Qdoc - Tips Life Intermediate Teachers Book

 

Life INTERMEDIATE

MikeSayer

 

LifeintermediateTeacher’sBook

©NationalGeographicLearning,apartofCengage ©NationalGeographicLearning,a partofCengageLearning Learning

MikeSayer

ALLRIGHTSRESERVED.Nopartofthisw ALLRIGHTSRESERVED.No partofthisworkcoveredby orkcoveredbythe the copyrighthereinmaybereproduced,transmitted,stored copyrighthereinmaybereprodu ced,transmitted,storedorused orused inanyformorbyanymea inanyform orbyanymeansgraphic,electronic, nsgraphic,electronic, nsgraphic,electronic,ormechanical, ormechanical, includingbutnot includingbutnotlimitedtophotocopy limitedtophotocopying,recording,scanning, ing,recording,scanning, digitising,taping,Webdistribution,informationnetworks,or informationstorage informationstorageandretrieval andretrievalsystems,exceptasper systems,exceptaspermitted mitted underSectionoroftheUnitedStatesCopyrightAct,or applicablecopyright applicablecopyrightlawofanothe lawofanotherjurisdiction,without rjurisdiction,without rjurisdiction,withouttheprior theprior writtenpermissionofthepublisher. writtenpermissionoft hepublisher.

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CREDITS Althougheveryefforthasbeenmadet ocontactcopyrightholdersbeforepublication,thishasnot alwaysbeenpossible. Ifnotified,thepublisherwillundertake Ifnotified,thepublisherw illundertaketorectify torectifyanyerrors anyerrorsoromissionsa oromissionsatthee ttheearliestopportunity arliestopportunity.. Photos Thepublisherwouldliketo thankthefollowingsourcesfor permissiontoreproducetheircopyrightprotectedphotographs. Cover:George Cover: GeorgeSteinmetz/Nati George Steinmetz/NationalGeographicImageCollection Steinmetz/Nati onalGeographicImageCollection Inside: Inside: tl(  tl( JamesNachtw tl( JamesNachtw  JamesNachtwey ey ey/NationalGeographicImageCollection),ml /NationalGeographicImageCollection),ml (AbrahamNowitz/NationalGeographicImage onalGeographicImage Collection),bl (LynseyAddario (LynseyAddario/NationalGeographicImageCollection),(Shutterstock), /NationalGeographicImageCollection),(Shutterstock), (Shutterstock).

PrintedinChinabyRRDonnelley 12345678910–1615141312

 

Contents

Student’s Student’ s sBook Bookcontents Book contentspages contents pages

3

Introduction

8

Units1 Units 1 1to to12: to 12:notes 12: notesand notes andanswer and answerkey answer key

17

Grammarsummary: Grammar summary:answer summary: answerkey answer key

137

Photocopiabletests Photocopiable tests

139

Photocopiabletests: Photocopiable tests:answer tests: answerkey answer key

157

Photocopiablecommunicative Photocopiable communicativeactivities communicative activities

163

Workbookanswer Workbook answerkey answer key

177

IELT IEL Ts spractic practice practic e etest: test:answer test: answerkey answer keyand key andaudiosc and audioscript audiosc ript

189

3

 

Contents Unit 

1

Grammar 

Vocabulary 

Real life (functions)  Pronunciation

presentsimpleand presentcontinuous stativeverbs questionforms

timeexpressions feelingsandpersonal states therolesweplay wordbuilding:nounand verb noun

openingandclosing conversations

questions shortquestions

choosing a an e event

weak fforms intonationwith really, absolutely, etc.

telling stories

irregular past tenseverbs wasand was and were

makingandresponding torequests

I’ll weakandstrong auxiliaryverbs

dealingwithproblems

has has,, have strongandweak forms

describing d dishes

weak fforms disappearing sounds

Colour Colour

→

pages9–20

VIDEO: Peruvianweavers page18

2

 

page ge 20 REVIEW pa

musicalstyles emotions globalculture describing describ ing performances performances wordbuilding:adjective+ noun

presentperfectsimple already,justandyet andyet verbpatterns:-ing verbpatterns:ingform form and to+infinitive to+infinitive

Performance pages21–32

VIDEO: Taikomaster page30

 

REVIEW pa page ge 32 waterandrecreation wordfocus:get wordfocus: get wordbuilding:adverbs

pastsimpleandpast continuous pastperfectsimple

3 4

Water pages33–44

VIDEO: Onevillagemakesadifference page42

Opportunities pages45–56

REVIEW pa page ge 56

5 Travel

continuousandsimple Howlong…?

VIDEO: Adisappearingworld page66

6 Wellbeing pages69–80

Contents

 

holidaydestinations holidaydestinations conservation travelproblems wordbuilding:compound

 

nouns(noun+noun)

page ge 68 REVIEW pa

modalverbs(1): have to,must,can,be allowedto,should firstconditional: if+ + will when,assoonas, unless,until,before

VIDEO: Dangerousdining page78

4

 

presentperfectsimple andpastsimple for presentperfect

pages57–68

page e 44 REVIEW pag

job joband and work education payandconditions jobrequirements wordbuilding:phrasal wordbuil ding:phrasal verbs

predictions: will,may, might,could futureforms:present continuous, will, goingto

VIDEO: ConfucianisminChina page54

 

ahealthylifestyle modernlife restaurants wordbuilding:phrasal wordbuil ding:phrasal verbswith down downand and up

page e 80 REVIEW pag

 

Listening 

Reading 

Critical thinking 

Speaking 

Writing

aconversationabouta familyeventinBrunei twopeopledoingaquiz aboutcoloursandtheir meaning

anarticleabouthow weusecolour anarticleaboutthe colourred

conclusions

routines a and lleisure activities personal persona l questions questions therolesweplay

texttype:awebsite profile writingskill:criteria forwriting

threepeopletalkingabout artsevents aradioshowaboutworld fusionmusic

anarticleaboutwhy wedance anarticleabout globalisation

sources

new releases  performing changes

texttype:aprofile writingskill:linking ideas(1)

aradioclipaboutWorld WaterDay twopeopletalkingabout

aninterviewabout underwater discoveries

readingbetweenthe lines

thefirsttime puzzles ithappenedtome

texttype:ablog post writingskill:

whathappenednext

interesting language

anarticleabout anunforgettable experience

threepeopletalkingabout theirchildhoodambitions aradioprogrammeabout InternationalWomen’sDay

anarticleaboutIndia’s newsuperhighway anarticleaboutthe economicboomin China

arguments

predictions planningyourwork payandconditions

texttype: acoveringletter writingskill:formal style

threepeopletalkingabout traveltips partofaradioprogramme aboutawildlife

aprofileofawildlife conservationist anarticleabout holidaydestinationss holidaydestination

close rreading

travel e experiences whatmakesagood holiday? greenactivities

texttype: apostcard writingskill: informalstyle

conservationist threeconversationsabout holidayactivities

anarticleabout tourismand conservation

partofaradioprogramme abouthealthyeating twopeoplediscussingthe powerofthemind

anewsitemabout traditionaldishes anewsitemabout imaginaryeating anarticleabout modernlifestyles

language c clues

your ffavourite d dish ahealthylifestyle modernlife

texttype:aformal letter writingskill: explaining consequences

Contents

5

 

Contents

Unit 

Grammar 

Vocabulary 

Real life (functions)  Pronunciation

7

comparativesand superlatives usedto,, wouldandpast usedto andpast simple

featuresofhomes inthecity wordfocus: as asand and like wordbuilding:verb adjective

expressingpreferences andgivingreasons

as…as risingandfalling intonation

reactingtosurprising news

weakformof have showinginterest anddisbelief

bu buyi ying ng things

linking silentletters

talkingaboutinjuries

and sentencestress

te tele lep phon one em mes essag sages es

contras ntrasttiv ive esstres esss politerequests with canand canand could

makingandaccepting apologies

shouldhaveand shouldhaveand couldhave sentencestress

Livingspace

 →

pages81–92

VIDEO:: Aspeci VIDEO Aspecialkind alkindofneighb ofneighbourhoo ourhood d   page 90

8 Weirdnews pages93–104

modalverbs(2) speculationaboutthe present: must,might, may,could,can’t modalverbs(3) speculationaboutthe past: musthave,might  have,mayhave,could  have,can’thave, couldn’thave

VIDEO:: Killerbees VIDEO Killerbees  page 102

REVIEW  page 92

thenaturalworld history -lyadverbsinstories adverbsinstories wordfocus: look wordbuilding:noun adjective

 →

REVIEW  page 104

9

articlesinnounphrases determinersand possessivesinnoun phrases

Trade

passives

money shopping wordbuilding: compoundadjectives

pages105–116

VIDEO:: Maki VIDEO Makingadeal ngadeal  page 114

10

REVIEW  page 116

definingrelativeclauses secondconditional: if+ + would

Nolimits!

medicine injuries wordfocus: take wordbuilding:suffixes -ful,,-less -less

pages117–128

VIDEO:: High-altitudep VIDEO peoples eoples  page 126

11

REVIEW  page 128

reportedspeech reportingverbs

communications technology wordfocus: time wordbuilding:prefix un un--

Connections pages129–140

VIDEO:: Cros VIDEO CrossingAntar singAntarctica ctica  page 138

12

REVIEW  page 140

shouldhaveand could  shouldhaveand have thirdconditional: if+ + wouldhave

fieldtrips wordfocus:go wordfocus: go wordbuilding:prefix- in

Experts pages141–152

VIDEO:: Shark VIDEO Sharkvs.octo vs.octopus pus  page 150

REVIEW  page 152

COMMUNICATIONACTIVITIES  page 153

6

Contents

GRAMMARSUMMARY  page 156

AUDIOSCRIPTS  page 173

 

Contents

Listening 

Reading 

Critical thinking 

Speaking 

Writing

threepeopletalking aboutdifferentliving arrangements podcastrepliesabouthomes aroundtheworld fourpeopletalkingabout

anarticleaboutwhat NewYorkusedto belike anarticleaboutalittle towninPuertoRico

descriptions

house or flat? yourtown wishyouwerehere!

texttype: adescriptionof aplace writingskill: organisingideas

twopeoplediscussingan unusualphoto someclipsfromawebsite aboutmysteriesinnature partofaradioprogramme abouttheNascalines

anarticleaboutthe Nascalines anarticleaboutone ofaviation’sgreatest mysteries

opinion o or ffact?

missing c captions speculatingabout thepast giveyouropinion

texttype:anews story writingskill: structuringanews story

marketresearchinterviews withsomepeoplewhoare shopping aradioitemaboutbanking

awebsiteabout producersand products anarticleabouthow

te testin stinga gaccon oncl clus usio ion n

savin ngmo gmone neyy brands negotiating

texttype:aneBay advert writingskill: relevantand

wheretheylive

irrelevant information

viamobilephones

tonegotiateaprice

apodcastaboutthe

readingbetweenthe lines

partofaTVpreviewshow aboutbionicbodies

awebpageaboutlife onMars twostoriesaboutfeats ofendurance

medicine I’dlovetolivein… inspirationalpeople inspirat ionalpeople

texttype: apersonalemail writingskill:linking ideas(2)

aninterviewwithawoman aboutthelanguages spokeninherregion fourconversationsabout newsheadlines

anewsitemaboutthe last‘uncontacted’ last‘uncontacte d’ tribe anarticleaboutsocial networking

summarising

news stories personal communication digitalmedia

texttype:areport ofameeting writingskill:using notestowritea report

aninterviewwitha cormorantfisherman twostoriesabout uncomfortableexperience uncomfo rtableexperiencess

areviewofabook aboutArctic expeditions anarticleaboutthe samurai

relevance

where d  id I g go o wrong? whatif…? goingbackintime

texttype:awebsite article writingskill: revising

MarathondesSables

Contents

7

 

Introduction NationalGeographic NationalGeographic wasfoundedin1888anddefinesits missionas‘toinspirepeopleto missionas‘toinspire peopletocareabout careabouttheplanet’.The theplanet’.The NationalGeographicSociety isoneoftheworld’slargest non-profitscientificandeducationalorganisations.It reachesmorethan325millionpeopleinmorethanthirty languagesthroughitsmagazines,books,TVchannels, interactivemedia,maps,films,andmusic.Proceedsfrom theseactivitieshavefundedmorethan9,000scientific, conservation,andeducationalprojectsaroundtheworld. LIFEispublishedinpartnershipwith LIFE ispublishedinpartnershipwith  NationalGe NationalGeographic ographic,, using   NationalGeographic’scontentandvaluesto‘inspire using NationalGeographic’scontentandvaluesto‘inspire peopletolearnEnglish’.

NationalGeographictopics NationalGeographictopics Thetopicsareparamountand Thetopicsareparamoun tandarethe arethestartingpo startingpointfor intfor thelessons.Thesetopics thelessons. Thesetopicshavebeenselectedfor havebeenselectedfortheir their intrinsicinterestandabilitytofascinatestudents–and teachers.Oncethematerial teachers.Once thematerialhasbeengatheredfrom hasbeengatheredfromthe the archives,thelanguage thelanguageobjectivesha objectiveshave ve NationalGeographic archives, beenmatchedtothecontent,and beenmatchedtot hecontent,andthenor thenorganisedintoa ganisedintoa triedandtestedsyllabus. triedand testedsyllabus.Therichnessofthe Therichnessofthelistening listening andreadingtextsandvideomeansthatstudentsareso engagedinlearningabout engagedin learningaboutthecontent,and thecontent,andexpressing expressing theirownopinions,t theirown opinions,thatlanguage hatlanguagelearninghastotake learninghastotake placeinorderfor placeino rderforstudentsto studentstosatisfy satisfytheircuriosityand theircuriosityand thenreactpersonallyto thenreact personallytowhattheyhavelearnt whattheyhavelearnt.This .This elementoftransferfrom elementof transferfromthetopics thetopicstostudents tostudents’own ’own realitiesandexperiencesconver realitiesand experiencesconvertsthe tstheinputinto inputintoavehicle avehicle forlanguagepracticeandproductionwhichfitsthe recognisedframeworksforlanguagelearningandcanbe mappedtotheCEFR mappedto theCEFRscales.(Fullmappingdocuments scales.(Fullmappingdocumentsare are available separately.)

Peopleandplaces LIFEtakes LIFE takesstudentsa studentsaroundthe roundtheglobe,investigatingthe globe,investigatingthe originsofancientcivilizations,showingthedramaof  naturalforcesatwork, naturalforces atwork,andexploring andexploringsomeof someoftheworld’s theworld’s mostbeautifulplaces.These mostbeautiful places.Theseupliftingtales upliftingtalesofadventure ofadventure anddiscoveryaretoldthrougheyewitnessaccounts andfirst-classreportage,withsuperbphotos,mapsand videos.ForexampleUnit videos.For exampleUnit10of 10oftheIntermediatelevel theIntermediatelevel relatesthestoryoftheinspiration relatesthestoryof theinspirationalJohn alJohnDau,oneofthe Dau,oneofthe 27,000‘LostBoys’oftheSudan,whospentoveradecade walkingfromonerefugeecamptoanother.Helaterwona scholarshiptostudyintheUSandnowrunsanNGO.

Scienceandtechnology Studentslearnaboutsignificantscientificdiscoveriesand breakthroughs,bothhistoricandcurrent.Thesestories arerelatedbyjournalistsortoldbythescientistsand explorersthemselvesthroughinterviewsorfirstperson accounts.Studentsseetheimpactofthediscoveriesonour lifestylesandcultures.Becausethematerialcomesfrom ahugearchivethathasbeendevelopedanddesignedto appealtothemillionsofindividualswhomakeup  National Geographic’saudience,itreflectsthebroadestpossible Geographic ’saudience,itreflectsthebroadestpossible rangeoftopics.ForexampleUnit10oftheIntermediate levelexamineswhetherhumanscouldcoloniseMars.

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History Historycanbea Historyca nbeadrytopic,especiallyifit’ drytopic,especiallyifit’soverloaded soverloaded withfactsanddates.However,the   NationalGeographic treatmentofhistorical treatment ofhistoricaleventsbrings eventsbringsthemto themtolifeand lifeand thereisoftenahumandimensionanduniversalthemes thatkeeptheeventsrelevanttostudentsandtoour time.History–or time.Histo ry–orthere-tellingofhistorica there-tellingofhistoricalevents– levents–can can alsobeinfluencedby alsobe influencedbyacultureornation’ acultureornation’sperception sperceptionof  of  theevents.  NationalG theevents. ’snon-judgementaland NationalGeographic eographic’snon-judgementaland culture-neutralaccountsallowstudentstolookbehindthe superficialeventsandgain superficialevents andgainadeeperunderstandingof adeeperunderstandingofour our ancestors.Forexample ancestors. ForexampleUnit12 Unit12oftheIntermediatelevel oftheIntermediatelevel analysesthelegacyof analysesth elegacyofthesamuraiinJapan thesamuraiinJapan.. Animals Theanimalkingdomis Theanimal kingdomisexceptionallygenerat exceptionallygenerativein ivein termsofinterestingtopics. LIFEprovidesastonishing  LIFEprovidesastonishing photosthatgiveaun photosth atgiveauniqueinsightinto iqueinsightintothehiddenlives thehiddenlivesof  of  knownandlesser-knownanimals,offeringrareglimpses ofmammals,birds,bugsandreptilesintheirdaily struggleforsurvival.Italsoinformsandsurpriseswith accountsofanimalsnowextinct,speciesstillevolving, andendangeredspecies andenda ngeredspecieswhichare whichareliterallyfighting literallyfightingfor for theirexistence.Forexample theirexistence. ForexampleUnit8oftheInterm Unit8oftheIntermediate ediate leveladvancessome leveladva ncessomepossibleexpla possibleexplanations nationsforstrange forstrange phenomenainthenaturalworld. Environment Itisn’talwayspossibletofindclarityintextsonthe environmentandclimatechange,ortrustthattheyaretrue andnotdrivenbyapoliticalagenda. NationalGeographic NationalGeographic’s ’s objectivejournalism,supportedbyeasy-to-understand visuals,presentstheissuesinanaccessibleway.The articlesarewrittenbyexpertsintheirfields.It’softentrue thatthosewhohavethedeepestunderstandingofissues arealsoabletoexpresstheideasinthesimplestway.High qualitythinkingandexpertisearenotsynonymouswith complicatedconceptsexpressedthroughcomplicated language–usuallyquitethereverseistrue.Forexample Unit5oftheIntermediateleveltakesaninsightfullookat theenvironmentalimpactofglobaltravel.

NationalGeographic photography Weliveinaworldwhereimagesareusedmorethan evertoreinforce,andattimesreplace,thespokenand writtenword.Topresentdiscoursewithoutthemis bothunrealisticandunhelpful.Ourmemoriesworkin pictures,ourexperiencesandthethingswelearnabout theworldarestoredusingthem.Raisingawarenessof  thiscanhelpstudentstorememberlanguagemoreeasily. Alltoooftenphotosinbooksareco Alltoooftenpho tosinbooksarecosmeticandwithout smeticandwithout impact. NationalGeographic impact. hasgreatphotographyand  NationalGeographichasgreatphotographyand powerfulimagesatitscore,soitseemsnaturalthat photographsin LIFE photographsin shouldserveasthestartingpoint  LIFEshouldserveasthestartingpoint foreachunit.Thephotographsineach foreachunit.Thep hotographsineachspreadarealso spreadarealso integraltothewrittenandrecordedco integraltothewritt enandrecordedcontentandevery ntentandevery opportunityhasbeentakentousephotographsto stimulatelearning.

 

Introduction Therearephotographswhich: • tella tellastory storyby bythemselv themselves es • supportunderstand supportunderstandingofatextand ingofatextandmakeit makeit memorable • provo provoke kedebat debatee • stimulatecritical stimulatecriticalthinkingbyaskingyouto thinkingbyaskingyoutoexamine examine detailORthinkaboutwhatisNOTshownORby

Student’sBook.Thiscanforma Student’sBoo k.Thiscanformausefulpartoftheir usefulpartoftheir self-study.Studentscanalsowatchthevideosagain self-study.Studentscanalsowatcht hevideosagain afterseeingtheminclass.Thisisusefulforreviewand studentscanfocusonpartsoft studentscanfo cusonpartsoftheaudiothatpa heaudiothatparticularly rticularly interestthem.

questioningthephotographer’smotives • meanlittlewithout meanlittlewithoutacaptionorac acaptionoraccompanying companying explanation

• whatthenarratoror Playthevideowit Playthevideowiththesounddown hthesounddown.Students .Studentspredict predict whatthe narratororpeoplearesaying. peoplearesaying.Thenplayw Thenplaywith ith thesoundupandcompare. • Playthesoundo Playthesoundonlywithnovideo nlywithnovideo.Studentspredict .Studentspredict wherethevideotakes wherethe videotakesplaceandwhatis placeandwhatishappening happening onthescreen.Thenplaywiththescreenonand compare. • Showthefirstparto Showthefirstpartofthevideo,pause fthevideo,pauseit,andthenask it,andthenask studentswhattheythink studentswha ttheythinkhappensnext. happensnext.

• raisequestions raisequestionsabouttheethicsof abouttheethicsofjournalismand journalismand photojournalism • areacco areaccompaniedbyamemorab mpaniedbyamemorablequota lequotation tion • helptoremember helptorememberalexicalset alexicalset • helptolearnfunctional helptolearnfunctionallanguage(e.g.how language(e.g.howsomething something works) • lendthemselvesto lendthemselvestopracticeofa practiceofaspecificgrammar specificgrammarpoint point (e.g.significanthistoricalevents) Asafirstexercisewhenhand Asafirstex ercisewhenhandingoutthe ingoutthenewbookt newbookto o yourstudents,whynota yourstudents, whynotaskthemto skthemtoflickthroughthe flickthroughthe book,selecttheirfavouritephotogr book,selecttheirfav ouritephotograph,andthenexp aph,andthenexplain lain totheclasswhatitis totheclass whatitistheylikeabout theylikeaboutit.Youwillfin it.Youwillfind d specificsuggestionsintheteacher’s specificsuggestionsin theteacher’snotesforus notesforusingthe ingthe photographsfeaturedwithin photographs featuredwithineachun eachunit,buttwoimportan it,buttwoimportantt thingstonoteare: • picturesofpeo picturesofpeopleoranimals pleoranimalscaptureamo captureamoment,soask ment,soask studentstospeculateont studentsto speculateontheeventstha heeventsthatledupto tleduptothis this momentandthosethatfollowedit • picturesofpla picturesofplacesaimtoca cesaimtocapturetheiressence,s pturetheiressence,sofeed ofeed studentsthevocabularythey studentsthe vocabularytheyneedtodescr needtodescribethe ibethe detailsthattogetherconvey detailsthat togetherconveythis(thelight, this(thelight,thecolours, thecolours, thelandscape,thebuildings)

NationalGeographic  video NationalGeographic   video AtthebackoftheStudent’sBookis AtthebackoftheStudent ’sBookisaDVDwithtwelve aDVDwithtwelve different NationalGeographic videosonawholerange ofsubjects.Eachvideois ofsubjects.E achvideoisconnectedwith connectedwiththetopicof thetopicofaa correspondingunitand correspondingun itandcanbe canbeusedinconjunctionwit usedinconjunctionwith h thevideolessonpagesintheunit.Typically,avideo lessonisdividedintothreeparts:

Beforeyouwatch Thissectionleadsstudents Thissectionlead sstudentsintothe intothetopicofthe topicofthevideoand videoand engagestheminapre-watchingtask. Whileyouwatch Theseexercisesprovidedetailedcomprehensionofthe videoitself,bothintermso videoitself,both intermsofwhata fwhatastudentsees studentseesandwhat andwhat theyhear. Afteryouwatch Thissectionallowsstudentstorespondtothevideoasa wholeandtakepartina wholeandta kepartinaproductives productivespeakingtaskusing peakingtaskusing languageandcontextsfromthevideo. Thevideosaredesignedtoformpartofyourlessons. However,ifyoudon’thavetimeinclasstowatch themall,youcanaskstudentstowatchthevideos andcompletemanyoftheexercisesonthepageinthe

Forfurthervariationwiththe Forfurthervariationw iththevideos,here videos,herearesomemore aresomemore ideasyoucanuseanddevelop:

• Givestudentsaco Givestudentsacopyoftheaudios pyoftheaudioscriptforthevid criptforthevideo eo andaskthemtoimaginetheyarethedirector.What willtheyneedtofilmand willtheyneed tofilmandshowon showonthescreen? thescreen? Afterwards,theypresent Afterwards, theypresenttheir‘screen their‘screenplay’and play’andfinally finally watchtheoriginal. • Write Writeashorttexto ashorttextonthesametopic nthesametopicastheonein astheoneinthe the video.However,don’tincludethesameamountof  informationandleavesomefactsout.Studentsreadthe textandthenwatchthevideo.Theymakenotesonany newinformationandrewrite newinformation andrewritethetextso thetextsoitincludest itincludesthe he newdetails. • Withmo Withmonolingualgroups nolingualgroups,chooseparto ,choosepartofthevideo fthevideo withsomeonetalking. withsomeo netalking.Askstudents Askstudentstolist tolistenandwrite enandwrite downwhattheysay.Then,ingroups,askthemto createsubtitlesintheirown createsubtitles intheirownlanguageforth languageforthatpartof  atpartof  thevideo.Eachgroup thevideo. Eachgrouppresenttheir presenttheirsubtitlesandthe subtitlesandthe classcompareshowsimilartheyare.

NationalGeographicand NationalGeographicand criticalthinking Thereisagradedcriticalthinkingsyllabusin  LIFE thatstartswiththeElementarylevelandrunsthrough allthelaterlevels. allthe laterlevels.Thecriticalthinkingact Thecriticalthinkingactivities ivities appearinthecspreadsineachunit.Thesyllabus coversareassuchasreadingbetweenthelines, differentiatingbetweenopinionandfact,evaluatingthe reliabilityofsourcematerial,assessingtherelevance ofinformation,identifyingthetechniquesusedbyan authortopersuadethereader,weighingupevidence, etc.Theseactivitiesrequirestudentstoengagewith thereadingtextsatadeeperlevel,andtoshowreal understanding–notjustreadingcomprehension.This training–inevaluatingtexts,assessingthevalidityand strengthofargumentsanddevelopinganawareness ofauthorialtechniques ofautho rialtechniques–isclear –isclearlyava lyavaluableskillfor luableskillfor thosestudents those studentslearningEn learningEnglishforacademic glishforacademicpurposes purposes (EAP),wherereflective (EAP),w herereflectivelearningisessential. learningisessential.However, However, itisalsoverymuchpartofthe   NationalGeographicspirit NationalGeographicspirit whichencouragespeo whichen couragespeopletoquestiona pletoquestionassumptions, ssumptions, anddeveloptheirownwell-informedandreasoned opinions.Inthissenseitaddsanotherdimensionto National theexperienceoflearning theexperience oflearningEnglishthrou Englishthrough ghNational material. Geographicmaterial. Geographic

Introduction

9

 

Introduction

LIFEmethodology methodology Treatmentofgrammar Targetgrammarispresentedthroughtextsinthefirst twospreadsofeachunit.Thesetextsareauthentic readingandlisteningtexts,adaptedforlevelas necessary,whichusethetargetlanguageinnatural andappropriatelinguisticcontexts.Suchtextsnotonly aidcomprehension,butpresentgoodmodelsforthe learner’sownlanguageproductionthroughavarietyof  ‘voices’andgenres.Themaininputalternatesbetween readingandlisteningonthesefirsttwospreads.Where apresentationisalisteningtext,writtenexamplesofthe grammarstructuresaregivenonthepage,forexample incontentcomprehensiontasks,soth incontentcomprehens iontasks,sothatvisualsupportis atvisualsupportis alsoprovided. Theprimaryfocusis Theprimary focusisonthetopiccontent onthetopiccontentbeforethe beforethe learner’sattentionisdrawn learner’sattentio nisdrawntotheta tothetargetgrammar rgetgrammar  noticethis structures.Learnersarefirstdirectedto  notice this languagebyvariousmean languageby variousmeans,such s,suchasusinghighlighting asusinghighlighting withinthetext,extr withinthe text,extractingsamplesentencesor actingsamplesentencesorhaving having learnerslocateexamples learnerslocat eexamplesthemselves. themselves. Avarietyoftaskformatsareusedtoleadlearnersto analysetheform,meaninganduseofthegrammar analyse theform,meaninganduseofthegrammar structures,asappropriate.Suchanapproachcanbe highlymotivationalbya highlymotivatio nalbyactivelyengaging ctivelyengaginglearnersin learnersin thelesson thelessonandallowin andallowingthemt gthemtoshareanddiscuss oshareanddiscusstheir their interpretationofthen interpretationo fthenewlanguage. ewlanguage.Afterthis Afterthisstage,clear stage,clear paradigmsorexamplesofformandusearegivenonthe  summarybox.Thissupportsthelearners pageinasimple summary pageinasimple box.Thissupportsthelearners andisa‘checkpoint’ andisa ‘checkpoint’fortheteacher fortheteacherandlearners andlearnersalikeas alikeas itsummarisestheinformat itsummarises theinformationlearners ionlearnerswillhave willhavearrived arrived atthroughcompletingthediscoverytasks.Acrossreferenceisprovidedtomoredetailedinformationand additionalexercisesat additionalexer cisesattheback thebackofthebook.These ofthebook.Theseare are suitableforusebothinclassandforself-study,according totheneedsofthelearners. practicetaskswithintheunitarelinked Thegrammarpractice Thegrammar taskswithintheunitarelinked tothepresentationtextandtopicandarethuscontentrichinthesameway.Theymovefrommoresupported exercisesthroughto exercisesthro ughtomorechallenging morechallengingtasks.Depending tasks.Depending onthelevel,theyhaveadiffering onthe level,theyhaveadifferingemphasison emphasisonformand formand use.Thepracticetasks use.The practicetasksgivelearnersanopportunity givelearnersanopportunityto to personalise personalisethestructur thestructuresandpract esandpractisetheminth isetheminthecontext econtext  anchors oftheirownexperiencesandsituations.This thenewlanguageinexistingframewo thenew languageinexistingframeworksand rksandleadsto leadstoaa clearerunderstandingof clearerunderstan dingoftheusage theusageofthis ofthisneworrevised neworrevised language.Equally,thepracticeexercisesincorporatea realreasontouse realreason tousethetarget thetargetstructurewheth structurewhetherbydevices erbydevices suchasquizzes,games suchas quizzes,gamesetcorbygenuineexc etcorbygenuineexchangeof  hangeof  informationbetweenstudents. Afinaltaskoneachspreadallowsthelearnerstocreate theirownoutputan theirown outputandisstructuredso disstructuredsothatlearners thatlearners havetheopportunity havethe opportunitytousethetarget tousethetargetgrammaras grammaraswell well asothertargetlanguage,forexamplevocabulary,in ameaningfulcontext.T ameaningful context.Thisfinal hisfinaltaskhasavariety taskhasavarietyof  of  formatssuchasdiscussions,personalnarratives,taskbasedactivities(ranking, basedactivities(ran king,etc)andtheemphas etc)andtheemphasisfro isfromthe mthe learner’sperspectiveison   contentandfluencyratherthan learner’sperspectiveison contentandfluencyratherthan grammaticalaccuracy.

10 0

I ntr ntro o du du cti ctio on

Asidefromthetwomaingrammarinputspreads,the targetgrammarisalsorecycledinthesubsequentspreads ofeachunitandbeyond.

Treatmentofvocabulary LIFEteaches LIFE teachesvocabularyin vocabularyinarangeofdifferent arangeofdifferentways. ways. Thiseclecticapproachtakesaccountofrecentresearch, butdoesn’tabandontriedan butdoesn’tab andontriedandtestedmethods dtestedmethods.Thereis .Thereis furtherpracticeofallofthisvocabularyinput furtherpracticeofall ofthisvocabularyinput(apart (apartfrom from wordsoccurringinglossaries)intheWorkbook.

1Lexicalsets Someofthebenefitsgenerallyassociat Someof thebenefitsgenerallyassociatedwith edwithteaching teaching wordsinlexicalsetsare: • learningwords learningwordsinasetrequireslessef inasetrequireslesseffort fort • retrievingrela retrievingrelatedwordsfr tedwordsfrommemory ommemoryiseasier iseasier • seeinghowknowledge seeinghowknowledgecanbeorgan canbeorganisedcanbehelpful isedcanbehelpful tolearners • itmirrors itmirrorshowsuchinfor howsuchinformationisstor mationisstoredinthe edinthe brain • themeaningof themeaningofwordscan wordscanbemadeclear bemadeclearerby erby comparingandcontrastingthemtosimilarwordsin theset Eachunitusuallyhas Eachunit usuallyhastwoormorelexical twoormorelexicalsets.The sets.Thelexical lexical setsalsocovercommonly-confusedwords.Thereis evidencetosuggestthato evidencetos uggestthatoncestudents ncestudentshavelearnto havelearntoneor neor moreofthewordsthatbelongtoagroupofcommonlyconfusedwords(eg job joband and work  work),itisusefultocompare ),itisusefultocompare andcontrastthesewordsdirectlytoclarifythedifferences   LIFEfocusesonthesegroups (orsimilarities)inmeaning. LIFEfocusesonthesegroups ofwordsasandwhentheycomeup. 2Wordfocus The Wordfocus The  Wordfocussections sectionstakehigh-frequency takehigh-frequencywordsan wordsand d giveexamplesofthedifferentmeaningstheycanhave accordingtothecontextsinwhichtheyappearandthe differentwordsthey differentword stheycollocatewith. collocatewith.Athigher Athigherlevelsthere levelsthere isincreasedexposuretoidiomsandcolloquialusage.The Workbookexpandstherangeofphrasesandexpressions generatedbythesekeywords,and generatedby thesekeywords,andprovidesfurth providesfurther er practice. 3Wordbuilding Theindependentwordbuildingsyllabusoffersstudents anotheropportunitytoexpandtheirvocabulary.The Wordbuildingboxesint Wordbuilding boxesintheunitsfocus heunitsfocusonareassuch onareassuch asprefixes,suffixes,collocations,partsofspeech(e.g. noun adjective),c adjective),compo ompoundno undnouns,phr uns,phrasalv asalverbs,a erbs,and nd highlightexamplesfromt highlightexamp lesfromthereading hereadingorlistening orlisteningtexts. texts. Theboxgivesa Thebox givesabriefexplanationands briefexplanationandsomeexamples. omeexamples. Thereisanactivity Thereis anactivityforfurther forfurtherpracticeandareference practiceandareferenceto to anactivityintheWorkbookwhichintroducesmorewords thatbelongtot thatbelon gtothesamemorphologicala hesamemorphologicalarea. rea.

4Glossaries Wherecertainwordsareimportanttothemeaningof  atext,butareabove atext,b utareabovetheleveloft thelevelofthestudent, hestudent,theyare theyare glossed.Studentsaren’t glossed.Stud entsaren’texpected expectedtolearn tolearnthesewords,but thesewords,but theshortandsimpledefinitionpreventsthemfrombeing abarriertounderstanding.

