provides a nice context for practising the present perfect and past simple. The listening section includes plenty of modal verbs for giving advice and suggestions, and the Song Link focuses on words and phrases connected with the passing of time. You first! Students work in pairs to choose one of the photos in the lesson that they like and say why. Write extra questions on the board to encourage more speaking: Have you ever done this activity before? Where were you? Did you enjoy it? Would you like to do the activity in future? Tip: Walking around the room, listening and noting any good sentences and mistakes you hear, is a good way of gaining an insight into things you might need to practise and review. It also offers ideas for future lessons and enables you to highlight good language to the rest of the class in feedback. Extra idea: Write the names of different water sports on the board in phonemic script. Put students in pairs to guess the words. The first team to shout out the correct answer wins a point. The team with the most points at the end wins. Unit 1 39 /ˈækwə ˌwɔːkɪŋ/ (aqua walking) /kəˈnuːɪŋ/ (canoeing) /ˈdaɪvɪŋ/ (diving) /ˈkaɪækɪŋ/ (kayaking) /ˈkaɪt ˌsɜːfɪŋ/ (kite surfing) /ˈpædl ˈbɔːdɪŋ/ (paddle boarding) /ˈseɪlɪŋ/ (sailing) /ˈskuːbə ˌdaɪvɪŋ/ (scuba diving) /ˈsnɔːkəlɪŋ/ (snorkelling) /ˈswɪmɪŋ/ (swimming) /ˈwɪndˌsɜːfɪŋ/ (windsurfing) Vocabulary Water sports and equipment 1 Listening 1 5 Students identify the sports in photos 2 and 6 (aqua walking and paddle boarding). Ask them if they’ve come across these sports before, and if anyone has tried them. Students should use guesswork and the photos to select and order the instructions for each sport. MA Tell weaker students that there are four instructions for each sport. Students match the words with the photos and identify any words that don’t belong in the list. If they can think of any other water sports, write them on the board too (eg jet skiing, water skiing, water polo, synchronised swimming). Ask students which words are very similar in their own language and which are very different. Answers 1 canoeing 2 aqua walking 3 kitesurfing 4 diving / scuba diving 5 sailing 6 paddle boarding 7 snorkelling 8 kayaking 9 windsurfing Students will probably say that ironing does not belong in the list because it’s not a water sport. However, underwater ironing is possible, although it is not pictured! 2 Students discuss the questions in pairs. After a while, change pairs so they can compare their ideas with someone else. 3 To model the activity, tell students about a water sport or activity you’ve done. They then discuss the questions with a partner. You may need to supply vocabulary for the equipment required. Conduct whole-class feedback to find out the most popular water sports and get extra information about activities students have done. 4 Students can also find additional water sports and activities online. It’s actually quite hard to find anything that isn’t done underwater! An internet search will reveal people play ping-pong, tennis, chess, hockey, rugby, football, volleyball, golf, ice hockey and bingo underwater, not to mention cycling and ice skating! 40 Extra idea: Have a competition to see who can find the most unusual underwater activity. Unit 1 Answers Paddle boarding: h, a, c, e Aqua walking: f, g, b, d Sentence f assumes the aqua walking is taking place in the sea (as in photo 2) and therefore requires a wetsuit, though many people do it in a swimming pool and don’t need a wetsuit! 6 Play the recording for students to check their answers to 5. They then compare with a partner. To review, students note down the modal verbs in the recording (should, will, can’t, must, mustn’t, can). 1.6 MA With weaker classes, play the first extract and check answers before continuing with the second. Answer Lesson 1: aqua walking Lesson 2: paddle boarding Transcript 1 instructor group instructor OK, good morning, everyone! Morning! And welcome to your first aqua walking class! I’d just like to check that you all have everything you need. You should wear a wetsuit, boots, gloves and even a hat if the water’s very cold. And it is! Very cold! So does everyone have everything they need? We have some spare hats and gloves if anybody needs them. group instructor woman instructor instructor group instructor I don’t have gloves! / I’d like a hat! / No, I’m fine. Wearing a floatation belt around your waist will help keep your chest above water. Would anybody like one? Yes, please! I can’t swim. Here you are. OK, off you go and change. See you down on the beach. *** OK. Everybody here? Let’s all walk into the sea. It’s nice and calm today, luckily. We’re going to start in shallow, waist-high water and gradually move to deeper, shoulderhigh water. Move forwards naturally: place your heel, then your toe. Don’t walk on tiptoe! That’s right. Now, are you ready to do some exercises? Yes! / No! OK. Let’s do some running on the spot! Tip: Try a TPR (total physical response) game to check students know words such as knees bent, back straight, on tiptoe, kneel, etc. This is fun, gets students moving around and active after a long time seated, and checks their understanding in a really visual way. 7 Close books. Play the recording again for students to write down what the instructor says for each thing. They then compare with a partner. Answers a life jacket: Paddle boards are classified as boats, so you have to wear a life jacket. standing up: If it’s too difficult to stand up, you can kneel and learn to paddleboard on your knees at the beginning. your hips: Use your hips to balance. the front of the board: The front of the board should be in the water, not up in the air. 2 instructor woman instructor woman instructor woman instructor woman instructor woman First of all, you must put on this life jacket. A life jacket? Really? Why? Because paddle boards are classified as boats, so you have to wear a life jacket. As boats?! Oh, OK. OK. To get on, first kneel just behind the centre of the board, then stand up. If it’s too difficult to stand up, you can kneel and learn to paddle-board on your knees at the beginning. No, I want to stand up. You’re up. Great. So your feet should be parallel, your knees bent and your back straight. That’s right. Use your hips to balance. The front of the board should be in the water, not up in the air. Good. You mustn’t look down. Always look straight ahead at the horizon. What do I do with the paddle? Hold the paddle with both hands: one at the top, one lower down. Excellent. Well done. The water’s nice and calm. Off you go! Byee! Extra idea: Develop body vocabulary by asking students to look at the photos in this lesson. Which parts of the body / muscles are important for each of the activities? 8 Close books. Students write down the parts of the body that were mentioned, then compare in pairs to see who remembered the most. Check answers either by allowing students to reread the instructions in 5 or by playing the recording again. Answers feet, knees, back, waist, shoulder, hand, heel, toe, chest, hip 9 EVERYBODY UP! Students work in small groups and take turns to demonstrate and describe the position. Play the audio again if necessary. They could also play Simon says with the paddle-boarding instructions. Model the activity so they know what to do. They then take turns giving instructions in pairs. They can only do the actions if their partner says Simon says ...! Unit 1 41 Listening 2 10 instructor Pre-teach words like workout, impact, rehabilitation, resistant, stamina and socialising. Play the recording, pausing it at key points for students to guess the activity. When they’ve guessed correctly, ask them which words enabled them to work it out. 1.7 man instructor man instructor Answers The sport is aqua walking. Transcript man So, tell me a little bit about this activity. It doesn’t look wildly exciting. What are the benefits? instructor It’s actually a wonderful workout for your whole body. You can use it to strengthen your muscles and joints in a very safe way. The water supports your weight, so there’s no impact or stress on your muscles or joints. You can’t hurt yourself. man So you can use it for helping people with injuries? instructor Yes, it is good for people with injuries – injured sportspeople often use it for rehabilitation – but it’s good for everybody else too, and many athletes use it as part of their training. man I read somewhere that if you’re in shoulder-deep water, you only weigh ten per cent of what you weigh on land. Is that right? instructor Yes, exactly. So there’s no danger. But you have to work much harder because water is 12 times as resistant as air. So you can do it in order to build up your stamina, and it’s terrific for your heart. It can also help you lose weight. man Really? instructor Yes, you burn 100 more calories for every half hour walking or jogging in water than when you do those same activities on land. man I didn’t know that. And what kinds of things do you do in a session? Just walk around in the swimming pool? Sounds a bit unexciting. 42 Unit 1 man No, not a swimming pool. A lot of people do it in a pool, but round here, we do it in the sea. Whatever the weather? Whatever the weather! Goodness, you’re brave. It can be freezing! Well, it’s more interesting than being in a swimming pool. And we don’t just walk around, and we don’t just walk forwards. We walk on the spot and we walk backwards and sideways. And we run as well as walk. And we do cycling movements and leg exercises. And we exercise our arms, too – often with weights – so all kinds of exciting things. It’s actually lots of fun. And it’s a great activity for socialising. You should try it! Hmm. I might do one day. Extra idea: There are four additional parts of the body mentioned in the recording. Ask students if they can identify them (muscles, joints, heart, arms). 11 Students answer the questions. Do the first one together as an example. Then play the recording again for them to check. MA Students can answer the questions in pairs, then join with another pair to check answers. Answers 1 You can use it to strengthen your muscles and joints in a very safe way. 2 The water supports your weight, so there’s no impact or stress on your muscles or joints. 3 It’s good for athletes and people with injuries. 4 They walk, run, do cycling movements, leg exercises and arm exercises with weights. 5 It’s unlikely. He uses the word might, but his intonation suggests that he’s not keen on the idea. 12 Students discuss together in pairs. Check their ideas and opinions in whole-class feedback. 13 MINI-TALK When you see MINI-TALK in front of an instruction, this is a chance to get students talking and writing more. However, giving a talk to the whole class can be intimidating, so if they prefer, they can just do it for a small group. For more information about these exercises, see the Introduction, page 14. Everyday English p16 Asking for more information 1 Students read the advert and answer the questions, then compare with a partner. Answers 1 It tells you the cost per day, the opening times, what’s included and that there is a discount available. 2 It doesn’t say what leisure facilities are available or what the ‘light lunch’ consists of. 3 Suggested answers What different leisure facilities / treatments are available? How many swimming pools are there? Is there a sauna / hot tub / steam room? Can I get a massage? Is there a vegetarian lunch menu? Give students time to read the instructions and prepare their talk. Walk around and offer help and useful language as needed. They then give their presentations in small groups. Song link This activity could be done in class (on smartphones or tablets) or at home. Draw students’ attention to the fact that most of the words ending in -ing in the lyrics (eg sitting, morning, wasting) are rendered as -in’ to show that the g is not pronounced in informal speech. Answers 1 ships, bay, tide, dock 2 morning, evening, wasting time 3 waves, seagulls and other beach sounds 2 Extra idea: Write ‘word chunks’ (groups of between two and five words) from the song The Dock of the Bay by Otis Redding on pieces of A4 paper. Give each student one or two of the pieces of paper. Ask them to stand in a circle. Play the song. When the students hear their words, they have to quickly raise their hand. Culture note (Sittin’ on) the Dock of the Bay was cowritten and recorded by Otis Redding in 1967. It is said to have been inspired by Redding’s stay in a houseboat near San Francisco. The song won two Grammy awards and has been covered by many other artists, including Glen Campbell, Cher and Bob Dylan. The whistling on the track was originally recorded by Redding at the start of the song; it was later rerecorded by his bandleader, Sam Taylor, and moved to the end. Redding died in a plane crash shortly after recording the song, and it became the first posthumous number one. Write the two headings – leisure facilities and treatments – on the board. Students come to the board and write the vocabulary in the correct column. Ask them which words are very similar in their own language and which are very different. Answers leisure facilities: gym, jacuzzi, sauna, solarium, steam room, swimming pool treatments: facial, hot stones, manicure, massage, pedicure 3 1.8 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Students watch or listen to the first part of the conversation. Play and pause as needed. Answer c) Could you tell me more about it? The receptionist replies Of course. What would you like to know? Unit 1 43 Transcript receptionist jerome receptionist jerome receptionist jerome Good morning. Tribeca Gym and Spa. How can I help you? Um, yes, I passed by earlier and had some questions. I read online that you do a one-day leisure pass for $30. That’s right. Yes, we do. I wonder if you could tell me a bit more about it. Of course. What would you like to know? Well, there are actually a few things I’d like to know more about. 4 Students discuss which sentences are more polite and explain their reasons. Point out the use of modal verbs could and would and also the use of an indirect question: I wonder if you could tell me a bit more about it. Answers a) is the most direct; d) is the most polite. 1.9 This symbol shows that this exercise 5 P focuses on pronunciation. Play the recording for students to underline the stressed words or syllables. Do some repetition drilling to help with pronunciation. Answers and transcript a) I need some more information. b) Please can you give me some more information? c) Could you tell me more about it? d) I wonder if you could tell me a bit more about it. e) Would you mind giving me a bit more detail? Tip: You could also do some sentence-stress drilling to show the stress in a visual way. Tap the beat out with your hand (go from your right to left so students see the movement and direction of writing on the page). Say the sentences and raise you hand higher on stressed syllables. 44 Unit 1 6 P Students look at the example; demonstrate the different linking techniques, ie how the sound changes at word boundaries (could you), how an /r/ sound links to a word beginning with a vowel (more about) and how similar consonants cross word boundaries (about it). Say the words in isolation, then linked together, then as a complete sentence. Could you more about about it /kʊd juː/ /mɔː əˈbaʊt/ /əˈbaʊt ɪt/ – – – /kʊʤə/ /mɔːrəˈbaʊt/ /əˈbaʊtɪt/ /kʊd juː ˈtel miː mɔː əˈbaʊt ɪt/ /kʊʤəˈtelmɪmɔːrəˈbaʊtɪt/ You can also draw students’ attention to how a word ending in a vowel links to a word beginning with another vowel with a /j/ sound. Answers a) I need some more information. b) Please can you give me some more information? c) Could you tell me more about it? d) I wonder if you could tell me a bit more about it. e) Would you mind giving me a bit more detail? 7 Students reformulate the sentences in a more polite way using indirect questions. Make sure they use the correct verb form (eg can changes to could, -ing form after Would you mind ...?). They then work in pairs to ask and answer. Encourage them to focus on pronunciation (sentence stress and connected speech). MA Students can work in pairs to rewrite the questions. Suggested answers 1 I wonder if you could give me a lift home. 2 Would you mind telling me what the homework is? 3 I wonder if you could lend me your phone. 4 Would you mind doing me a favour? I need to borrow £1 for the lockers. 8 1.10 6 Play and pause the video / audio as necessary. Answers What does that include exactly? How much are they before the discount? What treatments are available? What exactly does that mean? A lettuce leaf? Can I keep them afterwards? Transcript jerome receptionist jerome receptionist jerome receptionist jerome receptionist jerome receptionist jerome receptionist jerome When it says ‘use of all leisure facilities’, what does that include exactly? Well, you can use our swimming pool, gym, sauna, steam room and jacuzzi spa. Oh, that’s great. And it says 20% off all treatments. How much are they before the discount? Well, it depends on the treatment, but generally speaking about $95. Wow. That’s about £60! Expensive! Well, it would be $75 with the 20% off. OK, so that’s £48. Even so, that’s quite a lot. What treatments are available? We have several water treatments: mineral baths, seaweed baths, mud baths, multi-jet baths and all different kinds of massage: Swedish massage, head massage, sports massage … Oh, lots of things! OK! Thank you. I’m not sure what all of those things are, but I can check online. If not, I’ll come back and ask you. That’s fine. You can find more information that describes them all in detail on our website. Oh, great. Thanks! Just a couple more things – it says ‘light lunch’. What does that mean exactly? A lettuce leaf? It means a small salad or a sandwich, like a wrap, and a bottle of water or a fruit juice. OK. A bottle of water is mineral water, right? And, um, it says towels, robe and slippers. Can I keep them afterwards? 9 Students discuss the questions in pairs and try to answer them from memory. If necessary, allow them to watch the video or listen to the recording again and answer the questions together. Answers 1 Swimming pool, gym, sauna, steam room and jacuzzi / spa 2 Mineral baths, mud baths, seaweed baths, Indian head massage, Thai massage 3 Students’ own answers, but probably no! Extra idea: Write each line of the dialogue on a separate slip of paper. Give a set of papers to each pair of students. Play the video / audio again and ask pairs to put the conversation in the correct order. EXPLORE ONLINE This can be done in class or at home. Students use their smartphones or mobile devices to find out more, then share and discuss their findings in small groups. Background information • Mineral baths, also known as hot springs or geothermal waters, involve bathing in waters rich in minerals such as calcium, sodium, magnesium and potassium. • Mud baths are often found in areas where hot spring water can combine with volcanic ash. Bathers coat themselves in the mineral-rich mud, which is said to be good for detoxing the skin. • Seaweed baths involve plastering the body with a mix of water and seaweed. It is said to lower stress, relieve skin conditions such as eczema and acne, and aid the treatment of muscle and joint problems. • Indian head massage is based on the Ayurvedic system of healing, practised in India for over 1,000 years. It involves manipulating the soft tissues of the shoulders and scalp. • Thai massage is one of the most invigorating types of massage, as it works the entire body, moving it into yogalike stretches. Therapists use many parts of their body, not just their hands, and sometimes even walk on you! Unit 1 45 10 ROLE-PLAY When you see ROLE-PLAY in front of an instruction, it indicates an opportunity for students to act out a dialogue or situation that they’ve just heard or seen, often substituting their own ideas and details. For more information about these exercises, see the Introduction, page 19. In pairs, students role-play a conversation similar to that in 8, but using the details of the Thalassotherapy Centre. They can look back at some of the questions (eg I wonder if ...? Would you mind ...?) to help them. Take a break These sections are there to help students take a break from studying from time to time. You’ll find a simple Take a break exercise in every unit, usually one that’s easy to do in the classroom – but feel free to do one at any time. For more detailed information about the Take a break sections, see the Introduction page 14. This first section picks up on the unit theme of water and advises students to drink water throughout the day. If it’s practical, allow students to have a quick drink of water now! Vocabulary plus p118 Wordbuilder Nouns from verbs 1 Students work in pairs to read through the list and find the verbs that have different noun forms. Check as a class. MA Give weaker students a clue by telling them there are four verbs with different noun forms. Answers begin – beginning; die – death; live – life; lose – loss 2 Go through the examples together so that students understand that they have to write one sentence using the verb form and one using the noun form for each of their chosen words. Encourage students to use at least one of the verbs that has a different noun form. MA Stronger students could write sentences for more than two words. 46 Unit 1 Wordbuilder Verbs with un3 Students look at the photo. Elicit suggestions as to what the man is doing; encourage students to think of words beginning with unto describe him, but allow they to be creative at this stage. Suggested answer He’s unpacking a box. 4 Students work in pairs or small groups to think of nouns that can go with each verb. For each action, students do a quick mime to demonstrate it. Get feedback and write ideas on the board. MA Pair weaker students with stronger ones to help them. Suggested answers 1 undo: a seatbelt, a zip, a button 2 unpack: a suitcase, a bag, a box, a crate 3 untie: a knot, a ribbon 4 unplug: the iron, the kettle, the phone charger 5 unlock: the door, the car 6 uncork: a bottle 7 unwrap: a present, a parcel 8 unfasten: a zip, a button, a jacket, a coat 9 unload: a van, a lorry Extra idea: Students work in new pairs and mime the actions for their new partners to guess. 5 Students work in pairs to answer the questions. Monitor and give help as required, then get feedback as a class. Answers 1 untie, unfasten 2 ‘Undo’ means to unfasten something that is fastened or tied. ‘Unpack’ means to take things out of a box or suitcase. ‘Untie’ means to unfasten a knot or something that is tied. ‘Unplug’ means to take the plug out of an electric socket. ‘Unlock’ means to open something that has been closed with a key. ‘Uncork’ means to take the cork out of something. ‘Unwrap’ means to take off the outer layer of protective or decorative material from something. ‘Unfasten’ means to release or open something that is fixed or closed. ‘Unload’ means to take goods out of a vehicle that has transported them. 3 undo – do up unpack – pack untie – tie (up) unplug – plug in unlock – lock (up) uncork – cork / put a cork in unwrap – wrap (up) unfasten – fasten (up) unload – load (up) Focus on: could a Elicit that sentences a–e all use the word could for different functions; students match them. Check answers as a class. Answers 1c 2a 3e Answers say: hello, yes, no, sorry, the words, nothing, something, a lot, goodbye tell: the time, a story, me the news, a joke, the truth, a lie, no one 7 Students work in pairs to tell each other a joke or story. Monitor to ensure that jokes are appropriate, and listen out for good ones so you can invite students to share them with the rest of the class. If students aren’t comfortable with telling jokes, they can tell their partner an anecdote about something that happened to them recently instead. Extra idea: When students have told their jokes / stories, have them swap partners and tell their original partner’s joke / story to their new partner. 5d b Students discuss the questions in pairs. Answers 1 might, may 2 a) It makes the suggestion stronger and a bit ‘bossier’. b) It becomes a definite prediction. c) It becomes more direct and slightly less polite. d) It becomes a definite deduction – you don’t think you’re mistaken. e) It becomes more direct and slightly less polite. Say and tell 6 Remind students that say and tell aren’t used in the same way, and elicit that tell needs an object, whereas say doesn’t. Write say and tell on the board as column headings and invite students to tell you which column each of the words in the box should go in. 4b c Students work in pairs to make requests and give advice. Monitor to ensure they’re using could correctly. Networking 8 Students complete the sentences on their own, then ask and answer the questions in pairs. Remind them that they may need to change the form of some of the words. Ask students which words are very similar in their own language and which are very different. Answers 1 site 2 post; timeline 3 liked; commented; uploaded 4 download 5 tweet 9 Ask students why they think abbreviations are used so much in text messages (They are quicker to write and they make the message shorter.). Do they think using too many abbreviations can be confusing? Look at the text message together and explain any abbreviations that students are unsure of. They then work in pairs and write the message in full. Unit 1 47 Answer Hello, Jim. Thinking about you now. How are you? Shall we / Would you like to meet for coffee at Carluccio’s at 4pm? Bye bye for now. See you later. Love you lots. Mave. 10 Ask students if they know what these abbreviations mean. If they don’t, ask them to guess or make something up! Answers TBH To be honest IDK I don’t know BRB Be right back IRL In real life CU See you LOL Laughing out loud / Lots of love Extra idea: Ask students to research other text abbreviations in English and make up a short quiz for their partner to do. Some ideas for inclusion: L8R (= later), 2moro (= tomorrow), 2 (= too, to), BTW (= by the way), IYKWIM (= if you know what I mean), ATB (= all the best), F2F (= face to face), ROTFL (= rolling on the floor laughing). 11 Students write their replies. Encourage them to use any new abbreviations they’ve researched or invented. They then swap replies with a partner to see if their partner can understand the message! 48 Unit 1 2 UNIT FOCUS Switch on! GRAMMAR: adverbs of frequency, used to, present perfect continuous VOCABULARY: TV: kinds of programme and descriptions; adjectives FUNCTIONS: TV talk; requests and responses; asking / telling people not Introduction p17 Answers Aims The focus of this lesson is to introduce the topic of TV by focusing on different genres of TV programme. Students are also encourage to start thinking about their TV-watching habits. You first! Students look at the four photos and have a class brainstorming session about the types of programme that they represent. (Don’t go into too much detail with vocabulary at this stage, as students will do this in 1.) Pre-teach the phrase change channels, then tell students to discuss in pairs or small groups whether or not they would watch any of these programme types. 1 Students match the photos and words in the box. You could also ask extra questions to encourage speaking and personalisation: Which two teams are playing in photo D? (South Africa and Portugal in the 2010 World Cup); Has anyone ever watched ‘Modern Family’? Who is who? (This is also a great way of eliciting X’s brother, Y’s adopted daughter, Z’s step-mother, etc); Do you have ‘Deal or no deal?’ in your country? Ask students which words are very similar in their own language and which are very different. Answers A crime drama B sitcom D sports programme to do things C game show 2 Ask students if they can guess the meaning of a ‘fly on the wall’ show (a programme where the people involved behave normally as if they’re not being filmed) and ongoing (continuing and happening now). In pairs, they match the definitions with the words in the box in 1. They could also find a pair of opposite adjectives in the definitions (fictional / real). 1 weather forecast 2 sitcom 3 makeover show 4 reality show 5 soap (opera) 6 documentary Extra idea: Students work in pairs and brainstorm other adjectives that can be used to describe TV programmes. Check their ideas in feedback and write the adjectives on the board. Students could also come to the board and write their ideas. Possible answers absorbing, addictive, amazing, boring, depressing, enthralling, exciting, factual, fascinating, fun, funny, interesting, sad, scary, soppy, realistic, thought-provoking, unrealistic, uplifting Tip: Encourage students to always write new words and phrases down in their vocabulary books. If they don’t have one, encourage them to get one and look back at new language on a regular basis to help their vocabulary to develop. 3 Elicit the five kinds of programme in 1 that weren’t used in 2 (cartoon, crime drama, game show, the news, sports programme). Students choose one of these to write a definition for. They then work in pairs, read out their definitions to each other and guess what kind of programme they refer to. MA Students write their definitions in pairs, then join with another pair to guess the programme types. Unit 2 49 4 Suggested answers Answers Cartoon: A film using animation techniques. Crime drama: A serious fictional story about criminals, police detectives, lawyers, etc. Sports programme: It shows us live matches / games and commentary. The news: It informs us about world events as they happen. Game show: People / celebrities play a game (answering questions or solving a problem) and often win a prize or some money. watch: a film, a match, a programme, TV, a video clip look at: (a film), (a match), a painting, a photo, (a programme), (TV), a video clip, a view Elicit or explain the difference between drama, show and programme (Programme is a generic term that can be used for any TV programme, but also tends to be factual; drama is fictional, and a show is in front of an audience.) Use the collocations in 1 to help. Students list the programmes under the correct heading. Check their understanding of words like costume drama and period drama. Ask students which words are very similar in their own language and which are very different. MA Tell students that some words can go under more than one heading. Answers drama: costume drama, hospital drama, legal drama, period drama show: cookery show, quiz show, talk show, travel show programme: history programme, natural history programme, nature programme, news programme, political programme, travel programme 5 Students mime and guess the programmes in pairs. Look out for the funniest and most creative ideas, and ask those pairs to perform their mime for the whole class. 6 Students often confuse watch and look at. Write watch / look at something on the board and elicit the difference between them (We watch something that changes or develops, or that we expect to change, not something that stays still. We look at both.). Students decide which of the nouns in the box can collocate with which verbs. 50 Unit 2 Items in brackets can be used with look at, but are more common with watch. 7 Remind students of the word fountain that they completed in Unit 1 and explain that a mind map is a similar concept. Copy the diagram onto the board and elicit students’ ideas to add to it. MA With weaker classes, you could suggest sub-categories to help them such as: • • • • people on screen (actors, presenters) places to watch programmes (TV, laptop) parts of a TV (screen, remote control) leisure activities (watching TV, listening to music) 8 Students choose two questions to discuss in their groups. Do feedback as a class – is there a common viewing pattern? MA Encourage stronger students to answer all five questions and have weaker ones choose just one or two of the topics. Extra idea: This could also be done as a class mingle to increase learner interaction and speaking, or as a class survey. Tip: Keep group sizes relatively small (a maximum of five students) to ensure that everyone has a chance to contribute to the discussion. If students are particularly reticent to speak, give each student a number of counters; each time they contribute to the discussion, they have to ‘spend’ one of their counters. Once they have used them all, they can’t say any more until everyone in the group has spent their counters. Lesson 1 Stories from Scandinavia pp18–19 Answers 1 They’re black in terms of subject matter (terrible things happening) and also visually (the settings and the weather are very dark). 2 They are usually strong women who aren’t glamorous, make mistakes and have personal problems. Aims The focus of this lesson is to practise adverbs of frequency and adjectives. Students also focus on used to to describe past habits, and in the Speaking and writing section, they look back nostalgically at the TV shows they watched when they were younger. Background note Nordic noir is a hugely popular crime drama genre. It is typified by series such as The Killing and Borgen from Denmark, and Wallander from Sweden, which have received critical acclaim in a number of different countries (particularly Britain, Germany and the Netherlands) and become cult television shows. The Nordic noir series have received numerous awards and nominations, including BAFTA and International Emmy Awards. Warm-up To introduce the topic, tell the class about your favourite TV series when you were young. In pairs, ask students to discuss their favourite programmes and genres. Get feedback and find out the most popular series. Reading 1 PREDICT Students look at the photos and lesson title, then write down their predictions and compare with a partner. MA Show an online trailer for a Nordic noir series such as Wallander (see http://nordicnoir. tv, for example) to give students some ideas for vocabulary. 2 Pre-teach potentially difficult vocabulary such as genre (= style of TV series, cinema or literature) and abandoned (= an empty place people have left forever). Students read the text and check if their predictions from 1 were correct. Get feedback and ask what things were interesting or surprising. 3 Extra idea: Do a word-and-colourassociation dictation with the class. Write colours on the board. Then read a list of words. Students listen and decide which colour to write each word under. Grammar Adverbs of frequency 4 SEARCH AND THINK Students underline the adverbs of frequency in the text and answer the remaining questions to identify the rules in pairs. Concept-check with a scale. Extra idea: Students sometimes have difficulties with adverbs, so write a few jumbled or gapped sentences on the board for students to complete; look out for typical mistakes, such as word-order errors, and correct as needed. Answers 1 people sometimes commit, There is always a very strong woman, These women are never glamorous, They often have a lot, the action usually takes place, we hardly ever see the sun, It is always snowing 2 The adverbs come after the verb be. They come before other verbs. 3 never, hardly ever, rarely, sometimes, normally, often, usually, almost always, always (This is a suggested order: hardly ever and rarely are synonymous, as are normally, often and usually.) 4 The infinitive with to follows the word tend. It has the same meaning as normally / often / usually. THINK Students discuss the questions in pairs, then check their ideas and opinions in feedback. Unit 2 51 5 Students discuss the questions in groups. Have one or two pairs if the class does not divide equally into threes. Remind them to use adverbs of frequency where possible, and keep to the time limit strictly. Find out if all the groups managed to find three kinds of programme for each category. Listening Background note Hans Christian Andersen was born on 2 April, 1805, in Denmark. He was a writer of plays, novels and poems, but is best known for fairy tales. Andersen’s fairy tales have been translated into more than 125 languages and are popular not just with children but across all ages. His stories present lessons of virtue and resilience in the face of adversity. Some of his most famous fairy tales include The Ugly Duckling, The Little Mermaid and The Emperor’s New Clothes. His delightful stories have been read by millions around the world and have also been adapted into hugely successful animated films and stage productions. He died on 4 August, 1875, in a house called ‘Rolighed’ (which means ‘calmness’), near Copenhagen. Extra idea: Students write eight sentences about things they think their partner does, including adverbs of frequency (eg Paolo never cleans his room). They then ask their partner questions to check how many of the sentences are correct. MA Weaker students could just write four or five sentences. Vocabulary Adjectives 6 Students circle the adjectives in the text. Extra idea: Make it into a game: set a short time limit (eg one minute) and put students in two or three teams. The team that finds the most adjectives in the time wins the game. Alternatively, teams get a point for each adjective they find, and a bonus point if they find an adjective that none of the other teams has circled. Answers popular, pleasant, open, terrible, shocking, strong, leading, glamorous, ordinary, perfect, personal, good, interesting, cold, dark, lonely, foggy, grey, empty, abandoned, fun 7 Students write ten short sentences using the adjectives in context. Ask a few students to read their sentences to the class. MA Encourage stronger students to write more than ten; weaker students could write fewer. Extra idea: Ask students to choose five adjectives and make anagrams. Their partner has to unscramble the letters correctly. 52 Unit 2 8 Students look quickly at the photo of Hans Christian Andersen and guess who it is. Quickly elicit what they know about him. They then do the true / false activity in pairs. Answers 1 True 2 False 9 3 True 4 True 1.11 Play the recording for students to check if their answers to 8 were correct and to write down any other interesting information they hear. Ask extra comprehension questions such as: • • • • What did Andersen’s father / mother do? (His father was a shoemaker and his mother was a washerwoman.) What kinds of things did Hans’s father read to him? (He read him Danish legends and stories from Arabian Nights.) Why didn’t his mother read to him? (She couldn’t read.) How old was Hans when he began to write fairy tales? (He was 30 years old.) Transcript Once upon a time, a baby was born in Odense in Denmark. It was the 2nd of April, 1805, and the baby’s name was Hans – Hans Christian Andersen. Hans was the only child in a very poor family. His father was a shoemaker and his mother was a washerwoman. His mother had never learnt to read and write, because poor people in those days didn’t usually go to school. But his father had received a little bit of education and so he could read, and he often used to read to his son. He read him Danish legends and stories from Arabian Nights. So it was from his father that Hans discovered literature, but it was not until years later – at the age of 30 – that he began to write his own fairy tales. EXPLORE ONLINE Do a quick class survey to find out which of the tales students have read / seen. Find out some of the titles in students’ own language(s). Answers The Ugly Duckling, The Little Mermaid, The Snow Queen, The Emperor’s New Clothes, The Princess and the Pea Culture note • The Ugly Duckling tells the story of a cygnet raised by a family of ducks. He is bullied and thinks himself ugly until he finally turns into a swan and finds his true beauty. The expression an ugly duckling is used to describe an unattractive child who turns into a beautiful adult. • The Little Mermaid is about a mermaid who falls in love with a human prince and sells her voice so that she can have legs and be with him. It has spawned several films, including a Disney animation. • The Snow Queen is the story of Gerda, a little girl who saves her friend Kai from the Snow Queen. Disney’s Frozen is (very loosely) based on this fairy tale. • The Emperor’s New Clothes tells of how an emperor is duped into believing that he is wearing a wonderful suit of clothes, when in fact he is completely naked. Everyone goes along with the belief in order to please the emperor apart from one person. The phrase has • 10 now entered the English language as a way of describing a situation where someone dares to speak the truth about something when everyone else is pretending it’s different. The Princess and the Pea, which tells of a princess who is so sensitive that she can feel a pea through a huge pile of mattresses, is sometimes confused with The Princess and the Frog (from the German fairy tales of the Brothers Grimm), though the stories are different. Pre-teach any tricky words and phrases such as ridiculous and more or less. Play and pause the recording as needed. Students answer the questions and compare answers with a partner. 1.12 Answers 1 The first woman used to enjoy The Ugly Duckling. She didn’t like The Emperor’s New Clothes, and she didn’t use to like The Little Mermaid, although she does now. The second woman enjoyed The Ugly Duckling, The Little Mermaid and The Princess and the Frog. 2 The Snow Queen Transcript woman 1 Did you use to read Andersen’s fairy tales when you were a child? woman 2 Some of them. I used to love The Ugly Duckling. woman 1 Yes, I often used to read that one, too. But I hated The Emperor’s New Clothes. woman 2 Why? woman 1 Because it was such a ridiculous story! And he was such a stupid emperor! He really believed he was wearing invisible clothes? Come off it! woman 2 Well, they are fairy tales, so they aren’t supposed to be true to life – that’s the whole point! woman 1 Hmm. I suppose so. It’s funny how you can change your mind about things, though. The Little Mermaid certainly isn’t true to life, and I didn’t use to like it at all when I was a child. Unit 2 53 woman 2 woman 1 woman 2 But my four-year-old daughter loves it, and so now I enjoy reading it with her. Oh, I used to love The Little Mermaid. I used to watch the Disney version a lot, too. I liked The Princess and the Frog, too. Don’t you mean The Princess and the Pea? Andersen wrote The Princess and the Pea. The Princess and the Frog was a Grimm’s fairy tale. Oh, was it? Well, they’re all more or less the same story, aren’t they? The princess meets the prince and they fall in love! GRAMMAR used to 11 Elicit the examples of used to and write them on the board. Read them aloud and point out that used to and use to are pronounced the same way (/ˈjuːstə/). Answers His father used to read ... His mother didn’t use to read ... 12 Students complete the sentences in the table in pairs; elicit the rules for affirmative, negative and question forms (‘Used to’ is used in the affirmative, ‘use to’ in the negative and questions). Concept-check and ask whether used to describes the past or the present (the past) and whether the action described still happens or not (it doesn’t). Answers 1 use to 2 used to 3 didn’t use to Tip: Students sometimes use the past tense instead of the base form of the verb after used to, and use used in the negative and question forms instead of use, so watch out for mistakes and correct as needed. 54 Unit 2 Extra ideas: Draw a time line (see below) and repeat the sentence quickly so that students notice the weak form in the pronunciation of to: /juːs tuː/ – /juːs tə/. I used to read when I was young. past xxxxxx future _________________________ now Draw attention to the Grammar spot and ask which sentence refers to the present (I usually go riding on Sundays) and which to the past (I used to go riding on Sundays). Elicit that both phrases refer to habits, not one-off actions. Speaking and writing 13 EVERYBODY UP! Students walk around the room and ask each other the questions. Monitor and note down any mistakes. Highlight good English and correct mistakes in feedback. Do a quick class summary to find the most popular programmes then and now. Tip: It’s often nice to play some music in the background (preferably without lyrics, as they can be distracting). This creates a relaxed atmosphere and encourages students to speak more loudly and clearly. In addition, it also helps you bring activities to a close. When you stop the music, students realise the activity is finishing. Extra idea: Ask students if they recognise either of the programmes in the photos (top right: Sesame Street; bottom: Teenage Mutant Ninja Turtles). Both of these programmes have been running for many years. Ask students if any of their favourite programmes have been on TV for a long time. Do they watch any of the same programmes as their parents watched when they were young? 14 Write a short example on the board to model the activity or ask students to look again at the Nordic noir text on page 18 of the Student’s Book. Give them time to think of ideas and write bullet-point notes before writing their paragraph. Walk around and offer gentle correction and language as needed. Students work in pairs to read each other’s descriptions afterwards. Extra idea: Students write their descriptions without mentioning the title of the TV series. When they read each other’s descriptions, they have to guess which series is being described. 15 VIDEO OPTION Students record their vlogs on their smartphones. They can upload them onto YouTube if they want, but don’t make it compulsory, as some students may not want to do this. Extra idea: To review and practise used to in a personalised way, ask students to write down three true or false statements about their childhood (eg I used to eat dog biscuits when I was a little girl!). Ask them to walk around the room and share their sentences with each other. They have to guess whether the other students’ sentences are true or false. Get feedback on some of the funniest and craziest sentences. Take a break You could play some relaxing instrumental music while students do this. Encourage one or two students to share their recollections with the class. Lesson 2 The world of telenovelas pp20–21 Aims The focus of this lesson is the huge popularity of Brazilian ‘telenovelas’ like Avenida Brasil and Salve Jorge. The Grammar section looks at the present perfect continuous, and students also learn and guess the meaning of new vocabulary in context, watch online video clips and practise listening to and acting out a soap-opera scene in pairs. You first! To introduce the topic, students look at the photo and guess what kind of programme it is (a soap opera). If students are familiar with Avenida Brasil, ask extra questions (eg What kind of things happen? What kind of characters are there?). Reading 1 GUESS Elicit or explain what a blackout is (= a power cut). Students then discuss the question together in pairs. Check their ideas in class feedback. Answer The final episode of Avenida Brasil was due to air on that date and almost 100,000,000 people were expected to watch. A blackout would have stopped them watching and finding out who killed Max. 2 Students read the article quickly for gist, then check their ideas. Set a short time limit so they don’t worry too much about unknown vocabulary (this is covered in the following activity). 3 Students guess the meaning of the words and phrases in context. They then compare with a partner. MA Allow weaker students to use a dictionary. Answers air: to be broadcast on TV rally: a public meeting of a large group of people (often about politics) turn up: to come or arrive, usually unplanned left out: excluded, not invited posh: relating to people from a high social class emerging: starting to exist proud: feeling pleasure or satisfaction because of something you have done origins: where someone or something comes from reflect: to show a sign of something get hold of: to get or obtain something 4 Students read the article again and decide if the sentences are true, false or the article doesn’t say. Encourage students to correct the false statements. Unit 2 55 Answers 1 Don’t know (It’s unlikely, but the article doesn’t say.) 2 False (The rally was cancelled.) 3 True (Students will need to work this one out: 150 divided by 6 (Mon–Sat) is 25 weeks, so about six months.) 4 True 5 True 6 False (They spend a lot of money doing research, and sometimes change the plot to match what audiences want.) Extra idea: Ask students to read the article and find out what these numbers refer to: 2012 100,000,000 150 740 Answers 2012 Year in which the final episode of Avenida Brasil was broadcast 100,000,000 The approximate number of viewers that were expected to watch it 150 The number of episodes in a series 740 The percentage increase in the number of Brazilians who travelled to Turkey 5 6 Speaking 7 Students discuss two of the questions in pairs. They’ll have to read and understand all of them in order to make their choice of which two to discuss. Feed back as a class. MA Encourage the stronger students to talk about three or four questions. video link Students look for Avenida Brasil clips (or clips of another soap opera) online and discuss it. Did they like it? Why? / Why not? Extra idea: Find a clip online of a soap in a language other than English and show it to students. If there are English subtitles, cover them so students can’t see them. Ask students to write their own subtitles in English for the scene based on the context they see. Check their ideas in feedback. Play the clip again and show the subtitles so they can compare their ideas. GRAMMAR Present perfect continuous Close books. Students try to remember how people are influenced by telenovelas, then read the article again and check their answers. Ask students to look at the grammar box or review it on the board with a time line and conceptchecking questions. Answers People want to wear the same clothes, shoes and make-up. They want to have the same objects and furniture in their houses. People want to go on holiday to the locations featured in the telenovelas. Telenovelas have been changing. THINK Students write extra ideas and check answers in feedback. Extra ideas: Students find out why soap operas are called ‘soaps’. They could research this online or look at the Reading text on page 13 of the Workbook. You could also discuss product placement. Ask students if they can remember good 56 examples of this kind of promotion (James Bond films often do product placement of watches, cars and clothes. Soap operas sometimes advertise breakfast cereals, drinks, computers, etc). Unit 2 past • • • • • x future _________________________ now When did telenovelas start? (in the past) Are they still on TV now? (yes) Are they the same as before? (No, they’ve changed.) When did they change? (They started changing in the past and they’re still changing now.) Will they continue to change in the future? (Maybe, it’s possible.) Repeat sentences in the present perfect continuous and point out the weak form of the auxiliary verbs: /hæv biːn/ – /həv bɪn/. 8 Look at the example together, then students write the sentences in pairs. Do some repetition drilling with the answers to help pronunciation. Point out that although all of the sentences have time expressions, we don’t always have to use them with the present perfect continuous. Answers 1 It’s been raining all day. 2 Prices have been rising all year. 3 I’ve been trying to ring you all weekend. 4 You’ve been wearing that shirt all week! 9 Students complete the information and compare with a partner. Get feedback and elicit reasons for their choices. You may want to point out that be is not used in the present perfect continuous: I have been being a teacher for three years. I have been a teacher for three years. Answers 1 has been running 2 have been watching 3 have been 4 have been going 5 have been listening Extra idea: Students find examples of the present perfect continuous with for and since in the text in 9, as described in the Grammar spot. Extra idea: To review the present perfect continuous, show students the movie trailer of Cast Away with Tom Hanks on YouTube (https://www.youtube.com/ watch?v=2TWYDogv4WQ). Tell students they’ve just arrived on a rescue ship and found the castaway on the desert island. Elicit some of the conversation (eg ‘How long have you been living here?’ ‘About two years.’ ‘What have you been eating?’ ‘I’ve been eating coconuts ...’). Then ask students to act out the conversation in pairs. Lesson 3 Influential people pp22–23 Aims The focus of this lesson is a text about two TV presenters. Students give short talks about famous presenters in their own countries and review grammar from the first two lessons. The lesson also introduces the suffix -ish to describe things in an imprecise and vague way. Warm-up Do an image search and find 12 photos of famous people. Put students into two teams and show six photos to each team. Teams get a point for identifying the person correctly and another point if they can say why that person is famous or influential. Speaking and writing Reading 10 Students ask and answer questions in pairs to complete their tables. When they’ve finished, they compare tables to check their answers. You could discuss the questions in the third part of the exercise as a whole class. 1 Find out how many students recognise David Attenborough. If quite a few of them do, ask them to discuss the questions in pairs (ensuring that each pair has at least one student who knows who he is). If students don’t recognise him, run through the questions quickly as a class. It’s possible they might remember some of his wildlife programmes. 11 Give students time to think about the questions and plan what the scene is about and what they’d like to say. They then act out the scene in pairs. MA Adjust the size of the groups to suit the ability of students: stronger students can work in pairs or groups of three; weaker students may need the support of a larger group. 2 Set a short time limit so that students read for gist. Elicit similarities and differences. Unit 2 57 Answers A 1 are 2 have you been 3 Do 4 did 5 do; want B 1 do 2 have you been 3 Do 4 did 5 Will Answers Similarities: Both presenters and writers who have worked around the world. Differences: Man / woman, worked on different types of programme, different lengths of time working in TV. 3 Close books. Read out the questions and see if students can remember the answers. Make a note of their answers on the board. They then look back at the information to check. MA Allow weaker students to look back at the information to help them. Answers 1 David (He has been working in television for over 60 years; Claudia has worked in television since 1991.) 2 She has been involved in news programmes, game shows, children’s shows, film programmes, comedy quizzes, travel shows, a sewing series, a dancing show (Strictly Come Dancing) and the Eurovision Song Contest. 3 David (probably because of the length of time he has been presenting natural history and wildlife programmes, and because of his work with environmental projects) 4 Both of them have worked as writers and presenters. 5 Claudia Speaking 4 MINI-TALK Students can use their smartphones and tablets to find out information. Remind them to use the paragraphs about David and Claudia as models. If students are shy about presenting in front of the class, let them do presentations in pairs or small groups to alleviate any nervousness. 5 Students complete the questions with the correct verb tense. Check the questions, then tell students to ask and answer them with a partner. They should make a note of the answers they’re given. 58 Unit 2 6 Ask several pairs to report the answers that they were given in 5. Note them on the board, then ask the class questions to form a picture of the survey results (eg Carla has been studying for longer than Raúl. She’s been studying for five years. Has anyone been studying for longer than that?). Build up a class profile for the first three questions based on students’ responses, then discuss question 4 as a whole class. Listening 1 7 GUESS Give students a minute to read the short text, then encourage them to make predictions about what Karl noticed and share their ideas. 8 1.13 Play and pause the recording as necessary so students can check if their predictions in 7 were correct. Also point out phrases like Sorry? (to check and get people to say something again), but here’s the (really strange) thing (to prepare someone to listen to something important), Exactly! (to show agreement), and No! and Really? (to show interest). Answer He noticed that his female co-presenters received a lot of negative feedback about their appearance, but he didn’t receive any. Transcript woman Did you read this article about that Australian news presenter, Karl Stevanovic? man Sorry? What Australian news presenter? woman Karl Stevanovic – he’s quite well known. man No, I’ve never heard of him. Why? What’s he done? woman man woman man woman man woman man woman man woman man woman man woman man woman Well, he’s been a news presenter on Australian TV for over 20 years apparently, and for years he’s noticed that women news presenters get lots of negative criticism from viewers. Do they? Why? Well, that’s what’s interesting. It’s not professional criticism. It’s always about their hair and their clothes and their make-up – things like that. No! Yeah. But – and now here’s the really strange thing – no one’s ever commented on his appearance! Why not? Oh, because he’s a man, you mean! Exactly! Well, that seems very unfair, doesn’t it? It doesn’t seem right at all. No, but here’s the thing – he decided to do something about it. Really? What did he do? He wore the same blue suit on-screen every day for a whole year. The same suit every day for a year? Wow. So what happened? Absolutely nothing. Nobody noticed. Nobody noticed? So he made his point! Yes, he did. He said it was very clear that viewers judged him on how well he did his job: his interviews, his sense of humour and so on. But viewers don’t seem to judge women on those kinds of professional things at all, do they? Just on their appearance. Exactly! 9 Students listen again and answer the questions. Answers 1 He wore the same blue suit on-screen every day for a whole year. 2 He proved that viewers don’t notice what male presenters wear in the same way that they do for female presenters. 3 Nobody noticed. 10 Students discuss the questions and give their personal reactions to the story. Listening 2 11 PREDICT Students read the introduction and write their predictions down. Get quick feedback and note their ideas, but don’t confirm anything at this stage. 12 Play the recording and check if students’ predictions were correct. Point out that Vera says they got used to the treatment they received from men. Elicit and check the difference between used to and get used to. Which one describes a past habit (used to) and which one describes something we become accustomed to (get used to)? 1.14 Answers She says that when she worked in TV, female presenters were criticised for what they wore and how they looked, whereas male presenters weren’t. Female presenters were also discriminated against because of their weight and age. Transcript presenter Did you hear that story about that man in Australia, Vera? The TV news presenter who wore the same suit every day for 365 days and no one noticed? He said he did it in solidarity with women, as they always get criticised for what they wear. vera Yes, I did read that story, and I’m shocked that it’s still true nowadays. When I was working on TV – for about 20 years – we always had to look smart every time we appeared. Directors wouldn’t hesitate to tell us if they didn’t like the colour or style of our clothes, or the pattern, or our scarves or jewellery, or anything! presenter Really? vera Yes, and our hair too! And shoes were another thing. We always had to wear heels in the studio, and preferably shortish skirts. It sounds absurd, when viewers couldn’t even see our feet and legs. But we just got used to it all. presenter But male colleagues didn’t have similar rules? Unit 2 59 vera presenter vera presenter vera presenter vera 13 No. The men could look really awful – and they often did – and it didn’t seem to matter one bit! They had spots, grey hair, thick glasses … And I think you said weight was an issue, too? Yes, I used to get a lot of criticism about my weight. Because, guess what, I’m not super thin like a stick insect! But a lot of my male colleagues were actually quite fat and it didn’t seem to be a problem. They never received negative comments about it. And wasn’t there an issue with age, too? Yes, there was. And there still is, in fact. TV executives definitely prefer younger women, regardless of their talent on air. Certainly I noticed that once women got over 40, and certainly by 50, they were slowly being pushed off the screen into more invisible roles: producing, researching, voicing, etc. But age isn’t an issue for men? No, absolutely not. Older men are supposed to look serious and inspire confidence. But older women? They’re past their best! I know from my female colleagues still working in TV that there is still prejudice. It’s just that it is better hidden than it used to be. Students try to remember what Vera said about each thing, then compare their ideas with a partner. Answers the colour / style / pattern of her clothes: Directors would say if they didn’t like them. shoes: Female presenters had to wear heels in the studio, even though viewers couldn’t see their legs or feet. skirts: They had to wear shortish skirts. weight: Vera got a lot of criticism because she wasn’t super-thin like a stick insect, but some of her male colleagues were quite fat and no one said anything. age: TV executives prefer younger women, and once women are over 40 or 50, they are moved to off-screen roles. 60 Unit 2 older women: Are considered to be past their best. older men: Look serious and inspire confidence. 14 Students listen again and check, and also add anything they missed. You could ask extra questions to check their understanding: • • • How long did Vera work in TV? (about 20 years) How did she feel about the story about Karl? (She was shocked.) Why was she criticised? (for her appearance and weight) Extra idea: Students read the transcript at the back of the Student’s Book and find words or phrases that mean the following: agreement and support for people (solidarity) pause or stop for a moment (hesitate) if possible (preferably) stupid or unreasonable (absurd) problem (issue) unfair opinion against a group of people (prejudice) 15 TAKEAWAY LANGUAGE Write the phrase and preferably shortish skirts on the board and ask students what they think the suffix -ish means (It’s a suffix added to adjectives used to describe a vague degree of something). Explain that it’s often used with colours (greenish) and to talk about time (I’ll meet you at eightish). Students look at the items in the box and describe the difference between them. Discuss with the whole class whether students have ever worn these things. Ask why / why not. MA Help weaker students by asking questions like Which is shorter, a short skirt or a shortish skirt? (a short skirt). Extra idea: If you have a mixture of male and female students, have a discussion about the different treatment of male and female TV presenters. Have the male students ever made critical comments about female TV presenters because of their appearance? Have female students ever noticed what male TV presenters are wearing? Speaking 16 Students discuss their opinions and the things that surprised or shocked them. Get feedback and encourage further discussion about prejudice against women. Are women treated fairly now, or is the prejudice just better hidden than it used to be? 17 YOUR STORY Students try to remember a time when they’ve been treated unfairly. Give them time to think about the questions and then share their stories in small groups. Tell them to look at the cartoon and ask a pair of confident students to act it out, exaggerating the emotions. Ask another pair of students to act it out again, but changing the detail that’s noticed (eg Yes, awful. What an ugly pair of earrings!). Everyday English p24 TV talk 1 Students look at the photo and say what the people are doing (watching TV together). They then match the questions and answers in pairs. Check answers by asking various pairs to read out the mini-dialogues. Answers 1f 2e 3d 4b 5a 6c Background note BBC 1 is one of the TV channels in the UK broadcast by the BBC, which is funded by a television licence instead of advertising revenue. Every house with a TV in the UK has to buy a annual licence, which currently costs about £150. Because of this, none of the BBC channels has any commercials. BBC 1 broadcasts mainstream programmes, including popular soaps and series. Other BBC channels are BBC 2, BBC 3, BBC 4, BBC News, CBBC and CBeebies. 2 1.15 Play and pause the recording so students can tick the exchanges they hear. Answer They hear all the exchanges apart from 5a and 6c. Transcript man What’s on? woman 1 Nothing much. Just my quiz show. man Where’s the remote? woman 1 You’re sitting on it! man Oh, so I am. What time does your show start? woman 1 About now, I think. man What channel is it on? woman 1 I think it’s on BBC1. man Thing is, there’s a match on. woman 1 Oh. man Mind if we change channels? woman 1 No, go ahead. We can watch this later on catch-up. Sue and I have got things to talk about, anyway. woman 2 Yes, shall we go and sit over there in the kitchen and … man Would you mind not standing in front of the telly? woman 1 So sorry. *** man Do you think you could keep the noise down? I can’t hear the commentary. woman 2 Oh, sorry. man And can you make me a cup of tea while you’re there? woman 1 Actually, no, Ted. Make it yourself! We’ve decided to go out! Extra idea: Highlight examples of natural features of English in the recording, such as ellipsis and vague language. Write these extracts on the board and explain how words are often left out to avoid redundancy. What’s on TV? (ellipsis) There’s nothing much on TV. (ellipsis) Where’s the remote control? (ellipsis) It starts about now, I think. (vague language) You could also point out that telly is colloquial language for TV and that watch something on catch-up means to watch a programme by accessing it via a computer or digital TV box. 3 Students discuss in groups what they think of Ted. Elicit their ideas in feedback. Unit 2 61 Requests and responses 4 Students complete the requests and compare their ideas with a partner. Play the recording again for them to check their answers. Draw their attention to the Grammar spot and explain that we often shorten questions in informal speech: Mind if ...? is short for Would / Do you mind if ...? Answers 1 Mind if we change channels? 2 Can you make me a cup of tea while you’re there? 3 Do you think you could keep the noise down? 4 Would you mind not standing in front of the telly? 5 Students quickly discuss the questions in pairs. Do a class check to ensure they understand the form and levels of politeness. Answers 1 Mind if we change channels? and Can you make me a cup of tea while you’re there? are more polite. 2 Would you mind not ... is followed by the -ing form. Extra idea: Ask students if they think the woman is being sincere when she replies So sorry in response to the request not to stand in front of the TV (no). Elicit that she does this using a sarcastic tone of voice. Ask pairs of students to read the request and response, varying the tone of the reply and ask the rest of the class if they think the reply sounds sincere or not. 6 Students match the responses with the requests in 4 and then repeat the requests and responses in pairs. Answers 1c 2b 3d 62 Unit 2 4a Extra idea: Practise pronunciation. Elicit where the stress is in each sentence. Play the recording again and ask students to say the requests and responses at the same time, mimicking the stress and intonation patterns used. ‘Mind if we change channels?’ ‘No, go ahead.’ ‘Would you mind not standing in front of the telly?’ ‘So sorry.’ ‘Do you think you could keep the noise down?’ ‘Oh, sorry.’ ‘Can you make me a cup of tea while you’re there?’ ‘Actually, no.’ 1.16 Model the vowel sound and ask 7 P students to repeat it. They then say each word aloud and find the odd one out, before comparing with a partner to see if they agree. Play the recording for them to check their answers. Answer Food /fuːd/ is the odd one out. It has a longer /uː/ vowel sound. 1.17 Students work in pairs and read 8 P the three sentences aloud. They should identify the connected speech by drawing a line underneath sounds that change or link. Write the three sentences on the board and ask students to come and highlight the links (examples of assimilation, vowel reduction and vowel-to-vowel linking). Play the recording for them to check, then do some repetition drilling to help them say the sentences more quickly and naturally. Answers 1 Could you have a look at this? /kʊd juː hæv ə lʊk æt ðɪs/ /ˈkʊʤəhævəˈlʊkətðɪs/ 2 Mind if I open a window? /maɪnd ɪf aɪ ˈəʊpən ə ˈwɪndəʊ/ /ˈmaɪndɪfaɪˈjəʊpənəˈwɪndəʊ/ 3 Would you mind not pushing? /wʊd juː maɪnd nɒt ˈpʊʃɪŋ/ /ˈwʊʤəˈmaɪndnɒtˈpʊʃɪn/ You stood on my foot! /juː stʊd ɒn maɪ fʊt/ /jəˈstʊdɒnməˈfʊt/ 9 ROLE-PLAY Play recording 1.15 again for students to act out the conversation in groups of three. Encourage them to speak naturally and use the features of connected speech, changing any details they want to. MA Weaker students can take the part of Woman 2, who has fewer lines. Asking / telling people not to do things 10 Students complete the sentences with the correct verb form, then compare their answers with a partner. Elicit that the -ing form is used after stop. Answers 1 Please don’t do that. 2 Can / Could you not do that please? 3 Please stop doing that. 4 Can / Could / Would you stop doing that, please? 11 Students discuss the sentences and meanings in pairs and explain their ideas. Answers 1 Request 4 (Would you mind not ...?) asks people not to do things. 2 Possible responses: Oh, I’m sorry, So sorry, I’m really sorry. 12 Students ask their partners to stop doing annoying things. Remind them that it’s best to sound polite when they say it, though! Give an example and encourage them to have fun with the activity (eg ‘Could you not do that, please?’ ‘What?’ ‘Answering all the teacher’s questions correctly. You make everyone else look bad!’). Get feedback and find out the funniest requests and most annoying habits! Vocabulary plus p119 Wordbuilder un- and im1 Remind students of the adjectives they circled when working on Lesson 1 Vocabulary. They then work in pairs to answer the questions. Question 3 is intended to be a fairly open question to encourage discussion, so it may be better as a whole-class activity. Ask students which words are very similar in their own language and which are very different. Answers 1 unpopular, unpleasant, unglamorous, uninteresting 2 imperfect, impersonal* 3 Suggested answers: open – closed; terrible – great; shocking – expected; strong – weak; leading – minor; ordinary – extraordinary; hard – soft / easy; good – bad; cold – warm; dark – light / bright; lonely – crowded; foggy – sunny / clear; grey – colourful; empty – full; abandoned – lived-in * The article on page 18 uses personal in the collocation personal problems, so impersonal isn’t really the opposite of this context. You could elicit the meaning of impersonal from students (= without human warmth; not referring to people by name). Extra idea: You could do this as a ‘tennis’ game: divide the class into two teams, asking each team alternately for the opposite of an adjective. If they get it correct, they get a point and ‘play’ bounces to the other team; if they get it wrong, the other team gets a chance to ‘steal’ the point. 2 Give students a few minutes to do the matching exercise, then compare with a partner. Answers 1f 2c 3h 4b 5e 6g 7d 8a 3.28 Students work in pairs to say the 3 P un- adjectives and decide which syllable is stressed. Remind them that they all follow the same pattern apart from one. Then play the recording for them to check and repeat together. Answer a) unusual e) unlucky b) unkind f) unhappy c) unnecessary g) unfair d) unexpected h) untidy They all have the stress on the syllable that follows the prefix un- apart from unexpected. Unit 2 63 4 Students work in pairs to rewrite the sentences. Then put pairs together to form groups of four to discuss whether they agree or disagree with the statements. MA With a weaker class, go through the sentences together first to identify which unadjective they need to use. Suggested answers 1 Traffic laws are unnecessary. 2 Untidy hair means an untidy mind 3 It’s awful when you get unexpected guests. 4 It’s unfair that some people have everything and others nothing. 5 It’s unlucky when a black cat walks across your path. Extra idea: Ask students to write two more sentences using the other adjectives from 2 (unusual, unkind, unhappy). They could do this in pairs, with student A writing a sentence using word / phrase 1, 4 or 8, and student B rewriting it with the appropriate adjective. Used to v get used to 5 Tell students to read the four sentences, then elicit the answers from the class. Answers a) 1, 3 b) 2, 4 6 FINISH IT Students complete the sentences individually, then walk around the class comparing their ideas. Focus on: Verbs of the senses a Students work in pairs to think of things that the sentences could describe. There are lots of potential answers here, so encourage them to use their imaginations! Suggested answers 1 cat, dog, bull, horse … 2 shoes, boots, jeans … 3 meal, ticket, dress … 4 flowers, roses, biscuits … 5 film, lecture, book … 6 soup, food, drink … 64 Unit 2 b Give students five minutes to write six similar sentences using verbs of the senses (look, feel, seem, smell, sound, taste). They then work in pairs to think of answers to their partner’s clues. Phrasal verbs turn 7 Go through the box to make sure that everyone understands the vocabulary. Encourage students to look up any words they don’t know in their dictionaries or on their smartphones. They then answer the questions in pairs. Ask students which words are very similar in their own language and which are very different. Answers 1 air-conditioning, computer, engine, heating, laptop, light, music, oven, phone, sound, television 2 air-conditioning, heating, light, music, oven, sound, television, volume 3 air-conditioning, heating, light, music, oven, sound, television Extra idea: Write these expressions and meanings on the board and tell students to match them: 1 fly on the wall (page 17) 2 Once upon a time … (page 19*) 3 Come off it! (page 19*) 4 You’d better sit down. (page 21) 5 Here’s the thing. (page 23*) a) b) c) d) e) I’m just about to explain it to you. I don’t believe it. Don’t tell me lies. outside, neutral observer I’m about to tell you a fairy story. I’m about to tell you something serious. The expressions all occur in the unit; those marked * are in the recordings. Answers 1c 2d 3b 4e 5a Units 1&2 Review Aims To review the vocabulary and grammar covered in Units 1 and 2. Students also look at the first Preposition park feature and read about water festivals in Aspects of culture. You first! Ask students if they know the expression be someone’s cup of tea (= be something that someone likes). Tell them to look quickly at the photos, which both come from TV series. Ask them to identify the genre of each programme and have a quick show of hands to find out how many students would prefer to watch each programme. Answer The photos show a Nordic noir drama (on the left) and a period drama (on the right). Tip: Try to teach useful reading strategies. Encourage students to guess meaning from context rather than just looking words up straight away in their dictionaries or on their smartphones. Words often have more than one meaning, and this can lead to mistakes. It’s important for students to read around unknown words for contextual clues. Model and practise the strategy in class and encourage students with questions (eg What do you think it means? How do you know?). 3 Students work with a partner to complete the text using the correct verb tenses. Answers 1 appeared 2 has become 3 have seen 4 has been 5 follows 6 were 7 sank 8 was 9 had 10 were 11 finished 12 hoped 13 (has) won 14 was 15 say 16 think 17 love 18 are Reading and grammar 1 Students look at the photos and write down words they associate with the programmes depicted. They then compare with a partner. Did they have the same ideas, or were they completely different? Ask them to give reasons for their associations. 2 Pre-teach vocabulary like hit (= success), have an impact on (= have a powerful effect on someone or something), superb (= excellent quality) and timeless (= something that has a value that lasts forever). Students read the description and work out which photo it goes with. Have a quick feedback session with the class to ask which words they used to help them guess. MA Encourage more able students to use expressions of comparison, eg whereas, on the other hand, but, to explain why the description refers to one photo and not the other. Answer The description refers to Downton Abbey, featured in the right-hand photo. pp25–26 4 Students work in pairs and give reasons for their choice of verb tenses. Check together in feedback. 5 You could do this activity as a class quiz. Put students in teams and ask them the questions about the text. The first team to give the correct answer wins a point. The team with the most points at the end wins the game. Answers 1 Its themes are universal and timeless. 2 It’s set in a magnificent country house in the north of England during the first part of the 20th century. 3 It’s about the lives of the wealthy Crawley family and their servants. 4 Brazil, China, the Middle East, Russia, Singapore, South Korea, the USA, England (Europe is also mentioned, but it’s a continent, not a country.) Units 1&2 Review 65 also pick out useful words and phrases, eg in my opinion, goodies and baddies, room for doubt, stuff, believe it or not. Extra idea: If Downton Abbey has been on TV in students’ countries, ask them if they’ve ever watched it, and if so, what they thought of it. 6 THINK Students brainstorm ideas in pairs to make two lists. They then work in new pairs to compare their lists to see how similar / different they are. Listening 7 1.18 Play the first opinion and do the first one with students. Then play the rest of the recording for students to listen then compare their answers. Answers 17 23 3? 43 57 63 73 8? Transcript 1 Downton? I can’t stand it. I think it’s unrealistic and sentimental! 2 How can you say that? I’ve been watching it since the beginning. It’s the best thing on telly. 3 In my opinion, it isn’t really drama and it isn’t really history. It isn’t really anything. 4 I absolutely love the music. It’s very emotional. As soon as you hear it, you just have to sit down and watch. 5 It shouldn’t be so black and white. The goodies are very good and the baddies are very bad. Life isn’t like that. There’s no room for doubt. 6 Exactly! It’s very clear. There’s no ambiguity. You don’t have to think too much. 7 I agree. Things should be clear. A lot of stuff these days is confusing and I can’t understand it. I like being told what to think for a change! 8 I’m sorry. I can’t comment. Believe it or not, I’ve never actually seen it! 8 Students work in pairs to remember what each person said using the prompts. The person with the best memory wins. Play the recording again for them to check their answers. MA You may need to play each opinion separately for weaker students to reconstruct the sentences. With a stronger class, you could 66 Units 1&2 Review Answers 1 I can’t stand it. I think it’s unrealistic and sentimental! 2 I’ve been watching it since the beginning. It’s the best thing on telly. 3 It isn’t really drama and it isn’t really history. (It isn’t really anything.) 4 I absolutely love the music. It’s very emotional. As soon as you hear it, you just have to sit down and watch. 