Terry Prosser with Jane Revell and Jeremy Harmer intermediate B Teacher’s Guide 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. 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; • 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 Contents Letter to you, the teacher Jetstream Intermediate Student’s Book contents Unit notes 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 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Technique banks Using the video Using memory games Working with mixed-ability classes 4 6 21 37 41 59 77 81 95 110 113 114 114 115 115 116 116 117 118 119 Contents 3 CONTENTS Jetstream Intermediate VOCABULARY UNIT 7 Technology rules? INTRODUCTION Technological inventions page 5 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 p69 Asking for and giving directions Cars Pedestrians Collocations VOCABULARY READING AND LISTENING GRAMMAR UNIT 8 Film INTRODUCTION Compound nouns connected with films page 13 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 p60 Giving good and bad news At the movies Collocations Wordbuilder Weddings REVIEW Units 7 & 8 page 21; Aspects of culture: Films VOCABULARY UNIT 9 The good, the bad and the ugly page 23 READING AND LISTENING Giving a talk about a beautiful building 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 p61 Making and responding to a complaint Umbrella words Phrasal verbs: down Wordbuilder: nouns from verbs; verbs with the prefix re- Homophones INTRODUCTION Professions LESSON 1 I wish … Accidents GRAMMAR Giving a talk about a wellknown building Acting out a short story READING AND LISTENING Wishes and regrets If only 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 p62 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 39; Aspects of culture: Types of dance Contents SPEAKING AND WRITING Talking about things that have gone wrong Writing a poem page 31 4 SPEAKING AND WRITING Buildings VOCABULARY UNIT 10 A question of beauty GRAMMAR INTRODUCTION VOCABULARY Unit 11 Games and temptation page 41 page 49 READING AND LISTENING SPEAKING AND WRITING INTRODUCTION Board games 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 p63 Complimenting someone’s appearance Crime and criminals Crime verbs Crime metaphors READING AND LISTENING SPEAKING AND WRITING Listening: a description of a night in the mountains Retelling a story Describing your favourite landscape VOCABULARY UNIT 12 Survival and loss GRAMMAR Listening: descriptions of games 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 p64 Telling and reacting to stories Injuries Body metaphors (2) Phrasal verbs: break REVIEW Units 11 & 12 page 57; Aspects of culture: The law Pages 68 – 73 Pages 74 – 77 Information gap activities and extra material Stories Pages 78 – 84 Pages 85 – 91 Pages 92 – 93 Grammar reference Transcripts Pronunciation and irregular verbs KEY audio (on CD and mp3 online) P 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 Contents 5 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 p5 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. 1.2 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. 6 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 7 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 pp6–7 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 8 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. 1.3 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 9 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 • • • 10 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 pp8–9 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 11 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 12 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 pp10–11 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 1.4 Unit 7 13 (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 14 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 5 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 1.4 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 15 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. 16 Unit 7 Everyday English p12 Asking for and giving directions 1 1.5 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. 1.6 Explain that the phrase Excuse me 7 P has different meanings depending on the attitude of the speaker and the situation. Give students time to read the possible meanings. Unit 7 17 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 p59 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 18 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 2.26 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 19 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. 20 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 p13 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. 1.7 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 21 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 22 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? pp14–15 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 23 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. 24 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 1.8 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 1.8 on page 79 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 25 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 26 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 pp16–17 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 27 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. 28 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 29 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. pp18–19 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 1.9 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. 30 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 1.10 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. 1.11 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 31 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. 32 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 p20 Giving good and bad news 1 1.12 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 33 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 1.13 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.). 1.14 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. 34 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 p60 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 79 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 35 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. 2.27 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 36 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. pp21–22 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 37 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. 1.15 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. 38 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 39 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) 40 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 p23 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. 1.16 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 41 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 42 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 pp24–25 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 43 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.) 44 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 1.17 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. 1.18 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 45 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 1.19 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. 46 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? pp26–27 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 47 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 48 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 49 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 pp28–29 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. 50 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 1.20 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 51 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 1.21 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! 52 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. 1.22 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 p30 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 1.23 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 53 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. 54 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 ...? 1.24 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 55 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 1.25 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. 56 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 p61 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 57 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. 2.28 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 58 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 p31 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 59 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 ... pp32–33 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. 60 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 31 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 61 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 32 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. 62 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. 2.2 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. pp34–35 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 63 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 64 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 65 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 2.3 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? 66 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 65; student B looks at the myth of Narcissus and Echo on page 67. 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 67 Lesson 3 It wasn’t easy. pp36–37 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. 68 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 71), 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? 2.4 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 69 woman man woman man woman man woman man woman man woman man woman man woman man 70 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 2.5 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 2.6 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 71 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 2.5 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? 72 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 p38 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 2.7 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 73 5 P 2.8 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. 2.9 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 74 2.10 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 p62 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 2.29 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 75 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. 76 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. pp39–40 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. 2.11 Units 9&10 Review 77 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. 78 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 79 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. 2.12 Answers 1 tango 2 line dance 4 sirtaki f 80 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 p41 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. 2.13 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 81 (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 pp42–43 Aims 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. 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 1 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. 2 Students scan the research findings and check if their predictions were right. 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 2.14 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 Transcript interviewer man interviewer man interviewer man interviewer man interviewer madu interviewer madu interviewer madu interviewer madu interviewer madu tasha madu 82 Unit 11 d3 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. 2.14 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 83 ‘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? 84 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 pp44–45 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 85 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. 86 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 87 Lesson 3 Cheating? pp46–47 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. 88 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. 2.15 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 89 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. 2.16 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 90 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. 2.17 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 91 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 p48 Complimenting someone’s appearance 1 2.18 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. 92 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. 2.19 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 p63 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 93 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 2.30 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. 94 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 p49 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 2.20 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 95 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. 96 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 pp50–51 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. 2.21 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 97 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 98 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 99 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 pp52–53 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. 100 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 49), 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 12 101 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 pp54–55 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. 102 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. 2.22 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 12 103 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! 104 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 p56 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 Play and pause the recording as necessary or let students control the audio themselves. 2.23 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 12 105 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 106 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. 2.24 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 p64 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 12 107 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 108 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. 2.31 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 12 109 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 4 110 4b 5c 2.25 Students listen and check their answers. Units 11&12 Review pp57–58 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 55 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 111 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 43 and tag questions on page 47 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. 112 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 1 You can either read the task instructions to students, or photocopy the task notes and give them to students. 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. 3 If the task requires certain things, eg the facility to make an audio recording, ensure that students have access to these. 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. 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. Specific task notes 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. 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 ... Unit 8 stage 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 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 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 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 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 Tasks 113 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?’ 114 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 115 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 116 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 117 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!) 118 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 118, 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 119 HELBLING LANGUAGES www.helblinglanguages.com JETSTREAM Intermediate Teacher’s Guide B by Terry Prosser with Jane Revell and Jeremy Harmer © HELBLING LANGUAGES 2016 First published 2016 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. ISBN 978-3-99045-022-2 Edited by Catriona Watson-Brown Designed by Pixarte Cover by Capolinea Printed by Athesia Every effort has been made to trace the owners of any copyright material in this book. If notified, the publisher will be pleased to rectify any errors or omissions.