 

Introduction Learningskills Thereisacomprehensive Thereisa comprehensivelearningskillss learningskillssyllabusin yllabusin theWorkbook.Thiscoverstraditionallearningskills, suchasrecordingnewvocabulary,usingadictionary, rememberingnewvocabulary,planningstudytime, assessingyourownprogres assessingyour ownprogress,etc. s,etc. Assessment Studentsandteacherscanassessprogressinthefollowing ways: • Eachunitint EachunitintheStudent’sBoo heStudent’sBookfinisheswithaonekfinisheswithaonepagereviewwherestudents pagerevieww herestudentsdotheexercisesand dotheexercisesand completeanumberof completea numberof‘can-do’s ‘can-do’statementslinked tatementslinkedtothe tothe objectivesoftheunit. • Therearep Therearephotocopiabletests hotocopiabletestsintheT intheTeacher’sBook. eacher’sBook. • The There reis isaa  Check!sectionattheendofeachunitinthe Workbookforstudentstocheckwhattheyhavelearnt (generalknowledgeaswellaslanguage). • ThereareIEL ThereareIELT Tspracticetestsattheendof spracticetestsattheendofthe the Workbook.Thesehavebeengradedtothelevelof  thecourse,butfollowtheform thecourse,but followtheformatofthe atofthetest.These test.These allowstudentstobenchmarktheirprogressagainst thecourseobjectives,w thecourse objectives,whilstbecoming hilstbecomingfamiliarwith familiarwithaa globaltestformat.

Components • Stud Student’s ent’sBoo Book+DVD k+DVD • Workb Workbook+a ook+audio udio • Teacher’sBookandclas eacher’sBookandclassaudio saudio

OverviewofaStudent’s Bookunit Opener:aone-pageintroduction Opener:ao ne-pageintroductiontothe totheunitthatgets unitthatgets studentsinterestedinthetopic aandb:double-page aand b:double-pagelessonstha lessonsthatteachgrammarand tteachgrammarand vocabularythroughreadingandlisteningtexts c:adouble-pagelesson c:a double-pagelessonthat thatfocusesonreading focusesonreading comprehensionand comprehensio nandcriticalthinking criticalthinking d:aone-pagelesson d:a one-pagelessonthat thatteachesfunctional/situation teachesfunctional/situational al language e:aone-pagelessonthat e:aone-pag elessonthatteachesawrit teachesawritingskillandt ingskillandthe he featuresofatexttype f:adouble-pagelessonof f:a double-pagelessonofvideoco videocomprehension mprehensionexercises exercises Review:aone-pagelessonofpracticeactivitiesand ‘can-do’checkstatements

Introduction

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Lessontypeb Grammarandvocabulary Thisdouble-pagespreadisagrammarandvocabularylesson:Lesson4bWhat’snext? Targetgrammarispresentedthroughtextsinthefirsttwo spreadsofeachunit.Thesetextsareauthenticreadingand listeningtexts,adaptedforlevelasnecessary,whichuse thetargetlanguageinnaturalandappropriatelinguistic contexts.Suchtextsnotonlyaidcomprehension,but presentgoodmodelsforthelearner’sownlanguage productionthroughavarietyof‘voices’andgenres.The maininputalternatesbetweenreadingandlisteningon thesefirsttwospreads.

Theprimaryfocusison thetopiccontentbefore thelearner’sattention isdrawntothetarget grammarstructures.

Learnersarefirstdirectedto noticethetargetgrammar structuresbyvariousmeans, suchasusinghighlighting withinthetext,extracting samplesentencesorhaving learnerslocateexamples themselves.

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Clearparadigmsorexamplesofformanduse aregivenonthepageinasimplesummary box.Thissupportsthelearnersandisa‘check point’fortheteacherandlearnersalikeasit summarisestheinformationlearnerswillhave arrivedatthroughcompletingthediscovery tasks.Across-referenceisprovidedtomore detailedinformationandadditionalexercisesat thebackofthebook.Thesearesuitableboth foruseinclassandself-study,accordingtothe needsofthelearners.

Avarietyoftaskformatsareused toleadlearnerstoanalysetheform, meaninganduseofthegrammar structures,asappropriate.

Thegrammarpracticetaskswithin theunitarelinkedtothepresentation textandtopicandarethuscontentrichinthesameway.Theymove frommoresupportedexercises throughtomorechallengingtasks.

Someofthebenefitsgenerallyassociated withteachingwordsinlexicalsetsare: • learningwordsinasetre learningwordsinasetrequireslessef quireslesseffort fort • retrievingrelatedwordsfr retrievingrelatedwordsfrommemoryis ommemoryis easier • seeinghowknow seeinghowknowledge ledge canb canbeorg eorganise anised d canbehelpfultolearners • itmirrorshowsuchinformation itmirrorshowsuchinformationissto isstoredin redin thebrain • themeaningofword themeaningofwordsca scanbemade nbemadeclear clearer er bycomparingandcontrastingthemto similarwordsintheset

Theindependentwordbuilding syllabusoffersstudentsanother opportunitytoexpandtheir vocabulary.The  Wordbuildingboxes intheunitsfocusonareas,suchas prefixes,suffixes,collocations,parts ofspeech(egnoun>adjective), compoundnouns,phrasalverbs,and highlightexamplesfromthereading orlisteningtexts.Theboxgivesa briefexplanationandsomeexamples. Thereisanactivityforfurtherpractice andareferencetoanactivityinthe Workbookwhichintroducesmore wordsthatbelongtothesame morphologicalarea.

Afinaltaskoneachspreadallowsthelearnerstocreate theirownoutputandisstructuredsothatlearners havetheopportunitytousethetargetgrammaras wellasothertargetlanguage,forexamplevocabulary, inameaningfulcontext.Thisfinaltaskhasavarietyof formatssuchasdiscussions,personalnarratives,taskbasedactivities(ranking,etc)andtheemphasisfromthe learner’sperspectiveisoncontentandfluencyratherthan grammaticalaccuracy.

Introduction

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Lessontypec Reading Thispageisthefirstpageofadouble-pa Thispageisthefirstpage ofadouble-pagereadinglesson. gereadinglesson.Thereading Thereadingtextisalways textisalwaysonthe ontheright-handpage, right-handpage,andthe andthe activitiesontheleft.

Criticalthinking Critical thinkingactivitiesrequire activitiesrequirestudents students toengagewiththereadingtextsata deeperlevel,andrequirethemtoshow realunderstanding–notjustreading comprehension.Thistraining–in evaluatingtexts,assessingthevalidityand strengthofargumentsanddeveloping anawarenessofauthorialtechniques –isclearlyavaluableskillforthose studentslearningEnglishforacademic purposes(EAP)wherereflectivelearning isessential.However,itisalsoverymuch partofthe NationalGeographic spirit whichencouragespeopletoquestion assumptions,anddeveloptheirown well-informedandreasonedopinions.

WordfocussectionstakehighThe Wordfocus sectionstakehighfrequencywordsandgiveexamplesof thedifferentmeaningstheycanhave accordingtothecontextsinwhichthey appearandthedifferentwordsthey collocatewith.

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Theminicontentssectionatthe beginningofeverylessonsets cleartargets.

 

Lessontyped Reallife

Thispageistheone-pagefunctiona Thispage istheone-pagefunctionallessonf llessonfromUnit romUnit9. 9.

Thedlessonshave clear‘Reallife’ functionalaims.

Thekeyexpressionsare madememorablethroughan activationactivity.

Thepronunciationsyllabus coverssoundsandspelling; connectedspeech;stressand intonation.

Introduction

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Lessontypee Writing Thispageistheone-pagewriting Thispage istheone-pagewritinglessonfrom lessonfromUnit7. Unit7.

Everyelessonhasa specifictexttype.

Everywritinglesson includesamodel.

Adifferentwriting skillispresented andpractisedin everyelesson.

Studentsalways finishwitha productivetask.

Studentsare encouragedtake partinpeerfeedback.

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Unit1   Colour Lead-in Personalresponse Write green ontheboard.Askstudentstothinkoffour greenontheboard.Askstudentstothinkoffour adjectivesthatconnectinsome adjectivesthatconnecti nsomewaywithgreen,e.g. waywithgreen,e.g. cool, .Thenwriteothercoloursontheboardand natural,calm.Thenwriteothercoloursontheboardand natural,calm

1a Lifeincolour Reading Lead-in

askstudentstotellyouwhichadjectivestheythinkof.

1 Askstudentstolookatthephotoandcaption.Ask themtodiscussthequestionsinpairs.

2   [1.1] Playtherecording.Askstudentstolistenand Askstudentstolistenand checktheiranswerstoExercise1. ANSWERS 1 2 3

TheyaretwosistersinBrunei. Theyarepraying. Theyareatacelebrationfortheirfather’sbirthday.

Audioscript M:

 

[1.1]

Andthisnextphoto Andthis nextphotoisanotherone isanotheroneIreallylike.It’sof  Ireallylike.It’sof  twosistersinBrunei.They’reatten twosistersinBrunei. They’reattendingafamilyparty dingafamilyparty tocelebrateabirthday.

That’sabeaut That’s abeautifulpicture.Thecolo ifulpicture.Thecoloursaregorgeous, ursaregorgeous, aren’tthey? M: Yeah,it’sabigcelebration,theirfather’sbirthday,so theyarewearingtheirbestoutfits. W: Iloveallthedifferentshadesofgreeninthedresses. Thepalegreenonelooksfantasticwiththedarkscarf, suchacontrast.Andit’saverypeacefulphotographtoo. M: Well,that’saninterestingcomment,becauseactually, canyouseethewaythey canyouseet hewaytheyareholdingth areholdingtheirhands?It’ eirhands?It’sa sa traditionalprayerand traditionalpra yeranditsymbolises itsymbolisespeace. peace. Really?AndIalways Ialwaystt hinktha hinkthatgreenisa tgreenisaverypeaceful verypeaceful W: Really?And colourtoo.Itmakesmefeelquitecalm! M: Perhapsthesegirlsbothfeelthesameasyou!Wellthis nextphotographiscompletelydifferent.Waitaminute, hereweare.

W:

Introducingthetheme:colours Write green,red,blue,black  and andwhite ontheboard.Ask whiteontheboard.Ask studentsinpairstothinkofasmanythingsastheycan, e.g. greenleaves/grass,bluesky/sea, etc.

1 Askstudents Askstudentstoreadt toreadthearticleand hearticleandfindhowc findhowcolouris olouris importanttothepeople. ANSWERS Colourgivestheschoolboyasenseofgroupidentity–it showshe’sfromtheQuechuacommunity. TheHulivillagerisputtingonfacepaintsintraditional colours,theyareanimportantpartofthefestival.

2 Askstudents Askstudentstoreadt toreadthearticleagain hearticleagainandfindt andfindthe he information.Letthemcomparetheiranswersinpairs beforediscussingasaclass. ANSWERS 1

2

abadgeofidentity;expressingindividualitythrough decoration;sendingmessages abadgeofidentity:wearingcolourfultraditionaldress, uniformsorsportsteamcolours;expressingindividuality throughdecoration:face-paintingforfestivals,wearing the‘in’colour;sendingmessages:usingcoloursin packagingandlabellingbrands

Vocabularynotes ‘in in’’ fashionable eye-catching makesyouwanttolookatit brand makeofaproduct 





3 Playtherecordingagain.Askstudentstolistenand answerthequestion.Let answerthe question.Letthemcomparetheiran themcomparetheiranswersin swersin

3 Askstudentstoworkinpairstocomparetheiranswers

pairsbeforediscussingasaclass.

toExercise2andthinkofexamplesfromtheirownculture.

ANSWERS a

thecolours

Vocabularynotes shadesof  variationsofthesamecolour palegreen lightgreen contrast astrongdifference(here,incolour) 

Grammar presentsimple presentsimpleand andpresent present continuous 4 Askstudentstoworkinpairstofindtheexamplesof  theverbformsinthearticle.Theythen theverbformsinthea rticle.Theythencompletetherules. completetherules. Readtheexamplesinthegrammarboxwiththeclassand referthemtothe referthem totheinformationa informationandpractice ndpracticeonpage156. onpage156.

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4 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscussthequestions.In questions.In feedback,askafewindividualst feedback,aska fewindividualstotelltheclas otelltheclasswhatth swhatthey ey foundoutabouttheirpartner.

Extraactivity Dividetheclassintopairs.Askstudentstodescribetheir bedroomstoeachotherintermsofcolours,e.g. Thewallsarewhite.Thebedcoverisorange,and...

ANSWERS Presentsimple: live,plays,do,use,need,know,comes, wear,dress,belong,is,changes,understand,standout, select,can,says,means Presentcontinuous: isgetting,’sapplying,arestarting, arewearing 1presentsimple 2 presen present t continuou continuouss 3presentsimple

17

 

UNIT UN IT 1 Co Collou ourr Grammarnotes

Grammarnotes

Timelinesareusefulwaysofshowingwhether:

verbsinvolvetheperformanceof Dynamicor action Dynamicor  actionverbsinvolvetheperformanceof anaction: running,throwing,cleaning, etc.Bycontrast, verbsdonotexpressanaction–theyexpress stativeverbsdonotexpressanaction–theyexpress stative existence,thoughts,beliefs,etc.

somethingisalways something isalwaystrueor trueorahabitualaction ahabitualaction

The‘in’colourchangeseveryseason. orwhetheritisinprogressatapointintime

Itbecomescomplicatedwhenverbsthatareusuallystative verbsareuseddynamically,e.g. Ithinkchocolateisdelicious. Thinkhereisstativebecauseitisanopinion(notanaction). hereisstativebecauseitisanopinion(notanaction).

Thisautumnwomenarewearingpurple.

I’mthinkingaboutgoingtoSpainonholiday. Inthissentence, thinkisanactivementalprocess. isanactivementalprocess.

Extraactivity Drawthetimelinesaboveontheboardandseeifstudents canmatchthesentencesinthegrammarboxtothem.

5 Askstudentstocompletethesentences.Letthem comparetheiranswersinpairsbeforediscussingasaclass.

dress iswearing says gets

5 aretrying 6 buy 7 don’teat

8 Askstudents Askstudentstofindt tofindtheexamplesin heexamplesinthearticlethen thearticlethen

ANSWERS

Presentsimple:atweekends,everyday,never,always, often,usually

Extraactivity

Presentcontinuous:rightnow,thismonth,thisweek,at themoment,thisautumn,today

Writethefollowingquestionsontheboardandask studentstoanswerthem:

Vocabularynotes

Whatclothesdoyouusuallywearandwhatareyou wearingtoday? Whatdoyouusuallydointheeveningsandwhatareyou doingthisweek?

6 Readthe Readtheinformation informationinthebo intheboxaboutstativeverb xaboutstativeverbss withtheclass.Thenaskstudentsto withtheclass.Thenask studentstolookatE lookatExercise6and xercise6and workinpairstocompletet workinpairs tocompletethetable.Refers hetable.Referstudentsto tudentstothe the backoftheStudent’sBookform backoftheStudent ’sBookformoreverbs. oreverbs. ANSWERS

Frequencyadverbs,phrasesthatbeginwith every,and ,and phrasessuchas atweekends atweekends(i.e. (i.e. everyweekend)areused )areused withverbsinthepresentsimpleformbecausetheyrefer toregularevents. Nowand and atthemomentrefertoapoint refertoapointintimeatwhich intimeatwhich averbinthepresentcontinuousisinprogress.Phrases with thisor thisor these these( (thismonth,thesedays thismonth,thesedays )refertoaperiod oftimearoundnowduringwhichanactivityisinprogress orrepeated. Frequencyadverbsusuallygobetweenthesubjectand mainverb(e.g. Iusuallyworkatweekends )butgoafter theverb be (e.g. Iamoftentired)andafterauxiliaryverbs )andafterauxiliaryverbs be(e.g. (e.g. Idon’toftenstayuplate ; Ihaveneverbeenthere).

Categories

Stative verbs 

thoughts/mental processes

believe,know,mean,suppose, understand

9 Givestudents Givestudentsfourorfive fourorfiveminutestot minutestothinkof  hinkof 

th the e s enses

hear, sound s ound,, ttaste  aste

questions.Thenorganisethemintopairstointerview eachother.

emotions

want, love love,, n need  eed

possession

have, belong, contain

7 Askstudents Askstudentstocompleteth tocompletethesentences.Let esentences.Letthem them comparetheiranswersinpairsbeforediscussingasa class.Infeedbackpoint class.In feedbackpointoutthat outthattogivenegativeopinio togivenegativeopinions ns Ithink  Idon’tthink weuse a affirmativeverb,andnot negativeverb,e.g. Idon’tthink Idon’tthinkthiscolour thiscolourlooksvery looksverynice. nice. ANSWERS

1 a think think 2 a co come me 3 a love love

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Vocabulary timeexpressions completethetable.Letthemcomp completethe table.Letthemcomparetheir aretheiranswersin answersin pairsbeforediscussingasaclass.

ANSWERS

1 2 3 4

Loveand enjoycanbeusedactivelywhentheydescribe Loveand canbeusedactivelywhentheydescribe theprocessofenjoyingsomething,whereastheverb like canneverbeused cannever beusedintheprogressive. intheprogressive.

Unit 1 1 Colour

barethinking barecoming bisloving

SAMPLEQUESTIONS

Howoftendoyou Howoften doyoubuynew buynewclothes/ clothes/CDs/magazines. CDs/magazines. Whatareyouwearingrightnow? Whereareyouworkingthesedays? Whatdoyouusuallyeatforlunch? Whatdoyouwearatweekends? Doyouusuallyworklonghours?

 

UNIT1 UN IT1 Col Colour our

Speaking 10 Askstudentstoreadthroughthephrasescarefully andcheckanywordstheydon’tknowinadictionary. Askstudentstoworkin Askstudents toworkinpairstoca pairstocategorisetheact tegorisetheactivities. ivities. Pointoutthatsomecangoinbothcategories,aswhat cooking)maybe somepeopleconsidertobea somepeoplecons idertobearoutine(e.g. routine(e.g. cooking )maybe consideredbyotherstobealeisureactivity. SAMPLEANSWERS Routines:cookameal,decorateyourhouse,doDIY,do housework,goonline Leisureactivities:decorateyourhouse,doDIY,dress up,goonline,gooutwithfriends,goshopping,goto eveningclasses,goto eveningclasses, gotoanexerciseclass, anexerciseclass,learnanew learnanewskill, skill, makesomethingwithyourhands,readanewbook,spend timewithyourfamily

Vocabularynotes DIY doityourself(i.e.dobuildinganddecoratingjobs aboutthehouseyourself) 

dressup

putonyourbestclothes(e.g.togoout)



getdressed toputonclothes 

1b Cultureandcolour Vocabulary Vocabul ary feelingsand feelingsandpersona personall states Lead-in Introducingthetheme:associationsofcolours Writethefollowinglistontheboardandaskstudentsin pairstosaywhichcolourstheyassociatewiththethings. Askthemtoexplainwhytheythinkofthesecolours. trafficlights,thetapsonyoursink,theon/offbuttonon yourDVDplayer,roadsigns,areferee’scardsinfootball

1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstotalkabout otalkabout whichcolourstheyassociatewith love loveand and anger anger.. ANSWERS Inmanycultures,red Inmany cultures,redisthe isthecolourof colouroflove,e.g.peoplegive love,e.g.peoplegive redrosestoshowtheylovesomeone. Redisalsocommonlythecolourofanger(redintheface, aredragtoabull).

housework jobsaboutthehouse(e.g.ironing,cleaning) 

goshopping

gotoshopsasaleisureactivity



dotheshopping shopforfood(asaroutinetask) Notetheusesof do (doDIY;dohousework )andmake do( doDIY;dohousework)andmake (makesomethingwithyourhands ):do ):doisusedwithwork, isusedwithwork, and make makewhenthereisconstructionorcreativity. whenthereisconstructionorcreativity. 

11 Givestudents Givestudentsacoupleof acoupleofminutestoth minutestothinkof  inkof  questionstheycanask,using questionstheyca nask,usingtheexamplesin theexamplesinthespeech thespeech bubblesasmodels.Thenaskstudentsinpairst bubblesasmodels.Thenasks tudentsinpairstointerview ointerview eachother.

Extraactivity

2 Askstudentstoworkinpairstochoosethecorrect words.Encouragethemtoguessfromtheirknowledge ofEnglishbeforelookingwordsupinadictionary.In feedback,askdifferentpairs feedback,ask differentpairstoexplain toexplaintotheclasswhat totheclasswhat theythinktheotherword theythinkth eotherwordmeansin meansineachcase. eachcase. Youmayneedtopre-teachsomekeywordsinthe thingsgowell meanstheyare definitions.Forexample,thingsgowell definitions.Forexample, successful,andfacedangeroussituations successful,and facedangeroussituationsmeansconfront meansconfront (andnotrunawayfrom)dangeroussituations. ANSWERS 1 2

ExtendExercise11into ExtendExercise 11intoaclasssurvey aclasssurvey.Divide .Dividetheclassinto theclassinto groupsofthreeorfour.Askeachgrouptochooseatopic andwritesixquestionsliketheexamplesinthespeech bubbles.

3 4

prosperity luck courage wisdom

knowledge sadness mourning envy

5 6 7 8

Studentstheninterviewthreepeopleandnotetheir responses.

Listening

Homework

Askstudentstoworkinpairsto orkinpairstocomplete complete 3   [1.2] Askstudentstow thequizatthebottomofthepage. thequizatthebottom ofthepage.Playtherecord Playtherecording. ing. Studentslistenandchecktheiranswers.

Askstudentstowriteashorttextabouttheirdaily routinesandleisureactivitiesonatypicalSunday.

ANSWERS 1

b

 

2

a

Audioscript

 

3

 

b

 

4

a

 

5

a

 

6

b

 

7

a

[1.2]

A:

Doyouwanttodothisquiz? B: What’sitabout? A: Coloursandwhattheymeanaroundtheworld.For example,lookatthis example,look atthisphoto.Wherearethe photo.Wherearethewomen women going? B: Idon’tknow.Toaparty?

1b

Cul Cultur ture eand andcol colour our

19

 

UNIT UN IT 1 Co Collou ourr A:

No,they’reguestsataweddinginIndia.Theguest No,they’reguestsat aweddinginIndia.Theguestss andthebrideherselfwearbright andthebride herselfwearbrightcoloursliketh colourslikethese ese redandorangecloth redand orangeclothes.OK, es.OK,here’syour here’syournextquestion. nextquestion. DoesredhavedifferentmeaningsinEasternand Westerncultures? B: Yeah,Ithinkitdoes.Ialwaysassociateredwithstrong emotionslikelove,orpassionoranger. A:

That’sr That’sright.Andin ight.AndinEasterncultures Easternculturesitmeansluck itmeansluckand and prosperity.Oh,andcouragetoo,itsayshere.OK,next: Wheredoesyellowsymbolisewisdom? Well,ayellowjerseymeans eymeansthewinner thewinneroftheTour oftheTour B: Well,ayellowjers deFrancetome!ButI deFranceto me!ButIdon’tseet don’tseetheconnection heconnectionwith with wisdom. Well,therearetwo aretwooptions.Is options.IsitChinaorIndia? itChinaorIndia? A: Well,there B: Ithinkit’s…oh,India. Let’ssee…yes,you’reright,it’sInd …yes,you’reright,it’sIndia.Itmeans ia.Itmeansboth both A: Let’ssee wisdomandknowledgeinIndia wisdomand knowledgeinIndia,actually ,actually.. Andin China,it’sasymbolofpower. B: Well,Ididn’tknowthat.What’sthenextquestion? A: OK…whichcolourmeans‘happiness’inJapan? Orangeorpink? OhIknowthis,Ithinkit’sorange.It’ hinkit’sorange.It’shappin shappinessand essand B: OhIknowthis,It love. A:

Yes,itis!Welldone.Amazing!OKthenextone’sabout thecolourblue. B: Bluemeanscold. A: True.Andthenthere’sbluesmusic,isn’tthere?Can yousay,‘Ifeelblue’inEnglish? B: Yeah,ofcoursewecan.OK,socold,sadness…what else? Wellthequestionhereis,when hereis,whendopeoplewear dopeoplewearbluein bluein A: Wellthequestion Mexico? B: Mexico?I’vegotnoidea. Let’ssee…oh,atfunerals!It’s …oh,atfunerals!It’sthecolouras thecolourassociated sociated A: Let’ssee withdeathandmourning.That’sabitsad,too. B: Arethereanymorequestions? A: Yeah,thelastoneis,whousesgreenastheirsymbol? Therearetwooptionsbut Therearetwo optionsbutI’mnotgoing I’mnotgoingtotellyou totellyou them–it’stooeasy. Green?Somethingtodo Green?Somethingtod owithnature…,Oh withnature…,Ohyes, yes, environmentalists,conservationiststhatsortofthing.

B: A:

Ofcourseitis!Now,here’sa Ofcourseitis!Now, here’saquizallab quizallaboutthecolour outthecolour green.Doyouwanttohaveago?

4   [1.2] Askstudentsto Askstudentstoreadtheno readthenotescarefully tescarefully andaddanyinformationtheycanremember.Play therecordingagain.Studentslistenandcompletethe information.Letthemcomparetheiranswersinpairs. ANSWERS 1 2 3

anger knowledge love

4 5

cold/sadness green

5 Discussthe Discusstheculturalmeanings culturalmeaningsofcolours ofcoloursasaclass. asaclass.

Pronunciation questions 6a   [1.3] Playtherecording.Studentslistenand noticetherisingorfallingintonatio noticetherisingor fallingintonationinthetwoquestion ninthetwoquestions. s. Modelanddrillthese Modeland drillthesetwoquestion twoquestionstwoorthreet stwoorthreetimes imes beforedoing6b.A Asyoumodel,holdyourrightha syoumodel,holdyourrighthandina ndina highposition,andmove highposition, andmoveitmarkedlydow itmarkedlydownthenup, nthenup,orup orup thendown,inordertoshowtheintonation.

Pronunciationnotes Encouragestudentstostarttheirintonationquitehigh,then godownandbrisklyupfor yes/no questionsandupthen yes/noquestionsandupthen brisklydownfor  Whquestions.  Wh-questions.

6b   [1.4] Askstudentstolo Askstudentstolookatthequestion okatthequestionsfirst sfirst andpredicttheintonationpattern. andpredicttheintonatio npattern. Playtherecording. Studentslistenandrepeat.

Extraactivity Play   Interviewtheteacher.Dividetheclassintopairsand Play  .Dividetheclassintopairsand askthemtothinkofthree yes/no questionsandthree yes/noquestionsandthree questionsthattheywouldliketoaskyou.Tellthe Wh-questionsthattheywouldliketoaskyou.Tellthe Whstudentsthatyouwillanswerallquestionshonestlyso longastheyaregrammaticallycorrect, longas theyaregrammaticallycorrect,havethe havethecorrect correct intonationpattern,andarenot   too personal. toopersonal. Nominatepairsinturnstoaskquestions.Trytomakeit quick-fireandfun.Ifaquestioniswrong,grimaceand moveontoadifferentquestioner,rememberingtoreturn tothatpersonlater.

Grammar questionforms 7 Askstudents Askstudentstolookba tolookbacktothe cktothequestionsinth questionsinthequiz equiz Coloursandtheirmeaning.Askthemtomatchthequestions Coloursandtheirmeaning.Askthemtomatchthequestions tothestatements.Letthemcomparetheiranswersinpairs beforediscussingasaclass.Referstud beforediscussin gasaclass.Referstudent entstothegramma stothegrammarr boxandtopage156forfurtherinformationandpractice. ANSWERS 1

b

 

2

a

 

3

a

 

4

c

 

5

Unit 1 Colour

 

6

a

 

7

c

Grammarnotes Objectquestionsfollowaregularpatternthatcanbe showninthefollowingtable: Questionword

Auxiliary(or mo od da ll)) v ve err b

S ub ub jje ec tt

Ma aii n nv er erb

Where

does

he

live?

What

is

she

doing?

What

can

you

see?

Subjectquestions,inwhichthequestionwordisthe subjectofthesentence,aresimpleinthattheyfollowthe samepatternasanaffirmativesentence: Ques Questi tion onw word

Au Auxi xili lia ary rya and/o /or rm main inv ver erb b

Who

liveshere? canswim? iscrying?

20

b

 

UNIT1 UN IT1 Col Colour our

8 Askstudents Askstudentstocompleteth tocompletethesentenceswith esentenceswiththe the missingverbs.Tellthemtorefertothegrammarboxto helpthem.Letstudent helpthem. Letstudentscomparetheiranswers scomparetheiranswersinpairs. inpairs.

Lead-in

ANSWERS Blue 1

Yellow

do

5

2 3 4

1c Redisforwinners

does

6

Who is is

7 8

Which do can

9 Dividetheclassintogroupsoffour.Ineachgroup, labeltwostudents‘A’andtwostudents‘B’.Students Ashouldlookattheinformationonpage153ofthe Students’Book.Students Students’Bo ok.StudentsBsh Bshouldlookatthe ouldlookattheinformation information onpage154.Eachpairwithineachgrouphasanswersto halfthequestions.Askthepa halfthequestions .Askthepairstotake irstotaketurnsto turnstoaskthe askthe questionsandanswerthem.Iftheycananswercorrectly, theygetfivemarks.Iftheycan’ theygetfiv emarks.Iftheycan’tanswer, tanswer,theother theotherpair pair mustgivethemtheoptions mustgivethem theoptionsprovided.Ift provided.Iftheythenguess heythenguess correctly,theygetonemark.Findoutwhichpairineach groupwins.

Extraactivity Askfastfinishinggroupstowritetheirownquizquestions withacolourinthem.Attheendoftheactivity,askany groupswithextraquestionstoasktheclass.

Writingandspeaking 10 Askstudentstoreadthroughthequestionscarefully andmatchquestions1–4tothefollow-upquestions. Thenaskthemtowrite Thenaskthem towritefollow-upquestions follow-upquestionsfortheoth fortheother er questionsinthelist. questionsin thelist.Letstudentscompare Letstudentscomparetheirfollow-up theirfollow-up questionsinpairs.

Introducingthetheme:thecolourred Readoutthefollowinglistandaskstudentstowrite somethingredasanexampleforeach.Exampleanswers aregiveninbrackets. aflower(rose,tulip aflower( );afruit(strawberry,apple );acountry’s rose,tulip);afruit( strawberry,apple);acountry’s flag(England,Japan,China,Russia flag( );aplanet(Mars );a England,Japan,China,Russia );aplanet( Mars);a rockbandwithredinitsname( SimplyRed,RedHotChili  Peppers)) Peppers

Reading 1 Askstudentstoworkinpairstowritedownasmany sportsteamsastheycaninone sportsteamsasthey caninoneminute.Findout minute.Findoutwhether whether theteamsinredareth theteams inredarethemostsuccess emostsuccessfulinthelist. fulinthelist. Backgroundnotes Herearesomefamousteamsthatplayinred: Football:ManchesterUnited,Arsenal,Liverpool,Benfica, BayernMunich,ACMilan Americansports:CincinnatiReds,BostonRedSox (Baseball),DetroitRedWings(Hockey),ArizonaCardinals, NewEnglandPatriots(AmericanFootball) TheEnglandfootballteamusuallyplayinwhite,butwhen theywontheWorldCupin1966,theyworered.

2 2and and 3 Dividetheclassinto Dividetheclassintopairs. pairs.Askthemtodiscuss Askthemtodiscuss whattheheadlinemeans.Thenaskthem whattheheadlinemeans. Thenaskthemtoread toreadthetext thetext quicklytochecktheirprediction. ANSWER

c

ANSWERS 1d

 

2c

 

3b

 

4a

Possiblefollow-upquestionsfor5–8: 5 Whatdoyouenjoy/finddifficultaboutit? 6 Doyoufinditinteresting? 7 Whichcoursesareyoudoing? 8

Whichhobbiesdoyouhave?

11 Askstudentstostandupand‘mingle’withother studentsintheclass; studentsin theclass;theyshouldintroducethems theyshouldintroducethemselves elves tothreeorfourstudentst tothreeorfour studentstheydon’talreadyknow heydon’talreadyknow(if  (if  possible)andaskthem possible)and askthemsomeof someofthequestionstheyhave thequestionstheyhave prepared.Theyshouldthen prepared.They shouldthenworkin workinpairstoshare pairstoshare feedbackaboutthepeoplethey feedbackabout thepeopletheyspoketo. spoketo.

4 Askstudentstoreadthetextagainandcorrectthe factualinformationinthesentences. factualinformationin thesentences.Lets Letstudentscompare tudentscompare theiranswersinpairs theiranswers inpairsbeforedis beforediscussingas cussingasaclass. aclass. ANSWERS 1

2

3

RussellHillandRobertBartonareBritish anthropologists. JoannaSetchelldo Joanna Setchelldoesresearch esresearchintoAfrican intoAfrican primates/  mandrills.. mandrills JonathanBlountisa biologist attheUniversityof Glasgow.

5 Askstudentstoworkinpairstomatchtopicsand conclusions.Tellthemtorefertothetextagaininorderto checkthattheyhavematchedcorrectly. ANSWERS 1

d

 

2

a

 

3

b

 

4

c

1c

Red Redis isfor forw winn inner ers s

21

 

UNIT UN IT 1 Co Collou ourr

Vocabularyandspeaking therolesweplay

Vocabularynotes equallymatched asagoodaseachother 

tipthebalance arethesame) redden pale

makethedifference(whentwothings



gored



withoutstrongcolour(inthiscontext



beaks

white)



bird’smouths

8 Askstudentstoscanthetexttofindtherolesthatare mentioned.Letthemcomparetheiranswersinpairs.In feedback,readtheinformationinthe  Wordbuilding  Wordbuildingbox. box. Refertopage11oftheWorkbookforfurtherinformation andpractice.



flashiest mostbrightlycoloured

ANSWERS

Backgroundnotes

anthropologist,athlete,biologist,competitor,contestant, opponent,primatologist,researcher,scientist



TaekwondoisaKoreanmartialartandthenationalsport ofSouthKorea.Itinvolveskickingyouropponentinthe headandbody.

Vocabularyandpronunciationnotes

Greco-RomanwrestlingwasdevisedinFranceinthe nineteenthcentury.Itinvolvesholdingandthrowingan opponent.

anthropologist ascientistwhostudieshumanbehaviour

Notethatthemain Notethat themainstressisunderlined. stressisunderlined. 

athlete

apersonwhocompetesinsport



biologist ascientistwhostudieslivingthings 

Criticalthinking Critical thinking conclusions

colleague apersonyouworkwith

6 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussand odiscussand

competitor somebodywhotakespartinacompetition, particularlyinsport

decidewhichstatementmeansthe decidewhichstatement meansthesameastheextract sameastheextract fromthetext.In fromthe text.Infeedbackcheckthatstud feedbackcheckthatstudentshave entshave equallymatched.. understood equallymatched





contestant somebodywhotakespartinacompetition suchasagameor suchas agameorquizshow quizshoworarealityTVprogramme orarealityTVprogramme 

mentor personwhoguidesandsupportsyou 

ANSWER

b

7 Askstudents Askstudentstodiscuss todiscussthequestioninpairs thequestioninpairs.. ANSWER

Inspeciessuchastheblue-footedbooby,acompletely  differentcolourseemstogivethemalebirdsthesame advantagewithfemales.

Extraactivity Writethefollowingquestionsontheboard: Doyouagreeordisagreethatteamsinredwinmore often?Whyorwhynot? Whatcolourdoyourfavouriteteamplayinandhow  successfularethey?  Shouldteamsbebannedfromplayinginred?  Ifyouformedafootballteam,whatcolourshirtswould  youchooseandwhy? Dividetheclassintosmallgroupstodiscussthequestions.

opponent thepersonyouarecompetingagainst primatologist ascientistwh ascientistwhostudi ostudiesprimates esprimates(monkeys (monkeys andapes) 



researcher somebodywhocarriesoutresearch 

9 Dividetheclass Dividetheclassintopairs. intopairs.Givestudents Givestudentsacoupleof  acoupleof  minutestopreparehow minutesto preparehowtodescribe todescribetheroles.Thenask theroles.Thenask themtotaketurnstodescribeand themtotaketurnsto describeandguesstheroles. guesstheroles.