5 It shouldn’t be so black and white. The goodies are very good and the baddies are very bad. Life isn’t like that. There’s no room for doubt. 6 It’s very clear. There’s no ambiguity. You don’t have to think too much. 7 Things should be clear. A lot of stuff these days is confusing and I can’t understand it. I like being told what to think for a change! 8 I can’t comment. Believe it or not, I’ve never actually seen it! Tip: Be flexible when correcting students’ work. If they’ve written something grammatically and semantically correct, even if it doesn’t quite match the original, give them credit for it. Extra idea: The recording offers a nice opportunity to review and practise reported speech. Draw a line down the middle of the board to make two columns: direct speech and reported speech. As you do 8, elicit what the people said exactly and write it in the direct speech column. Students then work with a partner and make sentences in the reported speech column. direct speech reported speech I can’t stand it. I think it’s unrealistic and sentimental! She said (that) she couldn’t stand it. She said (that) it was unrealistic and sentimental. I’ve been watching it since the beginning. It’s the best thing on telly. He said (that) he’d been watching it since the beginning. He said (that) it was the best thing on telly. It isn’t really drama and it isn’t really history. It isn’t really anything. She said (that) it wasn’t really drama and it wasn’t really history. It wasn’t really anything. I absolutely love the music. He said (that) he absolutely loved the music. Life isn’t like that. There’s no room for doubt. She said (that) life wasn’t / isn’t* like that and there was no room for doubt. It’s very clear. There’s no ambiguity. You don’t have to think too much. He said (that) it was very clear. He said (that) there was no ambiguity. He said (that) you didn’t have to think too much. I like being told what to think for a change! She said (that) she liked being told what to think for a change! I can’t comment. I’ve never actually seen it! He said (that) he couldn’t comment. He said (that) he’d never actually seen it! * Accept the present tense here, as it’s a general truth. 9 Students discuss the questions, first in pairs, then in whole-class feedback. They should tell the class what their partner said in order to review reported speech. If none of the students has ever seen Downton Abbey, ask them if they can think of a series that they’re familiar with that presents a similar, ‘simplified’ view of life. Preposition park a This is the first Preposition park section; this feature occurs in several of the Review units. Explain that it is intended to focus on the use of prepositions and their common collocations, which is often a difficult area for students of English. Pre-teach any tricky vocabulary, eg depend on (= rely on, need something else to happen first), shrink (= become smaller), practical (= relating to real situations rather than ideals). Do the first one with the class to model the activity, before students complete the text in pairs. Answers 1 of 2 on 3 on 4 Without 5 in 6 in / of 7 by 8 in 9 about 10 of 11 at 12 from 13 on 14 for / at 15 of 16 on 17 about / of 18 around / in 19 to 20 to Extra idea: Students create a special page in their vocabulary notebooks for ‘verb + preposition’ combinations and pick out all the examples from the text: depend on, look at, sell something on, focus on. b Students discuss the questions in pairs first; encourage more ideas and speaking in feedback. EXPLORE ONLINE If you don’t have internet access in the classroom, students can do this for homework, as they’ll need the details for c. c MINI-TALK Give students time to read the questions, think and write ideas and notes before they do the speaking activity. Put them in small groups and tell them to discuss together. MA Split the task and allocate different aspects to different students (eg finding out about Irena Salina, finding out more about Flow, finding out facts about the worldwide water supply). Students then compile their information and collaborate in a class presentation. Aspects of culture a Students read the information and choose their favourite festival. Tell them to give reasons why. Extra idea: Split the class into two and ask each half to read one of the texts. They then present ‘their’ festival to the other half of the class. b Students read the information again and answer questions about it. They could also write three more questions about the texts and test each other. Answers 1 The festivals both involve water. 2 The celebrations are for different reasons in different countries and sometimes religions. They also involve different names, traditions and ways of celebrating. Units 1&2 Review 67 3 The Water Festival celebrates the new year. The Bloco da Lama honours the ancestors of indigenous Indians in Brazil. 4 Traditionally, people poured water on each other to show respect, to get rid of bad spirits and to bring good luck. The Bloco da Lama started when the indigenous Indians covered themselves in the black mud for the health benefits. c Students look up information about a festival in their country and share in small groups. Ask one or two groups to present their festival to the class. MA Form groups that contain a mixture of stronger and weaker students, but ensure the stronger students don’t dominate by giving each student ten counters. Each time they contribute to the discussion, they ‘spend’ one of their counters. Once they have spent them all, they must keep quiet until everyone has spent all their counters. 68 Units 1&2 Review 3 UNIT FOCUS What music does GRAMMAR: could / was able to / managed to; past continuous; past perfect; past conclusions VOCABULARY: musical instruments; body metaphors; where to put things; saying what you like FUNCTION: complimenting someone’s performance Introduction p27 Aims The focus of this lesson is to introduce the topic of music and the effect that it has on people’s lives. Students learn the names of musical instruments and are encouraged to think about a wide variety of musical styles, not just mainstream types. Tip: If students have difficulty guessing where the stress is (they often do), tell them to just hum the word instead. It takes the emphasis off the word and focuses on the sound and rhythm, making the stress much easier to hear. Extra idea: Find out if anyone plays any of the instruments listed. Do any students play instruments that are not listed (eg clarinet, oboe, French horn)? Expand the lexical set to ensure that students can describe their own musical interests. Remind students that the collocation is play an instrument – no preposition is needed. You first! Students discuss in pairs how important music is to them. Write extra questions on the board to increase speaking and learner interaction (eg How often do you listen to music? Where do you listen to it? How do you listen to it? Do you use an mp3 player, CD player, laptop or listen to songs on your smartphone or tablet? Do you like listening to music on the radio? Do you ever go to concerts? Do you prefer live music?). 3 1 Give students time to check they understand all the words in the box. They then take turns acting out the instruments for their partner and guessing the instruments. Answers Yuja Wang: piano, China Courtney Pine: saxophone, England Hilary Hahn: violin, the USA Anoushka Shankar: sitar, England Rodrigo y Gabriela: guitar, Mexico Toumani Diabaté: kora, Mali Extra idea: If there are any instruments in the list that students haven’t heard of, encourage them to research them online. 2 1.19 Play the recording for students to mark the word stress in each word. If necessary, do the first one with them as an example. Get feedback and do some repetition drilling to practise pronunciation. Ask students which words are very similar in their own language and which are very different. Answers bagpipes, bass guitar, cello, double bass, drums, flute, guitar, harp, keyboard, kora, piano, saxophone, sitar, trombone, trumpet, violin GUESS Students work in pairs and guess the answers to the questions. If possible, they can check their answers quickly online using their smartphones or tablets. 4 1.20 Students listen and check their answers. You could also show them short clips on YouTube of each musician. Transcript Yuja Wang plays the piano. She was born in Beijing, China. She started playing the piano when she was six. She’s a really brilliant pianist – but she says she loves fashion too! Courtney Pine plays the saxophone – and many other instruments. He was born in London. His parents are from Jamaica. Unit 3 69 Hilary Hahn is a violinist. She was born in Virginia, USA. She started to play the violin when she was four years old. Rodrigo Sánchez and Gabriela Quintero play guitars. They were both born in Mexico City. They used to play in a rock band, but now they play their own special kind of music. Anoushka Shankar plays the sitar. She is the daughter of the great Indian sitar player Ravi Shankar. He started to give her music lessons when she was seven. She was born in London, England, and lives in London and New Delhi. Toumani Diabaté plays the kora, a popular West African instrument. He is a music superstar from Mali. He plays his kora all over the world. 5 Give students a few seconds to read the questions so they know what to listen for. Play and pause the recording as necessary. Remind them that they don’t need to write every word when they make notes. Answers 1 Yuja Wang is from China. Courtney Pine is from England. Hilary Hahn is from the USA. Rodrigo Sánchez and Gabriela Quintero are from Mexico. Anoushka Shankar is from England. Toumani Diabaté is from Mali. 2 Yuja Wang was born in Beijing. Courtney Pine was born in London. Hilary Hahn was born in Virginia, USA. Rodrigo Sánchez and Gabriela Quintero were born in Mexico City. Anoushka Shankar was born in London. Toumani Diabaté was born in Mali. 3 Courtney Pine’s parents came from Jamaica. Anoushka Shankar is the daughter of the great Indian sitar player Ravi Shankar. 4 Yuja started playing the piano when she was six. Hilary started playing when she was four years old. Rodrigo and Gabriela used to play in a rock band. Anoushka started playing when she was seven years old. Toumani plays his kora all over the world. 70 Unit 3 EXPLORE ONLINE This activity can either be done in class or for homework. Encourage students to look up the musicians online using their smartphones or tablets. Get feedback (eg Which musicians did you like best? Why? What famous musicians are there in your country?). 6 EVERYBODY UP! Students walk around the room and find out more about each other’s musical skills, then report back in feedback This is also a nice opportunity to practise the past simple and present perfect continuous, which were featured in Unit 2 (eg When did you start? How long have you been playing the guitar? Have you been taking lessons?). Lesson 1 Making music differently pp28–29 Aims The focus of this lesson is to practise could / was able to / managed to to describe ability and things we have succeeded in doing. Students also read about two famous musicians, learn body metaphors and share information about their own personal achievements. You first! Students work in pairs or small groups to tell each other about special abilities they have. They should report back in feedback. Background notes • Evelyn Glennie was born on 19 July, 1965, and is a famous Scottish percussionist. She grew up in Aberdeenshire and studied at Ellon Academy and the Royal Academy of Music. Glennie has been deaf since the age of 12. However, although her music teacher believed she would never be able to continue with her music career, she went on to become a successful international performer. She often plays barefoot during her live performances and studio recordings to feel the music better. She has received many awards for her music and work for charity and has been nominated for the Polar Music Prize of 2015. • Jean ‘Django’ Reinhardt was born on 23 January, 1910, in Liberchies, Pont-à- Celles, Belgium. Django (which means ‘I awake’ in Romani) was attracted to music at an early age and quickly learnt to play the violin, banjo and guitar. But at the age of 18, in 1928, he was injured in a fire and received first- and second-degree burns over half his body; two of the fingers of his left hand were also badly burned. Doctors believed that he would never play guitar again, but with rehabilitation and practice, he learnt to play in a completely new way. He is regarded as one of the greatest guitar players of all time and created an entirely new style of jazz guitar technique (sometimes called ‘hot’ jazz guitar). Django died in Fontainebleau at the age of 43. Since his death, many guitar players and musicians (including Jeff Beck and Paul McCartney) have expressed their admiration for Django Reinhardt, or have cited him as a major influence. Reading 1 Students look at the photos and the title of the article and write down five things they expect to read about. They then read the article and check to see if their predictions were right. Students re-read the article and answer the questions. Check answers in feedback. Answers 1 Evelyn Glennie played clarinet, but now she plays drums and percussion. Django Reinhardt played the banjo, the violin and the guitar. 2 They both overcame disabilities. 2 Put students in pairs for the jigsaw reading activity, asking and answering each other’s questions about the musicians. Answers EVELYN 1 She lost her hearing. 2 Her teacher thought it was impossible for Evelyn to become a musician. 3 She realised that she could ‘hear’ music with other parts of her body and went on to get a place at the Royal College of Music in London. DJANGO 1 He was burned in a fire. 2 The doctors said he wouldn’t play music again. 3 He learnt to play the guitar in a different style using only his index and middle fingers and played with jazz violinist Stéphane Grappelli in the Hot Club in Paris, France. Tip: Ask students to read the instructions out loud sometimes. This involves them more in the lesson and keeps them on their toes – they’ll be listening in case you ask them! It also involves different learning styles – some students will understand more quickly this way than if they just listen to you read the instruction. 3 Give students time to make questions about the article. Walk around, help and correct as needed. Then put them in pairs for them to ask and answer each other’s questions. MA Stronger students can be left to write questions individually, whereas weaker students will find it easier to do this in pairs. If they do, ensure they do the second half of the activity (answering the questions) with a new partner. Extra idea: Students find words or phrases in the text that mean: level of sound (pitch) unable to hear (deaf) succeed or do something difficult (manage to) a position (a place) get enough money to pay bills and buy food (earn a living) think or have an opinion about someone or something (consider) EXPLORE ONLINE This activity can either be done in class or for homework. Encourage students to look up the musicians online using their smartphones or tablets and share their information. Unit 3 71 Grammar could / was able to / managed to 4 Students match the sentences and meanings. They can also look back at the article to help them. Ask personalised questions and ask students to think of something they could / couldn’t do, managed to do / didn’t manage to do, were able to do / weren’t able to do. 8 Elicit what a metaphor is; students then guess and complete the sentences with the words in the box in 7. Tell them that often there’s no logical explanation for metaphors of this type; they’re just phrases we say! Answers 1 hand 2 leg 3 finger 4 face 5 fingers 6 shoulder 7 chin 8 arm; leg Answers 1b 2c 3a 5 Students complete the sentence and compare with a partner. After checking answers, elicit why could is wrong (it requires a conditional clause, eg He could finish his essay in time if he didn’t have to go to football practice). Answers was able to, managed to 6 Look at the two examples as a class, then tell students to write sentences about the pictures. They then compare with a partner. MA Stronger students could write two or three sentences for each picture, or even build them into a short story. Extra idea: To practise the grammar in a fun way, show a video clip of someone trying to do something difficult (maybe something like James Bond or Mr Bean in Mr Bean’s Holiday). Students watch the clip and write down as many sentences as they can using could / couldn’t, managed to / didn’t manage to, were able to / weren’t able to. Vocabulary Body metaphors (1) 7 Read out the body parts one at a time (or ask students to read them out) and ask students to point to the photo. You could also tell them to point to the relevant parts of their own bodies. Change the order and say them more quickly to make it challenging and fun. 72 Unit 3 Extra idea: Students write the isolated metaphors in their vocabulary notebooks, eg to lend (someone) a hand, to pull someone’s leg. 9 Ask students if they have similar phrases in their language(s) or whether they are completely different (eg in Germany, they don’t keep their fingers crossed for luck, they press their thumbs!). 10 Students could look up metaphors in a dictionary or search online on their smartphones. Get feedback and vote on the most interesting, funny or strange metaphors. Speaking and writing 11 YOUR STORY Ask students to think about a personal achievement, something they managed to do that they found difficult. Give an example (eg running a marathon, learning a language, etc) and tell them to write notes about it. They then work their notes into a story. Set a time limit and monitor, to offer help and gentle correction. 12 Students work in pairs and tell each other their stories from 11. They should take notes and write a summary of their partner’s story. Students then report back on their partner’s story in class feedback. Extra idea: Students tell each other their stories, then ask their partner comprehension questions about it (Where was I when I did the bungee jump?, Who was I with?, Where did I go afterwards?, etc). Their partner has to listen, try to remember the story and answer the questions correctly. Lesson 2 Music and rubbish 2 pp30–31 Aims The focus of this lesson is to practise the past continuous and the past perfect to describe background actions and sequences of events. Students also read about recycling and music, learn about different containers and role-play an interview about the article. Warm-up 3 Set a short time limit for students to check their predictions so they read quickly for gist and don’t worry too much about unknown vocabulary (they will focus on it in the next activity). What things were interesting or surprising about the story? 4 Write a long world on the board (eg unbelievable). Students work in two teams to make as many words as they can out of the letters. Give an example, then set a short time limit (about two minutes). The winner is the team with the most words. Background note The Recycled Orchestra is a group of young musicians from Cateura, Paraguay. The orchestra is renowned for their instruments, which are crafted from recycled materials gathered from a landfill site that the community is built upon and around. Nicolás ‘Cola’ Gómez, a garbage picker, collaborated with Favio Chávez, a musician doing volunteer work, and together they built instruments for over 100 different students in 2006. Favio’s maxim is ‘Having nothing is not an excuse for doing nothing’. The orchestra has performed concerts all over the world, and have made a film entitled Landfill Harmonic. With the money they have earned from their concerts, the children of the Recycled Orchestra have been able to buy a property near Cateura, where a huge music school and concert hall is being built. There will also be free craft classes for all the residents of Cateura. Reading 1 Split the class into two or three teams and tell students to write down as many musical instruments as they can. Tell them it’s a race. The first team to get 15 instruments wins the game. PREDICT Students look at the photos and the title of the article and guess what the story is about. Brainstorm as a class. THINK Have a student read the question aloud and check that everyone understands what it refers to (Is it a good thing that the kids of Cateura don’t have to play with rubbish any more?). Students then discuss the question in pairs and give their opinions in feedback. Extra idea: Ask students if they know how much instruments cost. What are the cheapest instruments and the most expensive? Students look at the Did you know? spot. Do they think an instrument can ever be worth so much money? 5 Students read the text again and find the words that match the definitions. Check together in feedback. Answers 1 rubbish dump 2 garbage 3 recycle 4 measured 5 rewind 6 conductor 6 Students read all six questions, then choose two to do a mini-presentation to the class about. Encourage them to give as much information as possible. If students feel uncomfortable addressing the whole class, allow them to work in groups and present to their group instead. MA Encourage stronger students to talk about more questions. 7 TAKEAWAY LANGUAGE Explain that a ‘brainwave’ can also be a sudden, inspired idea for solving a problem. Students discuss their own ‘brainwaves’, then report back and vote for the best stories. MA Weaker students can have a quick look at the list in 1 on page 27 before they start. Unit 3 73 EXPLORE ONLINE This can be done as homework or in class. Students look up information online using their smartphones and tablets. You could also direct them to a website where they can see the movie trailer: http://www.landfillharmonicmovie.com. Ask for a few opinions. Tip: Encourage students to notice the grammar of sentences, especially things like pronouns, conjunctions and transition signals like contrast, result and reason clauses. This helps them to see sequences of events and tell their own stories and anecdotes. Grammar Past continuous; past perfect 8 Students complete the sentences in the table and look back at the article if they need help. They then answer the questions below the table in pairs. MA For weaker students, ask extra conceptchecking questions and draw timelines on the board to check understanding. Answers 1 was working 2 was carrying 3 had never seen 4 had made a) had never seen, had made b) was working, was carrying 9 Students work in pairs to put the sentences in order, then listen to the recording to check. 1.21 Extra idea: Write the sentences on slips of paper to appeal to different learning styles and introduce a kinaesthetic focus. Answers and transcript f) Ali was taking the rubbish out k) when he suddenly remembered something. h) The day before he had taken his car to the garage. b) He had left it there, a) and he had forgotten all about it. g) He went back into his flat and put on his coat. e) He called a cab and went to the garage, c) but he couldn’t see his car there. j) The men at the garage were having coffee. d) He asked them about his car. i) They had sent it to the recycling centre because it was so old! 74 Unit 3 10 Students retell the story from 9 in pairs from memory. Alternatively, you could tell students the story but add in false information and things that didn’t happen. Students have to listen and correct you when they hear a mistake. Tip: When asking students to interrupt and point out mistakes, encourage them to do it politely, eg I’m sorry, but I think that’s wrong. Vocabulary Where to put things 11 Do the first one with the class as an example. Students then match the words and containers. Answers garbage dump, landfill site, laundry basket, recycling bin, rubbish dump, trash can, waste paper bin Extra idea: Some of these terms are more common in American English. Students do some research to find out which ones, and what their British English equivalents are. 12 Write the names of the containers on the board and produce a mind map with students’ ideas. Speaking 13 ROLE-PLAY Students choose a role, then read the article again and think of what they’d like to say. 14 Students work in pairs to interview each other in the role they chose in 13. Interviewers should ask questions to cover the four bullet points. Remind students to answer in the first person. Walk around, listen and note down good sentences and any mistakes you hear to highlight afterwards in feedback. MA Go through the four bullet points first and elicit the questions needed (How did the Recycled Orchestra start? What was your role? What has happened to the Recycled Orchestra? Are you happy that you’re getting new instruments?). Extra idea: Students think of an embarrassing story (something that happened to them or to someone they know). Give them time to write a few notes and encourage them to sequence the things that happened using the past simple, past continuous and past perfect simple. They then walk around the room in a class mingle and tell each other their stories. When the laughter has died down, get feedback and vote for the funniest stories. Lesson 3 The busker pp32–33 Aims The focus of this lesson is the use of modal auxiliary verbs to make deductions and conclusions about past events. Students also listen to a story about a classical violinist who became a busker for a day in the Washington subway and offer their opinions about different types of music in the Vocabulary section. You first! Students look at the photo. Elicit what’s happening by asking questions: Where are they? What are they doing? Have you ever done this? Would you like to do it? Speaking 1 Students work in groups to discuss the questions, then compare with another group. Check their ideas and opinions in feedback. Listening 1 2 PREDICT Students guess the answers to the questions. Get a few suggestions from the class, but don’t confirm if they’re correct or not. MA Allow weaker students to make guesses in pairs. 3 Play the recording for students to listen and check if their predictions were correct. Elicit personal responses from the class. Were they surprised by the story? Do they agree about how important context is? 1.22 Answers 1 Joshua Bell, the world-famous classical violinist, earned $32 for playing the violin in a Washington metro station. 2 About an hour Transcript woman You aren’t listening! man Yes, I am. I mean, I was. Anyway – you were talking about a busker? woman Yes, I was, but he wasn’t an ordinary busker. man OK, OK. Start from the beginning. Again. If you must. What was so special about this incident? It’s just a story about a busker, right? woman Well, yes. And no. man I think you’d better explain, ’cause I don’t get it. woman OK. This is the situation. Imagine that you are in the Washington metro station and this guy comes along and he gets out his violin. Then he starts to play. man He starts to play. And? woman He plays classical music. man He plays classical music. So what? That isn’t a story. woman Hold on! He plays classical music for at least an hour. And a lot of people come past. man How many? I mean, more or less. woman I can tell you exactly. It was 1,079 people. man Somebody counted? woman Yes. The Washington Post. man The Washington Post? The newspaper? woman Yes. man Well, at least he must have made a lot of money, right? woman Wrong. He made just over 32 dollars. And only seven people stopped to listen. man That isn’t great, is it? He can’t have been very good. Unit 3 75 Grammar Past conclusions Listening 2 4 Students match the sentences and meanings of the modal verbs. Ask extra concept-checking questions if needed: 6 When are the sentences about? (the past) Are we completely sure about what happened? (no) Why do we use words like ‘can’t have’, ‘could have’, ‘must have’ and ‘might have’? (to guess about the past) Which modal verbs show more certainty? (must have, can’t have) Answers a) 1, 3 b) 2, 4 5 Look at the examples in the box, then brainstorm with the class a list of other possible reasons why Joshua Bell earned so little money when he busked. Students work in pairs and formulate conclusions using the modal verbs. Walk around and correct any grammar mistakes. Suggested answers He can’t have played very well. He can’t have played loudly. The people might / could have been in a hurry. He might / could / must have played very quietly. People might not have liked his music. He can’t have been very good. Tip: When students make mistakes, indicate something is wrong and try to elicit selfcorrection or peer correction rather than just telling them. You could do this by asking questions (When was it? Are you sure?) or echoing the sentence back and pausing at the word they got wrong (He can’t have play?). This gets them more involved in the learning process, helps them analyse things, is more memorable and gives you the opportunity to praise them for their correction. 76 Unit 3 Give students a moment to read the questions so they know what to listen for. Play the recording and pause as necessary. 1.23 Answers 1 Joshua Bell 2 Because of a conversation he had with a journalist about context. 3 Does it matter where you hear something or see something? 4 Where and when you see or hear something Transcript woman Oh, he was good, he was very good. His name is Joshua Bell, one of the best violinists in the whole world. man Joshua Bell! Why was he playing in a metro station, then? woman It was because of a conversation he had with a reporter from The Washington Post. They were talking about context. man Context? What do you mean? woman Well, their question was: Does it matter where you hear something or see something? For example, if the Mona Lisa was on the wall in someone’s bedroom, would people say ‘It’s beautiful’? If you hear hip-hop music in a concert hall, is it exciting? man Oh, I see and if you hear beautiful classical music in the wrong place – like a metro station – is it still beautiful? woman Yes, that’s it, exactly. Joshua Bell said it’s all about context. man Mm, I guess he was right. woman Looks like it. When he plays in a concert hall, people pay him thousands of dollars. But in the metro station, he got exactly 32 dollars. Background note Joshua David Bell is an American violinist and conductor. He was born on 9 December, 1967, in Bloomington, Indiana. He started taking violin lessons at the age of four and by the age of 14, he had played with the Philadelphia Orchestra. Joshua made his Carnegie Hall debut in 1985, at the age of 17, with the St Louis Symphony. He has since performed with many of the world’s major orchestras and conductors and he won a Grammy Award in 1993. He also performed the solo part on John Corigliano’s Oscar-winning soundtrack for the film The Red Violin and was also featured in Ladies in Lavender. Joshua is also well known for the ‘Washington Post experiment’, when he put on a baseball cap and played as an incognito busker in a metro subway station, L’Enfant Plaza, in Washington, DC, on 12 January, 2007. The experiment was videotaped on a hidden camera; of over 1,000 people who passed by, only a handful stopped to listen to him, and only one recognised him. For his performance, Bell collected $32.17 from 27 passers-by (excluding $20 from the passer-by who recognised him). Three days before, he had earned considerably more playing the same repertoire at a concert. The Washington Post posted the video on YouTube and a feature-length documentary, Find Your Way: A Busker’s Documentary, chronicled Bell’s experience at https://www.youtube. com/watch?v=1arAYoKE2VY. 7 VIDEO OPTION Students record themselves telling the story of Joshua Bell busking. When they’ve finished, they can upload the clip to YouTube or just walk around the class and show each other their video clips. Tip: Sometimes retelling a story several times is a very effective way of improving. When we do things for the first time, we often make mistakes, so tell students to watch their videos, pick up any mistakes and make little changes the next time. Vocabulary Saying what you like 8 Students talk in pairs or small groups about the different types of music in the box. Do a quick survey afterwards to find out which is the most popular. MA Pair a weaker student with a stronger student to encourage discussion. 9 Write the word music in the middle of the board and make a vocabulary network or a word fountain with the class. Elicit as many different types of music as you can. Repeat the words with the class to practise pronunciation. Try and find at least one person for every type of music on the board. 10 Draw a scale from 1 to 10 on the board and elicit the extremes from the list to go at either end (ie I’m crazy about at 1, I can’t stand at 10). You could also draw emoticons to indicate ‘like’ or ‘dislike’. Students should arrange the phrases on the scale. There are some in the middle of the scale (eg I don’t really like and I’m not really into) that are very similar in meaning, so as long as students put them in roughly the correct order, accept their answers. Suggested answers 1f 2j 3e 4d 5i 9 b 10 a 6g 7h 8c 11 Students talk in groups about music using the phrases from 10. Encourage them to give reasons for their opinions. Extra idea: Play a game of ‘Juke Box Jury’ with the class. Play different styles of music and have the class vote for their favourites. Speaking 12 Read the four statements together as a class and tell students to look at the example. They then rewrite the sentences in a personalised way. Encourage them to use the phrases from 10 and to add an explanatory sentence for each one, as in the example. 13 Put students in pairs to compare their answers to 12 and tell each other what they like or dislike. They should explain why and ask extra questions. 14 MINI-TALK This could be done for homework or in class. Give students time to find out background information online about their chosen song. Remind them to use the ideas in the box; ideally, they should give their talk using just brief notes. Monitor and choose two or three students to give their talk to the whole class. Unit 3 77 Music link Ask students if any of them know either of these pieces of music. Try to choose the piece that fewest students are familiar with so that as many of them as possible hear it for the first time. If any students play the violin, ask them if they’ve ever played either of these pieces. Encourage students to give their honest opinions of the music. For those who said they didn’t like classical music, has listening to this changed their mind? Everyday English p34 Complimenting someone’s performance 1 Answers 1 A guitar 2 People have given money to a busker. 2 Culture note • Méditation de Thaïs is a piece for solo violin and orchestra written by French composer Jules Massenet (1842–1912) as part of his opera Thaïs in 1894. The eponymous heroine is reflecting on advice given to her by a monk and deciding to leave her life of luxury and pleasure to find salvation. It is in the key of D major and is around five minutes long. • Jean Sibelius (1865–1957) was a Finnish violinist and composer. He wrote his Violin Concerto in 1904, but was unhappy with its first performance and revised it substantially. The new version premiered in October 1905 and is the only concerto that Sibelius wrote. It was originally dedicated to the noted violinist Willy Burmester, but he was unable to attend either of the premieres and was so offended that the performances still went ahead without him that he refused to play the concerto ever again. It is written in the key of D minor and is considered a very challenging solo violin piece. Take a break Try to find a piece of music to play that everyone wants to hear. If they can’t reach consensus, go with the majority, but make a list of other songs to play in the next few classes. Encourage them to choose a wide variety of music styles. Alternatively, give them five minutes to listen to a song of their choice on their mp3 players or phones, providing they have headphones! 78 Unit 3 GUESS Students make guesses about the photo and compare ideas with a partner. 1.24 6 Play the video or recording for students to check if their predictions in 1 were right. Try to avoid pausing at this stage, as students only need to get the gist first time around. Transcript marianne I’m really enjoying your music. Thank you so much for letting me listen to you. charlie My pleasure. I’m glad you’re enjoying it. marianne Absolutely! Your last song was great. You’re great. charlie Oh, really? Do you think so? marianne Yeah. I mean, like, you’re amazing! charlie Well, it’s kind of you to say that, but ... marianne Honestly, you rock. You really rock! charlie I’m grateful for that. Thank you. marianne No, really! I mean you’re just incredible – I mean you’ve made my day. charlie Have I? Wow. marianne Yeah, you deserve a real pat on the back. charlie Right. OK. Well, thank you again. I appreciate that. marianne Yeah. You were good. Really good. High five! charlie High five? OK, well, thank you, that’s enough. marianne Oh, come on. You’re honestly the best musician I … charlie OK. Hold it, Mrs ... uh? Look, thank you for the kind words, but that’s enough. I can’t take any more compliments. marianne Oh, you’re just being modest. OK, it’s just I’ve never heard anyone as … charlie No more compliments, OK? I can’t take it any more. marianne OK, I’m sorry. I tend to get a bit overenthusiastic. But you’re just so good! charlie marianne charlie marianne charlie marianne charlie Yes, well … And I feel very emotional. But that’s because you are … OK, stop! OK. I’ve stopped. I think. Yes, I have Well, that’s good. OK. Sorry, don’t mind me. I’m just going to listen. Thanks again. 3 Students do the activity, then watch or listen again to check their answers. Encourage them to correct the false ones. Answers 1 True 2 False (He doesn’t like too many compliments.) 3 Don’t know 4 Don’t know 5 True Tip: Give students control of the audio / video player from time to time so they can pause and replay the parts they’d like to listen to. This creates learner autonomy and gets them more involved in the lesson. 4 Students write the sentences in the correct column. You could also ask them to come up and write the answers on the board. Answers Compliments: b, g, h, i, j, k, l Responses: a, c, d, e, f 5 Students discuss in pairs which statements are more formal / informal. Answers Expressions b, j and k are more informal (especially b and k, which are very colloquial). 6 Students act the conversation out with a partner. Encourage them to mimic the intonation from the recording. Let them have several attempts at it, to see if they can remember a bit more each time. Ask one or two stronger pairs to perform their version for the class. MA Give weaker students a minute or two to read the transcript of the conversation first. 7 Show the video or play the recording again so students can compare their conversations. Were they similar or really different? 8 1.25 Encourage students to guess what the woman did next. Elicit their ideas, then play the recording so they can see if their predictions were correct. Answer She started calling people to listen to him. Transcript woman How long have you been busking? man A few months. woman And you do it because you love it? man Because I love it? Because it’s fun to stand out in the cold weather? Because it’s great when people walk past and don’t even listen? Because … ? woman So if you don’t like it so much, why do you do it? man ’Cause I’m a student. In college. I have to eat. I have to earn money to eat, you know. woman Oh, but you were great, you were just so good. man Please, don’t start again. woman Hey, I have an idea. I said I have an idea. man Yeah? woman Why don’t I tell everyone how great you are? Start playing again. Come on over, everyone! Come and listen to this amazing young singer. He’s amazing, the best around, he’s … hey, what’s your name, anyway? man Charlie. woman He’s Charlie! Extra idea: Have a class discussion about the situation. Do students think the woman was over-the-top in her compliments? Was the busker being over-sensitive? Who do they identify most with? Unit 3 79 9 ROLE-PLAY Students think of other compliments and do their best to embarrass each other. You could also make it into a game. One student pays compliments; the other student has to respond politely without laughing! 1.26 Play the recording for students to 10 P underline the stressed syllable in each word. To make it more visual, do word-stress drilling and show the pronunciation by tapping out the beat and raising your hand on stressed syllables. Answers emotional, enthusiastic, famous grateful, incredible 11 P Students work out the answers in pairs, then think of two more words for each category. MA Challenge stronger students or early finishers to think of a two-syllable word with the stress on the second syllable (eg invest, career). Answers 1 grateful 2 decisive, enthusiastic 3 emotional, incredible 12 P Students work in pairs or groups of three to work out where the word stress is in each of the words. You could also make word cards and cards with stress patterns. Give each group a set of cards and ask them to match the words to the correct stress pattern. This offers variety, is easy to correct (just by moving the card into another place) and is a visual, auditory and kinaesthetic activity. Encourage students to group the words according to their endings. Answers -ic academic, altruistic, energetic, pathetic, -ve aggressive -ble amiable, disagreeable, horrible, dislikeable, likeable, loveable, reliable -gry angry -cy bankruptcy, efficiency -ty insensitivity, legibility 80 Unit 3 -phy biography, geography, philosophy, photography -gy biology, futurology, psychology -ous jealous 1.27 Play the recording so students 13 P can check their answers. Then elicit the links between the spelling and the stress tendencies. Check together and do some repetition drilling to practise pronunciation. If necessary, elicit or explain the meanings of the words. Answers a) penultimate syllable b) penultimate syllable c) syllable before the -able or -ible ending d) two syllables before the end Tip: Although word stress is often fairly predictable because of the part of speech, number of syllables and type of suffix, try not to tell students they are rules! There are often exceptions, and students might overgeneralise. Instead, it’s best to talk about ‘strong tendencies’ and tell students to approach every new word on its own terms. Extra idea: To review and reinforce the new vocabulary, students choose five of the words and write definitions for them. They then describe their words to a partner, who has to listen to the definition and guess the correct word. Vocabulary plus p120 Household tasks 1 Write do and make as column headings on the board. Divide the class into two teams and ask a student from each team alternately to come to the board. Read out one of the words / phrases from the box and ask the student to write it in the correct column. They win 2 points if they do it without help and 1 point if they need to ask their team’s advice or be corrected by their team. The team with the most points at the end is the winner. Answers do: the dusting, the ironing, the washing up, the laundry, the cleaning, the dishes, the hoovering / vacuuming make: a cup of coffee, a mess, arrangements, breakfast*, a mistake, the bed You may sometimes hear breakfast used with do, as in Let’s do breakfast tomorrow, especially in the USA, but this is generally confined to businesspeople arranging meetings. 2 Quickly elicit the verbs to fill the gaps, then ask three students to read the completed sentences aloud. Answers 1 Put 2 take Answer music 6 Students classify the collocations shown on the board. Answers 1 live music, background music 2 listen to music, compose music, play music, face the music 3 music industry 4 music to my ears 7 Students work in pairs to write their definitions. They then work with another pair, reading out their definitions for the other pair to guess the phrases. MA Stronger students could write definitions for all eight phrases. 3 collect 3 Ask students which words are more common in which variety of English. Answers a) trash, garbage b) rubbish 4 Students work in pairs to discuss how household tasks are shared out in their homes. Do a class survey and ask if students think that domestic chores are distributed fairly or not. Collocations 5 Explain that a concordance is a list produced by a computer that shows every example of a particular word used a body of writing. The featured word is usually printed in a different colour or aligned in the middle of the line (as in this activity). Tell students that they need to look on either side of the gap to find the words that the missing word collocates with. Elicit the collocations for the gaps and write them on the board (ie listen to _____ , compose _____ , live _____ , background _____ , play _____ , _____ industry, _____ to my ears, face the _____). Students identify the word that’s missing from all the collocations. Phrasal verbs make 8 3.29 Give pairs five minutes to match the phrases to the correct gaps in the conversation, then play the recording for them to check. Answers 1c 2a 3d 4b 9 Elicit the phrases with make from 8 and write them on the board – make off with, make it up to, make it out, make do with. Students then work in pairs to write their story, following the instructions. Their final story should include one sentence for each phrase. Unit 3 81 4 UNIT FOCUS Is it art? GRAMMAR: articles, comparison; superlative sentences VOCABULARY: art and pictures; people in the arts; adjectives FUNCTIONS: discussing opinions and making judgements Introduction p35 Answers 1 calligraphy, graffiti, graphic design, installation, printmaking, sculpture, statue, tapestry, video 2 collage, drawing, landscape, painting, photograph, portrait, sketch 3 chalk, charcoal, chisel, paintbrush Aims The focus of this lesson is to introduce the topic of art, especially street art, and to teach students related vocabulary. You first! Show some photos of graffiti; students discuss the questions in pairs or small groups. Check their ideas in feedback and ask additional questions (eg Is it art or just vandalism? Should street art be allowed? Why? / Why not?). 3 Students compare with a partner and think of extra words for each category. Get feedback and add extra ideas to the board. Extra idea: Play a spelling-bee game to review the vocabulary. Ask students to close their books and dictate the words in a random order. Students listen and write the words with the correct spelling. They then compare their answers with a partner and check answers in feedback. 1 Students work in pairs or small groups to talk about the photos and give reasons for their opinions. Get feedback and find out which piece of street art is the most / least popular. Culture notes • The Istanbul photo is of a work by Brazilian street artist Claudio Ethos. He specialises in murals and has painted many large images in his home town of São Paulo. • The Santa Monica photo is by Agata Oleksiak, a Polish artist known professionally as ‘Crocheted Olek’ or just ‘Olek’. Her works include sculptures, installations (such as the crocheted bicycle pictured), inflatables and fibre art. • The London photo is by Banksy (see page 83). 2 82 Write the three categories on the board and ask students to come and write the words from the box in the correct category. Repeat the words together to practise pronunciation. As a follow-up, students say the words and underline the stressed syllables. Ask students which words are very similar in their own language and which are very different. Unit 4 to describe people; adjectives to describe the arts 4 To introduce the topic and set the scene, show a photo of an example of Banksy’s street art and ask extra questions (eg Do you recognise the picture? Who painted it? What does he or she look like? Is Banksy a man or a woman? Would you buy a picture by Banksy?). 1.28 Play the recording for students to listen and answer the questions. Pause as necessary and get feedback. Answers 1 Banksy is a graffiti artist, a political activist and a painter. 2 He is a street artist and he makes films too. 3 He is most famous for his paintings on buildings in cities all over the world – especially in Britain and the United States. 4 Banksy’s picture is the maid sweeping rubbish under a cloth. Transcript One of the most famous artists in the world is someone called Banksy. You’ve never heard of him (or is it her?)? Well, let me explain. Banksy is a graffiti artist, a political activist and a painter. Oh, and he makes films, too. He is most famous for his painting in cities all over the world – especially in Britain and the United States. He wins prizes, too. But is he ‘he’? The thing about Banksy is no one really knows who he is. Some say he is an Englishman called Robin Gunningham, but others think he is a woman. Or perhaps he is really about 14 different artists. Banksy’s identity is one of the greatest mysteries of contemporary art. Many people love Banksy’s work. You can see it on walls and bridges in cities like London and New York – or on buildings in New Orleans after Hurricane Katrina. For example, in one of his London paintings, a maid sweeps rubbish under a cloth. Other people do not like what he does. They think the work of Banksy is just graffiti – like any other angry child or adolescent. It’s vandalism. It destroys buildings. And so Banksy’s street art is often destroyed. Background note ‘Banksy’ is the pseudonym of an English graffiti artist, political activist, film director and painter. His satirical street art and subversive graffiti and social commentary have been featured on streets, walls and bridges of cities throughout the world. Banksy does not sell photographs or reproductions of his street graffiti, but his art has been sold at auction houses such as Sotheby’s for huge sums of money. After Christina Aguilera bought pictures for £25,000, in October 2006, a set of Kate Moss paintings sold in Sotheby’s London for £50,400, setting an auction record for Banksy’s work. The six silk-screen prints, featuring the model painted in the style of Andy Warhol’s Marilyn Monroe pictures, sold for five times their estimated value. His success and influence on other street artists has been called ‘the Banksy effect’. Banksy’s first film, Exit Through the Gift Shop, billed as ‘the world’s first street-art disaster movie’, made its debut at the 2010 Sundance Film Festival. The film was released in the UK on 5 March 2010 and was nominated for the Academy Award for Best Documentary. In 2014, he was awarded Person of the Year at the 2014 Webby Awards. Banksy’s name and identity remain unknown, but there has been speculation that Banksy is a woman, or that Banksy is a team of several artists. 5 VIDEO OPTION Set the video activity for homework. Ask students to bring to class their films of interesting graffiti they found in their town and share with each other. Remind them that they’re not expected to find major works of art, just any examples of graffiti. 6 FINISH IT Write the sentence starters on the board for students to complete in their own words. 7 Students compare their ideas with a partner and give reasons for their opinions. Do they agree or disagree? Lesson 1 Mystery attacks pp36–37 Aims The focus of this lesson is the definite and indefinite article. Students also learn about people in the arts in the Vocabulary section and read about mystery attacks on famous pieces of art. They have the opportunity to discuss controversial examples of modern art, too. Warm-up Do an online image search and print out some pictures of famous pieces of art. Cut the pictures in half, mix them up and give each student half a picture. Students walk around the room and describe their picture to other people. Remind them they’re not allowed to show anyone, just describe the image. They have to listen to the descriptions and find the person they think has the other half of their picture. Unit 4 83 Tip: The warm-up activity on page 83 is a good way of promoting learner interaction and speaking, and also changing pairs. When students find the person who has the other half of their picture, ask them to sit down next to their new partner. This enables you to change seating and manage the classroom in a game and also helps to move problematic partners. Speaking and reading 1 2 EVERYBODY UP! Students walk around the room in a class mingle and find out information about each other. They then report back to the whole class and ask extra questions to promote further discussion. Were there any categories with only one student (or even no students)? Ask for ideas as to why that might be. GUESS Students make predictions about the photo. Have they seen it before? What’s the connection between the sculpture and the writing ‘Move this tin can’? Background note Scallop is a sculpture dedicated to English composer Benjamin Britten, who used to walk along the beach where the sculpture is located. Created from stainless steel by Suffolk-based artist Maggi Hambling, it stands 15 feet (4.6 metres) high, and was unveiled in November 2003. The sculpture is made up of two interlocking scallop shells; each one is broken. People are encouraged to sit on it and watch the sea. The sculpture is controversial in the local area, and some people think it has spoiled the beach. It has also been vandalised with graffiti and paint on 13 separate occasions.. 3 Set a short time limit so students read for gist and don’t worry too much about new vocabulary. They then read and check if their predictions were correct. Answers 1 A sculpture named Scallop by Maggi Hambling 2 On a beach in Aldeburgh, England 84 Unit 4 3 The people of Aldeburgh asked an artist to put it there to commemorate local composer Benjamin Britten. 4 Explain to students that these are the answers to questions that they have to formulate. Do the first one together as an example to illustrate that each one may have several possible questions (eg Where did Britten live? Where is ‘Scallop’?). Students work in pairs to decide which four words / phrases to choose and write questions. When they’ve finished, they work with new partners to ask their questions and see if they get the right answers. You could also do this as a class game. Put each word / phrase on a different card and give each group a set of cards. Students take turns to pick a card and ask the right question to get the answer on the card. MA Stronger students can work alone to write questions and can choose more than four words / phrases. Suggested answers 1 Where was Britten from? / Where did Britten live? / Where is Scallop? 2 Which composer of classical music lived in Aldeburgh? / Who is the sculpture dedicated to? 3 Where is Aldeburgh? / Which country did Britten come from? 4 Has the sculpture been taken away, or is it still there? 5 Who created the sculpture? / Who did the people of Aldeburgh ask to create something in Britten’s memory? 6 What does the graffiti say? 7 Who were the attackers? 8 What is the sculpture called? 9 Did everyone like it? / What was the reaction to the sculpture? Extra ideas: Put students in pairs. Student A is a journalist who wants to know more about the history of the sculpture. Student B is an expert about the history of Scallop. Student A interviews student B about the sculpture. Students find out more about Maggi Hambling and give a short presentation of her life and work. Grammar Articles Answers 1 nothing (rule 4) 2 a (rule 1) 3 nothing (rule 4) 4 nothing (rule 5) 5 the (rule 2) 6 an (rule 1) 7 nothing (rule 5) 8 a (rule 1) 9 an (rule 1) 10 an (rule 1) 11 The (rule 2) 12 the (rule 2) 13 nothing (rule 5) 14 The (rule 2) 5 Students complete the extracts with the correct article. They can look back at the text to help them if necessary. Answers 1 a 2 the 3 Some 4 the 5 nothing; nothing 6 nothing 7 the 8 nothing 6 Students work in pairs, look back at the sentences and work out the grammar rules. Elicit that where a name includes the definite article (eg the United States, the Mona Lisa), we don’t add another one. Answers 1 a 2 the 3 some 4 nothing 5 nothing Extra idea: Focus on pronunciation. Model the weak schwa in indefinite articles /ə/ and the different pronunciation of the definite article if it’s followed by words that begin with a vowel: /ðiː/: the car /ðə kɑː/ the boy /ðə bɔɪ/ the apple /ðiː ˈæpl/ the elephant / ðiː ˈelɪfənt/ • What vowel sound does ‘the’ have when it’s followed by a noun that begins with a consonant? (/ə/) • What sound does ‘the’ have when it’s followed by a noun that begins with a vowel? (/iː/) You could also point out the /j/ sound for vowel-to-vowel linking: the apple /ðiːˈjæpl/ the elephant / ðiːˈjelɪfənt/ 7 Students work in pairs to describe Scallop. Ask extra questions: Do you like the sculpture? How would you feel if it was put on a beach near you? MA Weaker students may need to re-read the article on page 36 to help them; stronger students should attempt it with their books closed. 8 1.29 Students complete the gaps. They can look back at the grammar rules in 6 to help them. Then play the recording so they can check their answers. Check as a class, eliciting which rule applies in each gap. MA Remind weaker students that an is used before nouns beginning with a vowel or silent h. Vocabulary People in the arts 9 To introduce the activity, ask students what we call someone who makes sculptures (a sculptor). They then look at the words in the box and complete the mind map. You may want to tell them that one word (director) can go in more than one category. Encourage them to add extra words if they can. Tell them that the collective term for these things is the arts /ðiˈjɑːts/. Ask students which words are very similar in their own language and which are very different. Answers art: photographer, potter theatre: director, playwright film: cameraman, director literature: poet, writer music: composer, conductor, singer dance: ballerina, choreographer, dancer 10 Ask students to think of a famous person from each category (eg film – Steven Spielberg). Students can play this game in pairs, groups or as a class. MA If weaker students struggle to describe the people they’ve chosen, help them with the necessary vocabulary. Extra idea: Students ask yes / no questions to guess the famous person. Give an example to model the activity: a Is this person in music? b No. a Are they in film? b Yes. a Is it a famous director? b Yes. a Are they old? b Yes. a Is it a man? b Yes. Unit 4 85 a You first! b Elicit the difference between graffiti and pieces of public art (public art is done with official permission). Students discuss statues and pieces of public art in pairs. Where are they located? Who created them? Do you like them? Do a class survey and find out the best-known and most popular pieces of art. Was he an actor a long time ago? Yes. a Is he famous for westerns? b Yes. a Is it Clint Eastwood? b Yes! They get a bonus point for guessing in fewer than ten questions. Speaking Reading 11 Students discuss the works of art in pairs and decide who should win the prize. Tell them to give reasons for their opinions. 1 Background notes • Rachel Whiteread is an English artist, born in 1963. She was the first woman to win the Turner Prize (in 1993). Many of her works are casts of ordinary domestic objects. • Chris Ofili is an English painter, born in 1968. He won the Turner Prize in 1998 and many of his works include elephant dung. The title of this work comes from a song by Bob Marley and the Wailers. EXPLORE ONLINE Students look up information for homework or in class using their smartphones or tablets. Although there may be other similarities that they identify, the obvious one is that both artists won the Turner Prize. Extra idea: Students prepare a short presentation with background information about an artist, their favourite work by that artist and why they like it. Encourage them to include pictures to make their presentations more visually attractive and interesting. They then make their presentations in small groups. Lesson 2 Mystery man pp38–39 Aims The focus of this lesson is comparisons and adjectives to describe people. Students read about the maquettes of the Turner Prize-winning sculptor Antony Gormley and also complete a poem in the Writing section about statues and other works of art. 86 Unit 4 GUESS Tell students they’re going to do a dictionary race. Put them in small groups and give them dictionaries. They have to find the eight words and write down the definitions. The first team to finish wins the game. If they don’t have dictionaries, they can use online dictionaries via their smartphones or tablets. Get feedback, then ask them to guess the connection between the words. Don’t confirm or refute any of their guesses at this stage. 2 Set a short time limit so students read quickly. They should then check if their predictions were right. What things were interesting or surprising? Answer All the words relate to sculptures made by Gormley. Background note The English sculptor Antony Gormley was born on 30 August, 1950. His best-known works include The Angel of the North near Newcastle in the north of England, Another Place on Crosby Beach near Liverpool, and Event Horizon, which is made up of 31 life-size figures located in London, around Madison Square in New York City, and in São Paulo, Brazil. Gormley’s auction record is £3,401,250 for a maquette of The Angel of the North, set at Christie’s, London, in October 2011. He has won the Turner Prize, the Laurence Olivier Award for Outstanding Achievement in Dance (for a set design for a ballet), the Obayashi Prize in 2012, and the 2013 Praemium Imperiale laureate for sculpture. The Angel of the North is a contemporary sculpture, completed in 1998. It is a steel sculpture of an angel, 20 metres (66 feet) tall, with wings measuring 54 metres (177 feet) across. The wings do not stand straight sideways, but are angled 3.5 degrees forward; Gormley did this to create ‘a sense of embrace’. Answers 1 Five from: Crosby, London, New York, São Paulo, Austria, Norway, Newcastle 2 The statue of Christ at Corcovado in Rio de Janeiro, Brazil 3 Another Place is a work situated on the beach at Crosby, near Liverpool, England. The statues disappear under the waves when the tide comes in, then stand free when the tide is out. 4 His assistants wrap him in clingfilm, then wrap cloth and then wet plaster around that. When the plaster is hard, they cut him out of it. The cast is then put back together and covered in lead or fibreglass or iron. 5 ‘I simply use my body as a starting point,’ he says, ‘to see how man and nature interact. It’s as if [the men in his work] are both watching and being watched.’ 3 Students talk about the statues in small groups. Encourage them to use the adjectives in the box. Walk around, listen and note down any other adjectives and good sentences you hear. Highlight nice ideas and good use of English in feedback, and find out whether the class agreed on their descriptions. Tip: Always try to monitor unobtrusively when students do speaking activities. They need to know you’re there, because this keeps them on task, but if you get too close, it can disrupt learner interaction and pairwork, as they tend to forget about their partner and talk to you instead! Be available to help and near enough to monitor, but keep a distance so they work things out together. 6 4 Remind students to figure out the meaning of the vocabulary through contextual inference and clues in the sentences. They then compare ideas with a partner. Ask one student to supply an example sentence for each word. Write them on the board and invite peer commentary. Answers hugely popular, the tide comes in, the tide goes out, they disappear beneath the waves sea phrases: the tide comes in / goes out; they disappear beneath the waves; rising out of the waves; stand free of the water MA Stronger students can do all six words. Answers shabbier: looking older and in worse condition protect: to keep someone or something safe obviously: in a way that is easy to understand or see wrap: to cover or surround something with something else a starting point: a place where something begins critics: people who give their opinion on something, usually in the arts 5 Students find the information. Put them in pairs and encourage them to skim-read quickly. Set a time limit and see if they can beat the clock! TAKEAWAY LANGUAGE Students match the words to make phrases from the article. They then look back at the text to check. Give an example of phrases about the sea (eg rising out of the waves) and ask students to find other examples. EXPLORE ONLINE This can be done as homework or in class. Students search for information online with their smartphones / tablets. Do a quick survey to find the class’s favourite Gormley sculpture. Grammar Comparison 7 SEARCH AND THINK Students work in pairs to find the answers in the article. Ask extra concept-checking questions to check their understanding of the function and form of the grammar: • How many things are the sentences describing? (two) Unit 4 87 What do the words in bold do? (They make a degree of comparison between the two things in each sentence.) • Which words shows a much more noticeable difference? (considerably, a lot) • Which words show smaller differences? (a little bit, nearly) • Which words are followed by a comparative adjective? (considerably, a lot, a little) • Which word is followed by ‘as + adjective + as’? (nearly) To review the comparisons, students walk around the class and find someone who is considerably / a lot taller or shorter than they are. They then find someone who is a little taller or shorter or someone who is nearly as tall as them. • Answers 1 The Angel of the North is considerably shabbier than most public art. 2 The Angel of the North is a little bit smaller than the statue of Christ in Rio de Janeiro. 3 Gormley is a lot more successful than the critics. 4 Gormley isn’t nearly as big as The Angel of the North. 8 Students fill in the gaps with the correct comparatives. Check answers in feedback. Answers a) considerably, a lot b) nearly 9 Students complete the sentences with the words in the box. They should check unknown words in the dictionary and change the sentences if necessary to ensure they’re still true (the focus is on the comparative structures ___ taller than and (not) ____ as tall as, not the works of art). Answers a) The Angel of the North is far / much / significantly taller than Michelangelo’s statue of David. The statue of Christ in Rio is slightly taller than The Angel of the North. b) The Angel of the North is almost as tall as the statue of Christ in Rio. 88 Unit 4 Vocabulary Adjectives to describe people 10 This activity can be done as a game. Put students in pairs. One student says an adjective from the box; their partner has to say the opposite. Give them a five-second time limit for each word to make it more competitive and fun. Suggested answers big – small cheerful – miserable crazy – sensible funny – boring generous – mean happy – sad intelligent – unintelligent / stupid large – little noisy – quiet old – young rich – poor tall – short 11 Students work in pairs to make comparisons about the photo using some of the adjectives and opposites from 10 (although they can use other adjectives if they wish). Get feedback and check their ideas. Tip: Students often get stuck in an ‘intermediate plateau’, where improvement is slower and less noticeable. One feature of this is that they use the same words again and again instead of expanding their range of lexis. Try to encourage them to write down new words and use them regularly. This helps to reinforce recent learning and increases their vocabulary, confidence, momentum and motivation. Writing 12 Students complete the sentences and the poem, then compare their ideas with a partner. MA Weaker students may need help to get the two sentences correct before they try and fit them into the poem. Do them together as a class on the board if necessary. Answers 1 The tide is out 2 The waves race in. 13 Students make their own poems about statues or works of art they like, then share in pairs or small groups. Lesson 3 Mystery art pp40–41 Aims Transcript announcer maria russell The focus of this lesson is superlative sentences to describe things that are different to all others. Students also learn adjectives to describe the arts, listen to the Nat King Cole song Mona Lisa and practise phrases of disagreement to describe paintings and sculptures they’ve seen. maria russell maria russell Warm-up Do an image search and print out a series of random pictures. Ensure you have at least three pictures for every group and place them face down on a table so students can’t see them. Put students in groups of three and ask one student from each group to come and select three pictures from the table. Each group has to think of imaginative connections between the three pictures and tell a story. Get feedback and vote for the most imaginative and funniest stories. maria russell maria russell maria russell Listening 1 1 To introduce the topic, students look at the photo and talk about the questions together. Answers 1 It shows an art gallery. 2 All the pictures are empty frames. 2 3 GUESS Students make predictions about what they’re going to hear and how it’s likely to be connected to the photo. Elicit their ideas and get their reactions to the photo and the lesson title ‘Mystery art’. Students listen and check if their predictions were correct. Play and pause the recording if necessary and go over any unknown vocabulary, eg invisible, ridiculous, apparently. 1.30 Answer A radio show hoax involved an artist who produces ‘invisible art’. maria russell maria russell maria russell maria russell maria russell maria russell maria And now we return to our weekly arts programme, The Arts Today. Welcome back to The Arts Today. What are we going to talk about now, Russell? Well, Maria, there’s a new artist on the scene. Her name is Lana Newstrom. Never heard of her. No, me neither, but she sounds interesting. Why? Well, she does what she calls ‘invisible art’. What do you mean? Well, basically her art is invisible. There’s nothing there. Nothing? Absolutely nothing? Nothing at all. But that’s ridiculous. That’s one of the most ridiculous things I’ve ever heard. Yes, me too. And a lot of people are really angry about it. I’ve read hundreds of tweets. We’re getting thousands of emails. They are some of the angriest emails we have ever received. Here’s one: ‘This is the stupidest idea I have ever come across.’ But if the art is invisible, well, it isn’t art, is it? That’s not what she says, apparently. She says that, sure, we can’t see anything. But she put a lot of time into making her art. She had to think about it. That’s the art. But we can’t physically see it. Now I’ve heard everything! There’s an exhibition of her work. What work? There is no work. She wouldn’t agree with you! Where did you hear about this artist, Russell? On a radio programme. What was it called? This and That. It’s on CBC. CBC? The Canadian Broadcasting Corporation. Oh, that explains it! Unit 4 89 Background note In September 2014, the CBC radio station in Canada discussed the invisible art of Lana Newstrom and claimed that people were paying thousands of dollars for her empty paintings. It created a storm of anger from art studios and critics, but it was in fact a hoax by the radio-show hosts, Pat Kelly and Peter Oldring. Many people fell for it, as the joke was actually quite believable! Martin Creed and Susan Philipsz had both recently won the Turner Prize for empty rooms – Creed’s with the lights going on and off and Philipsz’s with a folk song playing in the background. It was in fact a parody of contemporary art, with the amusing image of people walking around galleries looking at nothing, buying invisible art and proudly showing their friends! Tip: It’s helpful to pre-teach vocabulary before students read texts or listen to audio content, but sometimes it’s also good to wait and react to students’ questions afterwards. Don’t tell them what the words mean straight away, though. Write the sentence on the board so they can see the context, and encourage them to guess the meaning from clues in the sentence. It may take a few seconds longer than just telling them, but it practises helpful strategies that will serve them well in the future. 4 Students listen again and make notes about each point. Pause the recording so they have time to listen and write; they then compare ideas with a partner. Answers 1 The art is invisible, there’s nothing there. 2 She put a lot of time into making her art. She had to think about it. That’s the art. 3 Listeners were very angry about it. 5 90 TAKEAWAY LANGUAGE Elicit the phrases from the class and draw their attention to examples of natural English in the conversation. Quickly go through the questions as a class. Play the recording again and focus on the sentence stress and intonation. Unit 4 Answers There’s a new artist on the scene, We’re getting thousands of emails, I’ve read hundreds of tweets, Now I’ve heard everything 1 Now I’ve heard everything! 2 It just means ‘a lot’. Native speakers often use exaggeration and hyperbole in a funny way to make stories more interesting (eg ‘I was stuck in traffic this morning. There were like a million cars on the road!’ ‘What’s going on outside? There are like a billion firefighters in front of the building!’). Listening 2 6 PREDICT Students work in pairs to guess the answers to the questions. Elicit their predictions. Answers 1 He apologises for the story about the artist Lana Newstrom on yesterday’s programme. 2 CBC were responsible for the hoax. 3 The photo was changed in Photoshop. 7 Play the recording for students to check if their predictions were correct. You could also check if students fell for the joke too (ie Did they believe the photo on page 40 was a genuine exhibition when they first saw it?). 1.31 Transcript russell I want to apologise for our story about the artist Lana Newstrom on yesterday’s programme. I oh dear. This is one of my most embarrassing moments on radio. Ever. One of the silliest stories we have ever broadcast. I’m not really sure I can go on. producer Come on, Russell. You’ve started. You’d better finish. russell My producer is telling me to go on. So, well, this is it. The artist Lana Newstrom doesn’t exist. She isn’t one of the most provocative artists ever. She’s a fake. A hoax. Everything about her is false. She was a joke. I’d better explain. This and That is, apparently, a satirical programme producer russell on CBC. They do jokes and hoaxes and fakes. And me, I’m one of the stupidest people in the world because I fell for it. I believed it. Perhaps that’s the end of my career in broadcasting, perhaps it’s the end of everything I’ve ever … Russell! Get a grip. This is a radio programme, not a visit to the doctor’s. Keep going. Tell them about the photograph. Er, yes. Some people were taken in by the photograph of people in an art gallery looking at nothing. But in actual fact, the picture was Photoshopped. It was from a real art exhibition – they just removed the paintings in Photoshop! Extra idea: Ask students to read the transcript and find words or phrases that mean the following: causing people to think about interesting subjects (provocative) someone who is not who they claim to be (a fake) a plan to trick or deceive someone (a hoax) to believe a joke or trick (to fall for, to be taken in by something) control yourself (get a grip) Grammar Superlative sentences 8 Students complete the sentences with adjectives in the superlative form. They then answer the questions and work out the grammar rules with a partner. You could also ask extra questions to review the superlative form: • • How do we make the superlative form of short adjectives? (adjective + -est) What about long adjectives (two syllables or more)? (most + adjective) Answers 1 silliest 2 most stupid 3 most ridiculous 4 angriest 5 most embarrassing 1 present perfect simple 2 Ever refers to a mixture of both – the past up until the present. Extra idea: Use the original hoax (https:// www.youtube.com/watch?v=4-HZBQrT5Hw) in class as extra listening practice. Create an activity such as a gap fill, some questions or a true/false exercise based on it. 9 In small groups, students give their opinions using superlative adjectives about two of the works of art listed (No Woman, No Cry; House (both page 37); or The Angel of the North (page 38)). Ask extra questions to continue the discussion: What do you think of contemporary art? Should an empty room win the Turner Prize? Did you like the idea of people admiring and buying invisible art? MA Stronger students could also write comparative sentences comparing the two works they chose. Vocabulary Adjectives to describe the arts 10 Students put the adjectives into categories. Explain that there are no definite answers: the whole point of the exercise is not to have perfect answers but to get them talking about the meaning of words. They might say, ‘Shocking is not good. I’d put it in the “It doesn’t make me feel good” category. Boring is definitely in the “It hurts my brain!” category,’ etc. Ask students which words are very similar in their own language and which are very different. 11 Students compare their categories and ideas in pairs and give reasons for their opinions. 12 Read through the ‘Did you know?’ section about the Huichol. Students look at the painting and give their opinions using superlative adjectives from 10. Walk around and note down any good ideas and sentences and also look out for small mistakes. Get feedback afterwards and correct. Tip: We can often guess the mistakes students are likely to make. With the superlative, students sometimes add -est to long adjectives (It’s the stunningest picture I have ever seen) or forget to use the article before most (It’s most beautiful thing). Try to predict typical difficulties and correct in an encouraging way. Unit 4 91 Speaking 13 EVERYBODY UP! When students have chosen their adjectives, they should walk around the room in a class mingle. They compare their adjectives about each of the works of art and give reasons for their reactions. Conduct class feedback to find out which adjective was the most used, and in relation to which work(s) of art. 14 Students have conversations starting with a sentence containing a superlative. Remind them to use some of the adjectives to express their feelings and opinions, as well as describing the thing itself. Invite a few pairs to perform their conversations to the class. MA Weaker students may need a short preparation time to think up things to say about their chosen play / film / etc. 15 ROLE-PLAY Students have to disagree with what their partner says. You could write ways of disagreeing on the board to help them. Repeat the phrases in chorus to practise intonation that shows surprise or amazement: I’m not sure about that! I completely disagree. (I’m afraid) I don’t agree. That’s an interesting idea, but ... Do you really think ...? That’s rubbish! / Nonsense! You can’t be serious! No way! Song link Students listen and complete the sentences, then answer the questions. Encourage them to give their reactions to the song using the superlative adjectives. MA Allow weaker students to pause the recording if necessary to give them time to write. Answers Are you warm, are you real, Mona Lisa? Or just a cold and lonely, lovely work of art? 92 Unit 4 Culture notes • Mona Lisa was originally written for the 1950 film Captain Carey, USA. It won an Academy Award for Best Original Song in the same year and was number one for eight weeks. • Nat King Cole (1919–1965) first made his name as a jazz pianist, but his soft baritone voice ensured his popularity for over three decades. His real name was Nathaniel Adams Coles, but he used the stage name Nat Cole and acquired the nickname ‘King’ whilst performing at a jazz club, presumably because of the similarity to the title of the nursery rhyme Old King Cole. During his career, he recorded many hit songs (including several albums in Spanish) and appeared in many films, sitcoms and TV shows, including his own show on NBC. 16 Students compare the two works of art. The Cézanne paintings on pages 130 and 133 are very similar, so if you’d rather they compared more disparate works of art, you could either ask them to find pictures themselves online or select from pictures you’ve chosen. Tip: Sometimes you have to choose things for students and tell them what to talk about to save time, but try to give them time to choose things they’re interested in. This is more personalised and meaningful and will probably get a better response. Take a break Some students may view this as a bit childish, but encourage them to give it a go. Some may prefer to try and stick close to the colours of the original, but let them use whatever colours they want – the brighter the better! If two or more students have chosen the same image, compare the finished results to see how similar / different they look. Everyday English p42 Discussing opinions and making judgements 1 GUESS Provide helpful language for students. Write It could be, It can’t be, It might be, It may be and It must be on the board. Students discuss the photos in pairs and guess the answers to the questions. Ask extra questions: What city are they in? What clues do you have? (The person is not real, so it could be Madame Tussauds in London. The target icon on the plane’s wings is from the Royal Air Force. It’s a Spitfire fighter plane, so it must be in England.) woman man woman man woman man woman man woman man Background notes The left-hand photo shows a waxwork of country and pop music star Taylor Swift at Madame Tussauds in New York in 2014 (it has since been updated). The right-hand photo shows a Spitfire fighter plane at the Imperial War Museum in London. Tip: Take opportunities to review and practise recently learnt language such as modal auxiliary verbs to make predictions. 