10 Dividethe Dividetheclassinto classintopairsorsmallgroups pairsorsmallgroupsto to discussthedifferentrolestheyplay.Attheend,ask aspokespersonfromeachgrouptosummarisetheir discussion.

Extraactivity Askstudentstowritetheirnameinthemiddleofapiece ofpaperanddrawacircleroundit.Thenaskthemto drawlinesfromthecircletothenamesofatleastfour peoplewhoareimportantintheirlives.Tellthemthatthe shorterthelinetothename,theclosertherelationship withthatperson.Tellthemtothinkofparentsand relatives,friendsandcolleagues,mentors,teachersand managers. Whenstudentshavedrawntheir‘relationshipmap’,ask themtoshowittoapartnerandtellthepartnerabout thepeopleonthe thepeople onthemap.Forexample: map.Forexample:Peterisacolleague Peterisacolleague atworkbuthe’salsoagoodfriendandamentor…hehas reallyhelpedmewithmycareer.

Homework Askstudentstowriteaparagraphabouta‘mentor’whois importantintheirlife.

22

Unit 1 Colour

 

UNIT1 UN IT1 Col Colour our PAOLA:

Ido,actually,Colin.I’minsales. COLIN: Oh,areyou? PAOLA: Yes,Iworkforanelectronicscompany.We’re startingtosellonline. COLIN: Really?Well, Really?Well,Paola,why Paola,whydon’tI don’tIgiveyoumy giveyoumy card?Hereyouare. Thanks,it’sbeengoodta beengoodtalkingtoyou. lkingtoyou.Let’sstay Let’sstay PAOLA: Thanks,it’s intouch.

1d Firstimpressions Lead-in Introducingthetheme:firstimpressions Elicitsituationsinwhichpeoplehavetomakeagood firstimpression,andwritethemontheboard,e.g. ajob interview,aspeakingexam,afirstdate. Askstudentsinpairstothinkofone‘goldenrule’foreach situation,e.g. don’tbelate,befriendly,smile.

Reallife openingand openingandclosing closing conversations 1 Dividetheclassintogroupsofthreeorfourtoreadthe handoutanddiscussthequestions. ANSWERS Students’ownideas

Vocabularynotes punctual  ontime 

courteous

verypolite



thefocusofyourattention=thepersonyoulookator listentoallthetime

Whatdoes‘role-playing 2   [1.5] Setthescenebyasking: Setthescenebyasking:Whatdoes‘role-playing ameeting’mean? (Actingitoutorpractisingit.) Playtherecording.Studentslisten Playtherecording. Studentslistenandtickthe andtickthepointsthe pointsthe speakersfollow.Letthemcomparetheiranswersinpairs beforediscussingasaclass. ANSWERS Dialogue1 Bepunctual,courteousandpositive. Makesureyouknowtheotherperson’sname.Useit! Maketheotherpersonthefocusofyourattention… Knowwhatyouwanttosayandsayiteffectively! Dialogue2 Bepunctual,courteousandpositive. Knowwhatyouwanttosayandsayiteffectively!

2 

LUCY :

Hello,howareyou?I’mLucy. YUVRAJ : I’mverypleasedtomeetyou.I’mYuvraj Getfit–it’sachainofgyms. Singh.Iworkfor Getfit –it’sachainofgyms. Getfit. LUCY : Ohyes,mybrothergoesto Ohyes,mybrothergoestoGetfit. YUVRAJ :

Doeshe?Great.We’rebuildingabignewgym inthetowncentrehere.It’snearlyreadytoopen,in fact. LUCY : Isit?That’sgreat. YUVRAJ : Yes,we’reallreallyexcitedaboutit.Erm,what aboutyou? LUCY : I’mlookingforanewjobatthemoment, actually. YUVRAJ : OK,well,than OK,well,thanksforyour ksforyourtime.Letme time.Letmegive give youmycard.Don’tforgettocheckoutournewgym whenitopens.

3   [1.5] Playtherecordingagain.Studentslisten andticktheexpressions andtick theexpressionsused. used.Letstudents Letstudentscomparetheir comparetheir answersinpairsbeforediscussingasaclass.Infeedback, askwhichspeakersgave askwhich speakersgavethebestperformance. thebestperformance. ANSWERS Seetheunderlinedphrasesintheaudioscript.Students shouldtickall should tickalltheexpressions theexpressions except: MayIintroducemyself?  Howaboutmeetingagain? Thefirstpairgivethebestperformance.Theyuse courteous,positivebutformallanguage( Howdoyoudo, )andusetheirnames. Pleasedtomeetyou,Ido,actually)andusetheirnames. Pleasedtomeetyou,Ido,actually Thesecondpairarefriendlyandpolitebutdon’tuseone another’snamesandaretooinformal( Howareyou?  Great,Erm,whataboutyou?).Yuvrajtalksabouthimself Great,Erm,whataboutyou? ).Yuvrajtalksabouthimself anddoesnotfocusontheotherperson. Thanksforyour  timeisnotreallyappropriatehereandsoundsquiterude. time isnotreallyappropriatehereandsoundsquiterude.

4 Askstudent Askstudentsto stodiscussthe discusstheformalityofthephrases formalityofthephrasesin in

Audioscript 1

 

[1.5]

  PAOLA :

Goodmorning!Allowmetointroducemyself. I’mPaolaIannucci. COLIN: Howdoyoudo.Myname’sColinBurke. It’sapleasuretomeetyo tomeetyou,Colin.Isee u,Colin.Iseeyou you PAOLA : It’sapleasure workforanadvertisingagency. COLIN:

Yes,erm…Paola.I’mtheartdirectoratArrow Agency.Imostlyworkonwebadverts. PAOLA : Doyou?Thatsoundsinteresting. COLIN: Itis.We’redevelopingsomereallynewwaysof  advertising.DoyouusetheInternetmuchinyour work?

pairsbeforeconfirmingtheanswers.Thenreadoutthe fivemostformalexpressionsandaskstudentstorepeat them.Notethattheintonationfallsattheendofallthe expressionsexceptfor Howdoyoudo? ANSWERS Allowmetointroducemyself. Howdoyoudo? It’sapleasuretomeetyou. It’sbeengoodtalkingtoyou. Letmegiveyoumycard.

1d Fi Firs rst tim impr pres essi sion onss

23

 

UNIT UN IT 1 Co Collou ourr Vocabularynotes Often,formalphrasesareimpersonal,sotheyavoidthe personalpronouns personal pronouns I I and andyou .Compare It’sapleasureto you.Compare meetyouwith meetyou with I’veenjoyedmeetingyou .Usingimpersonal expressionscreatesdistanceandformality. Letmeand Letme andAllowmeto Allowmetoarepolite,formalrequests. arepolite,formalrequests. Inabusinesscontext,peoplegenerallysay Howdoyoudo? or,alittlelessformally, Pleasedtomeetyou Pleasedtomeetyou,whenmeeting ,whenmeeting someoneforthefirsttime.Informalsituations,wewould onlysay Howareyou?ifwealreadyknowtheperson. ifwealreadyknowtheperson. Notethat Thanksforyourtime isappropriateinabusiness context(e.g.whenpeoplehavespenttimeduringthe workingdaydiscussingbusinessmatters),butitwouldnot beappropriatetousethisinanysocialcontext.

Extraactivity

1e Aboutus Lead-in Introducingthetheme:colourit! Dividetheclassintogroupsofthreeorfour.Tellthem theyhave1,000eurosandfiveminutestoredesignthe classroom.Theymustthinkofwhatcolourstheywould paintthewallsandceilings,thetablesandchairs,what theywoulddowiththefloor,whatnewfurnitureor teachingaidstheywouldbuy. Afterfiveminutes,askdifferentteamstopresenttheir recommendations,andhaveaclassvotetofindoutwhich teamhadthebestidea.

Writing awebsitep awebsiteprofile rofile

Youcoulddrilltheintonationpatternoftheseforms. Whenbeingpolite,itisimportanttohaveabroad intonationpattern,startinghigh,andrisingandfalling, orfallingthenrising,dependingontheexpression. Allowmetointroducemyself.

1 Askstudent Askstudentsto storeadtheinformationb readtheinformationbrieflyand rieflyand answerthequestion.Letthemcomparetheir answerthequestion. Letthemcomparetheiranswersin answersin pairsbeforediscussingasaclass. ANSWERS a

Howdoyoudo?

d

Pronunciation Pronunc iation shortquestion shortquestions s

(colourtherapy,howtousecolourintheworkplace) (Colourit! iscompleting iscompletinga aprojectforthe projectfortheredecoration redecoration ofourhotel;…isinvolvedwiththepromotionofYoung FashionWeek)

5a   [1.6] Playtherecording.Studentslistenandnotice thepronunciationofshortquestionstoshowinterest.Play therecordingagainforstudentstolistenandrepeat.

Writingskill Writing skill criteriafor criteriaforwriting writing

5b Dividethe Dividetheclassinto classintopairs.Studentspractise pairs.Studentspractisereading reading

correctoption.Letthemcomparetheiranswersinpairs beforediscussingasaclass.

outthedialogues,payingattention outthedialogues,payin gattentiontt othe othestressand stressand intonationofthewords.Forfurtherpractice,students couldalsoadaptthedialogues.

ANSWERS 1

Pronunciationnotes

2

Inshortanswers,theauxiliaryverbisstressed.Toshow interest,theintonationpatternshouldstarthigh,fall, thenriseabruptly.Iftheinformationisveryinterestingor unexpected,theintonationpatternismoreexaggerated. A: A:I’mEnglish. I’mEnglish.

2a Studentsreadtheinformationagainandchoosethe

3

website neutral potentialclients

4 5

topromotethecompany separatesectionsoftext

2b Dividetheclass Dividetheclassintopairs. intopairs.Studentsdiscuss Studentsdiscussthe the question.

B:Areyou? B:Areyou?

ANSWERS A:I’mamillionaire. A:I’mamillionaire. B:Areyou? B:Areyou?

6 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtopractisethe themtopractisethe dialogueonpage173oftheStudent’sBo dialogueonpage173 oftheStudent’sBook. ok. 7 Askstudentstolookattheprofilecardandcheckthat theyknowallthewords.If theyknow allthewords.Ifyourclass yourclassarebusiness arebusinesspeople, people, theycouldcompletethecardswith theycouldcompletethe cardswithrealinformation.If  realinformation.If  not,askthemtousetheirimagination. Modelshortanswers:nominateafewindividualstoread outinformationandrespondbysaying Doyou? andAre you?inaninterestedandanimatedway. Askstudentstocarryout Askstudents tocarryouttheactivity theactivityoutlinedinthe outlinedinthe seminartask.Remindthem seminartask. Remindthemtobe tobecourteousandpositive, courteousandpositive, tolisten,andtoexchange‘imaginary’cardsattheend. Monitorandgivefeedbackon Monitorand givefeedbackonattheen attheend. d.

8 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscusstheinformation information theyfound.Infeedback, theyfound. Infeedback,askstudentswhichbu askstudentswhichbusiness siness associatesweremostcourteous,positiveorattentive. 24

Unit Unit 1 1  Co Colo lour ur

website:thelayoutshowsitisawebsite neutral:Thetonespeaksdirectlyandpersonallytothe reader(Wecanoffer…Wehelpyou… reader( Wecanoffer…Wehelpyou…)) butit butitalsohas alsohas formalwrittenfeatures( Inaddition ). Inaddition). 3 potentialclients: Wecanofferadviceon…;wehelp youfind… ; Testimonials 4 topromotethecompany: Weareaprofessionalcolour  consultancywithfifteenyears’experience;Weleadthe field…;Testimonials 5 separatesectionsoftext:thetextshaveheadingsand areinseparateboxes.

1 2

 

UNIT1 UN IT1 Col Colour our

3 Studentsunderline Studentsunderlinetheexpressio theexpressions.Let ns.Letthemcompa themcompare re theiranswersinpairsbeforediscussingasaclass. ANSWERS 1 2 3

withfifteenyears’experience,currently,Thisyear Inaddition,also offeradvice,help,lead offeradvice, help,leadthefield,working thefield,workingwith, with, advising,reducestress,completingaproject,involved withthepromotionof

4 Studentswo Studentsworkindividually rkindividuallytocomplete tocompletethesentences. thesentences. Letthemcomparetheiranswersinpairsbeforediscussing asaclass.

1f Peruvianweavers Beforeyouwatch 1 Studentsworkingroups.Askthemtolookatthephoto andsaywhattheycansee,then andsaywhattheyca nsee,thendiscussthequest discussthequestions. ions. Takefeedbackfromtheclass. Askstudentsto stocompletethesummarywith completethesummarywiththew thewords ords 2 Askstudent fromthebox.Theycancheckthemeaning fromthebox.Theycan checkthemeaningoftheword ofthewordsin sin theglossaryatthebottomof theglossaryatthe bottomof page19. ANSWERS 1

ANSWERS 1 2

2 3

weavers village cooked

far farmin ming g

 

7 visitors visitors

5 business business

4

 

8 tradition traditionss

   

6 shawls shawls

 

9self-sufficient

 

currently,Inaddition Thisyear,also

Whileyouwatch Vocabularynote Inaddition isaformal,writtenwayofaddinginformation.

Theexpressioncomesatthestartofasentenceandis followedbyacomma.  Moreover  and Furthermore are wordswithasimilarmeaninganduse. Alsoislessformalandgoesbetweensubjectandverb,or

afteranauxiliaryverbortheverb tobe.  Toohasasimilar meaningbutgoesattheendofasentence.

5 Dividetheclassintosmallgroups.Studentsmust decideontheircompanyname,fieldofworkandsome currentprojects.Monitorandhelpwithideasand vocabulary.

6 Studentswork Studentsworkindividuallytow individuallytowriteafirst riteafirstdraftof  draftof  theirprofile,thenexchangeitwiththeirpartner. theirprofile,thenexchange itwiththeirpartner.Itist Itisthe he partner’sjobtoprovide partner’sjob toprovidefeedbackands feedbackandsuggestionson uggestionsonthe the styleandaccuracyofthe styleandaccura cyofthewebsiteprofile.Stud websiteprofile.Studentsthen entsthen revisetheirprofilesbasedonth revisetheirprofiles basedontheirpartner’sfeed eirpartner’sfeedback. back. 7 Whenthey Whentheyhavecompleted havecompletedtheirfinaldraft, theirfinaldraft,students students readouttheirprofilestopeopleintheirgro readouttheirprofiles topeopleintheirgroup.The up.Thegroup group mustfeedbackon mustfeed backontheaccuracyandclarity theaccuracyandclarityofeach ofeachprofile. profile. Attheend,askeachgrou Attheend, askeachgrouptopresent ptopresenttheirfavourite theirfavourite profiletotheclass.

3 Playthewho Playthewholeofthevid leofthevideoforstudent eoforstudentstocheck stochecktheir their answerstoExercise2.Theyshouldnottrytounderstand everythingatthisstage. 4 Givestudents Givestudentstimetoread timetoreadtheextracts theextracts.Thenplay .Thenplaythe the videoagainandaskstudentstoputtheextractsinthe orderofthevideo. orderof thevideo.Checktheanswersand Checktheanswersandifnecess ifnecessary ary playpartsofthevideoagain. ANSWERS 1

c

 

2

e

 

3

a

 

4

b

 

5

d

 

6

f

5 Givestudents Givestudentstimetoread timetoreadthequestions. thequestions.Thenplayth Thenplaythee videoforthemtoanswer. ANSWERS 1 2

3 4

5

theleaderfortheCentreforTraditionalTextiles Shethoughtitwassadthattraditionalweavingwas disappearing. thattheyoungergenerationshouldlearntoweave Onewoman’shusbandhasstartedhelpingwiththe sheep. Theycanmakeareasonableamountofmoney.

Extraactivity

Afteryouwatch

Youcouldaskstudentstoroleplayaconversationbased ontheinformationintheprofile.So,onestudentplays aclientinterestedintheprofileandtheotherplaysthe entrepreneurwhohasdesignedtheprofiletopromote thecompany.Clientsmustaskquestionsaboutthe informationintheprofileandtheentrepreneursmust respondandenlargeontheinformation.

6 Studentswor Studentsworkinpairsto kinpairstoroleplayan roleplayaninterviewwith interviewwith Nilda,accordingtotheinstructionsontheworksheet. 7 Elicitideas Elicitideasfromthe fromtheclassabout classaboutwhat whatthequotemeans thequotemeans andwhethertheyagreewithit. 8 Studentsworkingroupstoaskandanswerthequestions.

Homework AskstudentstogoontheInternetandfindawebsite profileinEnglishforacompanythatintereststhem.Tell themtodownloadit,thenunderlinekeyphrasesand analyseaspectsoftheprofileaccordingtothelistof criteriainExercises2aan criteriain Exercises2aand3(purpose,level d3(purpose,levelofformality offormality etc.).Askstudentstopresenttheirfindingstotheclassina futurelesson. 1e

Per Peruv uvia ian nwe weav aver ers s

25

 

UNIT UN IT 1 Co Collou ourr

Videoscript

UNIT1Review

Part1

Grammar

00:17–00:52

1 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscussthequestions. questions.

Inasmallvillage,highintheAndes,itallstarts Inasmallvillage,highinthe Andes,itallstarts withthesheep.Justone,that withthesheep. Justone,thatlosesitswarm losesitswarmwinterwool.First, winterwool.First, afewpeoplefromthevillage,orvillagers,catchthesheepand preparetheknife.Then,theycarefully preparetheknife. Then,theycarefullytieupthes tieupthesheepsothatit heepsothatit can’tmove.Finally,theyuse can’tmove.Finally ,theyusetheknifetocutthesheep’s theknifetocutthesheep’swinter winter

2 AskstudentswhattheyknowaboutRebeccaAdlington, andwhattheywouldliketoknow.Thentellthemtoread theinterviewandcompleteit.

coatofwool. 00:55–01:29 Afterthat,one Afterthat,oneofthenewest ofthenewestandmostimportant andmostimportant industriesinChincherobegins. Themethodstheyuse Themethodstheyuseare are traditional,butthesevillagersarepartofsomething traditional,butthese villagersarepartofsomethingnew.The new.The woolthey’recollectingisforanew woolthey’recollectingis foranewanddifferentbusiness, anddifferentbusiness,aa weaver’scooperativethatthewomenheremanage.

EveryMondayandSaturday,46womenand EveryMondayandSaturday,46wo menandgirlscutwoolfrom girlscutwoolfrom theirsheepandllamas.Then,theyspinitintoyarnformaking cloth.NildaCayanupaistheleaderfortheCentreforTraditional Textiles,whichmanagesthecooperative. 01:30–01:45 01:30–01: 45 Nilda Anyofmyageinmytownwaslearning toweave.Soitwaskindofsadthattheweavingwasdisappearing. So,becausethat,alwaysmydreamwasthattheyounger generationshouldlearnsotheweavingwon’tdie. 01:46–01:52 NildagrewupintheAndeancountryside,where manyofthemenarefarmers. 01:55–02:06 01:55–02: 06 Nilda Nilda Chincheroisafarmingvillage.We’rethe best.I’mnotsayingthisbecauseI’mfromthisvillage–butwe’re thebestproducersofthepotatoes,andmanybeanslikequinoa, barley…

02:07–02:39

FarminghaslongbeenatraditioninChinchero. Manyfarmersherecontinuethetraditionsof Manyfarmershere continuethetraditionsoftheInca theIncapeople people wholivedintheAndes wholivedin theAndesforcenturies.However, forcenturies.However,farmingno farmingno longerbringsinenoughmoneytosupportawholefamily here.So,withthe here.So, withthechangesintheeconomy changesintheeconomy,traditionalideas ,traditionalideasare are changingtoo.Untilnowit’salwaysbeen changingtoo.Untiln owit’salwaysbeenthemen themenwhohave whohave farmed,andthewomenhavecookedand farmed,andthe womenhavecookedandcaredfor caredforthechildren. thechildren. Theyhavealsotakenwoolfrom Theyhavealso takenwoolfromthesheepand thesheepandwovenitinto wovenitinto cloth.It’sthisweavingthat’ cloth.It’s thisweavingthat’snowbecomingmorean snowbecomingmoreandmore dmore important.

02:40–02:54 Nildasaysthatthesewomenweaversare becomingthemaineconomicsupportersofthefamily becomingthemaineconomicsupportersof thefamily.Asan .Asan example,shetellsofonewoman example,shetells ofonewomanwhosehusband whosehusbandhasstarted hasstarted helpingwiththesheep.Sheexplains helpingwiththes heep.Sheexplainsthatthiswasn’t thatthiswasn’tvery very commoninthepast.Menonly commoninthe past.Menonlyfarmedthelandan farmedthelandanddidn’thelp ddidn’thelp withweaving. 02:55–03:03 02:55–03: 03 Nilda Nilda Buttoday Buttoday,this ,thisgroupofladiescanmake, groupofladiescanmake, notalotofmoney notalotof money,butareasonableamount ,butareasonableamountofmoney. ofmoney. 03:04–03:21

NowinChinchero,weavingisn’tjustatradition.

It’sawaytomakemoneyand It’sawayto makemoneyandlivewell livewell.We .Weavinghasalso avinghasalso becomemoreimportantforthecultureofChinchero.It becomemoreimportantforthecultureof Chinchero.Ithas has becomeawaytomakethetextiletraditionstrongerandtokeepa partofthepastalive. 03:23–03:31 03:23–03: 31 Gua Guadalu dalupe pe IlearntwhenIwasinthethird gradeofschoolwithver gradeofsch oolwithverybasicweavi ybasicweaving.Today ng.Today,Iweave ,Iweave blankets,shawls,ponchosandpreparemyownyarn. 03:32–03:42 Olderwomennowteachtheyoungergirls.The goalistobringbackthestrengthofthetextiletraditionofthe past.Theywanttokeepthe past.Theywant tokeepthePeruvianweavingtraditionsalive. Peruvianweavingtraditionsalive. 03:43–03:50  Astheyoung AstheyoungwomenofCh womenofChincherolearnto incherolearnto weave,theyalsolearntobeselfweave,theyalso learntobeself-sufficient.Theycan sufficient.Theycansellthe sellthe blanketsandclothesthattheymakeintheirfreetime. 03:52–03:58 03:52–03: 58 Rosi Rosita ta Idomyweavinginhouse,inthe afternoonsandearlymorning. afternoonsand earlymorning.Andhere AndhereonMondayand onMondayand Saturdaytoo. 04:00–04:13 We Weavinggroups avinggroupsliketheChincherocooperative liketheChincherocooperative aregivingnewlifetothetextiletradition.Intheend,their cooperativemayprovethat cooperativemay provethatmanythreadstogetherarestronger manythreadstogetherarestronger thanonealone. 26

Unit 1 Colour

ANSWERS 1

2

3

4

Q: Whatdoesthischamp Whatdoesthischampionship ionshipmeanto meantoyou? you? A: Actually,Idon’t Actually,Idon’tthink/ think/I’mnotthinking I’mnotthinkingtoomuch toomuch aboutit.IamconcentratingonwhatIamdoing nowandtheprocessofbuildinguptoit. Q: Whatinfluenc Whatinfluencesyoudu esyouduringarace ringarace? ? A: Whenyouhearpeo Whenyouhearpeoplechee plecheeringyo ringyourname, urname, itmakesitmoreexciting. Q: Doyoutraineveryday? Doyoutraineveryday? A: Atthemoment,Iam Atthemoment,Iamdoinga doingabitmorethanusual. bitmorethanusual. IgetSundaysoffandIhavegymworkaswell. Q: Howdoesanimportant Howdoesanimportantcompetition competitionaffectyour affectyour trainingroutine? A: Theroutinedoe Theroutinedoesn’tch sn’tchangebef angebeforeamajor oreamajor championships.But championships .Butthistime,weare thistime,wearetryingdifferent tryingdifferent stuffinthesessions.

Letstudentscomparetheiranswersinpairsbefore 3 actingouttheinterview.

Vocabulary 4 Givestudents Givestudentsafewminutest afewminutestoprepare, oprepare,thendiscuss thendiscussin in pairswhattheydoo pairswhat theydooraredoing raredoingatthegiven atthegiventimes. times.

5 Studentsrewritethewordsthencomparewitha partner.Askstudentstothinkofbothwell-knownpeople andfriendsorfam andfriends orfamilywho ilywhohavetheroles. havetheroles. ANSWERS

athlete,biologist,colleague,competitor,contestant, friend,manager,mentor,opponent,parent,researcher, scientist,teacher

Reallife 6 Dividetheclassintogroupsoffour.Tellthemtochoose arolethenactoutaconversation arolethenact outaconversationusingthe usingtheexpressions. expressions.

Speaking 7 Studentsch Studentschoosea oosearole,then role,thentell telltheirpartner. theirpartner.Make Make suretheyhaveadifferentp suretheyhav eadifferentpartnertot artnertotheonethey heonetheyhadin hadin Exercise2.

8 Askstudentstopreparequestions.Tellthemtolook backattheinterviewwithRebeccaAdlingtonforideas. backattheinterviewwithRebecca Adlingtonforideas. 9 Studentst Studentstaketurns aketurnstointerviewtheirpartn tointerviewtheirpartner. er.

 

Unit2   Performance Lead-in

2a Aworldofmusic

Personalresponse Tellstudentstolookatthephotograph.Ask: Whatis happeninginthephoto?Howcanyoudescribeit?Would  Elicitideasfromtheclassand youliketoseethisshow? Elicitideasfromtheclassand buildupalistofwordstodescribethephoto,e.g. exciting, fast,colou fast,colourful,tradi rful,traditional, tional,graceful. graceful.

Materials Optional:personalmusiconMP3playerorCDs

Lead-in Personalresponse

1 Askstudentstoworkinpairstochoosetheoddword out.Infeedback,checknewwords out.In feedback,checknewwordsand andpronunciation. pronunciation. ANSWERS 2 3 4 5 6

play(alltheothersarepeople) dancer(alltheothers dancer(all theothersaretypesofperformance) aretypesofperformance) act(alltheothersarepeople) singer(alltheothersaregroupsofmusicians) clown(alltheothersaretypesofperformance)

2   [1.7] Askstudentsto Askstudentstolistenandtickthewo listenandtickthewords rdsin in Exercise1thattheyhear. ANSWERS 1

drama,play

 

Audioscript 1

 

2

choir

 

show,musician

3

[1.7]

I’veneverbeentoanythinglikeitbefore,but I’veneverbeentoanything likeitbefore,butII havetosayIreallyenjoyed haveto sayIreallyenjoyedmyself.They myself.Theyrecorded recorded itfortelevisionand itfor televisionandtherewere thereweretendifferentchoirs tendifferentchoirs inthecompetition.T inthec ompetition.Thestandard hestandardoft ofthesinging hesinging wasmarvellous.Honestly,theywereasgoodas professionalseventhough professionals eventhoughtheywere theywereallamateurs allamateurs whojust whojustsingintheirfree singintheirfreetime.It’son time.It’soneveryyear,s everyyear,soI oI amdefinitelygoingbacknextyear.

3

Vocabul Voc abulary ary musicalstyles musicalstyles 1 Askstudents Askstudentsinpairsto inpairstowritetheirlists writetheirlistsoftypesof  oftypesof  music.Brainstormideas,writealistontheboardand checkthepronunciation. Focusstudents’attentionon Focusstudents’atten tiononthedifferentwaysof  thedifferentwaysof  expressinglikesanddislikes. expressinglikes anddislikes.Checkthat Checkthatstudentsknow studentsknow themeaningofthewordsandcanpronouncethem accurately(particularlyloathe/ləʊð/). Askstudentstodiscusstheir Askstudentsto discusstheirmusicaltastesinpairs musicaltastesinpairsor or threes.Infeedback,ask threes.In feedback,askafewstudentsto afewstudentstosummarisetheir summarisetheir similaritieswiththeirpartnerfortheclass.

IlovegoingtothetheatreandIespecia Ilovegoingtothetheat reandIespeciallyloveseeing llyloveseeing newdrama,butIthinkalotdependsonthedirector. Sometimes,youcanget Sometimes,you cangetmarvellousacto marvellousactorsand rsandagreat agreat play,butifthedirectoriswrong,thenthewholething canbedisappointing.Weusuallygoacoupleoftimes amonthifwecan.Wetaketurnschoosingwhattogo andsee.

2

Startthelessonbyplayingtwoorthreeshortextractsof differenttypesofmusic.Youcouldplayyourfavourite music–seeifthestudentsshareorloatheyourtaste.Ask studentstolistenandwritedownwordstodescribehow eachextractmadethemfeel. eachextrac tmadethemfeel.Letstudent Letstudentscompareth scomparetheir eir ideasinpairsbeforediscussingasaclass.

Ilovethatmomentwhenthelightsgodownand theaudienceisintheirseats,waitingfortheshowto begin.Sometimesyoucanhearthemusiciansmoving around,gettingready.Thenthecurtaingoesupand suddenlythere’sjustlotsofcolourandmovementand energyandexcitement.Thecontrastfromthedarkand quiettotheexplosionofdanceisabsolutelybrilliant.

3   [1.7] Playtherecordinga Playtherecordingagainforstudents gainforstudentstolisten tolisten anddecidewhatthepeople anddecidewh atthepeoplearetalkingabo aretalkingabout.Infeedback, ut.Infeedback, askwhichwordshelpedthemanswer. askwhichwords helpedthemanswer.

2   [1.8] Readthrough Readthroughthelistofcountri thelistofcountriesandtypes esandtypes ofmusicwiththeclassandpointo ofmusicwiththeclass andpointoutsomeof utsomeoftheunusual theunusual pronunciations(fado/fɑːðuː/;raï/raɪ/;taiko/taɪkəʊ/). Askstudentstolistentotheclipsandmatcheachonetoa countryandstyleofmusic. Dividetheclassinto Dividethe classintopairstodiscusstheir pairstodiscusstheiranswers.In answers.In feedback,findoutwhich feedback,find outwhichpairgotmostcorrect pairgotmostcorrectanswers. answers. ANSWERS 1 2 3

charango–Cuba blues–USA fado–Portugal

4 5 6

taikodrumming–Japan flamenco–Spain bossanova–Brazil

3   [1.8] Readthrough Readthroughthelistofadjectiv thelistofadjectiveswiththe eswiththe classandcheckthattheyunderstandandcanpronounce thewords.Askthemtolistentoeachclipanddiscussit withtheirpartnerusing withtheir partnerusingthewordsfromthe thewordsfromthebox.Elicit box.Elicit otherwordsstudentscanthinkoftodescribethemusic.

Vocabularyandpronunciationnote isusedtodescribeapieceofmusicwhich fmusicwhichis is catchyisusedtodescribeapieceo memorableandwhichyoufindyourselfsingingorwhistling. Notethestressandpronunciation:melancholy;melodic; rhythmic/ˈriðmɪk/

ANSWERS 1

thetheatre

 

2

achoircompetition

 

the pho photo to 3 the

Askstudentstodiscuss todiscussthequest thequestionsinpairs. ionsinpairs. 4 Askstudents 27

 

UNIT2 Pe Perfo rforma rmance nce

Listening

GUEST :

4   [1.9] Askstudentsto Askstudentstoreadthesen readthesentences.Ask: tences.Ask: What canyoupredictaboutthelisteningf canyoupredictaboutthe listeningfromthesent romthesentences? ences? Studentsthenlistentothe Studentsthen listentotheradioshow radioshowandcompletet andcompletethe he sentences.Letstudentsd sentences.Let studentsdiscusstheir iscusstheiranswersinpairs answersinpairs beforediscussingasaclass. ANSWERS 1 2 3

influences six Zulu

Audioscript

4 5 6

 

British singer Belgium

[1.9]

PRESENTER :

You’vejustheardaverylivelyandenergetic trackfromManuChaoandyou’relisteningto Global withme,WillBlack.Ourst Black.Ourstudioguesttod udioguesttodayis ayis Musicwithme,Will Music IsabellaRey.She’sanexpertonworldfusion–that’s musicwhichmixesinfluencesfrom musicwhich mixesinfluencesfromseveralcount severalcountries. ries. Isabella,tellmeaboutManuCh Isabella,tellmeab outManuChao–becaus ao–becausehe’sav ehe’savery ery successfulartist,although successfulartist, althoughhehasn’t hehasn’tbeenas beenassuccessful successful intheEnglish-speakingworldyet. GUEST : No,indeedhehasn’t.ButManuChaoisaperfect exampleofatruly exampleof atrulyglobalised,21st globalised,21st-centuryartist -centuryartist.His .His originsareSpanish,but originsare Spanish,buthe’slived he’slivedinFranceformost inFranceformost ofhislife.Hesingsinsix ofhislife. Hesingsinsixlanguages– languages–French,Spanish, French,Spanish, English,Galician,Arabic English,Galician ,ArabicandPo andPortuguese. rtuguese. PRESENTER : That’sanamazingrange! GUEST : Yeah.Itshowstheinfluencesthatexistinhis music.Hemixesinallsorts,frompunk,rock,salsaand reggaethroughtoska reggaethrough toskaandraï. andraï.He’shugelysuccessful He’shugelysuccessful inEuropeandLatinAmerica,butasyousay,hehasn’t hadabigimpactinthis hadabig impactinthiscountryyet. countryyet. PRESENTER : Sohe’s Sohe’sagood agoodexampleofworldfusion exampleofworldfusion music? GUEST : Yeah.PaulSimon’sanotherexample.He’sworked withZuluartistsLadysmithBlackMambazoand severalotherAfricanmusician severalother Africanmusicians.In s.Infact,worldfusion fact,worldfusion musichasbecomebetter musichas becomebetterknownsince knownsincett herelease, herelease,in in 1986,ofPaulSimon’salbum Graceland Graceland.. PRESENTER : Thatwasafabulouscollaboration–we’vegot atrackfromthatalbumcominguplaterintheshow. And,ofcourse,whataboutWOMAD? GUEST : WOMAD–that’sWorldofMusicandDance– isagreatexampleofhowdifferentmusiciansfrom aroundtheworldhav aroundthe worldhavebeenable ebeenabletomeetandinfluence tomeetandinfluence eachother.TheBritishmusicianPeterGabrielwasthe founderandhe’sbeena founderand he’sbeenabigpartof bigpartofitformany itformanyyears years now–sincethe1980s.Thesedays,we’veallheardof  theincredibleSenegalesesinger,YoussouN’Dour– basicallyhe’sbecomepopularoutsideofSenegals basicallyhe’sbecomepo pularoutsideofSenegalsince ince hiscollaborationwithPeterGab hiscollaboration withPeterGabriel.Buthe’s riel.Buthe’snotthe notthe onlyone,ofcourse. PRESENTER : Andwhat’s Andwhat’shappenedsince happenedsincethen,sincethe then,sincethe 80s,intermsofworldfusion?

28

Unit 2 Performance

Well,we’veseenyoungermusicians ell,we’veseenyoungermusiciansmixthings mixthings likepunk,newwaveandhip-hopstyleswith likepunk,newwaveandh ip-hopstyleswithnonnonWesternstylestocreatedazzlingnewsounds.Like ManuChao,aswe’veheard,andalsoZapMama,a newbandfromBelgium.They’vealreadyhadseveral internationalhits.Th international hits.Theirleadsinger eirleadsinger,Marie ,MarieDaulne,has Daulne,has abeautifulandpow abeautiful andpowerfulsingingvo erfulsingingvoice. ice. PRESENTER : Welllet’slistentoZapMama.Thistrackis called Showmetheway .

5   [1.9] Askstudentstor Askstudentstoreadthesentencesa eadthesentencesand nd correctanyfactsthattheycanremember.Thenplaythe recordingagainforstudentstolistenandcompletetheir corrections.Letstudentsdiscusstheiranswersinpairs beforediscussingasaclass. ANSWERS 1

2 3 4

ManuChaohasnotbeensuccessfulinthe English English-speakingworld …sincethereleaseofPaulSimon’s album  Graceland. for many manyyears– years– sincethe1980’s . ZapMamahavehadseveral international hits. internationalhits.

6 Askstudent Askstudentsto stoworkinpairstod workinpairstodiscussany iscussanyinteresting interesting thingstheyhavelearntfromtheradioshow.

Backgroundnote ManuChao wasborninParisin1961.HismotherisBasque andhisfatherGalician.HisfirstbandwasManoNegrabut henowperformssolowithhisbackingbandRadioBemba. inNewJerseyin NewJerseyintheUSAin1941. theUSAin1941. PaulSimon wasbornin PaulSimonwasborn Inthelate1960shehadhugesuccessaspartofthe duoSimonandGarfunkel.Hewasinspiredtorelease in1986bytheSouthAfricantownshipmusic Graceland thatwaspartoftheanti-apartheidmovement. inSurreyinEnglandin rreyinEnglandin1950.He 1950.He PeterGabrielwasborninSu PeterGabrielwasborn wastheleadsingerofthesupergroupGenesisinthe1970s beforehewentsolo.Hesetuparecordlabelaswellasthe WOMADfestivalsandmovement. YoussouN’DourwasborninDakar,Senegal,in1959.Heis YoussouN’DourwasborninDakar,Senegal,in1959.Heis hugelypopularacrossAfricaandlaunchedatypeofmusic called  mbalax. ZapMamasinginFrenchandEnglishandtheirmusic ZapMamasinginFrenchandEnglishandtheirmusic combinesrock,hip-hopandAfricanbeats.

Grammar presentperfect presentperfectsimple simple 7 Askstudent Askstudentsto stodiscussthegrammarquest discussthegrammarquestionsinp ionsinpairs airs beforediscussingasaclass. ANSWERS 3isfalsebecauseweusethepastsimplewhenanactionis finishedinthepast.

8 Askstudentstolookatthegrammarbox.Ask: Which Elicitanswers verbsdoweusetomakethepresentperfec verbsdoweuseto makethepresentperfect? t?Elicitanswers (i.e.theauxiliaryverb has or have andthepastparticiple hasor haveandthepastparticiple formofthemain formof themainverb). verb). Pointoutt Pointouttheuseof  heuseof has has(not (not have have)) inthethirdperson, inthe thirdperson,and andthatmanyverbshave thatmanyverbshaveirregular irregular forms.

 

UNIT2 UNIT 2 Pe Perf rfor orm mance ance Askstudentstocompleteth Askstudents tocompletethesentences.Let esentences.Letstudents students checktheiranswersinpairsbefore checktheiranswersin pairsbeforediscussingas discussingasaclass. aclass. ANSWERS 1 2 3 4

Playtherecording.Stud Playthe recording.Studentslisten entslistenandcheck.Infeedback, andcheck.Infeedback, checktheexamplesentenceswith already,,just checktheexamplesentenceswith already justand andyet yetin in thegrammarbox.Seealsothegrammarnotebelow.

haveheard 6 have…made 2,5and6areirregular.

haslived hasbecome havemixed hashappened

12 [1.10] Askstudentsto Askstudentstoworkinpairstom workinpairstomatchthe atchthe commentsandresponsestomakedialogues,andtowrite already,,just already justand andyet yet inthespaces.

5

ANSWERS 1

dyet

2

aalready

3

byet

4

cjust

Grammarnote Weusethepresentperfectsimpleformtotalkabouta situationoractivitythatstartedinthepastandcontinues untilnow.Comparethetwotimelines: Past

2007

2004

2007

HaveyouheardShakira’snewsingle? No,notyet.Isitasgoodasherlastone?

2

DoyouwanttoborrowthisDVDofMattDamon’s latestmovie? No,thanks.I’veseenitalready.Iseehisfilmsassoon astheycomeout.

3

Haveyouseen TheWizardofOzyet? Haveyouseen TheWizardofOz yet? Yes,weh es,wehave.It’sevenbetter ave.It’sevenbetterthanthefilm. thanthefilm.

4

TheNationalBallethasjustannounceditsnewseason. Havethey?Whichballetsaretheydoing?

Now

Helivedtherefrom2004to2007.

9 Askstudents Askstudentstoread toreadtheparagra theparagraphquicklyand phquicklyandsay say whatitisabout(theriseofonlinemu whatitisabout(ther iseofonlinemusicsites).They sicsites).Theythen then completethetextindividually. ANSWERS 1 2 3

hasgrown havetakenover hasbecome

4 5 6

hasalsogot havestarted havefound

[1.10]

1

Now

Hehaslivedheresince2007

Past

Audioscript

Grammarnote means‘ithappenedbeforeandsoonerthan Alreadymeans‘ithappenedbeforeandsoonerthan expected’.Itgoesbetween have andthepastparticiple.

Extraactivity

means‘ashorttimebefore’.Itgoesbetween have and Justmeans‘ashorttimebefore’.Itgoesbetween thepastparticiple.

Askstudentstofindandunderlinewordsrelatedtomusic technologyinthetext: online,site,internetconnections, downloadmusicfiles,blogs,upload

Not…yetmeans‘untilnow’butimpliesthattheaction means‘untilnow’butimpliesthattheaction willhappeneventually.Itgoesattheendofanegative sentenceoraquestion

10 Askstudents Askstudentstoworkin toworkinpairstocat pairstocategorisethetime egorisethetime expressions.Infeedback,remindstudentsthatweuse for periodoftimeand  sincewitha pointintime. withaperiod witha oftimeand since withapoint intime. ANSWERS For:acoupleofdays,afew For:acoupleof days,afewmonths,a months,awhile,ages, while,ages, centuries,sometime,years Since:1986,Iwasachild,July,lastMonday,lunchtime,my lastholiday,thedaybeforeyesterday

11 Askstudents Askstudentstow toworkindividually orkindividuallytocomplete tocomplete thesentences.Monitor,helpandprompt.Letstudents compareanswersinpa compareansw ersinpairs.Then irs.Thenelicitsentences elicitsentencesinwholeinwhole alwaysand  nevergobetween classfeedback.Pointoutthat always classfeedback.Pointoutthat and never gobetween haveandthepastparticiple. have andthepastparticiple.

Pronunciation weakforms 13a

[1.10] Playtherecordingagain.Askstudentsto   have. notethestressedandunstressedpronunciationof  have.

13b Dividetheclassintopairstopractisethe conversations.Monitorandcorrectpoorpronunciation.

Pronunciationnote Whenstronglystressed, have haveispronounced/hæv/,but ispronounced/hæv/,but whenitisweaklystressed,it’s whenit isweaklystressed,it’s/h /həv/. Inyes/no Inyes/noquestionsandshortanswers questionsandshortanswers have haveor or hasis hasis stressed.Innegativesentences,haven’t  stressed.Innegativesentences, is haven’t  or hasn’t  hasn’t is stressed.Inaffirmativesentencesand Wh- questions, have or hasisunstressed. hasisunstressed.

Speaking SAMPLEANSWERS 1 2 3 4 5 6

Ihavelivedinthistownforthreeyears. Ihavelivedinthistownfor threeyears. Ihavebeeninmycurrentjobsince2009. Ihaveknownmybestfriendsinceschool. Ihaven’tlistenedto Ihaven’t listenedtoPeterG PeterGabrielforages. abrielforages. Ihavealwayswantedto Ihavealways wantedtovisitAfrica. visitAfrica. Ihaveneverhadamusical Ihave neverhadamusicalinstrument. instrument.

14 Studentswo Studentsworkinpa rkinpairstoimprovisenew irstoimprovisenew conversationsaroundthegiventopics.

2a

A Awo worl rld dof ofm mus usic ic

29

 

UNIT2 Pe Perfo rforma rmance nce

2b DanceacrossAmerica Lead-in Usingwords Elicitasmanydifferentkindsofdanceasyoucanand writethemontheboard,e.g. ballet,jive,jazz,tap,waltz, salsa,tango,flamenco,hip-hop, etc. Askstudentstosayhowthekindsofdancearedifferent. Ask: Whatsortofpeopledoeachkindofdance?Which onesarethemostdifficult/athletic/exciting/technical?

Reading 1 Askstudents Askstudentstodiscuss todiscussthequest thequestionsinpairsorgro ionsinpairsorgroups ups ofthree.Askafewpairs ofthree.Aska fewpairsorgroups orgroupstosummarisetheir tosummarisetheir discussionfortheclass.

2 Askstudents Askstudentstoguesswha toguesswhatthearticle tthearticleisaboutfrom isaboutfromthe the titleandthephotographs.Thenaskt titleandthephotographs. Thenaskthemtoread hemtoreadthetext thetext quicklyandchoosethe quicklyandc hoosethecorrectoption correctoption.Letstudentscheck .Letstudentscheck theiranswerinpairsbeforediscussingasaclass. ANSWER

c

3 Studentsread Studentsreadthear thearticleagaina ticleagainandunderlineandcircle ndunderlineandcircle

6 Askstudents Askstudentstofinda tofindandunderlineexam ndunderlineexamplesinthetex plesinthetextt ofthepatternsinthegrammarbox. ofthepatternsinthe grammarbox.Letstudent Letstudentscheck scheck theiranswersinpairsbeforediscussingasaclass. ANSWERS

Ican’timaginedoinganythingelse;they’relearningtodo traditionaldances;Dancingseemstochangetheirmood; Ikeeppractising;I Ikeep practising;Ifindith findithardtostop ardtostop Verb+–ing 1 Verb+– ing form:adore,imagine,keep to+infinitive:learn,seem,want +infinitive:learn,seem,want 2 Verb+ to

Grammarnote Whentouse -ing afteraverb,andwhentouse to + -ingafteraverb,andwhentouse to+ infinitive,issomethingstudentssimplyhavetolearnand remember.However,ifyoulikerules,thereisatendency touseverb+infinitivewhentheactionofthesecondverb comes after  after thatofthefirst.Forexample, thatofthefirst.Forexample, Ilearnttodrive (learnfirst,thendrive)but Ienjoyswimming (bothactions happeningatthesametime).

7 Askstudentstoworkinpairstochoosetheverbthat doesnotmakesenseineachsentence. doesnotmakesensein eachsentence. ANSWERS 1

finishes

4

involves

2 3

agrees pretend

5 6

refuse help

theinformation. SAMPLEANSWERS

Reasons:peopledance tofillthetime;it’sawayof  meetingpeopleandhavingasociallife Effects: itmakesthemfeelyoung;itseemstochangetheir  moodcompletely;DancingremindsmeI’malive

4 Askstudentstothinkofactivitiesinpairsorsmall groups.Elicitideasandwritethemontheboardin feedback. SAMPLEANSWERS

Extraactivity Askfastfinisherstowritemeaningfulsentenceswiththe verbsthatwerenotlogicallypossibleinthesentencesin theexercise.

8 Askstudent Askstudentsto stocompletetheexerciseindividually completetheexerciseindividually thendiscussinpairswheth thendiscuss inpairswhethertheyagree.In ertheyagree.Infeedback,ask feedback,ask studentstosaywhythe- ing formor to to+infinitiveisused +infinitiveisused ineachcase. ANSWERS 1

makethemfeelyoung: keepingfit meetpeople:goto meetpeople: gotoclasses,join classes,joinaclub aclub/sportsteam /sportsteam

2

haveasociallife:gooutwithfriends,visitfriends changetheirmood:listentomusic,gotothecinema

4 5

3

6 7

Grammar verbpatterns verbpatterns::  -ing  formand to+infinitive 5 Askstudentstolookatthebox.Ask: Afterwhichwords doweuse-ingandafterwhich doweuse-ingandaf terwhichdoweuse doweuse to+infinitive to+infinitive??Elicit answers.Askstudentstochoosethecorrectoptionineach sentencetoconfirmtheir sentenceto confirmtheirunderstanding. understanding. ANSWERS 1 2

30

prepositions adjectives

Unit 2 2 Perform Performance ance

8

doing(use-ing doing(useing formafter enjoy) Painting(subjectofthesentence) tobe(use to to+infinitiveafteradjective) +infinitiveafteradjective) changing(use- ing formafter imagine imagine)) tolearn(use to to+infinitiveafteradjective) +infinitiveafteradjective) toplay(useuse to to+infinitiveafter +infinitiveafter learn learn)) taking(use- ing formafterpreposition) tofind(use to to+infiniti +infinitive ve afterseem afterseem))

 

UNIT2 UNIT 2 Pe Perf rfor orm mance ance

Vocabulary emotions 9 Askstudentstoworkinpairstomatchthetwohalves

2c Aworldtogether

ofeachsentence.Infeedback,pointoutth ofeachsentence.Infeedback, pointoutthemeaningand emeaningand formofthephrases formof thephrases(seelanguage (seelanguagenotebelow). notebelow).

Lead-in Personalresponse

ANSWERS 1

d

 

2

e

 

3

c

 

4

b

 

5

a

Vocabularyandpronunciationnote Notethatthestructurein3cand5ais,unusually, make + make+ object+infinitivewithout to to.Here, .Here, makesmefeelhasthe hasthe samemeaningas causesmetofeel causesmetofeel..

10 Askstudentstodiscusstheirexperiencesbasedon thesentencesinExercise thesentences inExercise9,andfollowingthe 9,andfollowingthemodel. model.

Writethetwofollowingquotesaboutglobalisationonthe boardandaskstudentstodiscussthemingroupsorasa class.Youcouldaskgroupsofstudentstowritetheirown quoteaboutthesubject. Globalisationwillmakeoursocietiesmorecreativeand  prosperous,butalsomorevulnerable. LordRobertson(SecretaryGeneralofNATO) Globalisation,whichbenefitsonlymulti-national  companiesandtakesawayallsenseoflocalornational  prideandidentity,isthebiggestthreatfacingallmember  statesoftheEU.

Speaking 11 Askstudentstoreadthroughthephrasesandcheck themeaningandpronunciationofanynewwords. Givestudentstwominutestothinkof Givestudentstwominutest othinkofideasandw ideasandwrite rite theirsentences. ANSWERS 1 2 3 4 5 6

Ireallyenjoy(+-ing Ireallyenjoy(+ingverb) verb) I’mquitekeenon(+- ing verb) ingverb) Ihate(+-ing Ihate(+ingverb) verb) ((-ing ingverb)makesmefeelgreat. verb)makesmefeelgreat. It’snoteasy(+ to +infinitive) to+infinitive) I’mlearning(+ to to+infinitive) +infinitive)

Vocabularynote bebehindthescenes /siːnz/=notonstage(literally: workinginatheatrebutnotacting;figuratively:not beingthecentreofattention) inthespotlight=figuratively:atthecentreofattention inthespotlight =figuratively:atthecentreofattention

Reading 1 Askstudent Askstudentsto stodiscussand discussandgiveexamplesinsmall giveexamplesinsmall groupsofthreeorfour.Youcouldaskthemhowthetitle ofthearticle,AWorldTogether ofthearticle, AWorldTogether,referstoglobalisation. ,referstoglobalisation. 2 Askstudent Askstudentsto storeadthe readthetwoopeningparagraphs twoopeningparagraphsand and discussintheirgroupswhatitsaysabout discussintheirgroups whatitsaysaboutglobalisation. globalisation. Inclassfeedba Inclassfeedback,findout ck,findouthowthea howtheauthor’sdescriptionis uthor’sdescriptionis differentfromorsimilartothestudents’ideas. SAMPLEANSWER

Theauthordescribesglobalisationintermsofpopular culturecrossingborders–weliveindifferentcountries, eatfoodfromallovertheworldandareinterestedinthe artsofothercultures.

3 Askstudents Askstudentstorea toreadthet dthetee xtmorecarefullytofin xtmorecarefullytofindwhich dwhich paragraphsincludetheinformation.Let paragraphsincludetheinfo rmation.Letthemco themcomparetheir mparetheir answersinpairsor answersin pairsorgroupsbefore groupsbeforediscussingas discussingasaclass. aclass.

12 Itisagoodideatomodeltheactivitywithtwoorthree students.e.g. Ireallyenjoygoingtodances,doyou?Whattype ofdancesdoyoulike?Howdoesdancingmakeyoufeel?

ANSWERS

Studentsthendotheactivityinpairs. Studentsthendotheact ivityinpairs.Monitorcloselya Monitorcloselyand nd listenforerrors.

3

Extraactivity Writeontheboardfourorfiveerrorswhichstudents madeduringthespeakingactivity.Askstudentstodiscuss theerrorsinpairs.Thenaskstudentstocomeuptothe boardandcorrectthem.

1 2

paragraph2 paragraph5 paragraph3

4 Askstudentstoworkingroupstofindexamplesfrom thetext. ANSWERS 1 2

3

4

5

InJapan,peoplehavebecomefanaticsofflamenco. LebanesefoodinNewDelhi,pastaandItalianfoodin Denmark,muttonandvegetarianfoodinMcDonald’s inIndia TheBarbiedollnowcomesinabout30national varieties. Morethanafifthofallthepeopleintheworldspeak someEnglish. InShanghaithetelevisionshow SesameStreet hasbeen SesameStreethasbeen redesignedtoteachChinesevalues.

2c Awo Aworl rld dto toge geth ther er

31

 

UNIT2 Pe Perfo rforma rmance nce

Vocabul Voc abulary ary globalculture globalculture

Backgroundnote TheBeachBoysareanAmericanpopbandfromthe1960s. NewDelhiisthecapitalofIndia. Barbieisasmallblondedoll. NikemakesportsshoesandclothesandMTVisaTV channelthatshowsmusicvideos. SesameStreetisalong-runningchildren’sTVshow isalong-runningchildren’sTVshow featuringpuppetscalled‘muppets’. BhutanisaHimalayanstatenearChinaandIndia.

9 Askstudentstocompletethecollocationsindividually. Letthemchecktheiranswersinpairsbefore Letthemchecktheiranswersin pairsbeforediscussing discussing asaclass.Read asa class.Readtheinformationinthe theinformationinthe Wordbuilding  Wordbuildingbox box togetherandreferto togetheran drefertotheactivitiesin theactivitiesintheWorkbook theWorkbookfor for furtherinformationandpractice. ANSWERS 1 2 3

espresso culture market

4 5 6

connections influences world

Vocabularynote Youcouldcheckthefollowingwords: vintage vintage=old; =old; shrinking=gettingsmaller; huge shrinking=gettingsmaller; huge=verybig; =verybig; five-fold= = x5; toalargeextent toalargeextent=alot; =alot; accelerated=madefaster; resilient=strong; =strong; mutton mutton=meatfromasheep =meatfromasheep

5 Askstudents Askstudentstodiscuss todiscussingroup ingroupswhetherthe swhetherthe statementsagreewiththearticle. statementsagreewith thearticle.Infeedback,youcould Infeedback,youcould openthisupintoadiscu openthisup intoadiscussionbyasking ssionbyaskingstudentsto studentstosay say whichofthestatem whichof thestatementstheyagreewith entstheyagreewithandwhy. andwhy. ANSWERS

bandcagreewiththetext adoesnotagreewiththetext:thereareseveralexamples ofglobalisationineverydaylife. ddoesnotagreewiththetext( Ihavediscoveredthat  culturesareasresourceful,resilientandunpredictableasthe peoplewhocomposethem)

Criticalthinking Critical thinking sources 6 Askstudents Askstudentstofindthe tofindtheextractsin extractsinthetextbefo thetextbefore re decidingonthereasonforthe decidingonthereason forthequotationm quotationmarks.Letthem arks.Letthem discusstheiranswersinpairs. ANSWERS 1

b

 

2

a

 

3

b

 

4

a

7 Discussthest Discussthestatementsabout atementsabouttheauthor’ theauthor’sopinion sopinion brieflyasaclass. ANSWER c

8 Askstudents Askstudentstoshare tosharetheirownopinionsin theirownopinionsintheir their groups.Endwithabriefclass groups.Endwitha briefclassdiscussionan discussionandfindout dfindout whattheclassthinksofglobalisation.

Extraactivity Youcouldendthelessonwithaclassdebate.Writethe followingmotionontheboard: Globalisationbrings peopletogetherandmakestheworldmoreprosperous. DividetheclassintoTeamAandTeamB.TeamAisin favourofglobalisationandmustwritefivereasonswhy it’sagoodthing.TeamBisopposedtoglobalisation.They mustwritefivereasonswhyit’sbad.Askaspokesperson fromeachteamtopresenttheirviews.Thenhaveaclass vote. 32

Unit 2 Performance

Speaking 10an 10and d 11 Dividetheclassin Dividetheclassintopairsand topairsandaskstudents askstudents toprepareideasundertheheadings.Thenredividethe classintogroupsoffourorsixtocompareideas.Monitor, listenandhelp.At listenand help.Attheend,askas theend,askaspokespersonfro pokespersonfromeach meach grouptosummarisetheirdiscussion. Extraactivity Askstudentstowritealistoffivethingstheyhavedone inthepastweek inthe pastweekwhichareadirect whichareadirectresultofglobalisation, resultofglobalisation, e.g. IhavestudiedEnglish,IhaveeatenatanIndian restaurant,IhavewatchedanAmericanmovie. Ask studentstodiscusstheirideasingroups.Infeedback,elicit anyinterestingideas.

 

UNIT2 UNIT 2 Pe Perf rfor orm mance ance A:

2d What’son? Lead-inideas Personalresponse Writethefollowingontheboard: films,plays,concerts, comedyshows.Ask: comedyshows. Ask: Whichofthesedoyouoftengoto?  Wheredoyougotointhistowntoseethesethings?  What’soninthistownatthemoment?Whathaveyou recentlyseen?Whatwouldyouliketogoandseenext? Alternatively,youcouldwritethequestionsontheboard andaskstudentstodiscusstheminpairsorgroups.

Reallife choosingan choosinganevent event 1 Askstudents Askstudentstolook tolookatthethreeadverts atthethreeadverts.Ask: .Ask: What eventsaretheyadvertising?Whenaretheyon?Which adjectivesdotheyusetodescribetheevents? Organisestudentsintopairstodiscusswhicheventappeals tothemthemost.Infeedback,askafewstudentstotellthe classwhichonetheywouldmostliketogotoandwhy.

Backgroundnote Sadler’sWellsisafamousdancetheatreinLondon.

2   [1.11] Askstudentstoreadthroughthecomments carefullyandpredictwhichofthethreeeventsonthe posterstheycouldbedescribing.Checkthatstudents understandallthewords.Playtherecording.Students listenandmatchthecommentstotheadverts.Letstudents checktheiranswersinpairsbeforediscussingasaclass. Vocabularynote Pointoutthat Itlooksgoodmeansthatfromits meansthatfromits appearanceyouthinkit appearanceyou thinkitisgood isgood,whereas ,whereas Itsoundsgood meansthatfromthewaysomebodyhasdescribedityou thinkitisgood. really,absolutely=very;pretty =very;pretty=quite =quite I’mnotinthemoodfor… =Idon’tfeellike… awful=verybad; =verybad; brilliant=verygood; =verygood; hilarious hilarious=veryfunny =veryfunny

ANSWERS 1 2

advert2 advert1

 

3

 

4

advert1 advert3

 

5

 

6

advert3 advert3

Audioscript A:

Doyoufeellikegoingouttonight? eah,whynot?Wehaven’tbeenoutforages. ven’tbeenoutforages.What’son? What’son? B : Yeah,whynot?Weha A : Well,there’ Well,there’safilm safilmaboutclimat aboutclimatechange.Doyou echange.Doyoulike like thesoundofthat? B : Oh,notreally.Itdoesn’treallyappealtome!What’sit about?Justclimatechange? A : Ithinkit’ Ithinkit’saboutho sabouthowclimatechangeaffectseveryday wclimatechangeaffectseveryday life.Iwonderhowtheymake life.Iwonderh owtheymakeitentertaining? itentertaining? B : Well,itsoundsreallyawful.It’sanimportantsubject,I agree,butI’mnot agree,but I’mnotinthemoodfor inthemoodforanythingdepress anythingdepressing. ing. Whatelseison?

There’saflamencofestival. B: Oh,Ilove Oh,Ilovedance.That dance.Thatsoundsreallyin soundsreallyinteresting. teresting. A: Apparentlyit’s Apparentlyit’sabsolutelybrilliant.L absolutelybrilliant.Let’sseewha et’sseewhatt itsaysinthepaper:‘An itsaysin thepaper:‘AnaGómezleads aGómezleadsinathrilling inathrilling Carmen.’ productionofthegreatSpanishlovestory Carmen .’ B: OKthen.Whattimeisiton? A: At7.30. B:

Well,that’snogood.Wehaven’tgotenoughtimetoget there.Isthereanythingelse? A: There’sacomedyspecialon. B: Where’siton? It’sattheCityTheatre.It’sa theCityTheatre.It’sakindofcomed kindofcomedymarathon ymarathon A: It’sat forcharitywithlots forcharity withlotsofdifferentacts.It ofdifferentacts.Itlookspretty lookspretty good.Thecriticinthelo good.The criticinthelocalpapersays calpapersaysit’sthefun it’sthefunniest niest thinghe’severseen.Itsa thinghe’sev erseen.Itsayshere:‘Roger yshere:‘RogerWhiteheadis Whiteheadis absolutelyhilariousastheembarrassinghosttoanight ofcomedygold.’ B: Hmm,I’mnotkeenonhim.He’snotveryfunny. A: Areyousureyoufancygoingouttonight?You’renot veryenthusiastic! B: Perhapsyou’reright.OK,let’sgoandseetheflamenco– buttomorrow,nottonight. Great.I’llgoonlineand onlineandbooktheticket bookthetickets. s. A: Great.I’llgo

3   [1.11] Askstudentstoreadthroughthe expressionscarefully,then expressionscarefully ,thenlistenandtickt listenandticktheexpressions heexpressions theyhear.Letstudent theyhear. Letstudentscheckt schecktheiranswers heiranswersinpairsbefore inpairsbefore discussingasaclass.

Vocabularynote Pointoutthat Ifancy+-ing issimilarto Ifeellike+-ing Ifancy+-ingissimilarto Ifeellike+-ing.. Theyarebothinformalways Theyarebothin formalwaysofsaying ofsaying I’dliketo I’dliketo..

ANSWERS Seetheunderlinedexpressionsintheaudioscript.Students shouldtickalltheexpressionsexcept: Doyouwanttogotothetheatre? Wouldyouliketoseeamovie? Yes,sure. Ilikethesoundofthat. Itsoundsgreat. Who’sinit? Who’sitby?

Vocabul Voc abulary ary describing describingperfor performances mances 4 Askstudentstoworkinpairstofindtheadjectivesin thesentencesandwritetheadverbusedwiththem.In feedback,pointoutthatweoftenusestrongadjectivesin thissortofcontexttomakeeventsseemexciting. ANSWERS really,absolutely really,pretty,very Theadjectivesin1arestronger. 1 2

2d

What’ t’s so on n?

33

 

UNIT2 Pe Perfo rforma rmance nce Extraactivity Askstudentstoworkinpairstothinkofanordinary adjectivewithasimilar adjectivewith asimilarmeaningtoeachstr meaningtoeachstrongadjective. ongadjective. e.g. awful=bad; =bad; brilliant=good; hilarious hilarious=funny =funny

2e Aportraitofanartist Leadin Personalresponse

Pronunciationnote

Writethenamesoftwofamousdirectorsontheboard. Choosedirectorsyourstudentswillknow,e.g. Steven

Notethestress: awful,brilliant,hilarious

Spielbergand Spielberg and ClintEastwood.Thenwrite .Thenwrite facts and opinions opinionsontheboard. ontheboard.

5 Askstudents Askstudentstoworkin toworkinpairstofind pairstofindtheadverbs theadverbsin in theadverts.Infeedback,pointoutthe theadverts.Infeedback,poin touttherulesofuse(s rulesofuse(see ee languagenotebelow). ANSWERS GroupA: absolutelyor really GroupB: very, reallyorpretty orpretty. Reallycanbeusedwithbothsetsofadjectives. canbeusedwithbothsetsofadjectives. Prettymeans means fairlyor or moderately.

Askstudentsinpairstothinkofasmanyfactsand opinionsabouteachdirectorastheycanintwominutes. Writeideasontheboardandfindoutwhichpairhadthe mostthingsand/ormostinterestingthingstosay.

Writing Wri ting a apro profile file 1 Askstudents Askstudentstoworkin toworkinpairsto pairstotelloneanoth telloneanotherabout erabout theirfavouriteperformer theirfavourit eperformerorartist. orartist.

2 Askstudents Askstudentstoreadt toreadthetextand hetextanddecidewhich decidewhich informationisincluded.Letthemcomparetheiranswers inpairsbeforediscussingasaclass.

Pronunciation:intonationwith really, absolutely,etc.

ANSWERS

6a   [1.12] Playtherecording.A Askstudentstolisten skstudentstolisten

aandd

andrepeat.Theycan andrepeat. Theycanreadthe readthesentences(inExercise2) sentences(inExercise2) astheylisten.Youcoulduseyourhandtoshowthe intonationpattern:as intonation pattern:asyourvoice yourvoicerises,raise rises,raiseyourhand. yourhand.

Pronunciationnote Notehow reallyand and absolutelyarestronglystressed.The intonationpatternrisessharplyasyousaythem,thenfalls afterthestrongstressintheextremeadjectives.Thewider andmoreemphasisedthepattern,thestrongeryoumake thefeelingbehindtheexpressionoftheadjectives. Itsoundsreallyawful. RogerWhiteheadisabsolutelyhilarious.

6b Putstudents Putstudentsinpairsto inpairstopractisethe practisetheminidialogues. minidialogues. Tellthemto ellthemtorepeatthemtwo repeatthemtwoorthree orthreetimesuntiltheyget timesuntiltheyget theintonationpatternright.Monitor,promptandpoint outgoodorweakintonation. 7 Askstudentstoworkinpairstodotheroleplay.Tell themtothinkofhow themtoth inkofhowtheyaregoing theyaregoingtodescribeth todescribetheevent, eevent, andwhichexpressionst andwhich expressionstheyarego heyaregoingto ingtouse.Monitor use.Monitor closelyandnoteanyerrorsofformorintonation.In feedback,writesomeincorrectsentencesontheboardand asktheclasstocorrectthem.

3 Askstudentstoreadthetextagain,underlinefactsand circleopinions,thenfindthequotes.Letthem circleopinions,thenfind thequotes.Letthemcompare compare theiranswersinpairsbeforediscussingasaclass. ANSWERS Facts: BazLuhrmannisafilmdirectorwhosefilmsinclude StrictlyBallroom, Romeo+Juliet, MoulinRouge! MoulinRouge!and  and  Australia.Luhrmannhasalsodirectedopera.Theyhave Australia .Luhrmannhasalsodirectedopera.Theyhave hadboxofficesuccess…in RomeoJuliet Juliettheactorsspeak  theactorsspeak  MoulinRouge!theysingtheirlines. inverse,in MoulinRouge! theysingtheirlines. Australia didn’tgodownsowellwiththecritics. Opinions: inmyopinion,Luhrmann’sworkjustgetsbetter  andbetter… andbet ter… hisfilms hisfilmsareusuallyvibrant, areusuallyvibrant,energetica energeticand  nd  spectacular…unusual…Ithoughtitwasabsolutely  fantastic…Tome,hisfilmshavethepowerofdreams. Theytakeyouintothrilling,unforgettableworlds. Directquotes:‘puttingonashow’;‘achievingsomanyof thedreamsIhadasakid–fromgoingtotheOscarsto gettingaletterfromMarlonBrando’.

4 Discussas Discussasaclass aclasswhichadjectiv whichadjectivesbestdescribethe esbestdescribethe profile. ANSWERS

Mixedlevels

biased,personal,subjective,informative Theprofileincludesalotofstrongpersonalopinions,but alsosomefacts.

Letstrongerstudentsimprovisedialogues,butallow weakerstudentstoprepareandwritedialoguesfirst.

Backgroundnote BazLuhrmannwasbornin1962andbroughtupina smalltowninAustralia. smalltown inAustralia.Hissuccess, Hissuccess,in1992,with in1992,with Strictly  ,whichwasaromanticcomedyaboutadancing ballroom,whichwasaromanticcomedyaboutadancing ballroom teacher,ledhimtoHollywood. BollywoodisthejokeynamefortheIndianfilmindustry, whichisbasedinMumbai(oncecalledBombay).

34

Unit 2 Performance

 

UNIT2 UNIT 2 Pe Perf rfor orm mance ance

Writingskill Writing skill linkingideas linkingideas 5a Askstudents Askstudentstoworkin toworkinpairstocat pairstocategorisethe egorisethe highlightedwordsinthetextvocabulary highlightedword sinthetextvocabulary.

2f Taikomaster Beforeyouwatch

ANSWERS

1 Studentsworkingroups.Askthemtolookatthephoto

Column1:despite Column2:although

anddiscussthequestions.Takefeedbackfromtheclass.

Column3:ontheotherhand,nevertheless Column4:consequently

whichthingsfromthebox whichthings fromtheboxtheywillsee. theywillsee.

5b Askstudents Askstudentstolooka tolookatthesentences tthesentencesinpairsan inpairsand d answerthequestions.Elicitanswersfromtheclass. ANSWERS

Theverbformchangesafter despite despite;weusethe ;weusethe -ing form: despitebeing… Weuseacommaattheendoftheclause,orimmediately after However.

5c Askstudents Askstudentstorewritethe torewritethesentenceswitht sentenceswiththewords hewords given.Dothefirstasanexampleto given.Dothefirstasan exampletogetstudents getstudentsstarted, started, andmonitorand andmonito randhelpthem helpthemastheycompletethe astheycompletetheexercise. exercise.

2 Beforewat Beforewatchingthe chingthevideo,ask video,askstudentsto studentstopredict predict

Whileyouwatch 3 Playthewholeofthevideoforstudentstochecktheir ideasfromExercise2.Askthemtoreadthewordsinthe glossarytocheckthemeaningofwordsfromthevideo. ANSWERS

drum

1 2 3 4 5 6

Theyhavehadboxofficesuccess,eventhoughtheyare unusualfilms. IenjoyedRomeo JulietbutIdidn’tunderstandallthe dialogue. Iloveepicfilms.Nevertheless,Ididn’tenjoythisone. InspiteofpraisingLurhmann’searlierfilms,thecritics didnotlikeAustralia didnotlike Australia.. I’veseenallofthefilms.However,Ihaven’tseenanyof theoperas. Hislastfilmwasabsolutelybrilliant,soI’mlooking forwardtoseeingthenextone.

Vocabularynote Contrast Despiteand Despite and inspiteofhavethe havethesamemeaning. samemeaning.Theyjoin Theyjoin twoclausesandcangoatthestartorinthemiddleof thesentence.Iftheyareatthestart,thereisacomma betweentheclauses.Theyarefollowedby -ing ,sothe -ing,sothe

drumstick

dance

4 Givestudents Givestudentstimetoread timetoreadthequestions. thequestions.Thenplayth Thenplaythee videoforthemtoanswer. ANSWERS 1

ANSWERS

drummer

2 3 4 5

anancienttypeofdrumming Japan movementofthebody sound,bodyandmind Theycanexpresstheirfeelingsandenergyandfeelasif theyareoutsidetheirbodylookingin.