2 Play and pause the recording as necessary and check answers in feedback. 1.32 Answer The people are in Madame Tussauds waxwork museum. Transcript man What do you think of this? woman I rather like it. It’s quite a good pose. man Do you really think so? woman Why, don’t you? man No, I don’t. I think it’s absolutely ridiculous! woman That’s a bit extreme. man Come on! Look at it. woman What’s wrong with it? man Well, in the first place, it doesn’t look like her at all. woman Don’t you think so? man No. And look what she’s wearing, for goodness sake. It’s totally hideous. woman man woman man Well, I beg to differ. She looks incredibly lifelike to me. Lifelike? Yes. I think she’s rather lovely. As if she was living and breathing right in front of us. You can’t be serious. Would you have her in your front room? I might, yes. I can see we don’t have the same tastes. And that’s a surprise? We never agree about stuff. True. So let’s agree to disagree, shall we? If we have to. But you are completely wrong, of course. Honestly! Sometimes I wonder why I bother with you at all. Because you like it. Who else do you have to argue with? OK. Point taken. Shall we go and get some lunch? Only if we go where I want to go. That’s absurd! 3 Play and pause the recording as necessary to give students time to listen and write their answers. Check answers in feedback. Answers 1 The woman 4 The woman 2 The man 3 The man 5 The woman 4 Students look closely at the photo again and discuss who it is and which people they would like to see if they went to Madame Tussauds. Ask extra questions to promote more conversation (eg Have you ever been to Madame Tussauds? Did you like it? Why? / Why not? Would you like to go in the future?). Answer The two people are looking at a waxwork of a female celebrity, but they don’t say who. It could be Taylor Swift (in the photo at the top of the page). 5 Students work in pairs to arrange the conversation in order. Play the recording again for them to check. This activity could also be done with cut-up slips of paper to appeal to different learning styles and include a visual, auditory and kinaesthetic focus. Unit 4 93 MA Weaker students may need to hear the conversation again before they order it. Answers 1dW 2bM 3eM 4jW 5aM 6 f M 7 c W 8 i W 9 m M 10 k M 11 g M 12 l W 13 h M 6 Students complete the chart. They can work in pairs if they like. Check answers in feedback and elicit other ideas. Note that it could be argued that some of the answers (eg item l) should be in the other category. Be flexible if students can demonstrate sound reasoning for their decisions. Answers giving opinions: d, e, f, i, k reacting to opinions: a, b, c, g, h, j, l, m Extra idea: Books closed. Write a correct and an incorrect example of an adverb + extreme adjective collocation on the board (eg It’s absolutely nice! – It’s absolutely amazing!). Tell students to work with a partner and to write as many extreme adjectives as they can. Get feedback and write the words in a word fountain on the board. 7 Students decide with a partner which collocations are strong / not as strong and mark them in the left-hand column. Ask students which adverbs are used with extreme adjectives and which aren’t. They read the Grammar spot to check. Answers a) + b) – h) – i) – c) + d) – e) + f) + g) + 1.33 Explain the activity carefully and 8 P give an example. There are no words – the phrases are represented by nonsense syllables – so students should listen to the beat and intonation instead to work out which phrase is being ‘sounded’. Play the first one with the class and show how it links to the example in the exercise. Play the remainder of the recording for students to order the sentences in the right-hand column. They then compare their answers with a partner. 94 Unit 4 Answers 1a 2c 3b 8g 9f 4i 5d 6h 7e 9 P Students use their own nonsense syllables to say the same phrases. They should focus on the number of syllables and word stress. They’ll probably go slowly at first, but encourage them to go more quickly after they get used to it! MA Weaker students may get the hang of the technique more easily if they say the words first, then ‘translate’ the phrase into nonsense syllables. 10 ROLE-PLAY Students choose a picture and do the role-play, using some of the phrases and collocations they’ve learnt. They can refer to transcript 1.32 if they need a model. Walk around, monitor unobtrusively and help if needed. Extra ideas: Make sets of 15 extreme adjective cards featuring the following words: ancient, astounding, boiling, exhausted, fantastic, filthy, freezing, furious, gorgeous, hideous, hilarious, huge, spotless, starving, tiny. Put students in groups of three or four. Give each group a set of cards and tell them to spread them across the desk in a random way. Give them a few seconds to quickly look at the cards. Tell the students you’re going to play a word-grab game. Dictate the corresponding normal adjectives to them (ie old, surprising, hot, tired, good, dirty, cold, angry, pretty, ugly, funny, big, clean, hungry, small). As soon as they hear the normal adjective, they have to grab the matching extreme adjective. Tell them not to be polite! The student with the most adjectives at the end wins the game. Students say sentences using ‘adverb + extreme adjective’ collocations (eg ‘I went for a 10-kilometre run yesterday and I was completely exhausted afterwards.’ ‘Have you seen Bob’s dog? It’s absolutely hideous!’). Vocabulary plus p121 students to read it aloud, checking that they’ve used the correct form of the missing word in each gap. Photography 1 Students write a sentence containing each word to show that they understand them in a photographic context. Answers One of the great unsolved mysteries in Britain is that of Lord Lucan. Lucan disappeared on the night that someone attacked his wife and killed the nanny. The identity of the attacker has remained a mystery, but many people believe it was Lucan. The mystery deepened when Lucan’s car was found near the sea. Many people and book writers have tried to solve the mystery, but his whereabouts remain a mystery to this day. ‘To me,’ says the writer Deborah Klein, ‘it’s a complete mystery.’ One of life’s little mysteries is why so many authors have remained interested in the story. MA Weaker students could do this in pairs. 2 Students complete the information, then compare with a partner. Answers 1 exposure 2 focus 3 swiping / tapping 4 tapping / swiping 5 composition 6 edge 7 angle Where things are 3 Students work in pairs to come up with as many combinations as they can in five minutes. Answers at the back of the picture / photo, in the background, behind the, at the bottom of the picture, in the bottom left-hand / right-hand corner (of the picture / photo), in the centre (of the picture / photo), in the foreground, in the front of the picture / photo, in front of the, to the left / right of, in the left-hand / right-hand corner of the picture / photo, at the top (of the picture / photo) 4 Students work in pairs to describe a photo for their partner to draw. If drawing makes some students nervous, explain that it just has to be a quick sketch – there are no prizes for art! If students don’t have any suitable photos on their phones, let them find one online or in a book. As long as they don’t show the image to their partner, that’s fine. Students compare their drawings / sketches to the original photo. Are they similar? Collocations 5 Students scan the story first to identify the root word that’s missing. They should focus on the words in italics to pick out the collocations. They then complete the story with a partner. Go through it together, asking different Tip: It’s tempting to always partner students with the person sitting next to them when it comes to pairwork activities, as it’s quick and easy. However, this can be detrimental in the long run, as a weak– strong pairing can result in the stronger student doing all the work and the weaker student just going along for the ride. Students can also get used to their partner’s way of doing and saying things. So it’s worth taking the time to mix up the pairs from time to time. Art metaphors 6 3.30 Students look at the verbs in the box and elicit the difference between them (draw = reproduce an image using a pencil or pen; paint = reproduce an image using paints; picture = imagine; sketch = do a rough drawing). They complete the conversation, then listen to the recording to check. Answers 1 draw 2 paint 3 picture 4 sketch 5 Picture 6 draws 7 painted 8 draw 9 sketch Unit 4 95 7 Write the expressions in italics from 6 on the board for students to match to the definitions. Answers 1 isn’t as black as he is painted 2 draws level (with) 3 draw your attention to 4 sketch in a few more details 5 paint the town red 6 picture him, Picture the scene 7 draw up 8 sketch out Extra idea: Write the phrases from 7 on separate strips of paper. Have a conversation about art (painting, photography, ballet, drama, etc). Say what you like and what you don’t like. Every 30 seconds, give someone a strip of paper. They have to use the phrase in the conversation immediately! 96 Unit 4 Units 3&4 Review Aims To review the vocabulary and grammar covered in Units 3 and 4. Students also read about unusual musical instruments in Aspects of culture. Warm-up Ask students if they’ve ever had their luggage go missing or be damaged on a flight. If so, how did they feel? Was the airline helpful? Reading and speaking 1 To introduce the story, students look at the photo and title of the article and guess what happened. Alternatively, write the words airline, luggage, guitar and YouTube on the board and ask students for predictions about the story. They then read the article and check if their predictions were correct. They can also look at the glossary for difficult words. Answers United Airlines broke a musician’s guitar while they were unloading it from the plane. 2 Students complete the sentences. MA Stronger students should try to remember the words, but let weaker ones look back at the article. Answers 1 check in 2 on the tarmac 3 baggage handlers 4 passengers 3 Students form groups of three or four to guess what happened next. Get feedback, but don’t confirm or refute their guesses at this stage. Answer Dave wrote a song about how the airline broke his guitar. It went viral on YouTube and United Airlines finally said sorry and changed their baggage-handling policy. pp43–44 4 Students read the rest of the article and check if their predictions were correct. Extra idea: Find the song online (https://www.youtube.com/ watch?v=5YGc4zOqozo) and make a gapfill exercise of the lyrics. Background notes United Breaks Guitars is a protest song by Canadian musician Dave Carroll and his band, Sons of Maxwell. It chronicles a real-life experience of how his guitar was broken during a trip on United Airlines in 2008, and the subsequent reaction from the airline. The song became an immediate YouTube and iTunes hit in July 2009 and was a public-relations disaster for the airline. His guitar was broken after baggage handlers threw the band’s equipment from the plane at Chicago O’Hare International Airport. Carroll made a complaint to United Airlines, but they told him he was ineligible for compensation because he had not made the claim within the 24-hour timeframe. Carroll posted his video on YouTube on 6 July, 2009. It had 150,000 views within one day, and by 9 July, it had had over half a million hits. By mid-August, it had 5 million hits and 10 million by February 2011. To date, the video has been seen 14 million times. Although United Airlines eventually apologised and offered Carroll $3,000 in compensation, the damage was already done. Within four days of the video being posted online, United Airlines’ stock price fell 10%, costing the company about $180 million. In May 2012, Carroll published a book, United Breaks Guitars: The Power of One Voice in the Age of Social Media, and now travels the world as a speaker on Customer Service. Ironically, on one of his trips abroad, United Airlines lost his luggage! Units 3&4 Review 97 Grammar songs (no article: plural, first time mentioned) talks (no article: plural, first time mentioned) a / the video (indefinite and definite articles: singular countable noun mentioned more than one time) 5 Do the first one together with the class as an example; students then complete the remaining gaps individually. Put students in pairs to compare their answers. Encourage them to give reasons for their choice of verb tense (eg It’s past simple because ...). You could also draw students’ attention to the separable phrasal verb check in. Ask them to say where else in the sentence the particle in could go (They checked in their instruments.). Ask if the word order is still flexible if their instruments is replaced by a pronoun (No – the only possible word order is ‘They checked them in’.). Extra idea: Copy the Background notes on page 97 for extra reading practice. Ask students to read the text and write down what the following numbers and dates refer to: 2008 (The year United Airlines broke Dave’s guitar) 2009 (The year his song became a YouTube hit) 24 (The number of hours he had to make a claim for the damage) 150,000 (The number of hits the video received within the first day) 14,000,000 (The number of times video has been seen so far) 3,000 (The amount in dollars offered in compensation by United Airlines) 10 (The percentage that United’s stock price fell by) 180,000,000 (The amount in dollars that United lost off its share price) 1 (Appears in Dave’s book title: United Breaks Guitars: The Power of One Voice in the Age of Social Media) 2012 (The year his book was published) Answers 1 flew 2 checked 3 were sitting 4 were throwing 5 had smashed 6 had seen 6 Draw attention to the two example sentences. Ask students what must have and can’t have are ((present perfect) modal verbs). Check they understand the function of the sentences (to make guesses and deductions about past events). Students write sentences about the questions using can’t / might / must have. Ask them to report back and correct if needed. 7 Students find the nouns in the article and explain why the articles are used or not. Answers a book (indefinite article: singular, first time mentioned) a claim (indefinite article: singular, first time mentioned) guitars (no article: an unspecified plural amount) money (no article: uncountable noun, first time mentioned) music (no article: uncountable noun, first time mentioned) the phone (definite article: countable, singular noun) phone calls (no article: an unspecified plural amount) a / the song (indefinite and definite articles: singular noun mentioned more than once) 98 Units 3&4 Review Speaking EXPLORE ONLINE This can be done as homework or in class. All three songs are by Sons of Maxwell and can be found by searching for United Breaks Guitars Song 1/2/3 on YouTube. Students watch the music videos on their smartphones or tablets and discuss which song and video they like best. 8 Close books. Students summarise the story in their own words. They then read the article and check if they remembered the details correctly. Extra idea: Write these four quotations about customer service on the board: ‘The customer is always right.’ (Marshall Field, Founder of Macy’s) ‘In the world of internet customer service, it’s important to remember your competitor is only one mouse click away.’ (Doug Warner, American banker, JP Morgan) ‘Your most unhappy customers are your greatest source of learning.’ (Bill Gates, founder of Microsoft) ‘A customer is the most important visitor. He is not dependent on us; we are dependent on him.’ (Mahatma Gandhi, ex-president of India) Ask students which quotation they like best. Aspects of culture a Students read the information and use the descriptions to match the paragraphs to the photos. Set a short time limit so students read for gist. They should underline words they don’t know and guess meaning from contextual clues. Answers 1 mizwad 2 didgeridoo 3 (pan) pipes / zampoña (no photo) 4 dhol 5 oud b Give students time to think and write notes down about each of the questions. Monitor and help with language as needed. Extra idea: Ask students if they’ve ever heard – or even played – one of these instruments. Have them find examples online and do a survey to find out which instrument the class likes best. c Students share information in small groups. Walk around, monitor and write down good sentences and any small mistakes you hear. Highlight these when students report back in feedback. If there are groups of students from different countries in your class, they could each give a short presentation on traditional music from their country to the rest of the class. Units 3&4 Review 99 5 Chill out! UNIT FOCUS GRAMMAR: first conditional; if / unless VOCABULARY: -ed / -ing adjectives; words connected FUNCTIONS: giving advice and making suggestions Introduction p45 less) on the board, then split the class into two teams. Dictate a mixture of countable and uncountable nouns (eg flights, time, money, seats, ideas, water, food, places, beaches, people, etc) and ask members of each team to come and write them in the correct column (alternate between the teams). They get one point for spelling the word correctly and one point for writing it in the correct column. You can decide whether to allow the other members of the team to help the student at the board or not. If the students are good at the activity, include a few more difficult nouns that they typically confuse at intermediate level, such as advice, homework, information, fruit, entertainment. Aim The focus of this lesson is to introduce the topic of stress and ways of coping with it, mainly via a quiz. You first! Students look at the photos and describe how the people are feeling. Ask students why the man is sleeping on the office floor. They then work in pairs and discuss what things make them stressed and why. You could also do a quick survey of the top five things that stress students out. 1 Students discuss the questions with personalised examples. They can do this in small groups or as a class mingle. Encourage them to ask extra questions to get more information. 2 Quickly check students know the words strategies (= plans to deal with different situations successfully) and tend to (= be likely to behave in a certain way). They ask each other the questions in pairs, then report back in feedback. Do a quick grammar review and ask questions: What tense is used in the questions? (present simple) • Which questions / answers contain adverbs of frequency? (2, 4, 6, 9 and 12) Students check their answers in the key, do the exercises on page 136 linked to the language in the quiz and discuss the questions in small groups. • Answers 2 1 least 2 say 3 go 4 go 1c 2e 3d 4b 5a 100 Unit 5 Tip: Good speaking opportunities are often missed, so always try to ask students to do questionnaires, quizzes and surveys in pairs rather than silently filling in their own information or opinions. This encourages extra speaking and learner interaction. It also reinforces question forms and creates a natural information gap where students can find out more about each other. 3 FINISH IT Check students understand all the words and expressions – ask them to mime them to you or to each other! Write the sentence starter on the board – students come up with a different example from the one in the book, then complete the sentence in three different ways with personal information. Remind them that they don’t have to use the words / phrases in the box if they don’t want to. 4 EVERYBODY UP! Students walk around and ask each other about the things that stress them out. Remind them that they don’t have to find the same person for all three sentences. 5 have Extra idea: Elicit or explain the difference between fewer with countable nouns and less with uncountable ones (fewer glasses / less money). Write two columns (fewer and with the body; words connected with work Lesson 1 How did you react? Aims Answer In order from best to least, this animal likes: honey, fruit, fish, small animals, insects. It’s a bear. The focus of this lesson is an analysis of students’ reactions to stressful situations and using the first conditional to describe probable or likely events in the future. It also highlights the difference between -ed and -ing adjectives, and students learn words connected with the body in the Vocabulary section. Extra idea: Students produce a similar test about another animal and food or drink. They quickly look up information on their smartphones, then do the test with a partner. pp46–47 Warm-up Put students in groups of four. One of the group is the ‘victim’. They move their chairs so that one student puts a chair to victim’s right and another puts a chair to their left. The third student sits in front of the victim. The student on the right asks the victim questions about opinions (eg Do you like sushi? Why not? What’s your favourite holiday destination? Why?). The student on the left asks logical questions (eg What’s 7 + 9? How do you spell ‘difficult’?). The student in front makes gestures and movements. Students ask their questions at the same time and quickly to make it as stressful as possible for the victim! The victim has to answer the questions and copy the gestures of the person in front of them. After one minute, they stop and move clockwise into the next seat until everyone has been the victim. Get feedback. How did they feel under so much pressure with so many questions coming at them and so many gestures to do at the same time? Which questions were easier to answer? Why? 1 THINK Explain to students that this test is designed to put them under a lot of pressure for a few moments so they become more aware of what happens physically when they’re under stress. The very short time of 20 seconds is impossible for most people! Of course, it’s an artificial situation, but they’ll still experience some stress signs. And you can increase their stress – and distract their thinking – by saying things like Come on!, Hurry up!, Be quick!, Only five seconds left!. After 20 seconds, stop the activity and ask everyone to stand up and do a quick gorilla thump (or something else physical) to get rid of any tension in their body. 2 Students tick the boxes that were true for them and give their reactions to the test. Look at any new expressions and elicit the meanings of give up, go blank and freeze in context. 3 Elicit which reactions were positive and negative. Check answers in feedback. Answers All of the sentences are negative (N) except I got excited and It was challenging. Vocabulary 1 -ed / -ing adjectives 4 Students complete the table and check with a partner. Elicit which adjective is different. Ask students which words are very similar in their own language and which are very different. Answers challenge challenged challenging confuse confused confusing excite excited exciting frustrate frustrated frustrating interest interested interesting relax relaxed relaxing stress stressed stressful We don’t use an -ing suffix for stress. We say stressful. Extra idea: Ask students which adjectives from the table can be preceded by get. Answer: confused, confusing, excited, exciting, frustrated, frustrating, interested, interesting, stressed, stressful Unit 5 101 5 John did a 10km run, so it’s not surprised / surprising that he’s tired. The lesson was really confused / confusing. No one understood a thing. I’m sorry I’m late, but there’s no need to be so annoyed / annoying with me. Jane teaches young children. It’s an exhausted / exhausting job. You could also use nine of the sentences above (or make new ones of your own) to play a game. Draw a noughts-andcrosses grid on the board and write one of the sentences in each space with a gap where the adjective goes. Invite two students to come to the board. The first student chooses a space and completes the sentence with an appropriate -ed or -ing adjective (more than one adjective may be possible). If they’re right, they put a cross in their space. If they’re wrong, the second student can correct it and put a circle in the space. The first one to get a straight line across the board (horizontally, vertically or diagonally) wins. This can either be done at the board or by giving the students a worksheet with extra games and examples. It’s fun and different and it reviews verb patterns in a learner- centred way. To extend the activity, ask students to make their own boards and examples. This gets them more involved and minimises your preparation. Play the recording for students to check their answers. 2.2 Answers See answers for 4. 6 Elicit example sentences from students to provide more context (eg The James Bond film was very exciting. I felt really excited when I heard you were coming.). Compare them and elicit the grammar rules from students. Check understanding by asking students how the words ‘The Stress Test’ made them feel when they saw them at the top of the page! Answers a) -ed adjectives describe how someone feels. b) -ing adjectives describe the people or things that cause those feelings. 7 Students complete the text with the adjectives in 4. Check answers together, then allow students to stretch, jump or run for a minute! Answers 1 stressful 4 stressed 2 excited 3 interested 5 frustrated 6 relaxed Extra ideas: Write these sentences on the board and ask students to choose the correct adjective: I was disappointed / disappointing with the movie; I expected it to be better. Are you interested / interesting in football? The game was quite excited / exciting. It’s embarrassed / embarrassing when you have to ask people for money. I was really amazed / amazing when I got the job. She has made astonished / astonishing progress in her English. I didn’t find the situation very funny. I wasn’t amused / amusing. I really liked the book, it was really interested / interesting. Bungee jumping was a terrified / terrifying experience. I was shocked /shocking when I heard the news. The lesson was so bored / boring. 102 Unit 5 MA Write the -ed / -ing adjectives in a word bank on the board. This enables weaker students to look at the board and choose adjectives to complete the sentences. 8 YOUR STORY Students work in pairs to ask and answer each other’s questions. Walk around and note down any good sentences or small mistakes you hear. Get feedback, highlight good use of English and correct as needed. Ask a few students to retell their partner’s story to the rest of the class. Tip: Play gentle background music to create a relaxed atmosphere (instrumental music usually works best). It breaks the silence and students will generally talk more if they think no one is listening to them. It encourages them to speak more loudly and clearly, too. Vocabulary 2 Words connected with the body 9 Students complete the text and check their answers. Explain the expression get butterflies in your stomach and elicit examples of when students have had that feeling. Ask if they have similar idioms in their language(s). Answers 1 neck 2 shoulders 3 heart 4 mouth 5 throat 6 stomach 7 eyes 8 ears 9 mind Mind is different, because it isn’t a physical part of the body. 10 Students explain how they felt. Ask them extra questions: Do you always feel that way when you take tests? Why? What things do you do to calm down? Listening 11 Students put the words into the two categories. Explain that it isn’t the words themselves that are stressful or not, it’s the things they’re associated with. Then students compare with a partner to see if they agree. Be flexible when checking answers, as some people find phones stressful but others like to talk to their friends and find it relaxing, for example. However, few students are likely to consider a heart attack as ‘not stressful’! Suggested answers stressful: city, work, heart attack, insomnia, phone, pressure, tired, traffic jam not stressful: country, exercise, fresh air, gardening, sleep, therapist, walk 12 PREDICT Students make predictions about the cartoon in pairs. Encourage them to use modal verbs (eg He could be ... , He might be ... , He must be ...). Play the recording so they can listen and check their answers. 2.3 Answer The man is seeing a therapist because he finds work and commuting stressful and is constantly answering his phone. The therapist is advising him to do something relaxing, such as move to the country, do some gardening and go for walks, so that he doesn’t have a heart attack. Transcript therapist What seems to be the problem, Mr Beaver? steve I’m so tired. I work and work and work all day, and I can’t sleep at night. Every day, I’m in my office from eight in the morning until eight at night and the phones never stop ringing. And I always get stuck in a traffic jam on my way home. It takes two hours, and my phone never stops ringing. What can I do? I’m so stressed! Soooo stressed! therapist Well, Mr Beaver, I’m afraid that … steve Oh no! Excuse me. Hello? Yes? Yes? Yes, do it now. If you do it now, it’ll arrive tomorrow! If you do it now, it won’t arrive late. OK? Right. Goodbye. I’m sorry about that. Please, go on. therapist Well, Mr Beaver, I’m afraid that … steve Oh no! Excuse me. Hello? Yes? Yes? Yes, do it now. If you don’t do it now, it won’t arrive tomorrow! If you don’t do it now, it’ll arrive late. OK? Right. Goodbye. I’m sorry about that. Please, go on. therapist Please switch off your phone, Mr Beaver. If you keep answering your phone, we won’t make any progress. steve Yes, of course. I’m so sorry. therapist Well, Mr Beaver, I’m afraid that if you go on like this, you’ll have serious health problems. In fact, you’ll probably have a heart attack! steve If I go on like this, I’ll have a heart attack? Really? therapist Yes, really. How old are you? steve I’m 45. therapist Well, if you don’t slow down, you won’t get to 60! In fact, if you don’t slow down, you probably won’t get to 50! steve Oh my goodness! And if I learn to relax a bit? Unit 5 103 therapist steve therapist If you learn to relax a bit? You’ll feel much better if you learn to relax a bit! Really? Really. Why don’t you buy a little place in the country, do some gardening, go for walks and breathe in the pure country air? Then I’m sure ... Tip: Before students listen to a recording, ask questions about the content and elicit predictions. You don’t have to acknowledge correct answers; try to get peer verification instead and throw the answers back to the class (eg What do you think? Do you agree? Why?). Extra idea: Ask extra questions and draw a timeline and scale on the board to check students’ understanding of the function and form of the first conditional. 1 2 If you relax a bit, you’ll feel much better. relax feel better past ___________________________ future X X now possible, quite likely _____________ unlikely X • • • 13 Students answer the questions in pairs. Play the recording again so they can check their answers. MA Weaker students may need to listen to the recording again before answering the questions. Answers 1 He works in the office all day. 2 The phones never stop ringing. 3 He always gets stuck in a traffic jam. 4 He can’t sleep. 5 He is interrupted by phone calls. 6 The therapist tells him to move to the country, do some gardening, go for walks and breathe in the pure country air. Grammar First conditional 14 Students complete the sentences. Encourage them to look at the transcript to check their answers. They then discuss the questions in pairs. Answers 1 If you go on like this, you will (probably) have a heart attack! 2 If you don’t slow down, you won’t get to sixty! 3 You’ll feel much better if you learn to relax a bit. 1 present tense 2 will + base form 3 yes 104 Unit 5 • • • How many parts does the sentence have? (two) When is the sentence about? (the future) What does he have to do to feel better? (relax a bit) Will he relax? (maybe) What word tells us it is not definite? (if) Is it possible or likely in future? (yes) You could also demonstrate inversion and use of the comma: You’ll feel much better if you relax a bit. • • • • Can we change the sentence like that? (yes) Is there anything different? (no comma) So when do we put a comma? (when the if clause is first) When do we use the first conditional? (when things are possible or quite likely in future) 15 Students look at the pictures and the example, then make predictions about the other pictures using the first conditional. Check answers in feedback and correct any grammatical mistakes you hear. You could ask students to switch the order of the clauses in each answer for practice. MA You may need to help weaker students with the vocabulary to express their ideas for some of the pictures. Suggested answers 1 If he cycles to work, he’ll get there more quickly and lose some weight. 2 If he smokes less, he’ll feel better. / If he stops smoking, he’ll reduce his risk of a heart attack. 3 If he does more exercise / goes to the gym, he’ll get fitter / feel better. 4 If he switches off his phone sometimes / uses his phone less, he’ll be more relaxed. 5 If he goes walking / takes more exercise, he’ll feel better / lose weight. 6 If he eats fewer hamburgers / more healthily, he’ll lose weight and feel more energetic. Extra idea: This activity can be used to change pairs, encourage speaking and also review the grammar. Write first conditional sentences on slips of paper and cut them into two parts. Mix them up and turn them over. Then ask students to pick up the sentence halves. They walk around the room and say their clause to another student. If it doesn’t match, they have to do the same again until they make a correct sentence. Then they sit down with their new partner. Make sure that they don’t shout out the clause on their slip, show anyone or group together. This limits the amount of speaking they do. Writing and speaking 16 PREDICT Students work in pairs to make predictions and complete Steve’s story. They read out their endings and vote on the best one. They then compare with the original on page 137. Is the ending the same / similar? If it’s not, which ending do they prefer? 17 ROLE-PLAY Give students time to write the role-play with a partner and offer useful language to help them. Elicit the kinds of question the therapist might ask for each of the three phases: 1 What’s the problem? (Draw students’ attention to the more indirect / polite form in the example and the recording: What seems to be the problem?) 2 Can you tell me a bit more about that? When / Where does it happen? How long have you had this problem? How is it a problem? 3 If you do X, I think it will help. Possible language for the client’s problem: Every time I see / hear X, I do Y. If I X, Y happens. Students then do the role-play together using the prompts. Walk around, monitor and correct as needed. MA Let weaker students look back at the transcript to help them. Extra idea: Think of 15 words you want to review from earlier in the unit. Write them on the board. Tell students to choose any five of them and write them down. Read the 15 words out in any order. When students hear one of the words they’ve written down, they cross it out. The first person to cross out all of their words shouts ‘Bingo!’. Lesson 2 Face to face with a bear! pp48–49 Aims The focus of this lesson is unless + the first conditional. Students also read about the human stress response mechanism and our fight-or-flight reaction in dangerous situations. In the Speaking section at the end of the lesson, students come up with a list of physical activities that relieve stress. You first! Students look at the photo and work in pairs to think about the best way to escape, then share their ideas and choose the best options. Note that although students are actually using the second conditional here to speculate, the focus is on the ideas, not the grammar, so don’t labour the point. Just present I’d + verb as the structure they should use. MA You could give weaker students these options to choose from: run, shout, climb a tree, walk away slowly, fight it, play dead, go upwind from it, go downwind from it, punch it on the nose, talk to it gently. Answers run: Bears can run fast and can easily catch you. Bad choice! shout: This will frighten the bear and make it even more aggressive. Bad choice! Unit 5 105 climb a tree: You probably haven’t climbed a tree since you were ten years old. Anyway, bears can climb trees too. Bad choice! walk away slowly and don’t make any sudden movements: Bears are less likely to attack if they don’t feel threatened. Lowering your gaze and wandering nonchalantly away may make the bear realise you are not a threat and leave you alone. Good choice! fight it: The bear always wins. Bad choice! play dead and don’t move: Bears have bad eyesight, so if you don’t move, they are less likely to see you. Good choice! go downwind from the bear: Bears don’t have good eyesight and rely on their sense of smell. If you’re downwind, they won’t be able to smell you. Good choice! go upwind from the bear: No! The bear will be able to smell you and find you. Bad choice! punch it on the nose: You shouldn’t hit the bear. Fighting back will only result in more serious injuries. talk to it gently: Bears probably don’t understand English, so it won’t help. Bad choice! Reading 1 2 4 Students read the article and check if their predictions in 2 and 3 were correct. Set a time limit so they read quickly for gist and don’t worry too much about unknown vocabulary. Encourage them to correct any false answers. Answers 1 False (We have always had the stress response mechanism.) 2 False (The response is quick and automatic.) 3 True 4 False (More blood flows to our brain and muscles.) 5 False (It’s better for physical situations.) 6 False (It can cause major illnesses too.) Extra idea: Write the phrase fight or flight on the board and ask students to explain what it means (= the two natural responses to a threatening situation: stay and fight or run away). Explain that flight here is not linked to planes or birds, it’s the noun related to the verb flee (= run away). Students circle or underline the words connected to the body. Check answers in feedback. Ask students which words are very similar in their own language and which are very different. EXPLORE ONLINE This can be done as homework or in class. Students look up information about the link between stress and illness using their smartphones or tablets and report back to the class. Answers blood vessel, brain, heart, hormone, illness, immune system, infection, muscle, skin, stomach 5 Students read the article again and work in pairs to find the words and phrases. Check answers in feedback and help with any other unknown vocabulary. PREDICT Students read the definition and guess the words from 1 that are connected to it. Check their ideas quickly (the answers given below are those that students are most likely to guess, not those that are actually featured in the article). Suggested answers blood vessel, brain, danger, heart, hormone, muscles, skin, survival 106 3 Students read through the statements with a partner and decide whether they’re true or false. Don’t check their answers at this stage or ask them to correct the false ones; this will be done in 4. Unit 5 Answers 1 enabled 2 kicked in 3 automatically 4 affect 5 heal 6 use up 7 get rid of 8 damage Answers Stress hormones will stay in our body unless we do something physical. 1 b 2 a present tense b will + verb (base form) 3 negative Tip: Although some teachers don’t encourage the use of dictionaries, they are useful, especially in mixed-ability classes. It’s obviously great if students can figure out meaning from context and read quickly, but not everyone can do it! Weaker students are often shy about asking questions, and just having the ability to check words occasionally makes them feel more relaxed. Taking their dictionaries away could cause them to feel more nervous and stressed, which is the last thing you want. Extra idea: To help weaker students in mixed-ability classes, write first conditional sentences with if and unless on the board so they can compare them in a clear, more visual way. Cross out don’t in clauses beginning with unless: If we don’t take action, stress hormones will stay in our body. Unless we don’t take action, stress hormones will stay in our body. 6 Students guess the meaning of the orange words and phrases in context. They should look at the co-text (the rest of the sentence around the highlighted words) to help them. 7 Answers hunter-gatherer: person that lives by hunting and gathering fruit, etc, rather than farming swelling: when part of the body becomes bigger when injured or ill factor: a fact or reason why something happens minor: small, having little importance major: more important or serious Ask questions to check students understand function and form: • Is it possible that stress hormones will remain in our body? (yes) • Why do we say sentences like this? (to warn people or give advice) • Which words are different? (if and unless) • When do we use the negative ‘don’t?’ (in if clauses) • Do we use the negative ‘don’t’ in clauses with ‘unless?’ (no) Students work in pairs to complete the diagram and write notes about the stress response mechanism in preparation for their talk / paragraph. You could also review clause inversion: Stress hormones will stay in our body if we don’t take action. Stress hormones will stay in our body unless we don’t take action. • Can we change the order of the clauses? (yes) • When the result clause comes first in the sentence, is there a comma? (no) MA Weaker students can look back at the article to help them at any stage in the process. Answers 1 brain 2 system 3 cortisol 4 heart 5 blood vessels 6 organs 7 beats faster 8 goes up 9 skin and stomach 10 brain and muscles 11 breathe 12 (physical) energy GRAMMAR unless + first conditional 8 Students complete the sentences and discuss the grammar rules in pairs. Check answers in feedback. 9 SEARCH AND THINK Students will need to look at the transcript for this exercise. Alternatively, play the recording again, pausing after each if statement, so students can listen and adapt the sentences. Look at the example together and point out how the verb (keep) has been changed to stop to preserve the meaning. Check answers in feedback and correct any mistakes you hear. MA Stronger students could also rewrite Steve’s if sentences (shown in brackets in the Answers). Unit 5 107 Answers (Unless you do it now, it won’t arrive tomorrow!) (Unless you do it now, it’ll arrive late.) Unless you stop answering your phone, we won’t make any progress. I’m afraid that unless you stop, you’ll have serious health problems. (Unless I stop, I’ll have a heart attack?) Unless you slow down, you won’t get to 60! Unless you slow down, you probably won’t get to 50! You won’t feel much better unless you learn to relax a bit! Extra idea: Make a card game with if / unless clauses written on them. Mix them up and turn them over so students have no idea what they are choosing. Put them in pairs or groups of three. They take turns picking up a card, reading it and reacting immediately by thinking of a consequence. The jobs pictured are: 1 firefighter 2 doctor 3 teacher 4 miner 5 businessman / businesswoman / manager 6 journalist 7 librarian 8 nursery teacher / nurse 9 hairdresser 10 pilot 11 police officer 12 vet Extra idea: Do an online image search and find about 20 photos of different jobs. Tell students you’re going to show them images and give them about five seconds to look at each photo. Put students in pairs and give them one minute to write as many down as they can remember. The pair that gets the most wins the game. Vocabulary Words connected with work (1) 1 Check that students know the word rating. They discuss the questions and rate the jobs from least to most stressful. Ask students which words are very similar in their own language and which are very different. Speaking Listening 1 10 Students make lists and then compare with other groups. Alternatively, they could walk around the room and tell each other the things they do to help them deal with stress. Try a few of the suggestions in the classroom if possible! 2 Lesson 3 Nine to five pp50–51 Aims The focus of this lesson is words connected with work; students discuss the most enjoyable and stressful jobs in the Writing and speaking section. They also find out about the advantages and disadvantages of being a pilot and listen to the song Nine to Five by Dolly Parton. You first! Students look at the photos and discuss the questions. Ensure they know the vocabulary to describe the jobs shown, and their own job if necessary. If they haven’t got much work experience to date, change the activity and ask them which jobs they would most like to do in the future, giving reasons for their ideas. 108 Unit 5 2.4 Students listen to the conversation and check if their predictions from 1 were correct. Play and pause the recording as necessary. Answers Miner 8.3, librarian 2.0, police officer 7.7, airline pilot 7.5, journalist 7.5, doctor 6.8, firefighter 6.3, teacher 6.2, senior manager 5.8, nursery nurse 3.3, hairdresser 4.3, vet 4.5, soldier 4.7 Transcript woman Hi there. man Hi. What are you doing? woman I’ve got this project to do for Monday about stressful occupations. I’m just looking at some research they did at UMIST in 1987. man Interesting? woman Yes, very. What would you guess the most stressful job was in 1987? man Um, dentist? Heart surgeon? woman Nah! Miner. They gave it a rating of 8.3. man woman man woman man woman man woman man woman Miner? Really? Mind you, I can imagine being a miner must be a really difficult job. Did they rate the least stressful job, too? Yes, being a librarian. Stress rating 2! That’s low. Let’s have a look – police officer’s high, isn’t it? 7.7. And airline pilot and journalist both have a rating of 7.5! Yes. Then doctor 6.8, firefighter 6.3, teacher 6.2 and senior manager 5.8. Really? I would expect being a firefighter to be a lot more stressful than being a journalist. What about the least stressful jobs? What’s down here? Um, being a nursery nurse is OK – 3.3. And hairdresser at 4.3 is just a bit less stressful than vet – 4.5. Oh, that’s a surprise – soldier 4.7! I would expect it to be a lot higher than that. Yes, but remember this was 1987. Things are a bit different nowadays. True. Well, I’m just going out for a run. I’ll see you in a while. Fine. See you. Have a good run! Extra ideas: Write the following jobs on the board for students to guess what ratings they were given in the same survey: builder (7.5), dentist (7.3), actor (7.0), ambulance driver (6.3), musician (6.3), social worker (6.0), salesman (5.7), hotelier (5.3), accountant (4.8), farmer (4.8), travel agent (4.8), secretary (4.7), civil servant (4.4), estate agent (4.3), solicitor (4.3), architect (4.0), scientist (3.4). Students complete the sentences in the Grammar spot with the correct information. Tip: Tell students that it’s important to keep listening even if they think they know the answer. They’ll often hear something, assume it’s the answer and then switch off. This is a mistake, because the thing that they hear first, especially in exams, is usually there to distract them. The information in the recording is deliberately not given consistently from most to least stressful, so they have to listen to the end of the conversation in order to get the correct answers. 3 Students discuss the questions in pairs. Get feedback and check their ideas and opinions. Answer 2 Dentist, heart surgeon and soldier are mentioned in the recording, but not pictured. Listening 2 4 2.5 GUESS Give students time to read the questions and ask them to predict any changes to the ratings. Play and pause the recording as necessary. Transcript man You still there? What are you doing now? woman Now I’m looking at a more recent survey – 2014, in fact. man Oh. And are the ratings still the same? woman Well, this one doesn’t actually have ratings, but a lot of the most stressful jobs in 1987 are still high on the list: firefighters, airline pilots, senior managers, journalists, police officers – all of those jobs are still up at the top. man What about the least stressful jobs? woman Lots of those have stayed the same, too. man So being a librarian or a hairdresser is still a good choice if you want to avoid stress? woman Absolutely. But there have been some major changes, too. Miners – which were top of the list in 1987 – were completely absent from the list of the ten most stressful jobs in 2014. man So what was top of the list this time? woman Military personnel! Soldiers! 5 Students talk about the questions and offer their ideas. This activity also provides a nice, quick review of comparative and superlative adjectives. Answers 1 Most of the most stressful jobs (firefighters, airline pilots, senior managers, journalists, police officers) are the same, as are most of the least stressful jobs (librarian and hairdresser). Unit 5 109 But miners have disappeared from the list completely, and soldiers are now at the top. 2 Mines have been closing in many countries in recent years and so there are many fewer miners than there used to be. On the other hand, wars – involving international forces – have been increasing around the world, making a soldier’s job more stressful. Song link This could be done at home or in the classroom using smartphones and tablets. Students find the song online and answer the questions. Answers 1 The song was written and sung by Dolly Parton for the 1980 film of the same name. 2 They are her bosses. 3 A typewriter Extra idea: Create a gap-fill exercise with the song lyrics. Play it (on audio or video) in class for students to listen and fill in the gaps. Play it again for them to compare answers with a partner. Culture note Dolly Parton (born 19 January, 1946) is an American singer-songwriter best known for her country music. She wrote the song Nine to Five for the 1980 film of the same name, starring Jane Fonda, Lily Tomlin and Parton herself, and it became something of an anthem for office workers. It gained an Academy Award nomination and four Grammy nominations, and reached the number-one spot in the American charts. It is one of the few songs to feature the noise of a typewriter; Parton relates that she used her false nails to work out the rhythm of the typewriter when writing the song. 110 Unit 5 Extra idea: Students find other songs about working. Do they generally give a negative or a positive view of working life? MA Point weaker students in the direction of Lee Dorsey’s 1966 hit Working in a Coalmine. Listening 3 6 Write the word shift on the board and elicit what it means (a period of time during the day or night when people work). Give an example (eg doctor, nurse) and ask students to think of jobs that typically involve shift work. 7 2.6 GUESS Students listen carefully for key words and clues. Play and pause the recording for students to guess the job. Answers She is an air traffic controller. Likely key words: JFK, guiding planes ... onto and off the runways, eight-hour shifts. Transcript Well, it’s a wonderful job and the people I work with are great, but it’s an enormous responsibility. Being responsible for the safety of so many people can be extremely stressful. But the pay is good because of that – it’s a very well-paid job. It’s absolutely exhausting, though. We work eight-hour shifts here in the States, which can be morning or evening or night shifts – night shifts are the hardest. You often feel exhausted the next day if you work overnight. And we sometimes only get about eight hours rest between shifts. Eight hours is just not long enough – unless you live nearby, you don’t get much rest. And most of us live a long way away. By the time you get out of JFK, get home, get something to eat and spend some time with your family, there isn’t much time for sleep! I often get less than four hours’ sleep and it’s hard to concentrate when you’re so tired. And in my work, you have to concentrate every single minute. If you don’t concentrate, you’re putting a lot of lives at risk. When you’re guiding planes full of passengers and crew onto and off the runways and around an airport, you need to be very awake! Some people have fallen asleep on the job on the night shift. It’s very rare, but they’ll fire you if they catch you asleep. Though it’s actually not dangerous unless you’re working alone, and most of the time we aren’t. 8 Play and pause the recording again for students to write the answers. They then check in pairs. Go through some of the vocabulary afterwards (eg rare, fire) for students to guess the meanings. Answers 1 Because you are responsible for the safety of lots of people. 2 They are eight-hour shifts. 3 The breaks between shifts are about eight hours. 4 Go home, get something to eat and spend some time with their family; there isn’t much time for sleep. 5 You put a lot of lives at risk. 6 They’ll fire you. 9 Students write a list. Then play the recording again so they can check how many things they remembered correctly. Answers The enormous responsibility, the fact that it’s exhausting, the different shifts (especially the night shifts), the short time to rest between shifts, travelling to and from JFK, the lack of sleep, having to concentrate every minute. Vocabulary Words connected with work (2) 10 Students match the words. Tell them there may sometimes be more than one possibility. Answers difficult: boss, colleagues, environment, working hours long: working hours low: salary negative: feedback, boss, colleagues noisy: environment, colleagues tight: deadlines uncomfortable: uniform unfriendly: boss, colleagues, environment These are all factors that can cause stress in a job. 11 Students work in pairs and think of possible opposites. They can use their dictionaries or smartphones to look up words if necessary. Suggested answers difficult: understanding, supportive, congenial, friendly long: short, reasonable low: high, good, OK negative: positive noisy: quiet tight: flexible, generous uncomfortable: comfortable unfriendly: nice, friendly Extra idea: You could also add other useful language such as: a lack of: appreciation, support, challenges, training, career prospects, not enough / too much: competition, travel, danger, noise, variety, overtime, responsibility 12 YOUR STORY Students talk about the questions in pairs. Encourage them to use the vocabulary in 10 and 11. They report back, then vote for the best ideas on making work / studies more enjoyable and less stressful. Take a break Students do some research on ways that a working or studying environment could be made less stressful. Ask them if they’ve heard of feng shui, the Chinese system of establishing harmony with the environment, which includes lots of theories about ways to make a space calmer. Writing and speaking 13 VIDEO OPTION Students record a short video using their smartphones. If they’re in work, they can focus on that; if they’re students, they can choose a hobby or pastime, or choose a job they’d like to do. If they’re a bit shy and reluctant to upload their videos, that’s fine. Just encourage them share them in small groups. 14 Students watch each other’s videos and decide who has the most / least stressful job. Ask extra questions (eg Which jobs did you find interesting? Which jobs would you like to do? Why?). Unit 5 111 Everyday English p52 Giving advice and making suggestions 1 GUESS Students look at the photo and make predictions. What can they see? (vocabulary notes) What language is it? (Spanish) Write a few sentence starters on the board (He might be ... , He could be ...) to prompt ideas and to practise modal verbs. 2 2.7 6 Students watch the video and check if their predictions were correct. Answers Charlie is worried about his Spanish exam at school. Transcript dana Hey, Charlie. charlie Oh, hi Dana. dana What’s the matter with you? You look awful! charlie Gee, thanks. dana No, really. You look as though you haven’t slept in weeks! charlie I know. I can’t sleep! I’m so stressed out. I’ve got my Spanish oral exam tomorrow. dana Oh, that’s right. I forgot about that. But, don’t worry, you’ll be fine. Your Spanish is terrific! charlie You think so? You really think so? dana Absolutely. charlie How do you know? You don’t speak Spanish! dana Yeah, but your friend from Argentina said your Spanish was really good. charlie But I’m so terrified that I won’t be able to open my mouth. dana Well, if you relax, it’ll help. charlie Oh? dana OK, sit back and I’ll help you, all right? You know I have practice with this. I work in a health club every weekend! charlie Right, good point. dana Are you comfortable? charlie Uh-huh. dana Now. Just try breathing slowly and deeply for a moment. Slowly and deeply. That’s right. You got it. I suggest you breathe in through your nose and out through your mouth. 112 Unit 5 Can you do that? That’s right. Now, just shut your eyes for a moment and see if you can imagine the exam tomorrow. Imagine you’re in the room. You’re sitting at the table and the examiner is on the other side. The examiner is smiling. And you’re talking and talking. And now you’re both laughing. Your Spanish is perfect. You’re talking like a native speaker! Charlie? Charlie? Oh. 3 Students work in pairs and tick the advice. Play the recording again so they can check their answers together. Draw attention to verb forms (I suggest you breathe in ... Try breathing slowly and deeply ...). Do some repetition drilling to practise pronunciation and help students remember the phrases. Answers If you ..., it’ll help. Try ...ing. I suggest you ... Just ... See if you can ... 4 Students work in pairs to give suggestions and advice using the phrases from 3. Walk around, help and correct as needed. 2.8 Students often don’t hear the 5 P contraction of will (it’s called a ‘dark l’ and is difficult to notice), so it’s helpful to repeat the full form and contraction. You could also point out the weak form of you. If you relax, it’ll help. /ɪf jə rɪˈlæks ɪtl ˈhelp/ 2.9 Play the recording for students to 6 P repeat together. Some students might find the sound difficult, so you may have to show them the tongue position (it’s an alveolar sound, so get them to gently touch the ridge just above the top teeth). 7 Students work in pairs to think of contexts for the sentences (eg I bought Emma a T-shirt for her birthday – she’ll love it.). Invite a few pairs to read their sentences to the class. 8 Do the first one with the class as an example. Get feedback and ask students which suggestions they like best. Which ones do they already do? Which ones will they try? Note that there are some ‘red herrings’ which may mislead students (eg Do will also collocate with yoga or tai chi, but students should work out that this can’t be the correct match by a process of elimination.). Answers 1i 2d 3f 8a 9h 4e 5g 6c 7b 9 Students combine the suggestions with the phrase. Remind them to say the short form of will. 10 Students create a stress-busting plan using the suggestions given and their own ideas. They then walk around the room and share their ideas with each other. Extra idea: Students write ten recently learnt words down and test each other. One student gives a definition, their partner guesses the word. Jobs review 3 Give students a couple of minutes to complete the jobs before they compare their answers in pairs. Encourage them to add to the list if they can (eg painter, sculptor, designer, editor, plumber, engineer, doctor, teacher, farm worker, factory worker, cleaner, dancer, driver, explorer, firefighter, hairdresser, lawyer, lecturer, reporter, singer, tennis / football player, author, sailor, professor, lecturer). Answers 1 actor 2 banker 3 conductor 4 director 5 instructor 6 manager 7 miner 8 soldier 9 writer 3.31 Students work in pairs and mark 4 P the stressed syllables. Play the recording for them to check and elicit which job has a different stress pattern. Play the recording again for them to practise. Answers 1 actor 2 banker 3 conductor 4 director 5 instructor 6 manager 7 miner 8 soldier 9 writer They all have the main stress on the syllable before -or / -er except for manager. Vocabulary plus p122 Parts of the body review 1 Ensure that students understand internal organs (= parts of the body under the skin that perform particular jobs). They then work in pairs to circle the words that refer to internal organs. Answers brain, heart, lung, stomach Although the skin is the largest organ in the human body, it’s not an internal organ. 2 Divide the class into two or three teams and give them a time limit (eg five minutes) to think of as many parts of the body as they can to add to the list in 1. You can decide whether to limit this to internal organs or to accept any part of the body. Have team A call out a word from their list. If none of the other teams has it on their list, team A wins a point. Continue with the other teams until all the items have been read out. The team with the most points wins. 5 Students work in pairs to make as many job titles as they can. Feed back as a class to see which pair got the most. Ask students which words are very similar in their own language and which are very different. Answers company: director, manager, receptionist heart: surgeon hotel: manager, receptionist, worker lorry: driver office: assistant, manager, receptionist, worker Pilates: instructor prison: officer sales: assistant, director, manager Extra idea: Ask students which of these jobs they would love and which they would hate. They explain their reasons. Unit 5 113 Wordbuilder Affixes 6 Remind students that a suffix is a group of letters added to the end of a word to change its meaning. Ask them which three-letter suffix can be added to all the nouns except one. Answer -ful The odd one out is health (the adjective from that is healthy). Tip: Students may be tempted to add an extra l to the -ful suffix, so remind them that only the adverb suffix -fully has two ls. 7 Students work in pairs to think of things that can be described as careful, colourful, harmful, helpful, painful, peaceful, stressful, successful, thoughtful and wonderful. Have pairs call out their ideas and write the best ones on the board. 8 Remind students that a prefix goes at the beginning of a word and give them a couple of minutes to think of a prefix or suffix that creates the opposite meaning. MA You may want to point out to stronger students that sometimes different affixes can be used for different meanings. For example, helpless and unhelpful both exist, but mean different things. Answer -less It doesn’t work for health, peace, stress, success or wonder. The opposites of their adjectives are: unhealthy, noisy / loud, unstressful, unsuccessful, awful / terrible. Wordbuilder over9 Give students a couple of minutes to do the matching in pairs, then check as a class and elicit the meaning of over- (= more than, too much). Answers 1 overtake 2 overtime 3 oversleep 4 overweight 5 overcharge 6 overcrowded 7 overdone 8 overjoyed 114 Unit 5 10 Students quickly read the short paragraph and complete it with over- words. Ask if they know any other words that begin with over(eg overrated, overconfident). Answers 1 overcrowded 2 overdone 3 overcharged 4 overjoyed Extra idea: Students write sentences using the other over- words from 9. Focus on: get a Students work in pairs to circle the words that collocate with get, then answer the questions as a class. Answers All the words can collocate with get. 1 get angry: become angry get cold: become cold get a cold: catch a viral illness that makes you sneeze and cough get dark: become dark get dressed: put your clothes on get an email: receive an email get a feeling: have the impression get a headache: have a pain in your head get home: arrive at your house get an idea: have an idea get ill: become unwell get permission: be allowed to do something get a present: receive a gift get good results: do well in an exam or a test get scared: become afraid get started: begin something get stuck: become trapped in something or somewhere get tickets: buy tickets get tired: become tired get upset: become upset get well: recover from an illness / accident 2 No, it doesn’t. 3 Suggested answers: get married, get divorced, get lost, get better, get up, get out, get around, get together, get a life, get there, get an award, get a job, get a bargain, get a haircut, get something to eat, get ready ... b Students match the phrasal verbs with their meanings. Answers 1b 2g 3f c 4e 5c 6a 7d Students complete the sentences. Ensure they use the correct form of get. Answers 1 got back; get out of 2 getting on with 3 got rid of; get to; get off Extra idea: Students match these expressions from page 46 (1–3) with the correct meaning (a–c), then use them to complete the sentences below: 1 I gave up. a) I couldn’t think at all. 2 My mind went blank. b) I couldn’t do it any more. 3 I froze. c) I couldn’t move. 1 When I turned over my exam paper and looked at the questions, __________ . 2 When I saw the snake on the path in front of me, __________ . 3 I felt so tired, I couldn’t make it to the top. __________ . Answers 1b 2a 3c 1 my mind went blank 3 I gave up 2 I froze Unit 5 115 6 Consequences UNIT FOCUS GRAMMAR: phrases for certainty and possibility; second conditional; past obligation and permission VOCABULARY: animals and categories; the natural world; superfoods; medicine and health FUNCTION: describing things Introduction p53 Answers 1 They’re birds. They can’t fly, but they’re still birds. 2 Only in the southern hemisphere, mainly in Antarctica 3 They can control the rate of blood flow, and they have special blood vessels. 4 No, whales do. 5 A liger – a cross between a male lion and a female tiger (The opposite is a tigon – a cross between a male tiger and a female lion – but neither exists in the wild.) 6 For up to two hours. 7 To express emotions – faces would be much less expressive without them! (They also prevent sweat dripping down into their eyes, although this isn’t mentioned in the recording.) 8 They help us to hold and handle objects – it would be difficult otherwise. 9 Because the cells which give hair its colour gradually die as we get older. 10 Nobody seems to know the answer to this yet. You could ask students to search online to see if they can find out the answer. Aims The focus of this lesson is to introduce the concept of certainty and possibility via a general knowledge quiz. It also introduces some new animal vocabulary and the general topic of the unit, which is about answering intriguing questions, mainly about what the consequences would be if something happened. Warm-up Play a quick team game to review animal vocabulary. Divide the class into two teams (A and B) and ask each team to write a list of as many animals (including birds and insects) as they can think of in two minutes. When they’ve finished, ask team A to say an animal; if team B doesn’t have it on its list, team A wins a point. Repeat for team B, and continue alternating between teams until both teams’ lists are exhausted. The team with the most points wins. 1 Tell students they’re going to do a general knowledge quiz. First, they complete the questions with the correct auxiliary verb. Check their answers; they then discuss the questions in groups of three or four. Tell them that the questions get progressively harder! Monitor their discussions, checking that they’re using the phrases for expressing (un)certainty correctly. MA With weaker students, do the first gap-fill (or even all ten) together to revise auxiliaries in questions. Answers 1 Are 2 do 6 can 7 do 3 don’t 4 Do 5 is 8 do 9 does 10 does 2 Compare answers as a class. Are there any questions which everyone is sure about? Any questions for which no one knows the answer? Which things were the most interesting and most surprising? 116 Unit 6 3 2.10 Play the recording for students to match the conversations and questions. Answers A2 B5 C8 H 6 I 3 J 10 D1 E9 F7 G4 Transcript A man Oh, I know that one: they only live in the southern hemisphere, mainly in Antarctica. B man Isn’t a tiger the biggest cat? woman No, it’s definitely a liger, with an ‘l’ – a cross between a male lion and a female tiger. man woman Really? I’ve never heard of that. Well, it doesn’t exist in the wild. And the opposite is a tigon – a cross between a male tiger and a female lion. Answers a) frog b) parrot c) salmon, shark d) bee, butterfly, fly, mosquito, wasp e) badger, bat, bear, dolphin, human, mouse, rat, whale, zebra f) snake g) spider (Spiders are arachnids, which have eight legs; insects have six.) C woman man I think it’s because they help us to hold and handle objects – it would be difficult otherwise. We’d drop things. Really? I didn’t know that! D man woman They must be birds. Yes, I agree. They can’t fly, but they’re still birds because they have feathers and a beak and they lay eggs. Extra idea: Ask students to suggest other ways of categorising the animals. Ask them to share with a partner and explain. E woman man woman Answers Other possible categories: can fly / can’t fly; dangerous / not dangerous; things we eat / don’t eat; colourful / black, grey or brown; can / can’t swim; in / not in your country Note: These categories are not black and white, and students should feel free to discuss them. A bee, for example, could be dangerous if someone is allergic to bee stings. I have no idea why we go grey. Do you know? I think it’s because the colour cells which give hair its colour gradually die as we get older. Oh, right. F woman I think it’s to express emotions – our face would be much less expressive without them! G man No, whales do, but I don’t know why whales need such large brains. All they do is swim and eat! H man woman Possibly for up to two hours. I think I read that somewhere. That’s an awfully long time! I woman man woman man woman No idea about penguin’s feet! I think it might be something to do with having special blood vessels to control the rate of blood flow. How on earth do you know that? I read it somewhere. Ah. J man woman 4 I have no idea what the answer is. I haven’t a clue! You aren’t the only one. Nobody knows! Elicit the difference between amphibians, mammals, reptiles, etc. Students then match the animals to the correct categories. Ask students which words are very similar in their own language and which are very different. 5 EVERYBODY UP! Give students a few minutes to look up interesting facts about the animals online using their phones or tablets. Monitor and help and correct as needed. Look at the example as a class (Why do zebras have stripes?) and see if anyone can guess the answer. (There has never really been a definitive answer to the question ‘Why do zebras have stripes?’, but recent research suggests that the stripes may help protect the zebras against certain kinds of parasitic flies.) Students walk around the room to ask and answer each other’s questions. Remind them to use the phrases of certainty and uncertainty. MA Stronger students could write two or three questions. EXPLORE ONLINE If there’s enough time, students can find out the answers online and tell the class what they’ve discovered. This can include answers to question 10 in the quiz and any answers in 5 that no one could answer. Unit 6 117 Did you know? Reading Write the question Does anything eat wasps? on the board and try to elicit the answer. Encourage students to use the phrases from 1 and ask if they know any other strange book titles (there is an annual competition to find the oddest book title – students could find out more about this online). 1 2 Students read the article quickly and check if their predictions were correct. How many of their words from You first! were mentioned in the article? Answer Yes. (And there’s a clue on the book cover!) Bears, badgers, bats, rats, mice, frogs … lots of animals do. Wasps are an important part of the food chain. Answer No, we probably wouldn’t die, but life would be more difficult. 3 Lesson 1 What would we do without them? pp54–55 The focus of this lesson is vocabulary of the natural world; the Grammar section highlights the second conditional to talk about hypothetical future situations. Students also read about the importance of honey bees to the ecosystem and discuss the consequences of extinction in the natural world. Pre-teach the expression come to mind (= think of suddenly). Students make word associations with the photo, then compare and explain their ideas with a partner. Were they the same or different? 4 Students read the article again and work in pairs to guess the meaning of words from the context. Answers wax: a solid substance containing fat that becomes soft and melts when warm pollinate: something bees do to flowers and plants that makes them produce seeds pesticides: chemicals used to kill insects and wild plants parasites: animals or plants that live on other animals or plants and feed off them habitat: the natural environment where things live fill the gap: take over a job or vacancy Suggested answers honey, wax, dance, black and yellow, wings, sting, hive, summer, flowers, buzz, nature, … Background note The western honey bee is native to Europe, Asia and Africa, but was also introduced to America in the 17th century. The honey bee is of great importance to humans, as it pollinates crops, orchards and fields. It also provides wax and honey, which are used in commercial products. Unfortunately, European honey-bee populations face threats to their survival from insecticides and predators such as hornets, wasps and dragonflies. 118 Unit 6 Students read and answer the questions in pairs. Check answers in feedback. Answers 1 They are dying because of pesticides, parasites, disease and loss of habitat. 2 a) Other kinds of creature would pollinate instead. b) We could pollinate crops ourselves, but it would take a lot of time and money. c) Food would be more expensive. d) Life would be more difficult. Aims You first! PREDICT Students discuss the question in pairs. Check their ideas in feedback. 5 SEARCH AND THINK Students answer the questions together, then check their ideas with the article. For question 2, encourage them to stretch themselves by making it into a game. They get a point for every insect, animal or food that no one else has thought of. Suggested answers 1 a) insects: honey bees, other bees, flies, butterflies, pesticides, parasites, pollinate b) animals: cows, pigs, sheep, chickens, habitat, creatures, humans c) food: honey, fruit, vegetables, grasses, cereals, starve 3 cow: beef, pig: pork, sheep: lamb / mutton, chickens: chicken Extra idea: Write the name of an animal on the board. Students think of another animal whose name begins with the last letter of the previous word (eg dog – giraffe – elephant – tiger). Put them in pairs to play the game. To make it more challenging and fun, give them a time limit of ten seconds to think of the next animal! Grammar Second conditional 6 Students complete the sentences in the table. Remind them they can look back at the article to help them if necessary. They then answer the questions and figure out the grammar rules with a partner. Check answers in feedback. Answers 1 Would 2 didn’t exist 3 disappeared 4 would 5 wouldn’t starve 6 disappeared 1 a) hypothetical situations in the present or future 2 past simple 3 would / could + base form of the verb. 4 Would we die if honey bees didn’t exist? If there weren’t any honey bees, what would we do without them? If they disappeared completely, would we starve? If that ever happened, some other creatures could help fill the gap. If we did it ourselves, it would take a lot of time and it would cost a lot of money. We probably wouldn’t starve if honey bees disappeared. Life would be a lot more difficult [if honey bees disappeared]. Extra idea: Ask extra questions and draw a timeline and scale on the board as shown below to check students’ understanding of the function and form of the second conditional. Look out for typical mistakes. Students often confuse the first and second conditional, so highlight the difference in meaning (first conditional is more likely, second conditional is unlikely). The past tense verb in the if clause also confuses them, so show them that the second conditional is about a hypothetical future and not the past. 1 2 If honey bees disappeared, life would be a lot more difficult. disappeared be difficult past __________________________ future X X now possible, quite likely ____________ X unlikely • • • • • • • • How many parts does the sentence have? (two) When is the sentence about? (the future) Could honey bees disappear? (maybe) What word tells us it is not definite? (if) Is it likely or unlikely in the future? (unlikely) When do we use the second conditional? (to talk about hypothetical, unlikely events in the future) What tense is the verb in the ‘if’ clause? (past simple) What word comes before the verb in the result clause? (would / could) You could also show inversion and ellipsis: Life would be a lot more difficult if honey bees disappeared. • • Can we change the sentence like that? (yes) Is there anything different? (no comma) Life would be a lot more difficult if honey bees disappeared. • • Have honey bees already been mentioned? (yes) Do we still understand the sentence? (yes) Unit 6 119 7 FINISH IT Students write their sentences; alternatively, elicit possible endings from the class. Encourage students to refer back to the article if necessary. Then elicit different ways of saying the second conditional sentences (ie clause inversion, beginning with If we ...). Suggested answers We could help to protect honey bees if we ... stopped using pesticides. protected their natural habitat. stopped them catching diseases. protected them as much as we can. Suggested answers 1 disaster, Ice Age, Iceland, submarines, wobble 2 climate, day, die, energy, humans, photosynthesis, plants, sunlight, survive, temperature, trees 3 cold, dark, lean over, moonlight, night, oceans, orbit, tides, werewolves Speaking and listening 10 Students discuss the questions in small groups. Model the activity to encourage them to use the words from 8 and the second conditional. MA Stronger students could discuss both questions. Did you know? Another interesting honey-bee fact is that they can find their way to a particular area of flowers many times, even if they are a long way away. They can also communicate the location of the flowers to other bees by doing a form of dance. Take a break Demonstrate how to ‘buzz’ a song – it’s similar to humming, but uses the word buzz! Some students may feel self-conscious doing this, so allow them to work in groups of four if necessary, with each pair choosing a song to ‘buzz’ to the other pair. Vocabulary The natural world 8 Check students know the words in box. You could either pre-teach them or tell them to look them up in their dictionaries. Ask students which words are very similar in their own language and which are very different. Extra idea: Make cards with the words on. Put students into pairs or groups of three and give them a set of word cards. One student takes a card and describes the word on it. The rest of the group has to guess what the word is. Set a time limit of three minutes, telling them that this is to encourage them to go quickly and race against the clock. The team that gets the most correct answers wins. 9 Students answer the questions in pairs and put the words from 8 into the correct category. They should explain the reasons for their ideas. 