5 Givestudents Givestudentstimetolook timetolookatthehead attheheadingsanddat ingsanddatesin esin thetable.Thenplaythevideoforthem thetable.Thenplaythe videoforthemtomaken tomakenotes. otes. ANSWERS

2,000yearsago:Japanesewarriorsuseddrumstocause fear.Thedistancethesoundofdrumstravelledmarked villageboundaries. Theearly1900s:traditionaltaikodrummingwaspopular inJapanese-Americancommunities. Themid1900s:peoplewerelosinginterest. 1968:SeiichiTanakaarrivedandbroughtanewinterest andanewstyleofdrumming. Now:thereare800groupsacrosstheUSAandCanada.

subjectandverbarereducedtoaningform.Thesubject ingform.Thesubject ofthetwoclausesmustbethesametousetheseforms. Although, while Although, whileand and eventhough eventhoughjointwoclausesand jointwoclausesand cangoatthestartorinthemiddleofthesentence.Ifthey areatthestart,thereisacommabetweentheclauses. Althoughexpressesasurprisingcontrast. Although expressesasurprisingcontrast.Eventhough Eventhoughis is stronger–thecontrast stronger– thecontrastismoresurprising. ismoresurprising. and ontheotherhandgoatthe goatthe However, nevertheless neverthelessand startofthesecondoftwocontrastedsentencesandare followedbyacomma.Theyarequiteformaluses.

Consequence So Socanjointwoclauses.Theotherexpressionsgoatthe canjointwoclauses.Theotherexpressionsgoatthe startofasentenceandarefollowedbyacomma.

6 Askstudentstoworkinpairstoshareinformationand

6 Askstudent Askstudentsto stocompletetheinformation. completetheinformation.Thenplay Thenplay thevideoforthemtocheck. ANSWERS

boat

3

2theUSA

4

1

drums 800

5 6

Canada drum drum

7

body

stick ck 8 sti

Afteryouwatch 7 Studentsw Studentsworkinpa orkinpairstoroleplaya irstoroleplayaconversation conversationabout about joiningataikodrumgroup,accordingto joiningataikodrumgro up,accordingtotheinstr theinstructions. uctions. 8 Studentsw Studentsworkingro orkingroupsto upstodiscussthequestions. discussthequestions.

writenotesundertheheadingsgiven.

7 and8 Askstudentstoch Askstudentstochecktheirpro ecktheirprofilesandtoread filesandtoread andcommentontheirclassmates’work. 2f Tai Taikoma komaster ster

35

 

UNIT2 Pe Perfo rforma rmance nce

Videoscript

UNIT2Review

00.15–00.28 Twothousand wothousandyearsago,Japanesewarriors yearsago,Japanesewarriorsused used drumstomaketheirenemiesfear drumstomakethe irenemiesfearthem.Peopleused them.Peopleusedtomark tomark villageboundariesbyhowfarthesounds villageboundariesbyhow farthesoundsofdrumstravelled. ofdrumstravelled.

Grammar

00.30–00.35 Theyevenu Theyevenusedtodotheir sedtodotheirdailyactivitiestothe dailyactivitiestothe beatofdrums.

photoanddiscussthequestions.

00.37–00.42 Slowlyoverthe Slowlyovertheyears,thesound years,thesoundofthedrums ofthedrums

wentaway–untilnow. Now,far ,farfromJapanintheUnitedStates, fromJapanintheUnitedStates,anew anew 00.48–0.59 Now audienceislisteningtothisancientdrum. audienceislisteningto thisancientdrum.Theartis Theartiscalled‘taiko’ called‘taiko’ andithascomefromthe andithascom efromthevillagesofJapantothecityof villagesofJapantothecityofSan San Francisco. 01.00–01.06 Sarita Theessenceoftaikoisthatit’snot justpeopledrumming.It’stheunityofth justpeopledrum ming.It’stheunityofthedrummersamo edrummersamongst ngst themselves. 01.10–01.26 InSanFrancisco, InSanFrancisco,themovemento themovementofthebody fthebody hasnowbeenaddedtotraditionaltaikodrumming. hasnowbeen addedtotraditionaltaikodrumming.It’snowan It’snowan artformthatbringstogethersound,bodyand artformthatbrings togethersound,bodyandmind.Duringa mind.Duringa performance,theenergyofallofthesepartsgoesintothebeating ofthedrums. 01.27–01.36 Seii SeiichiTanak chiTanaka a Yourselfandthedrum,totally gettogether.Intothedrum…yourself gettogether.Intothe drum…yourself…anddrum …anddrumcometoyou cometoyou …bothmutual. 01.38–01.54 Intheearly1900s,traditionaltaikodrumming waspopularinJapanese-Americancommunities.But,bythe mid1900s,peoplewerelosing mid1900s,peop lewerelosinginterest.Then, interest.Then,in1968,Seiichi in1968,Seiichi Tanakaarrivedandbrought anakaarrivedandbroughtanewinterest anewinterestandanew andanewstyle style of  drumming. 01.56–02.03 Seii SeiichiTanak chiTanaka a Iwasjust Iwasjustfreshoff freshofftheboat.So theboat.So awholebunchof‘fresh awholebunch of‘freshofftheboat’peoplegettogether offtheboat’peoplegettogetherandplay andplay drums. 02.05–02.1 02.05 –02.16 6 Leigh TanakaSeiichiisarealpioneer.He’s madeadozenorsogroups madeadozeno rsogroupsbackinthesixtiesandseventiesinto backinthesixtiesandseventiesinto somethinglike800groupsnowspreadall somethinglike800groups nowspreadalloverthiscountry overthiscountryand and Canada. 02.20–02.30 Seii SeiichiTanak chiTanaka a AllenergyfromtheMother Naturethroughyourbody,cometomybody–here…go through,tothedrumstick…BHAM! 02.33–02.45 Taikodrummers aikodrummerssometimeshave sometimeshavetoplaythrough toplaythrough painandtirednesswhilepractisingandperforming.

Atthatpoint,somedrummersfeelthattheycan Atthatpoint,somedrummersfeel thattheycanreallyexpress reallyexpress theirfeelingsandenergy. 02.47–02.5 02.47 –02.57 7 Leigh It’salmostasifyouarestandingoutside ofyourbodykindoflookingin.Andyouhitthis ofyourbodykind oflookingin.Andyouhitthispointwhere pointwhere you’rejustcompletelyfree. 03.03–03.1 03.03 –03.14 4 Sari Sarita ta TheessenceofTaikoisgivingyour 110percent.Youhaveto ouhavetoalwaysgive,becauseifyoudon’tgive alwaysgive,becauseifyoudon’tgive andeveryoneelseisgiving,thenyou’ andeveryoneelse isgiving,thenyou’redrainingfromthem redrainingfromthem.. 03.15–03.29 HereinSan HereinSanFrancisco,taikocamef Francisco,taikocamefromtheold romtheold worldofJapanandwasborn worldofJapan andwasbornagain.GrandMasterSeiichiT again.GrandMasterSeiichiTanaka anaka isgivingNorthAmericathechance isgivingNorthAm ericathechancetoenjoythe toenjoytheenergyand energyand excitementoftraditionaltaikodrumming.

1 Dividetheclass Dividetheclassintopairs. intopairs.Askthemto Askthemtolookat lookatthe the 2 Studentsread Studentsreadtheblogand theblogandchecktheirideas. checktheirideas. ANSWERS

probably performers summer 3Osaka,Japan 1 2

3 Studentscomp Studentscompletetheblog.L letetheblog.Letthemcomp etthemcomparetheir aretheir answersinpairsbeforediscussingasaclass. ANSWERS

I’velivedinJapan for I’velivedinJapan  forthreemonths threemonths I have/I’ve  have/I’velearnedsomeJapanese learnedsomeJapanese Oneofmyfavouritepastimesis going  goingtomatsuri. tomatsuri. 3 Oneofmyfavouritepastimesis I’vejust justgothomefromtheNangosummerjazzfestival gothomefromtheNangosummerjazzfestival 4 I’ve itwasgreat to sitaroundinthesunshine  tositaroundinthesunshine 5 itwasgreat Ithas been partofOsakasummerevents 6 Ithas  beenpartofOsakasummerevents aboutathousandyears foraboutathousandyears 7   for 1

2

8 9

10

andsomeperformanceshavehardlychanged since andsomeperformanceshavehardlychanged  sincethen then we’reactuallyhoping tojointhebigprocessionof we’reactuallyhoping to jointhebigprocessionof boatsontheriver. Ihaven’tbeenontheriver yet Ihaven’tbeenontheriver  yet,soI’mreallylooking ,soI’mreallylooking forwardtothat.

4 Studentsd Studentsdiscussfestivals iscussfestivalsinpairs. inpairs.

Vocabulary 5 Dividetheclassintopairs.Studentsmatchtwopeopleto eachcategorythendiscussexamplesofeachtypeofperson. ANSWERS 1 2

actor,director conductor,musician

3 4

choreographer,dancer singer,orchestra

6 Dividetheclass Dividetheclassintogroups. intogroups.Studentswrit Studentswritealistof ealistofart art events,thenmatchadjectivestothem. events,thenmatchadject ivestothem.Theythendiscus Theythendiscusss theevents. Dividetheclassinto classintopairs.Studentsdescribem pairs.Studentsdescribemusic usic 7 Dividethe thatmakesthemcry,laugh,smileetc.

Reallife 8 Studentsw Studentsworkinpa orkinpairstochoosethe irstochoosethecorrectoptio correctoptions, ns, thenactouttheconversation. ANSWERS 1 2

going tosee

3 4

Doyou in

5 6

by about

Speaking 9 Dividethe Dividetheclassinto classintogroups.Ask groups.Askthemtodiscuss themtodiscuss childhooddreamstheyhavealreadyachievedanddreams theyhavenotachievedyet. 36

Unit Unit 2 2  Per Perform formance ance

 

Unit3   Water Lead-in

3a Behindthephoto

Personalresponse Askstudents: Whatdoyouusewaterforeveryday?How  muchwaterdoyoudrinkeveryday? 

Lead-in

Buildupalistoftheusesofwater(e.g. fordrinking,

Personalresponse

cooking,washing,showering,washingdishesandclothes, makingteaandcoffee,wateringthegarden ).

Writethefollowingontheboard: thesea,alake,ariver, apool.

1 Askstudentstolookatthephotoandcaption anddiscussthequestions anddiscuss thequestionsasa asaclass.Thesequestions class.Thesequestions incorporatespeculationandpredict incorporatespeculation andprediction. ion.

Vocabul Voc abulary ary waterand waterandrecreatio recreation n

SAMPLEANSWERS 1 2

3

Askstudentstothinkofsomethingexciting,frighteningor unusualthathashappenedtotheminoneofthesefour places,thentellapartner.

Theyaregoingtofetchwater. Everyday(thecaptionsaystheyspendfivehoursaday fetchingwater). Presumably,theywillusethewaterverysparingly,so mostlyfordrinkingandincookingfood.

1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askeachstudent eachstudenttochoose tochoose aphotoandpreparetodescribeit,usingwordsfromthe box.Theythentaketurnstodescribet box.Theythenta keturnstodescribetheirphoto heirphoto.Their .Their partnermustguessw partnermus tguesswhichphoto hichphotois isbeingdescribed. beingdescribed. Vocabularynotes

2 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtoguesswhat themtoguesswhatthe the

Ifnecessary,pre-teachthewordsinthebox

missingnumbersineachsentencemight missingnumbersineach sentencemightbe befromtho fromthosein sein thebox.Haveabrieffeedba thebox.Ha veabrieffeedbacktoseew cktoseewhatstudents hatstudentsthink, think,

marina

butdonotconfirmordenyans butdonotco nfirmordenyanswersatthissta wersatthisstage. ge. 3   [1.13] Playtherecordin Playtherecordingforstudentsto gforstudentstolistenand listenand checktheiranswers.Ask checktheira nswers.Askthemfor themfortheirreactionstothe theirreactionstothe facts(e.g.arethe facts(e.g. arethefactssurprising,shocking factssurprising,shockingetc.?) etc.?)

stream

ANSWERS 1

70

 

2

3

Audioscript

 

3

 

46

 

4

10

 

5

200

[1.13]

Andnow,didyouknowthattodayisWorldWaterDay? I’vegotsomeinteresting I’vegot someinterestingstatisticshere statisticshere…forexample, …forexample, about70percentoftheEarth’ssurfaceiscoveredin water.AndyetonlythreepercentoftheEarth’swater isfreshwater.That’satinypercentage,isn’tit?Access tocleanfreshwater toclean freshwaterisaproblemformillions isaproblemformillionsofpeop ofpeople, le, especiallyinthedeveloping especiallyinth edevelopingworld.Around world.Around46p 46percent ercent oftheworld’spop ofthe world’spopulationdon’ ulationdon’thave thaverunningwaterin runningwaterin theirhomes.Theygettheirwa theirhomes.Th eygettheirwaterfromwells, terfromwells,riversor riversor water-holes,whichmeans water-holes,w hichmeansthatevery thateverytimetheyneed timetheyneed water,theyhavetogoandfetchit.Now,ofthefreshwater weusearoundtheworld,abouttwo-thirdsofitgoeson agriculture–that’sforgrowingfood.Sowhataboutthe restofit?TheUn restof it?TheUnitedNationsreported itedNationsreportedthatan thatanaverage average personinthedeveloping personin thedevelopingworldproba worldprobablyusesa blyusesaboutten boutten litresofwaterfor litresofw aterforcooking,wa cooking,washingand shinganddrinkingeach drinkingeach day.Yes,that’sright,tenlitresaday.Ithinkmykitchen sinkprobablyholdsaboutt sinkprobablyho ldsabouttenlitres,soI enlitres,soImustusea mustusealot lot morethanthat.Acco morethan that.Accordingto rdingtothesestat thesestatisticsIha isticsIhaveinfront veinfront ofme,hereinEuro ofme,h ereinEuropeourdailyaverage peourdailyaverageis200 is200litresper litresper person!AndinNorthAmericathefigureissomethinglike 400litresperperson. 400litres perperson.Now,if Now,ifyouwant youwanttogetinvolved togetinvolved withWorldWaterDay,staytuned,becausewe’vegotlots moreinformationcomingup.

4

placewhereyachtsarekeptbythesea



reservoir  man-madelaketostorewaterforconsumption 

narrow,shallowriver



2 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtomatchactivities themtomatchactivities toplaces.Severalanswersarepo toplaces.Severalanswers arepossibleforea ssibleforeachactivity: chactivity: askstudentstoexplaintheirchoices.

3 Inpairs, Inpairs,studentsdes studentsdescribeactivities cribeactivitiestheyhavetriedor theyhavetriedor enjoydoing. Extraactivity Extendthistaskbywritingotherquestionsforstudents toask: Doyoudotheactivity Doyoudo theactivityaloneor aloneorwithotherpeople?  withotherpeople?  Howoftendoyoudoth Howoften doyoudotheactivity? eactivity?When?Atweekends When?Atweekends oronholiday?  Whydoyoudoit?Torelax?Tokeepfit?Forexcitement? Askstudentstoprepareadescriptionoftheirfavourite watersportusingthequestionsintheextrataskabove.In pairsorsmallgroups,studentsdescribetheiractivity.Their partnermustguesswhich partnermust guesswhichactivity activitytheyaredescribing. theyaredescribing.

Listening 4   [1.14] Playtherecording.Asaninitialgisttask, Asaninitialgisttask, askstudentswhichphotosarebeingdescribed(1B,2C). Then,askstudentstoreadthestatementscarefully.Check anywordstheydon’tknow.Playtherecordingagain. Studentslistenand Studentslist enanddecidewhether decidewhethertt hesentencesaretrue hesentencesaretrue orfalse.Letthem orfalse. Letthemcompareth comparetheiranswers eiranswersinpairsbefore inpairsbefore discussingasaclass. ANSWERS 1

T

 

2

F

 

3

T

 

4

T

 

5

F

 

6

F

Dividetheclassinto Dividethe classintogroupstodiscussth groupstodiscussthequestions. equestions. 37

 

UNIT UN IT 3 Wate aterr

Vocabularynotes TheZambezi TheZambeziisariverintheAfrican isariverintheAfricancountryof countryofZambia. Zambia. arefast-flowingpartsofariver. Rapidsarefast-flowingpartsofariver. Rapids A hippo or hippopotamus isalargeAfricanmammal. hippoor hippopotamusisalargeAfricanmammal. A cenote /senəυte/isadeepsinkholeinlimestonewit /isadeepsinkholeinlimestonewitha ha cenote/se poolatthebottomthatisfoundinMexico.

Audioscript

 

[1.14]

Grammar pastsimpleand pastsimpleandpast past continuous 6 Askstudent Askstudentsto stounderlineand underlineandcircleexamples circleexamplesofthe ofthe verbformsinthesentences.Letthemcompa verbformsinthe sentences.Letthemcomparetheir retheir answersinpairs. ANSWERS 1 Weweregoingaroundasmallisland. 2 Itjumpedintothewateraboutametreawayfromour

boat.

1

2

IliveinZambiaandwehavefantast IliveinZambiaandweha vefantasticriversyst icriversystems ems here.Iloverafting here.Ilov eraftingontheZambeziRiver. ontheZambeziRiver.It’sone It’soneof  of  thebestwhitewaterruns thebestwhit ewaterrunsintheworld. intheworld.Onmyvery Onmyvery firsttrip,wehadareals firsttrip, wehadarealsurprise!We urprise!Wewerecoming werecoming downfastfromasectionofrapidsandwecouldsee calmwaterahead.ThenI calmwatera head.ThenIsawabig sawabighipponeart hipponearthe he riverbank.It’sbesttoavoidhipposifyoucan!We startedpaddlingaway startedpa ddlingawayquicklybecause quicklybecauseitwascoming itwascoming towardsus!Weweregoingaroundasmallislandin themiddleoftheriver,whensuddenly… IbegandivingwhenIwasabout12.Iactuallylearned todiveonholidayinMexico.Myparentswentthereto exploretheundergroundlakes–orcenotes.Mybrother andIweresittingaroundonthebeach,gettingbored, sowetookadivingcourse.Thenwedidourfirstdive inthe‘easy’cenoteswhilemyparentswereexploring thedangerousstuff.Itwasn’tdeepundergroundand thesunwasshininginthroughanopeningintheroof  ofthecave.Itwasreallycalmandbeautiful.Ifeltlike stayingthereallday!Iwasconcentratingondoing everythingright.Ididn’tnoticethat…

5   [1.15] Dividetheclassintop Dividetheclassintopairs. airs.Askthemto Askthemto discusswhattheythinkmayhavehappened discusswhattheythinkma yhavehappenednextand nextandto to chooseanoption. Tellstudents ellstudentstheywillnowhearth theywillnowheartheendofthest eendofthestory ory andfindoutiftheyguessedcorrectly.Infeedback readthroughtheinformationinthe  Wordbuilding  Wordbuildingbox. box. Referstudentstopage27oftheWorkbookforfurther informationandpractice. ANSWERS 1 b

Audioscript 1

2

2 c

 

[1.15]

Weweregoingaroundasmallislandinthemiddleof  theriver,whensudden theriver, whensuddenlywesurpris lywesurprisedaneigh edaneight-metre t-metre crocodile.Itwaslyinginthe crocodile.Itwa slyinginthesunonthe sunontheotherbank. otherbank.It It jumpedintothewateraboutamet jumpedintothew ateraboutametrea reawayfromour wayfromour boatandsoakedusall.Fortunately,hedidn’tcatchup withus! Iwasconcentratingondoingeverythingright Iwasconcentratingond oingeverythingright.I .I didn’tnoticethatIwasswimmingintoanareathat wasonlyforadvanceddivers.Therewereropesand signstostopyougoing signstost opyougoingintoaso intoasortoflabyrinth rtoflabyrinthof  of  tunnelswhereitwaseasy tunnelswhereit waseasytogetlost. togetlost.Luckilyforme, Luckilyforme, mymomrealisedpretty mymom realisedprettyquicklythat quicklythatIwasmissing Iwasmissing andshecameafterme. andsheca meafterme.Istillhadno Istillhadnoidea! idea!

3 Thesunwasshininginthroughanopeningintheroof. Mymomrealisedprettyqu prettyquicklythatI icklythatIwasmissing wasmissingand and 4 Mymomrealised

shecameafterme.

7 Askstudents Askstudentstomatch tomatchthesentences thesentencesinExercise6t inExercise6tothe othe meanings(a–d). ANSWERS 1 a

2 c

3 b

4 d

8 Askstudents Askstudentstounderlinet tounderlinethekeyeventst hekeyeventsthenmatch henmatch thequestionsandanswers. ANSWERS 1 b Whatweretheydoingwhentheysawthehippo? 2 a Whatdidtheydowhentheysawthehippo?

9 Askstudent Askstudentsto stochoosethecorrectopt choosethecorrectoptionsto ionstocomplete complete therules. ANSWERS 1 pastcontinuous 2 pastsimple

Grammarnotes Whentellingastory,weusethepastsimpletodescribe finishedactionsinthepast,andtodescribeactionsor eventsinsequence.Weusethepastcontinuoustoset thesceneforastorybydescribingthesituation( Wewere )orthebackgroundevents( Birds livinginSpainwhen…)orthebackgroundevents( livinginSpainwhen… weresingingandtreeswereblowinginthebreeze… )at thetimeofthestory.Wealsousethepastcontinuousto describeactionsthathavedurationandareinterrupted byanevent( Wewerecrossingtheroadwhenasportscar  ). racedpastus). racedpastus Timwalkedin.

Past

Now Wewereeatinglunch.

WewereeatinglunchwhenTimwalkedin.

10 Askstudents Askstudentstorea toreadtheexamplesin dtheexamplesinthegrammar thegrammar box,thenlookattheaudioscriptonpage174o box,thenlookattheaudioscri ptonpage174ofthe fthe Student’sBookand Student’s Bookandfindand findandunderlinesentencesusing underlinesentencesusing because,, when because  when,, while and  so.Thenaskthemtowritethe and so .Thenaskthemtowritethe sentencesusingthepast sentencesusing thepastsimple,pastcontinuousa simple,pastcontinuousandthe ndthe linkingwords.Refertopage158oftheStudent’sBookfor furtherinformationandpractice.

38

Unit 3 Water

 

UNIT3 UN IT3 Wate aterr

ANSWERS 1

2 3 4

ANSWERS

IwastakingaphotoofthehippowhenIdroppedmy camerainthewater. Myfriendfelloutoftheraftbecausehewasn’tholdingon. Isawsomestrangefish Isawsome strangefishwhen/ when/whileIwasdiving. whileIwasdiving. Iwashavingsomeproblemswithmymasksomy brotherhelpedme.

heard  /hɛːd/   /hɛːd/, were /wɛ:/, began /bɪˈgn/, bought  /bɔːt/  /bɔːt/,set  /set/,swam ,swam /swm/ ,was /wɒz/(or /wəz/),caught /kɔːt/, got /gɒt/,spent /spent/,felt /felt/

12b   [1.17] Dividetheclass Dividetheclassintopairs. intopairs.Askstudents Askstudents totelleachotherwhatthepastformsareandhowthey arepronounced.Thenplaytherecording.Studentslisten andcheck,thenrepeatthesentences.

Grammarnotes Because,so, Because, so, when whenand and while whileareconjunctionsthatjoin areconjunctionsthatjoin twosentences.. Because givesareason. So twosentences Soexpressesa expressesa consequence. Asimplewayofexplaining when and while istosay thatweuse when whenwithfinishedeventsinpasttime,and, withfinishedeventsinpasttime,and, therefore,withthepastsimple,andweuse while whilewith with actionsthathaveduration,and,therefore,withthepast continuous. ImetJoewhenhegotoffthebus. (afinishedeventata momentinpasttime) ImetJoewhilehewaswalkinghome. (aninterrupted actionwithduration) However,nativespeakerssometimesinterchange when and while ,e.g. while,e.g. Whenweweresittingonthebeach,Jim’sphonewentoff.

ANSWERS fall fell /fel/;lie lay /leɪ/;run /sŋk/;teach taught  /tɔːt/;tell 





Audioscript 1 2 3 4 5 6

 

ran /rn/;sink told  /teʊld/



sank





[1.17]

Inearlyfelloutoftheboat. Ilaydownintheraft. Ialmostranoutofair. Ourraftsank. Myfriendtaughtmehowtoswim. Hetoldmeabouttheshark.

Hesatonhisown Hesato nhisownwhilehe whileheatehislunch atehislunch..

Grammarnote

Irregularpastforms

11   [1.16] Askstudentstocompletetheparagraph withthecorrectformoftheverbsin withthecorrectformof theverbsinbrackets.Then brackets.Thenplay play therecordingsothat therecording sothatstudentsc studentscanchecktheiranswers. anchecktheiranswers. ANSWERS 1 2 3 4 5 6

wasworking heard began bought setout swam

Audioscript

7 8 9 10 11

wasmoving caughtup got spent felt

Onewayofhelpingstudentstolearnirregularpast formsistogetthemtocategorisethemaccordingto pronunciation,e.g. sent,spent,lent,meant taught,bought,brought,fought,caught

Regularpastforms Regularpastformshaveasimplerule,whichisthatthey add -ed(e.g. (e.g. turn turned).Thereareslightexceptions ).Thereareslightexceptions withverbsendingwith -y(e.g. (e.g. carry carried)orwitha )orwitha singlevowelandconsonant(e.g. pin pinned)).. 





 

[1.16]

Pronunciationnote

WhenIwasworkinginthe WhenIwas workingintheMaldives,Ihear Maldives,Iheardthatth dthatthere ere

Regularverbendingsarepronouncedwitha/t/or/d/  sound,dependingonwhetherthefinalsoundofthe

werewhalesharksinthearea werewhalesharks inthearea.That’s .That’swhyIbegan whyIbegan snorkelling– snorkelling–whalesharks whalesharksarethew aretheworld’sbiggestfish! orld’sbiggestfish! Iboughtacheapsnorkelandsetoutwithagroupof  friends.Almostimmediately,awhalesharkswampastthe boat.Itwasmovingrea boat.Itwasm ovingreallyquicklybutwecaughtupw llyquicklybutwecaughtupwith ith it.Weallgotinto it.Weall gotintothewaterandspent thewaterandspentabout abouttwominutes twominutes withtheshark.Afterw withthe shark.Afterwards,I ards,Ifeltabsolutely feltabsolutelyexhilarated! exhilarated!

infinitiveisvoicedorunvoiced. e.g. Turn endswith endswithavoicedconsonant, avoicedconsonant,and andpray prayends ends withavowelsound(whichisthereforevoiced),sothe -ed endingispronounced  /d/ (/tɛːnd/,  preɪd/). Type Typeendswith endswith anunvoicedconsonant,sothe -edendingispronounced endingispronounced andstartendwith endwith  /d/ and  /t/sounds,so /t/(/taɪpt/). Endandstart the -edendingispronounced endingispronounced/ɪd/(/endɪd/).

Pronunciation irregularpa Pronunciation irregularpastsi stsimple mple verbs 12a   [1.16] Playtherecordingagain.Askstudents tolistenandnotethepronunciationofthepastforms.You couldaskstudentstow couldaskstud entstowritedownth ritedowntheformsas eformsastheyhear theyhear themontherecording,or,alternatively,youcouldwrite theinfinitiveoftheverbsthey theinfinitiveof theverbstheymustlistenfor mustlistenforonthebo ontheboard ard first,thenaskstudentst first,thenas kstudentstolistenfor olistenfortheirregularpast theirregularpast forms.(Infinitiveforms:hear,be,beg forms.(Infinitiveforms: hear,be,begin,buy,set, in,buy,set,swim,be, swim,be, catch,get,spend,feel). catch,get,spend,feel ).

Speaking 13 Dividetheclassintopairs.Askstudentstodecidewho isAandwhoB,thengivethemthreeorfourminutesto prepare.StudentsBinterviewStudentsA.Whentheyhave finished,askthemtochangeroles.Monitor,prompt,and noteerrorswithpastformsforfeedbackattheend. Homework Writeontheboard: Myfirsttime. Askstudentstowritean Myfirsttime.Askstudentstowritean essayaboutthefirsttimetheytriedanewsportorhobby.

3a Be Behi hind ndthe theph phot oto o

39

 

UNIT UN IT 3 Wate aterr

3b Returnto  Titanic Lead-in

Extraactivity Askstudentstoexplainthefollowingphrasesfromthe text(theanswersareinbrackets): 1

appropriatelynamedTitanic(TitanwasagiantinGreek appropriatelynamedTitanic (TitanwasagiantinGreek mythologyand titanicmeans‘reallyhuge’.Thiswasa means‘reallyhuge’.Thiswasa good(appropriate good( appropriate)namebecauseTitanicwasagiant )namebecauseTitanicwasagiant ship.

2

theheightoftheColdWar(atimewhentheColdWar– theperiodofhostil theperiod ofhostilitybetween itybetweentheUS-ledwestern theUS-ledwestern worldandtheSoviet-ledcommunistbloc–wasits strongestandmostdangerous)

3

myeyewasdrawntoawoman’sshoe (Isaw,noticed theshoe,eventhoughIwasn’ttryingtolookforit)

4

They’dturnedherintoafreakshow(Theyhad They’dturnedherintoafreakshow(Theyhad exploitedthewreckofTitanicinaninappropriateway)

Usingwords Writethefollowingwordsfromthereadingtexton theboard:shipwreck,discover,voyage,sank,drown,a theboard: shipwreck,discover,voyage,sank,drown,a woman’sshoe,dignity,salvage.. woman’sshoe,dignity,salvage Dividetheclassintopairs.Tellstudentstolookupthe wordsintheirdictionaries,thenaskthemtosaywhatthe connectionisbetweenthewordsandtopredictwhatthe readingtextinthelessonmightbeabout.

Reading 1 Askstudentstolookatthephoto.Ask: Whatcanyousee inthephoto?WhereisTitanicnow?Howdoesthephotomake youfeel? Givestudentsamomenttoread Givestudentsamoment toreadthroughth throughthequestions equestions andcheckanyunfamiliarwords(seeboxbelow).Ask themtoreadtheinterview themtoread theinterviewquicklyandmatch quicklyandmatchthe the questionstotheparagra questionsto theparagraphs.Let phs.Letstudents studentschecktheir checktheir answersinpairsbeforediscussingasaclass.

3 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscussthequestion. question. Extraactivity Haveaclassdebate.Dividetheclassintotwoteams.Team Amustpreparefivereasonswhy Titanic  Titanic shouldberaised. shouldberaised. TeamBmustpreparefivereasonswhy Titanic  shouldnot beraised.Eachteamthenpresenttheirreasons.Endwith aclassvotetodecidewhichteamhaswontheargument.

ANSWERS 1

b

 

2

a

 

3

d

Grammar pastperfect pastperfectsimple simple 4 Dividetheclass Dividetheclassintopairs. intopairs.Askstudents Askstudentstoputth toputthee

Vocabularynotes debris



locate



brokenpiecesofwood,stoneormetal

find

comeabout happen 

2 Askstudents Askstudentstoread toreadtheinterviewagainand theinterviewagainandanswer answer thequestions.Letthem thequestions. Letthemcomparetheir comparetheiranswersinpairs. answersinpairs.

eventsofthestoryinorder.Tellthemtoreferbacktothe interviewtochecktheiranswers.T interviewto checktheiranswers.Takefeedback akefeedbackbrieflyto brieflyto checkthatstudentshavegottheordercorrect,thenask themtodiscusswhicho themtod iscusswhichoftheverbs ftheverbsareinthepa areinthepastperfect stperfect inthetext.Elicitanswers inthetext. Elicitanswersanddiscussw anddiscusswhythepast hythepastperfect perfect simpleisusedineachcase. ANSWERS

b,c,a   2 b,c,a   3 c,a,b bandc,agreed( hadagreedininterview) ininterview) bdied(haddied ininterview) 2 bdied( haddiedininterview) 3 atook( atook(hadtaken hadtakenininterview);cdisappeared( ininterview);cdisappeared(had  ininterview) disappearedininterview) Thepastperfectsimpleisusedforthingsthathappened

1 1

ANSWERS 1

2

3

HewasonasecretmissiontofindtwomissingUS nuclear submarines. Theyjumpedforjoyatfirst,butthenrealisedthatalot ofpeoplehaddiedonthewreck,sotheystoppedwork andheldamemorialservice. Hefeltangrybecausethewreckof Titanic  Titanic hadbeen hadbeen exploited–‘turnedin exploited– ‘turnedintoafreakshow’. toafreakshow’.

beforeBallard’sdiscovery.

5 Askstudent Askstudentsto storeadthesentencesand readthesentencesandunderline underline theeventsthathappenedfirst.Lets theeventsthathappened first.Letstudentscheckt tudentschecktheir heir answersinpairsbeforediscussingasaclass.

Vocabularynotes hermaidenvoyage itsfirstvoyage(notethatshipsare oftenreferredtointhefeminine,e.g. she,her,maiden she,her,maiden)) 

ANSWERS 1

hadchanged

2 had had die died d

 

 

3

had…belonged

jumpedforjoy wereveryexcitedandhappy 

treat…withdignity behaveinarespectfulwaytowards something 

6 Askstudent Askstudentsto stochoosethecorrectopt choosethecorrectoptionto iontocomplete complete therules.Letstudentschecktheiranswers therules.Letstuden tschecktheiranswersinpairs inpairsbefore before discussingasaclass.Readtheformrulesintheboxwith theclass,andrefer theclass, andreferstudents studentstofurtherinformation tofurtherinformationand and practiceonpage160of practiceonp age160oftheStudent’s theStudent’sBook. Book. ANSWERS 1

40

Unit Unit 3 3 Wate Water r

before

 

2

don’thaveto

 

UNIT3 UN IT3 Wate aterr

Grammarnote

3c Loveanddeathinthesea

Innarratives,thepastperfectsimpleisusedtoreferback tosomethingthathappenedbefore.Itallowsthespeaker tobreakupasequenceofevents.Compare Iwokeup with Ihadashower  early,hadashower,andatebreakfast,with early,hadashower,andatebreakfast, andatebreakfast.Ihadwokenearlythatday.

Lead-in

Studentssometimesthinkofthe Studentssometimesthink ofthepastperfect pastperfectasa‘distant’ asa‘distant’ past.. Thisis past Thisisincorrect.It incorrect.Itcanonly canonlybeused beusedincontrastto incontrastto anotherpasttoshowthatitisanearlierevent.

Writethefollowingwordsconnectedwiththeseaonthe board: waves,tide,drown,surf,shallow,deep,surface, stormy,salty,sand,shore,beach,current,calm,cove .

As Ashoe hoebe belong longed edtoac t oachil hild d

Askstudentstocheckthewordsintheirdictionariesand tosayhowtheyconnectwiththesea.Alternatively,this activitycouldbe activitycould bedoneafterExercise4. doneafterExercise4.

Is Isaw awthe thes shoe hoe

Past

Usingwords

Now

Isawashoewhichhadbelongedtoachild.

7 Askstudentstochoosethecorrectoptions.Letstudents comparetheiranswersinpairsbeforediscussingasaclass.

Vocabularynotes beach= beach = partoftheshorema partoftheshoremadeupofsand deupofsandorstone orstoness whereyoucansit

ANSWERS

1 hadbeen 2 sank 3 was

Reading

4 haddisappeared 5 hadn’tlocated 6 hadvisited

cove=anareaofseapartlysurroundedbyland cove =anareaofseapartlysurroundedbyland current=thestrongmovementofwaterinonedirection =thestrongmovementofwaterinonedirection =anylandontheedgeofthesea. shoreorseashore shoreor seashore=anylandontheedgeofthesea.

8 Askstudents Askstudentstowritetheir towritetheirownanswers ownanswerstothe tothe

surf(verb)=torideonthesurfaceofthewaves (verb)=torideonthesurfaceofthewaves

questions.Letstudentscomparetheiranswersinpairs

surf(noun)=thewavesastheybreakontheland (noun)=thewavesastheybreakontheland

beforediscussingasaclass.

producingwhitewater. tide=themovementoftheseaintoandawayfromthe tide =themovementoftheseaintoandawayfromthe shore

SAMPLEANSWERS

1 2 3 4 5

Theshiphadn’tseenitintime. Theyhadn’tputenoughlifeboatsontheship. Peoplehadturnedthesiteintoafreakshow. Theyhaddecidedit Theyhad decideditwasaromanticplace. wasaromanticplace. Hehaddecidedtomakeafilmaboutthedisaster.

9 Askstudents Askstudentstoreadthe toreadthetextquicklywith textquicklywithoutworrying outworrying aboutthegaps.Ask: WhathadhappenedtoCaptainMorgan’s ship? (Ithadsunkafterhittingrocks.) Askstudentstocompleteth Askstudents tocompletethetext.Let etext.Letthemcompare themcompare answersinpairsbeforediscussingasaclass.

1 Dividethe Dividetheclassinto classintopairsorsmallgroups. pairsorsmallgroups.Ask Ask studentstodiscussthequestions. 2 Askstudentswhatamarineecologistdoes(heorsheis interestedinprotecting interested inprotectingunderwaterenvironments). underwaterenvironments).Then Then askthemtoreadthearticlequicklyand askthemtoreadthe articlequicklyandfindanswers findanswersto to thequestions.Lett thequestions. Letthemcomparetheiransw hemcomparetheiranswersinpa ersinpairs irs beforediscussingasaclass. SAMPLEANSWERS

Hetriedtoswimo toswimoutto uttoseaduring seaduringastorm,realisedit astorm,realisedit 1 Hetried wastoodifficult,andfounditdifficulttoswimback.

ANSWERS

2 Hedidn’trespectthesea–itwasamomentofCatalan

1 was

5 hadsunk

2 began 3 haddiscovered 4 felt

6 hit 7 hadalreadymade 8 retired

Extraactivity Playpastparticipletennis.Writethefollowinglistof infinitivesinacolumnontheboard: run,begin,sit,stand, wear,find,make,drive,feel,ride,read,write,speak,catch, break,fall. Dividetheclassintopairs.StudentA‘serves’thefirstinfinitive, ,andStudentB‘returns’theservewith ran .StudentAcan run run,andStudentB‘returns’theservewith ran.StudentAcan thenwinthepointbysayingthepastparticiple run run.It’s15-0. .It’s15-0. Studentscontinuethroughthelist,scoringasintennis.

Speaking 10 Dividetheclassintogroupsoffour,thendivideeach groupintopairs.Studentsreadt groupintopairs.Students readthepuzzlesandfollow hepuzzlesandfollowthe the

bravadotogointotheseawhenitwastoostormy. 3 Hehaslearnthislesson,feelsluckytobealive,and

respectstheseanow.Hedoesnotgoswimmingwhenit isdangerous.

3 Askstudentstoreadthetextagain,findthe expressions,andchoosethecorrectoptionstoexplain theirmeanings.Lett theirmeanings. Letthemcompare hemcomparetheiranswers theiranswersin inpairs pairs beforediscussingasaclass. ANSWERS

1 two 2 afraid(gutsareintestines–thisisapoeticandunusual 3 4 5 6

wayofsayingthatyoufeelsickwithfear) stop itwasdifficultforme stopswimming quickly(andonhishandsandknees)

instructions. 3c

Lovean Loveandd ddeath eathin inthe these sea a

41

 

UNIT UN IT 3 Wate aterr

4 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe questions.Infeedback,askdifferentpairst questions.Infeedback,a skdifferentpairstosummar osummarise ise theirthoughtsfort theirthoughts fortheclass. heclass.Discusstheiranswers. Discusstheiranswers.

ANSWERS 1 2 3

SAMPLEANSWERS 1

2

3

4

Thefirstdecisionwastogoswimmingdespitethe storm.Theconsequencewasthathehadtofight againsttheseaandswallowedlotsofseawaterand sand.Theseconddecisionwastoturnback.The consequencewasthathewashitbywavesandcaught inthesurfzone,andhecouldn’tgetback.Thethird decisionwastogiveupfightingagainstthesea.The consequencewasthathewascarriedtotheshoreand survived. Hespeaksabouttheseaasifitwereaperson.The feelingsheexpressesareveryintenseandromantic. Heisaskingforforgiveness Heis askingforforgivenessbecauseman becausemanisresponsib isresponsible le forthelackoffish,throughoverfishingandpollution. Students’ownopinions.

4 5 6

I gotinto thepool. gotintothepool. Theweather didn’tgetbetter . Icouldn’t getto theshore. Iwasn’t gettinganycloserto theland. We get somuchfromnature. I’d gotout(of) thatdangeroussituation. gotout(of)thatdangeroussituation.

7 Askstudent Askstudentsto stowritepersonalisedsentences writepersonalisedsentencesusingthe usingthe expressionswith get.Askthemtosharetheirsentences withapartner,addinginformationtoshowthecontext. Vocabularynotes isaverycommonverbinEnglishwitharangeofuses. GetisaverycommonverbinEnglishwitharangeofuses. Theseusesareallconnectedwith‘change’,e.g.change ofposition(getinto/outof ofposition( getinto/outof),changeofpossession( ),changeofpossession( geta prize),changeofstate( prize ),changeofstate( getbetter/worse ).

Backgroundnotes

Extraactivity

WorldOceansDayiscelebratedeveryyearonJune8th.It isrecognisedbytheUnitedNationsandaimstocelebrate theoceansandtohighlightproblemssuchaspollution andover-fishing.

Askstudentstowritedownfive‘changes’thathave happenedtothemorbeendonebythemtoday,e.g. I  gotupat7,Igoton gotup at7,Igotonthebus thebustoschool, toschool,Igottwotickets Igottwotickets foraplay,Igotabitolder,Igothungryatlunchtime .Ask studentstosharetheirfive‘changes’ingroupsorwiththe

EnricSalaisCatalan.Catalanscome EnricSalaisCatalan. CatalanscomefromCatalonia,a fromCatalonia,a regionofnorth-eastSpainaroundthecityofBarcelona. TheCostaBravaistheMediterraneancoastlineof theregion.Catalansareproudpeoplewiththeirown distinctivelanguage distinctive languageandcu andculture(and lture(andremarkablefootball remarkablefootball team).

Criticalthinking Criticalthinkin g readingb readingbetween etween thelines 5 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscuss odiscuss whetherthestatementsaretrueorfalse,andtosaywhy. ANSWERS 1 2

3 4 5

T(Itwasdangerousonthedayinthearticle.) T(Enricsaysthattheseahasalmostkilledhimacouple oftimes,andadmitsthatitwashisfault.Healsoadmits toCatalanbravado.Itimpliesheisarisktaker.) T(Hesayshewasfeeling T(Hesays hewasfeelingluckyto luckytobealive.) bealive.) T(Hestillswimsinthesea.) T(Hesayshehasnotbeentotheseawhenshedoesnot wanthim.)

Wordfocus get 6 Askstudents Askstudentstoscanth toscanthetextto etexttofindexpressions findexpressionswith with

class.

Speaking 8 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstohaveabrief  ohaveabrief  discussionwiththeirpartnerand discussionwiththeir partnerandtellhimorher tellhimorherwhich which experiencetheywouldliketota experiencetheywo uldliketotalkabout.Th lkabout.Thestorydoes estorydoes notneedtobeapers notneedt obeapersonalexperience– onalexperience–itcouldbe itcouldbebasedon basedon somethingtheyhave somethingt heyhavereador readoritcouldbeinvented. itcouldbeinvented. Askstudentsto Askstudent stoworkindividually workindividuallytomakebriefnotes tomakebriefnotes usingtheprompts.Monitorandpromptwithideasand vocabulary. 9 Dividetheclassintosmallgroups.Askstudentsto taketurnstotelltheirstory.Encouragestudentstoask follow-upquestionsaboutthestory.Monitorandnote errorsforanerrorfeedbackattheend.

Extraactivity Alternatively,youcoulddothisasacollaborativestorybuildingexercise.Dividetheclassintogroupsofthree orfour.Theymustfirstdecideonastorytheywouldlike toprepareandtelltogether.Thentheydecideonone studentwhowill studentwh owilltakenotes. takenotes.Makesure Makesureallthestudents allthestudents arecontributing.Attheend,eachgroupmusttelltheir storytotheclass.

get withsimilar withsimilarmeanings.Let meanings.Letstudentsc studentscomparetheir omparetheir

answersinpairsbeforediscussingasaclass.

Homework Askstudentstowritethestoriesforhomework.

42

Unit 3 3 Water

 

UNIT3 UN IT3 Wate aterr

3d Noway! Lead-in

abovethekitchensink.Butthesetwo abovethekitchensink.But thesetwofishwerereally fishwerereally active–theylovedtojump active– theylovedtojumpintheair. intheair.Especially Especially whensomeonewasdoingthedishes. B : Noway! A:

Personalresponse Askstudentstolookatthephotooftheparrotinthe teacupandask: Howdiditgetthere?  Elicitthreeorfour ideas.Dividetheclassintopairsandtellthemtothinkofa storyinoneminutetoexplainhowtheparrotendedupin theteacup.Askafewpairstotelltheirstoriesanddecide, asaclass,whichstorieswerethefunniestandwhichwere themostbelievable.

Reallife tellingstories tellingstories 1 Askstudentstoreadthroughthestatements.Youmay needtopre-teachthepunchline (thelastlineofafunny needtopre-teachthepunchline storywhichrevealsthejoke). Dividetheclassinto Dividethe classintogroupstodiscusswh groupstodiscusswhichstatements ichstatements aretrueforthem.

Extraactivity Youmightwanttobrainstormandteachasetof vocabularyconnectedwithhumourhere: tellajoke/a funnystory;rememberthepunchline;laughatajoke; haveagoodsenseofhumour;getajoke;hilarious .

2 Askstudentstomatchthecorrectsetofwordstothe photo.Tellthemtolookupwordstheyarenotsureof.Let themcomparetheiranswersbeforediscussingasaclass. ANSWERS Aismorelikely(emptycage;havingabath)

Vocabularynotes cage

metal,enclosedp metal, enclosedplacewhere lacewherepetsarekept petsarekept



tank  largeglassbox,whichmaybefullofwater,for keepingfishorreptiles

Seriously!Afterwesawitthefirsttime, Seriously!Afterwesawit thefirsttime,weputalid weputalid acrossthetopo acrossth etopofthetank.So, fthetank.So,acoupleofweeks acoupleofweekslater, later, Icameintothekitchenon Icameinto thekitchenonemorningand emorningandthetank thetank

wasempty.Nofish! Oh,no! A :Oh,yes! Oh,yes!Duringthenight,thefishh Duringthenight,thefishhadjumpedo adjumpedout ut ofthetank!Theywerelyinginthesink! ofthetank!Th eywerelyinginthesink! Fortunately, Fortunately, therewassomewaterinit! B : That’sincredible! Irememberonce,acoupleof acoupleofyearsago,we yearsago,wewere were 2   C : Irememberonce, lookingafterthisfriend’s lookingafter thisfriend’sparrotw parrotwhenhewasona henhewasona businesstrip.Anyway businesstrip.Anywa y,afterafewdays, ,afterafewdays,Irealised Irealised thatthisparrotknewhowtoopenitscage. D :Really? C : Ohyes!Ithappenedacoupleoftimes.WhenIwent out,theparrotwasinitscage.AndwhenIgotback home,ithadgotout.Sooneday,Iwasatworkand allofasuddenIremembered allofas uddenIrememberedthatIha thatIhadn’tfilledup dn’tfilledup thebird’sfoodandwater.Iimmediatelyrushedback home…andthereitwa home…and thereitwas…theemp s…theemptycageagain. tycageagain.II B:

searchedeverywhere.Iwasgoingroundthehouse calling‘Polly!Polly,comeonPolly!’ButIcouldn’t findit. D :Whathappenedthen? C : Well,thenextthingwas,Istartedtopanic.SoIwent intothekitchentomakethetea,andguesswhat? Therewasthebird.Itwashavingabathinmyteacup! D :That’sunbelievable!

4   [1.18] Givestudentsamomenttoreadthroughthe expressionsinthebox.Playtherecordingagain.Students listenandticktheexpressionstheyhear.Letthemcompare theiranswersinpairsbeforediscussingasaclass.



ANSWERS

3   [1.18] Playtherecor Playtherecording.Studentslistenan ding.Studentslistenand d

Studentsshouldtickalltheexpressionsexcept: You’llneverbelievewhathappenedonce…

matchthestorytothephoto.In matchthestorytoth ephoto.Inpairs,students pairs,studentsdescribe describe whattheywouldexpectth whattheyw ouldexpectthephotofor ephotofortheothersto theotherstoryto ryto looklike.

suddenly whileIwas…

ANSWERS Story2matchesthephoto. AphotoforStory1mightshowtwofishsplashinginsome waterinasink.

Audioscript 1

 

[1.18]

DidIevert ellyouabout DidIevert ellyouaboutthetimewe thetimewekeptloadso keptloadsof  f  animals?Ourhousewaslikeazoo. B : No,Idon’tthinkso. A :Well,amo Well,amongother ngotherthings,we things,wehadthesegoldfish– hadthesegoldfish– theywerereallyhuge.Andthey theywerereally huge.Andtheylivedinafish livedinafishtank tank

5 Haveabriefclassdiscussionandvoteonwhichstory istrue. ANSWERS Thefirststoryistrue.Ithappenedtotheauthor.Thelid partiallycoveredthetankbutthefishhadknockeditoff anyway.Bothfishsurvivedandwereluckynottohave beeneatenbythefamilycat!

  A:

Pronunciation  was and   were 6a   [1.19] Playtherecording.Studentslistenand noticethepronunciationof  was and were were..

3d

Noway!

43

 

UNIT UN IT 3 Wate aterr

Audioscript

 

[1.19]

3e Whataweekend!

1

Especiallywhensomeonewasdoingthedishes.

2

Theywerelyinginthesink!

Lead-in

3

Wewerelookingafterthisfriend’sparrot.

Introducingthetheme:blogs

4

Iwasgoingroundtheh Iwasgoing roundthehousecalling‘Polly’! ousecalling‘Polly’!

Writethefollowingwordsontheboard: lengthy, informative,personal,funny,well-written,knowledgeable, enthusiastic,inspiring,insightful.. enthusiastic,inspiring,insightful

6b   [1.19] Playtherecordingagain.Studentslisten andrepeat.Makesuretheyareproducing withaweak /ə/ sound.

 was

and   were

Makesurestudentsknowwhatthewordsmean,thenask themtoworkinpairstochoosethefouradjectivesthat aremostimportantwhendescribingagoodblog.

Pronunciationnotes Inthesesentences, was and were areauxiliaryverbs wereareauxiliaryverbs helpingtoformthepastcontinuous.Themainverbis stressedandtheauxiliariesareunstressed.Asaresult,they reducetoaweaklystressed   /wəz/or  /wə/.

7 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodecidewho odecidewho willtakewhichrole,thengivethemacouple willtakewhichrole,thengive themacoupleofminutes ofminutes tomemorisetheconversations,thenclosetheirbooksand practise.Iftheycan’t practise.If theycan’tremembermuch remembermuchthefirsttime,allow thefirsttime,allow themtochecktheaudioscript themtocheck theaudioscriptonpage174 onpage174andtry andtryagain. again. Remindthemtoconcentra Remindthem toconcentrateon teonthecorrectpronunciation thecorrectpronunciation of  was  was and   were.

Teachingnote Writesomepromptsontheboardtohelpstudentsasthey actouttheconversations. Story1: goldfish,huge,tankactive,lid,empty,jumped, sink,fortunately Story2:parrot,open,gotout,remembered,filledup, Story2:parrot,open,gotout,remembered,filledup, rushed,searched,‘Polly!’,panic,guesswhat,teacup

8 Dividetheclassintopairs.Givestudentstwoor threeminutestoprepareastory.Tellthemtonoteat leastfourthingsthathappened,andtomakesurethat oneisnottrue. Theythentaketurnstotell Theythentake turnstotellstories.Infeedb stories.Infeedback,findout ack,findout whichstudentsguessedtheuntrueeventintheirpartner’s story.

Extraactivity Writethreeeventsfromyourlifeontheboard.Two mustbetrueandoneuntrue.Maketheminterestingbut believable.

Writingablogpost 1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe questions.Infeedback,buildupalistofb questions.Infeedback,buildup alistofblogtopics. logtopics. SAMPLEANSWERS Personalblogs:whatthey’vebeendoing,photos, thoughtsandfeelings,interests,travel,personalopinions Professionalblogs:adviceandtips,informationabouta companyorproduct,feedbackonmeetingsorconferences

2 Askstudentstoreadtheblogandanswerthe questions.Letthemcomparetheiranswersinpairsbefore discussingasaclass. ANSWERS 1 Whathappenedtothewriter’sfamilylastweekend. 2 Thethingsyoutaketothebeach:towels,swimming

costumes,sunglasses,etc. 3 Thewriter’sthreechildren.

3 Askstudent Askstudentsto stoputtheeventsof puttheeventsofthestoryinorder. thestoryinorder.Let Let themcomparetheiranswersbeforediscussingasaclass. ANSWERS c,d,b,f,e,g,a

Extraactivity Torevisepastsimpleandpastperfect,askstudentsinpairs tochoosefourofthesentencesinExercise3andtowrite them(asastory)intwoorthreedifferentways,e.g. Thesunstartedtoshine,sotheygotintothecarandthey  wenttothebeach.Therehadbeenastormearlier. Theywenttothebeach.Therehadbeenastormbutthen thesunhadstartedtoshineandtheyhadgotintothecar.

Tellstudentstoaskyouquestionsaboutanyoftheevents. Answerastruthfullyor(inthecaseoftheuntruesentence) asbelievablyaspossible,andaddalittlebitoffurther informationtokeepstudentsguessing.Afterthreeorfour minutes,askstudentstovoteonwhicheventwasuntrue.

Writingskillinterestinglanguage

Studentscouldthendotheactivityinsmallgroups.

4a Askstudents Askstudentstofindan tofindandunderlineverbs dunderlineverbsintheblog intheblog

Homework Askstudentstowriteastoryaboutapet,involvingaskill, ahabitoranaccident(withahappyending).

whicharedifferentfromthosein whicharedifferentfrom thoseinboldin boldinthesentences. thesentences.Let Let themcomparetheiranswersbeforediscussingasaclass. ANSWERS a ran rushed b startedtoshine e got jumped

f  pickedup grabbed g went headed 



cameout

  





Theverbsintheblogaremoredramaticandinteresting.

44

Unit Unit 3 3 Wate Water r

 

UNIT3 UN IT3 Wate aterr

4b Askstudent Askstudentsto stocircletheverb circletheverbsandadjectives.Let sandadjectives.Let themcomparetheiranswersinpairs.

difference

ANSWERS 1 2 3

3f Onevillagemakesa

raining=pouringwithrain fullofpeople=packed looking=staring

4 5

arrived=washedup holding=clutching

Beforeyouwatch 1 Studentsworkingroups.Askthemtolookatthephoto andsaywhattheycansee,then andsaywhattheyca nsee,thendiscussthequest discussthequestions. ions. Takefeedbackfromtheclass. 2 Beforewatc Beforewatchingthe hingthevideo,ask video,askstudentsto studentstopredictwhat predictwhat theywillseepeopleusingwaterfor.

Vocabularynote pouring rainingveryheavily 

packed completelycrowdedsoyoucan’tmove 

staring

looking,asifinshockor looking, asifinshockordisbelief disbelief



clutching holdingverytightly 

washedup

carriedontotheshorebythetide



4c Studentsread Studentsreadthes thesentencesand entencesandthinkwhatwords thinkwhatwords theycouldusetocompletethem. Thenaskthemtocompleteth Thenask themtocompletethesentences esentenceswithword withwordsfrom sfrom thebox. ANSWERS

raced exhausted

4

2

5

scrambled wandered

3

boiling

6

collapsed

1

Vocabularynotes raced  ranveryfastandinanexcitedway 

Whileyouwatch 3 Playthewho Playthewholeofthevid leofthevideoforstudent eoforstudentstocheck stochecktheir their ideasfromExercise2.Theyshouldnottrytounderstand everythingatthisstage. ANSWERS 1 drinking   2washinganimals   3washingclothes 4irrigatingcrops   5washingthemselves

4 Givestudents Givestudentstimetoread timetoreadthequestions.C thequestions.Checkthey heckthey understandthekeyvocabularyfromtheglossaryon gallons,supply,monsoon,d ,monsoon,dam,shortag am,shortage).Explain page43(gallons,supply page43( e).Explain thata watertanker watertankerisalarge isalargetruckwitha truckwithatankorcon tankorcontainer tainer ofwater.Thenplaythefirstpartofthevideo(to02.21) andaskstudentsto andask studentstoanswertrue(T answertrue(T)orfalse(F) )orfalse(F).Checkthe .Checkthe answersandelicitcorrectionstothequestionswhichwere false.Ifnecessaryplay false.If necessaryplaythatpart thatpartofthevideoaga ofthevideoagain. in.

exhausted completelytired 

boilinghot extremelyhot

ANSWERS



scrambledup climbeduponhandsandknees 

wandered

walkedslowlyandinaveryrelaxedway

1 T   2T   3F   4F   5T   6F   7F   8F Thecorrectinformationisunderlinedinthescript.

  

collapsed  felldownfromexhaustion 

5 Studentsmake Studentsmakesomebriefnotes somebriefnotestohelpthem tohelpthemtelltheir telltheir story.Tellthemthatthestoryneedn’tbereal–theycould makeitup.

Teachingnote Referstudentsbacktothespeakingactivity(Exercise8) onpage38,andthesequencingexpressionsonpage40. Remindthemtoplantheirwritingtousethesequencing expressions.

5 Givestudents Givestudentstimetoread timetoreadthestagesan thestagesandcheckthe dcheckthe wordstheydon’tknowintheglossary.Thenplaythe secondpartofthevideoforthemtoorderthestages. ANSWERS

d,b,a,c

6 Askstudentstoreadthesentencesfromthescriptand predictwhichwordsfromtheglossarycouldbeusedin thegaps.Thenplaythe thegaps.T henplaythevideoforth videoforthemtocheck. emtocheck.

6and7 Oncestudentshav Oncestudentshaveproduceda eproducedafirstdraft,ask firstdraft,ask

ANSWERS

themtoseeiftheycanusemoreinteresting, themtoseeiftheycanuse moreinteresting,dramatic dramatic words,thenchecktheirfinishedpost.

1smog   2well   3riverbeds   4reservoirs   5small-scale

8 Studentsread Studentsreadtheirpa theirpartners’blogs rtners’blogsandgiveaspoken andgiveaspoken orwrittenresponse.

Afteryouwatch 7 Studentsw Studentsworkinpa orkinpairstoroleplaya irstoroleplayadiscussionabo discussionabouta uta

Homework

developmentproject, development project,according accordingtotheinstructions. totheinstructions.

Thefinaldraftoftheblogcouldbecompletedfor homework.

8 Studentsw Studentsworkinpa orkinpairstodiscussthe irstodiscussthequestions. questions.

3f Onevil Onevillag lage emak makes esa adif differ ference ence

45

 

UNIT UN IT 3 Wate aterr

Videoscript

UNIT3Review

Part1

Grammar

00.14–00.40 NewDelhiisalargecityinnorthernIndia.The heavysmogthatusuallyfillstheskyissouncleanthatit’sdifficult toseethecity.Thewatersupplydoesn’tlookmuchbetter.The Yamunariveristhecity’smainsourceofdrinkingwater.Fifty milliongallonsofindustrialwastearethrownintotheriverevery

1 Dividetheclass Dividetheclassintopairs. intopairs.Askthemto Askthemtolookat lookatthe the

day.Attimes,thismakesitlookmorelikeascienceexperiment thanaproperwatersupply. 00.42–01.19 ThefourteenmillionpeopleinandaroundNew Delhimustgettheirwaterfromcommunitywatertankers.These trucksdeliverwatertothetownswherepeoplelive.Sometimes there’senoughwaterforeveryone,andsometimesthereisn’t. ThepeopleofNewDelhineedaboutonebilliongallonsofwater aday.They’resurvivingon25percentofthat.Eveninthericher areas,you’llfindbusyshoppingcentres,well-dressedshoppers, expensiverestaurants,andthesamecommunitywatertankers. 01.21–02.05  Outsideof Outsideofthecity,in thecity,inthedesertof thedesertofRajasthan, Rajasthan, gettingwaterisevenharder.T gettingwateris evenharder.Thetemperatures hetemperaturesfrequentlyreach frequentlyreach 120degreesFahrenheit.Villagerswalkformilestogetwater. Whentheyreachawell,theyoften Whentheyreach awell,theyoftenhavetodrinknexttotheir havetodrinknexttotheir animals.Anannualseasonofh animals.Anannual seasonofheavyrain,called‘the eavyrain,called‘themonsoon monsoon season’,doesproviderelief.But season’,does providerelief.Butitdoesn’treplacethewater itdoesn’treplacethewaterthat’s that’s usedeveryyear.Sothe usedeveryyear. Sothequestionremains: questionremains:isthereananswerto isthereananswerto India’swaterproblem?Someleadersthinkthattheanswerliesin aseriesofnewdams.However,manypeopledisagreewiththis proposal.TheybelievethatIndia’sexistingdamshavecontributed

tothewatershortagebydryingupriverbeds,fieldsandwells. 02.07–02.22 Rajendra RajendraSingh Singh Thousandsofmillionsof  rupeeshavealreadybeeninvestedinwaterpolicyandbigdams. Howdoyouexplainvillageswithnowater?Whoisresponsible forallthis?W forallthis? Well,theblameliesontheverysystemwhich ell,theblameliesontheverysystemwhich advocatestheconstructionofbiggerdams. Part2 02.23–03.30 TheanswertoIndia’swatershortagemaybe foundinagroupofvillagesintheAlwarareaofRajasthan.Here, RajendraSinghhasstartedanon-governmentalorganisationthat workswithvillagerstomakecleanwatereasilyavailable.Singh encouragesvillagerstouseanancientmethod,onethatusessmall damstostorewaterandchangetheland.UnderSingh’sdirection, villagersdecidedtotrythemethod.Theybegancollectingstone androcktomakesmallearthendams.Theythenmadesmallpits, orholes,nearthemandlaidaporouslayerofstone,earthandclay. Thisstoppedrainwaterfromrunningoffandraisedthelevelof  thewaterundertheground.Witheveryrainshower,theground waterlevelrosehigher.Eventually,peoplewereabletocreate

wellstoirrigatetheirfarms.Soon,waterreachedeverypartof  thevillage.Today,avillagethatwasdryandlifelessisgreenand healthy.Becauseoftwoearthendams,farmerswhocouldn’tgrow enoughfoodfortheirfamiliescannowproducefoodforthem. Andtheideahasspread. 03.31–03.39 Villager  We’rebuildingwaterreservoirsand damstosaverainwater.We damstos averainwater.Wewantour wantourvillage,Rosda,to village,Rosda,tobegr begr een andprosperouslikeNeemie. 03.40–03.48 Atpresent,morethan4,000earthendamscollect rainwateracrosswesternIndia.Th rainwateracrosswes ternIndia.Theyprovidewater eyprovidewaterformore formore than800communities. 03.50– 03. 50–end  end  Thesmall-scale Thesmall-scalemethodsof methodsofAlwararen’t Alwararen’tpractical practical forNewDelhi.Theywouldn’tbeenough.Expertssaythatnew watersuppliesandeffortstoconserve watersuppliesandef fortstoconservewatermayslowthe watermayslowthewater water shortagethere–butonlyforabouttenyears.Perhapsthebig citiescanlearnsomethingfromAlwar. citiescan learnsomethingfromAlwar.Certainly Certainly,thingshere ,thingshere havechangedforthebetter.People havechangedfor thebetter.Peoplenolongerwalka nolongerwalkalongway longway forwater.Awellisju forwater.A wellisjustdown stdowntheroad.It theroad.Itseemsthatintheregion seemsthatintheregion ofAlwar,onevillagereallycanmakeadifference!

46

Unit 3 Water

photoanddiscussthequestions.

2 Studentswor Studentsworkinpairsto kinpairstochangethe changetheverbs,where verbs,where necessary.Infeedback,discusswhetherthephoto illustratesthestory. ANSWERS

1,2,3,9,10,12,13,15and16arecorrect. hadjustpassed   8 werewatching 6 hadgoneby   11wassetting 7 hadn’tmanaged   14 hadjustgotup

4

Vocabulary 3 Studentsrewrite Studentsrewritethewords thewordsforplaceswith forplaceswithwaterwith waterwith themissingvowels.Tellthemto themissingvowels.Tell themtoracetheir racetheirpartnerto partnertosee see whocanfinishfirstthen whocan finishfirstthenwriteexamples. writeexamples. ANSWERS

lake,marina,ocean,pool,reservoir,river,sea,stream, waterfall

4 Studentscho Studentschoosethe osetheactivitiesto activitiestomatchthecategories matchthecategories thenworkinpairstoexplaintheirreasons. thenworkinpairst oexplaintheirreasons. ANSWERS

Students’ownanswers

5 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscussthequestions. questions. Reallife 6and7 Dividetheclassintogroupsofthreeorfour. Itisagoodideatogetthemt Itisagoodideato getthemtositinacirclesothey ositinacirclesotheycan can easilyheareachother’slinesof easilyhear eachother’slinesofthestory thestory.Students .Studentsmust must tellastorystartingwith tellastory startingwiththesentence.Th thesentence.Theytaketurns eytaketurnsto to addasentencetothestory,usingoneoftheexpressions. Theythenrepeattheactivity Theythen repeattheactivity,starting ,startingwiththesentences withthesentences inExercise7.

Speaking 8 Dividethe Dividetheclassinto classintogroups.Ask groups.Askthemtoexplain‘sink themtoexplain‘sink orswim’first.Thenaskthemto orswim’first.Thenas kthemtotelltheirgroup telltheirgroupabout about timesinthepastwhen timesinthe pastwhentheyfaceda theyfacedachallenge. challenge.

 

Unit4   Opportunities Lead-in Usingwords PlaytheAlphabeticalJobs PlaytheAlp habeticalJobsgame.Students game.Studentssitin sitinacircle acircle ingroupsoffourtosix.StudentAsaysajobbeginning withA(actor withA( ,forexample),thenextstudentsaysajob actor,forexample),thenextstudentsaysajob

4   [1.20] Playtherecording.Studentslistenand answerthequestions.Letthemcomparetheiranswersin pairsbeforediscussingas pairsbefore discussingasaclass. aclass.Pointout Pointoutthat‘fireman’ that‘fireman’ isthecommonlyusedwordfor firefighter firefighter.. ANSWERS

beginningwithB,andsoonroundthecircle.Ifastudent can’tthinkofajob,theyare‘out’.Tellstudentsto continueuntilonlyonepersonisleftinthegame.

Speaker1 a asuperheroorfireman(firefighter) b officeworker c fireman:exciting,satisfying,dangerous,dirty, demanding Speaker2 a traindriver b accountant c traindriver:incharge,responsibleforpassengers; accountant:routine,secure Speaker3 a afootballer b nurse c footballer;glamorous,well-paid,famous;nurse:badly paid,stressful,rewarding

1 Askstudentstolookatthephotoandcaption.Tell studentstodiscuss studentsto discussthequestion thequestioninpairs,andelicitideas inpairs,andelicitideas fromthewholeclass.

2 Askstudents Askstudentstolookat tolookatthewordsa thewordsandchecktheir ndchecktheir meaningandpronunciation.Thenaskstudentstodiscuss thequestioninpairs. thequestion inpairs.Elicitfromstudentsw Elicitfromstudentswhatjobs hatjobsmost most peopleendupdoing(e.g.accountant,officemanager peopleendupdoing(e.g. accountant,officemanager),and ),and howthesearedifferentto howthesear edifferenttothejobsin thejobsinthelist. thelist. Pronunciationnote Notethestress: ball baller erin ina a pi pilo lot t poli police ceo offi ffice cer r sci scien enti tist st

3 Askstudents Askstudentstolookat tolookatthewordsa thewordsandchecktheir ndchecktheir

Audioscript

meaningandpronunciation.Thenaskstudentstomatch wordstothejobs.Asafollow-upyoucoulddiscusswhich adjectivesdescribetheot adjectivesdescr ibetheotherjobs herjobsontheboard. ontheboard.

1

WhenIwaslittleIwanted WhenIwas littleIwantedtobea tobeasuper-hero,likein super-hero,likein mycomicbooks.Iwantedtosavet mycomicbooks.Iwanted tosavetheworld.When heworld.When Irealisedthatsuper-heroes Irealisedt hatsuper-heroesaren’t aren’trealpeople, realpeople,II decidedtobeafireman.It decidedtobe afireman.Itseemedlikea seemedlikeaveryexciting veryexciting andsatisfyingjob.Now,ofcourse,Irealisethatit’s dangerous,dirtyandextremelydemanding.SoI’m gladIdecidedtoworkin gladIdecided toworkinanoffice– anoffice–I’mnotr I’mnotreally eally verybrave!

2

WhenIwasachild,myambitionwas WhenIwasachild,my ambitionwastodrivea todriveatrain. train. Myunclewasatraindriv Myunclewas atraindriverandIwa erandIwantedtobe ntedtobejust just likehim.Ilikedtheideaofbeing likehim.Ilikedt heideaofbeinginchargeof inchargeofthe the trainandbeingresponsible trainand beingresponsibleforallt forallthepassengers. hepassengers. Mybrotherthoughtitwa Mybrotherth oughtitwasboring.I’m sboring.I’mactuallyan actuallyan accountant!Isupposethat’salsoaroutine,secure job–andmybrotherthin job–andmy brotherthinksthat’sborin ksthat’sboringtoo! gtoo!

3

Iwasreallyintosportsw Iwasreallyint osportswhenIwas henIwasakid,especially akid,especially

SAMPLEANSWERS Ballerina:demanding,glamorous,stressful Ballerina:demanding, glamorous,stressful Filmstar:exciting,gl Filmstar: exciting,glamorous,wellamorous,well-paid paid Firefighter:dangerous,dirty,demanding,responsible, satisfying Footballer:exciting,glamorous,rewarding,well-paid Pilot:dangerous,demanding,responsible,well-paid Policeofficer:dangerous,demanding,responsible,secure Rockstar: exciting,glamorous,well-paid exciting,glamorous,well-paid Scientist:demanding,rewarding,satisfying Traindriver:responsible,routine,secure,badlypaid Vet:dirty,responsible,rewarding,satisfying,secure

Vocabularyandpronunciationnotes Useconceptcheckquestionstochecksomeofthemore difficultwords: Demanding:Isiteasytodoordifficulttodo? Responsible:Doyouhavetobesensibleandreliablein thisjob? Rewarding:Doesthisjobmakeyoufeelyouhaveachieved  goodthingsornot? Routine:Doyoudothesamethingsordifferentthings everydayinthisjob?