120 Unit 6 Tip: It’s helpful to model activities. Even if your instructions are super clear, students sometimes lose concentration, don’t listen carefully enough and are not sure what to do. Giving an example and modelling the activity provides a clear, visual clue of the task and also reminds students of language they can use. 11 Tell students they’re going to listen to an interview about the sun and the moon. They listen and check if their predictions from 10 were correct. The recording is quite long, so you may want to play the section about the moon, then pause it and play the information about the sun afterwards. Check as a class if there were any ideas that students thought of which weren’t mentioned in the radio interview (eg Some people have suggested that because we wouldn’t produce vitamin D, which helps absorb calcium, we’d all develop bone diseases – but we wouldn’t live long enough for that to be a problem!). 2.11 Answers a) It would be darker without moonlight, tides would be much smaller, the Earth would wobble and lean over more, resulting in shorter days and a more extreme climate. There would be no more werewolves, either. b) It would be a disaster. The Earth’s temperature would drop to –73˚C within a year, part of all the oceans would freeze, all plants (apart from some large trees) would die, as they wouldn’t be able to photosynthesise, and the animals that eat those plants (including humans) would also die. Humans could possibly live under the oceans in submarines or in countries such as Iceland which have geothermal energy. interviewer professor interviewer professor Transcript interviewer professor interviewer professor interviewer professor Good evening and welcome to Sci-time, the radio programme where we play with ideas and try to answer all your What if … questions. Last week, we talked about bees. What if there were no more bees? And this week, we’re going to talk about the moon and the sun. What if there was no moon? What if there was no sun? With me to discuss those questions in the studio tonight is Professor Ruth Patterson from Imperial College, London. Very nice to have you here, Professor Patterson, thank you so much for coming. It’s a pleasure. Now then, we’ve had lots of emails this week asking about the moon and the sun. First of all, what would happen to the world if there was no moon? Would things be very different? Would it be a disaster? Well, without moonlight, nights would obviously be darker, but that wouldn’t be too much of a problem. But there wouldn’t be any tides, would there? Because tides depend on the moon, don’t they? The sea would stop coming in and going out – the level would stay the same. Actually, there would still be tides, because the sun also pulls the oceans, but it’s true they would be much, much smaller. interviewer professor interviewer professor interviewer professor interviewer So life wouldn’t be very different without a moon? Not radically different, no. Probably the biggest effect would be that the Earth would wobble and lean over more as it spins. And, as a result, we would have shorter days and our climate would be more extreme. And I suppose there wouldn’t be any werewolves? They only come out at night when there’s a full moon, don’t they? No. Definitely no werewolves! There wouldn’t be any romantic songs about the moon either! What about the sun? What would happen to the world if there was no sun? Now that would be a disaster! The Earth would get extremely cold. Within a week, the temperature would fall below 0° Fahrenheit (that’s minus 17 degrees Celsius), and within a year it would go down to minus 100° Fahrenheit (that’s minus 73 degrees Celsius!) and the top part of all the oceans would freeze, too. Would anything survive? No, not for long. Some large trees could survive for several decades, but most other plants would die because they need the sun’s energy for photosynthesis. And that means, of course, that the animals that eat those plants would also die, and the animals that eat those animals and so on. Including humans. Isn’t there anywhere humans could go? Well, we could live in submarines at the bottom of the ocean, where the water would be warmer, or we could camp out in Iceland, which has lots of geothermal energy! But I don’t think either option would be much fun! No, I agree living on a submarine forever would be absolutely awful. It would be a nightmare. But camping out in Iceland? That could be interesting! Unit 6 121 professor interviewer professor interviewer professor But there’s another problem. The sun doesn’t just heat the Earth. It also keeps it in orbit. So if it suddenly disappeared, we would fly off into space! Really? That sounds terrible! Yes, it does. But don’t worry. It isn’t going to happen. We’re just speculating. Well, that’s a relief. Professor Patterson, thank you very much. Thank you. 12 Students listen again and answer the questions with a partner. Check answers in feedback. Answers 1 The loss of the sun would be the greater disaster because the Earth would freeze and almost everyone and everything would die. 2 Because they’re just speculating, it’s very unlikely to happen. 13 Students answer the questions using the second conditional. Do the first one with the class as an example (If there was no moon, the Earth would be darker). Monitor, help and correct as needed. Answers 1 If there was no moon, the Earth would be darker. If there was no moon, the tides would be smaller. If there was no moon, the days would be shorter. If there was no moon, the climate would be more extreme. 2 There wouldn’t be any stories about werewolves or romantic songs about the moon. 3 If there was no sun, temperatures would fall. If there was no sun, the oceans would freeze. If there was no sun, some trees would survive for a while. If there was no sun, plants and animals would die. If there was no sun, we would fly off into space. 122 Unit 6 Writing and speaking 14 Write What if ... didn’t exist? on the board and tell students to choose a topic to write about. Give them about five or ten minutes to find out information and make notes using their smartphones or tablets. Walk around and offer help and useful language if necessary. 15 MINI-TALK Students use their notes from 14 and prepare a short talk about their topic. Put them in pairs and encourage them to read and correct each other’s work. Then put them in small groups to give their talks. Walk around, making notes of good sentences and any small mistakes you hear. Get feedback and highlight good uses of English. Extra idea: To introduce the topic, show a movie trailer of An Inconvenient Truth (https://www.youtube.com/ watch?v=Bu6SE5TyrCM). Elicit students’ reactions to the clip and global warming, then encourage them to find out more about endangered species, deforestation, global warming and pollution. Tell them to choose a topic and make a short presentation. Provide links to websites like https://www.worldwildlife.org and http://www.foei.org. Lesson 2 Hamburgers and pies! pp56–57 Aims The focus of this lesson is to read about the film Super Size Me, which focused on junk food and health problems in the USA. The Grammar section introduces modal verbs to describe past obligation and permission, and students talk about McDonald’s and eating at restaurants and listen to a famous song about American culture. Reading and writing 1 To introduce the topic, write hamburger on the board and tell students to look at the photo. They make a vocabulary network or word fountain, writing all the words that come to mind. Students might have different opinions, so encourage positive and negative ideas before they read the article. They then compare with a partner and see what words they both included. Extra idea: Ask personalised questions and encourage conversation. Dictate the questions and put students in pairs to discuss: Do you like McDonald’s [or another fastfood restaurant]? Why? / Why not? How often do you eat there? What things do you usually eat and drink? Could you eat that sort of thing every day? What do you think would happen if you did? Would you be ‘lovin’ it’?!* * This is a reference to McDonald’s strapline in their advertisements (I’m lovin’ it). Omit this question if students are unlikely to know this. 2 PREDICT Students read the title of the article and the purple introductory text and predict what happened and why Morgan became so heavy. MA Telling weaker students that they’re going to read about a film called Super Size Me may give them an extra clue. Extra ideas: Ask students to predict five things they expect to see in the article. You could also show them the Super Size Me movie trailer at: https://www.youtube.com/ watch?v=I1Lkyb6SU5U. Ask students what they think about accelerated weight gain like this, and what the causes might be. However, you need to be very careful with this subject, as it can easily get too personal if any students have weight issues, or have had them in the past. Make sure you keep any discussion very general unless students themselves volunteer the information. Background note Super Size Me is a 2004 American documentary film directed by and starring Morgan Spurlock, an American independent filmmaker. Spurlock’s film follows a 30-day period from 1 February to 2 March, 2003, during which he ate only McDonald’s food. The film documents this lifestyle’s dramatic effect on Spurlock’s physical and psychological well-being, and explores the fast-food industry’s corporate influence, including how it encourages poor nutrition and finds its way into the hearts of young children for its own profit. Super Size Me is a movie that sheds a new light on what has become one of America’s biggest health problems: obesity. At the end of the experiment, Spurlock had gained 11kg in weight and had done irreparable damage to his liver. Morgan Spurlock won the Best Director award at the 2004 Sundance Film Festival, and the film was also nominated for an Academy Award for Best Documentary. 3 Set a time limit so students read quickly for gist in order to check how many of their predictions were correct. Get their reactions to the article in feedback. 4 THINK Students discuss the questions in pairs. Check answers together in feedback. Answers 1 The title is ambiguous. Junk could mean ‘junk food’ or it could mean ‘rubbish’, ‘nonsense’, ‘stupid ideas’, etc. 2 a) It may have influenced McDonald’s decision to withdraw super-size meals and start offering salads. b) He made a lot of money from his film, but he gained 11 kilos and he had physical and mental health problems. c) A lot of people saw the film, and it brought the topic to their attention. 5 Students work in pairs to read the definitions and find the words in the text. Check together in feedback. Answers 1 period 2 concerned 3 amount 4 apparently 5 discontinued 6 options 7 gain 8 issues 9 depressed 10 severe Extra idea: Ask students what super means (= bigger, better or more than usual). Tell them to circle all the words to do with size or quantity in the text. Answers nothing, 30, huge, enormous, amount (of), three, everything, once, 5,000, more or less, a lot of Unit 6 123 6 Students read and answer the questions. Check answers in feedback. Answers 1 He wanted to see what would happen if he ate nothing but food from McDonald’s for a period of 30 days. / Because he was worried about the obesity epidemic across the USA and the huge profits that fast-food companies were making. He was also worried about junk-food advertising aimed at children. 2 First, he had to eat three McDonald’s meals a day. Second, he had to try everything on the menu at least once and he couldn’t eat anything that wasn’t on the menu. 3 It made a lot of money, won awards and raised awareness of the issue. It may also have contributed to McDonald’s decision to withdraw the supersize option. 4 Some people said that any diet high in calories and fat (and low in vitamins and minerals) might have caused Spurlock’s weight gain and health issues, not just a McDonald’s one. The lack of exercise may have contributed too. The film was also criticised for being vegan propaganda. 5 He suffered from both mental and physical health problems: he was depressed and tired, he had headaches, and he had severe and permanent liver damage. Extra idea: Write It’s Quiz Time! on the board. Put students in pairs and ask them to write five comprehension questions about the article. Tell them to make the questions difficult, but the answers have to be located in the article (so a question like What pets does Morgan have? isn’t a good question because the answer isn’t in the article!). When they’ve finished, put students in new groups of three, so the group has 15 questions. Tell them to ask and answer each other’s questions and see who can get the most correct answers. 124 Unit 6 Tip: Asking students to write their own comprehension questions and then putting them in new groups to quiz each other practises reading, writing, speaking and listening skills and is also an enjoyable variation from the course book. It’s learner-centred, maximises students’ work and minimises your involvement too! 7 Students summarise the article using the ideas in each paragraph. You may or may not want to help them start off the other four sentences too: 1 Spurlock made the film because he was concerned about three things: firstly ... secondly ... and thirdly ... 2 Two of the rules he made himself follow were … 3 The film was successful because … 4 But some people said … 5 And afterwards Spurlock … As a follow-up, ask students to make up alternative titles for the article (eg McDonald’s Man in Disaster Diet). Get feedback and vote for the best, funniest or strangest title. Grammar Past obligation and permission 8 Students complete the table using the past forms. Elicit the answers in feedback. Answers 1 had to 2 had to 3 didn’t have to 4 could 5 couldn’t Extra idea: Students often confuse have to and must, especially when talking about past obligation and permission, so watch out for mistakes like It was Saturday, so I mustn’t go to school or I couldn’t ate. Give clear examples and context and also show the function and meaning through time lines and scales like the following: I had to do an exam last Saturday. It was necessary. I couldn’t eat in the exam. It wasn’t allowed had to work couldn’t eat past ___________________________ future X now choice ______________________X no choice • • • • • • • When is the sentence about? (the past) What words show it’s the past? (had to, couldn’t; last Saturday, was, wasn’t) Did I have a choice? (no) Do we change the main verb into the past? (no) Which part do we change to the past? (the auxiliary verb: had to, couldn’t) • • • • 9 Elicit the first example from the class, then ask students to find and underline other past obligation sentences. Answers First, he had to eat three McDonald’s meals a day. Second, he had to try everything on the menu at least once. He couldn’t eat anything that wasn’t on the menu. He didn’t have to supersize his meal unless he was asked to do so. Extra idea: Review past modals of deduction in paragraphs C and D. These were covered in Unit 3. Ask questions to see if students understand the meaning and see the difference in probability. McDonald’s [...] began to offer healthier options like salads instead, but that could have been a coincidence. Any diet high in calories and fat [...] might have caused Spurlock’s weight gain and health issues ... The lack of exercise must have contributed too. Spurlock’s partially vegan diet may also have been responsible for his health problems. • When did these things happen? (the past) • What words tell us it’s the past? (have been, have caused, have contributed, have been) • Are we certain Spurlock’s McDonald’s diet caused his problems? (no) • Are we sure that McDonald’s discontinued the Super Size meals because of the film? (no) Do we know the lack of exercise contributed? (no) Do we know his vegan diet was responsible for his health problems? (no) What words show that we aren’t sure? (could, might, must, may) Which word shows we are fairly sure about something? (must) Why? (Because we know exercise and an active lifestyle are important.) Which words show we are less certain? (could, might, may) 10 EVERYBODY UP! To introduce the activity, show a photo of yourself when you were a child or tell a story about the things you ate and meals at home. Check students know the meaning of sweets (= food with lots of sugar, candy), allergy (= bad reaction or sickness because of certain food or things) and greens (= vegetables). They walk around the room, asking and answering each other’s questions. MA Help weaker students by eliciting the questions on the board first to help them: When you were a child, ... did you have to finish everything on your plate? could you eat as many sweets as you wanted? were there any types of food you couldn’t eat because of an allergy? did you have to eat your greens? Speaking 11 Students talk about two of the questions in small groups. MA Stronger students discuss all three; weaker students talk about just one. Extra idea: Put students in pairs and give them each a role card (see page 126). They read their role card and think of questions and answers they could say in the interview. They then do the interview about the ‘Super Size Me’ experiment. Ask volunteers to do their interviews in feedback. Unit 6 125 Journalist You are a journalist. Think of questions you can ask Morgan about the ‘Super Size Me’ experiment (eg Why did you do it? What were the rules? How did you feel?). Interview Morgan about the film and his experience. Morgan Spurlock You made the film Super Size Me. You are meeting a journalist to do an interview. Think of details about the experiment, the film (eg reasons for the film, the rules, what happened). Talk to the journalist and answer his / her questions. Song link This activity could be done as homework or in class. Students find out more about this iconic song and answer the questions in pairs. They can use their smartphones to search for information online, and they could use Wikipedia to search for the information and Metrolyrics for the lyrics – they’ll need both. Answers 1 Something else 2 The song is about the death of Buddy Holly, Ritchie Valens and Jiles Perry Richardson junior (the Big Bopper) in a plane crash on 3 February, 1959. The music of the 1950s was Don McLean’s favourite music and Buddy Holly was his hero, hence the line ‘the day the music died’. 3 Apple pie was a symbol of the American dream in the 1950s. When those singers died, McLean felt that part of the American dream died with them. 126 Unit 6 Culture note Don McLean is an American folk / rock singer, born 2 October, 1945, in New York. He is best known for his two number-one hits from his second album: American Pie and Vincent. American Pie, released in 1971, is so long (nearly nine minutes) that when it was originally released as a single, it had to be split over both sides of the record, with the result that some radio stations only ever played the first half of the song. McLean has described the song as ‘somewhat autobiographical’, presenting an abstract story of his life from the mid-1950s to the late 1960s when he wrote the song. The one specific detail that he has confirmed is that he was folding newspapers for his paper round on 4 February, 1959, when he first heard the news of the plane crash. This gave rise to the line ‘February made me shiver / with every paper I’d deliver’. He has also said that the references in the song to ‘the king’ and ‘the jester’ are to Elvis Presley and Bob Dylan respectively. The working manuscript for American Pie sold at auction in 2015 for over £800,000 (over $1 million), making it the third highest auction price ever paid for a literary manuscript. 12 Students look at the ingredients and instructions for making apple pie. Put them in pairs, but don’t allow them to look at each other’s information. They ask each other questions using the amounts and adverbs of quantity to complete the recipe. Check students understand the different measures and amounts. You could also quickly review questions with How much / many ...? Answers 2 pastry 3 apples 4 ingredients 6 pastry 9 cream; ice-cream. 13 VIDEO OPTION Students write about their favourite restaurant, answering the questions. They then video their talks on their smartphones. They can either upload their videos or walk around the room and show each other. Extra idea: Do a guided visualisation with the class. Tell students to relax and close their eyes. Tell them to imagine they’re at a restaurant. Play some gentle background music to relax them even more and help them picture the scene. As the music plays, gently prompt them and guide them: You’re in your favourite restaurant. Where is it? Who are you with? Sit down and look at the menu. Order your favourite food and a drink. What can you see? What can you hear? How do you feel? Ah! Here comes your meal! What does it taste like? What can you smell? How do you feel? When the music stops, ask them to open their eyes and to describe the restaurant to their partner. Get feedback and find out more about what they could see, hear, feel, smell and taste. This is a great activity, as it generates so many different ideas, is really personalised and leads to lots of learner interaction and speaking. Lesson 3 Magic or myth? pp58–59 Aims The focus of this lesson is on ‘superfoods’ that have amazing healing properties and health benefits. Students learn food-, medicine- and health-related vocabulary and also listen to conversations about home remedies from around the world. You first! Put students in pairs to discuss the things they eat and explain the reasons why. Get quick feedback and ask extra questions (Really? How often? Do you eat it on its own or with something else? What do you make with it?). Don’t worry too much if students don’t know the names of all the foods at this stage, as this will be covered in 1. They can just say this. Vocabulary 1 Superfoods 1 Students cover the box and see how many of the foods in the photos they can name. They then look at the words in the box. They’ll already know some of these, but there will be a few more unusual, interesting and crosscultural ones as well. They then match the words and photos. Ask students which words are very similar in their own language and which are very different. Answers 1 honey 2 acai berries 3 miso 4 coconut 5 artichoke 6 ginger 7 Brazil nuts 8 turmeric 9 pineapple 10 kiwi fruit 11 garlic 2 Write acai berries on the board. Elicit which syllable is stressed. Write the word in phonemic script too /ˌæsaɪˈiː ˈberiz/ and ask students to repeat. They then listen and repeat, underlining the stressed syllables in each word. 2.12 Answers acai berries, artichoke, Brazil nuts, coconut, garlic, ginger, honey, kiwi fruit, miso, pineapple, turmeric Extra idea: Students work in pairs to write down as many fruit and vegetables as they can. The team that has the most wins. As a follow-up, write the words on the board and give the class 30 seconds to look at them. Then wipe the words away and see how many they can remember. 3 Ask the questions and elicit ideas from the class. Ask why foods is plural here. Students guess using degrees of certainty from page 53. Answer Food is usually an uncountable noun. However, when we talk about ‘a type of food’ (like superfoods), we can use it in the plural form. Background note A ‘superfood’ is a type of food that is considered to be very good for your health and which may even help some medical conditions. Superfood lists contain common food choices whose nutritional value has been long recognised as exceptional. Examples of these are berries, nuts and seeds in general, dark green vegetables (such as spinach and broccoli), citrus fruits, fish (such as salmon and sardines) and peanuts, lentils and beans. Some critics Unit 6 127 claim that the word is just a marketing term to help sell certain products and the benefits are often disputed by scientific studies. Find out more about superfoods at http:// www.history.com/news/hungry-history/theancient-origins-of-superfoods and https:// en.wikipedia.org/wiki/Superfood. Vocabulary 2 Medicine and health 4 GUESS Students read the text and guess which food item it is about. They then compare their ideas in pairs. Answer Honey Background note The honey in question is not just any old honey, it is manuka honey, also known as surgihoney. It is produced in Australia and New Zealand from the nectar of the manuka tree. Although there are some doubts as to the scientific basis for the antibacterial qualities of manuka honey, it has become very expensive and thus a target for fraud. Over half of the samples tested in 2012–2013 were found not to be manuka honey at all, despite being labelled as such. 5 SEARCH AND THINK Students find the words and meanings. They can use their dictionaries to help them. Answers 1 There are actually 16 words or phrases: medicine: healing properties, treat, penicillin, antibiotics, doctors, medicine, scientists, patients, hospital, operation disease: infection, superbugs, resistance, bacteria, MRSA, E. coli Listening 1 6 128 Students listen and tick the words they highlighted as they hear them. Play and pause the recording as necessary; students compare their ideas afterwards. 2.13 Unit 6 Answers medicine, infection, operation, antibiotics, doctors, bacteria, penicillin, scientists Transcript sunita What are you doing, Joe? joe Oh, just looking at this website a Mexican friend of mine told me about. It’s all about natural products in medicine. It’s fascinating. sunita Uh-huh. So what have you found out? joe Well, my friend Maria had a really bad infection after an operation – it went on for days and antibiotics didn’t get rid of it, and then finally someone told her to try honey – manuka honey, in fact – so she did, and the infection completely healed. Completely! sunita Really? joe Yes, really. So I’m just looking it up to see what I can find out, and there’s loads of stuff if you just google manuka honey. sunita For example? joe There’s a true story about a man from Wales – he used to keep fish. sunita Fish? joe Yes, koi, and one day he got a cut from one of them. He wasn’t worried about it, but then the cut became infected and turned into a terribly painful skin condition and it got so bad that he found himself in a wheelchair – he couldn’t walk. sunita My goodness! How awful! joe Yes, and then his doctors started to talk about amputation, so the man thought ‘Right, that’s it!’ and he decided he had to find a different solution. And guess what? He discovered it in Venezuela, from a street doctor. The guy told him to put honey dressings on his legs. So he did, and five months later, he was walking again! sunita Really? How amazing! So how did this honey thing all start? joe Apparently on a farm in Chile. The owner noticed that the honey in his beehives didn’t go off, even in warm weather. It stayed fresh. So it must have something special which protected it against bacteria. sunita joe sunita joe sunita joe sunita joe 7 So it was a lucky accident? Sounds a bit like Alexander Fleming and the discovery of penicillin. Yeah, I suppose it was a bit. Anyway, later on, scientists got interested and managed to produce a medical, antibacterial honey. It’s sometimes called surgihoney. That is interesting. So what exactly do you do with it? Do you eat it? Well, you certainly can eat it. Some people say eating it helps to prevent and treat cancer or reduce high cholesterol. But most people use it directly on wounds or skin infections or burns. What, you just put it straight on your skin? Absolutely. But not just any old honey, remember. It needs to be a special medical honey. Oh right. Sounds a bit sticky. Yeah, sticky, but it works! Answers 1 A website about natural products in medicine 2 She had a bad infection after an operation. 3 He got a cut from one of his koi fish. 4 It got infected and he ended up in a wheelchair because he couldn’t walk. 5 His doctors started to talk about amputation; he heard about manuka honey from a street doctor in Venezuela. 6 He noticed that the honey in his beehives didn’t go off, even in warm weather. It stayed fresh. So it must have something special which protected it against bacteria. 7 You can eat it, but most people put it on their skin. TAKEAWAY LANGUAGE Students match the expressions from the recording with the meanings. 4e 5b Extra idea: As a follow-up, students write a short story that includes each of the phrases. They then delete the phrases from their story and leave gaps. Finally, they tell their stories to a partner and say Boo! instead of each missing phrase. Their partner has to guess which phrase fits the sentence correctly. Speaking and writing 9 Pre-teach claim (= a belief that something is true, though there may not be proof). Students match the sentences to the photos. Don’t confirm their answers at this stage. Answers 1 miso 2 acai berries 3 ginger 4 Brazil nuts 5 artichoke 6 vinegar 7 pineapple 8 coconut 9 kiwi fruit Students try to remember the answers. Play the recording again so they can check. MA With weaker classes, give students time to read the questions first before asking them to listen and write the answers. 8 Answers 1c 2d 3a Tip: It’s great if students know the answers, but if they don’t, just encourage them to guess – at least there’s a chance they might get it right! This is a good technique for them to learn, especially when they’re doing exams. It’s also important for them to have a safe atmosphere where their ideas will be appreciated and praised even if they’re not quite right. 10 Students listen and check their ideas together. Play and pause the recording as necessary. 2.14 Transcript 1 Miso can apparently help prevent certain types of cancer and give protection from radiation. 2 Many people believe that acai berries give you energy, help you lose weight and also slow down the aging process! 3 They say that ginger is really good for colds, flu and respiratory problems. 4 Brazil nuts apparently have a powerful positive effect on your brain. Unit 6 129 5 Artichoke may help your digestion and it also lowers cholesterol. 6 Vinegar can possibly help to regulate blood sugar levels. 7 Pineapple is especially good for your eyes and your skin as you get older. 8 Apparently coconut oil is excellent for your hair and skin. 9 They say that eating kiwi fruit can help prevent skin cancer and is also good for depression. Extra idea: Elicit which two superfoods from 1 were not featured in the recording (turmeric and garlic); students find out what beneficial properties they’re supposed to have. 11 YOUR STORY Students talk about their own personal experiences with alternative medicine. If they don’t have any, they can talk about the type of food they eat to stay fit and healthy. Check their ideas in feedback. EXPLORE ONLINE This can be done as homework or in class using smartphones or tablets. Ensure that students understand all the items in the box. Alternatively, students find out more about one of the items on page 58. 12 MINI-TALK Put students in small groups. They give a short talk about their superfood but don’t say what it is. The other students have to listen and guess. Listening 2 and speaking 13 GUESS Students look at the photos and guess the remedies. Encourage them to use the phrases to express degrees of certainty from the unit. 14 2.15 Students listen to the recording and number the photos in order. Answers a) 5 b) 4 c) 1 d) 6 e) 2 f) 3 Transcript 1 I get hiccups quite often, and I find that if I have a spoonful of sugar, it gets rid of them. 130 Unit 6 2 Chocolate! It’s really good for coughs. I don’t know why. And it’s delicious of course. 3A: Peanut butter. It’s great for getting chewing gum out of your hair. B: Why on earth would you have chewing gum in your hair in the first place? 4 Vinegar is brilliant for sunburn. I was terribly burnt once and someone put vinegar all over me and the burn went away. I’d recommend it for a blocked drain, too. 5 I eat cherries to help me go to sleep. I heard that’s because they contain melatonin. 6 And toothpaste can get rid of spots. Did you know that? It can get rid of stains like ink and lipstick, too. And it can clean piano or keyboard keys! 15 Students listen again and check if their predictions from 13 were correct. What things can each food item good for? Answers 1 Sugar gets rid of hiccups. 2 Chocolate is good for coughs. 3 Peanut butter is good for getting chewing gum out of your hair. 4 Vinegar is good for soothing sunburn and unblocking drains. 5 Cherries are good for helping you sleep. 6 Toothpaste gets rid of spots (and gets rid of stains like ink and lipstick, and cleans piano or keyboard keys). 16 VIDEO OPTION Students write about their favourite magic home remedy and then video their talks on their smartphones. They can either upload them or walk around the room and show each other. Extra idea: Use short speaking activities to encourage learner interaction. Put students in pairs to talk about the things they do to stay fit and healthy. Should they eat differently to stay healthy? What things should we do / avoid to live a long life? Everyday English p60 Answers 1 A simple tin opener. 2 Really dangerous. Really, really dangerous. 3 A simple, safe tin opener. 4 Not an electric one. 5 A simple, safe, manual tin opener. Describing things 1 2.16 Students listen and answer the questions. Answers He wants a tin opener, but the shop doesn’t sell them, so he’s not successful. Transcript man Good morning. I wonder if you can help me. I’d like a thing for opening tins. assistant Sorry? man You know, something I can use to open tins with. assistant Oh. You mean a tin opener? man Yes, that’s it. A tin opener! One that’s very easy to use. assistant So, a simple tin opener. man Yes, a simple tin opener, and one that won’t cut me when I use it. Some of them are terrible. Really dangerous. Really, really dangerous. assistant So, you want a simple, safe tin opener. man Exactly! And not an electric one, of course – I’m going camping. assistant So, a simple, safe, manual tin opener. Is that right? man That’s it exactly! Do you have one of those? assistant I’m sorry. We don’t sell tin openers here! Tip: If students can’t hear the word stress easily, hum the ‘tune’ of the sentence and ask them to copy. Then say the words in the same tune! 4 P Students practise pronunciation and intonation by responding to the questions. Do the first one together as an example. Suggested answers 1 No, it’s really difficult. 2 No, it’s really boring. 3 No, I’d prefer sparkling. 4 No, I’d like it white, please. 5 No, I’d like baked fish, please. 6 No, I’d like it well done. 5 Students match the items from A and B. Alternatively, shout out items in a random order from box A. Students have to respond with the correct word from box B. Students then describe the item to each other; their partner has to guess what it is. Encourage them to use the expressions from 2. Answers bicycle pump, bin liner, bottle opener, clothes brush, coffee maker, insect repellent, lemon squeezer, phone charger, potato peeler, stain remover 2 Students listen again and complete the sentence in two different ways. Play the recording again if necessary, giving them time to write sentences. Answers I’d like a thing for opening tins. I’d like something I can use to open tins with. 2.17 Students listen and underline the 3 P stressed syllables in each sentence. They then practise and repeat together. 6 ROLE-PLAY Students do their own role-plays in pairs using the language for describing things. They can look back at the transcript to help them if necessary. 7 GUESS Students look at the photo and answer the questions. Ask extra personalised questions (eg Where were you? Did you like it? Do you know the ingredients?). Unit 6 131 Answer Custard is a thick, sweet sauce made from milk, flour, eggs and sugar, sometimes flavoured with vanilla. It is often used as an accompaniment for hot desserts such as pies, crumbles and sponges. 8 Students listen to the recording and fill in the gaps, then compare with a partner. Elicit why these words and phrases are used (Vague language is useful when we don’t want or need to say things exactly.). 2.18 Answers 1 a sort of 2 stuff 3 a bit like 4 [thick]ish, [yellow]ish 5 for putting 6 to have 9 Write the sentences with lots of gaps as a dictagloss (see below). Play the recording just once without pausing; students then try to remember what she said exactly! The idea is that they won’t be able to fill in all of the gaps. They find a partner and dictate what they have to each other. They then change pairs and continue until they’ve completed the dialogue. The first person to finish is the winner. To increase the speaking and learner interaction, students can only talk to one partner at a time and they can’t show each other what they’ve written. 2.19 You __________ __________ __________ __________ __________ custard __________? It’s a __________ __________ __________ __________ with __________ , __________ and __________ and __________ __________ __________ __________ __________ or __________ __________ __________ __________ ! Is __________ __________ ? Answer and transcript [You] want to know precisely what [custard] is? [It’s a] sweet, yellow sauce made [with] eggs, milk [and] sugar [and] you can eat it hot [or] cold with your pudding! [Is] that clearer? 10 Students discuss the questions in pairs. Encourage them to ask extra questions (eg Where were you when you ate it? Did you like it? What other foreign food do you like?). 132 Unit 6 Culture notes • Bouillabaisse is a traditional fish stew from Provence in France. There are at least three different kinds of fish or seafood in a bouillabaisse, and it’s traditionally served with rouille, a type of mayonnaise made of olive oil, garlic, saffron and cayenne pepper. • Paella is a rice dish from the Valencia region of Spain. It’s often regarded as Spain’s national dish and comes in various types, including seafood paella and mixed paella. • Goulash is a Hungarian stew made of meat and vegetables, seasoned with paprika and other spices. • Feijoada is a Portuguese dish made with beans, beef and pork. • Ceviche is a seafood dish popular in South America. It’s made of fresh raw fish cured in citrus juices and spiced with chilli. • Borscht is a beetroot soup of Ukrainian origin, now popular in much of Eastern and Central Europe. • Karniyarik is a dish from Turkey consisting of aubergine stuffed with onions, garlic, tomatoes and ground meat. • Dulce de leche is a South American speciality made by slowing heating sweetened milk. • Tiramisu is an Italian dessert made of coffee-flavoured sponge fingers layered with a creamy mixture of eggs, sugar, cream and mascarpone cheese and chocolate. • Moussaka is an aubergine-and-potatobased dish from Greece and Turkey. • Guacamole is an avocado-based dip originally created by the Aztecs in what is now Mexico. It has become part of American cuisine as a dip to go with tacos. • Kimchi is a traditional fermented Korean dish made of vegetables with a variety of seasonings. It’s often described as spicy and sour. 11 Students describe and guess other types of food from 10 using the vague language from 8. Vocabulary plus p123 Focus on: the earth Irregular plurals a Students work in pairs and take turns to ask and answer the questions. Encourage them to use intonation to express surprise – what may sound exaggerated to them may sound perfectly natural in context. 1 Write two column headings on the board – singular and plural. Students come to the board, write the word from the box in the ‘single’ column, then complete the ‘plural’ column with the correct word. Encourage the other students to gently correct any mistakes. Answer person – people, man – men, woman – women, child – children, foot – feet, tooth – teeth, fly – flies, goose – geese, leaf – leaves, half – halves, wolf – wolves, ox – oxen, salmon – salmon, sheep – sheep MA Remind weaker students that adding on earth doesn’t change the meaning of the question – they can take it out to see more easily what the question is. b Transcript 1 a Where on earth have you been? b Nowhere! 2 a What on earth are you doing? b Nothing! 3 a Why on earth didn’t you tell me? b Because I thought you’d be really cross, and I was right! 4 a Who on earth was that woman? b Oh, just someone I met on holiday. No one special. 5 a What on earth do you mean? b I mean that I’ve changed my mind! 6 a How on earth did you get here? b Well, the flight was cancelled, so I took a bus to the station and caught the train! Extra idea: Ask students if they know any other irregular plurals, eg fish – fish, deer – deer, medium – media, crisis – crises, hoof – hooves, loaf – loaves. Phrasal verbs More or less of something 2 Students do the matching individually, then check with a partner. Answers 1d 2a 3e 4b 5c 3 Students work in their pairs to rewrite the sentences. Get feedback and correct any mistakes. Answers 1 Have you ever suddenly put on a lot of weight? 2 Might the world run out of oil one day? 3 Is the cost of living going down or (going) up right now? 4 What can we do to cut down carbon emissions? 4 Students discuss the questions in groups of three or four. Encourage them to be sensitive about the first question, as not everyone is comfortable discussing their weight. Play the dialogues for students to compare their responses. 3.32 c P Play the recording again for students to listen for the stressed words in the questions. Answers See underlining in transcript above. Extra idea: Play the recording and ask students to read along at the same time, shadowing the intonation of the speakers. d Read the example together. Students then work in pairs to choose one of the questions and construct a short conversation. They can use the initial response given on the recording in b or their own response from a. MA Stronger students can do two or three of these conversations; weaker students can just practise the two-line exchanges from the recording. Unit 6 133 Wordbuilder Compound nouns 5 Students quickly look at the words in the boxes and check that they know them all. Elicit that all the words in A are parts of the body. Then give students five minutes to form as many compound nouns as they can. You could make this a team game, with the team with the most correct compounds winning. If necessary, remind students that some parts of the body can go with more than one word. Answers armchair, background, earring, eyeball, eyebrow, eyelid, eye line, fingernail, fingerprint, football, footprint, handball, hand print, handwriting, headline, lipstick, necklace, neckline, toenail, toothpaste Background note Most of these compounds have been around for a long time, so are written as one word. The origins of some compounds – such as necklace – aren’t immediately obvious, although this probably meant ‘lace that was put around the neck’ at some point. 6 Go through the example with the class to make sure that students understand what they have to do. They work in pairs to write their sentence / question. Feed back as a class to see who had the funniest / strangest sentence. MA Stronger students can write two or three sentences / questions. Wordbuilder dis7 Check that students understand the negative meaning of the prefix dis- using the example; they then work in pairs to work out the words. MA Weaker students start with items 3 and 5, as these are easier. Answers 1 disappear 2 disagree 3 dislike 4 disabled 5 disadvantage 6 disapprove 134 Unit 6 8 Check that students understand the vocabulary, such as facilities (= buildings, equipment and services provided for a particular purpose), freelance (= doing particular pieces of work for different companies rather than working all the time for just one) and litter (= small pieces of rubbish that have been left lying around in public). They complete the sentences, then discuss them with a partner. Get feedback to find out the majority opinion for each sentence. Answers 1 disappear 2 disabled 3 dislike 4 disadvantages 5 disapprove Units 5&6 Review Aims To review the vocabulary and grammar covered in Units 5 and 6. Students also look at the art form of the mini-saga and different natural remedies from around the world. 3 Pre-teach words like reasonable (= fair) and traces (= a very small amount, a sign that something happened). Students read and identify the story that isn’t a mini-saga. Answers 1 B is not a mini-saga, as it has more than 50 words. 3 They are all about food and the consequences of eating or drinking something. Warm-up Have a quick class discussion about stories. What makes a good story? What are students’ favourite stories from childhood? Do they still like reading or listening to stories? Ask students if they know what a saga is (= a long story about past events, usually over a long period of time). 4 Reading and grammar 1 To introduce the topic and elicit predictions, write mini-saga on the board and invite students to guess what it means. They read the description and check if their predictions were correct. Elicit the three rules orally. THINK Students answer the questions in pairs using modal verbs of deduction. Get feedback and correct any grammar mistakes. Suggested answers A He can’t have felt terrible because of the tea. He must have eaten too much. B Monica must be his girlfriend. He might have told his wife he was having an affair. He could have told her he wanted to leave her. I think he hopes to get a divorce. I don’t think he’s going to be able to do it, because she’s poisoned him. C Auntie Ivy’s advice might be wrong. It might have been Marge’s birthday, or Marge could be pregnant. Marge’s idea might be bad. It might be a good idea if she goes on a diet. Answers 1 It must have exactly 50 words. 2 The title is not included in the word count – it can be up to 15 words. 3 It must tell a story. 2 Students fill in the gaps using the first conditional. Get feedback and correct the grammar if needed. Note that items 3 and 4 say basically the same thing, but draw students’ attention to the use of unless. Won’t qualify and won’t be allowed are synonyms, so allow both as correct where there’s an option. Answers 1 If it doesn’t have exactly 50 words, it won’t qualify. 2 If there are more than 15 words in the title, it won’t be allowed. 3 Unless it tells a story, it won’t qualify. 4 If it tells a story, it will be allowed. / If it doesn’t tell a story, it won’t be allowed. pp61–62 Extra idea: Ask students to write an ending for story B. You could give them free rein, or impose a further word restriction. 5 FINISH IT Students finish the sentences in a personalised way, then share with a partner. Units 5&6 Review 135 Writing 6 Remind students of the mini-saga rules and elicit which one story B broke (rule 1). They then rewrite the story with the correct word count. Remind them that they need to keep the essence of the story, just reduce the number of words. When they’ve finished, they share with a partner and read each other’s work. Encourage peer correction. Suggested answer ‘Did you enjoy the tea?,’ she asked, taking the empty mug from her husband. ‘Delicious,’ he replied. ‘I had to tell you about Monica. Thanks for understanding.’ ‘No problem.’ She smiled. ‘If you’re happy, that’s fine.’ She held the mug under the tap, washing away all traces of the poison. Tip: This task practises précis, which is challenging even for native speakers. However, it really gets students thinking about how things can be rephrased and which words are redundant, so it’s worth persevering, even if you have to give them a lot of support and suggestions. 7 Students write their own mini-saga about food and health. Break the activity up into stages. Firstly, they write notes and ideas. Secondly, they think about what grammar and vocabulary they could include. Thirdly, they write their story, using their notes and ideas. Finally, they read their work, count the number of words and correct any mistakes they see. Extra idea: Display their mini-sagas around the classroom for everyone to read and vote on the class favourite. EXPLORE ONLINE This activity can be done as homework. Students could find interesting and enjoyable mini-sagas and bring them into class. They then create their own comprehension questions for the mini-sagas. 136 Units 5&6 Review Tip: It’s nice to let students find things they would like to use in class. It’s more learner-centred, it practises skills work, it provides authentic language and it saves you time, too! Make sure you check and edit as needed, though, so the language is level-appropriate and understandable. Preposition park a Students complete the text with the missing prepositions, then compare their answers in pairs. MA With a weaker class, add a preposition word bank on the board. Answers 1 about 2 for 3 by 4 as 5 of 6 to 7 against* 8 of 9 of 10 from / against 11 In 12 of * It’s also acceptable to have no preposition here, so don’t penalise students who can’t think of one. b Students read again and guess which superfood the text describes. Which words gave the best clues? Answers Garlic (allicin, vegetable, vampires) Aspects of culture a GUESS Set a time limit so students don’t get stuck on unknown vocabulary – they probably don’t need it to do the activity. They compare their answers in pairs and explain their choices and clues they found in the text. A Morocco (Berber people are from Morocco. Souk is an Arabic work for ‘market’.) B Mexico (Aztecs and Maya are from Mexico (and countries such as Belize, Guatemala and Honduras).) C Australia (Aboriginals are the indigenous people of Australia. The tea tree is an Australian tree.) D Brazil (The Amazon basin is situated in Brazil.) E Turkey (Sultans lived in Turkey (the Ottoman Empire), and Manisa is in Turkey.) b Students match the descriptions to the photos. Answers A Top photo, left-hand column (saffron) B Top photo, right-hand column (chicalote) C Bottom photo, right-hand column (tea tree) D Bottom photo, left-hand column (guaraná powder) E is not pictured. c This could also be done as a quiz in pairs. Students take turns asking and answering the questions. Answers a) tea tree oil b) chicalote c guaraná powder d) Berber remedies e) guaraná powder f) mesir paste g) Berber remedies, guaraná powder d Students discuss the best natural remedies in their country. Get feedback and ask more questions (eg Do they really work? Do they just give a placebo effect?). Extra idea: Students could use the information they discuss as the basis of a mini-talk about a natural remedy that they would recommend. Units 5&6 Review 137 7 Technology rules? UNIT FOCUS GRAMMAR: will future and future continuous; hope; future plans and predictions; VOCABULARY: technological inventions; optimism (adverbs of degree); on the road FUNCTION: asking for and giving directions Introduction p63 Aims The focus of this lesson is to introduce the theme of technology. Students are encouraged to think about when things were invented, then check their answers in a listening. You first! Students choose from the photos or think of other inventions. Do a quick survey and vote for the most popular invention. 1 Pre-teach the word obsolete (= not in use any more, replaced by something newer and better). Students work in pairs and draw timelines, arranging the inventions in chronological order. They then compare with other students to see if they agree. Don’t check their answers at this stage. 2 Play and pause the recording for students to check their answers and timelines. You could also write the names of the inventions on slips of paper for students to arrange chronologically on a timeline as they listen. This varies learning styles and adds a kinaesthetic element to the activity. 2.20 Answer cassette player: 1962 ATM: 1969 video cassette: 1971 mobile phone: 1973 IBM computer: 1981 CD-ROM: 1982 world wide web: 1989 iPod: 2001 smartphone: 2007 iPad: 2010 Transcript Welcome to the Science Museum. We hope you will enjoy this audio guide. 1 You are looking at a cassette player. The first cassette player was invented in 1962. 138 Unit 7 time adverbials The model you are looking at dates from ... 2 The first real ATM – often called a cash machine, or ‘hole in the wall’ – was installed by the Chemical Bank in Rockville Center in New York in 1969. They called it a ‘docuteller’. 3 Video cassettes changed everything for TV and film viewers. They could record their favourite TV programmes and watch films in their own homes. They first appeared in 1971. 4 The first mobile phone call was made in 1973 by Martin Cooper, then Vice President of the Motorola corporation. He took his phone onto the streets of New York. People were amazed. But his company wasn’t interested for ten years – they were more interested in their phones in cars. 5 The IBM PC – ‘PC’ stands for ‘personal computer’ – first appeared in 1981. It was the first mass-market desktop computer. 6 It wasn’t until 1982 that the first compact discs were available, and at first they only stored audio data. Later, video and other data was included. CD-ROMs are still used, but increasingly people are using digital downloads … 7 The world wide web was invented by a man called Tim Berners-Lee, a software engineer, when he was working in a physics laboratory in Switzerland in 1989. The world wide web allows people to share information from computers all over the world using a system of coding … 8 You are looking at a first-generation iPod – the mp3 player that changed everything for the music industry. It was introduced by Steve Jobs, the CEO of Apple, in 2001. People weren’t very happy with it at first. But it became more and more popular and is now an iconic music … 9 The first smartphone was launched in 2007. The CEO of Apple, Steve Jobs, said at its launch, ‘Every once in a while a revolutionary product comes along that changes everything.’ 10 Mobile computing really became popular when the iPad arrived in 2010. Apple was not the first company to try tablet computing, but the iPad was the first great success. Tip: Try to vary activities so that students can move and touch things and focus on different learning styles. Adding sentence slips to arrange or word cards for language games adds a kinaesthetic element to lessons and keeps things interesting. It takes a bit more preparation, but pays off in terms of increased learner motivation and interest. Culture notes • Steve Jobs (1955–2011) was a pioneer in personal computing. He founded Apple in 1976 with Steve Wozniak; it has gone on to become one of the most successful companies of all time. He also helped to instigate the visual-effects industry, which resulted in the first fully computeranimated film, Toy Story, in 1995. • Martin Cooper (1928–) is an American engineer considered the ‘father of the cell phone’. He and his wife, Arlene, have co-founded numerous successful communications companies, and he worked for Motorola for 29 years. In addition to pioneering the mobile phone, he was instrumental in expanding pager technology. He formulated the Law of Spectral Efficiency, which is now known as ‘Cooper’s Law’, and won the Marconi Prize in 2013. • Tim Berners-Lee (1955–) is the English computer scientist credited with the invention of the world wide web. He is now the director of the World Wide Web Consortium (W3C), which oversees the web’s continued development. He is reputed to talk very fast, so much so that his colleagues supposedly asked him to speak in French to slow him down. Background notes Students should be familiar with most of the items pictured, even in their archaic forms. The only two that they may not have come across are the video cassette and the cassette player. The video cassette pictured is actually a small format developed for camcorders. More common were VHS cassettes for use in domestic VCRs (video cassette recorders). Both these and audio cassettes used magnetic tape, onto which analogue data was recorded. Sound and picture quality were relatively poor, and both formats soon became obsolete when digital recordings in the form of CDs and DVDs became available in the 1980s and 1990s respectively. 3 Play and pause the recording again so students have time to write notes. Encourage them to write abbreviations so they can note down information more quickly (eg 1st smart, S. Jobs, App 2007). They then write the answers in proper sentences, compare with a partner and add extra information. Answers 1 Steve Jobs was the CEO of Apple. He introduced the iPod in 2001 and the smartphone in 2007. He described the smartphone as a ‘revoluntionary product’ that would ‘change everything’. 2 The first ATM was installed the Chemical Bank in Rockville Center in New York in 1969. 3 The first mobile phone call was made in 1973 by Martin Cooper, then Vice President of the Motorola corporation. 4 The world wide web was invented by Tim Berners-Lee, an English software engineer, in Switzerland in 1989. 5 The iPod is an mp3 player that was introduced by Steve Jobs, CEO of Apple, in 2001. People didn’t like it at first, but it became very popular. 6 CD-ROMs first appeared in 1982. Initially, they just had audio data, but then had video and other data. They are still used today. 4 Copy the mind map onto the board and elicit where broadband should go (connectivity). Students then arrange the other words in the correct place. You can point out that some words can go in more than one place. Unit 7 139 MA You may prefer to do this as a wholeclass activity, inviting individual students to come to the board to write the words in the correct place, consulting with their classmates if necessary. They can then brainstorm other lexical items to add. 5 If you didn’t do 4 as a whole-class activity, students should compare their mind maps in small groups and check together in feedback. They could also come to the board to complete the mind map. Answers operating system: Windows program*: Windows, Twitter, Facebook app: Twitter, Facebook mobile technology: mobile / cell phone hardware: desktop, laptop, monitor connectivity: broadband, cloud computing * You could draw students’ attention to the fact that the American English spelling is always used in relation to computers. Tip: It’s good to invite students to come to the board from time to time to brainstorm words with the class, write answers and play games. This movement sends oxygen to the brain and keeps them more active, alert and involved after a long time seated. It also creates more learner interaction and minimises your work too. Lesson 1 Futurology pp64–65 Aims The focus of this lesson is predictions about the future. Students focus on the future simple and continuous in the Grammar section, and also learn adverbs of degree to describe their hopes and fears about the future. You first! Students think about their future life and what they’ll be doing in the future. To make it more interesting, set three future points, such as 2025, 2040 and 2060. Students write bullet notes rather than full sentences. This helps them speak more fluently rather than just reading sentences. They then walk around and talk to different partners. Encourage them to ask questions and use phrases like What about you?, What about by 2040?, Really?, Do you think so?, No way!, How come?. This creates more natural interaction, interest and conversation. Get their ideas and hopes in feedback. Reading 1 Students read about the predictions and discuss them in pairs. You could also point out the use of be able to to express ability in the future: make up a crazy opinion about the future and write the sentence on the board with a mistake for students to correct. Hey! Do you know what I think? I think people can drive flying cars in the future. – will be able to drive Extra idea: Dictate questions about modern technology for students to discuss with a partner. Get feedback and find out about their favourite devices, apps, social networking sites, etc. Answers The army already controls some things remotely using drones. We already grow food in laboratories. People already watch TV in colour and with good sound and see things on the other side of the world by satellite. Cures for some major illnesses have been developed. We already have supersonic air travel (Concorde was the first). What mobile devices do you have? Which is your favourite device? How often do you check your phone / tablet? Do you like social networking sites? Which ones do you use? What are the advantages / disadvantages of mobile technology? 2 140 Unit 7 THINK Students work in pairs or small groups to discuss the questions. For questions 3 and 4, they should think of the advantages and disadvantages of working fewer hours and living longer. 1 Restaurants will print food. They will do this with 3D printers. 2 We won’t go to the doctor any more. We will all have medical machines at home. They will check us out and they will tell us what to do – and they will treat us. 3 There will be a lot of roads for driverless cars only. 4 We will be travelling around the world on a regular basis in vacuum tubes. The speed? More than 6,000 kilometres an hour. 5 A Chinese company will be operating daily flights to a space hotel. 6 We will be harvesting water from the atmosphere all the time. 7 We will use swarmbots – nano swarmbots – (nano means very, very, very small) for our clothes. We will be able to change our clothes in a fraction of a second. Answers 1 Drones are the modern version of ‘army tanks with no crew’. 2 A scientist or a researcher 3 To introduce the topic, write the following quotation by Marcel Proust on the board. Elicit students’ ideas and personal opinions. Man of imagination, you can find enjoyment only through regret or expectation, in the past or in the future. (Marcel Proust (1871–1922), Remembrance of Things Past) Elicit what a ‘futurologist’ is (someone who predicts the future). Students read and talk about people they know who look back at the past or hope for the future. Which do they think is the better outlook? Listening 4 GUESS Pre-teach words like swarmbots (= lots of small robots that do complex tasks) and vacuum tubes (= high-speed travel by train in a tube). Students work in pairs and guess what Thomas Frey’s predictions are. Get their ideas in feedback. 5 Students listen to the recording and check their answers to 4. What things were interesting or surprising? Then play the recording again for them to write the predictions using the prompts. 2.21 Answers 1 There will be a lot of roads for driverless cars only. 2 Nano swarmbots will make our clothes. / Our clothes will be made from nano swarmbots. 3 We won’t go to the doctor any more. 4 We will be harvesting water from the atmosphere all the time. 5 A Chinese company will be operating regular flights to a space hotel. 6 Restaurants will print food. 7 We will be travelling around the world in vacuum tubes at more than 6,000 kilometres an hour. Transcript Here are some of the things that Thomas Frey predicts about the year 2030. 6 THINK Students discuss Frey’s predictions in pairs or small groups. You could also write the phrases below on the board so that students can use them in their conversations. Get feedback and ask students to explain their ideas and opinions. Highlight examples of good English and correct any small mistakes you heard. Agree Disagree I agree. I disagree. Absolutely! No way! That’s for sure! Yeah, right! It’s think he’s right. Not in a million years! That’s so true. Extra ideas: Tell students that sometimes we put two words together to make one. This is called a ‘blend’ or a ‘portmanteau’. There are lots of them in English and swarmbot is just one of them! Write these pairs of words on the board for students to combine to make new words. 1 swarm + robot 2 breakfast + lunch 3 electronic + mail 4 information + entertainment 5 tiger + lion 6 chill + relax 7 worldwide web + seminar 8 work + alcoholic 9 stay + vacation 10 croissant + doughnut Unit 7 141 Answers 1 swarmbot 2 brunch 3 email 4 infotainment 5 liger / tigon 6 chillax 7 webinar 8 workaholic 9 staycation 10 cronut Students complete these sentences with the new words. 1 Have you tried one of those new ______ ? They’re absolutely delicious. 2 I have to do a ______ for the students next week. 3 John is always at the office. He’s a complete ______ . 4 I’m so tired of travelling. I think I’ll just have a ______ this summer. 5 Hi, Anna! Do you want to meet for ______ tomorrow? We could go to the new café on River Street. 6 The zoo has bred quite a few ______ now. 7 This is so stressful! I’ve had about a million ______ today. I haven’t got time to read them. 8 I love ______ shows like Animal Planet and The Daily Show. 9 I wish I had ______ to clean this house. It’s such a mess. 10 My daughter likes to ______ when she comes home from school. Answers 1 cronuts 2 webinar 3 workaholic 4 staycation 5 brunch 6 ligers / tigons 7 emails 8 infotainment 9 swarmbots 10 chillax video link Students can visit Thomas Frey’s website ‘The Futurist Speaker’ and see his talk: http://hello. futuristspeaker.com/?gclid=CPDtup3R7MYCFfHJtA od3EoMSQwatch. They can also view it on YouTube at https://www. youtube.com/watch?v=L98-v01idZ8. Students watch the video and answer the questions with a partner. Culture note Thomas Frey is the Senior Futurist at and founder of the DaVinci Institute, a ‘think tank’ based in Louisville, Colorado, in the USA. He frequently gives presentations and talks on his view of the future. Extra idea: Write the following words and phrases on separate slips of paper: skyscrapers, ships, data-storage centres, horses, trains, underwater cities, ultra-highspeed tube transportation, trans-Atlantic bridges, vertical farms, the Pyramids, the Great Wall, space rockets. Put students in pairs and give a set of slips to each pair. Play the video (or show it by data projector or interactive whiteboard); students put the slips in the order they see the items on them. It’s fast, so you’ll probably have to play the clip again! Grammar will future and future continuous; hope 7 Students look at the grammar box, then answer the questions in pairs. Check answers, and tell students that, in practice, either tense can usually be used. Grammar is flexible and there’s often more than one possible answer. To emphasise the ongoing nature of something, we can use the continuous form, but we may not actually want to, so we can use the simple form instead. Competent language speakers use both. Answers 1 will be doing (future continuous) 2 In sentences 3 and 4, the expressions on a regular basis and daily are used to emphasise the continuous nature of the activities. MA To review or help weaker students in multi-level classes, write extra examples and check understanding using a timeline. This gives a clear visual clue to the function and meaning of the grammar. I hope I’ll be living in a big house by the beach when I’m older. will be living will live ____________ past __________________________________future now • • • 142 Unit 7 When am I thinking about? (the future) Is it a short action or an action that lasts for a longer time? (a longer time) Is it a continuous action? (yes) • • • • • What do we call this verb tense? (the future continuous) When do we use it? (to describe a continuous action or action with duration happening in the future) Can I say ‘I hope I’ll live in a big house by the beach when I’m older’? (yes) Is the meaning similar or different? (similar) What do we call this tense? (the will future or future simple) 8 Students make predictions about the future using hope + will or will be doing. Extra idea: Ask students to think about the future and what they hope for and dream of. Then tell them to think of a dream for: • their family • their country • the world. Tell them to discuss their dreams for the future with a partner. Remind them to use the will future and the future continuous. Check ideas in feedback. Vocabulary Optimism (adverbs of degree) 9 Students make phrases with the words. Give an example sentence in context to model the activity (eg I’m extremely pessimistic about England’s chances of winning the World Cup.). MA Weaker students can just make collocations, but stronger students should include the words in full sentences. 10 Students put the adverbs in order. You could also draw a picture in steps or stages on the board to give a clear, visual clue. Answers not very, rather, quite, really, extremely Note that rather and quite are pretty much synonymous, so if students have put them the other way around, that’s fine. 11 FINISH IT Students write personalised sentences to review. You could also show them that the adverb is usually stressed (eg I’m really optimistic about ..., I’m rather negative about ...) and practise pronunciation with some repetition drilling. Tip: Make things stand out visually for students by using different colours or by just writing in bigger letters to show things like sentence stress or the words or grammar you would like to focus on. It takes a few extra seconds to write, but students understand far more quickly, thus saving time in the long run. Speaking 12 EVERYBODY UP! Students explain their feelings about world peace (they can read the example to get the idea), then stand in a line in the classroom to reflect the spectrum of opinion in the class, ranging from the most optimistic to the most pessimistic. Do the same for the other two topics, encouraging students to give reasons for their ideas. Encourage as much conversation as possible. 13 MINI-TALK Students work in small groups and make predictions about the future. Write the adverbs of degree and future forms on the board to help them and give them a few minutes’ thinking time to note down a few ideas before they begin. Choose the best talk to present to the whole class. Lesson 2 What they know pp66–67 Aims The focus of this lesson is the comparison of be going to, the will future, modal verbs and the present continuous to make predictions. Students also learn about online advertising and the unsettling issue of data collection and behavioural selling. You first! Students discuss their feelings about online advertising and pop-ups when they’re using the computer. Do they read them? Is it interesting or annoying? Have they ever wondered why certain things are advertised on their screen? Reading 1 1 GUESS Students read the title and look at the photo. Ask who ‘they’ are (advertisers, market research companies) and what the photo represents (people being watched and Unit 7 143 analysed). Check students’ ideas about the type of data they think is held about people. 2 Pre-teach the meaning of words like intend (= plan to do something), on-demand (= TV and video content you can select and watch any time) and account (= summary). Students read the first part of the article to see if their ideas about the type of data were correct. I think it’s ... It’s possibly ... It could / might be ... I definitely don’t know. I have no idea. I haven’t a clue. Reading 2 6 Students read Part 2 of the article and check if their ideas from 5 were correct. They then answer the questions in pairs. Answers 1 They analyse what you buy at supermarkets. 2 There are cameras next to or behind adverts. The camera can tell your age, height and sex. 3 They know your browser history, which things you have looked at online. They also know how many Facebook friends you have. 4 They use the location service on your phone to know where you are and where you go. Answers age, nationality, occupation, residential status, family history, shopping habits, holiday destinations, travel, hobbies and interests, TV habits, annual income, commuting, eating out, pets, family, marital status 3 TAKEAWAY LANGUAGE Students match the words to make words and phrases. MA Weaker students can read the article again to help them. Answers annual income, detached house, housemate, on-demand films, privately owned flat, takeaway, weekly shopping Background note There are no rules to dictate whether word combinations like the ones in 3 are one word, two words hyphenated or two separate words. Often compounds start out as two separate words and gradually become one word, perhaps with a hyphenated stage in between. 4 Students compare their lives with Niki. Encourage them to use both of us and neither of us to describe similarities and differences, and to give extra information about themselves where there are differences, as in the example. 5 144 THINK Students discuss the question with a partner. You could also encourage them to use the phrases of certainty and uncertainty from Unit 6. Write these phrases on the board so they can include them in their conversations. I’m certain / sure that ... I know it’s ... It’s definitely ... It must / can’t be ... I’m not sure. Unit 7 7 Students guess the definitions through context, then check their ideas with a partner. Answers location services: a way of finding where you are via your mobile phone users: people who use a product or service just about everything: nearly everything is due: is expected to be born on top of that: in addition / as well / also 8 THINK Students discuss the questions in pairs. Get their opinions in feedback. Is it ever a good thing? Can they think of other types of advertising? Extra idea: Days of our Lives is a famous American soap opera that is well known for product placement. Play this clip from YouTube (https://www.youtube.com/ watch?v=gCh4gnIcJEM) and see if students can spot the advertising! What other films do they know that use product placement (eg James Bond films)? Grammar Future plans and predictions thing is to leave time for a chat, really listen to them, take an interest in their lives and encourage them to speak in a personalised way. 9 Students look at the sentences and decide the level of certainty. You could also draw a scale on the board to present things in a visual way. Answers 4, 2, 3, 1 10 Students underline the predictions and identify the tenses used. Check answers in feedback and elicit the differences in meaning. At this level, students have already learnt each tense, so this gets them to compare and review (we use present continuous for future arrangements, be going to for predictions made with present facts or evidence, and will future for distant predictions). Answers 1 They know what you are doing next week ... (present continuous, used for future arrangements / plans) 2 ... and what, if your plans work out, you’re going to do this evening. (be going to, used for intentions based on current evidence) 3 They know they know what you’ll probably be doing next year. (will future + probably, used for more distant predictions) 11 Students tell each other their plans and intentions using each of the future forms. Get some of their ideas in feedback and ask extra questions (eg Really? When? How certain is this? Sounds great, what will you do there?). 12 Students work in groups of four or walk around the room and share their ideas. Monitor and note down good ideas and sentences and small mistakes you can correct in feedback. Tip: Always leave time for feedback if possible, as it’s helpful in different ways. Firstly, it gives natural closure to activities. It also helps you to check students’ answers, vocabulary or grammar, and praise or gently correct them (which is important to them too, because they like to know if they’re doing things right). However, the most important Speaking 13 ROLE-PLAY Put students in A+B pairs. Give them time to read their role cards and think about what they’d like to say. Extra idea: Students look around the room and notice things about other students and what they’re wearing. They then work in pairs. One student describes what someone in the class is wearing, eg type of clothes, style, colour, brand. Their partner has to guess who it is. Lesson 3 Losing skills pp68–69 Aims The focus of this lesson is time adverbials to describe future plans. Students also read and talk about the impact of modern technology and our loss of skills, and learn new vocabulary to give directions around town. You first! Students look at the photos and answer the questions. Ask extra questions (eg Have you ever flown in a really old plane? Did you feel nervous?). Speaking 1 Check that students understand cockpits and ask them to describe the differences. How do they think these changes have affected the pilot’s job? Do pilots have to be more or less skilled these days? 2 Students read the lesson title ‘Losing skills’ and guess what the paragraph is about. They then read and check if their predictions were correct, then discuss the questions with a partner. Listening 3 Check that students know what satnav (= satellite navigation) and GPS (= Global Positioning System) are. Write some questions on the board and discuss them with students 2.22 Unit 7 145 (eg Do you use satnav? Do you like it? Why? / Why not? Have you ever had any problems with satnav? What happened?). ceri satnav Students listen to the recording and answer the questions. Play and pause as necessary. paul ceri 146 Answers 1 Three people: Paul, Ceri and Hilda (the satnav) 2 In a car 3 Paul and Ceri are probably married; Hilda is the voice on the satnav. paul Transcript ceri Hurry up, Paul. We’re going to be late. satnav In one mile, take the third exit from the roundabout. paul OK, I will. Thank you, Hilda. ceri Who’s Hilda? paul She’s the voice on my satnav. I think I may have fallen in love with her! ceri Don’t be so ridiculous. paul Just joking. ceri Paul, look, we can turn right here. paul No, we can’t. ceri Yes, we can. We’ll be there in about three minutes if we do. paul Hilda says we have to go on to the roundabout. ceri Hilda’s a satnav, Paul. She isn’t a real person, you know. But look, there’s a sign to where we want to go. Look. We just take the next turning on the right. paul But the satnav … ceri … says we have to go on to the roundabout. I know. paul I spent a lot of money on this system. satnav In 500 yards, take the third exit from the roundabout. ceri You’ve missed the turn now anyway. paul Yes, but Hilda … ceri Oh, shut up about Hilda! If we listen to her, we won’t get there until the day after tomorrow. satnav You are now approaching the roundabout. Take the third exit. paul She’s the latest thing. I rely on her completely. ceri It. paul What? paul Unit 7 ceri ceri satnav It. You rely on it. It’s a machine, not a person. In three miles, take the fourth exit from the roundabout. Oh! Now see what you’ve done! What have I done? You distracted me. I took the wrong exit from the roundabout. Now Hilda says we have to go on for three miles to the next roundabout and then we’ll have to do a U-turn. Paul! Turn Hilda off! I don’t care how much you love her! Use your memory. Use your eyes. Look at the street signs. But Hilda … There is no Hilda, Paul. She’s a prerecorded voice in a machine, and if you let her control your life, you’ll forget everything you ever knew. We can’t let machines take over our lives. You can’t let a machine take over your life. You are now approaching the roundabout … Background note With many satnav systems, you can choose the voice that makes the announcements. These range from just male and female voices to a whole range of celebrities and cartoon characters. 