 

[1.20]

football.Mybedroomwallswerecoveredinposters ofmyfavouritefootballers.I ofmyfavour itefootballers.Iwantedto wantedtobejustlike bejustlike them–thebestfootballer them–the bestfootballerintheworld. intheworld.Footballers Footballers wereglamorous,well-paidandfamous.Andnow I’mtrainingtobeanurs I’mtrainingto beanurse–whichis e–whichisbadlypaidan badlypaidand d stressful!Butintheend stressful!But intheendIthinknursing Ithinknursingwillbemore willbemore rewarding.Ihopeso!

5 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscussthequestions.In questions.In feedback,encouragestudentstoshare feedback,encouragestudents toshareideaswiththeclass, ideaswiththeclass, andcommentongooduseofadjectivestodescribejobs.

Secure:Areyoulikelytolosethisjob? Notethestress:dangerous,demanding,exciting, glamorous,responsible,rewarding,routine,satisfying, secure,stressful

47

 

UNIT UN IT 4 Oppo Opporrtuni tuniti ties es

4a Fastlanetothefuture Lead-in Personalresponse Askstudentstothinkofoneortwowaysinwhichtheir townhaschangedintheirlifetimes,e.g.newroads,anew shoppingcentre,newhousing,anewinfluxofpeople,a newfactoryormajoremployer,thedeclineofanindustry. Dividestudentsintosmallgroupstotelleachotherabout thechangesandtosaywhethertheyhavebeenpositiveor negative.

Grammar predictions 6 Askstudentstolookatthegrammarbox.Askthemto workinpairstofindandunderlineexa workinpairstofind andunderlineexamplesofthe mplesoftheverb verb formsintheboxandthetext.Seealsopage160. ANSWERS

SeeanswerkeytoExercise7

7 Askstudent Askstudentsto stodiscussthequestionsin discussthequestionsinpairs.In pairs.In feedbackpointoutthecluesinthetext feedbackpointouttheclues inthetextwhichemphasise whichemphasise thelevelofcertainty,e.g. withluck,therearerumours, certainly. ANSWERS

Reading 1 Dividethe Dividetheclassinto classintopairsorsmallgroups pairsorsmallgroupstomake tomake predictionsfromthet predictionsfrom thetitle,photo itle,photoandmap. andmap.Infeedback, Infeedback, focusparticularlyonthecontrastsinthe focusparticularlyonthecont rastsinthephoto(e.g. photo(e.g.new new andold,traditional/ruralandmodern). Vocabularynote The fastlane fastlaneisthepartofamotorwaythatisusedto isthepartofamotorwaythatisusedto drivefastandovertake drivefast andovertakeothercars othercarsandvehicles. andvehicles.Thephrase Thephrase isoftenusedmetaphorically(e.g. lifeinthefastlane ) totalkaboutpeoplewhoarefinanciallyandsocially successfulandleadbusyandexcitinglives.Itsuseinthe titlesuggeststhattheroadwillrapidlyturnIndiaintoa moremoderncountry.

2 Askstudents Askstudentstoreadthe toreadthearticleandcheck articleandchecktheir their

I’llbefine (Meena–100%sure) Selvanmightsoonownoneofthecarshemakes (the authorofthearticle–not100%sure) (industry Indiawillbetheworld’sthirdlargestcarmarket(industry Indiawillbetheworld’sthirdlargestcarmarket experts–100%sure) somefarmersmayhavetogiveup somefarmers mayhavetogiveuptheirland theirland(thepress– not100%sure) Theirfuturecouldbeverydifficult (theauthorofthe (theauthorofthe article–not100%sure) Theroadwillcertainlybringlotsofjobs. (Morten Andersen–100%sure)

8 Askstudent Askstudentsto stocrossout crossoutillogicaloptions. illogicaloptions.Letthem Letthem comparetheiranswersinpairsbeforediscussingasa class.

predictions.

3 Askstudentstocompletethetable.

ANSWERS 1 2

ANSWERS 1 2 3 4 5 6

3

anaccountant aseniortechnician Hyundai afarmer;self-employed amanager Nokia

won’t maynot will

4 5 6

mightn’t will maynot

9 Askstudent Askstudentsto stodiscussthecorrectopt discussthecorrectoptionsinE ionsinExercise8 xercise8 inpairs. ANSWERS

Ineachcase, might, mayor or couldareusedwhenthe areusedwhenthe speakerisnotsure. Willisusedwhentheyaresure. isusedwhentheyaresure.

Askstudentstoread toreadthearticleagainand thearticleagainandcompletethe completethe 4 Askstudents sentences.Let sentences.Letthemcompa themcomparetheira retheiranswersin nswersinpairsbefore pairsbefore discussingasaclass. ANSWERS 1 2

MortenAndersen MeenaShekaran

3 4

KashinathManna TamilSelvan

5 Havea Haveabriefclass briefclassdiscussiona discussionandfindoutstudents ndfindoutstudents’’ opinions. Backgroundnotes India’snewnationalhighwayis3,633mileslong(5,847 kilometres)andcrossessouthernIndiafromtheArabian SeatotheBayofBengal.Itconnectsfouroftheworld’s mostpopulousci mostpop ulouscities– ties–Delhi(India’scapital), Delhi(India’scapital),Mumbai, Mumbai, Bangalore,ChennaiandKolkata.

48

Unit 4 4 Opportunitie Opportunitiess

10 Askstudents Askstudentstow towritesentences.Letthem ritesentences.Letthemcompare compare theiranswersinpairsbeforediscussingasaclass.Ask studentstoexplain students toexplaintheirchoices theirchoiceswithreferencetothe withreferencetothetext, text, e.g. IthinkTamilSelvanwill IthinkTamilSelvanwillprobably probably buyacar.‘Definitely’ withluck,, wouldnotbecorrectbecauseinthetextitsays‘ withluck Selvan might Selvan soonownoneofthecars’. Insomecasesthe  mightsoonownoneofthecars’. answerwilldependonthe answerwilldep endontheopinionoft opinionofthestudent. hestudent. ANSWERS 2 3 4 5 6 7

TamilSelvanwillprobablybuyacar. KashinathManna’slifemightnotchange. TheNokiafactorywillprobablyexpand. Jobopportunitiesmightincrease. Travellingaroundwillcertainlybeeasier. People’sstandardoflivingwillcertainlyimprove.

  

UNIT 4 Oppo UNIT Opport rtun uniti ities es Extraactivity Dividetheclassintogroupsoffour.Tellthemtoimagine thatanewsuperhighwayisabouttobebuiltaroundtheir townorcity.Askthemtothinkoffivethingsthatwillor mightchangeaboutlifeintheircity.

4b What’snext? Lead-in

Theycanpresenttheir Theycan presenttheirideastotheclass. ideastotheclass.

Introducingthetheme:womenandwork Askstudentstolookatthephotos.Ask:W herearethe women?Whataretheydoing?Whataretheirjobs?

Grammarnotes

Followupbyasking: Whataretypicaljobsforwomenin yourcountry?Whatsortofjobopportunitiesdow yourcountry?Whatsortofjobopp ortunitiesdowomen omen haveinyourcountryincomparisontomen? 

Notethatmodalverbsareusuallyfollowedbyaninfinitive without to ,e.g. Itmightchange. NOT Itmighttochange . to,e.g. Notethatwecansay Itmay/mightnotbutwecan’tsay It  whenexpressingdegreesoflikelihood. couldnotwhenexpressingdegreesoflikelihood. Notethat certainly, definitelyandprobably andprobablygoafter goafter willbut but before won’t,,so so Itwillcertainly... Itwillcertainly...but but Itcertain Itcertainly lywon’t won’t ... )

Listening 1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstotalkabout otalkabout importantdecisionstheyhavemade.

2   [1.21] Playtherecording.Studentslistenand

Vocabularyjoband  work 11 Askstudents Askstudentstolo tolookattheexamples. okattheexamples.Ask: Ask: What’sthe Askstudentstocompletethe tocompletethesentences.Letst sentences.Letstudents udents difference?Askstudents difference? comparetheiranswersinpairsbefore comparetheiranswersin pairsbeforediscussingas discussingasaclass. aclass.

choosethecorrect chooseth ecorrectoption.Let option.Letstudents studentschecktheir checktheir answersinpairsbeforediscussingasaclass. ANSWERS 1

ANSWERS 1

work

2 job

2 3 4

work work

5 6

7 jobs

work work

8

3

work

12 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentsto studentstotaketurns taketurns

works anurse hasajob

Audioscript

4 5 6

 

leavework graduatedfromuniversity stayinKabul

[1.21]

toaskandanswerthequestions.

1

DeviisfromWestSumatrainIndonesia Ididn’tstayonat Ididn’tst ayonatschool,because school,becausegenerallygirls generallygirls don’there.ButthenI don’there. ButthenIgotthisjo gotthisjob.I’mthefirstgirl b.I’mthefirstgirl inmyfamilytoworkouts inmyfamilyto workoutsideoftheh ideofthehome.Sincethe ome.Sincethe economiccrisis,morewomenhavejobs economiccrisis,mor ewomenhavejobs.. Ifeelvery differentaboutmyfuturenow. I’mnotgoingtostay inthisjobforever.Iwanttotrainasanurse,soI’ve appliedtocollege.Ihopeto appliedtocollege. Ihopetogetaplace getaplaceonthenext onthenext course. I’mtakingtheentranceexamnextmonth. I’mverynervousaboutit. I’mverynervous aboutit.Ihaven’t Ihaven’ttoldmyboss toldmyboss.. I supposeI’lltellhimsoon.

2

ElisabethisfromBrugesinBelgium Iworkinafactory.It’sagoodjob,butthecompany ismakingpeopleredundant.So ismakingpeople redundant.SoI’mgoingto I’mgoingtotake take theredundancypackagebecauseit’sanopportunity tostartagain.Igotmarriedveryyoungandhada family,soIdidn’tfinish family ,soIdidn’tfinishmyeducation. myeducation. ButI’vejust finishedeveningclassesin finishedevening classesinbusinessstudies, businessstudies,andnow andnow I’mgoingtostartmyow I’mgoingto startmyownbusiness.It’ nbusiness.It’ssomethingI ssomethingI alreadydoasahobby.Imakespecialistcheeses.Justa moment,I’llgetyousome… moment,I’llget yousome…Hereyouare, Hereyouare,tastethis. tastethis. Doyoulikeit?Well,I’mmeeting Doyou likeit?Well,I’mmeetingthebank thebankmanager manager onWednesdaytodiscussmybusinessplan.Andhey, maybeI’lltakesome…cheese maybeI’lltake some…cheeseforhimto forhimtotasteas tasteas well!

3

SaheraisfromKabulinAfghanistan It’sverydifficulttostudy It’sverydifficult tostudyatuniversitylevel atuniversitylevelhere. here. Manygirlsgetnoeducation Manygirlsget noeducationatall.But atall.Butwehave wehave managedtocompleteourdegreesandgraduatefrom thedepartmentofla thedepartmen toflanguageand nguageandliterature.Now literature.Nowwe’re we’re thinkingaboutthenextst thinkingabout thenextstep.Manyof ep.Manyofthegraduates thegraduates aregoingtoworkast aregoingto workasteachers.Myfriend eachers.Myfriendisgoingto isgoingto

Vocabularynotes Jobisacountablenounwhichisusedtodescribewhat Jobisacountablenounwhichisusedtodescribewhat youdoforaliving( I’mabuilder;it’smyjob. )Itcanalsobe usedtodescribeataskatworkoroutsidework( Today’s jobistotidythegarden). Workisaverbwhichmeanstodoajob isaverbwhichmeanstodoajob( (Iworkasa Iworkasa )ortoperformatask( I’mworkinginthegarden ). teacher)ortoperformatask( Workcanalsomean canalsomean tooperate tooperate( (Themachineworksbest  Themachineworksbest  )andto indryconditions),tosucceed( Theplanworked)andto indryconditions),tosucceed( haveaneffect( Thedrugswork). ). isanuncountablenounusedtodescribeajobyou Workisanuncountablenounusedtodescribeajobyou arepaidtodo( Istartworkat9 )oranactivitythatinvolves effort(Ihavealotofworktodo effort( Ihavealotofworktodo .) Noteexpressionsinvolving work: atwork( ( intheplace 



whereIwork); inwork( ( havingajob); outofwork ( nothavingajob); offwork( ( notworkingtoday). 



Speaking 13 Askstudents Askstudentstod todiscussand iscussandagreeon agreeonsixpredictions sixpredictions inpairs.Givethepairsfourorfivem inpairs.Givethepairsfour orfiveminutestoprepare inutestoprepare theirideas.Thenaskthem theirideas.Then askthemtotellthec totelltheclasstheirideas. lasstheirideas. Extraactivity Asstudentsineachpairspeaktotheclass,noteanyerrors theymake,especiallyinvolvingmo theymake,especially involvingmodals.At dals.Attheend theendofthe ofthe activity,writefiveorsixoftheerrorsontheboardinshort sentences.Inpairs,studentsmusttrytocorrecttheerrors.

Homework Writeontheboard: Howwillcitieschangeinthenext  Askstudentstowriteanessayincludingtheir fiftyyears?Askstudentstowriteanessayincludingtheir predictionsofhow predictions ofhowcities citieswillchange. willchange.

continueherstudiesintheUn continueherst udiesintheUnitedStates.I’ itedStates.I’mgoingto mgoingto 4b

What’s What’snex next? t?

49

 

UNIT UN IT 4 Oppo Opporrtuni tuniti ties es stayhereinthecity stayhere inthecity,because ,becausemyfamilyis myfamilyis here.Igu here.Iguess ess I’lltakesometimeoffandvisitmyparents.AndI wanttospendtimewith wantto spendtimewithmyfriendbeca myfriendbecauseshe’s useshe’s leavingnextweek.

7 Askstudentstolookatthegrammarboxandmatch formsanduses. formsand uses.Letstudents Letstudentschecktheiranswers checktheiranswersinpairs inpairs beforediscussingasaclass.Seealsopage161 beforediscussingasaclass.Seealsopa ge161..

3   [1.21] Askstudentstorea Askstudentstoreadthes dthesentencescarefully entencescarefully

ANSWERS

andcorrectanytheycan. Playtherecordingagain.Studentslistenandcorrectthe

1

factualmistakes.Letthemcomparetheiranswersinpairs.

c

 

2

b

 

3

a

8 Askstudentstoreadthetextandchoosethebest options.Discusstheanswersasaclass.

ANSWERS 1 2 3 4 5 6

Deviisn’tgoingtostayinthisjobforever. Deviistakinganexam Deviistaking anexamnextmonth. nextmonth. Elisabethisgoingtostartherownbusiness. ElisabethismeetingthebankmanageronWednesday. Sahera’sfriendisgoingtostudyintheUnitedStates. Sahera’sfriendisleavingKabulnextweek.

4 Discussthequestionsasaclass. ANSWERS DeviandElisabethhavedecidedwhattodo.Saherahasn’t decidedyet.

Extraactivity Writekeywordsfromoneofthelisteningsontheboard, e.g.Elisabeth :factory,redundant,opportunity,family, eveningclasses,ownbusiness,bankmanager,plan,cheese. Dividetheclassintopairs.Askpairstorecallandretellthe storyfromthekeywords.Letstudentschecktheiranswers bylookingattheaudioscriptonpage175oftheStudent’s Book.

Grammar futureforms 5 Askstudents Askstudentstofindthe tofindthewordsinb wordsinboldinthefir oldinthefirst st audioscriptextractonpage175 audioscriptextracton page175oftheStudent’sBo oftheStudent’sBook ok (alsoabove).Checkthatstudentscanrecognise thethreeforms: will infinitive;presentcontinuous, goingto -ing -ing.. andgoingto and Askstudentstomatc Askstudents tomatchthesentencesfrom hthesentencesfromtheaudioscript theaudioscript tothedescriptions1 tothe descriptions1–3.Let –3.Letthemcomparetheiransw themcomparetheiranswersin ersin pairsbeforediscussingasaclass.

ANSWERS 1 2 3 4

I’mtaking I’mstarting I’mgoingtodo I’mgoingtomanage

5 6 7

theyaregoingtodo I’mgoingtobe I’llhave

Grammarnotes Studentsoftenfindchoosingwhichfutureformtouse inEnglishverydifficult.Thatisbecausethechoiceof whichformtousedependsonwhetherthespeaker wantstoemphasisethespontaneousdecision,thefixed arrangementorthedecisionmade. Englishspeakerstendtouse willwhenanintentionis whenanintentionis madeatthemomentofspeaking,and goingto goingtoisused isused whentheintentionismadebeforethatmoment. Thedifferencebetween goingto goingtoandthepresent andthepresent continuousismoresubtle.Arrangementsarealways intentions,soitispossibletosayboth I’mhavingdinner  withfriendsat8  or orI’mgoingtohavedinnerwithfriends I’mgoingtohavedinnerwithfriends at8.However,Englishspeakerstendtochoosethe .However,Englishspeakerstendtochoosethe shorterform.Ontheotherhand,intentionsaren’talways arrangements.Soforexample, I’mgoingtokillyou! may I’mgoingtokillyou!may wellbeanintentionbutit’snotarranged–itwouldbe veryoddtosay I’mkillingyoulater!

9 Askstudentstocompletetheresponses.Letstudents comparetheiranswersinpairsbeforediscussingasaclass. ANSWERS 1 2 3 4 5 6

I’mgoingtotakeayearoff. I’llhelpyou. Yeah,she’sgettingmarriednextmonth. Areyougoingtotakeit? Yes,I’mgoingtomyfirstclasstonight. I’llopenit.

ANSWERS 1 2 3

I’mnotgoingtostayinthisjobforever. I’mtakingtheentranceexamnextmonth. IsupposeI’lltellhimsoon.

6 Askstudents Askstudentstolookat tolookattheaudioscript theaudioscriptagainandfin againandfind d otherexamples.Letstudentscheck otherexamples.Letst udentschecktheiranswersinpairs theiranswersinpairs beforediscussingasaclass.Infeedba beforediscussin gasaclass.Infeedback,askstud ck,askstudents ents totellyouwhatthefor totellyouw hattheformisand misandwhichruleofus whichruleofuseeach eeach sentencematches.

Extraactivity Askfastfinisherstowritetheirownmini-dialoguesusing futureforms.

Pronunciation  I’ll 10a   [1.22] Playtherecording.Studentslistenand noticethepronunciationof   /I/.

Audioscript ANSWERS Seeunderlinedphrasesintheaudioscript

50

Unit Unit 4 4 Opp Opport ortuni unitie tiess

Devi: El Elis isab abet eth: h: Eli lisa sab bet eth h: Sahera:

 

[1.22]

IsupposeI’lltellhimsoon. Ju Just sta am mom omen ent, t,I’ I’ll llg get ety you ous som ome. e. Ma Mayb ybe eI’ I’ll llt tak ake eso some mech chee eesse. IguessI’lltakesometime eo off.

 

UNIT 4 Oppo UNIT Opport rtun uniti ities es 10b   [1.23] Playtherecording.Studentslistenand repeat.

Audioscript

 

[1.23]

1

It’saboutamileaway.

2

Hehasanicesmile.

3 4

She’salovelychild. I’mgoingtobeawhile.

Pronunciationnotes The /l/ soundafteravoweliscalledadark   /l/.Thetipof thetonguetouchesthealveolarridge(theridgeabove theteeth)whenmakingthe   /l/sound.Thedark  /l/ is pronouncedwiththetipofthetonguemorespreadout thanthebright  /l/ usedbeforevowels.Additionally,the backofthetongueishighforthebright   /l/andlowfor thedark  /l/ .

4c Abetterlife? Lead-in Introducingthetheme:theeconomicboomin China Write China ontheboardandaskstudentstotellyou everythingtheyknowaboutthecountry.Writeupany interestingideasorwordsontheboard.Possibleideas: largepopulation,MandarinandCantoneselanguages, communist,rice,GreatWall,TiananmenSquare Ask: WhatdoyouknowabouthowChinahaschanged  recently?WhatdoyouknowaboutChina’seconomy?

Reading 1 Dividetheclassintosmallgroups.Askstudentsto discussthequestions.Infeedback,makesurestudents knowthemeaningof  boom knowthemeaningof   boom and and crisis  crisis..

Vocabularyeducation

SAMPLEANSWERS

11 Askstudents Askstudentstoworkin toworkinpairstocom pairstocompletethetables. pletethetables.

Inaneconomicboommorejobsareavailable,wagesare betterandpeoplehavemoremoney,sotheyspendand buymore.

ANSWERS 1 2 3 4

Inaneconomiccrisistherearefewerjobsandmore unemployment,wagesaregenerallylower,andsometimes pricesarealsohighersopeoplecanbuylessandspend lessmoneyonluxuriessuchasholidays.

passanexam failanexam doatrainingcourse passanexam

Vocabularynotes Vocabularynote

Economicboom

dropoutofuniversity leaveuniversitybecauseyoufail examsorcannotcontinueforotherreasons 

suddengrowthintheeconomy



Economiccrisis whenthereisaproblemwiththe economy 

Otherwords: economiccrash/collapse whenthe economygoeswrongandfalls; economicstagnation whentheeconomystopsgrowing 

12 Askstudents Askstudentstod todiscussthe iscussthequestionsinpairsor questionsinpairsorsmall small groups.Ifappropriate,encouragestudentstousefuture formstotalkabout formsto talkabouttheirplans.Readthe theirplans.Readtheinformation informationin in the Wordbuilding the Wordbuildingboxwiththeclass,andrefertopage35of  boxwiththeclass,andrefertopage35of  theWorkbookforfurtherinformation.

Speaking 13 Studentsaskandanswerquestionstofindatime

whentheyarebothavailabletomeet.Enco whentheyareboth availabletomeet.Encouragethem uragethem toaskfollow-upquestion toask follow-upquestionsabout sabouttheactivitiestheyhave theactivitiestheyhave planned.Monitorandcommentonandcorrectyour students’useoffutureforms.

2 Askstudentstopredictwhatthetextisaboutfrom thetitleandthephotos.Thenaskstudentstoreadthe textquicklyandmatchparagraphstotopics.Youcould suggestthattheyquicklywrite suggestthat theyquicklywritethenumbersof thenumbersofthe the paragraphsnexttothe paragraphsnex ttothetextinthe textinthebookbeforeth bookbeforetheymatch eymatch tothetopics.Letthemcomparetheira tothetopics.Letthemcompa retheiranswersin nswersinpairs pairs beforediscussingasaclass. ANSWERS 1

Extraactivity Youcaneasilyextendthisactivityintoamingleactivityto practisefutureforms.Ask practisefuture forms.Askstudentsto studentstowrite writethedaysFriday thedaysFriday toMondayonapieceofpaper. Tellthemthatnextweekendisalongholidayweekend. Askstudentstothinkofthreefunthingstodoandatime (e.g. gotofunfair5pm gotofunfair5pm)andwritethemnexttothreeof )andwritethemnexttothreeof thedays.Tellthemtoleaveonedayblank.



d

 

2

c

 

3

a

 

4

b

3 Askstudentstoreadtheparagraphandorderthe things.Letthemcomparetheiranswers things.Letthemcompare theiranswersinpairsbefore inpairsbefore discussingasaclass. ANSWERS 1

d

 

2

e

 

3

a

 

4

f

 

5

b

 

6

g

 

7

c

Studentswalkroundtheclassandinvitepeopletothe threeevents.Theymustalsoagreetodosomethingon theirblankday. Theyshouldmeetatleastfivepeopleandspendnomore thantwominuteswitheachperson. 4c

A Abe bett tter erl lif ife? e?

51

 

UNIT UN IT 4 Oppo Opporrtuni tuniti ties es 4 Askstudentstoreadthetextmorecarefullytofindout whetherthesentencesaretrueorfalse.Let whetherthesentencesare trueorfalse.Letthemcompare themcompare theiranswersinpairsorgroupsbeforediscussingasa class. ANSWERS 1 2 3 4 5

F(72percentarebetweentheagesof16and64.) T(EachyearabouttenmillionruralChinesemoveto thecities.) F(Thenextstepistodevelophighereducation.Many peoplearelookingforbettertraining.) F(InaChinesefactorytown,therearemanyprivate courses:English courses:En glishclasses,typin classes,typingclasses,technical gclasses,technicalclasses.) classes.) T(Thenationhasbecomesuccessfulbymakingproducts foroverseasconsumers.)

5 Askstudentstoworkinpairsorsmallgroupsto discussthesentences.Tellthemto discussthesentences.Tell themtoreferback referbacktothearticle tothearticle tofindinformation.

Vocabularyandspeakingpayand conditions 9 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscuss odiscuss thestatementsandlistwhichworkers thestatementsandlist whichworkerstheythinkthe theythinkthe sentencesmightapplyto.Po sentencesmight applyto.Pointouttha intoutthatthereare ttherearenoright noright orwronganswershere: orwrong answershere:theyshould theyshoulddiscussthequestion discussthequestion basedontheirownexperience. SAMPLEANSWERS 1 2 3 4

D C/S D/C D

5 6 7 8

C/S C D D/C

10 Dividetheclassintopairs.Askstudentstocategorise thewordsintothethreegroupsandtoaddtheotherwords. Pointoutthatsomewordsmaygoinmorethanonecolumn. ANSWERS

ANSWERS

NobodyinthedevelopedworldshouldcriticiseChina withouttakingalookinthemirror. Thisreferstothe factthatitishypocriticaltocriticiseChinaforrushingto industrialiseandforpollutingtheenvironmentbecause thisisexactlywhatalldevelopedcountrieshavedone inthepast.Peopleindevelopedcountriesarealso responsiblefortheproblemsbecausetheybuymostofthe productsthatChinaproduces. There’snothingforeignaboutthematerialisticdreams Thisimpliesthathaving oftheaverageChineseworker.Thisimpliesthathaving oftheaverageChineseworker. materialisticdreamsiscommon materialisticdreams iscommontoallpeople toallpeopleonEarth, onEarth, includingChinesepeople.

Criticalthink Critica lthinking ing argumen arguments ts 6 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussand odiscussand decidewhetherthesentences decidewhether thesentencesarepositive arepositiveornegative. ornegative.

P

 

both 2 both

car,discountsoncompanyproducts,freelanguageclasses, healthinsurance

Vocabularynotes Bothsalary and Bothsalary  andwages wages meantheamountofmoneyyouare paidfordoingajob.However,salary  paidfordoingajob.However, salary isusedforfull-time, isusedforfull-time, ‘career’jobsandexpressedasamonthlyorannualpayment whereaswages whereas wages areusedforpart-time,short-termor manualjobsandexpressedasaweeklyorone-offpayment. flexi-time whenworkerscanchoosewhentheystartor finish,workingfrom7am–4pmor9am–6pm,forexample 

overtime extrahou extrahoursyoucan rsyoucanormu ormustwork–oftenpaid stwork–oftenpaid atahigherrate 

bonuses paymentgivenfordoinggoodworkorbecause thecompanyhasbeenprofitable 

ANSWERS 1

Money:paidholiday,payrises,salary,bonuses,discounts oncompanyproducts,wages Hours:longho Hours:l onghours,flexi-time, urs,flexi-time,overtime,clockin overtime,clockingonand gonand off,part-time Benefits:paidholiday,pensionscheme,bonuses,company

 

3

N

clockingonandoff infactoryjobs,workerssometimes havetoplaceacardinamachinewhentheyarriveand leaveinordertoshowhowmanyhourstheyhavebeen present part-time workingshorterhoursorfewerdays–not full-time 

Askstudentstodecide Askstudents todecidewhichstatementdescribes whichstatementdescribesthe the 7 author’sopinionofChina.



ANSWERS

c

8 Askstudents Askstudentstodiscuss todiscussthequestionasa thequestionasawhole wholeclass. class.

11 Dividethe Dividetheclassinto classintopairsorsmallgroups pairsorsmallgroupstodiscuss todiscuss theiridealjobs.Attheend,askas theiridealjobs.At theend,askaspokespersonfro pokespersonfromeach meach grouptosummarisetheirdiscussion.

Extraactivity

Extraactivity

Dividetheclassintosmallgroups.Writethefollowingon theboard: ahighsalary,agoodworkingenvironment, opportunitiesforpromotion,shortandregularhours, longholidays,opportunitiestotravel,goodmedicaland  retirementbenefits

Askstudentstocomparethreejobsintermsofpay, conditionsandbenefits.Forexample,teacher,doctorand bankmanager.

Askgroupstoputthelistinorderfrommosttoleast important.Askeachgrouptopresenttheirlisttotheclass andgivereasons.

Homework Askstudentstowriteaparagraphdescribingtheirjobor ajobtheyhavehad.Tellthemtoincludeinformationon hours,conditions,benefitsandresponsibilities.

52

Unit Unit 4 4 Opp Opport ortuni unitie tiess

 

UNIT 4 Oppo UNIT Opport rtun uniti ities es

4d Wouldyoumind…?

Reallifemakingandresponding torequests 4   [1.24]Playtherecording.Studentslistenand answerthequestions.Letthemcomparetheiranswersin pairsbeforediscussingasaclass.

Lead-in Usingwords Previewthevocabularyactivitybyaskingstudentstowrite fouradjectivesthatthey fouradjectives thattheywouldus wouldusetodescribethemselves etodescribethemselves iftheywereapplyingforajob.Suggest   friendly,hardworking and andreliable reliableasideas.Askstudentstotella asideas.Askstudentstotella partnerwhatadjectivestheywouldchoose.Partnersmust saywhethertheyagreeornot.

ANSWERS 1

Yes

 

2

No

Audioscript

 

 

3

Smartclothes,asuit

[1.24]

RUDI :

Vocabularyjobrequirements 1 Askstudents Askstudentstolook tolookattheadvert.Ask: attheadvert.Ask: What’sthejob? Dividetheclassintopairstoreadthe Dividetheclassintopairst oreadtheadvertand advertandfindthe findthe thingsinthelist. ANSWERS 1

2 3

4

assistingtheResearchCoordinator,managingfilm productionmaterials,dealingwithqueries 15June adegreeinarelevantsubject, adegree inarelevantsubject,1–2years’ 1–2years’experiencein experiencein filmproduction,excellentdatabaseandresearchskills shouldbeorganisedandindependent,abletomeet strictdeadlines,goodatworkingunderpressure

Vocabularynote

MARK :

Iknow,theonlythingistheexperience.Theywant twoyears,butI’veonlyworkedpart-timeforayear,really. RUDI : Oneort Oneortwoyears’ex woyears’experienceitsays, perienceitsays,andanyway andanyway youmeettheotherrequirements.You’regoodunder pressureandwithdeadlines–youalwayshandyour essaysinontimeatcollege! MARK : I’mnotsurethat’sthesamething! RUDI : Ofco Ofcourseitis.Andyou’r urseitis.Andyou’rereallywell-orga ereallywell-organised, nised, hardworking,highlymotivated… MARK : [laughing]OK, [laughing]OK,OK,iftha OK,ifthat’swhat t’swhatyouthink…isit youthink…isit allrightifIgiveyouasmyreferee? Hmm,I’mnotsureaboutthat.Idon’tthinkyoucan justputdownyourfriends’names.

RUDI :

MARK :

atfirst; assisting helping;scripts initial atfirst;  assisting helping; scripts stories inwrittenform;  footage filmedmaterialbeforeitis edited;strictdeadlines edited; strictdeadlines timeswhensomethinghastobe completed; CV completed;  CV curriculumvitae(a curriculumvitae(a CV  CVisasummaryofa isasummaryofa person’squalifications,experienceandpersonaldetails;in AmericanEnglishitiscalleda  résumé ).  résumé). 

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2 Askstudentstoreadthroughthewordsandcheck meaningandpronunciation(seebelow).Thenaskstudents tofindthequalitiesthatmatchthejobintheadvert.Let studentscomparetheiranswersbeforediscussingasa class. ANSWERS methodical,conscientious,hardworking,self-confident

Languageandpronunciationnotes conscientious hard-workingandcareful 

creative

Thislooksinteresting This looksinteresting–thisassistant –thisassistantresearcherjob researcherjob foraTVcompany.

imaginative



energetic fullofenergy

Iknow,shame!Butseriously,doyoumindhelping mewithmyCV?Ineedtomakeitlookabit mewithmyCV?Ineed tomakeitlookabitmore more professional. RUDI:Ofcoursenot.Areyougoingtoapplyforthisjob,then? MARK : Yeah,IthinkIwill.ButI’llneedmyCVanyway, whicheverjobIapplyfor. OK,printitoutand itoutandI’llhavealookatit. I’llhavealookatit. RUDI : OK,print MARK :

Willyoubeabletodoittoday? Willyoubeabletodo ittoday? RUDI : Yes,Iwill.Butwhat’sthehurry? MARK : Theclosingdateforapplicationsisinacoupleof  days.Oh,canyouhavealookatmycoveringlettertoo? RUDI : Haveyoualreadywrittenit? MARK : No,but No,butI’lldoitth I’lldoitthisafternoonandthenI isafternoonandthenIcansend cansend everythingofftonight.Hey,theymightaskmetogofor aninterviewthisweek! RUDI : Yeah,theymight. MARK : ButIhaven’tgotanysmartclothes!WoulditbeOK toborrowyoursuit? RUDI :

Sure,noproblem.



independent goodatworkingindividually 

methodical  verythorough,paysattentiontodetail 

self-confident certainofyourself(inapositiveway)

5   [1.24] Playtherecor Playtherecordingagain.Studentslis dingagain.Studentslisten ten andticktheexpressions andtick theexpressionsused. used.Letstudents Letstudentscomparetheir comparetheir answersinpairsbeforediscussingthemasaclass.



well-organised goodatputtingthingsinorder 

3 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstochoosethree ochoosethree jobsandwritenotes,usingtheadjectivesinth jobsandwritenotes,usingtheadject ivesintheprevious eprevious exercise.Askafewpa exercise.Ask afewpairsto irstopresenttheirideasto presenttheirideastotheclass. theclass.

ANSWERS Studentsshould Students shouldtickallexpressions tickallexpressionsexcept: except: IsitOKtotakeyourcar? WoulditbeallrightifIusedyourphone? Couldyougiveme Couldyou givemealiftto alifttotheinterview? theinterview?

4d Would Wouldy you oumin mind d…? …?

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UNIT UN IT 4 Oppo Opporrtuni tuniti ties es Vocabularynotes Whenmakingrequests,politenessandtentativenessare expressedbyusinglongphrases,conditionalforms,andby addingplease adding pleaseattheend. attheend. So, Couldyou…?ismoretentativethan Canyou…?and and Wouldyou…?ismoretentativethan ismoretentativethan Willyou…? Woulditbeallrightif…?and Woulditbeallrightif…? and Wouldyoumind… 

-ing?arebothverytentative.Inbothcases,thespeaker arebothverytentative.Inbothcases,thespeaker isrequestingsomethingwheretheanswermightbe‘no’. Intonationplaysalargepart Intonationplaysa largepartinmakingrequests. inmakingrequests.Make Make surethatstudentsattemptawideintonationpattern. Theirvoiceshouldstarthighandshouldgoupattheend.

4e IenclosemyCV Lead-in Testbeforeyouteach:formalletters Brainstormwhatstudentsalreadyknowaboutcovering lettersandwritetheirideasontheboard.Forexample, DearSir,Yoursfaithfully,formallanguagesuchas ,formallanguagesuchas Ilook  forwardtohearingfromyou ,noabbreviations,positionof theaddressanddate,whattoinclude.

Personalresponse Askstudents: Whendidyoulastwriteacoveringletter  andwhy?

6 Askstudents Askstudentstodiscuss todiscussthequestioninpairs thequestioninpairs..

Pronunciationweakandstrong auxiliaryverbs

Writing Writi ng acoveringl acoveringletter etter

7a   [1.25] Playtherecording.Studentslistenand

1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe differentwaysofapplyingforajob.

noticethepronunciationof    will. Checktheanswersthen Checkthe answersthenplaytherecordinga playtherecordingagain.Students gain.Students listenandrepeat.