4 Students listen and follow the route on the map. Play and pause the recording again as necessary. Answers 1 The route goes straight along the purple road past the first roundabout. 2 She wanted to turn right before the roundabout. 3 B 5 TAKEAWAY LANGUAGE Students listen again and identify the phrases and who said them. Play and pause the recording again if necessary; students then compare in pairs. Answers 1 c (W) 2 b (M) 3 d (M) 4 a (S) Grammar Time adverbials 6 Students underline the time adverbials. Elicit what time adverbials do (They describe when actions and things are done). You could also highlight how the word about is used with time adverbials (It’s vague language, when we’re talking about an approximate rather than specific time). Answers in about three minutes until the day after tomorrow 7 Explain to students that more than one adverbial is possible in each sentence and have them look at the example. They write the sentences and check with a partner. Elicit that the time adverbial can also go at the beginning of the sentence, but that it needs a comma (eg By ten o’clock, we will be there). Answers 1 We will be there by ten o’clock / for as long as you like / in two weeks’ time / this time tomorrow / until Friday. 2 You had better be here by ten o’clock / in two weeks’ time / this time tomorrow / until Friday. 3 You can stay here for as long as you like / in two weeks’ time / until Friday. 4 We will be living in Canada in two weeks’ time / this time next year. 8 Students write sentences using the time adverbials. MA Stronger students can write more and vary the time adverbials. 9 Students share their sentences in groups of three and four and ask questions for more details. Extra idea: Draw a stick man on the board. Tell the class, ‘This is John. He’s always late, but he always makes up bizarre excuses to explain why’. Students pretend they’re John and make statements using the time adverbials. They should ask each other questions and make up excuses. Write an example conversation on the board. You could also include reason clauses (because), phrases of obligation (have to, need to) and purpose clauses (to get, in order to get) to review at the same time: a I’ll be home by nine o’clock this evening. b Why will you be so late? a Because I have to go into town to get the car serviced. Get feedback and find out the funniest and craziest excuses. Vocabulary On the road 10 Students do the exercise in pairs. You could also show visuals to quickly check understanding (eg ‘What’s this?’ ‘It’s a motorway.’ ‘Yes, it is. Anyone know what we call it in American English?’ ‘A freeway or expressway.’). Answers path, lane, one-way street*, road, avenue, motorway * The position of this in the sequence is debatable, as some one-way streets can be very narrow and others can be wide. 11 Students may not know the words, so they can look them up in their dictionaries or on their smartphones if necessary. Answers There are clear drawings of these on page 43 of the Workbook. Speaking and writing 12 Students work in groups of three and four and use the phrases in the box to describe their journeys. 13 Play audio 2.22 again so that students notice the satnav phrases. They then write the satnav directions for their journeys. 14 Students discuss the questions together. Get feedback and check their ideas. Do a quick survey to find out their opinions about technology. Extra idea: Put students in groups of three or four. Show them a picture of a teenager using a laptop or a tablet. What do they think about it? Then give them role cards. One is for a teenager, and the others Unit 7 147 are for a parent / teacher / older person. Students read their card and then take a few minutes to think about their opinion and make notes. They then do the role play from the point of view on their card. This activity encourages students to think about things from someone else’s perspective and consider other ideas, opinions and feelings. Possible role cards: • You are a teenager. You love the internet, social networking and playing computer games. Think of reasons why spending a lot of time on your computer is a good thing. • You are a parent. Your teenage son / daughter hardly ever speaks to you any more and he / she is always on social networks on the internet. Think of your opinion about teenagers spending so much time using computers and how it might be bad for studying and a healthy lifestyle. • You are a teacher. You have mixed feelings about computers. You understand the advantages and disadvantages. Think of your opinion about teenagers spending so much time using computers. • You are an older person. You don’t really understand why teenagers sit at home playing games and surfing the internet. Think of your opinion about teenagers spending so much time using computers. EXPLORE ONLINE This can be done at home or in class using smartphones or tablets. Students find out about people who went through technology detox and turned off the internet. They can do a search for digital detox. Take a break Although it’s likely that students will have their phones switched off during class to avoid disruption, it’s unlikely that they’ve spent time taking stock of their surroundings like this. Try having a minute of complete silence for them to absorb their environment, then ask them what they saw / heard / felt. 148 Unit 7 Everyday English p70 Asking for and giving directions 1 2.23 6 Students watch the video or listen to the recording and answer the questions. Play and pause as necessary. Answers 1 The Museo del Barrio 2 She asks three people. Transcript 1 dana Oh, no. My phone just died. Excuse me? man Yeah? dana Do you know where the Museo del Barrio is? man No, sorry. No idea. dana Oh. Well, OK, thank you. 2 dana Excuse me? Could you tell me ...? woman Sorry, can’t talk. No time. … I’ll be there in five minutes, darling. I’m just leaving the gallery now. dana OK. Oops. Sorry. 3 dana Excuse me. jerome Yes? Can I help you? dana Yes, please. I’m looking for the Museo del Barrio. jerome The Museo del Barrio? The Latin American one? dana Yes, that’s the one. jerome Oh, that’s easy. It’s on 5th Avenue. You’re quite close. dana It’s on 5th Avenue? No wonder. I thought it was on 103rd Street. jerome No, that’s the Museum of the City of New York. It’s a block away from there. dana From the Museum of the City of New York? jerome Yes, that’s right. Now listen, the best way is to go left from here and go one block to East 97th Street. Take a right … dana Take a right? jerome That’s right, and then 5th Avenue is five blocks away When you get there, turn right and keep going. dana jerome dana jerome dana jerome dana OK. It’s about six blocks then. The block after the Museum of the City of New York. You can’t miss it. How long of a walk is that? How long will it take to walk? About ten minutes? No, maybe 15. OK, thanks. Maybe I’ll jump into a cab. Oh, come on. You can walk! It’s not that far. You’re young! Hope you have a good time there. Not my ‘thing’, as they say. Not very keen on museums anyway, but when I do go to a museum … OK, sorry, gotta go. Thanks for your help. 2 Students watch or listen and write the conversation number. Answers 1 Speaker 3 2 Speaker 1 3 Speaker 2 3 Students use the map to find out where the woman is when she has the conversations, then compare their answers in pairs. Answers The woman is at the hospital, on the corner of East 99th Street and 2nd Avenue. EXPLORE ONLINE Students find out information about the Museo del Barrio (http://www.elmuseo.org) and the Museum of the City of New York (http://mcny.org) and report back in feedback. Ask extra questions to encourage speaking and personalisation (eg Would you like to go there? Why? / Why not? What kind of museums or exhibitions do you like?). They can also go to the Time Out – New York page at http://www.timeout.com/newyork/things-to-do and look at other museums and attractions. 4 Students work in pairs and match the phrases. Play the recording again for them to check their answers. Explain that take is followed by an article (Take a right) and turn is followed by the direction without an article (Turn right). If students are in the USA, they’ll probably hear the phrase Hang a right too! Answers 1h 2e 3c 8g 9f 4b 5d 6a 7i 5 Students complete the table with the questions and responses. Answers asking for directions Do you know where the museum is? How long will it take? I’m looking for the Museo del Barrio. giving directions Fifth Avenue is five blocks away. Keep right. Take a right. The best way is to go left from here and go one block to East 97th Street. Turn right. You can’t miss it. 6 Elicit the meaning of the American English words intersection (= crossroads) and gas station (= petrol station). Students then add the phrases to the table in 5. Explain that or so is another way of saying ‘about’ when we’re being vague and giving approximate amounts; about comes before the amount, or so comes after: Keep going for about 500 metres. Keep going for 500 metres or so. Answers asking for directions Can you help me? I’m trying to find the town hall. Do you know where the town hall is? giving directions At the junction / intersection, take a right. Go straight on. Keep going for a couple of miles / 500 metres or so. Take the first right. Take the third exit at the roundabout. Turn left at the gas station. 2.24 Explain that the phrase Excuse 7 P me has different meanings depending on the attitude of the speaker and the situation. Give students time to read the possible meanings. Unit 7 149 Pre-teach words like cross (= annoyed, angry) and squeeze past (= move or get past with difficulty). Students listen to the conversations and match each example of Excuse me to the correct meaning. Answers 1c 2a 3d 4b 8 P Play the recording again. Ask students if they hear a difference in the way Excuse me is pronounced. Practise and repeat the pronunciation with the class. Students work in pairs, saying Excuse me in different ways. Their partner has to guess which meaning it is. 9 Students use the map and practise asking and giving directions. Encourage them to use the new phrases. Tip: Although grammar and vocabulary can be taught, at the end of the day, it’s up to students whether they use it or not. Try to encourage them to use new words and phrases so that they develop and upgrade their vocabulary in every lesson. 10 Students follow the notes for the speaking activity. Model the activity and encourage them to use the new words and phrases in their conversations. MA Stronger students could mark more than three places on their maps. Vocabulary plus p124 Cars 1 Students do the matching in pairs. Check answers as a class. Answers 1 motorway 2 street 3 high street 4 toll road 5 lane 6 avenue 7 cul-de-sac 8 one-way street 9 highway 10 flyover 150 Unit 7 Extra ideas: Ask which words are British English (high street, motorway, toll road) and which are particularly American English (freeway, expressway). Elicit the American English equivalent of high street (= main street) and toll road (= turnpike). You could also ask students to use their smartphones / tablets to find songs about roads and motorways (eg Telegraph Road by Dire Straits, The Road to Hell by Chris Rea, 2-4-6-8 Motorway by the Tom Robinson Band, Route 66 by Chuck Berry (and many others), Road to Nowhere by Talking Heads, Motorway by The Kinks). 2 Students discuss the terms in groups of three or four. Encourage them to talk about personal experiences of traffic problems. They should note that traffic congestion is uncountable. Answers • A slip road is the entrance to or exit from a motorway or dual carriageway. It allows cars to adjust their speed to the traffic on the faster road before joining it. • A traffic jam is any situation where vehicles are stationary and can’t move because the way ahead is blocked. • A tailback usually occurs on a motorway when there is something blocking the road, causing a queue of slow or stationary traffic. • Traffic congestion usually refers to towns and cities where a lot of vehicles are trying to pass through a small area. 3 Read through the quiz quickly as a class to check for any vocabulary problems (eg pedestrians, speed). Then put students into pairs or small groups to answer the questions. Feed back as a class. Did they find any of the answers surprising? Answers 1 Because all vehicles are going in the same direction on a motorway. 2 In order of fatalities (from least to most): people in cars, motorcyclists, pedestrians, cyclists 3 a) 5% b) 40% c) 80% 4 a) They will have stopped. b) 38 kph 4 In the same pairs / groups, students discuss the three questions. Choose one of the questions to open up to a class discussion. Tip: Discussing an issue in smaller groups prior to a whole-class discussion should encourage weaker students to participate more, but make a particular effort to include them by asking for their opinions. Pedestrians 5 Ask the class if they recognise the zebra crossing in the photo, and why it’s famous. Answer It’s the zebra crossing outside the Abbey Road recording studios in London. It featured on the cover of The Beatles’ Abbey Road album. Extra idea: Encourage students to find an image of the Abbey Road album cover and find out more about it (eg Where is the white Volkswagen now? (In a museum in Germany) Who is the man standing on the pavement? (An American tourist named Paul Cole, who was unaware he was being photographed) Can you see the zebra crossing without going to London? (Yes – there is a webcam devoted to it at www.abbeyroad.com/crossingarchive) Why is Paul McCartney barefoot? (There are lots of theories about this, but the most likely explanation is that it was too hot!). Culture note The Beatles’ Abbey Road album was their 11th studio album and was released on 26 September, 1969. The album cover features the four members of The Beatles walking across the zebra crossing outside the Abbey Road studios, where the album was recorded, and it has become one of the most famous and imitated images from popular music. It is the only Beatles album cover to show neither the artist’s name nor the album title; the cover designer, Kosh, claimed that these details were not necessary, as ‘they were the most famous band in the world’. The original idea came from an idea sketched by Paul McCartney. The photo was taken on 8 August, 1969, at around 11.30; a policeman held up the traffic for ten minutes to allow the photographer to take the photo standing on a stepladder. 6 Students study the photo and select the things they can see. Answers kerb, pavement, pedestrian crossing, zebra crossing Background notes A pedestrian crossing is the general term for anywhere you can cross – it may or may not have stripes. A zebra crossing has black and white stripes. A pelican crossing has a button you have to press to say if you can cross. 7 Students quickly match the American English phrases with their British English equivalents. Answers pedestrian mall = pedestrian precinct phone booth = phone box sidewalk = pavement 3.33 Play the recording once for 8 P students to write the words, then play it again for them to chant along. Transcript Street light, pelican crossing, phone booth, underpass, zebra crossing, footbridge, sidewalk, kerb. Traffic lights, pavement, pedestrian precinct, traffic lights, pavement, pedestrian mall. That’s where people go, and that’s the end, that’s all. 9 P See how fast students can repeat the chant, then ask them to do it backwards. This is very difficult, so will probably cause some hilarity. 10 Students work in pairs to categorise the items in 6. Unit 7 151 Suggested answers 1 kerb, pavement 2 pelican crossing, traffic lights 3 footbridge, pedestrian crossing, pelican crossing, zebra crossing 4 pavement 5 footbridge 6 pedestrian precinct, underpass 11 Ask students if they can tell you where the nearest phone box is, then ask them to discuss the questions in small groups. As a class, make a list of situations when a phone box might be useful. Collocations 12 Give students a few minutes to complete the sentences. Get feedback and make a list of collocations with future on the board (see the text in italics in the sentences). Answers 1 foreseeable 2 no; in 3 uncertain; holds 4 immediate; brighter 13 Ask students for their predictions about technology using the phrases on the board. 152 Unit 7 8 Film UNIT FOCUS GRAMMAR: reporting orders and requests; would and used to; reporting what people say; reporting what people said VOCABULARY: jobs in films; adjectives to describe character; statistics; jobs and actions FUNCTION: giving good and bad news Introduction p71 bailey Aims keiko The focus of this lesson is to introduce the topic of films and to give students some of the vocabulary they need to discuss films and how they’re made. You first! GUESS Ask students if they recognise which movie the photo at the top of the page is from (It shows Sir Ian McKellen as Gandalf in The Return of the King, the third part of the Lord of the Rings trilogy.) and if any of them have seen it. If possible, show students the movie trailer of the film at https://www.youtube. com/watch?v=r5X-hFf6Bwo. They should listen carefully to the clip and complete the sentences below, then compare their answers with a partner. Play the clip again if necessary. What does your ... (heart tell you?) Become who ... (you were born to be.) All you have to decide is ... (what to do with the time that is given to you.) Ask students why they think the film is unique in class feedback. 2 keiko bailey Tell students that although film is generally a British English term and movie an American English one, in practice both terms are used almost interchangeably. Students talk about their cinemagoing habits and their favourite movies in pairs or small groups. 1 bailey keiko bailey keiko bailey keiko bailey keiko bailey Students listen to the recording and check their answers. 2.25 Answer The film won 11 Oscars, one in every category it was nominated for. Transcript And now we go over to Bailey Churunwallah and Keiko Yamanachi for today’s edition of Movie News. announcer keiko Welcome, movie goers. We’ve got a great show for you today. But before we get going, let’s start with some movie facts. Sure thing! So, which movie has won the highest number of Oscars in history? Er, now let’s see, Ben-Hur won 11. Ben-Hur? Yes, it was released in 1959 and it was the most expensive movie ever made – up till then. It cost $17.5 million. It was directed by William Wyler and starred Charlton Heston. But it isn’t the only movie to win 11 Oscars, right? No, it isn’t. Titanic – directed by James Cameron and released in 1997 – won 11 Oscars too, and it was the most expensive movie up to that time, too – $200 million! And the cast! Leonardo DiCaprio and Kate Winslet have never been better. But I reckon The Return of the King – the third film in the Lord of the Rings trilogy – beats them all. It won 11 Oscars too. Yes, and that was the total of its nominations. Eleven! And no other movie has ever done that – won everything it was nominated for. It was a triumph, wasn’t it? Released in 2003, directed by Peter Jackson, with a cast including Elijah Wood, Ian McKellen, Cate Blanchett, Viggo Mortensen, Orlando Bloom. One of history’s great films. Let’s see if anything wins 11 Oscars this year! 3 Ask students what connects the films Ben-Hur, Titanic and The Return of the King. Play the recording again if necessary. Answers They all won 11 Oscars. Unit 8 153 Background notes • The Return of the King is the third film in the Lord of the Rings trilogy, following The Fellowship of the Ring and The Two Towers. They were all filmed in New Zealand and were based on the novels by JRR Tolkien. The film was directed by Peter Jackson and the cast included Elijah Wood, Sir Ian McKellen, Viggo Mortensen, Liv Tyler, Cate Blanchett, Orlando Bloom and Christopher Lee. It earned $1,119,929,521 at the box office worldwide and was only the second film in history to earn over $1 billion, making it the second-highest grossing film at the time. The film received many awards and accolades, including 11 Academy Awards, as well as four Golden Globes, five BAFTAs, two MTV Movie Awards and two Grammy Awards for best soundtrack. The film was also voted as No. 8 on Empire ’s 100 Greatest Movies of All Time. • Ben-Hur is an American epic historical drama, directed by William Wyler, starring Charlton Heston and Stephen Boyd. At the time it was made in 1959, it had the largest budget ($15.175 million) and one of the biggest sets ever. More than 200 camels, 2,500 horses and 10,000 extras appeared in the film. Ben-Hur was the second-highest grossing film in history up to that point, after Gone with the Wind. It won a record 11 Academy Awards, three Golden Globe Awards and the BAFTA Award for Best Film. It made about $72.2 million at the box office on release and is still considered one of the best movies of all time. It remains to be seen if the 2016 remake starring Jack Huston and Morgan Freeman can better this. • Titanic is a 1997 American epic romantic disaster movie, directed and written by James Cameron. It stars Leonardo DiCaprio and Kate Winslet, who fall in love aboard the ship during its illfated maiden voyage. The film made $2,185,372,302 at the box office and became the highest-grossing film of all time. It won 11 Academy Awards, four Golden Globes and three Grammy 154 Unit 8 Awards. The film’s soundtrack became the best-selling soundtrack of all time, and has sold over 11 million copies in the United States alone. Celine Dion’s recording of My Heart Will Go On (the love theme from Titanic) went to number one in many countries and is one of the best-selling singles of all time. 4 Students work in pairs and match the actors to the films. They then compare their answers; play the recording again if necessary. Alternatively, put students in teams and tell them you’re going to show them photos of the movie stars and directors listed. As you lift each one up, they have to shout out which film they starred in or directed. The first team to get the correct answer wins a point. The team with the most points at the end wins the game. Answers Ben-Hur: Charlton Heston, William Wyler, $17.5 million Titanic: James Cameron, Kate Winslet, Leonardo DiCaprio, $200 million The Return of the King: Cate Blanchett, Elijah Wood, Ian McKellen, Orlando Bloom, Peter Jackson, Viggo Mortensen EXPLORE ONLINE Students use their smartphones or tablets to search online for more information. You could ask them to look at the IMDb site (Internet Movie Database) at http://www.imdb.com. You could also create a natural information gap to encourage speaking and learner interaction. Put students in groups of three: student A reads about Ben-Hur, student B reads about Titanic and student C finds out information about The Return of the King. They then share information afterwards. 5 Students match words to make compound nouns. You can make more than one with some (eg co-star / film star / film extra / film critic / film set). Read the compound nouns aloud; students then listen to the pronunciation and repeat together. Which word is stressed? (The stress is usually on the first word.) Answers action film, blockbuster, camera operator, character actor, co-star, co-writer, film star, film extra, film critic, film set, leading actor, leading lady, make-up artist, scriptwriter, sound engineer, story writer, story board 6 YOUR STORY Students work in pairs or small groups to talk about the last film they saw using the ideas in the box. Give them a few minutes to write quick notes first. Model the activity and encourage students to ask follow-up questions. Tip: Encourage students to listen and respond to what their partner says, rather just take turns. This creates more interaction and dialogue instead of monologue, and results in more natural conversation. 2 Pre-teach words such as supervise (= watch someone to make sure things are done correctly) and construction (= building and making things). Students work in pairs to match the jobs and descriptions, then check answers in feedback. They probably won’t know all of them, so tell them to match the ones they know first and guess the others. Answers 1 producer 2 camera operator 3 director of photography 4 editor 5 casting director 6 set designer 7 foley artist 8 assistant director 9 gaffer 10 location manager Composer, costume designer, director, scriptwriter and sound designer are not described. 3 Students discuss which jobs they would most / least like to do. They should give reasons for their answers. Lesson 1 Who does what in films? pp72 –73 Vocabulary 2 Adjectives to describe character Aims 4 Students work in pairs to decide if the adjectives are positive or negative. They can use their dictionaries if necessary. Check together in feedback. The focus of this lesson is reported orders and requests. Students also learn adjectives to describe character and different jobs on a film set in the Vocabulary section. The Video option activity encourages students to film their own scenes and provides a natural context for speaking and practising reported speech. You first! Students discuss the question together. Do a quick class survey to find out who the aspiring actors are in the class! This also provides useful information for the Video option activity, as you can guide students towards their areas of interest and comfort. Vocabulary 1 Jobs in films 1 Students look at the photo and write down as many jobs as they see. The team that gets the most words wins the game. Suggested answers Actor, director, camera operator, sound engineer, assistant director (The photo is not very clear, so accept any plausible answers.) Answers positive: calm, clever, decisive, easygoing, friendly, hard-working, intelligent, knowledgeable, polite, shy, tidy negative: grumpy, ignorant, indecisive, lazy, moody, nervous, rude, stupid, unintelligent, untidy 5 Elicit the meaning of the phrase more or less (= approximately). Students find possible synonyms and antonyms (opposites) from the box in 4. Suggested answers a) clever - intelligent; calm - easy-going; friendly - polite; grumpy - moody; stupid - unintelligent b) clever - stupid; intelligent unintelligent; knowledgeable - ignorant; calm - nervous; grumpy - easy-going; decisive - indecisive; tidy - untidy; hard-working - lazy; polite - rude Unit 8 155 Tip: Tell students that a good way of increasing vocabulary and remembering words is to think of possible synonyms and antonyms when they learn a new word and to write these down too. Try to review recently learnt vocabulary regularly with quizzes, games and crosswords. 6 THINK Students discuss their feelings about the words. Check their ideas in feedback. Is there overall agreement, or at least a majority? 7 Having students act out the words rather than draw them has the advantage of getting everybody up and moving around after a long time seated. It’s also quicker and more dynamic. However, shyer or more artistic students may prefer to come and draw on the board, so tailor the activity to the student. This can be done as a team game, with teams getting a point for each correct adjective guessed. 8 Students write a description of two film-related jobs using the character adjectives. They then read their sentences to their partner (without mentioning the job title!) and guess each other’s jobs. 9 Students describe the assistant director using the character adjectives in 4. Alternatively, they rewrite the text with the character adjectives. MA You may want to give weaker students this sentence starter: She was indecisive, but … Suggested answers She was indecisive, but when, finally, she did decide she kept making stupid mistakes and she shouted at people and was rude when she realised. She was lazy and she never talked to people (except when she was shouting!). She was grumpy / moody. 156 Extra ideas: Students work in pairs and write down five adjectives to describe themselves. They then write five adjectives to describe their partner. They can use the adjectives from the Student’s Book, but if they use other adjectives, that’s fine too! They then look at their lists with their partner and compare the differences between how they see themselves and how other people see them. This is usually funny – but make sure you remind them to be kind! Students write a short description of themselves for a dating agency website, and describe their ideal partner using character adjectives. Unit 8 Grammar Reporting orders and requests 10 2.26 Students listen and write down the people’s jobs. Play the recording again if necessary. Answers Sheelagh: scriptwriter Karl: composer Tamako: costume designer Transcript 1 woman What’s the matter, Sheelagh? sheelagh The producer asked me to write a new version of the battle scene. So I wrote a new version. And she showed it to the director. And the director made some comments. So then, when she got the comments back from the director, she asked me to write it again. And again. I’ve rewritten the scene eight times now. woman Poor you. 2 man You look a bit tired, Karl. karl Yes, I am. man Haven’t you been sleeping properly? karl No, it’s not that. man Then what? karl The director asked me to come up with a good tune for the battle scene. man And did you? karl man karl man karl man karl Well, I tried, but I couldn’t think of anything. Oh dear. So what happened, Karl? He told me to give him something soon – or else! Or else what? Or else he’d find someone else. What happened? I wrote a new tune. He found someone else! 3 tamako man tamako man tamako man tamako man tamako man tamako man tamako man tamako I don’t know what to do. What is it this time, Tamako? Well, the director asked me to make dresses for the ballroom scene like the ones in the paintings. The paintings? Yes, he showed me paintings from that time, so I made the dresses like that. So, no problem, then? I wish! I don’t understand. Well, then he said he didn’t like them. He asked me not to use bright colours. And? And I said I was using the colours from the paintings. Ouch! Yes, so then he told me not to be difficult. That was a week ago. He hasn’t called since. You need a cup of tea. Shall I make you a cup of tea? Tea? Oh, yes, please. I could really do with some tea. Thank you very much. 11 Students look at the examples in the table and say what changes are made when reporting speech (asked / told me to is used, the pronouns change). Ensure students understand the difference between a request and an order (the order starts with an imperative); they then rewrite the sentences in reported speech. The sentences all come from the recording, so students should use the same genders for the pronouns. MA Weaker students can look at transcript 2.26 on page 164 for help if necessary. Answers 1 He asked me to come up with a good tune for the battle scene. 2 He asked me to make dresses for the ballroom scene like the ones in the paintings. 3 He asked me not to use bright colours. 4 He told me not to be difficult. Extra idea: Ask extra questions to check students’ understanding of the grammar and help them to notice reporting verbs, infinitive forms and pronoun changes. Write the direct speech with the reported speech equivalent below. You could also show changes with different colours to help things stand out visually for students. Could you come up with a good tune for the battle scene? He asked me to come up with a good tune for the battle scene. • • • • • • • • Which sentence is spoken in the present? (the first one) Which one describes what someone else said in the past? (the second one) Which words show someone else said it? (He asked) What kind of word is asked? (a verb) What do we call a verb that reports what someone else said? (a reporting verb) What happens to the subject pronoun you? (It changes to me.) What happens to the verb come up with? (It changes to the infinitive with to.) Is there a question mark at the end of a reported question? (no) Please don’t use bright colours. He asked me not to use bright colours. • • • • Are the sentences positive or negative? (negative) What word shows the first sentence is negative? (don’t) How does the negative change in reported speech? (Don’t changes to not.) What happens to the verb use? (It changes to the infinitive with to.) Unit 8 157 12 Students focus on the form of the sentence and arrange the words in the correct order. Get feedback and correct if needed. Answers a) 2 b) 6 c) 4 d) 3 e) 1 f) 5 Say can’t be used in the same way because it doesn’t take a direct object (He said me ...). Speaking 13 Students complete the sentences in direct speech. Suggested answers a) Will you marry me? b) Stop writing! c) Please get out of the car. 14 Students change what they wrote in 13 into reported questions and orders and say what happened next. MA Encourage stronger students to be inventive and add more details to make ministories. Suggested answers a) He asked me to marry him and I said yes. b) She told us to stop writing, so we did. c) He asked me to get out of the car, so I opened the door and got out. Extra idea: Tell students to think of two things they were asked to do and two things they were told to do last week, and report them to a partner. My sister asked me not to play my music so loudly. My friend told me not to forget the football game later in the evening. 15 Students work in pairs to exchange information about Boyhood and Girlhood. Despite the similarity of the titles, the films share no other obvious links. 16 VIDEO OPTION Put students in groups of three and assign roles. If you have to have one or two groups of four, there can be an assistant director, too. Students film the scene 158 Unit 8 on their smartphones or tablets. Get feedback; students report back about what they were asked or told to do / not to do. Students walk around the room and share their movie clips with each other. They then vote for the best interpretation of the scene. Extra idea: Play a short clip from a film like Titanic and tell students to write down what people say in direct speech. Check they’ve transcribed it correctly, then ask them to rewrite the sentences in reported speech. Tip: One of the best and easiest ways to review reported speech is to do it naturally in class feedback at the end of activities, with students reporting back what their partner said. This practises the grammar in a natural context and also encourages students to listen carefully to each other during speaking activities. Lesson 2 YouTubers pp74–75 Aims The focus of this lesson is would and used to to describe past habits; students also practise vocabulary related to statistics and data. The Reading section includes an article on the popularity of YouTube and ‘vlogging’ (video logging), and students also get the chance to look back nostalgically at their lives and talk about things they did when they were a child. You first! Students discuss the questions about YouTube (or other online video sites) in pairs or small groups. Get feedback and ask more questions (eg What things do you like to watch on YouTube? How often do you use it? What kinds of videos have you uploaded? How many views did they have?). Background note YouTube is a video-sharing website with its headquarters in San Bruno, California, United States. The service was created by three friends – Chad Hurley, Steve Chen and Jawed Karim – in February 2005. In November 2006, it was bought by Google for US$1.65 billion. The YouTube app is the third most used application in the world and is available on almost all smartphones and other mobile devices. It’s estimated that over 300 hours of new videos are uploaded to the site every minute, and YouTube receives over 4 billion views each day. In addition, the site has enabled many independent video creators to upload their films and have thousands of followers from all over the world. 5 Answers 1c 2b 3a 6 Reading 1 GUESS Students look at the photos and the title of the article for clues, then guess about Bing and share ideas with a partner. 3 Students find out what the numbers refer to. You could also have them race against their partner to practise skim-reading skills. Answers 1 The age when Chris started making comedy videos 2 His rating in the list of the most popular YouTubers 3 The number of followers he has on YouTube. 4 The number of followers he has on the Slomozovo channel 5 The number of followers Zoe has 4 This time, students practise inferring meaning from context by matching the definitions to vocabulary in the article. Encourage them to look for clues in the sentences. Answers 1 coaching 2 released 3 platform 4 branching out 5 comedy 6 maverick THINK Students discuss their ideas in pairs and also come up with other new developments and things that have changed dramatically. You could also teach students the phrase game changer (= someone or something that changes a situation dramatically). Answer The internet and YouTube enabled ordinary people to create their own content that could be seen by thousands of people around the world. But video logs became big business, and now vloggers do things to make money rather than just for fun. 2 Students read and check if their predictions were correct. Set a time limit so they read for gist and don’t get stuck on unknown words (they’ll cover some of them in 4). Answer Bing is a vlogger who uploads videos to YouTube. TAKEAWAY LANGUAGE Students make phrases and describe things they do ‘just for the fun of it’. Get their ideas in feedback. 7 Students work in pairs to tell each other about one of the topics. Alternatively, make the activity into a game. Students insert a few incorrect facts into the conversation. Their partner has to listen and correct them (eg ‘Chris started making videos when he was 16. It was just when YouTube started in 2004 and ...’ ‘No! It wasn’t 2004! YouTube started in 2005.’). 8 Students cover the article and try to remember the answers to the questions. They then read again to check the answers. Answers 1 Bing is at 7,418 in the list of most popular YouTubers. 2 No, Zoella is more popular. She has 6.6 million followers. 3 No, he is not as popular as before. Background note Girl Online is the debut novel by English author and internet celebrity Zoe Sugg, released on 25 November, 2014, through Penguin Books. It is a romance and drama novel about a 16-year-old anonymous blogger and what happens when her blog goes viral. The novel is a New York Times Unit 8 159 Best Seller in the Young Adult category. The book was the fastest-selling book of 2014 and it also broke the record for highest first-week sales for a debut author since records began. The novel has received positive reviews overall, though it has been criticised after reports suggested that the novel was actually ghost-written by the young-adult novelist Siobhan Curham. EXPLORE ONLINE Students search for the story about Zoe’s book Girl Online and find out more. Get their ideas and opinions about the controversy afterwards. Tip: In mixed-ability classes, it’s tempting to call on stronger students to answer and model language, but this can be counter-productive and lead to a lack of motivation for weaker students. Try to get voluntary responses if possible so that quiet and shy students aren’t put on the spot. Alternatively, take the time to walk around and monitor carefully. If you see that one of the weaker students has the correct answer, make a mental note of it and call on them in feedback. That way, when they give the correct answer, you can praise them and help build their confidence, which will encourage them to volunteer answers more in future. Grammar would and used to 9 SEARCH AND THINK Students underline examples in the text and discuss with a partner. Answers He and his friend Tom used to upload his videos onto this new platform. They would watch every video that he uploaded He would just talk to the camera about how he was feeling. That’s what YouTube vlogging used to be like. We all used to help each other. We would make our videos just for the fun of it. In the early days, groups of YouTubers and their fans used to get together and have fun. 160 Unit 8 The fans used to get really excited when they met their heroes and heroines. Used to and would both refer to past habits. 10 Students read the examples and work out the difference between used to and would. Check their ideas in feedback. MA Write example sentences on the board with time lines to make things clear and quickly check students understand. It’s also useful to show negative sentences, as these don’t have a final d, which is hard to detect in pronunciation (eg They didn’t use to make videos for money). Practise pronunciation with students so they notice and repeat the weak to in used to /juːs tə/ and the subject pronoun and would contraction (we’d). Answers Used to can be used to describe with active and state verbs. We use would to describe actions but not states. Extra idea: Contrast the pronunciation and meaning of used to in sentences like these: She used to go the cinema every weekend. /juːs tə/ Coconut shells can be used to make the sound of horse’s hooves. /juːzd tə/ Tip: Remember that students may be confused by this use of would. They’ve used it before to make polite requests (eg I would like ...) or with second conditional sentences to describe unlikely and hypothetical future events. Draw a time line and highlight other clues in the surrounding content, such as past tense verbs and time expressions, to help them. Chris and his friend Tom used to upload his videos onto this new platform. past _____________________________ future XXXXXXX 2005 • now When is the sentence about? (the past) • • • What part of the sentence shows it is past? (used to) Did Chris upload videos just once or many times? (many times) Does Chris still upload videos in the same way? (no) We would make our videos just for the fun of it. past _____________________________ future XXXXXXX • • • • • 2005 now When is the sentence about? (the past) What part of the sentence shows it is past? (would) Did this happen just once or many times? (many times) Do they still make their videos just for the fun of it? (no) When do we use ‘used to’ and ‘would’? (to describe habits in the past that don’t happen or don’t happen so much any more) Extra ideas: To introduce the topic, find pictures on the internet that compare life in the present and past. Show pictures of people looking at social networking sites on smartphones and computers and also show children in the past playing outside, camping, walking in the countryside and reading books. Encourage students to talk about which was better and give reasons for their ideas and opinions. Tell students a story about when you were young, then ask them to write a short description (about 150 words) about the things they used to do. Ask students to hand them in. Choose one statement from each student and make a ‘Find someone who ...’ activity and hand it out. Tell students to walk around the room and find people who used to do these things. When they find the person, the student signs their name next to the statement. This is a really learner-centred and personalised activity, as the ideas and content come from students. 11 Students remember things about their childhood. Give them time to make notes on each topic. Model the activity with ideas from your own experience. 12 Students work in pairs to tell each other about their childhood using used to and would. Encourage them to ask and answer questions naturally rather than just taking turns to speak (eg ‘Did you go on holiday much?’ ‘Yeah, we used to go about two or three times a year.’ ‘Where?’ ‘We would go to my grandparents’ cottage every summer.’). Write Both of us used to / would ... and Neither of us would / used to ... on the board and encourage them to tell the rest of the class about differences and similarities they found. Vocabulary Statistics 13 Elicit how to say the numbers, then practise and repeat together. Answers oh point three / zero point three / nought point three / point three three three point three thirty three hundred three hundred and nine three hundred and twenty-six three thousand three thousand five hundred three thousand five hundred and nine three million five hundred thousand 14 Students match the words and figures, then compare answers in pairs. Answers 1 a quarter 2 a third 3 a half 4 two-thirds 5 three-quarters 6 four-fifths 7 thirty-three and a quarter per cent / thirty-three point two five percent 15 Students complete the sentences with figures (fractions or percentages). They should just guess, as there aren’t any definite answers. They then compare their ideas with a partner. Extra idea: Students could try and find the correct answers online and see how close their guesses were. Unit 8 161 Speaking and writing 16 VIDEO OPTION Students think nostalgically about the things they used to do when they were young and create a vlog with their smartphones or tablets. Encourage them to use used to and would. They can either upload their videos or walk around the room and share with each other. Get feedback and vote for the most interesting reminiscences. Lesson 3 I’m going to be a star. pp76–77 Aims The focus of this lesson is reported speech to describe conversations in the past. Students also learn about different jobs and the kind of activities they do on a daily basis. The grammar is reviewed in a natural context when they interview each other about their jobs and share information with other students. You first! Students look at the picture of a restaurant and discuss the questions together. Elicit their ideas and experiences in feedback. Listening 1 1 GUESS Students look at the picture and guess the story in pairs. Check their ideas in feedback. You could also explain that many famous movie stars did low-paid jobs to get by when they first moved to Hollywood. Brad Pitt famously worked in a restaurant, was a swimming-pool attendant and handed out flyers and adverts dressed in a chicken outfit! Many ‘wannabe’ actors never make it and survive on low-paid jobs. 2 2.27 Students listen to the conversation and check if their predictions were correct. Answer Dev gets a phone call telling him he has the lead part in a movie, so he quits his job. 162 Unit 8 Transcript dev I don’t think I’ll ever get any work in this town. emel Oh, come on. I’m sure your time will come one day. dev No. I’ll spend my whole life waiting tables in restaurants like this. [phone rings] Hang on … Hey, it’s Melanie Ford. emel Melanie Ford? dev The casting director for that movie I told you about. emel Wow! dev Yes, remember I went for an audition. emel Yes, but you said … dev [to Emel] Ssshh. [Speaking on the phone] Hello. Dev Gupta here. [to Emel] She says they want me for the part! The lead part! emel Wow, that’s amazing! dev [Speaking on the phone] That’s great, Melanie. Can I call you Melanie? OK, Melanie. Thanks. I’ll be there. [to Emel] She says the filming starts in three weeks. She says my co-star is going to be someone really, really famous. [Speaking on the phone] But you can’t tell me who? It will? Oh wow! [to Emel] She says this will be my big break. [Speaking on the phone] Oh, OK. Yeah. Right. [to Emel] She says I can’t tell my friends about it for a few days. emel So why are you telling me? dev [Speaking on the phone] Yes, yes, OK. Yes. Thanks for calling. [to Emel] Wow, wow! I’m going to be famous. manager Dev! Stop talking on your phone and do some work. There are customers waiting. dev You know what? Too bad! I quit! I quit! emel Dev! Don’t be so stupid. dev I quit, OK? I’m going to be a star. 3 Students choose five of the statements. They’ll have to read them all and consider if they can answer them in order to do this. They then listen and decide if their chosen statements are true, false or if there’s not enough information in the recording for them to say. They should correct the false statements. MA Stronger students can choose more than five statements. Answers 1 False (He doesn’t like it.) 2 Don’t know 3 True 4 Don’t know 5 Don’t know 6 False (She’s a casting director.) 7 False (He gets very excited, tells Emel all about it and quits his job.) 8 True 9 Don’t know (although Emel’s reaction implies that he might) 4 Students discuss together; check their opinions in feedback. Encourage them to use modal verbs to make predictions (eg He might regret it ... He’ll probably get the job ...). Answer He means that he’s leaving his job right then without giving notice. Grammar 1 Reporting what people say 5 Students answer the questions in pairs. Check their answers and highlight the differences in reported speech. Answers 1 We want you for the part. 2 The pronouns change: we becomes they; you becomes me. 3 We sometimes keep the reporting verb in the present tense because very little time has passed between the saying and the reporting (in fact, he’s talking to Melanie and Emel at the same time!), and the facts are still true. 6 2.28 Students listen and write what Melanie actually said. Play and pause the recording so they have time to write; they then compare answers with a partner. Answers 1 The filming starts in three weeks. 2 Your co-star is going to be someone really, really famous. 3 This will be your big break. 4 You can’t tell your friends about it for a few days. Transcript 1 She says the filming starts in three weeks. 2 She says my co-star is going to be someone really, really famous. 3 She says this will be my big break. 4 She says I can’t tell my friends about it for a few days. Take a break Allow students to just wiggle their toes in their shoes, as some students may feel uncomfortable taking their shoes off. If any students play the piano or keyboard, encourage them to play an imaginary tune. Can anyone guess what they’re playing?! Listening 2 7 Students guess if Dev got the part, then listen and check if their predictions were correct. 2.29 Answer He didn’t get the part because the director thought he was too short. Transcript emel Hi, Dev. dev Hello. emel You said you wanted to see me. dev Yeah. emel Well, here I am. You could look pleased to see me. You haven’t called for ages. dev Sorry. It’s just … emel What’s the matter? You’re going to be a film star. dev Not. emel Not? dev She said they wanted me for the part. emel I know. dev She said the filming started in three weeks. emel Yes, and that was four weeks ago. So, has it started? dev She said my co-star was going to be really famous. emel So who is it? Go on, Dev, tell me. Unit 8 163 dev emel dev emel dev emel dev emel dev emel dev emel dev emel dev emel dev 8 She said it would be my big break. Shall we take a selfie? She said I couldn’t tell my friends about it for a few days. Ha-ha! You told me, didn’t you! Yes. Oh, for goodness sake, Dev, what’s got into you? I didn’t get the part. You didn’t? Why not? The director. The director? Yeah, Selma Feinstein. The director. I’d like to kill her. No, you wouldn’t. What was the problem? She said I was too short. Too short? That’s ridiculous. Isn’t there anything you can do? Like what? Grow? No, that’s not what I meant at all. It’s just that, well, that’s a really silly reason. What am I going to do? Do you think the manager will give me my job back? TAKEAWAY LANGUAGE Students work in pairs to match phrases from the conversation. Do some repetition drilling to practise pronunciation. They then have short conversations using the phrases and replies given (eg ‘Hello. You said that you wanted to see me.’ ‘Ah yes. Come in. There’s something I want to discuss. We want to give you a promotion.’). Draw students’ attention to the phrase What’s got into you? and elicit or explain that it’s another way of asking What’s wrong?, usually when the other person is behaving oddly or out of character. Answers 1d 2b 3e 4a 5c Although students are free to use the replies with any of the phrases, the obvious pairings are: 1d 2e 3b 4c 5a Grammar 2 Reporting what people said 9 Students answer the questions and work out the grammar rules. Check answers in feedback. 164 Unit 8 Answers 1 Yes, he is. 2 It goes ‘back a tense’ from the present simple to the past simple. 3 Because she said it in the past. Tip: It’s helpful to check students understand the function and form of the grammar and elicit and write a set of main points in the corner of the board. This gives students some ‘portable rules’ they can remember and use in future. Make sure they write them down and also leave them on the board during the lesson so students can look back at them for help during grammar activities. 10 Students rewrite the sentences. They can look back at the example from 9 to help them. They then compare answers with a partner; help them to correct any mistakes they see. Answers 1 He said that he was working on the script for a new show. 2 She asked if I would help her find a job as an actor. 3 They said that they were going to phone him about the job next week / the following week. 4 He asked if I was sure I could go to the audition tomorrow / the next day. 5 She asked if I thought she was doing the right thing. 6 She told me that she usually worked as a waitress when she wasn’t acting. The time references in items 3 and 4 would depend on when the speech was being reported. Vocabulary Jobs and actions 11 Students look at the photos and complete the jobs with the words in the box. Answers 1 call-centre operator 2 cycle courier 3 refuse collector 4 security guard 5 shelf stacker 6 toll-booth operator 12 Students match the jobs and descriptions. You could also check the meaning of words like packages (= objects or parcels wrapped in paper) and patrol (= to go around an area to check if there’s any trouble or danger). Answers 1 toll-booth operator 2 refuse collector 3 cycle courier 4 shelf stacker 5 call-centre operator 6 security guard Extra idea: Write the names of jobs on sticky notes and put them on students’ backs or foreheads. Tell them not to look at the notes. Students work in pairs to ask yes / no questions and try to guess their job (eg ‘Do I work with people?’ ‘Yes.’ ‘Do I provide a service?’ ‘Yes.’ ‘Do I wear a uniform? ‘Yes.’). jim alex jim alex jim alex jim alex jim alex jim alex jim Writing and speaking 13 ROLE-PLAY Students choose a job and follow the instructions. Give them thinking time to script the interview. 14 Students change pairs and tell each other about their interviews using reported speech. Everyday English p78 Giving good and bad news 1 2.30 Students listen to the conversation and answer the question. Answers It’s good news for Jim and bad news for Alex because she’s losing a good employee due to promotion. Transcript alex It’s open! jim Hello, Alex. alex Ah, Jim. Come in. jim You said you wanted to see me? alex Yes. Come in. There’s something I want to talk to you about. jim We haven’t talked in ages! alex Jim. Sit down. jim What? alex Why don’t you sit down? alex Well, I will if you want me to, but what’s this all about? Jim, there’s something I’ve been meaning to say to you. Something you’ve been meaning to say to me? Alex? You’re scaring me. Jim, we’re letting you go. You’re letting me go? You’re firing me? We’re letting you go to the next level. What? What? What are you talking about? I don’t get it. No, Jim. We’re promoting you. You’re going to be a senior vice president. So you were joking? You aren’t firing me? I’m going to be … You could look a little bit pleased! I could look a little bit pleased? Yes. I’ve just offered you a fantastic new job. OK, yes, well, I am pleased, I really am. It’s just that I, well, I didn’t expect this. I thought … It doesn’t matter what you thought, Jim. The position is yours if you want it. You do want it, don’t you? Jim? Background note Alex uses a play on words when she says We’re letting you go ... to the next level. On its own, We’re letting you go means ‘We’re firing you / making you redundant’, but when followed by to the next level, it means ‘We’re allowing you to progress to the next level’. She’s teasing Jim a bit. 2 Students listen again and match the statements with Alex or Jim. Play the recording again if necessary. Answers 1 Jim 2 Jim 3 Jim 4 Alex 5 Alex 6 Alex 7 Alex 8 Alex 9 Jim 10 Jim Extra idea: Students put the statements in the correct order. Then play the recording again so they can check their answers. Answers 10, 6, 9, 7, 3, 8, 4, 1, 2, 5 3 Students work with a partner to imagine the situation, choose three phrases and put them in order. Unit 8 165 Suggested answers Yes? It’s open. Come in. Sit down. Thanks for coming. I’m glad you were able to make it. There’s something I want to talk to you about. There’s something I’ve been meaning to say to you. I’m glad / pleased we had this little chat. 4 P Students listen to the recording again and decide if the sentences are statements or questions. How do they know? What clues do they hear? (Intonation rises at the end when the sentence is meant as a question. Intonation in the statements falls at the end of the sentence.) Draw students’ attention to the way Jim expresses his incredulity through his intonation. Answers 1 question 2 question 4 question 5 question 7 statement 3 statement 6 question 2.31 Play and pause the recording for 5 P students to repeat the sentences. Do sentencestress drilling and show intonation visually with your hands. Elicit why the intonation of sentences is so important (It shows the attitude of the speaker and gives clues when normal question forms and auxiliary verbs aren’t used.). 2.32 Students listen and mark the 6 P correct punctuation at the end of the sentence. Do the first one together as an example. Answers 1 She’s just won a million dollars? 2 She’s just got married? 3 She’s written a new book. 4 She’s bought a new car? 5 She’s running for president? 7 P Students work in pairs and say the sentences with different intonation. Their partner has to guess if it’s a question or a statement. Do the first one as an example. 166 Unit 8 8 Draw a ‘good news’ and a ‘bad news’ column on the board and ask students to come to the board and write the words / phrases in the correct column. Alternatively, say the words / phrases out loud to the class and ask students to shout ‘good news’ or ‘bad news’ in response. Tell students that sometimes the phrases can be good and bad, depending on the situation. Answers good news: give someone new responsibilities (could also be bad news), promote, upgrade bad news: dismiss, downsize, fire, lay someone off, let someone go, make someone redundant, resign, restructure, sack 9 Students answer the questions in pairs. Check answers in feedback and explain if necessary. MA Allow weaker students to use dictionaries. Answers 1 a) downsize, (give someone new responsibilities,) lay someone off, make someone redundant, restructure b) dismiss, fire, lay someone off, let someone go, make someone redundant, sack c) resign (Remind students another word is quit.) 2 a) He / She was ... dismissed / fired / given new responsibilities / laid off / let go / made redundant / promoted / sacked / upgraded. b) The company is ... downsizing / laying people off / letting people go / making people redundant / restructuring / upgrading 10 ROLE-PLAY Students do the role-play. Give them time to read the instructions carefully and think of ideas. Encourage them to be sensitive and careful about how they give their news and also explain their reasons. They report back afterwards in feedback. Vocabulary plus p125 Answers 1 promotional video 2 home video 3 on video 4 upload a video, download a video, make a video 5 video streamed At the movies 1 Students work in pairs to make as many collocations as possible, then check as a class. Answers at a movie, at the cinema, at the movies, big / low budget movie, film buff, go to a movie, go to the cinema, go to the movies, movie buff, movie goer, movie theatre, shoot a movie, silent movie, star in a movie, take in a movie 2 Elicit that film and cinema are generally British English terms and movie and theatre are more American, although there is a lot of crossover nowadays with film and movie. Elicit, too, that theatre is spelt theater in American English. Answers a) at the cinema, film buff, go to the cinema b) at a movie, at the movies, go to a movie, go to the movies, movie buff, movie goer, movie theatre, shoot a movie, silent movie, start in a movie, take in a movie 3 Divide the class into groups of three or four and make sure they understand how the game works. MA Give weaker students a few minutes to write out some sentences first. Collocations 4 Remind students what a concordance is (see page 81 of this book) and have them find the word common to all the entries. Make a list on the board of the collocations. 6 Students write their sentences individually, then compare with a partner. MA Stronger students can write more than three sentences. Wordbuilder 7 Explain to students that studying word families will help increase their vocabulary; encourage them to have a section in their vocabulary notebooks for them. Ensure they know that cells in the table with ‘xxxx’ mean that form of the word doesn’t exist. While they’re completing the table, copy it onto the board, then ask individual students to come and fill it in as a way of checking answers. Ask students which words are very similar in their own language and which are very different. Answers adjective adverb noun verb calm calmly calmness / calm calm decisive decisively decision decide friendly friend / befriend friendliness grumpy grumpily grump hateful hatefully hate hate ignorant ignorantly ignorance ignore knowledgeable knowledgeably knowledge know lazy lazily lovely Answer video 5 Students work with a partner to categorise the collocations on the board. laziness love moody moodily mood nervous nervously nerve(s) tidy tidily tidiness love tidy Unit 8 167 8 Divide the class into two teams and explain the game. A member of team A goes to team B, who give them an instruction without letting the other members of team A hear. Give an example if necessary (eg Walk around the room grumpily). The student from team A has to carry out the instruction for the rest of team A to guess. If they guess correctly, they get a point. Team B then has a turn at miming. The team with the most points wins. Weddings 9 Students complete the text in pairs. Check answers as a class. Answers 1 bride 2 bridegroom 3 bridesmaids 4 maid of honour 5 best man 6 registry office 7 wedding reception 8 honeymoon 10 If students are all from the same country, do this as a class discussion. If not, put them in groups of the same nationality (as far as possible) to discuss their country’s traditions, then get feedback to compare. 3.34 Play the recording and ask students 11 P to click their fingers (or tap the table) in time to the chant. Play it again; students write down as many words as they can remember. MA Stronger students may be able to write down quite a few the words after only one listening. Answers and transcript The bride and the bridesmaids all made it to the church ’cos she wanted to get married and stop the silly search for a partner. But the bridegroom never made it and the best man overslept, so that wedding never happened and everybody wept. But another man was there and he had never wed and the bride thought he was handsome, so she married him instead. The maid of honour fainted, the reception was a joke and the father of the new bride was so surprised he choked 168 Unit 8 in the middle of his speech. But he had a glass of water and was OK pretty soon, and watched his daughter and her man go off on honeymoon … and they all lived happily ever after! Extra idea: Students tell you the story of the chant in their own words. Ask questions to help them (eg Did the bridegroom get to the church? What about the best man? Why not? Did the bride get married? Who to? What did the maid of honour do? How did the father of the bride react? Were the couple happy?). 12 P Play the recording as many times as necessary for students to get the hang of it. Encourage them to start chanting along with it as soon as they feel comfortable. Units 7&8 Review Aims To review the vocabulary and grammar covered in Units 7 and 8. Students also look at the role of robots in society, both present and future, and the film industry in different countries. Warm-up Students look at the two photos in the article and suggest possible connections between them (They both show robots.). Speaking and reading 1 Students work in pairs and imagine they could have their own robot. They answer the questions, then feed back their ideas and opinions. 2 Pre-teach words like empathy (= the ability to share someone else’s feelings or understand what it would be like to be in their situation), stroke (= touch gently), therapeutic (= causing someone to feel happier and more relaxed), fascinated by (= extremely interested in) and phenomenon (= something unusual or strange that exists). Alternatively, you could create a definitions-matching activity after students have read the article (see Extra idea below). Set a time limit so students read for gist the first time. Have a class feedback session to find the connections in the article. Answers 1 Keiko and Frank are both old. They are losing their memory. They both get a robot to help them. They both treat their robots like real friends. 2 Ava and Paro are both robots. They both engender feelings of love in humans. 3 Caleb and Keiko both seem to love their robots. They are not sure if they are robots or humans. pp79–80 Answers The robots would have to acquire a real memory. They would have to be able to show and experience empathy and feelings. Extra idea: Ask students to work in pairs and match the definitions below with words or phrases in the article. Remind them to use the context of the sentence to help them. As a follow-up, tell them to make their own sentences with the words. 1 the ability to share someone else’s feelings or understand what it would be like to be in their situation 2 to touch gently 3 causing someone to feel happier and more relaxed 4 extremely interested in 5 something unusual or strange that exists 6 to get something Answers 1 empathy 2 stroke 3 therapeutic 4 fascinated by 5 phenomenon 6 acquire Listening and speaking 4 Ask students if they have ever seen the film Blade Runner. If they have, ask them what the story is. Ask extra questions (eg What film genre is it? When is it set? What kind of world is shown in the film?). Extra idea: Show the movie trailer on YouTube at https://www.youtube.com/ watch?v=W_9rhPDLHWk. Students check if their ideas were correct. 3 Students read the article again and underline the characteristics the robots need. Units 7&8 Review 169 Background note Blade Runner is a 1982 American dystopian science-fiction film directed by Ridley Scott and starring Harrison Ford, Rutger Hauer and Sean Young. Deckard, a policeman of the future, hunts down and terminates replicants (artificially created humans). He wants to leave the police force, but is drawn back in when four replicants hijack a ship back to Earth. Deckard has to search for them in a huge, sprawling, bleak vision of the future. This film questions what it is to be human and why life is so precious. Blade Runner is considered a modern classic and was one of the first films to be digitally remastered for DVD release. It won three BAFTA Awards and was also nominated for two Academy Awards and one Golden Globe. 5 Students listen and make notes. Pause the recording so they have time to write, and play it again if necessary. 2.33 Transcript a What’s the best science-fiction film you’ve ever seen? b That’s easy. a It is? b Yes. Blade Runner, of course. a Blade Runner? I’ve never seen it. What’s it about? b It’s about the future, of course. a Yeah? Go on. b Well, Earth is in a bad way. There was a nuclear war. It isn’t a very nice post-nuclear world. But there are robots! a Robots? b Yes. They’re just like humans, almost exactly the same. Except of course they aren’t. They are called replicants. a What do these replicants do? b They work in outer space. They’re not allowed on Earth. And that’s the point, you see. Sometimes they try and get back to Earth, and then detectives like Rick Deckard have to ‘retire’ them. a What does that mean? b Well, it means destroy them. a OK. Go on. 170 Units 7&8 Review b a b a b Well, in Blade Runner, four replicants have come to Earth because they want more life. They’ve only been programmed for four years and they want to live longer, so Deckard has to find them and retire them. How does the film end? Well, the leader of the replicants, Roy, fights Deckard, but then he realises his time has finished. In the pouring rain, he talks about his memory, the moments of his life. ‘All those moments will be lost,’ he says, ‘like tears in rain.’ And then he just stops. He’s finished. His memory erased. It’s so, so sad. But it’s a science-fiction film. ‘Like tears in rain.’ It’s beautiful. EXPLORE ONLINE Students search for information about the film on their smartphones or tablets. They can find the ‘tears in rain’ speech on YouTube at https://www. youtube.com/watch?v=NoAzpa1x7jU. 6 Students read the instructions and work in pairs to ask each other questions to determine if they are a human or a replicant. MA If weaker students are struggling to think of questions, refer them back to the answer to 3 and ask them to think of questions that would require memory or empathy to answer. Grammar 7 Students try to remember the questions from the article using the word prompts. Afterwards, they compare their sentences with the article. MA Weaker students may benefit from quickly rereading the second paragraph. Answers 1 Will we all be living with robots? 2 Might we have feelings for them? 3 Will robots ever be truly human? 4 Might they be able to acquire real memory? 5 Will they be able to experience and show* empathy and feeling? 6 Are they going to be happy with their own existence or will they want more? * This is the word order in the sentence from the article; however, show and experience follows the word order in the prompt, so is also acceptable. 8 Students discuss the questions in pairs and give reasons for their opinions. 9 Students talk in pairs about things they did differently in the past using would and used to. 10 Write an example sentence on the board (eg Clean the house, Don’t make a mess). Students write down three things they were recently told or asked to do. 11 Tell students that they are unhappy robots and quickly review how we change orders and requests into reported speech. They work in small groups and complain to their friends about the things they were told to do. They can pretend to be one of the robots from the article (as in the examples) or they can invent their own robot characters. Ensure they understand that they need to convert the sentences they wrote in 10 into reported speech. Check their ideas in feedback and correct any grammar mistakes you hear. Speaking and writing 12 To introduce the topic, tell students about one of your own happy childhood memories; you could also show some photos to increase interest. Students then talk about one of the memories listed. Encourage them to use used to and would. This could be done as a mingle activity to increase speaking and learner interaction. Tip: Students are often very keen to learn more about you as a person, rather than the impersonal ‘teacher’ at the front of the class. They will usually respond very positively to any personal information you share with them, as long as you feel comfortable doing so. 13 Students write about the memory they described in 12. Walk around, help and correct as needed. Afterwards, they read each other’s stories and report back in feedback. MA Stronger students could write about their partner’s memory, instead of their own. This would ensure they listen carefully in 12! Aspects of culture a Students guess where the film posters are from. Answers Winter Sleep is from Turkey; Wild Tales is from Argentina. Culture notes • Winter Sleep (Kış Uykusu in Turkish) is a 2014 Turkish drama directed by Nuri Bilge Ceylan. It’s adapted from a short story by Anton Chekhov entitled The Wife, and looks at the gap between rich and poor in Turkey. It won the Palme d’Or at the 2014 Cannes Film Festival. • Wild Tales (Relatos Salvajes in Spanish) is a 2014 anthology film from Argentina directed by Damián Szifron and coproduced by Agustín and Pedro Almodóvar. It is composed of six standalone short films united by a theme of violence and vengeance. It was nominated for Best Foreign Language Film at the 2014 Academy Awards. b Students read the information quickly and answer the questions with a partner. Ask extra questions (eg Have you seen any of these films? Did you like them? Why? / Why not? Do you like watching films in other languages?). Answers 1/2 There are 12 films mentioned in the text: El Secreto de sus Ojos (The Secret in Their Eyes) – Argentina Relatos Salvajes (Wild Tales) – Argentina Cidade de Deus (City of God) – Brazil Central do Brasil (Central Station) – Brazil Todo Sobre mi Madre (All About My Mother) – Spain La Mala Educación (Bad Education) – Spain Kış Uykusu (Winter Sleep) – Turkey Amores Perros (Love’s a Bitch) – Spain Babel – Spanish director, but made in the US Birdman – Spanish director, but made in the US Units 7&8 Review 171 Y tu Mamá También (And Your Mother Too) – Spain Gravity – Spanish director, but made in the UK with US actors 3 That there is a thriving film industry in many countries, not just the three ‘giants’ of film making c Students discuss the question about world cinema in pairs. Do a quick class survey to see whether dubbed or subtitled films are preferred overall. d Students write down the names of five movies they’ve seen recently and think about the first two questions. They then compare their lists in small groups. Do a quick survey to find out students’ favourite film genres and if they prefer Hollywood or world cinema. Extra idea: Put students in groups of three or four. Tell one student in each group to turn their chair so they can’t see the board. Tell the class you’re going to write famous movie quotations on the board (see below). The two / three students who can see the board have to give definitions of the words in the quotations, but are not allowed to say the actual words. Their partner has to listen and guess the words. The first person to shout out the movie quotation wins a point for their team. They get an extra point if they can tell you any additional information, such as which film the quotation comes from or the actor that said it. The team with the most points at the end wins the game. ‘You can’t handle the truth?’ (Jack Nicholson as Colonel Jessop in A Few Good Men) ‘Life is like a box of chocolates.’ (Tom Hanks as Forrest Gump in Forrest Gump) ‘You talkin’ to me?’ (Robert de Niro as Travis Bickle in Taxi Driver) ‘Go ahead, make my day.’ (Clint Eastwood as Harry Callahan (Dirty Harry) in Sudden Impact) ‘All those moments will be lost in time ... like tears in rain.’ (Rutger Hauer as Roy Batty in Blade Runner) 172 Units 7&8 Review ‘I’m going to make him an offer he can’t refuse.’ (Marlon Brando as Don Corleone in The Godfather) ‘I’ll be back.’ (Arnold Schwarzenegger as the Terminator in Terminator) ‘There’s no place like home.’ (Judy Garland as Dorothy in The Wizard of Oz) 9 UNIT FOCUS The good, the bad and the ugly GRAMMAR: passive voice: present, past and modals; have VOCABULARY: buildings, materials, building problems FUNCTION: making and responding to a complaint Introduction p81 2 Students match the descriptions and photos, then compare answers with a partner. Aim Answers 1E 2D 3B The focus of this lesson is to get students thinking about types of building and their appearance. You first! Students look at the photos of the famous buildings and discuss with a partner which ones they would most like to visit. Which ones do they think are the most beautiful and interesting? If any students have visited any of the buildings, ask extra questions (eg When did you go there? What was it like? Would you recommend visiting it?). 1 Students look at the photos again and answer the questions. You could also make it into a game: the team that gets the most correct answers at the end wins the game. Answers A St Basil’s Cathedral, Moscow, Russia, built 1554–1560 B Olympic Stadium (Bird’s Nest Stadium), Beijing, China, built 2003–2008 C Blue Mosque (Sultan Ahmed Mosque), Istanbul, Turkey, built 1609–1616 D Amazon Theatre Opera House (Teatro Amazonas), Manaus, Brazil, built 1879–1896 E Ice Hotel, Jukkasjärvi, Sweden, built every November! E Soumaya Museum, Mexico City, Mexico, built 2009–2011 The oldest building is St Basil’s Cathedral. The most recent building is the Ice Hotel. Extra idea: If students find choosing the oldest and most recent buildings too easy, challenge them to put them all in chronological order! Order from oldest to the most recent: St Basil’s, Blue Mosque, Teatro Amazonas, Bird’s Nest Stadium, Soumaya Museum, Ice Hotel. / get something done 3 4F 5C 6A Play and pause the recording so students can check their answers. 2.34 Transcript man Er, one is easy. It’s E, the Ice Hotel in Jukka… um, something, in Sweden. It melts every spring, so a new one is completely rebuilt every November. woman Yeah. Two is easy, too. It’s D, the Teatro Amazonas in Manaus in Brazil. I’ve seen a programme about it. It was built at the end of the nineteenth century, when rubber was found there and Manaus became one of the richest cities in the world. Look at those roof tiles in the dome! They’re painted in the Brazilian national colours! man Oh yes! How clever! That’s beautiful. woman Three’s B of course, isn’t it? man Yes, it’s the stadium in Beijing – built for the 2008 Olympics. It’s called the Bird’s Nest, for obvious reasons. Isn’t it original? woman Yes, it’s fantastic. What’s it used for now? man Not a lot, I think. Mainly football matches. woman Oh, pity. What about five? man Definitely C, the Sultan Ahmed Mosque, that wonderful mosque in Istanbul. woman Yes, you’re right. It’s called the Blue Mosque too, isn’t it? It’s stunning. You can see it from all over the city. man Yes. Six is gorgeous, too. It’s A, St Basil’s Cathedral in Red Square in Moscow. Unit 9 173 woman man woman man woman Yes, I think it must be one of the most beautiful buildings in the world. I agree. Which leaves four! So that must be F – but what on earth is it? Oh, I know what it is, I read about it recently. It’s the Soumaya Museum in Mexico City. It’s an art gallery and it was built by Carlos Slim – one of the richest men in the world – and named after his wife, Soumaya. Isn’t it an incredible shape? Yes, it’s an amazing shape. I think it looks a bit like … Extra ideas: Students read the transcript and say what these adjectives refer to: richest, clever, beautiful, original, fantastic, wonderful, stunning, gorgeous, incredible, amazing. Answers richest: Manaus, Carlos Slim clever: the Teatro Amazonas roof beautiful: the Teatro Amazonas roof, St Basil’s Cathedral original: the Bird’s Nest Stadium fantastic: the Bird’s Nest Stadium wonderful: the Sultan Ahmed Mosque / Blue Mosque stunning: the Sultan Ahmed Mosque / Blue Mosque gorgeous: St Basil’s Cathedral incredible: the shape of the Soumaya Museum amazing: the shape of the Soumaya Museum Ask students to listen again and make notes about any extra information given about the buildings. 4 Make a list on the board of the words in bold. Students complete the words for buildings and add these to the list on the board. Do the first one together and elicit the answer (castle). MA You could help weaker students by showing them pictures to give them clues. Answers 1 castle 2 cinema 3 factory 4 hospital 5 library 6 palace 7 school 8 station 9 theatre 10 tower 174 Unit 9 Extra ideas: Students work in pairs to give a definition for each building using relative clauses; give an example to model the activity (eg It’s a place where people go to see films). Ask students which two buildings have different names or spellings in American English (cinema = movie theater, theatre = theater). 5 MINI-TALK Students prepare a talk about the most beautiful building in their country, answering the questions in the box. Encourage them to search for extra information and pictures online. If they have trouble choosing a building in their own country, let them to choose a well-known building in another country (the rock city at Petra, the Eiffel Tower, the Coliseum, etc). After students give their talks, get feedback and vote for the most popular choices. Tip: Tell students not to say the name of the building so that the other students have to listen to the descriptions and guess. This provides a task in feedback and gives them a reason to listen. Lesson 1 Beautiful buildings pp82–83 Aims The focus of this lessons is the passive (present and past simple). The key vehicle for this is to describe what things are made of, so the Vocabulary section features materials. Warm-up Do an online image search and find pictures of famous buildings. Print the pictures on A4 sheets of paper and cover each one with 12 sticky notes numbered 1–12. Put students in teams of three or four; each team takes a turn to choose a number and the corresponding sticky note is removed from the picture. Students then try to guess what the picture is. They are allowed one guess per team before the next sticky note is removed. The first team to guess the building correctly wins the game. Students should use modal verbs of prediction (might, could, must) to guess the buildings. Vocabulary Materials • 1 Write the phrases is used for and is made of on the board and drill pronunciation. Students discuss the questions with a partner. Check their ideas in feedback. • • • Answers 1 You can probably use most of them except cotton, paper, plastic and wool, but be flexible! 2 a) glass and aluminium b) iron c) stone d) wood, brick, glass, concrete (later replaced by fibreglass) • The Blue Mosque was built from 1609 to 1616. past __________________________ future X 1609–1616 now • • • • Extra idea: Students find photos of the four buildings and say which they think is the most beautiful, which is the oldest and what each one is made of. (The 101 Tower and the Maracanã Stadium are pictured on the page.) Grammar Passive (1): present and past simple • • 2 Students complete the table using the passive of the verbs in brackets. Elicit that the first example is the present passive and the second is the past simple passive. Extra idea: Show examples and check understanding to help students in mixed-ability classes. Watch out for typical difficulties and correct as needed. Sometimes students see the past participle and think the passive is about the past, so draw timelines and show that it’s the auxiliary verb be that identifies time in passive sentences. In addition, students aren’t always sure about why the passive is used, so highlight the function (the focus on the action rather than the agent). Who built the mosque? (We don’t know.) Is it important who did the action? (no) Is it the past, present or future? (past) What word tells us? (was) The Sagrada Familia was designed by Antoni Gaudí. • Answers is made, was built Who makes the Ice Hotel? (We don’t know.) Is the information important? (no) What’s more important, the action or the people who do the action? (the action) Are we talking about the past, present or future? (present) What word tells us it’s the present? (is) • Is this an active or a passive sentence? (passive) Do we know who did the action? (yes) Can we say who did the action in a passive sentence? (yes) What word introduces the person who did the action? (by) 3 Students look at the two sentences and answer the questions in pairs. Answers 1 Sentence a) is active. Sentence b) is passive. 2 a) The object becomes the subject of the sentence. b) The past participle of the verb is used. 3 Ivan the Terrible is more important in the first sentence. The architects are more important in the second sentence. 4 SEARCH AND THINK Students read the descriptions and underline examples of the passive. Check together and elicit why the passive is used. The Ice Hotel is made of ice! past _________________________ future X now Unit 9 175 Answers There are 12 examples of the passive: 1 This hotel is made of ice. It melts every spring, so a new one is rebuilt every November. 2 This opera house is in the heart of the Amazon rainforest but it was designed by an Italian and the materials to build it were shipped to Brazil from all over Europe. 3 26km of steel were used in the construction of this stadium, which was built for the 2008 Olympics. 4 This art gallery is named after the wife of its founder. It was opened in 2011 and is visited by over a million people every year. 5 This mosque is called the Blue Mosque because of the beautiful blue tiles on the inside walls. It was built from 1609 to 1616. 6 The architects of this cathedral were blinded by Ivan the Terrible so they couldn’t create anything as beautiful ever again. Extra idea: For this game, you need a balloon. Students stand up and hit the balloon to each other. They have to keep it up in the air. Now hit the balloon to someone and say a verb in the present tense (eg eat). They have to shout out the past participle (eaten) before they can hit the balloon to someone else ... but they have to be quick before the balloon falls on the ground. This is a great game for practising past participles, as the balloon is the time limit and makes students think really quickly. They’ll probably shout out the past simple (ate) by mistake with irregular verbs, so it creates lots of laughter and starts the lesson in an energetic and fun way. 5 Students find the true sentence and correct the false ones. Answers 1 False (The Ice Hotel is rebuilt every autumn / winter, in November.) 176 Unit 9 2 False (The Eiffel Tower is made of iron.) 3 False (The Parthenon was built in the fifth century bc.) 4 False (The seats in the Maracanã are yellow, white and blue. The green grass completes the colours of the Brazilian flag.) 5 False (They were constructed to resist hurricanes and earthquakes.) 6 True (He’s an Argentinian American architect.) 6 2.35 Students complete the information in pairs using the verbs in brackets. Do the first one with the class as an example. They then listen to the recording and check their answers. MA The first gap is atypical of the others in that the auxiliary was is supplied, so you may want to make sure weaker students are aware of this. Answers 1 [was] designed 2 worked 3 was completed 4 was killed 5 was knocked down 6 refused 7 looked 8 had 9 was taken 10 died 11 were filled 12 wanted Extra idea: Students identify which gaps in the information are passive verbs (1, 3, 4, 5, 9, 11) and which are past simple (2, 6, 7, 8, 10, 12). 7 Students guess the meaning from context and check their answers together. Answers masterpiece: a work of art made with great skill tragic: extremely sad, often involving death crossroads: a place where two roads cross each other tramp: someone who has no home, job or money and lives outdoors funeral: ceremony for a dead person before they are buried pay their respects: to honour someone after their death, usually by going to their funeral 8 Students write the words for each question in the correct order. You could also write each word on a separate piece of card. Ask students to come to the front, give them a word card and tell them to hold it in front of them and face the class. They then move around and stand in the correct order to make the question. The other students have to correct them if they’re standing in the wrong order. Repeat with different students for the next question. This varies the activity, is enjoyable and gets students moving around after a long time seated. You can also time each group to make the game more competitive. Answers 1 Who was the Sagrada Familia designed by? 2 How long did he work on the church? 3 Was he knocked down by a car? 4 Which hospital was he taken to? 5 Where is he buried? Tip: Students sometimes think that you can’t finish a sentence with a preposition. This is usually because they’ve been told this by teachers in the past, but give examples and show them it’s quite normal, particularly in questions (see questions 1 and 4 in 8). 9 Students cover the information and answer the questions with a partner. They then read the information again and check if their answers were correct. Encourage them to quickly search online to find the answer to question 5. MA Weaker students can quickly read the information again before answering the questions. Answers 1 The Sagrada Familia was designed by Antoni Gaudí. 2 He worked on the church for 43 years. 3 No, he was knocked down by a tram. 4 He was taken to the poor people’s hospital. 5 Gaudí is buried in the crypt in the Sagrada Familia. EXPLORE ONLINE Give students a few minutes to search for information; they then walk around and mingle, asking their questions. Speaking and writing 10 Check the instructions so students know exactly what to do. Put them in groups of three or four to listen to the recording and guess the names of the famous buildings. They must come to a consensus within their group about each building. When they’ve finished, they compare their ideas with another group. 2.36 Answers 1 the Taj Mahal 3 the Coliseum 2 the Alhambra Transcript You’re going to hear three short descriptions of famous buildings in the world. Can you guess the building? Which clues did you use? Just one thing. If you think you know what the building is, please don’t shout it out! Write it down and just put up your hand. Give other people a chance to guess it, too! Are you ready? Here goes. 1 This beautiful monument was built in the 17th century by the Emperor Shah Jahan, in memory of his wife, who died in childbirth. It took 22,000 workers nearly 22 years to build. 2 The walls of this city palace can be seen from miles away, against the mountains in the distance. The palace was built in the middle of the 11th century, and its name – which means ‘the red’ – is probably taken from the colour of its bricks. 3 This huge amphitheatre was built in the first century. It was commissioned by the Roman Emperor Vespasian as a place where violent games and spectacles could be staged. Do you need more clues? OK, the first building is located in Agra, in India. The second building is in Spain, in Granada. And the last one is located in Italy, in Rome. Did you know? The British architect Richard Rogers designed both airport buildings. Unit 9 177 11 MINI-TALK Students think of a famous building and prepare a mini-talk. Give them time to search for information online and encourage them to find pictures, too. When they give their talk, they shouldn’t tell the group what building it is; they should ask them to guess. If they can’t, they should give them additional clues rather than tell them. 12 GUESS Students read the short story and guess the ending. They then compare with a partner. Quickly get feedback on a selection of possible endings. 13 2.37 Students listen to the end of the story and check if their predictions were correct. Did they expect it, or was the punch line (the end of the joke) a surprise? Transcript A tourist guide was showing a group of visiting tourists the sights of the city. She pointed to a building. ‘That’s our Town Hall,’ she said proudly. ‘It was built in just three years.’ ‘The Town Hall in my city was built in three months!’ shouted a man from the back. A bit later, the guide pointed to another building. ‘That’s our sports stadium,’ she said proudly. ‘It was built in just two years.’ ‘The sports stadium in my city was built in two weeks!’ shouted the man from the back. A bit later, the guide led her group past a beautiful tall tower made of glass and steel. ‘What’s that building?’ shouted the man from the back. What do you think the guide replied? ‘I’ve no idea,’ replied the guide. ‘It wasn’t there yesterday!’ 14 If students are a little shy or reluctant to act out the story, just ask them to retell it and try to remember as many details as possible. Extra idea: Do the listening as a dictagloss activity instead. Give students a gapped worksheet (see below) and tell them you’re going to read a story. Have them listen and try to fill in the gaps. Read the transcript above twice at normal speed. The idea is that they won’t manage to fill in all the gaps. Then tell them to find a partner and dictate what they have to each other. 178 Unit 9 They then change pairs and continue until they’ve completed the story. The first person to finish is the winner. To increase the speaking and learner interaction, tell students that they can only talk to one partner at a time and they can’t show each other their worksheets. A __________ __________ __________ __________ a __________ of __________ __________ the sights __________ __________ __________. She __________ to a __________. ‘That’s __________ __________ ___________,’ ___________ said ___________. ‘It __________ ___________ in ____________ ___________ ___________.’ ‘The __________ __________ in my ___________ __________ __________ in ___________ ___________!’ shouted __________ ___________ from the ___________. A ___________ __________, the ___________ ___________ __________ __________ ___________. ‘That’s __________ ___________ ___________,’ she said ___________. ‘It ___________ ____________ in just ___________ ____________.’ ‘The ___________ ___________ in my ___________ __________ ___________ in __________ ___________!’ ___________ ___________ ___________ from the ___________. A ___________ ___________, the __________ __________ her group ___________ a __________ ___________ ___________ made of __________ and ___________. ‘What’s __________ __________?’ ___________ the ___________ ___________ ___________ back. What ___________ ___________ __________ the ___________ ___________? ‘I’ve ___________ ____________,’ replied ___________ ___________. ‘It ___________ __________ yesterday!’ (= completely sure or certain) and renovated (= repaired and improved). Tip: Gap fills and dictagloss activities are really good for mixed-ability classes because they can be adapted to the level of students. Class-mingle activities also provide nice opportunities for stronger students to help weaker ones. Students read the article and check if their predictions were correct. Then elicit what the title refers to. Answers The buildings all appeared in the top five of a list of the UK’s worst buildings. It refers to the fact that someone suggested that Rugby Cement Works should be painted the same colour as the sky to camouflage it. Extra idea: Dictate the following questions to the class. Put students in pairs and have them discuss together. Elicit their ideas and opinions in feedback. Do you like sightseeing? Why? / Why not? Do you prefer to have a tour guide or explore things yourself? What are the most amazing buildings you have seen? Lesson 2 Should they be demolished? pp84–85 Aims The focus of this lesson is passive modals; it also introduces compound nouns and types of building in the Vocabulary section. In addition, students read about a TV programme called Demolition and talk about the renovation of abandoned buildings in their towns. You first! Students look at the photos and discuss the question, giving reasons for their reactions. You could tease students by pretending you like the buildings (eg I really like this one. It’s a masterpiece! The architecture is beautiful! Which one do you like the best?). Extra idea: Ask students if they think the suggestion to paint Rugby Cement Works like the sky is a good one. Would it help make the building more attractive? 3 Tell students they’re going to play a memory game. They have to write two sentences about each building in the article. They then read each other’s sentences and compare their ideas with the article. Get feedback and find out who has the best memory! Extra idea: Tell students you’re going to read the article to them. Tell them that you’re tired and ask them to correct you if you make any mistakes. Read the article and include a few factual mistakes on purpose. Students have to listen and correct you if they detect something is wrong (eg ‘Millions of votes were received ...’ ‘No! That’s wrong! Thousands of votes were received.’). Reading 1 GUESS Students guess what the buildings have in common. Check their ideas in feedback. 2 Students look at the title of the article and say what they think it means. Pre-teach words like demolition (= knocking down or destroying a building so you can use the land for something else), abandoned (= left empty), stilts (= long pieces of wood or metal that support buildings so they’re above the ground or water), retailers (= shops or businesses that sell products), convinced 4 Students match the buildings with the photos. Which one do they think is the worst? Answers 1 Scottish Parliament Building 2 Cumbernauld Shopping Centre 3 Rugby Cement Works Extra idea: Ask students to find Edinburgh, Cumbernauld and Rugby on a map of the UK. Unit 9 179 5 Check students understand the key vocabulary (eg residents, retailers). They then read the article again and do the true / false activity, correcting the false statements. Answers 1 False (There were thousands of votes.) 2 True 3 False (It was a shock because it was designed by a famous architect and had won awards.) 4 True 5 False (It can be seen for miles, but it’s ugly.) 6 True Extra idea: Tell students they’re going to play a supersonic search game. You give them a clue and they have to race against each other to find the correct word in the article. Find words or phrases in the article that mean ... 1 people who watch television 2 in bad condition 3 solve or sort out (a problem) 4 having lots of different uses 5 people who sell things 6 people who live in a place 7 a very ugly thing 8 certain Answers 1 viewers 2 run down 3 deal with 4 multi-purpose 5 retailers 6 residents 7 eyesore 8 convinced 6 SEARCH AND THINK Students work in pairs and skim through the article again, underlining negative words and phrases. Get feedback and ask them to think of other things the words can describe. Answers 1 worst, ugliest, badly designed, run down, abandoned, nightmare, awful, eyesore, ugly 180 Unit 9 Vocabulary Buildings 7 Students write their lists individually, then compare with a partner. Answers power stations, railway stations, tower blocks, palaces, public toilets, shopping centre, complex, Parliament building, cement works 8 Students match the words in the box with the types of building. Tell them that there is more than one possibility for all of them. They then read the compound nouns aloud; point out that the stress is normally on the first syllable. Answers 1 bus station, fire station, gas station*, petrol station, police station, power station, train station 2 apartment building, engineering building, farm building, government building, office building, residential building, school building, university building 3 engineering works, gas works, steel works, water works 4 leisure centre, residential centre, sports centre 5 apartment block*, office block * These are predominantly American English terms. The compounds petrol station and block of flats are more common in British English. 9 Students discuss which buildings they have in their town or city. Ask extra questions (eg Do they like them? Are the buildings nicely designed? Do they fit into the surrounding landscape well or are they an eyesore?). Tip: Once you’ve introduced new vocabulary and grammar, try to use it in your questions and general teacher language. Students usually need to see and hear new vocabulary between 10 and 15 times before they remember it well, so this helps to reinforce recently learnt language in a natural and helpful way. Take a break This is a classic yoga position called ‘the Tree’. If students have problems balancing, they can rest their foot on the other ankle rather than having it at knee or thigh level (as shown in the picture). Once they’ve got the hang of it, ask them to do it with their eyes shut and visualise the context, but make sure they don’t lose their balance and fall over! Grammar Passive (2): modals 10 Students fill in the gaps with a partner, using the modal passive. Tell them they can look back at the article if necessary. Answers 1 should be knocked down 2 can be seen 3 must be taken 4 will be demolished 11 SEARCH AND THINK Students work in pairs to answer the questions about the modal passive. Check their ideas and correct if necessary. Answers 1 There are 21 examples of the passive in the article (shown in bold). Seven of them are modal passives sentences (shown in bold italics). Students may miss the ‘hidden’ passive (The building, completed in 2004, ...) as the auxiliary has been elided along with the relative pronoun. It also meant any building that was badly designed. Viewers were asked for their opinion. Should they be demolished? Thousands of votes were received. Cumbernauld Shopping Centre in Scotland was voted the worst building in the UK. The ‘new’ town of Cumbernauld was built in the 1960s. The shopping centre was designed as a multi-purpose complex. One shopper said it should be knocked down as soon as possible. A lot of people were shocked. The building, [which was] completed in 2004, was designed by the famous Catalan architect Enric Miralles. It did cost a lot of money so perhaps that is why it is hated so much. Rugby Cement Works was constructed in the mid-90s. It can be seen for miles! Perhaps it could be painted sky blue with white clouds? One third of those thousand buildings have been demolished or renovated. Pressure has been put on town councils. Action must be taken against ugly buildings! If a building is judged to be an eyesore, it must be improved. Otherwise it will be demolished. 2 The passive is used more than the active because it focuses on the actions rather than who did them. We either don’t know who did the action or it’s unimportant (One third of those thousand buildings have been demolished). 3 Because ‘the passive’ (in question 2) and ‘it’ (in question 3) are more important than the users, which we don’t know. Tip: The grammar sections of the Student’s Book encourage students to search for examples in the text, then think about the function, form and meaning. This provides a learner-centred focus, involves them more in working out rules and enables them to see things for themselves. It does mean, though, that they may be more susceptible to mistakes, so it’s still important to guide them at times, correct mistakes and check to make sure they understand. 12 THINK Students read the text and discuss possible changes with a partner. Tell them that they shouldn’t change every single verb into the passive – they should look carefully at the meaning to decide which verbs need changing. Unit 9 181 Answer The active voice has been used throughout, when the passive would be much better, as the focus of attention is the IMAX. The IMAX cinema in Bournemouth was voted the second worst building in the UK. It was built in the 1990s, and it was opened in 2002, but it was closed after three years. And it will never be reopened because in 2013 it was finally demolished. Many residents hated it, calling it an eyesore that blocked a beautiful sea view. They said it should be destroyed and replaced with a swimming pool or ice rink, but in fact the site will now be turned into an open arts space. Speaking and writing 13 Students think of ugly areas and buildings in their town and discuss in groups of three or four what should be done about them. Give an example and encourage them to use modal passives. 14 VIDEO OPTION Students create and upload their own vlogs. Alternatively, they walk around the room and share their videos with each other. Vote for the worst buildings and best renovation ideas in feedback. Extra idea: Find a video online from the popular American TV show Extreme Makeover Home Edition. The show features Ty Pennington and his crew rebuilding houses. Show an online video clip of a house before and after, and ask students to discuss what could / might be done and the things that have been done using the modal passive. Lesson 3 Cowboy builders pp86–87 Aims The focus of this lesson is the causative have / get something done; it also introduces vocabulary about house building. Students read and listen to stories about renovation scams and problems with cowboy builders. 182 Unit 9 You first! Students talk in pairs about building work. Would they like to build and renovate things themselves or pay to get things done by professionals? Vocabulary Building problems 1 Students look at the photos and the lesson title and guess what a cowboy builder is (= a builder who is not honest, careful or skilful in their work). 2 Students might not know all of the words. They can quickly look up any they don’t know on their smartphones or in a dictionary. Get feedback and check to make sure they understand the vocabulary. Answers Crosses should be beside: balcony, ceiling, central heating, electrics, floor, floorboard, pipe, radiator, roof, sink, staircase, terrace, wall, water heater, window. 3 Students discuss with a partner what they have in their homes. This helps to personalise, use and review new vocabulary. 4 Students match the words and think of possible problems (eg a toilet or sink can be blocked). Tell them there is no direct correlation here – there may be several possibilities. The idea is just to get them using the words again. Suggested answers (be) blocked: pipe, radiator, sink, toilet damaged: ceiling, electrics, floorboard, pipe, radiator, roof, wall damp: attic, basement, bathroom, bedroom, ceiling, floorboard, hall, kitchen, living room, wall dangerous: ceiling, electrics, floorboard, staircase, water heater rotten: floorboard, staircase, window not watertight: pipe, radiator, toilet, water heater, window (have) cracks: attic, balcony, basement, bathroom, bedroom, ceiling, hall, kitchen, living room, roof, sink, terrace, toilet, wall, window holes: ceiling, floor, floorboard, radiator, roof, wall Reading 5 Students read the beginning of the story and talk about the questions. Check they understand the phrase up front. Then invite them to guess what happened next. Check their ideas and predictions in feedback. Explain that the passage is based on a true story from England – these things do happen! teacher students teacher students 7 Students work in pairs and talk about the actions using the causatives have / get something done. Get feedback and correct small mistakes if needed. Suggested answer 1 Many tradespeople ask for a deposit up front to cover the cost of buying the materials. But it would be very unusual to ask for (and get) the full cost of the job before any work was done. Extra idea: Write five key words that could occur in the story on the board (eg cowboy, money, mess, programme, police). Invite students to predict what happens in the story using the key words as clues. They work with a partner and write the end of the story in their own words. They then share their stories with other pairs. Check their predictions afterwards. Grammar have / get something done 6 Students look at the example sentences in the grammar box and identify who does the work. Check students understand the form of the sentence (have / get + noun + past participle of verb). Answer b) someone else Extra idea: The causative is quite unusual for some students, so to reinforce the grammar and help with pronunciation, do some substitution drilling. Say a different noun / pronoun and verb and ask students to adjust and repeat the sentences together (see below). This is enjoyable and dynamic and reviews the grammar really well. teacher I’m getting the roof done. students I’m getting the roof done. teacher Fixed. students I’m getting the roof fixed. teacher Windows. students I’m getting the windows fixed. Having. I’m having the windows fixed. He. He’s having the windows fixed. Extra idea: Tell students to imagine they’re rich and can get everything done for them by other people. They’ve just bought an old house in the south of France and want to get it renovated. Put them in pairs to discuss all the things that they’d have done for them. Check their ideas afterwards in feedback. Listening 8 2.38 Students listen to the story to see if their predictions were correct. Transcript dave Yeah, so he came around on the Monday morning and the first thing he did was ask for money! matt Really? dave Well, pretty much. He took a look around and he said maybe the problems were bigger than we’d thought. And he asked for some money up front so he could buy materials. matt And you gave him some? dave Yep. matt How much? dave Two thou. matt Two thousand pounds? Wow. What did he say needed doing? dave Well, he said some of the floors were rotten and needed replacing because of the damp, and some walls needed fixing and repainting because there were cracks, and some of the windows needed repairing because they weren’t watertight and the rain was coming in, and the roof was badly damaged and needed mending, and the electrics were dangerous and needed rewiring. Oh yes, and the water heater was old and we needed a new one! A whole list of things. Unit 9 183 matt dave matt dave 9 That’s all a bit scary. Yeah, it was. So I just gave him the money and told him to get it all done. And Megan and I went off to work. Oh. Big mistake. Yes. Very big mistake. 12 Play the recording again for students to write down what happened. They then compare their answers with a partner. Answers 1 The walls were damaged. 2 The floors were damaged. 3 The windows were on the floor. 4 The floorboards were in the back garden. 5 The radiators were in the hall. 6 There was no staircase – it was completely demolished. Students work in pairs and write a list of what needed to be done to Dave and Megan’s cottage. Then play the conversation again for them to check their answers. MA The list is quite long, so you may need to pause the recording after each item for weaker students. Answers a) The roof needed mending. b) The floors / water heater needed replacing. c) The walls needed repainting. d) The electrics needed rewiring. e) The windows needed repairing. 10 PREDICT Students discuss the questions in pairs and guess what happened next. 11 2.39 Students listen to the conversation and check their ideas. Did they guess correctly? Transcript dave When we got back after work that evening, it was like a war zone. Everything was in a big mess. The walls were damaged, the floors were damaged, the windows were on the floor, the floorboards were in the back garden, the radiators were in the hall, there was no staircase … matt No staircase? dave No, it was completely demolished. It was impossible to go upstairs. The whole thing was a nightmare. matt Oh, how terrible! And where was your builder – and your two thousand pounds? dave Absolutely no sign of him. He’d completely disappeared – with the money. So I called him on his mobile and it rang and rang and rang, and eventually he answered it, and do you know what he said? matt No, what? dave He said he needed more money to fix everything! 184 Unit 9 13 THINK Students imagine the situation. How would they feel? What would they do? Get their ideas in feedback. Encourage them to use the second conditional to describe how they’d feel. 14 Play and pause the recording as necessary for students to listen; they then answer the questions in pairs and guess the meaning of phrases like rip someone off. Discuss the questions as a whole class. 2.40 Transcript dave Well, at that point, I was furious and I was going to ring the police, but then Megan told me about this TV programme that catches people like our builder and she contacted them. matt Oh, I know that programme. It’s called Cowboy Builders! dave That’s the one. It’s on daytime TV. matt The one where people complain about a bad experience they’ve had with builders and the presenters find the builders and expose them on television. dave Yeah. And you know what? They were absolutely brilliant. They came round and they helped us to get the cottage repaired and redecorated, and what’s more, they even managed to find this guy and inform the police. matt Oh good. I’m glad he didn’t get away with it. Did you get your money back? dave No, we didn’t. But at least our builder has been caught and he won’t be able to rip other people off. matt So what was his punishment? Did he go to prison? dave matt dave matt No. But he has to do building work in the community for free now. If a job needs doing, something needs fixing, he has to do it – for free. And do you know what his first job was? No, what? Repairing the roof on the police station! Oh, well, they should be able to keep an eye on him there! has won several awards. It often involves word play. 16 Students write homophones, then use them in short poems, using Roger McGough’s poem as inspiration. They then share with a partner. Answers mail - male; hear - here; write - right / rite; know - no; knows - nose; one - won; pair pear / pare; flour - flower; blue - blew; their – there Speaking and writing 15 YOUR STORY Pre-teach the meaning of DIY (= Do it yourself). Students discuss their own personal experiences of builders and things they’ve had done or done themselves in their houses or flats. They then report back in feedback. Extra idea: Write recently learnt vocabulary on the board in a random order or show a word cloud with a data projector. Tell students to look at the words for one minute, then erase the words or close the image. Put students in pairs and give them one minute to write down as many words as they can remember. The team that gets the most wins the game. Poem link Students read the poem and answer the questions. Ensure they understand the play on words. They can find out more about Roger McGough for homework or in class. Answers 1 Some of the words are homophones: sore / saw / soar and I / eye. 2 A skyscraper 3 It’s taller, it’s a different shape, it has more floors, it’s a different colour, it’s made of steel and glass, it’s a commercial building. Background note The building in the photo is the Shard in London, an 87-storey skyscraper. It was built between 2009 and 2012, and opened to the public on 1 February, 2013. It is 309.6 metres high and was designed by the Italian architect Renzo Piano. Its pyramid shape is clad in 11,000 panes of glass. Culture note Roger McGough (born 9 November, 1937) is an English poet, author and broadcaster. He was one of the leading members of the group known as the Liverpool poets in the 1960s. In his early career, he was a member of the pop group The Scaffold, which had a number-one hit in 1968 with Lily the Pink. However, he is best known for his humorous and pithy poetry, for which he Everyday English p88 Making and responding to a complaint 1 Students look at the photo. Ask them what they can see and what they think is missing. Answer Blinds or curtains 2 GUESS Ensure students understand the words in the box; pre-teach any that are unfamiliar. Students guess what the problem is using the words. Check their ideas in feedback. 3 2.41 6 Play the video or the recording for students to watch / listen and check if their predictions were correct. Answer The curtains are the wrong size. Unit 9 185 Transcript assistant Good afternoon. Brasch and Jones. Can I help you? marianne Oh, yes, I hope so. I ordered these curtains from you a few weeks ago – for my new home office. We’ve just moved into this new flat and I’m so excited. assistant That is exciting. I’m really pleased for you, but what can I do for you? marianne Oh yes, sorry, it’s just that it’s so exciting. assistant I’m sure it is. And so …? What about the curtains? marianne Yes, the curtains well, they arrived yesterday. I was very pleased to get them. Thank you so much for sending them. But I’m really sorry, I’m just afraid they’re not quite right. assistant Oh really? I’m sorry about that. In what way? What seems to be the problem? marianne Well, actually, they’re the wrong size. They’re... they’re a bit too small for the windows! assistant Oh dear. That is a problem. Do you happen to have the order form? marianne Ah, yes, I have it here. Do you want the order number? assistant Yes, please. Thank you. It’s the number on the top right. marianne Oh yes. I see it. It’s ... uh ... 10556. assistant Yes, thank you. Just a minute. OK. Yes, here you are. Marianne Williams, is that right? marianne Yes. assistant From … May 5th … Ah, here we are. One pair of grey and white curtains, 115 by 215 centimetres. marianne Oh no! That should say 150 by 250 centimetres! No wonder they don’t fit! assistant Yes, that would explain it. Let me speak to my supervisor. I’ll see what we can do. marianne Oh, thank you so much. You see we’re having this housewarming next week and it would be really nice if you could, you know, get them delivered to me by then and … assistant Of course. marianne Thank you. assistant Thank you. 186 Unit 9 4 Give students time to read the questions so they know what to listen for. Then play the recording / video again for them to answer the questions in pairs. MA Stronger students may be able to answer the questions without hearing the recording / watching the video again. Answers 1 The curtains are too small – they should be 150cm x 250cm, not 115cm x 215cm. 2 Possible answer: The supervisor will agree to replace the curtains. Extra idea: Ask students why they think this error occurred (If the order was given over the phone, 50 may have been misheard as 15, as they sound quite similar.). 5 Students complete the gaps in pairs. Then play the video / recording again so they can check their answers. Answers 1 I’m really sorry, I’m just afraid they’re not quite right. 2 Actually, they’re the wrong size. 3 They’re a bit too small for the windows! 4 That should say 150 by 250 centimetres! 5 No wonder they don’t fit! Background note Students may find this use of ‘softening’ phrases a bit excessive, but in practice, nonnative speakers can often sound too direct and therefore rude. Remind students that it’s better to be too polite in British English (where it’s also common to apologise before making an complaint!). Explain that actually is a very common ‘softener’ in British English. 6 Students discuss the questions in pairs. You can also draw a scale on the board and check answers in feedback. polite, impolite, friendly, aggressive, effective ineffective ___________________________________________ X 7 Students read the softening phrases and choose the odd one out. Answer I’m telling you ... is unacceptable. Extra ideas: Do a ‘live listening’ with the class. Tell them about a problem you had with a product or service you bought and what happened. Then ask them some questions about the story and see if they can remember the information. This provides a model for the speaking activity that follows. To follow up and also promote themerelated discussion, ask students if they’ve ever had a problem with a product or service they bought. What was it? What did they do? Did they receive good customer service? What happened? Tip: Live listening gives students helpful listening practice in a natural way. It’s also really flexible. You don’t need a CD player or have to pause recording. Live listening is also a good way of increasing interest, telling personalised stories and including new language or reviewing things students have recently learnt. It also provides a good lead-in to subsequent speaking activities. 8 Students work in pairs to think of nicer and more polite ways of saying things. They can also look back at the phrases in 7 to help them. Check their ideas in feedback. Suggested answers I’m very sorry, but it’s completely wrong. I have to say that they aren’t what I ordered. Actually, it’s awful. I’m afraid you’ve made a mistake. I’m sorry, but the bill is incorrect. I have to say that it’s really bad. 9 Play the recording or video again for students to listen and write the phrases and sentences that the sales assistant uses. They then check their answers with a partner. Answers 1 Oh really? I’m sorry about that. 2 What can I do for you? In what way? What seems to be the problem? 3 Let me speak to my supervisor. I’ll see what we can do. Tip: It’s helpful for students to read through texts or transcripts to find useful language. It encourages active learning and encourages them to notice words and phrases and see things for themselves. It’s good for listening activities, too. Play the recording or video for students to write down useful words, phrases and sentences they hear. It’s dictation and it practises listening and writing at the same time! 10 P Students watch the video or listen to the recording again and answer the questions. Encourage them to take notes as they listen. Answers 1 so (used for emphasis) 2 I’m so excited. It is indeed so exciting. I was so pleased to see them. Thank you so much for sending them. Thank you so much. It would be so nice if … Extra idea: There are a couple of other uses of so in the video. Ask students if they can spot them and then find the negative form of I hope so (I hope not). Answers Yes, I hope so. And so ...? 2.42 Students listen and repeat the 11 P sentences together. Transcript 1 I’m so excited. 2 It’s so exciting. 3 I was so pleased to get them. 4 Thank you so much for sending them. Unit 9 187 5 Thank you so much. 6 It would be so nice if ... Extra idea: Drill the sentences to practise pronunciation and show exaggerated stress on so. You could also write the sentences on the board and ask concept-checking questions to help students notice the function and form: For sentences 1, 2, 3 and 6: What words come after so? (excited, exciting, pleased, nice) What type of words are they? (adjectives) Do we use them to talk about a small degree or a large degree of something? (a large degree) When we say so in sentences, does the intonation go up or down? (up) For sentences 4 and 5: What word comes after so? (much) What type of word is it? (quantity word) Why do we use the word so? (to emphasise things and to describe a large degree of something) 12 ROLE-PLAY Put students in pairs. One is a customer making a complaint, the other is a sales assistant trying to help. They can use the ideas in the box and also look back at the softening phrases in 7 to help them. Monitor and listen out for good use of the language. Ask volunteers to do their role-play afterwards for the class. 13 2.43 Students listen to the conversation and answer the questions. Check their ideas in feedback and draw students’ attention to the emphatic use of do in the phrase I do apologise. Answers 1 No, less polite 2 I do apologise. I’m sorry about that. 3 The first customer is more effective. The sales assistant is more willing to help her because she is nice and polite. Transcript assistant Good afternoon. Brasch and Jones. Can I help you? jerome I certainly hope so. assistant I’ll do my best, sir. 188 Unit 9 jerome assistant jerome assistant jerome assistant jerome assistant jerome assistant jerome assistant jerome assistant jerome assistant jerome assistant jerome Good, well, I ordered these curtains from you a few weeks ago. Yes? And I waited absolutely ages for them to arrive, and they eventually arrived yesterday. Only yesterday! That’s completely unacceptable. Oh, I do apologise. I know things can take longer at this time of year. That’s not the point. The point is they aren’t what I asked for! They’re not at all what I asked for! Oh, really? I’m sorry about that. What’s the problem? They’re completely the wrong size. Completely! They’re much too small for the window! How do you expect me to put those up? Looks as though they’ve shrunk! I’d like to know what you’re going to do about it. It’s just not on. OK. Um, do you have the order form, sir? Of course I do. At least I thought I did. I’m sure I have it somewhere. Wait, here it is! Thank you. I’ll just check it out here. Can I have the order number, please? Uh, I can’t see it. Where is it? Just on the top right of the page, sir. Oh. Is it 10556? Yes, sir. That’s it. Ah, here we are. One pair of grey and white curtains 115 by 215 centimetres. Did you say 115 by 215 centimetres? 115 by 215?! You’re joking. That’s ridiculous! I asked for 150 by 250! Didn’t I? I’m sure I did. Well, you did check and sign the order form, sir. And it clearly says 115 by 215 centimetres. So I’m afraid there’s nothing I can do. I’m very sorry. Well, in that case, I insist on speaking to your supervisor. Get hold of him immediately! Um, I’m afraid she’s not available, sir. And there’s really nothing she or I can do! Oh! 14 In pairs, students try to remember what the customer said using the prompts in the box; play the recording again so they can check their answers. Answers I ordered these curtains from you a few weeks ago. And I waited absolutely ages for them to arrive. They eventually arrived yesterday. That’s completely unacceptable. That’s not the point. The point is they aren’t what I asked for! They’re completely the wrong size. They’re much too small for the window! I’d like to know what you’re going to do about it. It’s just not on. That’s ridiculous! Well, in that case, I insist on speaking to your supervisor. 15 ROLE-PLAY Students do the role-play in pairs. Give them time to think of words and phrases to make the conversation more polite. Get feedback and ask extra questions to create more speaking (eg Have you ever worked in customer service? Have you ever had to deal with complaints or angry customers? What happened? What did you do?). Answers 1 buildings (C) 2 furniture (U) 3 stationery (U) 4 dairy (food) (U) 5 sports facilities (U) 6 sports equipment (U) 7 jewellery (U) 8 accessories (C) 9 jobs / occupations / professions (C) 10 tools (C) 2 Put students into teams of three or four and give them five minutes to come up with as many additional words for each list as they can. When the time’s up, compare lists as a class. Teams get a point for each word they thought of that no one else has. The winner is the team with the most points. 3 Students work in pairs to think of more umbrella words. Get feedback and see how many words students can think of for each list. Suggested answers animals, colours, drinks, food, fruit, plants, vegetables, shops, family … Tip: This a great way of revising lexical sets and can be used at any time by giving students the umbrella word and asking them to list as many words as possible. Extra idea: Show students the following sentence from the recording and video and tell them to discuss the different meanings of the word way. Phrasal verbs down In what way? (used to describe how someone thinks or acts or how something is) 4 Students complete the sentences, then compare their answers in pairs. Ask students to think of other sentences with way that have a different meaning. They can also look up examples online at http://dictionary.cambridge.org/dictionary/ british/way. Vocabulary plus p126 Umbrella words 1 Check that students are clear about the concept of ‘umbrella words’; they then work in pairs to find the umbrella words for the items given. Check answers as a class, asking students to say countable or uncountable as you go through them. Answers 1 Get down 2 write [things] down 3 slow down 4 Put [that statue] down 5 turned [it] down 6 lie down Extra ideas: Ask students to write sentences with the other phrasal verbs with down (ie cut down, fall down, go down, knock down). Then ask students to read all the sentences aloud, practising the stress pattern of phrasal verbs. Ask students if they can think of any more phrasal verbs with down (eg sit down, climb down). Unit 9 189 Wordbuilder Nouns from verbs 5 Give students five minutes to complete the tables. Check answers and elicit the pattern. Ask students which words are very similar in their own language and which are very different. Answers act – action; attract – attraction; complete – completion; consider – consideration; construct – construction; create – creation; decorate – decoration; describe – description; demolish – demolition; destroy – destruction; explode – explosion; occupy – occupation They all end in -ion, but some are -tion, others -ation or just -ion. Some change spelling (destruction, etc), but others don’t. 3.35 Students work in pairs to say the 6 P verb–noun pairs from 5 and mark the stressed syllables. Play the recording for them to check their answers and repeat in chorus. Answers See above for stressed syllables. 7 P Students answer the questions in pairs. Check answers and elicit the pronunciation rule for the -ion ending. Answers 1 consider / consideration, decorate / decoration, demolish / demolition, occupy / occupation 2 The stress is always on the penultimate syllable (the one before the -ion ending). Wordbuilder Verbs with the prefix re8 Students complete the sentences, then check with a partner. Answers 1 rebuilt 2 restart; replace 3 recycled 4 rewrite / redo 5 renew 6 redecorated / repainted 190 Unit 9 Extra idea: Have students write sentences with the verbs from the box that aren’t used in 8 (ie recycle, reuse, rewire). Homophones 9 Check that students understand what homophones are (= words that sound the same but have different spellings). Have them work in pairs to find at least one homophone for each word. Write each word from the box on the board, and have pairs call out their homophones. They get a point for each word that no other pair thought of; the pair with the most points at the end wins. Answers bye – buy – by; deer – dear; genes – jeans; meet – meat; peace – piece; plain – plane; red – read; sail – sale; scene – seen; see – sea; suite – sweet; sun – son; threw – through; two – to – too 10 In the same pairs, students write their questions and ask and answer them. Then put pairs together for them to dictate their questions to the other pair. Can they write the question correctly? Tip: This ensures that students are thinking about the meaning of the words and using the context to decide on the correct spelling. You could collect in all the questions and use them for a class dictation. 10 UNIT FOCUS A question of beauty GRAMMAR: wishes and regrets; third conditional VOCABULARY: accidents FUNCTIONS: showing concern; cheering someone Introduction p89 Aims The focus of this lesson is to introduce the topic of self-image and unfulfilled wishes by looking at quotations from famous people about things they wish were different. You first! Students choose an image and tell a partner why they chose it. They can give any reason they want. They could find the photo interesting or just connect with it in a personal way. Get quick feedback and check their ideas. (Note that you can give students a free rein in their choice of image or you can limit them to the images on the page if you are short of time.) 1 Do the first one with the class and elicit the missing word. Then students complete the other quotations in pairs and match them with the photos. Answers 1 I wish I was better at art. (photo B) 2 I wish my hair was thicker and I wish my feet were prettier. My toes are really ugly. (photo A) 3 I wish I were taller and thinner. (photo C) 4 I wish I could shut up. But I can’t and I won’t. (photo E) 5 I wish I had invented blue jeans. (photo F) 6 I wish people would turn off their computers, go outside, talk to people, touch people, … (photo D) 7 If only we could get rid of our brain and use only our eyes. (photo G) 2 Students match the professions with each person. Get feedback and ask the class if they know what nationality each person is. up Answers Hayao Miyazaki: Japanese artist and film director Britney Spears: American singer Hillary Clinton: American politician Desmond Tutu: South African social rights activist Yves Saint Laurent: French fashion designer Tré Cool: American drummer Pablo Picasso: Spanish painter Background notes • Hayao Miyazaki (born 5 January, 1941) is a Japanese film director and manga artist. He co-founded an animation studio, Studio Ghibli, in 1985, and has made many successful award-winning films. • Britney Spears (born 2 December, 1981) is an American singer and actress. She influenced the revival of ‘teen pop’ at the turn of the century, and has continued producing albums ever since, selling over 100 million albums worldwide. • Hillary Clinton (born 26 October, 1947) is American politician. Although she first came to international prominence as America’s First Lady when her husband, Bill Clinton, was President from 1993 to 2001, she has since become a powerful influence in her own right and was the Secretary of State from 2009 to 2013. • Desmond Tutu (born 7 October, 1931) is a South African social rights activist who rose to fame during the 1980s as an opponent of apartheid. A retired bishop, he has also campaigned for many other causes, including HIV / AIDS, tuberculosis, racism and sexism. He has received many awards for his work, including the Nobel Peace Prize in 1984. • Yves Saint Laurent (1936–2008) was a French fashion designer, regarded as one of the most influential names in fashion history. He was born in Algeria, but moved to Paris when he was 18, Unit 10 191 • • where he met Christian Dior, who greatly influenced him. He’s credited with many fashion innovations, including making ‘ready to wear’ clothes reputable. Tré Cool (born 9 December, 1972) is the stage name of Frank Edwin Wright III, a German-American drummer best known as a member of the band Green Day. He also plays guitar and composes music. Pablo Picasso (1881–1973) was a Spanish painter and sculptor. One of the most influential artists of the 20th century, he is credited with co-founding the Cubist movement. Among his most famous paintings are Les Demoiselles d’Avignon and Guernica. 3 Students talk about the quotations and answer the questions in pairs. Get feedback and check their ideas and opinions. Answer 3 Both the women’s quotations are about their physical appearance rather than their general abilities. This could be because there is a lot of pressure on women to look good; they are judged more on their appearance than men are. 4 FINISH IT Write the sentence starters on the board and give an example. Students then write their own sentences and compare with a partner. 5 EVERYBODY UP! Students walk around the room, tell each other their wishes from 4 and find someone with the same or similar ideas. Encourage them to ask extra questions (eg Why would you want to do that?) and explain their reasons. Check their ideas in feedback. Lesson 1 I wish ... pp90–91 Aims The focus of this lesson is wishes and regrets in the present and the past. The Vocabulary section includes words and phrases about accidents, and the Speaking and writing section invites students to talk about their regrets, write a short poem about their wishes and listen to the rapper Skee-Lo in the Song Link. 192 Unit 10 Warm-up Students look at the photos and try to think of a connection between them. (There isn’t an obvious connection, so students may come up with all sorts of answers, but they do all represent things that people wish were different.) Read out the lesson title; students complete it as if they were one of the people in the photos. (This is just intended to get students thinking about the topic, so focus on ideas, not language, here.) Grammar Wishes and regrets 1 Students complete the sentences in the table in pairs. Ask if they can remember who said each quotation. They look back at page 89 to check their answers. Answers 1 was (Hayao Miyazaki) 2 could (Desmond Tutu) 3 had invented (Yves Saint Laurent) 4 would turn off (Tré Cool) Extra idea: Draw students’ attention to the note about was / were and ask them to read out the first sentence in the table with were instead of was (I wish I were better at art). Say a few more I wish ... sentences with was (eg I wish he was at home more often, I wish she wasn’t going away) and ask students to rephrase them with were. Tell them that they mean exactly the same thing, although were probably sounds more wistful, acknowledging that it’s very unlikely that thing will ever happen. You could also point out the Grammar spot at the bottom of the page, as If only ... is very often followed by were instead of was (eg If only Prince William were single!). 2 Students look back at the sentences in the table and complete the grammar rules in pairs. Check answers in feedback. Answers 1 present 2 past 3 someone or something else to do something different Extra idea: Students sometimes confuse time and tense, so check understanding and draw time lines to help weaker students notice the function, meaning and form of the grammar. To make things stand out visually, you could highlight the key words in a different colour. I wish people would turn off their computers, go outside, talk to people, touch people ... past ___________________________ future X now • • • • • Does Tré Cool like the way people use their computers? (no) What does he want them to do instead? (go outside, talk to people, touch people) Does he think it’s likely to happen? (no) What word tells us it’s unlikely to happen? (would) When we say wish + would, are we talking about the past, the present or the future? (the present) I wish I was better at art. past ___________________________ future X now • • • • • Is Hayao Miyazaki good at art? (yes) Does he want to be better? (yes) What tense is was? (past simple) But is the regret really about the past? (no) When we say wish + past simple, are we talking about the past, the present or the future? (the present) I wish I had invented blue jeans. past ___________________________ future X now • • • • When were blue jeans invented? (in the past) Did Yves Saint Laurent invent them? (no) What tense is had invented? (past perfect) When we say wish + past perfect, are we talking about the past, the present or the future? (the past) 3 Students write their own sentences about photos A–D and discuss in pairs. They can reuse their ideas from the Warm-up or think up new ones, but this time ensure they use the language correctly. Remind them there is more than one possibility (eg Photo A: I wish I had bigger hands / my hands were bigger / I could play the piano, etc). Encourage them to use If only if it’s a very strong wish. You could also ask extra questions (eg Are his hands big enough to play? Are her feet big enough to wear those shoes? Is the man happy to be in the shop?). The examples on the page are fairly safe to discuss in terms of whether students share the wishes. However, be sensitive to students’ willingness to discuss certain topics – for example, it’s not clear whether photo D is a man or a woman, so the topic of either obesity or pregnancy could be difficult for some students. 4 Students fill in the gaps, write the wishes and check their answers in pairs. Encourage them to use wish and if only. Answers 1 is (He wishes he hadn’t dyed it himself. He wishes he’d gone to the hairdresser’s.) 2 is wearing (She wishes she hadn’t worn high heels. She wishes she’d worn trainers.) 3 have (He wishes he hadn’t put them in the washing machine. He wishes he’d washed them by hand.) 4 has (She wishes she had given it some water. She wishes she hadn’t forgotten (about) it.) Vocabulary Accidents 5 Students match the words in A and B. Alternatively, introduce a kinaesthetic game with word cards for students to match in pairs. Students think of their own sentences with the phrases in. Suggested answers drop: litter, a plate fall off: a bike fall out of: bed get stuck in: a lift, a traffic jam Unit 10 193 lose: instructions, a jacket, a map, money, a passport miss: a bus misread: instructions, a map run out of: coffee, ideas, money, petrol spill: coffee tear: a jacket, a map, my nail 6 Students think of other words that go with each verb. Check ideas in feedback. MA Weaker students may need to use a dictionary. Suggested answers drop: my wallet, a mug, my phone fall off: a ladder fall out of: a hammock get stuck in: a rut, a meeting lose: my suitcase, my keys, the ticket miss: a train, a flight misread: directions run out of: time, sugar spill: milk, tea, wine tear: my trousers, her dress 7 Students work in pairs and take turns finishing each other’s sentences. Check their ideas in feedback and correct grammar as necessary. Speaking 8 YOUR STORY Show pictures and write examples of regrets on the board (eg I wish I hadn’t crashed my car ... I wish I hadn’t eaten so much.). Highlight use of wish + past perfect on the board. Students focus on photos E, F and G on page 90 and tell a partner about a similar embarrassing situation in the past using I wish I had / hadn’t ... or If only I had / hadn’t ... Get voluntary feedback and vote for the funniest stories. 9 Highlight the use of wish + would when expressing wishes about other people or things on the board and write an example related to the picture (eg I wish people wouldn’t talk on their mobiles on trains.). Students work in groups of three to finish each of the two sentences in three different ways. Enforce the time limit strictly! Get feedback and see if any groups mentioned the same things. 194 Unit 10 Extra ideas: Put students in teams and tell them you’re going to read out eight sentences (see below). They have to shout out a response using Yes, I wish … or Yes, if only … Do the first one together as an example (eg ‘Time goes so quickly.’ ‘Yes, I wish it went more slowly.’). 1 2 3 4 5 6 7 8 Time goes so quickly. It gets dark very early these days. Learning English is quite difficult. I didn’t study enough last year. People drop their litter everywhere. A lot of people shout on their phones. Tom always makes a mess. Anna is always late. Show short video clips (adverts are good because they’re short and often really funny) of people doing things wrong. Tell students to watch them and think of I wish ... and If only ... sentences. Tip: Add sections with video clips and pictures to vary activities and engage students. It makes learning more interesting and fun, and provides enjoyable grammar practice in context. Take a break There’s no evidence that this actually works, but students will probably have fun trying to coordinate the actions! Another word for clavicle is collar bone. Speaking and writing 10 Students read the poem in pairs, then guess and complete each line. Background note Judith Viorst was born on 2 February, 1931, and is an American author and journalist. She is best known for her children’s literature, such as The Tenth Good Thing About Barney and the Alexander series of short picture books, which includes Alexander and the Terrible, Horrible, No Good, Very Bad Day, which has sold over two million copies. 11 Students listen to the poem and check their answers. Ask any students whose lines were very different to read them out. 3.2 Answers and transcript Bertha’s wish by Judith Viorst I wish I didn’t have freckles on my face. I wish my stomach went in instead of out. I wish that he would stand on top of the tallest building and shout: I love you, Amanda! One more wish: I wish my name was Amanda. Extra idea: Ask students what they think of Bertha’s wish. Do they feel sorry for Bertha? Who do they think he is? Do they think she should be content with her appearance and her name? If students are so inclined, have them draw a quick sketch of Bertha (you may need to explain freckles (= small spots of brownish pigment on the skin, usually over the cheeks and nose)). 12 Students complete the poem in a personalised way. Show a picture of a waitress in a restaurant and write a poem on the board to model the activity. Anna’s wish I wish I didn’t have to wear a uniform. I wish my working day finished at five instead of midnight. I wish that people would leave better tips One more wish: I wish my lottery numbers would come up. 13 Students walk around the room and share their poems with each other. Get feedback and vote for the most interesting, funniest and most creative poems. Another way of doing this would be to collect the poems and read them out anonymously, or to put them up on the wall for students to go around and read. Song link Students look up the song and discuss the questions in pairs. You can find the video on YouTube at https://www.youtube.com/ watch?v=ryDOy3AosBw. Answers He wishes he ... was a little bit taller was a baller (= a basketball player) had a girl who looked good had a rabbit in a hat with a bat and a six four Impala (= a 1964 Chevrolet Impala car) He’s unlikely to have grown taller since 1995, and the rabbit is also unlikely, but the other wishes may have come true to varying extents! Culture note Skee-Lo (born Antoine Roundtree on 27 March, 1975) is an American rapper. He is best known for his 1995 song I Wish, which became a hit in several countries. Skee-Lo moved to Los Angeles in the mid-1980s; I Wish was his first single, and the MTV video became a number-one hit during the summer of 1995. His debut album was also nominated for two Grammy awards. Extra idea: There are lots of other wellknown songs about wishing, eg I Wish by Stevie Wonder (1976), I Wish it Would Rain by The Temptations (1968), I Wish I was Crazy Again by Johnny Cash with Waylon Jennings (1978), (Wish I Could Fly Like) Superman by The Kinks (1979), Wish You Were Here by Avril Lavigne (2011). Students go online and find the lyrics for and listen to two of the songs. What are the singers wishing for? Which song do students like best? Lesson 2 Things would have been different. pp92–93 Aims The focus of this lesson is the use of the third conditional to describe regrets and hypothetical past situations. Students also read about the origins of the Trojan War and listen to and talk about famous stories from Greek mythology. Unit 10 195 You first! in full swing: happening for a period of time with people enjoying themselves and a lot of activity stormed: entered a place in an emotional or angry way grab: take hold of something or someone suddenly or roughly wealth: a large amount of money eventually: in the end, especially after a long time or with a lot of effort or problems got together: assembled Students look at the picture and guess what it depicts. Give them clues (eg Look at the architecture. Where did the story happen? Who is holding the apple? What’s the apple made of?). Reading 1 Students read the story of the golden apple and check if their predictions were correct. Set a time limit so they don’t worry too much about new vocabulary. As a follow-up, play a ‘Stand up for your word’ activity. Read the story aloud and tell half of the class to stand up when they hear the word god and the other half of the class to stand up when they hear the word goddess. 3 Students read the story again and do the true / false activity in pairs. They should correct the false sentences. Answer The picture shows Eris, the Greek goddess of trouble. She threw the apple into the middle of the room during a party on Mount Olympus. Background note In Greek mythology, the gods lived on Mount Olympus. Zeus was the king of the gods, and Hera was his wife. Athena was the goddess of wisdom and Aphrodite was the goddess of love; some sources claim they were both Zeus’s daughters. Paris was a mortal, a prince of Troy, an ancient city in what is now Turkey. Helen was the daughter of Zeus and a human princess, Leda. When Paris was eventually killed in battle, she either returned to King Menelaus or ascended to Mount Olympus, depending on which source you read! The Trojan Wars were the subject of the Iliad by Homer, a classical epic poem. Historians are unsure if they really took place or not, but if they did, it was around the 12th century bc. 2 Students read the story again and guess the meaning of the words in context. They check their answers in pairs. Answers make trouble: create problems or difficulties 196 Unit 10 Answers 1 False (They deliberately didn’t invite her.) 2 False (She stormed in half way through the party.) 3 True 4 False (They all tried to grab the apple and there was a huge fight.) 5 True 4 SEARCH AND THINK Write parties and fighting on the board. Students scan the story and find words and expressions that relate to each category. Elicit answers in feedback. Brainstorm as a class words that could be added to each category. Answers parties: party, invitations, guest, in full swing, eating, drinking, singing, dancing, having a great time. fighting: stormed, rushed, grab, fight, war, loss of many lives, got together an army 5 THINK Students read all five questions and choose three of them to discuss with a partner. If necessary, teach the expression in his shoes or invite students to guess the meaning from context. It’s a useful expression that works well with the third conditional. Check their ideas in feedback. MA Encourage stronger students to talk about all five of the questions. EXPLORE ONLINE This could be done as homework or in class using smartphones or tablets. Students find out more about the famous warriors involved in Trojan War (see below, listed with the actors who played them in the 2004 film): Paris (Orlando Bloom), Achilles (Brad Pitt), Hector (Eric Bana), Agamemnon (Brian Cox), Nestor (John Shrapnel), Odysseus (Sean Bean), Priam (Peter O’Toole), Ajax (Tyler Mane), Aeneas (Frankie Fitzgerald), Menelaus (Brendan Gleeson), Eudorus (Vincent Regan) ... The movie trailer is available on YouTube at https: //www.youtube.com/watch?v=Voai-4GS848. You could also ask different students or groups to research different heroes. Ask students about the story. Have they seen the film? Did they like it? Why? / Why not? Have they read the Iliad by Homer? What other famous names or stories do they remember from Greek mythology? Grammar Third conditional 6 Students complete the sentences in the table. Tell them they can look back at the story to help them. They then answer the questions in pairs to work out the grammar rules. Note that the order of the clauses is different in each sentence, so students need to be careful about their answers to question 3. Answers If they had invited her, things would have been different. It wouldn’t have happened if Paris hadn’t given the apple to Aphrodite. 1 No, they didn’t. 2 Yes, he did. 3 a) first part of sentence 1 = past perfect (in the if clause); first part of sentence 2 = would + present perfect (in the result clause) b) second part of sentence 1 = would + present perfect (result clause); second part of sentence 2 = past perfect (if clause) Extra idea: Students (and quite a few native speakers!) often find the third conditional difficult for two reasons. Firstly, the condition has a different meaning and time frame. Secondly, they sometimes incorrectly use would have in the if clause (If they would have invited her, things would have been different.). Highlight the function, form and clause inversion and also show students that we don’t always use the third conditional for regrets: If they had invited her, things would have been different. past ___________________________ future X now • • • • • • • • • • • • When is the sentence about? (the past) What words tell us it is the past? (had invited / have been) Did they invite Eris? (no) Were they happy about the decision or did they regret it? (They regretted it.) Can they change it? (No, it’s in the past.) When do we use the third conditional? (to describe an imaginary past that didn’t happen, to describe regrets) What verb tense is in the if clause? (past perfect) What verb tense is in the result clause? (would + present perfect) Can we change the order of the clauses? (yes: Things would have been different if they had invited her.) What else is different about the revised sentence? (no comma) When do we use a comma in third conditional sentences? (if the sentence starts with the if clause) Do we always use the third conditional to describe regrets? (No, we also use it to describe things we are happy about (eg If I hadn’t gone to the café that night, I wouldn’t have met my girlfriend.).) Tip: Ask students to tell stories about themselves using the third conditional. This encourages personalisation and enables them to use the grammar in the context of their own lives, making it more meaningful and memorable. It also locates the grammar in a natural context and offers more opportunities for learner interaction and speaking. Unit 10 197 7 Students complete the third conditional sentences with the correct verb tense (and the correct information for sentences 3 and 4). They then check their answers with a partner. Get feedback and correct as needed. , Answers 1 If Eris had received an invitation, she wouldn’t have been so angry. 2 She would have been less trouble if the gods had invited her. 3 If Paris had given the apple to Hera, she would have given him enormous wealth and power. 4 Athena would have given Paris great knowledge and victories in battle if he had given the apple to her. tia dex tia dex tia Speaking and writing 8 Write the names Icarus and Pandora on the board. Ask students if they are familiar with the myths surrounding these two characters; students then finish the sentences with a partner. Remind them there are several ways of completing each sentence. dex tia dex tia Suggested answers 1 Icarus wouldn’t have fallen into the sea if he hadn’t flown too near the sun / he had kept away from the sun / he had obeyed his father. 2 If Pandora had kept her box shut, all the bad things would have stayed inside / all the bad things wouldn’t have been able to escape. 9 3.3 Students listen and check if their ideas were right. Play and pause the recording as necessary. Transcript dex Tia, can you help me? I’m trying to find out something about Greek mythology for a prize quiz. tia You’re talking to the wrong person! I know absolutely nothing about Greek myths. The only one I know is Icarus. And he was an idiot. He was trying to escape from Crete with his dad and he flew too near the sun. dex He flew? How was he able to fly? 198 Unit 10 dex tia Oh, his dad was a clever inventor – I think his name was Daedalus – and he’d made them wings with feathers and wax, but the heat from the sun made the wax melt on Icarus’s wings. He wouldn’t have fallen into the sea if he hadn’t flown so near the sun. Ha! That’s the first question! Thank you! You see, you do know something about Greek myths. Well, the only other one I know is Pandora. She had a box. It was a present from Zeus and it contained all the terrible things in the world. Like what? Like, um, hatred and jealousy and illness and anger and unhappiness and stuff, and she was supposed to keep it shut. It even said ‘Do not open’ on it. If Pandora had kept her box shut, all the bad things would have stayed inside. But she didn’t. She opened it. Silly woman. And all those horrible things went everywhere in the world? Yep. And they’re still here. And that’s why. Oh dear. So why did she open it, then? She was just curious, I guess. And it said ‘Do not open’! How do you feel when you see a sign that says ‘Do not open’? I want to open it! Exactly! Extra idea: Students close their books and play a game of definitions. Put them in teams and tell them you’re going to describe words from the recording (the same words as the box in 10, but they won’t know that yet). They have to guess the words. The first team to shout the word out wins a point. The team with the most points at the end wins the game. • a strong feeling that makes you want to shout or hurt someone because of something unfair that happened (anger) • the most southerly Greek island (Crete) • interested in learning about people or things around you (curious) • the father of Icarus (Daedalus) • to get free or avoid something (escape) • soft, light things that cover a bird’s body (feathers) • to move through the air (fly) • a very strong feeling of dislike (hatred) • • • • • • • • • 10 a disease (illness) a feeling of unhappiness because someone else has something you want (jealousy) someone who has created something that didn’t exist before (inventor) to turn from something solid into something soft or liquid (melt) something that you are given, especially to show friendship (present) sadness (unhappiness) a solid substance with fat that goes soft when it’s warm (wax) the flat part of the body that birds use for flying (wing) the king of the Greek gods (Zeus) Students work in pairs and retell one of the stories from memory using the words in the box. 11 Students complete the information-gap activity in pairs. Student A turns to the myth of Orpheus and Eurydice on page 132; student B looks at the myth of Narcissus and Echo on page 135. They read and guess the endings of each other’s stories. Get feedback and ask extra questions (eg Which are your favourite myths? Why? Why are myths important? What do we learn from them?). 12 MINI-TALK Students can look up a myth or famous story from their own or another country. Give them time to look up information online using their smartphones or tablets and make notes. They write the story, then present it to their group. Encourage them to use the third conditional in their stories. If some students choose the same story, compare the versions for similarities and differences. Other possible Greek myths you could mention to students are: • Theseus: If he hadn’t used the string, he wouldn’t have killed the Minotaur and found his way out of the maze. • Achilles: He would have been impossible to kill if his mother had washed him completely in the River Styx instead of holding him by his heel. • • King Midas: He wouldn’t have chosen to turn everything to gold if he had known how terrible it would be. Perseus: If he hadn’t killed the sea monster, he wouldn’t have rescued (and married) Andromeda. Tip: It’s a nice idea to combine learning with short and interesting introductions to myths, stories and literature. Very often students don’t read these stories, simply because they don’t know about them or where to find them, so using them in class often creates interest and a desire to know more. Many books are also available as graded readers, and this offers the opportunity for reading at home for enjoyment, and also helps students’ vocabulary grow and reviews grammar in a natural way. 13 FINISH IT Students finish the sentences in their own words using the third conditional. They then compare with a partner. Ask a few students to read their sentences to the class and vote for the most imaginative endings. Extra ideas: Tell students a story about a really disastrous day. Make sure that you have a series of events and stages in the story and that at each point something could have been done differently that could have saved you! The funnier the story, the more engaged students will be. At each stage of the story, ask them to make third conditional sentences to tell you what you could have done differently. They then think of their own stories and tell their partners to say how it could have been different, using the third conditional. Show sections of a movie where lots of things go wrong. This could be done with movies such as Mr Bean’s Holiday (2007). Play a sequence of clips for students to watch carefully and write down all the things that go wrong. They then look back at their notes and write sentences about them using the third conditional. Unit 10 199 Lesson 3 It wasn’t easy. pp94–95 Aims The focus of this lesson is on reading, writing, speaking and listening. Students learn about three performers who have overcome disability and adversity. They also have the opportunity to look online to find out more about other inspirational people and give short presentations. You first! Students look at the photos and discuss their reactions to them in pairs. Check their ideas in feedback. Reading 1 GUESS Students guess the connection between the photos and predict what the lesson is about – the lesson title may help them. Pre-teach words like complicated (= not straightforward, with difficulties), permanently (= forever) and overcome (= to succeed or deal with something very difficult). Students quickly read the three texts and check their ideas. You could also do this as a jigsaw-reading activity. Put students in groups of three: one student reads about Viktoria, another reads about Philip and the third student reads about Adrianne. They then tell each other what they found out about each person. Answer They’ve all had to overcome difficulties to achieve their goals. Viktoria Modesta is in the top-right photo; Philip Martin-Nielson is in the top-left photo; Adrianne Haslet-Davis is in the bottom photo. Tip: Try to include jigsaw-reading activities from time to time to provide variation and give the lesson a multi-skills focus. Jigsaw-reading activities help to break long texts up into smaller, more achievable sections so that students read more quickly. In addition, they create a natural information gap that encourages speaking, listening and lots of learner interaction. 200 Unit 10 Background notes • Viktoria Modesta (born 25 February, 1987, as Viktorija Moskalova) is a Latvian model and singer-songwriter. She moved to the UK when she was 12 and began modelling at the age of 15. The problems with her left leg that she had endured since birth culminated in a voluntary below-theknee amputation when she was 20. She appeared as the Snow Queen in the closing ceremony of the 2012 Paralympics. • Philip Martin-Nielson was born in Middletown, New York, in 1995 and diagnosed with autism at the age of three. At the time, he couldn’t speak, make eye contact or communicate. His mother was advised that he would have to be in hospital for the rest of his life. However, she refused to accept this and tried him with sports classes at first, but it wasn’t until he tried ballet when he was six that he discovered his true love. He says that the intense focus of ballet is what has helped him recover. He has hearing that’s outside normal human range, and he had trouble with his eyesight. He now dances with Les Ballets Trockadero (see note on page 203), performing both male and female roles, even dancing en pointe. • Adrianne Haslet-Davis was a ballroom dancer and corporate manager before she lost her left leg below the knee in the bombing at the Boston Marathon in 2013. She has had to relearn her dancing skills and has gone on to become a philanthropist and speaker, as well as returning to the world of dance. Two years after the tragedy, she danced a foxtrot at the finishing line of the 2015 Boston Marathon. 2 Elicit a similarity and a difference as an example. Students work in pairs to compare the texts. Suggested answers similarities: all disabled, overcame difficult things, became famous differences: Viktoria and Adrianne are women, Philip is a man; Viktoria and Philip were helped by their mothers, Adrianne was saved by her husband; their disabilities were caused by different things 3 the one in 5) that encourage students to think and develop a personal reaction to the text. This also helps weaker students in mixed-ability classes because there is no ‘right’ or ‘wrong’ answer; everyone can find their own meaning and interpret stories in their own way. Students complete the sentences using the third conditional. They then read the information again and check their answers. MA Weaker students can scan the information before they do the sentence completion. Suggested answers 1 [Viktoria’s life would have been very different if] Svetlana had put her daughter in a children’s home. 2 [Philip would never have been able to overcome his autism] if his mother hadn’t enrolled him in ballet classes. 3 [Adrianne would probably have died if] her husband hadn’t tied his belt around her leg. Listening 1 6 Extra idea: Pre-teach vocabulary by asking students to match these words with the correct definitions. Let them compare answers afterwards. 4 Students work in pairs to think of ways to finish the sentences. Check together in feedback. Suggested answers 1 [If the doctor hadn’t made a mistake, Viktoria’s leg and hip] wouldn’t have been hurt / wouldn’t have been damaged. 2 [If Adrianne and Adam hadn’t been in the crowd that day,] they wouldn’t have been hurt / Adrianne wouldn’t have been injured / Adrianne wouldn’t have lost part of her leg. 3 [If I had been in Boston that day,] I would have been in danger / I would have seen a terrible event / I might have been injured or killed. 5 THINK Students discuss the questions with a partner. For question 4, you may need to pre-teach the word tourniquet /ˈtɔːnɪkeɪ/. Get feedback and check students’ ideas and opinions afterwards. Tip: Reading comprehension activities and closed questions are useful in that they help you to see students’ levels of understanding; they’re also motivating for students when they get the correct answers. However, try to also provide open-ended questions and discussion activities (like GUESS Give students time to read the questions carefully. Put them in pairs to discuss the answers together. 1 practically a) hurt or frightened by bigger and stronger people 2 bionic b) to look at someone for a long time 3 stare c) to cut off a part of the body 4 bullied d) almost or very nearly 5 amputate e) a possible choice 6 alternative f) using artificial materials or methods to produce movement in a person Answers 1d 2f 3b 7 4a 5c 6e Students listen to the recording and check their answers. What did they guess correctly? What was surprising? 3.4 Answers 1 fifteen 2 horrible to her 3 worse 4 bullied 5 after leaving 6 difficult Transcript woman I’ve managed to get two tickets for the Viktoria Modesta concert. I can’t believe how lucky I was. They were practically sold out. Do you want to come? man Sorry? Viktoria who? Unit 10 201 woman man woman man woman man woman man woman man woman man woman man woman man 202 Viktoria Modesta – they say she’s the new bionic woman! Viktoria Modesta? I’ve never heard of her. Well, come to the concert, then. I think you’ll be amazed. She has this stunning false leg in one part of the show. It’s almost like a knife. It’s beautiful. There’s a picture in this magazine. Look! Wow! That’s incredible! But why? What happened to her? Well, apparently she had terrible problems with her leg and hip when she was born, and she went through years of pain when she was little. She had 15 operations between the ages of six and 12. Fifteen! That’s more than two a year. How awful! Yes, terrible, and what was worse, nothing worked. And all this time, people used to stare at her in the street and sometimes they would say horrible things. Oh, how cruel! Where was this? In Latvia – it was still part of the Soviet Union in those days. But her mother protected her. She absolutely refused to put her daughter in a children’s home, and, in the end, the family moved to London. Viktoria was a teenager by then, but things didn’t get any better. In fact, they got worse. No! Really? Why? Well, at school she was bullied again and again, so at the age of 14, she left. Poor thing. Well, no actually. ’Cos that was when she began to get interested in fashion and music, and that began to make her a bit more confident. But her leg was still a problem? Yes, it was. It was still very painful and it was useless and it was embarrassing. And she finally decided that the only solution was to have it amputated. That was a bit extreme, wasn’t it? Unit 10 woman man woman Well, there didn’t seem to be an alternative. For several years, she did lots of research and talked to specialists, but she couldn’t find a surgeon to do the operation. In the end, though, one said yes and her left leg was amputated below the knee. She was just 20 years old. What a brave thing to do! Yes, it was. And after the operation, she felt fantastic. She said it was like a new beginning. Listening 2 8 PREDICT Students predict the story with a partner using the words in the box. Check their ideas in feedback. 9 3.5 Students listen and check if their predictions were correct. Suggested answers She was rushed to hospital in an ambulance. They had to amputate her leg. It was a catastrophe because she taught ballroom dancing. Eventually, she was able to dance again. It was a struggle, mentally and emotionally as well as physically. She met a doctor who designed bionic parts. She was given an artificial limb. Transcript interviewer journalist interviewer journalist So what happened to Adrianne after the Boston Marathon bombing? Well, she was rushed to hospital in an ambulance, and doctors examined her foot. If the injury hadn’t been so bad, they could have saved it, but they had to amputate. Oh, that must have been terrible. She was only 32, wasn’t she? And she was a ballroom dancer. Yes, she taught ballroom dancing. So it was a catastrophe. It seemed like the end of her way of life. For a while, she thought she would never dance again. interviewer journalist interviewer journalist interviewer journalist interviewer journalist interviewer But she was wrong. She did dance again. Yes, she did. Eventually. She was determined to dance again. But it wasn’t easy. She had to fight very hard for many months. It was a long and very painful struggle, mentally and emotionally as well as physically. But then she met Dr Hugh Herr, didn’t she? And he changed everything. How was he so special? Well, it was Dr Herr who designed Adrianne’s new leg. He is one of the top creators of bionic artificial limbs in the world, and he actually has two artificial legs himself. I remember reading that. He lost both his legs in an ice-climbing accident in 1982 when he was a teenager. Yes, that’s right. And at the time, he vowed he would climb mountains again, and he developed special artificial feet so he could. Wow. That’s amazing. And Dr Herr and his team designed an artificial leg for Adrianne not just for walking, but for dancing? Yes, they did. The world’s first bionic leg designed specifically for dancing! Brilliant. Listening 3 10 3.6 To introduce the topic and elicit predictions about the listening content, ask students to look at the photo. What is unusual about it? (The ballerina is a man.) Give students time to read the questions so they know what they’re listening for. Play and pause the recording as necessary for them to compare answers with a partner afterwards. Answers 1 All the roles are played by men. 2 They wear tutus and dance ‘on point’. 3 He heard all the conversations and sounds around him at the same time and couldn’t isolate them. 4 Ballet helped him to focus and hear every single note of music. Transcript Philip Martin-Nielson is one of the principal dancers and youngest members of Les Ballets Trockadero de Monte Carlo. Les Ballets Trockadero – affectionately known as the Trocks – is an all-male company which combines ballet and comedy. The dancing is brilliant – the comedy wouldn’t work unless it was. All the roles are played by men – a bit like theatre in Shakespeare’s day – and they wear tutus and dance ‘on point’. The effect is very, very funny. If you’ve never seen them, make sure you do! There are lots of clips online. Philip was six when he first started to dance – three years after being diagnosed with very severe autism. He couldn’t communicate with other people, and doctors said he would never be able to live on his own. Ballet changed all that. Part of the problem was that Philip’s hearing was too sensitive. He heard all the conversations and sounds around him at the same time and couldn’t isolate them. So he couldn’t respond. But ballet helped him to focus. In fact, being able to hear every single note of music helped him to learn steps and remember them. Background note Les Ballets Trockadero de Monte Carlo (the Trocks) is an American all-male drag ballet which parodies the conventions and clichés of romantic and classical ballet. The company was founded in New York City in 1974, producing small, late-night shows. Their first show was on 9 September, 1974. After receiving good reviews, the Trocks became popular and toured the world in many major cities. The dancers portray both male and female roles in a humorous style that combines parodies of ballet and physical comedy with ‘straighter’ pieces intended to show off the performers’ technical skills. Unit 10 203 EXPLORE ONLINE This activity can be done at home or in class using smartphones and tablets. Students search online for more information and videos of Les Ballets Trockadero de Monte Carlo. Speaking and writing 11 Students retell Adrianne’s story, using the questions if necessary. Play audio 3.5 again if they need help. Alternatively, students retell the story including three pieces of incorrect information. Their partner has to listen carefully and find the mistakes. Ensure that students do this task orally, as they’ll produce a written version in 12. Answers They were watching the Boston Marathon. Two bombs exploded, killing and injuring many people. Her left foot was badly injured. Her husband, Adam, tied a belt around her leg. She was taken to hospital by ambulance, but the doctors decided they couldn’t save her foot and had to amputate it. This was terrible for Adrianne because she was a dance teacher. Everything changed when she met a very special doctor who designed a ‘bionic’ leg for her that helped her to dance again. 12 Students write a paragraph about Adrianne. They then read each other’s paragraphs and correct any mistakes. Extra idea: Ask students questions about Adrianne. They then use their smartphones and watch the video from her website at http://www.adriannehaslet-davis.com. They should play and pause the video as necessary and answer the questions in pairs. Check answers in feedback and encourage extra discussion. 1 Which morning does she remember? 2 Where had Adam been? 3 Where did Adrianne go to help her recover? 4 What happened when she did her first dancing competition after the accident? 5 Which news network interviewed Adrianne? 204 Unit 10 6 What award did she receive from Cosmopolitan magazine? 7 Which nomination did she receive from Bing? 8 What was the Emmy-nominated documentary called? Answers 1 15 April, 2013 2 In Afghanistan 3 Spaulding Rehabilitation Centre 4 She won. 5 CNN 6 One of the most powerful women of the year 7 Most Inspirational Woman 8 The Survivor Diaries Tip: Sometimes it’s enough to provide an online link and give students questions. This is learner-centred, encourages interaction and speaking, and enables them to them to search for information and play and pause video content when they want. video link This video is a TED talks feature and can be found at http://www.ted.com/talks/hugh_herr_the_new_ bionics_that_let_us_run_climb_and_dance. The full video is nearly 19 minutes long and contains some quite complex language, so don’t expect students to watch the whole thing, but they’ll probably be interested to see Hugh Herr’s bionic legs, and he tells some amusing anecdotes about his own accident at about two minutes into the talk. Adrianne is introduced about 15 minutes into the talk, and Dr Herr explains how he developed her bionic leg before Adrianne and her partner take to the stage to perform. 13 MINI-TALK Students prepare a short talk about an inspirational person. Give them time to research and write notes, before they present their talk in small groups. MA Weaker students might need the support of a written paragraph for their talk, whereas stronger students could just have notes or mind maps to help them. You could even encourage stronger students to do their minitalk from memory if they can. The rest of the group can ask questions. Everyday English p96 woman Showing concern; cheering someone up man 1 Students look at the photo and answer the questions with a partner. Elicit their ideas in feedback and write nice ideas and examples of good use of English on the board. Tip: Sometimes students come up with unexpected and helpful words and expressions. Students can learn a lot from each other, so try to seize upon fortunate moments in class, highlight good language and write it on the board for other students to learn, write down and use. 2 3.7 Give students time to read the questions so they know what to listen for. Play and pause the recording as necessary. Check answers in feedback. Answers 1 She was running for the bus and sprained her ankle. She was running wearing high heels. 2 She had trained for a marathon and now she can’t run. 3 He says ‘You mustn’t let it get you down’ and offers to run the marathon with her next year. 4 Go out for a Thai meal together. Transcript man Oh my goodness! What happened to you? What have you done to your foot? woman I was running for the bus, and my ankle went and I fell. man Oh, no! Are you OK? woman I’m fine apart from my ankle. I’ve sprained it. It was so stupid to try to run wearing heels. I wish I’d just waited for the next bus. man Well, these things happen. Thank goodness you’re OK otherwise. woman Yes, but I’m supposed to be running the marathon on Sunday. And I certainly won’t be able to now. man Oh. What a shame! I’d forgotten about that. And after all that training you’ve been doing, too. woman man woman man woman Yes, I was so looking forward to it. I’m really disappointed. I can imagine. But you mustn’t let it get you down. Tell you what … What? I’ve got my car downstairs. Why don’t we go out for a really nice Thai meal? You can hop down the stairs on my arm! There’ll be another marathon next year. In fact, I might even run it with you. You’re joking! You hardly ever walk anywhere, let alone run. True. But what about that dinner? Sounds like a great idea. Let’s go! 3 Students listen and choose the expressions they hear. Play the recording again if necessary. Answers a) What happened to you? b) Are you OK? c) 1 These things happen. 2 What a shame! 3 I can imagine. d) You mustn’t let it get you down. e) Tell you what … f) Why don’t we go out? 4 P Do some repetition drilling to practise pronunciation and intonation; students then say the phrases to a partner, being as sympathetic as possible. They should find and underline the main stress; elicit that not stressing the words makes the phrase sound unsympathetic and insincere. Answers How terrible! What a shame! That’s awful! Poor you! You poor thing! Oh dear! How dreadful! I’m so sorry! How disappointing! Oh no! That’s shocking! What a pity! Unit 10 205 5 P 3.8 Play and pause the recording for students to listen, compare with their own pronunciation and intonation, and then repeat together. Answers 1 True 2 False (He needs to lie down.) 3 True 4 False (There isn’t much in the fridge.) 6 P Do the first one as an example to highlight the different attitudes. Ask students which one sounds like you’re sorry and concerned for someone, and which one sounds like you don’t care. They then say the phrases in 4 both ways. Transcript woman What’s the matter? You look awful. man I have the most terrible migraine. woman Oh, you poor thing. What do you need? man It’s OK. I’ve taken something. I’ll be fine if I just lie down for a moment. woman Why don’t you stretch out on the sofa? man Oh … that’s better. I don’t think I can get dinner for us. I’m so sorry. woman Don’t worry. I can do that. man I didn’t even get to the supermarket. woman Never mind. There’ll be something in the fridge. Ah! How far is the supermarket? Answer Saying the phrases with a varied / wide voice range makes it sound like you’re sincere and interested. 3.9 Play the recording so students 7 P hear the expressions in a monotone. Elicit if the speakers sound interested or not and ask students how they would feel if someone spoke that way to them. Tip: It’s obviously important to teach grammar and vocabulary, but pronunciation is sometimes ignored by teachers or seen as unimportant. However, pronunciation is really important, as a lack of intonation can seem rude or show a lack of interest or compassion. Try to repeat words and expressions at sentence level and encourage students to notice the attitudinal function of intonation. It’s not just the words that are important, but the way we say them. 8 ROLE-PLAY Students act out the conversation from 2 in pairs. Encourage them to use intonation that shows concern and to try to cheer each other up. MA Weaker students can look at the transcript at the back of the book. Encourage stronger students to change some of the details, eg the exact nature of the injury and how it happened, the suggestion for how to cheer the injured person up. 9 206 3.10 Students look at the photo of the man and guess what’s wrong. They listen and answer the questions. Play the recording again for them to correct the false answers. Unit 10 10 Students listen again and write the expressions down. They then compare with a partner. Answers 1 You poor thing! 2 Don’t worry, Never mind. 11 Ask a student to read through the example with you; students then act out conversations using the expressions they’ve learnt. They can use the ideas in the box or make up their own problems. Tell them not to forget the sympathetic intonation! Ask volunteers to act out their conversations in feedback. Vocabulary plus p127 Gender-specific and gender-neutral words 1 Ask students the name of the animal in the photo (a lion). Do they know the term for a female lion? (lioness) They work in pairs to find the female equivalent of the words in the box. Ask students which words are very similar in their own language and which are very different. Answers bridegroom – bride; husband – wife; king – queen; lion – lioness; nephew – niece; prince – princess; son – daughter; uncle – aunt; waiter – waitress; widower – widow 2 Explain that where possible, it’s preferable to use a gender-neutral word. Students can use their smartphones / tablets or dictionaries to find the preferred terms for these occupations. Answers air hostess – flight attendant; businessman – businessperson; cameraman – cameraperson / camera operator; chairman – chair / chairperson; cleaning lady – cleaner; fireman – firefighter; headmaster / headmistress – headteacher / head; housewife – homemaker; policeman / policewoman – police officer; salesman – salesperson Extra idea: Students find gender-neutral terms for these words: mankind, man-made, manpower Suggested answers humankind synthetic labour / workforce Ask students if they use similar words in their language. Wordbuilder Verbs with mis3 P 3.36 Students work in pairs to say the words and mark the stressed syllable. Check that they’ve chosen the correct odd one out, then play the recording for them to listen and repeat. Answers miscalculate, miscast, misjudge, mispronounce, misspell, misunderstand The odd one out is miscalculate, as all the others have the stress on the final syllable. 4 Check that students understand the meaning of all the verbs in 3; they then complete the sentences and check their answers with a partner. Answers 1 miscast 2 miscalculated 3 mispronounce 4 misjudged 5 misunderstood Extra idea: Ask students to write a sentence with the verb that’s not used (misspell). Focus on: wrong a Read out the first item and invite a student to read it again, but this time with the expression go wrong. Students then work in pairs to replace the italicised text with the correct expression with wrong. Encourage them to read the full sentences to ensure that they’ve changed all the necessary words. Remind them that the w of wrong is silent! Answers 1 It’s easy. You can’t go wrong. 2 a What’s wrong? b There’s something wrong with my smartphone. a Oh. I’m afraid I’m the wrong person to help – I don’t know anything about smartphones. 3 a What on earth are you doing? b I’m trying to build this wardrobe but I think I’ve gone wrong. a Oh, I see what you’ve done! This part is the wrong way round! b So that’s what I got wrong / what I did wrong / where I went wrong. Thank you. b Go around the class asking individual students to read out each word preceded by wrong. Ask the other students if it’s a valid collocation or not. Answer They can all come after wrong. Unit 10 207 Extra idea: Ask students if they can think of or find any movie titles with the word wrong in (eg Mr Wrong (1996), The Right Kind of Wrong (2013), The Wrong Trousers (1993)). c Students work in groups of three or four to discuss the questions. Monitor and note interesting stories and good use of English for feedback. Phrasal verbs back 5 Students work in pairs to complete the sentences. Check as a class. Answers 1 take [them] back 2 go back 3 put [it] back 4 Move back 5 get back 6 given [them] back 7 come back 8 pay [me] back Extra idea: Students choose one of the sentences in 5 and expand it into a minidialogue with a partner. Extra idea: Write the following expressions on the board: Big mistake. Silly woman. Poor thing. Ask students these questions: 1 Can you remember what or who these expressions refer to in Unit 10? 2 Can you think of another context for each of those expressions? 3 Can you suggest a context for these expressions? Wrong number. Bad news. Slight problem. Answers 1 Big mistake = not inviting Eris to the gods’ party Silly woman = Pandora, for opening the box. Poor thing = Viktoria Modesta, for being bullied at school. 208 Unit 10 Units 9&10 Review Aims witch: a woman who is believed to have magical powers to hurt other people devil: a powerful evil force and the enemy of God stuck out: went past the edge garment: a piece of clothing To review the vocabulary and grammar covered in Units 9 and 10. Students also learn about another dancer who overcame adversity and look at different types of dance from around the world. Warm-up Ask students if they’ve ever been to see a ballet or taken ballet lessons (or any other kind of dance). Ask them what effect it had on them, and why they think dance can have such a powerful effect on some people. 3 1 Set a time limit so students read quickly for gist and don’t get stuck on unknown vocabulary (they’ll focus on that in 2). Check answers in feedback. 2 Students read the article again and work in pairs to guess the meanings from context. Elicit answers in feedback. Alternatively, they can check their ideas in dictionaries or on their smartphones. Tell them it’s a race: the first pair to finish wins the game. Answers raging: happening in a very strong and violent way orphanage: a home for children whose parents are dead or can’t look after them bullied: frightened and hurt by someone who is bigger and stronger disfigured: completely spoilt or changed (about appearance, especially the face) THINK Students discuss the questions in pairs. Check their ideas in feedback. Suggested answers 1 Because they were supposed to be ‘carers’, but they didn’t really care much about the children or treat them well. 2 Maybe to stop children running away. 3 To have parents that loved them, their own house and food. Reading and grammar Answers 1 When she was three, her father was killed in the civil war in Sierra Leone and her mother died of starvation. 2 Because she had a skin condition called vitiligo which made her look different. 3 A magazine with a picture of a white person doing ballet. pp97–98 4 Students finish the sentences in the third conditional. Check and correct as needed. Suggested answers 1 [If Mabinty’s parents hadn’t died, she] wouldn’t have gone to the orphanage. 2 [The orphanage staff probably wouldn’t have bullied her if] she had looked like everyone else. 3 [If it hadn’t been a windy day, a magazine] wouldn’t have blown through the gates. 4 [Her life would have been very different if] she hadn’t seen the picture. Listening and grammar 5 PREDICT Students look at the photo and discuss the questions together. You could also write three or four key words from the transcript on the board (eg escape, adopted, training, discrimination) for students to guess what happened to Mabinty. 6 Students listen and check if their predictions were correct. 3.11 Units 9&10 Review 209 Answers 1 Her name changed because she was adopted by an American couple. She was inspired by the photo to become a ballerina. 2 similarities: She had to overcome an obstacle (in her case discrimination) (like all three). She became a ballet dancer (like Philip). differences: She grew up in an orphanage (unlike Viktoria, whose mother refused to put her in a home); she was involved in a war and lost both her parents. Extra idea: To review the vocabulary, tell students to look at transcript 3.11 at the back of the book. Then ask them to match the definitions below with words in the transcript to complete this crossword. 1 3 2 4 5 6 7 8 9 10 Transcript Well, the staff and children of the orphanage finally managed to escape from the war zone in Sierra Leone to neighbouring Guinea. Mabinty kept her ballerina photo with her as they trekked through the jungle and over the mountains. After spending some time in a refugee camp in Guinea, Mabinty and her best friend (also called Mabinty) were adopted by an American couple, Elaine and Charles DePrince, and taken to live in the States. To avoid confusion, both girls changed their names – to Michaela and Mia DePrince. Of course, Michaela couldn’t at first communicate orally with her new parents, but she was able to show them the magazine picture. ‘So you want to be a ballerina!’ said her new mother. Arrangements were made for Michaela to go to classes. After years of intensive ballet training, Michaela finally graduated as a ballet dancer, but things weren’t always easy. Apart from the frequent comments about her skin, along the way she encountered many instances of racial discrimination, too. While there are many black dancers nowadays, there are still very, very few black ballet dancers, and on one occasion she was told that America wasn’t yet ready for one! But, in spite of the racism, Michaela persevered. In 2012, she joined the Dance Theatre of Harlem, and in 2014 she moved to the Netherlands to become part of the Dutch National Ballet. So what does the future hold for Michaela? When she finally retires from dancing, she’d like to open a free arts school in Sierra Leone and teach ballet there. 210 Units 9&10 Review 11 Across 1 Kept trying in a determined way 3 Walked a long distance over hills, mountains or through forests and jungles 6 Involving lots of effort and activity 8 Finished school or university 9 Very often 10 Stops working 11 After a very long time or with difficulty Down 2 Experienced something 4 When someone is treated differently or unfairly because of different colour of skin, sexuality, etc 5 A person who has escaped from their own country because of war or politics 7 Legally became a child in a new family Answers 1 persevered 2 encountered 3 trekked 4 discrimination 5 refugee 6 intensive 7 adopted 8 graduated 9 frequent 10 retires 11 finally 7 Students fill in the gaps with the active or passive form of the verbs. They check together and explain why they used each form, then decide whether each statement is true or false (All the statements are true.). Answers 1 After Mabinty’s parents died, she was sent to an orphanage. 2 She was bullied because she looked different. 3 She and her friend were adopted and (were) taken to the USA. 4 Her desire to dance was influenced by a photo she saw in a magazine. Preposition park Students complete the information with the correct prepositions and check with a partner. You may need to remind them that some gaps don’t need any preposition. MA Elicit a list of prepositions from students beforehand and write them on the board. Answers 1 in 2 at 3 of 4 – 5 by 6 up 7 to 8 – 9 in 10 against 11 into 12 in 13 of 14 to / from 15 with Speaking 8 Students retell the story in pairs. Encourage them to use the third conditional and describe how things would have been different if she hadn’t seen the photo that day. Get feedback, highlight good ideas and sentences and also gently correct any small grammar mistakes. Extra idea: Ask students to role-play an interview. Student A is a journalist; student B is Michaela DePrince. Give them thinking time so student A can think of good questions to ask (eg Where were you born? What happened to your parents? How did you end up in America?). Tell student B to read transcript 3.11 again so they remember all the details. Then tell them to do the interview. 9 Teach the phrase rags to riches (= describes someone who was poor but became rich). Students then talk about other rags-to-riches stories with a partner, either from real life or in fairy tales. Suggested answers 1 Steve Jobs (founder of Apple), Howard Schultz (CEO of Starbucks), JK Rowling (author of Harry Potter stories), Oprah Winfrey (TV celebrity), Jan Koum (cofounder of WhatsApp) 2 Cinderella, Aladdin 10 YOUR STORY Give a personal example, then ask students about things that have influenced them and changed their lives. Encourage them to share their stories with each other. Extra idea: Ask students to read through the information again and pick out the phrasal verbs. Answer set up, turn into Aspects of culture a Students look at the words and decide in pairs which is the odd one out. Answer mango b Students match the dances to the correct countries. Ask extra questions (eg Have you ever tried one of these dances? Would you like to learn?). Answers line dance: the USA samba: Brazil sirtaki: Greece sword dance: Scotland tango: Argentina / Uruguay zumba: Columbia c Students read and match the descriptions to each dance. Check answers in feedback. Answers A tango B samba C sirtaki D sword dance E zumba F line dance Units 9&10 Review 211 Background notes • The film mentioned in relation to sirtaki is Zorba the Greek, a 1964 film based on the novel by Nikos Kazantzakis, starring Anthony Quinn and Alan Bates. The dance at the end of the film, choreographed by Giorgos Provias, was initially known as ‘Zorba’s dance’ before it became sirtaki. The music was composed by Mikis Theodorakis and is played on a bouzouki, a Greek stringed instrument, although it has since been recorded by other artists on other instruments. • Technically speaking, zumba is a dancebased fitness programme rather than a style of dance. d Students read the descriptions again and answer the questions. Answers 1 The sword dance is the oldest. 2 Zumba is the most recent. e Tell students you’re going to play four different types of music. They match each of the extracts to one of the dances in a), then check with a partner; play the recording again if necessary. 3.12 Answers 1 tango 2 line dance 4 sirtaki f 212 3 samba Students discuss the questions about dances in pairs, then report back in feedback. Units 9&10 Review 11 UNIT FOCUS Games and temptation GRAMMAR: indirect questions; defining relative clauses; making VOCABULARY: games; describing food; running and walking FUNCTION: complimenting someone’s appearance Introduction p99 Aim The focus of this lesson is to introduce the topic of games – in particular board games – and the associated vocabulary. You first! To introduce the topic, students look at the photos and discuss the questions with a partner. Check their ideas and ask about their favourite games. Do they think board games are as popular now as they used to be? 1 Students categorise the words in the box. 2 Students compare their answers in pairs or small groups. They can teach each other new words or look up words in their dictionaries or on their smartphones. 3 Students listen and match the descriptions they hear with the photos of the games. Play and pause the recording as necessary; they then check with a partner. 3.13 Answers 1 backgammon 2 chess 3 Trivial Pursuit 4 Monopoly 5 Scrabble Pictionary is not described. Transcript 1 Something like this game was played in Ur – in Babylon – somewhere around 2600bce. It hasn’t changed much. You need a board, checkers, two pairs of dice, a doubling cube – that kind of thing. 2 This game probably originated in India sometime in the sixth century and it was a military game. It was originally called Chaturanga and had elephants, horses and infantry. Now two players move pawns, bishops, knights, castles (also called rooks) and a queen. They have to protect their king or capture the other player’s king. sentences into questions 3 In 1979, Chris Haney and Scott Abbott were working for newspapers in Montreal, Canada. They couldn’t play Scrabble because they were missing some letters, so they invented a general-knowledge game. In the original game, there were questions in six categories: geography, entertainment, history, arts and literature, science and nature, and sports and leisure. 4 Back in 1903, in the United States, someone started a game called the Landlord’s Game. By 1933, this had changed into one of the most popular games in the world. Players need dice, special pretend money and various cards which tell them what to do. They have to buy and sell houses, etc. 5 An American architect called Alfred Mosher Butts invented a game called Criss Cross Words in 1938. It was a grid of 15 by 15 squares and you made words by putting different letters in each square. Each letter had a value (from 1 to 10) and some squares doubled or tripled that score. By 1948, Criss Cross Words had its new name. Background note Pictionary is a word-guessing game invented by Robert Angel in 1985. Players have to draw a word from one of five categories in a limited amount of time for their teammates to guess. A correct guess enables them to move round the board. 4 Students talk about the games they’ve played and describe the rules to each other in pairs. Do a quick survey and find out which is the most popular game. 5 See if students can remember the answers to the questions. Then play and pause the recording for them to check their answers. Answers 1 Backgammon is the oldest game; the youngest game is Trivial Pursuit. Unit 11 213 (Pictionary is actually younger than Trivial Pursuit, but it’s not featured in the recording.) 2 backgammon: Ur, Babylon chess: India Trivial Pursuit: Canada Monopoly: United States Scrabble: United States 3 Trivial Pursuit: Chris Haney and Scott Abbott Scrabble: Alfred Mosher Butts 6 Put students in teams to play Pictionary. Check the rules before you start (as they are slightly different to the board version of the game) and do the first one with the class to model the activity. To review recent vocabulary, students could draw words from Unit 10. Lesson 1 Playing games pp100–101 Aims 3 THINK Check students’ ideas. What things did they guess correctly? What things did they find surprising? Extra idea: Ask students to read the Did you know? feature. Do they play Candy Crush Saga? Do they like it? Is it still popular? Listening 4 3.14 Give students a few seconds to read the extracts so they know what to listen for. Play and pause the recording; they then compare with a partner. Check answers in feedback. Answers a2 b1 c2 You first! Students look at the photo and talk in pairs about video games. Get their ideas and opinions in feedback and find out who are the biggest video gamers in the class. Is there anyone who never plays video games? Speaking and reading GUESS To focus students on the topic and increase interest, they look at the questions and guess the answers in pairs. Get feedback on their predictions, but don’t confirm anything yet. Answers 1 Girls play more than boys. 2 Adults play more video games than teenagers. 3 Teenagers spend more time playing games than adults. man interviewer man interviewer man interviewer man interviewer madu interviewer madu interviewer madu interviewer madu interviewer madu tasha madu 214 Unit 11 d3 Transcript interviewer The focus of this lesson is on using indirect questions to be more polite. Students also learn more game-related words and phrases and compound nouns in the Vocabulary section. They then read about video-game addictions and talk about the influence of technology on our lives. 1 2 Students scan the research findings and check if their predictions were right. Excuse me? Yeah. We’re doing a survey. All right. Only you’d better be quick. Certainly, sir. Can you tell me if you like playing video games? No. I never play them. That’s just for teenagers. I’m not a teenager. No, sir, you … Now, I am afraid I have to go. But sir … Excuse me, madam. Yes? We’re doing a survey about video games. Yes? And we’d like to ask you a question. All right. I’m not in too much of a hurry. Would you mind telling me if you play video games? Well, I am a bit addicted to Candy Crush. Could you tell me how often you play? Well, I play whenever I have a moment, really, but the thing is … Hello, Madu! Hi, Tasha ... This is my friend Tasha. interviewer tasha interviewer tasha interviewer tasha interviewer tasha interviewer tasha interviewer tasha interviewer tasha interviewer tasha madu interviewer Hello, Tasha, perhaps we could ask you some questions too? OK. I’ll answer your questions if you answer mine. Er, OK. So what’s your question? Could you tell me what you think about video games? I don’t really have an opinion. I think kids spend way too much time playing them. Could you tell me what you mean by ‘too much time’? My turn. Sorry? My turn for a question. Oh. All right. Do you know where John Lewis is? What, you mean the department store? Yes. Have you any idea where it is? It’s in the next street, next to the fire station. You can’t miss it. OK, come on, Madu. I want to do some retail therapy. Sorry. Gotta go! Hey, wait a minute, you haven’t finished answering … 5 Students listen again and match the speakers to the sentences. Elicit answers in feedback. Answers 1 The man 2 Tasha 3 Madu 4 Tasha 5 The man sounds fed up, but Tasha talks about doing some ‘retail therapy’, which implies she needs to unwind a bit. MA Weaker students can read the transcript as they listen and underline the questions. Answers 1 Can you tell me if you like playing video games? 2 Would you mind telling me if you play video games? 3 Could you tell me how often you play? 4 Could you tell me what you think about video games? 5 Could you tell me what you mean by ‘too much time’? 6 Do you know where John Lewis is? 7 Have you any idea where it is? 7 Students look at the phrases in the box in pairs and answer the questions. Answers 1 The word order changes; it is like a statement rather than a question. 2 We don’t use the auxiliary verb do. Extra idea: Students are often quite direct when they ask questions, so write examples of direct and indirect questions on the board so they can compare the word order, as well as the omission of auxiliary verb do. Ask concept-checking questions to highlight the function of the grammar: ‘Yes / no’ questions a b a Take a break This will really appeal to kinaesthetic learners; some students will find it really challenging to mirror even the most basic shapes and doodles, while others will be able to produce quite complex designs. Grammar Indirect questions 6 Students listen again and write down the questions. Play and pause the recording as necessary. Elicit the answers and write the sentences on the board so students see lots of examples of indirect questions. 3.14 b • • • • • • Do you like playing video games? Can you tell me if you like playing video games? Do you play video games? Would you mind telling me if you play video games? Which sentence is direct in each pair? (sentence A) What kind of questions are they? (yes / no questions) Which sentence is indirect in each pair? (sentence B) Are phrases like ‘Can you tell me ...?’ and ‘Would you mind telling me ...?’ more polite or less polite? (more polite) What happens to the auxiliary verb ‘do’ in indirect questions? (We leave it out.) What extra word do we use in the indirect question? (if) Unit 11 215 ‘Wh-’ questions a b a b • • • • Where is John Lewis? Do you know where John Lewis is? Where is it? Have you any idea where it is? Which sentence is direct in each pair? (sentence A) What kind of questions are they? (‘wh-’ questions) Which sentence is indirect in each pair? (sentence B) What happens to the word order in the indirect questions? (It’s inverted: it changes from question word order to statement word order.) Tip: Try to highlight different word order with different colours so things stand out in a really visual way. It might take a few extra seconds, but it saves time and helps students to notice inversion. 8 Students finish the questions about video games. Suggested answers [Have you ever] played Candy Crush? [How often] do you play video games? [Do you] have a PlayStation or an Xbox? [What is] your favourite game? [Where] do you buy games? 9 Students change their direct questions into indirect questions. They can refer back to the grammar rules in 7 to help them. Monitor and offer gentle correction as necessary. Suggested answers Can you tell me if you’ve ever played Candy Crush? Could you tell me how often you play video games? Could you tell me if you have a PlayStation or an Xbox? Could you tell me what your favourite game is? Would you mind telling me where you buy games? 216 Unit 11 10 EVERYBODY UP! Students walk around the room and ask and answer each other’s questions from 9. They then report back in feedback. Ask extra questions to find out which are the most popular game platforms (eg Xbox 360, Xbox One, PS3, PS4, Wii, PC) and games (eg FIFA, Grand Theft Auto, Forza Horizon, The Sims, Assassins Creed, Call of Duty). Are video games more popular with the boys or girls in the class? Tip: It’s important not to be too clueless in class! Do a quick online search before class to find out which are the most popular video platforms and games (or music, films, etc). Students will be surprised when you ask them if they have Xbox or PlayStation, or if the graphics and features of FIFA 16 are much better than FIFA 15). They’ll think you’re cool! 11 VIDEO OPTION Do the activity in two stages. Firstly, give students time to write three questions. Monitor and correct as necessary. They then walk around the room and interview different people. Finally, students edit their interviews and upload them or share them with the class. MA Encourage stronger students and fast finishers to write more questions. Tip: Ask students if you can use their videos to teach future classes. They’ll usually be delighted with the compliment. This is great for their confidence and motivation, and the videos also provide a nice model of indirect speech you can show to other students in future. Vocabulary Games 12 To introduce the activity, write all-star on the board and ask whether the word game comes before or after it. Elicit the answer (all-star game). Then put students in pairs to make compound nouns with the words in the box and game. Check answers together in feedback. Answers all-star game, ball game, board game, card game, end game, game plan, game show, multi-player game, war game, zero-sum game Extra idea: Do some repetition drilling to practise pronunciation; students should underline the stress on compound nouns. Elicit that the stress normally falls on the first part of the compound. 17 THINK Put students in small groups to discuss the impact video games have on children. Are video games a good or bad thing? Why? Can students think of games that are good for learning? Why? Get their ideas and opinions in feedback and encourage further discussion. Suggested answers Some games, such as Zoo Tycoon, The Sims and Minecraft, are good because they encourage children to think, build things, spend money and manage budgets. Action games can be good because they improve motor skills and reflexes. However, action games are sometimes quite violent and addictive, and are linked to antisocial and aggressive behaviour. Answers See underlining in Answers for 12 above. 13 Students work in pairs to match the compound nouns from 12 with the definitions. If they aren’t sure, just encourage them to guess and check answers in feedback. Answers 1 board game 2 zero-sum game 3 end game 4 game plan 5 war game 6 multi-player game 14 Students identify the four compounds that weren’t defined in 13 (all-star game, ball game, card game, game show) and write definitions for them. They then work with a partner to guess the compounds from each other’s definitions. Suggested answers all-star game: a game (eg of basketball) where the players are all famous ball game: a game played with a ball card game: a game played with a pack of cards game show: a TV programme in which people try to win prizes or money Speaking and writing 15 To increase interaction and speaking, students walk around the room while they guess each other’s words. 16 MINI-TALK Students read the instructions. The activity could be done in pairs so that they can brainstorm ideas and write descriptions together. Put students in new groups to present their game to each other. Lesson 2 Temptation pp102–103 Aims The focus of this lesson is temptation and defining relative clauses for describing things and giving extra essential information. Students also learn new words to describe food in the Vocabulary section. You first! Check students know what temptation means (give a personal example, such as chocolate!). They then discuss the things they can’t resist! Reading 1 PREDICT Students look at the photos and guess the connection, then write three things they expect to see in the article. Elicit their ideas in feedback. 2 Pre-teach words like marshmallow (= a soft, sweet, pink or white food), self-control (= strong control over your emotions and feelings) and crayons (= coloured wax sticks for drawing or writing). Students read the article and check if their predictions were correct. Answer The man in the photo is Walter Mischel. He was the first person to conduct the ‘Marshmallow Test’, which involves tempting children with a marshmallow. Unit 11 217 3 SEARCH AND THINK Students read the article again and find the words with a partner. Check answers in feedback. Answers 1 exercise (self-control) 2 conduct (an experiment); researchers 3 child / children, adult, kids (kids is informal) 4 marshmallow, sweet (marshmallow is more specific) Extra idea: Write the following words from the article on the board; students think of or find synonyms for them: resist (turn down), photo (picture), conducted (done / carried out), experiment (test), success (achievement), happier (more contented), beautiful (gorgeous / pretty / lovely), comes back (returns), in reality (in truth), clever (intelligent). Students read, understand the words in context and think of synonyms or other words they can use. This is a good way to encourage them to read the article again, think about context and learn new vocabulary. Answers 1 a the kids, the ones; b the children 2 b 3 You can omit the relative pronoun when it follows the object of the relative clause. Extra idea: Write the phrases below on the board and ask the questions to elicit that the missing information is essential to understanding. He’s the person / It was the thing / It was the place • • Now add the extra information shown below to the phrases: He’s the person who did the Marshmallow Test. It was the thing that the children ate. It was the place where the first experiments were done. • 4 Students choose a task and write a paragraph without looking back at the article. MA Allow weaker students to check the article once or twice if necessary and encourage stronger students to do all three tasks. 5 TAKEAWAY LANGUAGE Put students in pairs to make up conversations. Ask volunteers to act out their conversations in feedback. You could also teach similar expressions (It’s not worth the effort, It’s not worth the trouble, It’s pointless, I can’t be bothered, It doesn’t matter). EXPLORE ONLINE Students can do this research in class or for homework. If they’re struggling to find something, direct them to Zimbardo’s 1971 Stanford Prison Experiment. Grammar Defining relative clauses 6 Students read the example sentences and discuss the grammar rules in pairs. 218 Unit 11 What person, thing or place are we talking about? (We don’t know.) What do we need to understand? (extra information) • • • • What person, thing and place are we talking about? (Walter Mischel, marshmallow, Stanford University) What does the extra information tell us? (who or what we’re talking about) How important is it? (essential) What kind of words are who, that and where in these sentences? (who, that are relative pronouns; where is a relative adverb) What pronouns or adverbs do we use for people, things and places? (people: who; things: which; places: where) 7 Students complete the sentences with whose or where, then explain the rule in feedback (whose is possessive; where describes a place). Answers 1 whose 2 where 8 Read the example together; students then combine the sentences with the correct relative pronoun or adverb and compare answers in pairs. Answers 1 He’s the teacher whose lessons I attended last week. 2 I found the lessons (which / that were) right after lunch extremely difficult. 3 I will never forget the teacher who helped me write my first song. 4 This is the place (where) I went to school. 5 The students who needed attention were the most disruptive. 6 The lessons I enjoyed were the practical ones. Extra idea: Put students in teams of three or four and give each team a set of cards with people, places or things on them. One student in each team has to define what’s written on the card and the other students have to guess correctly. The team with the most correct answers at the end wins. Vocabulary Describing food 9 Write bitter on the board and elicit the opposite word (sweet). Then put students in pairs to find the other pairs of opposites. Tell students that two words appear in more than one pair. You could also write an example sentence and try to elicit the meaning of bittersweet in context: John had a bittersweet feeling when he went to Australia. He was happy about travelling, but sad about saying goodbye to his friends. Answers bitter – sweet bland – hot / spicy fresh – stale ripe – rotten savoury – sweet sour – fresh / sweet 10 In pairs, students match the food and the adjectives together. Check ideas in feedback, but be flexible, as this can be subjective. Suggested answers 1 fish: fresh / rotten 2 nuts: savoury 3 oil: bland 4 pepper: hot / spicy 5 salt: savoury 6 vinegar: sour 11 MINI-TALK To introduce the topic, describe your favourite food to the class, but don’t tell them what it’s called. They have to listen and guess what it is. They then write a paragraph about their own favourite food. Encourage them to use some of the adjectives from 9 to describe it. Put them in groups of three or four to present their food to the others. Their partners have to listen and guess what the food is. MA Stronger students should be able to do the mini-talk without referring to their written paragraph; weaker students may need to use it as a prompt while talking. Reading and speaking 12 PREDICT Tell students that Walter has a special strategy or technique using the words if and then. They predict how he resists temptation. Check their ideas, but don’t confirm or refute anything. Tip: When responding to students’ predictions, use phrases like That’s interesting, Nice idea or I wonder if that’s the answer to avoid confirming or refuting their ideas. 13 Students read the end of the article and check if their predictions were correct. Elicit their opinions and ask extra questions (eg Do you think it’s a good strategy? Would you try it? What strategies and techniques do you have for resisting temptation?). Answer The technique involves planning a course of action for when temptation arises. Knowing what he’s going to do to avoid the tempting situation helps him to resist. 14 YOUR STORY Encourage personalised speaking as students talk about things that they find tempting or irresistible. They then walk around the room and tell each other their ‘if / then’ strategies. Unit 11 219 Lesson 3 Cheating? pp104–105 Aims The focus of this lesson is making statements into questions with question tags. Students also learn vocabulary to describe different ways of running and walking and then discuss the subject of cheating in marathons. 2 Students look at the photo and say if they’ve ever run a marathon or a half-marathon. They then discuss the questions in pairs. Check their ideas in feedback and encourage further discussion. Extra idea: Students form sentences using each of the verbs in context (eg The boy limped for weeks after hurting his leg, The soldiers marched off to war). Ensure they know that two of the verbs are irregular (run – ran – run, stride – strode – stridden). You first! Students look at the photo and talk about running. Get class feedback and find out if students run in races or to keep fit. Ensure you find out as much about why students don’t run as you do for those who like it. Vocabulary Running and walking 1 Draw a scale on the board from slow to fast. Students guess where the words go; elicit answers in feedback. Encourage them to use dictionaries if necessary. Accept stride and march the other way around, as they are fairly close in terms of speed; the difference is more in the style and context of walking. Answers 1 limp 2 stroll 3 walk 4 stride 5 march 6 jog 7 run 8 sprint Background note The marathon is a long-distance running event with an official distance of 42.195 kilometres (26 miles and 385 yards). The event is based on the ancient Greek hero Pheidippides, who ran from Marathon to Athens (a distance equivalent to the modern marathon) to deliver news of Greece’s victory over the Persian army. He died immediately afterwards. The marathon was also one of the original modern Olympic events in 1896. More than 500 marathons are held throughout the world each year, with tens of thousands of participants. In the United States alone, over half a million people completed a marathon in 2014. In the past 12 years, there has been a 47% increase in the number of marathon finishers in races held in America. 220 Unit 11 Listening 3 Quickly review other crime-related vocabulary such as fraud, theft, murder, mugging, etc. Give students time to read the questions so they know what to listen for. Play and pause the recording as necessary; students check answers together. The recording also provides multiple examples of question tags and prepares students for the Grammar section later in the lesson. 3.15 Answers 1 She’s at a police station being questioned. 2 She cheated in a marathon by cutting corners and collected $35,000 which she said she was giving to charity. Transcript nellie Why am I here? Why are you keeping me here? I know my rights. foster Relax, Miss Longavin. We just want to ask you a few questions. nellie What about? Who are you? What am I doing here? I haven’t done anything wrong. foster Well, let’s see about that, shall we? My name is Agent Foster and this man here, he’s Agent González. gonzalez That’s me. foster So, Miss Longavin, let’s get started, shall we? You took part in last week’s marathon, right? nellie Yes, I did and I … foster And you came first. You won the women’s race, didn’t you? nellie Yes, I did. Isn’t that fantastic? gonzalez And you ran a record time, didn’t you? nellie gonzalez nellie foster nellie foster nellie gonzalez foster nellie gonzalez foster nellie foster nellie foster gonzalez nellie foster nellie foster gonzalez nellie foster nellie foster gonzalez nellie Yes, I did. And I’m real proud of that. It’s the best time you’ve ever run, isn’t it? Yes, it is. Isn’t that great? You run a lot, don’t you? Not really. Not really? I mean, yes, I do of course I do. Well, that isn’t important right now. The important thing for us here today is that last week you didn’t run the whole marathon. You cheated, didn’t you? How could I cheat in a running race? There were cameras everywhere. Electronic devices on the ground. It isn’t against the law to win. You’re right. It isn’t against the law to win. But you didn’t win, did you? You didn’t run the whole race. You cut corners. You missed out parts of the course. You cheated. Well, even if I did cheat – and I’m not saying I did – what’s the problem? It isn’t a crime, is it? That’s a bit of a grey area. But taking people’s money dishonestly? Taking their money for running a race that you didn’t really run at all? Now that is a crime. What money? All the money you asked for. For charity, you said. A lot of people sponsored you – gave you money to finish the race. You raised $35,000, is that right? Yes, that is right. Didn’t I do well? Where is that money now? Well, I gave it to the charity. We don’t think you did. You are in big trouble, Miss Longavin. You have broken the law. You’re looking at a jail term. I want to see a lawyer. I want an attorney. It’s my right. That is your right, but are you sure it’s a good idea? I know my rights. I didn’t do anything wrong. This interview is terminated. Come on, González. Mam. Hey wait. You can’t leave me here. Hey, I want an attorney. 4 Students listen again and find the words and phrases. Play and pause the recording as necessary or even let students control the audio to locate the answers. Answers 1 jail term 2 attorney 5 sponsored 5 3 cheat 4 agent TAKEAWAY LANGUAGE Students match the phrases and note who says each one. Play the recording again so they can check. Answers 1 b (Nellie Longavin) 2 d (Nellie Longavin) 3 a (the agents) 4 c (the agents) 5 e (the agents) Tip: Listening is often more difficult for students than reading, simply because it happens in ‘real time’. As a result, it’s difficult to understand and easy to miss words and different pieces of information. There are no ‘white spaces’ between the words, and students don’t have the facility to go back to things again and look at them more carefully as they do when they’re reading. If they find it difficult to find answers or words or phrases, pause the recording just before the answer and tell them to listen carefully to the next part. This helps them focus and gives them clues about where the answers are located. 6 ROLE-PLAY Students act out as much of the interrogation as they can. Remind them that they don’t need to remember everything perfectly – they can improvise a bit! Walk around and make notes. Get feedback and highlight phrases they remembered, correct small mistakes and praise them. Tips: Monitor and make notes while students do speaking activities, but try not to correct too much at this point, as it can disturb the flow and inhibit them, making them worry about mistakes rather than expressing themselves more freely. Note down any small mistakes and correct them in feedback afterwards (eg That was great! I just noticed a little mistake there. Can anyone correct it?). Unit 11 221 Text reconstruction (either written or oral) is a valuable listening and learning device. Students don’t need to recreate everything perfectly, but by trying to remember what was said, more or less, their brains are processing what they’ve heard and understood. It’s good to repeat tasks like this again afterwards, too. Although doing the same thing twice is sometimes considered a waste of time, task repetition is actually beneficial because it gets better every time and helps students remember chunks of language. EXPLORE ONLINE This activity could be done for homework or in class using smartphones and tablets. Students find out more about cheating in marathons. This isn’t common, as most people don’t see the point and want to feel a sense of real achievement after running a marathon. However, the most common form of cheating is by cutting corners and avoiding large sections of the circuit or swapping bibs with someone else somewhere on the course. Other people who have cheated just wanted to collect the medals you receive for finishing. Grammar Making sentences into questions 7 Students listen and complete the questions the agents ask, then check together in pairs. 3.16 Answers 1 You ran a record time, didn’t you? 2 It’s the best time you’ve ever run, isn’t it? 3 You run a lot, don’t you? 4 You didn’t win, did you? 8 Students discuss in pairs how we make statements into questions and choose the correct options. Answers 1b 2b 3a 222 Unit 11 4b Extra idea: At times, students have difficulties with question tags due to firstlanguage interference. If their language has one set question tag, such as the French n’est-ce pas? or nicht wahr? / oder? in German, they tend to choose one tag and use it all the time (eg isn’t it?). Another problem is that sometimes students use a positive tag with a positive statement, and verbs in positive statements cause confusion. Try to show clear sentences on the board, check students understand, and highlight things (see below) to help students notice them more easily: You are lying, aren’t you? + – You didn’t win, did you? – + • What is the main verb in each of the sentences? (lying, win) • So what types of word come before the main verb? (auxiliary verbs) • Is the auxiliary verb the same or different in the question tag? (same) • If the auxiliary in the statement is positive, what happens in the question tag? (It’s negative.) • If the auxiliary in the statement is negative, what happens in the question tag? (It’s positive.) Show students that we use the auxiliary verb do in the question tag when there isn’t a different auxiliary verb in the main sentence: You ran a record time, didn’t you? You cheated, didn’t you? Show students that if the main verb is be, the auxiliary verb in the question tag is the same: It is the best time you’ve ever run, isn’t it? It isn’t a crime, is it? 9 Students listen again and finish the sentences, then check answers in pairs. Answers 1 You took part in last week’s marathon, right? 2 You raised $35,000, is that right? 3 Let’s see about that, shall we? 10 Tell students that sometimes we know the answer to the questions and sometimes we don’t. Play the recording; students guess whether the people are sure or unsure about the answers. Ensure they realise that they’ll hear each question twice and they must decide which version is sure (3) and which is unsure (7). Draw their attention to the example. 3.17 Answers a) 3 7 b) 7 3 d) 7 3 e) 3 7 • • • • Am I sure you locked the door? (no) Is it a real question or am I just saying something we both know? (It’s a real question.) When I say this, what do I want you to do? (Answer the question.) What happens to my voice at the end of the sentence? (It goes up.) Speaking c) 3 7 f) 3 7 11 Play the recording again and ask students how they made their decisions in 10. Elicit the intonation rule. Answer If the intonation falls on the question tag, the speaker already knows the answer and is just confirming it. If the intonation rises, they don’t know and it’s a real question. Extra idea: Intonation is a key element of question tags and helps the listener to decide whether it’s a real question or just a confirmation of something. At this point, it’s helpful to write some question tags on the board, model the pronunciation and check understanding. Draw arrows over the tag to indicate if it’s a real question or confirmation of a known fact. It’s a lovely day, isn’t it? (Say the sentence to indicate this is confirming something.) • Is it a nice day? (yes) • Do I know that? (yes) • Is it a real question or am I just saying something we both know? (something we both know) • When I say this, what do I want you to do? (agree) • What happens to my voice at the end of the sentence? (It falls on the question tag.) You did lock the door, didn’t you? (Say the sentence in an uncertain way to show you aren’t sure and that you’re asking a real question.) 12 Students work in pairs and have conversations using question tags. Remind them to use their intonation to indicate whether they know the answer or not! Extra idea: Put students into small groups and tell them you’re going to show them some pictures (have a selection of these ready beforehand). As soon as you show a picture, they have to shout out a sentence with a correct question tag. For example, you could show a picture of the Italian cruise ship Costa Concordia that ran aground in 2012 or a photo of a dinosaur and elicit sentences like The captain made a mistake, didn’t he? That was a tragedy, wasn’t it? They died out, didn’t they? It wasn’t really very scary, was it? This is a fun activity that works well for a number of reasons. Firstly, you don’t need to say too much and it’s easy to prepare. Secondly, the responses are spontaneous, creative and often really funny. Finally, if someone makes a mistake, students tend to correct each other, so it’s a really visual and learner-centred way of practising the grammar. 13 Give students thinking time to choose an option and prepare their argument by making quick notes they can use in their discussion. You may want to ensure that roughly a quarter of the class chooses each option, so that there is a range of views to be discussed in 14. 14 Put students into groups of three or four, ensuring that there is a range of opinion (ideally one representative of each option) in each group. Students discuss their options and opinions together and think about how they might change if circumstances were different. Get class feedback and find out what they would do. Unit 11 223 Song link Students search online for the three most popular songs that people listen to when they’re running. Students may find different results in the various surveys available. Find out if any of the surveys have songs in common. Students listen to the songs online and also think of other songs they’d like to listen to. Answers According to a survey on www. sparkpeople.com, the three most popular songs are: Raise Your Glass by Pink (2010) Eye of the Tiger by Survivor (1982) Rolling in the Deep by Adele (2010) but a similar survey on www.runnersworld. com came up with: Lose Yourself by Eminem (2002) Thunderstruck by AC/DC (1990) Eye of the Tiger by Survivor (1982) Culture note Eye of the Tiger by American rock band Survivor was used as the theme for the 1982 movie Rocky III starring Sylvester Stallone. Stallone originally wanted to use Queen’s Another One Bites the Dust, but was unable to get permission, so commissioned a new song. It became the second-best-selling single of 1982, was number one in the American charts for six weeks and was nominated for an Academy Award. Eye of the Tiger was subsequently used as the title track for a movie of the same name in 1986 starring Gary Busey. 15 EVERYBODY UP! Students walk around the room and find out what their classmates listen to when they do different activities. Check their ideas and find out more in feedback. Everyday English p106 Complimenting someone’s appearance 1 3.18 6 Pre-teach the word compliment and ask students if they ever say nice things or give compliments about people’s appearance. How does it feel when someone gives them a compliment? Teach the verb–noun collocations give / pay someone a compliment. 224 Unit 11 Students watch the video or listen to the recording and identify who compliments who, pausing as necessary. Answers 1 Jerome compliments Charlie on his jacket. 2 Charlie compliments Jerome on his glasses. 3 Jerome compliments Charlie on his scarf. Transcript charlie Hey, Jerome! What’s up? jerome Hi, Charlie. What are you doing here? charlie I just came in for a large coffee. What a day! jerome Care to join me? charlie OK, sure. Let me just go grab my coffee. jerome Hey, that’s a really nice jacket. charlie Oh, thanks. Glad you like it. jerome Where did you get it? charlie At a small store on Broadway. It was a complete impulse buy! jerome Ah, a real spur-of-the-moment kind of thing, eh? Well, I think it really suits you. charlie Thanks. Hey, since we’re doing compliments, I really like those glasses. Are they new? jerome They certainly are. I collected them this morning. charlie You mean you got them this morning? Where? jerome At my optician’s. He’s on 33rd Street. Just near here. charlie Cool. They look really good on you. jerome Hey, I like this game! And by the way, that scarf goes really well with the jacket. charlie Aw, come on now. You’re embarrassing me! jerome Well then, come on. charlie Come on what? jerome Your turn. charlie My turn? jerome Yes, to pay me a compliment. OK ... charlie Oh. Um ... 2 Play the video or the recording again; students answer the questions. Play it a third time if necessary for them to check their answers together. Answers 1 Jerome was there first. 2 At a small store on Broadway 3 At his optician’s on 33rd Street 4 This morning 5 Charlie 3 Students listen to or watch the conversation again and fill in the gaps. Play the video / recording again or let students control it so they can check the answers. Answers 1 I think it really suits you. 2 I really like those glasses. 3 It was a complete impulse buy! 4 That scarf goes really well with the jacket. 4 This activity can be done as a game. Put students in teams. Say each sentence out loud; shout back compliment or response. The first team to shout out the correct answer wins a point. The team with the most points at the end wins the game. Answers 1 response 2 response 3 compliment 4 compliment 5 response 6 response 7 compliment 8 compliment 9 compliment 10 compliment 11 compliment 12 response 13 response 14 response 5 Students walk around the room and compliment each other. Encourage them to use the phrases in 4. Ensure that they know that the responses are more or less interchangeable, as long as the singular and plural forms match. Suggested answers I really like your shoes. + Do you? I just bought them. That sweater really suits your colouring. + Yes, well, if you’ve got red hair, ...! That shirt looks great on you. + Do you think so? That’s a fantastic hat. + Yes, I like it too. That’s a really nice shirt. + Thank you. I’m glad you like it. Those are amazing shoes. + Yes, they are incredible, aren’t they! Those glasses really suit you. + Thanks. I’m glad you like them. 3.19 Students listen to the sentence and 6 P underline the stressed word in each version, then discuss how the different stress placement changes the meaning of the sentence. Answers 1 What are you doing here? 2 What are you doing here? 3 What are you doing here? 4 What are you doing here? 7 P Students work in pairs to match the sentences in 6 with the correct meaning. Play the recording again if necessary. Answers 1c 2d 3a 4b 8 P Students practise their pronunciation and intonation, saying the question in different ways. Extra idea: Students work in pairs: student A says What are you doing here? with a particular intonation pattern; student B responds with the appropriate sentence from 7. 9 ROLE-PLAY Students write the phrases down and take a minute or two to make the phrase cards. They then walk around the room and pay each other compliments and respond. This activity is great because it promotes quick thinking and spontaneous language. Vocabulary plus p128 Crime and criminals 1 Check that students understand all the crimes listed in the box; they then work in pairs to categorise them. Unit 11 225 Answers a) burglary, carjacking, hacking*, robbery, shoplifting, stealing, theft b) assault, blackmail, fraud, kidnap, mugging, murder, rape * Hacking could also be considered a crime against people, as it’s usually concerned with personal data. 2 Write cyber crime on the board and invite students to suggest definitions and examples. 3 If students aren’t comfortable drawing the crimes, they could mime them instead. 4 Give students a time limit (eg ten minutes) to complete the table in pairs. Ask them which words are very similar in their own language and which are very different. Answers crime (noun) person (noun) activity (verb) blackmail blackmailer blackmail burglary burglar burgle fraud fraudster defraud hacking hacker hack kidnap kidnapper kidnap mugging mugger mug murder murderer murder pickpocketing pickpocket rape rapist rape robbery robber rob shoplifting shoplifter shoplift stealing thief steal theft thief thieve 5 P 3.37 Students work in pairs to say the words and decide which syllable is stressed. Play the recording for them to check their answers and repeat. Answers See table in 4. 226 Unit 11 Crime verbs 6 Students work in pairs to make crime collocations. Check answers as a class. Answers assault an old lady, break into a car, break into a house, break into a warehouse, break into the bank, burgle a house, burgle a warehouse, burgle an old lady, mug an old lady, rob an old lady, rob the bank, steal a car, steal money, steal my mobile 7 Students complete the sentences, then check with a partner. Answers 1 assaulted / mugged 2 broke into / burgled 3 broken into / burgled 4 stole 5 stole 6 robbed Extra idea: Ask students questions and encourage them to share their stories and opinions: Have you (or anyone you know) ever been the victim of a robbery (a burglary / a mugging)? Can stealing ever be justified? Crime metaphors 8 Students complete the sentences. Check answers by asking individual students to read the sentences aloud. Encourage them to use appropriate intonation. Answers 1 robbery 2 murder 4 murder 5 stole 3 stealing 9 Put students into groups of three or four and give each group a set of pieces of paper with the phrases written on them. Students take turns to choose a topic and start a conversation, using the phrases as indicated. 12 UNIT FOCUS Survival and loss GRAMMAR: past perfect review, non-defining relative clauses; tense review VOCABULARY: emergency equipment; features in a landscape; remember and FUNCTION: telling and reacting to stories Introduction p107 1 Who developed the first space blanket? 2 When do most marathons happen? 3 Why are space blankets useful for spacecraft? 4 Why are runners cold at the end of a marathon? 5 When did marathon organisers first introduce space blankets? 6 Why are they good for lost campers? 7 How are space blankets useful for first aid? 8 What has happened to space blankets since 2011? 9 What similar item is used by the United States military? 10 What dangerous signs can runners exhibit at the end of a marathon? Aims The focus of this lesson is to introduce the topic of survival and encourage students to think about the sort of equipment they would need to help them survive. Students also hear a story about spending a night on a mountain and look at vocabulary for landscape features. You first! Draw attention to the photo and encourage students to talk about the landscape. How does it look? Would they like to go there? They then discuss any remote places they’ve been to. Have they ever been lost? What happened? What did they do? Students report back in feedback. Answers 1 NASA 2 At the mildest time of the year 3 They’re light and small. 4 Because they continue to sweat, even after they stop running. 5 In the 1970s 6 They are reflective and make them easier to spot and find. 7 They keep people warm and stop them losing body heat. 8 They often have the marathon race logo on them and are kept as souvenirs. 9 The US military uses casualty blankets. 10 Signs of hypothermia include shivering, clumsiness, stumbling and confusion 1 Students imagine they’re going hiking in a remote and deserted landscape like the one in the photo. They look at the words in the box and choose the three things they’d take with them. Help with any vocabulary difficulties – you could do this by asking another student to provide a definition using a relative pronoun (eg It’s a thing which you use to find where north is). MA Weaker students may find this easier if they work in pairs from the beginning. 2 Students compare and explain their choices in pairs, then groups. Get feedback and choose the five most important items as a class. EXPLORE ONLINE Students find out more about thermal blankets online. Extra idea: Students tend to enjoy surfing the internet, so do a web quest. This offers great reading practice and utilises skimming and scanning techniques. Give students online links and questions to answer: https://en.wikipedia.org/wiki/Space_blanket http://www.livestrong.com/article/461856why-are-marathon-runners-wrapped-in-athermal-blanket-at-the-end-of-the-race/ forget; injuries; conditions 3 3.20 Pre-teach words like intended (= planned), huddled together (= sitting closely together with other people) and dawn (= the time of day when the sun begins to appear in the sky). Tell students they’re going to listen to two people talking about a trip to the mountains. They then work in pairs to predict what happened in the story. Play the recording for them to check if their predictions were correct. They then listen again and answer the questions. Unit 12 227 Answers 1 A man, a woman and their dog. 2 They had poles, water and an mp3 player. 3 They didn’t have a map or thermal blankets. Transcript man We set off quite late – well, at least later than we intended. It was just the two of us. woman And the dog. man Yes, of course, and the dog. woman And for some reason it took longer than we expected. But we were having fun, so we didn’t care very much. man And the dog was pretty happy, too! woman I was glad I had the poles. man She’s always happy. woman So when we got to the top, which is about 850 metres above sea level, we sat down and had some water. man It’s such an amazing view. woman Which we have seen lots of times. man Yes. That’s why we didn’t need a map or anything. We’ve been up to the top before. woman And then you got out your mp3 player and we shared the headphones. man Yes, well, the music and the view together – perfect! woman And then we noticed what time it was! It was starting to get dark. man Yes, and we suddenly realised we couldn’t go back down. Not in the dark. It was far too dangerous. woman We were going to have to spend the night on the top of the mountain. man Which is not good. woman Which is not good because the weather can change. man Thank goodness it was summer and it didn’t rain! woman So the three of us – him, me and the dog – huddled together until dawn. It was so cold. friend But you survived. man Yes, but we could have got real hypothermia. We could have died. You see, we didn’t have thermal blankets, space blankets. 228 Unit 12 woman 4 We’ve got one each now. We never leave home with them! We might not be so lucky next time. Students retell the story to each other using the questions as prompts. They could also check the transcript, then repeat the exercise, including any details they might have forgotten the first time. Extra idea: Write sentences from the story on the board to show how we use so and such to make stories more interesting and describe a large amount of something: It’s such an amazing view. It was so cold. • When we use so and such, are we describing a small amount or a large amount of something? (a large amount) • Do we say so and such to make things interesting or really interesting? (really interesting) • What happens to our voice when we say so and such? (Intonation goes up.) • What type of word is view? (a noun) • What type of word is cold? (an adjective) • What types of word follow such? (nouns, or adjective + noun) • What types of word follow so? (adjectives) 5 Students work in pairs to underline words they don’t know. If one student knows a word their partner doesn’t, encourage them to explain it. 6 Students teach each other new words or look them up in their dictionaries or on their smartphones. If there’s a lot of unknown vocabulary, they can divide the words between them to look up, then share their findings. Extra idea: Put students in teams to play a definitions game. Tell one person in each team to turn their back so they can’t see the board. Write a word on the board. The other students in the team have to describe the word (but they can’t actually say it). The ‘blind’ student has to guess the word. The first ‘blind’ person to shout out the correct word wins the point. The team with the most points at the end wins the game. 7 Put students in groups; each group chooses a landscape feature. They should imagine they’re there and describe it for the other groups to guess. 8 Students describe their favourite landscape to a partner. As a follow-up, they can talk about the most beautiful places they’ve ever seen and show each other photos on the internet. it was blank. There was nothing on it. I didn’t recognise my surroundings and I didn’t know where I was. And I couldn’t speak or read the language. It wasn’t until I recognised a shoe store that my memory kicked in. 2 sandra Lesson 1 Why we forget pp108–109 Aims The focus of this lesson is the past perfect for describing and sequencing events in the past. It also highlights the difference between remember and forget in the Vocabulary section, and students find out why we get lost and often lose things. You first! Students discuss in pairs whether they have a good sense of direction or not. They can also talk about times when they’ve been lost in a strange place. What happened and what did they do? Listening 1 Students listen to the recording and match the stories with the photos. Get feedback and ask students if any of these things (or similar things) have ever happened to them. 3.21 Answers 1B 2C 3A Transcript 1 amel I was on a foreign trip, in a city I’d never been to before. Back then, I used to do a lot of trips. But anyway, I’d been in my hotel room all day, working, working, working, so I decided to go for a walk. And then, after about 25 minutes, I decided to go back. And I looked around and I had absolutely no idea where I was. I felt in my pocket for my hotel key card because I thought it would have the hotel name on it, but We had one of those day trips. This was about three weeks ago. We left at five in the morning and got back home by midnight. The only problem is, when we got back we suddenly realised that neither of us had made a note of where we’d left the car. It was dark and cold and rainy and we had to spend hours walking up and down rows of cars. Whose fault was it? His, of course! 3 scott I hate this reading glasses thing! I mean, I’m not old or anything, but I keep losing them. The other day, I was working from home and in the afternoon I needed the glasses, but I couldn’t remember where I had put them. I searched high and low, but in the end I just gave up. It was awful. And then later, in the evening, I decided to cook myself an evening meal. And there they were. In the fridge. I felt really stupid. I reckon I must be losing my marbles. 2 Play the recording again for students to write the names next to each item. They then compare their answers in pairs. Answers 1 Scott 2 Amel 3 Sandra 5 Sandra 6 Scott 4 Amel Extra idea: Put students into teams. Ask questions about Scott, Amel and Sandra (eg Who lost the keys? Where were they? What did Amel recognise?). Students shout out the correct answer. The first team to answer gets a point. The team with the most points at the end wins the game. 3 Students look at the phrases in italics and choose the best meaning for each one. They can look at transcript 3.21 if necessary to see Unit 12 229 the phrases in context. Check their answers in feedback and encourage them to make personalised sentences using the expressions (eg I lost my sunglasses last week. I searched high and low for them until I realised they were on my head!). MA Weaker students can do this in pairs. Students choose one of the people and retell their story to a partner. Encourage them to include two incorrect facts. Their partner has to listen carefully and find the false sentences. Play the recording again for them to check. Grammar Past perfect review 5 Students underline the past tenses and circle the event that came first. Elicit what word comes before the verbs been, made, left and put (had). Answers 1 I’d been in my hotel room all day so I decided to go for a walk. 2 Neither of us had made a note of where we’d left the car. 3 I couldn’t remember where I had put them. Extra idea: Although students may seem to understand the past perfect, they sometimes think it’s used to describe events in the distant past, while others just use the past simple as an avoidance strategy. Write example sentences on the board and check students understand the function and form of the grammar. Draw a timeline to highlight things in a visual way. I had been in my hotel room all day so I decided to go for a walk. 1 had been past ___________________________ future X X 2 decided 230 Unit 12 • • • • • Answers 1a 2b 3b 4 • • now When is the sentence about? (the past) What words tell us it’s the past? (had been, decided) Are these things still happening or are they finished? (finished) How many things happened? (two) Did they happen at the same time or different times? (different times) Which thing happened first? (had been) What was second? (decided) I needed the glasses but I couldn’t remember where I had put them. 1 had put past ___________________________ future X X 2 needed now • • • • • • • • When is the sentence about? (the past) What words tell us it’s the past? (couldn’t, needed, had put) Did Scott read his book? (no) Why not? (He couldn’t find his glasses.) Why couldn’t he find them? (He couldn’t remember where he had put them.) So what thing happened first? (He had put his glasses somewhere.) When did he need them? (later) When do we use the past perfect? (to describe a finished action that happened before another finished action in the past) 6 Students complete the sentences using the past perfect tense, then check their sentences with a partner. Encourage them to be as creative as possible and vote for the funniest sentences (eg When I got to work, I realised I had left my keys in the dog’s bowl!). Extra idea: Show a movie clip with a clear sequence of events – a detective movie or a clip where someone is searching for someone else often works well. Then write sentences on the board and conceptcheck with a timeline. You could also give students slips of paper with events on and have them put them in chronological order. Check together, then have them make past perfect sentences (eg By the time the police arrived, the killer had already escaped.). 7 YOUR STORY Students walk around the room and tell each other their own ‘lost key’ stories using the past perfect tense. Get feedback, praise good English and gently correct any small mistakes you hear. 12 THINK Students discuss the question in pairs. In addition, ask them whether technology such as GPS devices and smartphones has affected our ability to remember things. Draw students’ attention to the plural of hippocampus (hippocampi). Extra idea: Divide the board into two halves. In one half, write recently learnt vocabulary which you’d like to review. Ask students to pick one of the words and think of another word it reminds them of in some way. Write the ‘reminding word’ on the other half of the board. After you’ve written the reminding word on the board, erase the word you want to review. Do this with each of the new words until they’ve all been replaced by reminding words. Then ask students to remember what each reminding word was linked to. As a follow-up, write the new words up again and erase the reminding words. Students have to remember them again! Vocabulary remember and forget Reading and speaking 8 THINK Students think about why we get lost or lose things. They then discuss their ideas in pairs. 9 Students read the article and check if their ideas were correct. Set a time limit so they read for gist and don’t worry about unknown vocabulary. 10 Students work out the meaning of the new vocabulary from context with a partner. Check their ideas in feedback. Answers snapshot: an understanding of something at a moment in time, like a photograph blurred: difficult to see or understand clearly into focus: more clearly retracing: going back to where you were before 11 Put students into groups to choose a question to discuss. MA Encourage stronger students to talk about all of the questions. Weaker students could also look back at the article to help them remember. 13 Students complete the sentences and check their answers in pairs. Remind them to use the correct tense of remember or forget. Answers 1 forget 2 forgot 3 remember 4 forgot 14 Write the two sentences on the board and elicit the difference in meaning from the class. Answers The first sentence talks about an action in the past: I remembered to turn off the light. The remembering took place in the past and triggered an action. The second sentence is about an action in the present: I remember turning off the light. The remembering is happening now about an action that happened in the past. 15 Give students time to think of their ideas and write them down. They then talk in pairs. Encourage students to ask extra questions (eg Where were you? What happened?) and provide additional information. Remind them to tell their stories using the past perfect. Tip: Model activities with a personalised example. This shows students what language they should use (eg past perfect), prompts ideas and is an enjoyable way to introduce the topic or activity. 16 Give students a few minutes to locate and read their stories. In pairs, they ask and answer questions about the stories – make sure they don’t read the stories aloud word for word or look at each other’s texts. Encourage them to compare stories to find similarities and differences. Students should realise that Ian is the man who approaches Gisela at the security desk. Get feedback from pairs about possible endings. There’s no obvious solution, as passports aren’t transferable, so students will have to be creative. Unit 12 231 Poem link Students find the poem and discuss the questions together. Check their ideas in feedback. Culture note Elizabeth Bishop (1911–1979) was less than a year old when her father died; her mother was committed to a mental institution shortly afterwards, so Elizabeth was sent to live with her grandparents in Canada. When she grew up, she returned to Massachusetts, where she was born, but she also travelled widely and published her first book of poetry in 1946. She avoided explicit accounts of her personal life in her work, but focused instead on her impressions of the world. She taught at Harvard for seven years and won many awards for her poetry. 17 VIDEO OPTION Give students time to think of ideas and write notes. Remind them not to say what they lost. They then make short videos with their smartphones or tablets and upload them. If students are a bit shy or reluctant to upload their clips, they can walk around the room, share their videos with each other and guess the lost items. Extra idea: Students share ideas and strategies they use to remember English vocabulary they have learnt. Encourage them to report back in feedback. Which strategies did they like best? Which ones will they try in future to help them remember new vocabulary? Lesson 2 An unlikely rescue pp110–111 Aims The focus of this lesson is non-defining relative clauses to give extra but non-essential information. Students also learn a lexical set related to injuries in the Vocabulary section and read about an unlikely rescue and a miraculous escape in the Bavarian Alps. 232 Unit 12 Warm-up Do a guided visualisation of a summer holiday with the class. Tell students to close their eyes and imagine summer holidays. Play gentle music in the background. Where are they? What can they see around them? What’s happening? What can they hear? How do they feel? Let them imagine and take themselves to a far-away place. Then ask them to open their eyes and describe their summer holiday location to a partner. Get feedback. Reading 1 PREDICT Students look at the pictures and predict the story in pairs. Check their ideas in feedback. Extra idea: Write five key words or expressions from the story on the board (eg woman, mountain, helicopters, cable, bra). Tell students that they have to read the words and guess what the story is about. Tell them to that you’re going to sit with your back to the class and you won’t talk to them; they have to take turns coming to the board and writing yes / no questions to find out what the story is about. If they ask a grammatically correct question, put your thumb up, then answer their question. If the answer is yes, nod your head. If the answer is no, shake it. If they write an incorrect question on the board, put your thumb down to show there’s a mistake. The other students have to shout out the correct question so that their classmate can rewrite it correctly on the board. As students ask more questions and find out more answers, they gradually guess the story. They continue until they have the main ideas of the story and what it’s about. Students may find it a bit unusual at first when you don’t speak, but they soon get used to this and work together better as a result. 2 Pre-teach words like slammed (= hit something hard), crawl (= move on hands and knees like a baby) and slack (= loose, not tight). Students read the first part of the article and check if their predictions were correct. Quickly go through the questions together. , Answers 1 To the Bavarian Alps in the south-east of Germany 2 Because it got very foggy. 3 She slipped and fell down the mountain, breaking four ribs and her ankle and dislocating her shoulder. 4 She spent the night on the mountainside, then managed to crawl into a cave. 3 Students read the article again and find the opposite words and phrases. You could also make it into a game so that students search the text quickly. Tell them it’s a race – the first pair to find the opposites wins the game. Answers 1 a hike 2 a steep slope 4 crawl 5 lonely 3 slammed into 4 Students read the article again and answer the questions. Check answers in feedback. Answers 1 Because it was very foggy. 2 Because she slammed into a rock. 3 She didn’t have her phone or any water with her. 4 Because they were looking in the wrong place. 5 PREDICT Write modal verbs of deduction on the board (eg could have, might have, must have). Students work in pairs to predict what happened to Jessica next, using the pictures as clues. Compare ideas as a class. 6 Students read and check their predictions. Get feedback. What did they guess correctly? What was surprising? 7 Elicit what the cable was for and why it was being used. As a follow-up, students write questions about the article and test their partner. MA Students should write at least three questions. Stronger students can write more. Answers The cable in front of Jessica’s cave was used for carrying logs down the mountain. The cable system was broken (which is why it was slack on the ground), but the operator came to test the system that day. 8 ROLE-PLAY Students read the instructions and do the role-play. They then change roles and repeat the interview. MA Stronger students should try to remember the details without looking back at the story. Let weaker students check the article if necessary. Extra idea: Play a movie clip from Cast Away (with Tom Hanks) or Lost that shows a plane crash and people stranded on a desert island. Elicit ideas and adjectives to describe the landscape (to review the vocabulary on page 107), how they would feel and what they would do. Students then imagine they’re lost or injured in a strange place and write a diary entry about what happened, how they feel and what they’re going to do. Encourage them to use recently learnt grammar such as I wish ... , If only ... and the third conditional to describe their situation. Grammar Non-defining relative clauses 9 Students read the sentences and answer the questions in pairs to work out the grammar rules for non-defining relative clauses. Answers 1 Sentences 1–3 give non-essential information and have commas around the non-defining relative clause; sentences a–c give essential information about the noun and don’t have commas. 2 Sentences a–c explain exactly which person or thing we are talking about. 3 Sentences 1–3 give extra information about the words in italics. 10 Model the activity with personalised examples. Students write their own sentences about people they know. Unit 12 233 11 Students use non-defining relative clauses to give extra information, then share with a partner. Extra idea: Write Australia on the board and encourage students to brainstorm and make a mind map. Give them two minutes to write down as many things as they can about Australia. To increase interest, play the YouTube Australian tourism video at https://www.youtube.com/watch?v=_ C898SQMB4Q. Ask extra questions (eg How many of your ideas were shown in the video? Have you ever been to Australia? What was it like? What places did you visit? Would you like to go there in the future?). Vocabulary Injuries 12 Students match the words and definitions in pairs. Check answers in feedback. Answers 1b 2d 3g 13 4a 5e 6c 7f Students try to remember the injuries Jessica suffered. They then read the article again to check their answers. Answers a) four ribs 1 b) her ankle c) her shoulder 14 YOUR STORY Students work in pairs to tell each other a story about a time when they had an accident or got injured. Model the activity and highlight the structure of a story: • • • • • orientation (when it was, where they were and who they were with) a complicating action (something strange that happened or something that went wrong) a series of events that happened in the story a resolution or some kind of result a summary and evaluation. Encourage students to ask their partner extra questions to get more details. Monitor and get feedback. Correct if necessary and highlight and praise good uses of English. Lesson 3 Songlines pp112–113 Aims The focus of this lesson is to review the present, past and future tenses in context and also learn about the beliefs and songlines of native Aborigines from Australia. Symptoms and travel conditions are introduced in the Vocabulary section. You first! Students look at the photos. Ask questions (eg Where was the main photo taken? Who is the man?) for them to discuss with a partner. Check their ideas in feedback. 234 Unit 12 Listening and speaking Give students time to read through the questions so they know what to listen for. Play and pause the recording as necessary and check answers in feedback. 3.22 Answers 1 Kim is from Canada. 2 Jarara is from Australia. 3 They’re in Melbourne. 4 She wants to go to the Melbourne Conference Centre. Transcript kim Excuse me. jarara Hello to you, too. Where are you from? kim Canada. jarara Is this your first time in Australia? kim Yes. I’ve never been to Melbourne before – I’ve never been in this part of the world before. jarara Just got here? kim Yesterday. I’m still suffering from jetlag. jarara Jetlag can be terrible – they tell me. kim They told me a walk by the Yarra river was a good thing to do. jarara Sure is. You’re on the sacred land of the Wurundjeri people. kim The wuru-what? jarara The Wurundjeri people. Aboriginal people. People like me. You’ve never met someone like me? kim I guess not. jarara Well, I’m one of the Aboriginal people from this land. We were here thousands of years before the whitefellas came. This city, Melbourne, is built on Wurundjeri land. kim jarara kim jarara kim jarara kim jarara kim jarara kim jarara kim jarara kim jarara kim jarara kim jarara That’s amazing. I heard all about you guys in school. But listen, can you help me? I might be able to. What do you want to know? I’m looking for the Melbourne Conference Centre. I need to find the Melbourne Conference Centre. Lost are you? A little bit. I blame the jetlag. If you were one of us, you could follow a songline. A what? A songline – it tells you where to go. You can travel all across the land by singing the songs. I haven’t the slightest idea what you’re talking about. It’s all about the dreaming, you see … OK, that’s enough. I’ll ask someone else. Hey, I was just pulling your leg. Sorry. That’s OK. But I am a bit lost, so if you could help? To get to the Conference Centre, you cross the river and turn right and then you just keep going. Along the river? Yes. You can’t miss it. A big steel and glass building. Not my cup of tea at all. You can’t miss it? No. I promise you. Would I lie to you? I have no idea. But thanks anyway. You’re welcome. And if you want to know about songlines and the dreaming, you come back and ask me. I’m here every day at about this time. 2 Students listen again and discuss the questions in pairs. Check answers in feedback. Answers 1 Aboriginal people, native Australians 2 White European settlers 3 We don’t really know, but she doesn’t seem very interested, so it’s unlikely. 3 TAKEAWAY LANGUAGE Students match the phrases with their meanings. Check together and encourage students to use the expressions in their own sentences. Answers 1c 2a 3b 4 Students summarise the conversation. Write sentence starters on the board (eg Jarara asked Kim ... Kim said ... He told Kim ...) and tell students to use reported speech. Answers Jarara asked Kim if she was lost / this was her first time in Australia. He told her about the Wurundjeri people / songlines and the dreaming / where the Conference Centre was. EXPLORE ONLINE This activity could be done at home or in class. Students use their smartphones or tablets and find out more about the history of Australia. Alternatively, write the names of Australian cities, tourist destinations and places of interest down on slips of paper so there are enough for every student. Put them face down on the desk and ask each student to choose one. They then prepare a short presentation (five to ten minutes) at home; they can include pictures, too. Students give their presentations in groups. Possible topics: Sydney, Adelaide, Perth, Brisbane, Melbourne, Darwin, Cairns, Hobart, Ayers Rock (Uluru), The Blue Mountains, The Great Barrier Reef, The Great Ocean Road, Barossa Valley and vineyards, The Gold Coast, Fraser Island, caves at Margaret River. Background note It is estimated that there have been people living in Australia for nearly 50,000 years. However, white people didn’t go there until the 17th century, when Dutch and British explorers discovered the huge continent, and they didn’t settle there until the late 18th century. However, when they did, they took land from the Aboriginal people and brought with them infections and diseases that caused a rapid decline in the Aboriginal population. Most of the settlers came from Britain, so that these days about a third of Australians claim British ancestry. Today, less than 3% of the population are Aborigines, but the fight for their rights goes on – it wasn’t until 1992 that it was legally recognised that the land had belonged to the Aborigines before the ‘whitefellas’ came. Unit 12 235 Vocabulary Conditions 5 Ask students what condition Kim was suffering from (jetlag). They discuss the other conditions in pairs. Get feedback and encourage discussion (eg Have you ever felt this way? Where were you? What happened? What did you do?). Answers 1 during car journeys 2 when you haven’t drunk enough water 3 when you haven’t had enough sleep or haven’t been able to get to sleep 4 during pregnancy 5 during journeys on boats or ships 6 Pre-teach some of the symptoms because they’re all quite difficult. Students match the conditions with symptoms. Remind them that some symptoms go with more than one condition. Suggested answers car sickness: dizziness, dry mouth, nausea, vomiting dehydration: dizziness, dry mouth, headache, irritability, nausea, tiredness, vomiting insomnia: headache, irritability, lying awake, tiredness, waking up frequently morning sickness: dizziness, dry mouth, nausea, irritability, vomiting sea sickness: dizziness, dry mouth, nausea, vomiting 7 EVERYBODY UP! Students walk around the room and share their experiences with each other. They then report back in feedback. Tip: To stop an activity and get students’ attention, simply hold your hand up in the air and wait a few seconds. Students generally notice and tell their partners until things go quiet. It’s better than trying to shout over the noise, and as soon as they’re used to signals like this (known as ‘anchoring’), they manage the classroom themselves! 236 Unit 12 You could also play instrumental music in the background (which also creates a relaxed atmosphere) and stop the music when you want to finish the activity. Whatever it is, students soon understand your techniques and respond really well. Take a break Give students a few minutes to think of a special song and ‘play’ it in their heads. Ask a few students to share what their song is, and what it makes them dream of. Extra idea: Ask students if they ever get a song ‘stuck’ in their heads. Do they like it when this happens, or is it annoying? What do they do to get rid of it? Do they have a special word for this in their language (there isn’t a word in English, but German, for example, has Ohrwurm). Reading 8 Students read the article, then quickly describe to a partner songlines, the Dreaming and what the creator-beings did. Answers 1 Songlines (also known as ‘dreaming tracks’) are paths across the land. The words and melody of the song describe the location of natural phenomena. 2 The Dreaming is the time when the world was created. Songlines describe the journeys the creator-beings made during this time. 3 The creator-beings used their journeys to create the features of the landscape out of flat land. 9 This could be done as a game. Put students into teams. Give them a definition; they have to search the article and shout the word out. The team that gets the most words wins the game. Answers 1 landmarks 2 creator-beings 3 created 4 location 5 natural phenomena 6 waterhole 7 melody Grammar Tense review 10 Put students in pairs to match the sentences with the correct tense. They then explain the reasons for their answers and describe the function and meaning of the grammar. Answers 1 past perfect 2 past simple 3 past continuous 4 present simple 5 future continuous 6 will future 7 going to future 8 present continuous 9 present perfect Extra idea: Make a series of cards with sentences on them. Put them on the board under a series of categories worth different points (eg 5 points, 10 points, 20 points, etc). Divide the class into two teams. Each team takes turns to choose a category. Read the sentence on the card. The first team to ‘buzz in’ (ie hit the desk) has the first chance to say the name of the tense used in the sentence. If they give a correct answer, they win the points. But if they get the answer wrong, they lose that amount and the other team has a chance to answer the question. The team with the most points at the end wins. This activity can easily be adapted to other grammar topics and the sentences changed to reflect the level of each class. You can also add extra rounds for double the amounts. 11 SEARCH AND THINK Students look through the book and find other examples of each verb tense. They compare with a partner, then share their sentences. The other students have to listen and shout out the correct verb tense. Everyday English p114 Telling and reacting to stories 1 PREDICT Students look at the photos and answer the questions in pairs. Write sentence starters on the board like I think it might be ... Maybe it’s ... Perhaps it’s ... I reckon ... and encourage students to make predictions about the story. 2 3.23 Play and pause the recording as necessary or let students control the audio themselves. Answers 1 There was no one there to meet her. 2 She had forgotten to write down the name of her hotel or her contacts’ details. 3 They shared a taxi to the Danish woman’s hotel. 4 It was the woman’s hotel too. Transcript woman Have I ever told you about the time I flew to New Delhi? man I don’t think so. Try me. woman It was a few years ago now. I arrived at the airport in New Delhi at about two in the morning and there was no one to meet me. man So what did you do? woman Are you sure I haven’t told you this story before? man No, I don’t think so. Go on. What happened? woman Well, I thought I would ring my contacts, but when I looked, I found I didn’t have any details for anyone – and I didn’t know where I was staying. man You didn’t have the name of your hotel? woman No. man You must be joking! woman I thought I’d copied everything down – this was a few years ago, remember. But I hadn’t. I had no idea which hotel I was in or where it was. I had no idea what to do. There were people offering me taxi rides, but I didn’t trust them – and anyway, where would I tell them to go? It was late, I was confused I’m sure I’ve told you this one before. man If you say that one more time, I’ll … woman Sorry. man Don’t stop now. It’s just getting interesting. woman OK. So, to cut a long story short, I saw this woman who was looking lost too and we got talking. She was from Denmark, and her driver wasn’t there Unit 12 237 man woman man woman man woman man woman man woman man 3 either. But she knew the name of her hotel, so we got a taxi together and went there. It was one of dozens in the hotel district. There were lots of places around. And? Well, she checked in, and I thanked her, and then I asked the guys at the check-in if I could have a room for a few hours and they said no, it had to be for 24 hours. What did you do? What could I do? I said OK and handed over my passport. Oh yes, and they said, ‘Welcome, Miss Collins, we’ve been expecting you’? You have heard this story before. Yes, OK, but I only just remembered. Now I feel really stupid. Don’t be silly. I still can’t get over it. Of all the hotels, I got to the right one by chance. Incredible! Students complete the sentences from memory and check with a partner. Play the recording again so they can check their answers. Suggested answers 1 [The woman arrived at the airport but] there was no one there to meet her. 2 [The woman didn’t have] any contact details for anyone or the name of her hotel. 3 [People offered the woman] taxi rides. 4 [The woman saw another woman who] was looking lost. 5 [The other woman gave the storyteller] a taxi ride to her hotel. 4 Students listen to the story again and identify who says each sentence by writing M (man) or W (woman) beside each sentence (not in the boxes, as these are used in 5). They then compare with a partner and play the recording again if necessary. Answers a) W b) M g) M h) W m) M 238 Unit 12 c) M d) W e) W f) W i) M j) W k) M l) W 5 Students put the sentences in order. Play the recording again and check together. You could also elicit why the woman keeps asking if the man’s heard the story before (to increase interest and check that he’s heard what she said). Answers a) 5 b) 9 c) 6 d) 1 e) 12 g) 13 h) 3 i) 4 j) 10 k) 2 f) 8 l) 11 m) 7 Extra idea: This activity can also be done with sentence slips to vary the task and include different learning styles. Put students in pairs and give each pair a set of sentence slips. They listen and arrange the story in the correct order. Tip: Always try to monitor when students are listening. Don’t ask them if they want to listen again: stronger students will often say no, and if you go with this, weaker students will get left behind and lose heart. If you play and pause the recording and monitor well, you can see for yourself if students need to listen again. 6 Students discuss in pairs if the phrases are good for the woman telling the story or the man who is listening. Explain that these phrases are not from the recording, but could be used to tell or react to a story. Answers 1W 2W/M 3W 4W 5W 7 M 8 M 9 M 10 W 11 M 6W Extra idea: Elicit the typical stages of storytelling, then ask students to list parts of the story under in each heading. Orientation (when it was, where they were and who they were with) Have I ever told you about the time I flew to New Delhi? It was a few years ago now. I arrived at the airport in New Delhi at about two in the morning ... Complicating action (something strange or something that went wrong) There was no one to meet me. Well, I thought I would ring my contacts, but when I looked, I found I didn’t have any details for anyone – and I didn’t know where I was staying. I thought I’d copied everything down, but I hadn’t. I had no idea which hotel I was in or where it was. I had no idea what to do. Series of events that happen in the story There were people offering me taxi rides, but I didn’t trust them. And anyway where would I tell them to go? It was late, I was confused. I saw this woman who was looking lost too and we got talking. She knew the name of her hotel, so we got a taxi together and went there. Resolution or some kind of result I asked the guys at the check-in if I could have a room for a few hours and they said no, it had to be for 24 hours. What could I do? I said OK and handed over my passport. And they said, ‘Welcome, Miss Collins, we’ve been expecting you.’ Summary and evaluation I still can’t get over it. Of all the hotels, I got to the right one by chance. 7 Students tell the story in pairs and correct each other if necessary. MA Encourage stronger students to retell the story from memory, but let weaker ones read the transcript at the back of the book before they start. 3.24 Students listen to the reactions 8 P and the intonation of the responses. Are the speakers interested, amazed or bored? Answers 1A 2B 3B 4I 5A 6B 7A 8I Transcript 1 I’ve climbed Mount Everest. Really?! 2 I did a bungee jump. Really. 3 I gave a speech in Carnegie Hall. Really. 4 I’ve just given birth to twins. Really? 5 I’ve just made my first online video. Really?! 6 I wrote my first novel when I was 14. Really. 7 I won my first Olympic Gold medal three years ago. Really?! 8 I’m the new professor of linguistics at Oxford. Really? 9 P Students give reasons for their answers. Check together in feedback, then practise the pronunciation by asking students to repeat together. Answer Usually the pitch and intonation provide the clue and show the attitude of the speaker. 10 Students walk around the room and tell each other their stories. Give them thinking time to make notes before they start and encourage them to use some of the phrases from this lesson. Remind them to ask extra questions and react in ways that show they’re interested or amazed. Vocabulary plus p129 Injuries 1 Write the verbs in a list on the board for students to supply the adjectival forms. You could point out that the adjectives are the same as the past participles of the verbs. Answers break – broken; bruise – bruised; dislocate – dislocated; fracture – fractured; sprain – sprained; strain – strained; swell – swollen; twist – twisted Unit 12 239 2 Give students a time limit (eg ten minutes) to form as many collocations as possible. Suggested answers broken ankle, fractured ankle, sprained ankle, twisted ankle, swollen ankle broken arm, bruised arm, fractured arm, swollen arm broken collar bone, fractured collar bone broken back, bruised back, strained back bruised eye, strained eye, swollen eye broken finger, bruised finger, dislocated finger, fractured finger, sprained finger, swollen finger, twisted finger broken jaw, bruised jaw, dislocated jaw, fractured jaw broken leg, bruised leg, fractured leg, swollen leg broken neck, bruised neck, fractured neck, swollen neck, twisted neck broken nose, bruised nose, fractured nose, swollen nose broken rib, bruised rib, fractured rib broken shoulder, bruised shoulder, dislocated shoulder, fractured shoulder, sprained shoulder bruised stomach, swollen stomach broken tooth bruised tummy, swollen tummy broken wrist, bruised wrist, dislocated wrist, fractured wrist, sprained wrist, swollen wrist, twisted wrist 3 Students mingle, asking and answering questions about injuries (eg Have you ever broken your leg / sprained your ankle / etc?). They note down their answers and draw up an injuries chart on the board. MA Weaker students can write out their questions before circulating. Extra idea: In their survey, students can ask about other types of injury (eg Do you have a scar? How did you get it?). Some students may feel these question are quite personal, so they don’t have to answer if they don’t want to! 4 Read out the words in 2; students raise their hands if they think the word can be combined with ache. Write the correct compound nouns on the board and elicit other ache words 240 Unit 12 missing from the list (eg headache, earache). Then do a class survey to find out who suffers from what and when. Answers backache, neck ache, stomach ache, toothache 5 ROLE-PLAY Brainstorm a selection of things a doctor might say and write them on the board. Encourage students to think of silly as well as sensible responses. Students then work in pairs, taking turns to visit the doctor with different ailments. Get feedback to find the best doctor. Body metaphors (2) 6 Give students a time limit (eg five minutes) to complete the sentences in pairs. Answers 1 hand 2 foot 6 heart 3 arm 4 head 5 neck 7 Students think of similar metaphors in their own language(s), or any other metaphors that use parts of the body. Have a class discussion about which metaphors are the most evocative. Tip: If you have a multilingual class, keep L1 comparisons to a minimum – just one or two from each language / nationality – to avoid the discussion becoming onesided or tedious. Phrasal verbs break 8 Students work in pairs to rework the sentences. Remind them that they may need to add words. Play the recording for them to check their answers. 3.38 Suggested answers 1 A new illness has broken out all over the island. 2 Halfway along the motorway the car broke down and they had to get out and walk. 3 He is very upset because he and his girlfriend have broken up. 4 He broke away from the Blues (a political party) and started the Purples (his own party). 5 He’s really funny. I break up every time I’m with him – and I’m American!* 6 I want to break into acting. 7 They broke into the building. 8 When she found out the terrible truth she broke off her engagement with her fiancé (well, ex-fiancé now!). * The British English equivalent here would be I crack up. In the UK, You’re breaking up is used when on the phone to someone and you lose the signal intermittently. 9 Students answer the questions; then elicit the answers to form the rules for phrasal verbs. Answers 1 break out, break down, break up 2 break away from, break into 3 break off 10 Students can do this task for homework or in class on their smartphones / tablets or in their dictionaries. Suggested answers break in on (= interrupt) break out of (= escape) break through (= advance in science, medicine, social issues, etc) break (something) down (= reduce to its component parts) 11 Read the example with students; they then work in pairs to produce their own three-line poems. Unit 12 241 Units 11&12 Review Aims To review the vocabulary and grammar covered in Units 11 and 12. Students also learn a bit about how the brain works and processes information and look at laws in different countries. Warm-up Ask students if they’ve ever tried to do two important things at once. How did they cope? How did they decide which thing to do first? Did they make the right decision, or did they end up making a mistake? Reading and listening 1 Students read the two scenarios and discuss in pairs what might happen next. Encourage them to think of as many different outcomes as they can. Check their ideas in feedback. 2 Students talk about the questions together. Check their ideas in feedback and discuss if it’s a good or bad thing. Answer The brain has to switch from the limbic system of the brain, where we feel or respond to emotions, to the pre-frontal cortex, where decisions are made. 3 PREDICT Students match the vocabulary with the definitions. This will probably be quite difficult, as there’s no context to help them and the terms are fairly specialist. They can just guess – and check their answers afterwards. Answers 1d 2e 3a 4 242 4b 5c 3.25 Students listen and check their answers. Units 11&12 Review pp115–116 Transcript presenter And now it’s a big welcome to our regular studio guest, psychologist Maurice Legrand. What do you want to talk to us about today, Maurice? maurice Well, I want to talk about those moments when we lose control – when we get angry or laugh or feel love or hate. presenter What, when we get that ‘rush of blood to the head’? maurice Yes, exactly. In English, we sometimes use that phrase – ‘a sudden rush of blood to the head’ – to talk about when we temporarily lose control – when we get really angry, or suddenly sad and tearful, or when we start laughing and can’t stop. People used to think that ‘a sudden rush of blood to the head’ was just an expression, a metaphor, but actually it is true. ’A sudden rush of blood to the head’ is exactly what happens. And it’s all because the brain’s limbic system, which is where we feel or respond to emotion, has been activated. presenter This is a bit technical, Maurice! Can you tell us more about the limbic system? maurice Of course. It is in the middle of the brain and it’s where we experience emotion – love and anger, fear and happiness, that kind of thing. And when we feel anger, for example, then the blood does suddenly ‘rush’! It rushes to the amygdala, which is part of the limbic system. And when this happens, we can’t think of anything else, because all the blood – the brain’s energy – has ended up in the limbic system. presenter maurice presenter maurice presenter maurice presenter OK, I get that – we lose control because of this ‘sudden rush’. But is that the end of it? Do we get our control back, and if so, how? How do we get our control back? Well, we use the pre-frontal cortex, which is where we control our actions. It’s a different part of the brain (at the front, of course) and it’s where we are sensible and rational and we decide what to do, without emotion. We act with our heads, not just our hearts. But if we want to use the pre-frontal cortex, we have to first disconnect the limbic system – like taking out a plug or switching off the light. It probably only takes a fraction of a second but yes, it does take time. In teenage brains, the pre-frontal cortex is still being developed – it is still a ‘work in progress’, according to Sarah-Jayne Blakemore, a prominent neuroscientist who has studied teenage reactions. This development goes on until we are in our twenties. So, for teenagers, Blakemore says, the limbic system is often overactive (lots of those moments of sudden emotion and problems with ‘unplugging’) and the pre-frontal cortex is learning how to deal with that situation. And that’s a problem, right? Teenagers are a problem? No, not at all. Exactly the opposite. Far from being a problem, Blakemore suggests that the teenage years are one of the most exciting stages of life because all this learning and development is taking place – and that’s an ideal time for education and social development. And what about adults? Well, it’s the same, only different! For example, if a child runs in front of your car at the same moment as you are talking to your wife on your mobile … Hands-free, of course. maurice presenter Yes, hands-free obviously. But even then, if your wife gives you some emotional news, something really shocking or surprising for example, then that child is in danger! Can you stop in time? Well, it depends how far away the child is, how fast you are going, and how quickly you can ‘unplug’ and use the pre-frontal cortex to make that crucial decision. Personally, I don’t think people should use mobile phones in cars at all when they are driving – but that’s just me. Thanks for that, Maurice, and we’ll come back to Maurice after this commercial break. EXPLORE ONLINE This can be done in class on smartphones or tablets, or as homework. Students report their findings to the class. Background note Sarah-Jayne Blakemore (born 11 August, 1974) is Professor of Cognitive Neuroscience at University College London. Her research covers the development of social cognition and decision-making during adolescence, and she has been involved in several TV and radio programmes on the subject. Grammar 5 Students tell their stories using as many past tenses as possible. Remind them they can look back at the tense review on page 113 to help them. 6 Students read the sentences and answer the questions about defining and non-defining relative clauses. Answers 1 a, d 2 b, c 7 Read through the categories in the box and the examples with the class. Ask them which example uses a defining relative clause (the first one) and which a non-defining relative clause (the second one). Students make their own sentences with defining and non-defining relative clauses, then compare with a partner. Units 11&12 Review 243 8 Students imagine the situation and write the police officers’ questions. Ensure they understand the different styles of question used by each police officer. They can look back at indirect questions on page 101 and tag questions on page 105 to help them if necessary. Extra idea: Students work in groups of three and role-play the situation, with two students playing the police officers and one playing the driver. The student playing the driver can choose whether to admit to breaking the law or to invent excuses for the offences. Speaking and writing 9 Students discuss the questions in pairs and describe times when they have experienced ‘a rush of blood to the head’. 10 Give students thinking time to write notes and plan their stories using the guidelines in the box. Set a time limit and monitor to offer help and correction if necessary. Put students in pairs to read each other’s stories afterwards. Aspects of culture a Elicit what the signs mean. Where might you see signs like this? Are they effective? Can they be understood by everyone? Answers Top left: You are not allowed to use a mobile phone. Middle right: You are not allowed to smoke. Bottom left: You are not allowed to swim / dive. b Students read about the laws from different countries. Which ones are the most surprising? They can vote for the funniest or strangest law. Extra idea: Ask students about laws from their country / countries that they think are strange or silly. 244 Units 11&12 Review c Students make sentences with the statements and guess the country. They can either use the laws from the information or they can use their own examples. d Students work in pairs and imagine that they are the new leaders of a country. They write a list of new rules for their country and draw signs to go with them. Pairs show their signs for the rest of the class to guess the law. Extra idea: To get students started, you could tell them about the 1971 Woody Allen film Bananas, when the crazy new President of San Marcos changes the laws of the country and makes a speech: ‘Hear me! I am your new President. From this day on, the official language of San Marcos will be Swedish. In addition to that, all citizens will be required to change their underwear every half an hour. Underwear will be worn on the outside, so we can check. Furthermore, all children under the age of 16 years old are now 16 years old!’ e Students stand up, walk around the room and share their new laws with each other. Check students’ ideas in feedback and vote on the best new laws. Tasks General teacher’s notes Specific task notes 1 You can either read the task instructions to students, or photocopy the task notes and give them to students. Unit 1 stage 2 For some tasks, students can produce a printed document if they have access to computers. Decide if you want them to do this and organise the task accordingly. 1: Students can do some research online or they can refer back to the lists they wrote in Unit 1 (Lesson 2, Exercise 10). stage 3 If the task requires certain things, eg the facility to make an audio recording, ensure that students have access to these. 3: Elicit suggestions, eg Water is life!, Don’t waste a drop. Leaflet formats could range from a simple one-sided A4 sheet to a more complex folded format. stage 4: Encourage students to illustrate their leaflets, either by drawing pictures themselves or finding them online. If they have computer access, they can experiment with typography and layout for maximum impact. 4 Make sure students understand each stage of the task. As you go through the stages, check students understand the example language and elicit more where necessary. Remember that when students are in their pairs or groups, they’ll need language for suggestions, agreement, etc. Where there are dialogues or conversations, it’s often a good idea to model them first with confident students. Unit 2 stage 1: If necessary, review language for giving suggestions. stage 2: Students will probably choose to focus on the key event that they identified in stage 1, but they can select any scene. Encourage them to choose something with conflict or a surprise to create maximum impact when they perform it. Remind them not to have more characters in the scene than there are students in the group, or they won’t be able to act it out. stage 4: Students should try to do this without a script, putting as much emotion into their performance as possible. However, less-confident students should be allowed to use prompts. 5 Tell students that when they need new language, they can use a dictionary, or ask each other or you for help. 6 As students do the task, monitor them and help them with language. Check their written work so they have a correct final version. 7 You can do the unit task as revision after you have finished the unit, or at any other point during the unit that you feel is appropriate. 8 Students will need a certain amount of help to do the tasks, but at the same time encourage them to be as independent as possible, as this promotes learner autonomy. stage Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE 5: Remind students to vote on content, not acting ability! Tasks 245 Unit 3 stage stage 1: Weaker students could look back at page 27 of the Student’s Book. stage 3: You may need to help with specialist vocabulary here, eg strings, mouthpiece, fingerboard, bow. If you prefer, encourage students to paraphrase using relative clauses (eg the bit that you blow into, the pieces that stick out the top). Unit 8 stage Unit 4 stage 1: Give a time limit for students to choose their work of art. stage 3: Ensure that pairs split the presentation equally between them. Allow them to use visuals if they want (at the very least they should have an image of the work they’re presenting). stage 1: Write a list on the board of useful phrases, eg I find ... stressful, ... stresses me out, ... makes me really stressed. Elicit that verbs should be in the -ing form (eg losing your job, going to the dentist, flying). stage 1: This can be done in groups in class (using smartphones or tablets) or as a homework task. The information is readily available at www.icehotel.com. Encourage students to find out as much information as they can, not just restrict themselves to the list in the task. Unit 10 stage 3: Elicit suggestions, eg Some situations can be really stressful. Here are the ten situations that would stress us the most. 4: If you want, add a final stage, where the class has to agree on the top ten situations. 2: This will still work with a book that has already been filmed, as long as students haven’t seen the film version. If students can’t agree on a book, they can choose a film they both like and discuss how they’d make a new version of it and what changes they’d make. Unit 9 Unit 5 stage 3: You could write a list of suggested sentence starters on the board, eg Don’t worry if ... / Don’t panic when ... / Don’t be alarmed by ... and review structures such as ... is / are used for + -ing form / to + infinitive ... stage 1: Elicit or provide language to help students describe their ‘bugbears’, eg It really annoys me when ... , It drives me mad / crazy / nuts when ... , I hate it when ... , The worst thing is when ... Students have already discussed some ideas for this in Lesson 1, Exercise 9, so they can use the three things they decided on there as a starting point for their lists. When students write their lists, tell them to leave enough space to write down their partner’s list in stage 2. Unit 6 stage 1: Allow students to choose a different topic if they prefer. It’s quite easy to find ideas by typing ‘Fascinating facts about ...’ into a search engine. stage 3: Ensure that students jumble the answers so the correct answer isn’t always A. stage 4: You could end with a feedback session to find the most fascinating fact. Unit 11 stage 2: If students are struggling to come up with an original idea, they can describe an existing game. stage 3: As a follow-up, the winning group could prepare a prototype of their game (if it’s a board game) for everyone to try. Unit 7 stage 1: Check students understand the questions. Remind them of their discussion for the You first! question in the Unit 7 Introduction. stage 2: Students should specify which year / era the person they’re addressing comes from. The further back in time they go, the more surprising modern-day life is going to be, and the more inventions they’ll have to choose from. 246 Tasks Unit 12 stage 1: Check that students remember the job titles (refer them back to Unit 5 if not) and understand the scenario. Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 1 stage 1 TASK: Design a leaflet to promote ways of saving water. Work in pairs. Write a list of different ways of saving water. • • stage 2 3 Think of a catchy slogan to go at the top of the leaflet and decide what format it’s going to be. stage 4 Write and design the leaflet. stage 5 Have a class display of all the leaflets and discuss which water-saving tips are most useful. Have a shower instead of a bath. Don’t use a hosepipe to water the garden. • stage … Work with another pair and compare your lists. Then agree on four pieces of advice to include in your leaflet and find some facts and figures to back up your advice. • ‘ ‘ I think [having a shower instead of a bath] is the best way of saving water. If people [had showers instead of baths], that would save a lot of water. Did you know that the average five- ’ ’ minute shower uses about 35 litres of water, whereas a bath uses up to 80 litres? Unit 2 stage 1 TASK: Draft the opening episode of a new soap opera. Work in groups of four or five and think about the following questions: • Where is your soap opera going to be set? ‘ ‘ ’ I think we should set it on a distant planet. How about setting it in a wealthy part of Hollywood? ’ stage 2 Choose a scene from the episode and write the conversation that takes place between two or more of the characters. stage 3 Allocate roles and rehearse the scene. If you’re not acting, be the director! stage 4 Perform your scene for the other groups and answer any questions they may have. stage 5 Vote on the most interesting new soap opera. • When is it going to be set? • • would be good to set it in the future. ‘ItI think ’ it would be more interesting to set it in ‘ present day. the ’ What characters are going to be in it? should have a couple who are in love. ‘We ’ We definitely need a bad guy! ’ ‘ What key event is going to happen in the first episode? ‘ ‘ The couple are going to get married, but the bad guy wants to stop them. They’ve just discovered that the planet is going to be destroyed! ’ ’ Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Tasks 247 Unit 3 TASK: Write a description of how to make a musical instrument. stage 1 Work in groups of three or four. Make a list of as many musical instruments as you can. stage 2 Choose an instrument from your list that you think you could make out of rubbish or recycled material. stage 3 Write a paragraph describing how to make your instrument – but don’t mention the name of it. stage 4 Display all the paragraphs around the classroom. Try and guess what instrument each one describes. one is a tuba. ‘IThisthinkonethismight ’ be a guitar, but I’m not sure. ‘ ’ First, you take a large cardboard box and make a hole in it. Then, you get ... Unit 4 stage 1 TASK: Give a presentation of a work of art. Work in pairs. Decide on a work of art that you both like. It can be: • when it was created • a painting • why it was created 1904 (first bronze casting) • a photograph Originally par t of a doorway surround, begun in 1880, called ‘The Gates of Hell’ • a sculpture • how big it is • an installation About 186 centimetres tall • a statue • where it is • a piece of graffiti. stage 2 About 28 versions around the world Find out as much as you can about your chosen work and make notes. You could include: • what it’s called ‘The Thinker’ (‘Le Penseur’ in French) • who created it (museums and public places) • how much it’s worth. Sold for over $15 million in 2013 stage 3 Prepare a presentation on your chosen work. You should include your opinion(s) of it and why you chose it. Auguste Rodin, French sculptor (1840–1917) 248 Tasks Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 5 stage stage 1 2 TASK: Make a list of the top ten most stressful situations. Work in pairs. Discuss situations that are stressful and make a list. exams are really stressful. ‘IOrthink ’ losing your job – that would really stress me ‘out. ’ They say that moving house is one of the most ‘ things you can do. stressful ’ I don’t like getting ready to go on holiday – I ‘find that stressful because I’m worried I’ll forget something! ’ Work with two more pairs and compare notes. Then agree on your top ten stressful situations and make a list of them. Choose a title for your list. stage 3 Write one or two short sentences to introduce your list. stage 4 Work with the whole class. Someone from each group reads out their group’s introduction and list of situations. Have a class discussion about which situations are most stressful. stage 5 think that [...] is the most stressful. ‘II definitely ’ find [...] is more stressful than [...], but I can see ‘why other people think it’s stressful. ’ Choose two or three of the most stressful situations and suggest three ways of making each one less stressful. should ... ‘You ’ You could try ... ’ ‘ Unit 6 stage 1 TASK: Write a quiz about fascinating facts. Work in pairs and choose a topic area from this list: stage 3 • animals • the human body • technology Answer A: 60% • natural phenomena stage 2 Do some research to find five fascinating facts about your chosen topic. For each fact, write a question and the correct answer. Work with another pair and exchange your lists of questions. For each of the other pair’s questions, add two wrong answers to make a multiple-choice question. Answer B: 70% Answer C: 80% stage Fact: About 80% of the human brain is 4 Give your combined list of ten questions and multiple-choice answers to another group. Do the quiz you’re given! water. Question: How much of the human brain is water? Answer: 80% Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Tasks 249 Unit 7 stage stage 1 2 TASK: Write a guide to modern technology for someone from the past. Work in pairs and discuss these questions. stage 3 Write a short, friendly guide. Don’t worry when you see people talking • Why do you think the rate of invention has increased so much over the past century? into small, flat boxes. These are called • What do you think someone from the past would make of the modernday world? What would be most surprising / alarming? on wheels moving about. These are called ‘mobile phones’ and they’re used to communicate with people over a distance. Don’t panic when you see metal boxes ‘cars’ and they’re used for getting around – we don’t need horses for that any more! Work with your partner to plan a guide for someone from the past to help them understand modern technology. You can cover several areas or focus on just one. ‘ ‘ I think communications would be the most surprising – things like computers and phones. No, someone from the past would be more astonished by modern transport. ’ ’ Unit 8 stage 1 TASK: Choose a favourite book to make into a film and describe a key scene. Work in pairs and talk about your favourite books. Discuss these questions: stage 2 • Has the book ever been made into a film? Choose a book that you both like which hasn’t yet been made into a film. • Choose a key scene from the book. ‘ I think one of the key scenes is when the bomb goes off in the art gallery and Theo saves the painting. • If so, did you like the film adaptation? • Was the story changed? If so, why do you think that was done? ’ • Think about how you’d go about filming the scene if you were a movie director. • Did the characters / places look as you’d imagined them? ‘ I’d choose Ansel Elgort to play Theo. It would be good to film it in the Metropolitan Museum in New York. We’d need lots of special effects for the bomb, though. • Did the film change the way you feel about the book? stage 3 ’ Work with another pair. Describe or act out your scene. Can the other pair guess which book the scene comes from? ‘Is it ‘The Goldfinch’ by Donna Tartt?’ 250 Tasks Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 9 stage 1 TASK: Write and perform a radio advertisement for the Ice Hotel. Find out as much information as you can about the Ice Hotel in Jukkasjürvi. You should include answers to these questions: stage 2 Do you fancy staying in a unique hotel • Where is the hotel located exactly? where you can see the Nor thern Lights • When is it open? • How many rooms are there, and what are they like? and ride a snowmobile? Then we know the place for you. stage 3 Decide how many voices you want to perform the advertisement and choose who’s going to do it. stage 4 When you’re happy with it, perform your advertisement for the class. Vote for the best one. • What other facilities are there in the hotel? • How much does it cost to stay there? Work in groups of three or four and write your radio advertisement. Choose what information you want to feature to attract guests. • What can you do during your stay? Unit 10 stage 1 TASK: Make a list of things you wish people wouldn’t do. Work in groups of three or four. Brainstorm a list of ten things that really annoy you. ‘ ‘ ‘ stage 3 It really annoys me when people talk in loud voices on their mobiles in public places. It drives me mad when people drop litter. I hate it when you go into a shop and the assistant ignores you. stage 2 ’ Kris wished people wouldn’t talk in loud ’ voices on their mobiles in public places. Monika wished people wouldn’t drop litter. ’ Work with another group. Pair up with someone in the other group and take turns to read the items on your lists. Make notes of your partner’s items. Work with your group again. Take turns to tell the group about your partner’s items from stage 2. Make notes of everyone’s answers. Mara wished shop assistants wouldn’t ignore her. stage 4 Choose the top five items from both your lists and write an introductory sentence. There are lots of things that drive us crazy these days, but here’s our list of the top five things that really annoy us! stage Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE 5 Work with the whole class. Choose someone to read out your top five. Are there things that annoy everyone in the class? How would you deal with these situations? Would you say anything? If so, what? Tasks 251 Unit 11 stage 1 TASK: Design a video or board game. Work in pairs. Discuss your favourite board or video game: stage 2 • What do you like about it? ‘ ‘ • What’s its theme? It’s really exciting, and the graphics are excellent – I never get bored of it. It’s good fun to play with my family on a rainy day. • Work in groups of three or four and design a new board or video game: • How many players is it for? ’ ’ Is there anything you don’t like about • What do you need to play? • How do you play? stage 3 it? very hard to get past Level 4. ‘It’s ’ There aren’t enough question cards, so you keep ‘ the same questions. getting ’ Present your game to the class. The other groups are the judging panel responsible for choosing the best new game idea. Unit 12 stage 1 TASK: Choose who should jump out of a hot-air balloon. Read this situation. You’re on holiday in Africa and you’ve gone on a hot-air balloon trip with nine other people. Suddenly, the balloon gets into trouble – you’re going to crash in an area where there are lots of wild animals, and the only way to ensure a safe landing is for two people to jump out. These are your companions: stage 2 ‘ ‘ I think the chef should jump out. We don’t need fancy food! Yes, but we will need to eat something and the chef could make us a tasty dish. I think the scientist should jump out. There’s nowhere to do experiments in the savannah! stage 3 • a doctor • a scientist • a vet • an explorer • a chef • a journalist • a firefighter 252 Tasks ’ ’ Work with the whole class. Say who you’ve decided should jump out. ‘ We decided that the journalist and the chef should jump out because ... • a police officer • a pilot Work in pairs to discuss which two people should jump out of the balloon. stage 4 ’ Did everyone choose the same people? If not, try to persuade the others to agree with your choice. ‘ The journalist should definitely jump out instead of the firefighter – firefighters are used to dealing with emergencies and will be able to keep everyone calm. ’ Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Technique banks Using the video You will not necessarily want to work through all three stages described here every time, nor will you always want to work through all the sub-stages. It depends how fast you and your class want to go and how much practice they need. But if your goal is for students to act out a conversation, then – especially in the early days – you will need to build up their confidence (and take away their support) gradually rather than suddenly. This structure of gently developing a conversation from reception to production is ideal for exploiting many of the conversations in Everyday English but it will also work well with other conversations in the book. Stage 1 Watch, listen to and / or read the conversation. • Students watch or listen to* and / or (silently) read the conversation once or twice. Make sure they understand any new words or expressions. • They listen to and repeat sentences from the conversation, either after you or the audio / video. • You read one part of the conversation, students read the other in chorus. Swap roles. • Divide the class in half, each with one role. Open pairs: two students read the conversation while the rest of the class listen. Closed pairs: students read the conversation in pairs. *Different ways of using video / audio • Play the video sequence with sound and vision (S+V) in the normal way. You can do this with or without the subtitles. • Play the video sequence with vision only (VO) – and ask students to imagine what is being said. Then play the sequence S+V so they can check. • Play the video sequence with sound only (SO) (or just play the audio) – and ask students to guess: o how many characters there are o where they are o what they look like o what the situation is. Then play the sequence S+V so they can check, or look at the photo if you’re using audio. • Play part of the video / audio sequence (S+V / VO / SO) and pause it. Ask students to guess: o what X is going to say next o what is going to happen next. Play the next part for students to see if they were right. Note: Any time you play the video S+V, you can do so with or without the subtitles and you can vary the order you do this, ie first without, then with, or first with, then without. It’s very flexible! Stage 2 Practise using the ‘Look, look up and speak’ technique. This is a great technique to help students move from listening / reading to acting out a conversation. Working in pairs, students ‘read’ the conversation in the following way. • A looks at their line, then looks up at B, makes eye contact and says it. • B then looks at their line, looks up at A, makes eye contact and says it. And the conversation continues in this way. It takes a little longer than just reading it, but it helps to gently take students away from the support of the written word and build up their confidence. You will need to demonstrate this technique with a student in front of the whole class the first few times you use it. Technique banks 253 Stage 3 Act it out. When you and your students feel they are ready, students can close their books and have a go on their own. They can do this first sitting down, then standing up and adding gestures. It doesn’t matter if the words aren’t exactly the same as in the video. At this stage, fluency is more important than accuracy. (If students are making a lot of mistakes, go through stages 1 and 2 again.) If some students are happy to come to the front and ‘perform’ in front of the class, that’s great. If not, don’t pressurise them. Let them ‘perform’ in small groups. Variations 1 Suggest students take on different moods or ways of behaving: quiet and shy / noisy and enthusiastic / happy / grumpy / angry / confused / tired, etc. 2 Bring props into the classroom if appropriate (and you can get hold of some). Using memory games Use it or lose it! That’s what fitness instructors say about our muscles. And it’s what psychologists say about our memory too. If we want to be good at remembering things, then we need to practise as often as possible. The more we practise, the better we get. And as remembering is a very large part of successful language learning, it’s crucial that we give our students plenty of opportunities to exercise their memory. Some memory games are already indicated in the lessons, wherever you see this symbol: . Here are some more, very simple, ideas if you would like to do more. You can do them as whole-class activities or, once they are familiar to students, do them in pairs or small groups. They need only take a few minutes, so make them a regular part of your routine if you can. Using pictures 1 Ask students to look at a picture in the book for 30 seconds then close their books. 2 Ask them questions about the picture. Obviously what you ask will be dependent on the picture but here are some possibilities: Is there a …? Are there any …s? How many …s are there? Where is X? What is in / on / under / behind the …? What is on the left / right? What colour is X? What is Y wearing? Variations 1 Students write a list of people or objects in the picture. 2 Students do a sketch of the picture. (We use the word sketch rather than drawing because it’s somehow less stressful. Some people find the word drawing a bit scary!) 254 Technique banks 3 Students test each other in pairs. One has their book open, the other has their book shut. Using texts 1 Students re-read a text they’ve already worked on in class, perhaps a while ago, then close their books. 2 Ask them questions on the text or make true / false statements for them to confirm or correct. Variations Can they remember the following? • the title • the very first word in the text • the last word • the first line • the last line • the most frequent word • any words that occur more than once Using conversations 1 Students re-read a conversation or listen to it again, then close their books. 2 Say a line from the conversation. Students reply with the line that comes next. Variations 1 Read the conversation saying just the first part of each line. Students complete the lines. 2 Choose lines from a conversation and ask students who says them. Using vocabulary Ask questions, eg Can you remember ten words from the last lesson? How many words can you remember beginning with …? How many places / countries / adjectives / irregular verbs, etc can you remember? A couple of other activities Repeat my sentence This is an exercise in very careful listening as well as remembering. Students work in pairs. Student A says a sentence (or reads one from a text or conversation). Student B must repeat it word for word. They swap. They should do this five or six times, with the sentences getting a little longer every time. I, I, I, you, you, you! Another exercise in careful listening as well as remembering. Students work in pairs. Student A makes statements about themselves beginning with ‘I’. Student B listens carefully. After five or six statements, Student B must repeat as many of Student A’s statements as they can remember, beginning with ‘you’. Then they swap over. This exercise can have a grammatical focus and function as a very personal repetition drill and it lends itself to many different structures. Some possible kinds of statements: I like + noun I like + activity Every day I + present simple Last year I + past simple I’ve never + present perfect In the future I’d like to … Note: According to memory experts, we readily forget 70% of what we learn in 24 hours unless we recycle it before that 24-hour period is up. You can facilitate that as a teacher by doing two things (which you may already be doing!): 1 Make sure you leave five minutes at the end of a lesson for students to recap what they’ve learnt in the lesson. 2 Tell students just to take five or ten minutes to go through the lesson at home that evening … and tell them why it’s important to do that. You have control over the first one but not the second! Because of that, revising the previous lesson at the beginning of the next one is also crucial Working with mixed-ability classes It’s inevitable that there will be students with different levels of English (though not necessarily ability) in your class, especially in larger classes. Some students will need extra support, some will need less. So here are some ideas to help you tackle this issue. You will also find ideas in the unitby-unit notes, where you see this symbol: MA. Note: We’ve used the terms ‘stronger’ and ‘weaker’ for the sake of convenience but of course those terms are not completely accurate. • Use stronger students to correct weaker students. Make sure that you praise weaker students for their successes just as much as stronger ones. • Direct more difficult questions at stronger students and easier ones at weaker students. • Sometimes pair and group students of the same ability so they feel comfortable with each other. • And sometimes pair up students of different levels and encourage the stronger student to help the weaker one. • Group weaker students together for an activity and give them extra attention, leaving stronger students to work alone. • Use stronger students as group leaders and give them more responsibility for activities, like being the group ‘scribe’ and keeping a written record, for example. • When appropriate, give weaker students slightly easier tasks. The teacher’s notes may suggest these – look for the MA icon. • Note weaker students’ errors and give them extra homework. Fast finishers If some students complete an activity more quickly than others, have some extra activities ready that they can do. Ideally, these activities should be short, fun things that are easy to set up. Students shouldn’t feel punished for finishing quickly by being given something boring to do! • Also suitable are the Memory games using pictures on page 254, once students have played them in class and know how they work. • Online research is another task you can give, using the Explore suggestions, for example. • And finally, you can offer them lots of different e-zone activities to choose from. Technique banks 255 HELBLING LANGUAGES www.helblinglanguages.com JETSTREAM Intermediate Teacher’s Guide by Terry Prosser with Jane Revell and Jeremy Harmer © HELBLING LANGUAGES 2015 First published 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publishers. 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If notified, the publisher will be pleased to rectify any errors or omissions. elementary elementary beginner Real language & Memory training Real language & Memory training JETSTREAM Cloud with LMS Jeremy Harmer ∙ Jane Revell Real language & Memory training Everyday English Videos Everyday English Videos Student’s Book Student’s Book JETSTREAM Cloud with LMS advanced Everyday English Videos JETSTREAM Cloud with LMS • Grammar to go The right grammar at the right time plus a full grammar reference • Emphasis on speaking Real language & Memory training Student’s Book Your opinion, your voice - right from the start of the lesson Mary Tomalin ∙ Deborah Friedland advanced upper intermediate intermediate JETSTREAM Cloud with LMS upper intermediate Real language & Memory training JETSTREAM Cloud with LMS Teacher’s Guide • Personalisation Everyday English Videos Student’s Book Jeremy Harmer ∙ Jane Revell intermediate Helps you find the right words Real language & Memory training Dialogue karaoke Student’s Book Student’s Book Student’s Book JETSTREAM Cloud with LMS Get you interested and communicating • Focus on vocabulary Student’s Book Dialogue karaoke intermediate • Motivating topics pre-intermediate pre-intermediate beginner Jane Revell ∙ Mary Tomalin with Jane Revell and Jeremy Harmer Student’s Book Engaging activities to get you talking Comprehensive introduction and overview intermediate Jane Revell ∙ Mary Tomalin Student’s Book Amanda Maris Student’s Book Student’s Book JETSTREAM is the brand new Helbling Languages 6-level course for adult learners. Its carefully balanced pace and challenge offer a learning experience that is fun and motivating and which prepares students to use their English effectively in work and life. Terry Prosser Extension activities Culture notes • Thinking & Memory Ideas for mixed ability classes Encourages thinking and memory training • Cross culture Photocopiable tasks Maximise your social and cultural awareness • Stories Lively stories for extra reading practice on • Cloud Book • Mp3 audios • Cyber Homework • Pronunciation • Everyday English videos • Exam practice • CLIL Projects w w w.helbling-ezone.com Technique Banks • Videos Everyday English brought to life • JETSTREAM Workbook Revision and practice, progress checks and writing skills development • PLUS - fully integrated digital components Lots of options for flexible blended learning Teacher’s Guide www.helblinglanguages.com With Audio CDs