7b   [1.26] Dividetheclassintopairs.Askstudents

2 Askstudent Askstudentsto storeadthecoveringletter, readthecoveringletter,tickthe tickthe informationanddiscussthequestion.Letthemcompare theiranswersinpairsbeforediscussingasaclass.

tomatchquestionsandresponses;pointoutthatthe responsedoesnotalwaysusethesamefutureformasthe

ANSWERS

question.Thenplaytherecordingfor question.Thenplaythe recordingforstudentst studentstocheck ocheck theanswers.Theythen theanswers. Theythenpractisereadingoutth practisereadingoutthesentences. esentences.

Theletterincludesalltheinformation.Inanemail,you neednotincludeyouraddressorthatofthepersonyou arewritingto.

ANSWERS 1

e

 

2

d

Audioscript 1   A: B:

2   C: D:

3   E: F:

4   G: H:

5   I: J:

6   K: L:

 

 

3

c

 

4

a

 

5

b

 

6

f

[1.26]

Areyougoingtoapplyforthejob? Yes,IthinkIwill. WillhehelpyouwithyourCV? Ofcoursehewill. Aretheystilladvertisingthatjob? No,theyaren’t. Doesshemeetourrequirements? Idon’tthinkshedoes. Willitbeanall-dayinterview? Ithinkitmight. IsitOKtophoneyourmobile? Yes,ofcourseitis.

8 Demonstrate Demonstratetheactivity theactivityfirstwithastrong firstwithastrongstudent. student. AskstudentstoworkinAandBpairsandfollowthe instructionsonpage1 instructionso npage155in 55intheirStudent’s theirStudent’sBooks.They Books.They shouldactouttheirconversations,thenswaprolesand chooseanewrequestandsituation. Remindstudentstouseexpressionsfromtheboxin Exercise5.Monitorcloselyandhelpwithideas. Teachingnote Letstrongerstudentsimprovisedialogues,butallow weakerstudentstoprepareandwritedialoguesfirst. Strongerstudentsshouldbeabletoquicklyimprovisefive orsixdifferentsituations.

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Unit 4 4 Opportunitie Opportunitiess

3 Dividethe Dividetheclassinto classintopairsorsmallgroups pairsorsmallgroupstodiscuss todiscuss thequestions.Inaclassofstudentsfr thequestions.Ina classofstudentsfromvarious omvarious countries,youcould countries,yo ucouldturnthisintoan turnthisintoaninteresting interesting discussionabouthowformallettersdiffer. Extraactivity Youwillneedacoveringletterinthestudents’L1. Ifyourstudentsareallfromonecountry,download, printandbringinanexampleofacoveringletterinthe students’L1.Askstudentstocompareittotheletterinthe Students’Bookandsayhowitisdifferent.

Writingskillformalstyle 4a Askstudents Askstudentstofindan tofindandunderlineexamp dunderlineexamplesinthe lesinthe letter.Letthemcomparetheiranswersbeforediscussing asaclass. ANSWERS concisesentences: IwillgraduateinDigitalMediathis monthfromManchesterUniversity. formalphrasestobeginsentences:Iamwritinginreply  formalphrasestobeginsentences: Iamwritinginreply  to…;Iconsidermyselftobe…;Iamavailablefor  interview…;IenclosemyCV;Ilookforwardtohearing fromyou. nocontractions: Iamwriting…;Ihaveworked…; Iwill… standardphrasestoopenandclosetheletter: DearSir; Yoursfaithfully

   

UNIT 4 Oppo UNIT Opport rtun uniti ities es 4b Askstudents Askstudentstorewriteth torewritethesentences.Let esentences.Letthem them comparetheiranswersinpairsbeforediscussingasa class.

4f ConfucianisminChina Beforeyouwatch

ANSWERS 1 2 3 4 5

Ishallfinishmydegreesoon. Ilookforwardtohearingfromyou. Iamwritingin Iamwritin ginreplytoyouradvertisementi replytoyouradvertisementinthe nthe newspaper. IenclosemyCV, Ienclose myCV,whichgives whichgivesmycontactdetails. mycontactdetails. IamavailablefromthestartofAugust.

Vocabularynote Youcouldremindstudentsofsomeofthefeaturesofa formalletter: Ifyouknowwhoyouarewritingto,begintheletterwith thename.Use Mrforamanand foramanand Msforawoman(unless Msforawoman(unless or Mrs isspecified).So, DearMsSmith (wewritethe Missor Miss Mrsisspecified).So, titleandsurnamebutnotthefirstnameorinitial). Ifthenameofthepersonisnotknown,wewrite DearSir  orMadam.. orMadam Theletterconcludeswith Yourssincerely(ifthenameof (ifthenameof thepersonyouarewritingtoisknown)or Yoursfaithfully (ifthenameisnotknown).

1 Askstudent Askstudentsto stoworkingroupsto workingroupstobrainstorm brainstorm everythingtheyknowaboutChinaandC everythingtheyknowabout ChinaandConfucius. onfucius. Encouragethemtoincludeid Encouragethem toincludeideasabouta easaboutanyaspectof nyaspectofthese these topics.Theycanalsorefert topics.Theycana lsorefertothephotosfor othephotosforinspiration. inspiration. 2 Askstudents Askstudentstopredictw topredictwhattheywill hattheywillorwon’t orwon’tseein seein thevideo.Theyshouldth thevideo.T heyshouldthinkofoneim inkofoneimageforeach ageforeachpoint. point. Takefeedbackfromtheclass.

Whileyouwatch 3 Playthewho Playthewholevideofors levideoforstudentsto tudentstochecktheir checktheir answerstoExercises1and2. 4 Givestudents Givestudentstimeto timetoread readthequestionsandcheck thequestionsandcheckany any languageintheglossary.Playth languageintheglossary .Playthefirstpa efirstpartof rtofthevideo(to thevideo(to 01.59)andaskstudentstochoosethecorrectoptions. ANSWERS 1

a

 

b

2

 

3

a

 

4

a

 

5

b

 

6

a

Notethat Ilookforwardtohearingfromyou isalways

5 Givestudents Givestudentsalittletimet alittletimetoreadthe oreadthephrases,then phrases,then

usedinacoveringletter.Write IlookNOT NOT I’mlooking becauseitismoreformal.

playthesecondpartof playthesecon dpartofthevideo.St thevideo.Studentsnumber udentsnumberthe the phrases(a–c)intheordert phrases(a–c)inth eordertheyhearthem. heyhearthem.

5 Studentsmust Studentsmustdecideona decideonajobtoa jobtoapplyforand pplyforandfollow follow thelayoutstyleintheStudent’sBook thelayoutstyleintheStuden t’sBooktowritecoverin towritecovering g letters.Monitorandhelpwithideasandvocabulary.

6 Oncestudents Oncestudentshave haveproduceda producedafirstdraftoftheir firstdraftoftheir letter,askthemtoexchangeit letter,askthemto exchangeitwiththeirpartner.It withtheirpartner.Itisthe isthe partner’sjobtoprovide partner’sjob toprovidefeedbackands feedbackandsuggestionson uggestionsonthe the styleandaccuracyof styleand accuracyoftheletter.Studentst theletter.Studentsthenreviset henrevisetheir heir lettersbasedontheirpartner’sfeedback. 7 Whenthey Whentheyhavecompleted havecompletedtheirfinaldraft, theirfinaldraft,students students ‘send’theirletterstotheirpartners.Youcouldchoose tohavethepartners tohave thepartnersgiveaspokenorw giveaspokenorwrittenresponse rittenresponse dependingonhowmuchtime dependingonho wmuchtimeyouhavein youhaveinthelesson. thelesson. Extraactivity Youcouldaskstudentstoroleplayajobinterviewbased ontheinformationinthecoveringletter.So,onestudent playsaninterviewerand playsan interviewerandtheother theotherplaysanapplicant. playsanapplicant. Interviewersmustaskquestionsaboutqualifications, skillsandexperienceandtheapplicantsmustrespondand enlargeontheinformationintheletters.

ANSWERS 1

c

 

2

b

 

3

a

6 Askstudentstoreadthesentencesfromthescriptand predictwhichwordsfromtheglossarycouldbeusedin thegaps.Thenplaythe thegaps.T henplaythevideoforthem videoforthemtocheck. tocheck. ANSWERS 1 5

share aware

 

caught 2 caught

 

support 3 support

 

move 4 move

Afteryouwatch Studentsworkinpa orkinpairstoroleplaya irstoroleplayadiscussionabo discussionabout ut 7 Studentsw Chineseculture Chinesecultureandvalues, andvalues,accordingt accordingtotheinstructions. otheinstructions. Theyshouldchangeroles Theyshould changerolesandact andactouttheconversation outtheconversationaa secondtime.

8 Studentsw Studentsworkinpa orkinpairstodiscussthe irstodiscussthequestions. questions.

Homework AskstudentstousetheInternettofindajob advertisementinEnglishthattheywouldliketoanswer. Tellthemitcouldbeajobthatisrelevantfortheminreal life,oradreamjob.Tellthemtodownloadtheadand writeacoveringlettertoapplyforthejob.

4f

Con Confuc fucia ianis nism min inChi China na

55

 

UNIT UN IT 4 Oppo Opporrtuni tuniti ties es Videoscript

UNIT4Review

Part1

Grammar

00.15–01.59

1 Dividetheclassintopairs.Askstudentstolookatthe photoanddiscusswhatthechefsarethinkingabout.

Chinaisoneofthelargestandoldestcountries Chinaisoneofthelargestand oldestcountries intheworld.MillionsofChinesepe intheworld.Millions ofChinesepeoplesharea oplesharearichhistory richhistory thathaslastedforthousandsofyears. thathaslastedfor thousandsofyears.Overtime,Chinah Overtime,Chinahas as beeninfluencedbynumerousgreatleadersandthinkers.One ofitsgreatestandmostfamousphilosopher ofitsgreatestand mostfamousphilosopherswas swasConfucius, Confucius, wholivedfrom551to479B wholivedfrom 551to479BC. C. Around Around500BC,theZhou 500BC,theZhou [jo]  [jo] dynastygovernedcentralChina;however, dynastygovernedcentral China;however,itsrulerswe itsrulerswereweak reweak andthedynastywasindecline.Localwarlords andthedynastywas indecline.Localwarlordsfoughtamong foughtamong themselvesforlandandpower;family themselvesforland andpower;familymembersalsofought membersalsofoughtone one anotheroverpropertyand anotherover propertyandmoney.The money.Thecountryof countryofChinawas Chinawas caughtupinadarkperiodofwarandunhappiness.Confucius travelledacrossChinaandhopedtoconvince travelledacrossChinaand hopedtoconvincethepeoplethat thepeoplethat hismoralandethicalideasaboutsocietyco hismoral andethicalideasaboutsocietycouldrestoreorder, uldrestoreorder, justiceandprosperitytothecountry justiceandpros peritytothecountry.Hebelievedthatpeaceand .Hebelievedthatpeaceand harmonydependedonhaving harmonydepended onhavingthecorrectandproper thecorrectandproperconduct conduct inkeyrelationships:forexample, inkeyrelationships: forexample,therelationshipbetweena therelationshipbetweena parentandchild,orbetween parentandch ild,orbetweenrulera rulera ndsubject. ndsubject.Unfortunately,the Unfortunately,the leadersofthedaywerewarlords.They leadersoftheday werewarlords.Theydidn’tgoverntheirlands didn’tgoverntheirlands byformingpositiverelationshipswiththeirsubjectstheway Confuciustaught.Asaresultof Confuciustaught.As aresultofthisandother thisandotherissues,theZhou issues,theZhou dynastycontinueditsdecline.Eventually, dynastycontinued itsdecline.Eventually,C Confuciusretired onfuciusretired andfocusedonteachinghisdisciples,o andfocused onteachinghisdisciples,orfollowers. rfollowers.Afterhis Afterhis death,hisdisciplesdevelopedandexpandedhisideasthrough thecenturies.Finally,300yearsafter thecenturies.Finally, 300yearsafterConfuciusdied,theHan Confuciusdied,theHan dynastyadoptedhisphilosophyasitsofficial dynastyadoptedhis philosophyasitsofficialgovernmentpolicy. governmentpolicy. Confucianismbecameanimportantpartof Confucianismbecamean importantpartoftheHandynasty theHandynastyas as wellasothersandhisideasstillinfluence wellasothers andhisideasstillinfluenceC C hinatoday. hinatoday. Part2

word.Studentsdecide word.Stu dentsdecidewhichcomment whichcommentsthey stheythinkwere thinkwere madebythestudentsinthephoto. ANSWERS 1   will

6   to

2   might

7   not

3   ‘m

8   going 9   won’t

4   will

10  getting

5   ‘ll

3 Dividetheclassintopairs.Tellthemtoimaginethey arethestudentsinthephotoandtoasktheirpartner aboutplansforw aboutplan sforwhenthecoursefinishes. henthecoursefinishes.

Vocabulary 4 Checkthest Checkthestudentsknow udentsknowallthewords allthewords:explainthat :explainthat manualdescribesajobthatinv manualdescribesaj obthatinvolvesusingyour olvesusingyourhands,e.g. hands,e.g. electrician,plumber,af electrician,plumber ,afactoryjob.Dividethe actoryjob.Dividetheclassinto classinto pairs.Tellthemtotaketurnsdescribingandguessingjobs, accordingtotheinstructions.

TheMastersaid,‘A TheMaster said,‘Ayouthshouldberespectful youthshouldberespectful ofhiselders.’Therespectthatyoungpeoplesh ofhiselders.’Therespectthat youngpeopleshowtowards owtowards theeldermembersoftheirfamilyisstillanimportantaspect ofChineselifetoday. ofChinese lifetoday.Severalgenerations Severalgenerationsoffamilymembers offamilymembers oftenliveandworktogether. oftenlive andworktogether.Mostchildren Mostchildrenareexpectedto areexpectedto followtheirparents’wishes followtheirparen ts’wishesanddowhatisbestforthe anddowhatisbestforthefamily. family. Traditionally raditionally,sons ,sonscarryonthefamilyname carryonthefamilynameandsupporttheir andsupporttheir parentswhentheyareolderandrequirecare.

5 Dividetheclassintopairs.Tellthemtodiscusswhat qualitiesandqualificationsareneededto qualitiesandqualificationsare neededtodoeach doeachjob,and job,and whichwouldbebestfortheirpartner.

TheMastersaid,‘Isitnotpleasanttolearnwitha constantperseveranceandapplication?’Confuciusfeltlearning shouldbeapleasantexperienceandapp shouldbe apleasantexperienceandapproachedwithjoy. roachedwithjoy. Nowadays,learningandeducationarestillextremelyimportant tothepeopleofChina.From tothepeople ofChina.Fromaveryearlyage,studentslearnto averyearlyage,studentslearnto studyhardandrespecttheirteachers.Throughoutthehistory ofChina,andmanyothercultures, ofChina,and manyothercultures,aneducationhas aneducationhasbeenan beenan opportunitytomoveupintheworldandattainsuccessina

sentencepartsandmakerequests. sentencepartsand makerequests.Checktheanswersas Checktheanswersas aclass.Askstudentsinpairstoactoutaconversation whichincludestherequests whichincludes therequestsandapprop andappropriatereplies. riatereplies.

02.02–02.29

02.30–03.17 

numberofways. numberofways.Morethanfive Morethanfivemillionyoungpeople millionyoungpeopleinChina inChina graduatefromuniversityeveryyear. graduatefromuniversity everyyear.Someseek SomeseekjobsinChina, jobsinChina, otherschoosetoexploretheiroptions otherschooseto exploretheiroptionsbygoingabroad.Over bygoingabroad.Over 30millionChinesepeoplenowliveinotherpartsoftheworld, includingSoutheastAsia,theU includingSoutheast Asia,theUnitedStates,Canadaandother nitedStates,Canadaandother countriesandregions. 03.18–03.38

‘Virtueistheroot;wealthistheresult.’

Confuciusfeltthatifpeopleweregoodandhardworking,they Confuciusfeltthatifpeoplewere goodandhardworking,they wouldbecomerich.Today wouldbecome rich.Today,manyChinese ,manyChinesepeoplecontinueto peoplecontinueto workhardtobuildlivesforthemselves workhardtobuild livesforthemselvesandtheirfamilies.T andtheirfamilies.This his reflectsafundamentalprinciplethatthosewh reflectsafundamentalp rinciplethatthosewhoaredutifuland oaredutifuland liveinharmonywithotherswillalwaysprosper. BecauseConfucianismisoften BecauseConfucianism isoftenassociatedwith associatedwith China’spast,manypeoplearen’tawareofitsinfluence China’spast,manypeoplearen’taware ofitsinfluenceon on present-daysociety.The present-daysociety .The2,500-year-oldphilosophywasthe 2,500-year-oldphilosophywasthe centreofChinesecivilisation centreof Chinesecivilisationandcultureforcenturies.Som andcultureforcenturies.Somee considerittobeattheveryfoundationsofmodernChinese society.As society .AsChinaandtheworldco Chinaandtheworldcontinueto ntinuetochange,this change,this country’sfuturewillsurelybeimpactedbyitspast. 03.39–04.02

56

2 Askstudents Askstudentstocomplete tocompletethecomments thecommentswithone withone

Unit Unit 4 4 Opp Opport ortuni unitie tiess

6 Dividetheclassintogroupstodiscussthestatements.

Reallife 7 Dividetheclassintopairs.Tellthemtomatchthe

ANSWERS 1 b

 

2 a

 

3 c

 

4 d

8 Dividethe Dividetheclassinto classintopairs.Tellth pairs.Tellthemto emtoactoutsimilar actoutsimilar conversationsfortwoofthesituations.

Speaking 9 Dividethe Dividetheclassinto classintogroups.Ask groups.Askthemtofollowthe themtofollowthe instructionstocarry instructions tocarryoutthespeakinga outthespeakingactivity. ctivity.

 

Unit5   Travel 3

Lead-in

IworkinITandItravelalotfor IworkinITandItravel alotformyjob–toomuch. myjob–toomuch. Ispendalotoftimeonplanesandinmycaronthe motorway,travellingtotheprojectsIaminvolved with.Idon’tparticularlyenj with.Idon’ tparticularlyenjoyit,especiallyw oyit,especiallywhen hen therearedelays,butit’spart therearedelays, butit’spartofmyjo ofmyjob.Abouttw b.Abouttwicea icea year,Ihavetogoonbusinesstripsabroad.Mytravel tip?Onceyoustartyourjour tip?Once youstartyourjourney ney,take ,takeyourwatch yourwatch offandrelax.Youhavenocontroloverthetimeyou arrive,soit’spointlesstogetstressed.

Usingwords Writethefollowingheadingsontheboard: Abeach holiday,Acampingholiday,Acitybreak. Dividetheclassintogroupsofthreeorfour.Telleach grouptochooseoneofthethreetraveltopicsandto brainstormasmanywordsastheycanthinkofinone minute.Writewordsontheboardinfeedback.

1 Dividetheclassintopairs.Askstudentstolookatthe photoanddiscussthequestionswithapartner. SAMPLEANSWERS 1 2

3

Itlookslikeawildlifeholiday Itlookslikeawild lifeholidayinAntarctica. inAntarctica. No,it’sprobablya No,it’s probablyaoncein onceinalifetimetri alifetimetrip.It p.Itmustbevery mustbevery expensive.Conditionswouldbedifficultanditmightbe dangerous. Students’ownanswers.

2   [1.27] Checkthatthestudents Checkthatthestudentsunderstandall understandallthe the wordsinthelist.Thenplaytherecording. wordsinthelist. Thenplaytherecording.Studentslisten Studentslisten andwritethenumberoft andwriteth enumberofthespeakers(1–3 hespeakers(1–3)nextto )nexttothe the thingstheytalkabout. Letstudentscomparetheiranswersinpairsbefore discussingasaclass. discussingas aclass.Infeedback, Infeedback,askwhichwordshelped askwhichwordshelped studentsguess. ANSWERS beingonplanes3 businesstrips3 daytrips2 delays3 luggage 1

Audioscript 1

 

planning2 around-the-worldtrip1 takinglocalbusesandtrains1 travellingforwork3 weekends away 2

[1.27]

AcoupleofyearsagoIw Acoupleofyearsa goIwentonaround-the-w entonaround-the-world orld tripwithafriend.What tripwitha friend.Whatanexperience!Th anexperience!Thebestbits ebestbits

3   [1.27] Playtherecor Playtherecordingagain.Studentslis dingagain.Studentslisten ten andnotethetraveltips. andnotethet raveltips.Again,letstudentscompa Again,letstudentscomparetheir retheir answersinpairsbeforediscussingasaclass. ANSWERS 1 2

3

Justtakeasmallbackpackwith Justtake asmallbackpackwiththeessentials. theessentials. Thekeytoagoodtripisgoodplanning.Don’tleave anythingtochance! Onceyoustartyourjourney,takeyourwatchoffand relax.

Extraactivity Askstudentsinpairstowritetheirownusefultraveltips. Feedbacksuggestionsandwritethemontheboard,then asktheclasstovoteforthemostusefultip.

4 Dividetheclassintopairsorsmallgroupstoaskand answerthequestions.Emphasiset answerthequestions. Emphasisethatthe hatthequestionsinthe questionsinthe examplesarethestandardformusedbynativespeakers, andthatstudents andtha tstudentsshouldusethesequestion shouldusethesequestionforms.In forms.In feedback,findoutfrom feedback,find outfrompairswhich pairswhichplacestheyhaveboth placestheyhaveboth beento. Extraactivity Play‘Findsomeonewhohas’.Writethefollowingonthe board: beentoParis? visitedacastle? climbedamountain? riddenacamel? flowninahelicopter? 

werewhenwe werewhenwetooklocalb tooklocalbusesandtra usesandtrains–you ins–you knowthekindofthing. knowthekind ofthing.Theystopevery Theystopeverywhereand whereand ittakesagestogetfromAtoB.Andthat’swhenyou meetinterestingpeopleand meetinteresting peopleandlearnsomething learnsomethingabout about theplaceyou’rein.ButI theplaceyou’r ein.ButItookfart tookfartoomuchluggage oomuchluggage withme–youcan’t withme– youcan’tcarryiteasilya carryiteasilyandyoujust ndyoujustworry worry aboutlosingit.Justtake aboutlosing it.Justtakeasmallbackp asmallbackpackwiththe ackwiththe essentials.That’smyadvice.

2

Ihaven’ttravelledverymuch Ihaven’tt ravelledverymuchinthelast inthelastfewyears. fewyears. I’vebeenonafewdaytripsandI’vehadacoupleof  weekendsawaythisyear.Idon’tgofaranymore.I’m moreinterestedintheplaceI’m moreinterested intheplaceI’mgoingto goingtothaninthe thaninthe journey.Butinmyexperience,th journey .Butinmyexperience,thekeytoagoodtrip ekeytoagoodtrip isgoodplanning.Don’ isgood planning.Don’tleavea tleaveanythingtochance! nythingtochance!

metacelebrity? Tellstudentstostandup,walkroundtheclassroom,meet otherstudents,andaskthequestion Haveyouever…? withthepromptsontheboard.Iftheymeetsomeonewho says‘yes’toaquestion,tellthemtoasktwofollow-up questionstofindoutmore. Adaptorextendthequestionpromptsdependingonyour class’slikelyexperiences.

57

 

UNI T 5 Trave ravell

5a Walkingforwildlife

2 Askstudentstoreadthe profileandmatchthe questionstotheparagraphs. ANSWERS

Lead-in

1

Usingwords Writethefollowingtwosetsoftravel wordsontheboard: Ajourney   ,voyage,trip Btrek,hike,walk Btrek,hike,wa lk Dividetheclassinto pairs.Tellstudentstoexplainthe differencebetweenthewordstotheirpartner.Tell themtheycanusetheirownknowledge,guessworkor dictionaries.(Answers:A:a :A:a journeyis  journeyislongerthan  journeyis longerthanatrip;a atrip;a voyageisajourneybysea;B:all threeverbsusuallymean towalkonfoot;ahikeisa longwalkondifficultground, andatrekisanevenlongerwalk,oftentoaplacethatis difficulttoreach.)

1   [1.28] Dividetheclassintopairs.Askstudents tolookatthe mapanddiscusstheoptions,then predict whichonesmightbecorrect. Playtherecording.Studentslistena Playtherecording.Student slistenandcheck ndchecktheir ndchecktheir answers.Infeedbackpointoutthe differencein workedand worked walkedinsentence3, pronunciationbetweenworked pronunciationbetween and walked insentence3, andplaythatpartof therecordingagainifthiscauseda problem.Reviewsomeofthe commonprepositionsused withformsoftravel. ANSWERS 1 2 3 4 5

over3,000kilometres CongoandGabon workingonaproject onfootandbyboat fifteenmonths

 

2

b

 

3

a

 

4

c

 

5

e

3 Studentschoose‘true’or Studentschoose‘true’or‘false’witho ‘false’withoutlookingat utlookingatthe the text.Askstudentstochecktheir answerswithapartner, thenreadtheprofileagainto confirmtheiranswers. ANSWERS 1

2

3

Listeningandreading

d

4

5

F (Fayhasworkedonseveralmajor conservation projectsinAfricaandAmerica projectsinAfrica andAmerica)) andAmerica F (hehasn’tsleptinabedmorethan50timesinthe lasttenyears)) lasttenyears F (hisinjuries weren’tlife-threatening) ing) T (Hismostrecentpair ofsandalslasted2,000 kilometresbeforetheyfell apart) T (elephantdeathsfellsignificantly;inGabon,the governmenthascreatedthirteennewnationalparks )

Backgroundnote MikeFaywasborninNewJerseyintheUSA in1956.The NationalGeographicSocietyhassponsoredhimonthe MegaTransect(thetrekdescribedinthetext)inwhichhe spent455dayswalkingacrossAfrica,andthe MegaFlyover inwhichheandhispilotflew70,000milesacrossAfricaat lowaltitudetakingphotographs.

4 Dividetheclass Dividetheclassintopairs. intopairs.Studentstalk Studentstalkaboutwhat aboutwhat appealsornotaboutMikeFay’s styleoftravelling.

Extraactivity Vocabularynote issomebodywhosejobinvolvestryingto Aconservationist Aconservation istissomebodywhosejobinvolvestryingto protectnaturalenvironments protectnatural environments.. environments Youcouldpointoutwordsthatareusedtodescribe aplacethathumanshavenotbeentooraffected: = faraway), unexplored,unexploited,untouched,remote(= unexplored,unexploited,untouched,remote( thelastwild

Audioscript

 

[1.28]

ConservationistMikeFayis somewhereincentralAfrica. He’sinthemiddleofthelongestwalko He’sinthemiddleofthe longestwalkofhislife– fhislife–sofar! sofar! Fayistravelling3,200kilometresthroughthe denseforests ofCongoandGabon.He’slivedin theareaforseveral yearsandhe’sworkedonvariousforestconservation projectsthere.NowFayandhisteam aremakingarecord ofthe oftheregion’secosyst region’secosystemsand emsandwildlife,especiallyin wildlife,especiallyinthe the unexploredandunexploitedareas. Travellingthrough untouchedforestanddownwildriverstoremotevillages, theycanonly theycanonlytravelonfo travelonfootorby otorbyboat.They’v boat.They’vecompleted ecompleted abouthalfo abouthalfoftheroute. ftheroute.Thetrekwillt Thetrekwilltakeaboutfifteen akeaboutfifteen monthstocomplete,throughwhatFaycalls‘the lastwild placeonEarth’.

Dividetheclassintopairs.Tellstudentstothinkoffive questionsthattheywouldliketoaskMikeFay.When theyareready,mixthestudentssothattheyhaveanew partner.Studentstakeitinturnstoplayaninterviewerand MikeFay.Theintervieweraskshisorherfivequestions. ThestudentplayingMikeFaymustimproviseanswers. Attheend,youcouldaskoneortwopairstocometothe frontoftheclassto performtheirinterviewfortheclass.

Grammar presentperfectsimpleand pastsimple Howdowe 5 Askstudentstolookat theexample.Ask:Howdowe formthepresentperfect?Elicitanswers( Elicitanswers(has/have has/have+past has/have +past participle). Dividestudentsintopairs.Askthemto choosethecorrect options.Theycanreferbackto thearticleandfindpresent perfectandp perfectandpastsimplesent astsimplesentencestohelpt encestohelpthemdecide. hemdecide. ANSWERS 1

presentperfect

 

2

pastsimple

6 Readtheinformationinthegrammarboxandask studentstounderlineandcirclethe formsintheprofile.In feedback,askwhich formsaredifferent. Trave vell 58   Unit 5 Tra

 

UN IT 5 Trave ravell

Audioscript

ANSWERS Presentperfectverbs:He’slived;Fayhasworked;He’s counted;He’swalked;hehasn’tslept;he’shad;hasdrawn …andmade;hascreated Pastsimpleverbs:hesurvived;he came;(it)attacked;his injuriesweren’t;henearlydied;lasted;fell;started Differentforms:drew/drawn;came/come;weren’t/not been;fell/fallen

7

[1.29] Askstudentsto readthetext quickly quickly.Ask: .Ask: WhatelsehasMikeFaydoneinhiscareer?

Askstudentstowritethe Askstudents towritethepresentperfecto presentperfectorpastsimple rpastsimple formoftheverbsin brackets.Let formoftheverbsin  brackets.Letstudentscom  brackets.Letstudentscomparetheir paretheir answersinpairs.Thenplaythe recordingsothatstudents canchecktheiranswers. ANSWERS

Audioscript

1

Aswellaswalking,Fayand Aswellasw alking,Fayandhisteamha histeamhavealsoflown vealsoflown overlargepartsofAfrica.

2

BesideshisworkinAfrica,Fayhasdone extensive conservationworkinNorthAmerica. Heestimatest Heestimatesthathehas hathehasuseduphun useduphundredsof  dredsof  notebooksovertheyears.

3

Pronunciationnote Noticethat hasand hasand have haveareusuallyweaklystressed. areusuallyweaklystressed. The‘a’ispronounced/ə/andthe‘s’in has hasisvoicedand isvoicedand pronounced/z/.

8b

[1.31] Playtherecor Playtherecording.Studentslistena ding.Studentslistenand ding.Studentslistena nd repeatthesentences.

9 Askstudents Askstudentstoreadt toreadtheprofileagain heprofileagainandfindt andfindthetime hetime expressions,thenwritethem expressions,th enwritetheminthetable. inthetable.Elicitanyoth Elicitanyother er timeexpressionstheyknowandwhichten timeexpressionstheyknowa ndwhichtensetheywould setheywould for forisalsoused beusedwith.Infeedback,pointoutthatforisalsoused withthepastsimple,to withthepa stsimple,totalkabout talkaboutacompletedp acompletedperiodof  eriodof  HelivedinChadforthreeyears. timeinthepast,e.g.HelivedinChadforthreeyears. timeinthepast,e.g.

4 didn’thave 5 filled 6 hasused

1 havealsoflown 2 hasdone 3 oncespent

[1.30]

[1.29]

Aswellaswalking,Fayandhisteamha Aswellaswalking,Fayand histeamhavealsoflown vealsoflown

ANSWERS

overlargepartsofAfrica.BesideshisworkinAfrica,Fay hasdoneextensiveconservationworkinNorthAmerica. Heoncespent Heoncespentelevenmonths elevenmonthswalkingthePac walkingthePacificcoast, ificcoast, surveyinggiantredwoodtrees.Ashedidn’thaveaccessto electricityformostofthatjourney,hefilled24notebooks withdata.Heestimatesthathehasuseduphundredsof  notebooksovertheyears.

Presentperfect:for(sixyears),in thelasttenyears Pastsimple:afewyearsago,ononeoccasion,for

10 Askstudentstocompletet Askstudentstocompletethesentenceswith hesentenceswithideas ideas thataretrueforthem.Then dividetheclassintopairsto comparesentences.

Grammarnote

Mixedlevelsandextraactivity

Weusethepresentperfectsimpleformtotalkabout experiencesthathappenedinthepastbutwedon’tsay when.

Letstrongerstudentswritetheir ownsentencesabout theirlifeexperiences.Youcouldgetstudentstowrite ashortessayforhomeworkaboutthemostinteresting experiencesoftheirlives.

??? XXX

Past

Now

Hehasflownover Africa.

Speaking

Wealsouseittotalkaboutasituationoractivitythat startedinthepastandcontinuesuntilnow. Past

11 Startbyaskingstudentst Startbyaskingstudentstogiveyout ogiveyouthepast hepast Now

sixyearsago Hehaslivedin centralAfricaforsixyears.

Ifwesaywhen,weusethepastsimple. Past

2004

2007

Now

HelivedinChadfrom2004to2007.

participleformsoftheverbsinthe  box. Askstudents Askstudentstowritea towriteamixoftr mixoftrueandfalse ueandfalsesentences. sentences. Dividetheclassintopairstotalkab Dividetheclassintopairs totalkabouttheirexperiences. outtheirexperiences. Encouragethemtoasklotsof questionstohelpthemto guesswhichsentencesaretrueandwhich arefalse.Point outtheformofthe pastsimple pastsimplefollow-upquestion follow-upquestionsused sused intheexample.

Pronunciation has,have

Grammarnote

8a

Pastparticiples: caught,climbed,done,flown,gone/been, had,made,met,run,sailed,seen,sung,slept,swum,taken, walked

[1.30] Playtherecordingagain. Playtherecordingagain.Students Studentslisten listen andnoticethepronunciationof  hasand hasand have have..

5a

Walkingforwildlife

59

 

UNI T 5 Trave ravell

5b Agoodholiday

Grammar presentperfectcontinuous andsimple 5 Askstudentstolookattheexampleandfindand

Lead-in

underlineothersentencesinthetext.

Personalresponse Ask: Wheredoyouusuallygoonholiday?Whatisitlike?  Whatdoyouusuallydothere?Whodoyougowith?  Whatdoyoutakewithyouonholiday?

Vocabularyand Vocabu laryandreading laryand reading holiday destinations 1 Checkthatstudentsunderstandallthefeaturesinthelist. Pointoutthat surroundings surroundingsisalwaysplural,and isalwaysplural,and coastline coastlineand and scenery arealwayssingular.Dividetheclassintopairs.Ask studentstomatchthephrasestothephotos.

ANSWERS

havebeenflocking,hasbeengrowing,havebeen promoting,hasbeentravelling

6 Dividetheclassintopairs todiscussthequestions. ANSWERS 1 2

3

ANSWERS A: B: C: D:

vibrantcity peacefulsetting,unspoiltcoastline busystreet,crowdedmarket peacefulsetting,exoticscenery

2 Dividetheclassintonewpairs.Askstudentstomatch thefeaturesinExercise1withthedestinationsonthemap.

7 Askstudentstocirclethe presentperfectsimple sentencesint sentencesinthetext,then hetext,thendiscussthe discussthequestionsinpairs questionsinpairs.. ANSWERS

havevisited,hasfilled,havesold,hasdoubled 1 2

SAMPLEANSWERS

3

USA: vibrantcity, vibrantcity,busystreet busystreet Caribbean:tropicalbeach,exoticscenery Caribbean: tropicalbeach,exoticscenery,relaxing surroundings CentralAmerica: crowdedmarket,exoticscenery,remote scenery,remote village UK: vibrantcity vibrantcity,busystreet ,busystreet CentralEurope: vibrantcity,busy vibrantcity,busystreet street Spain: vibrantcity,crowded market,saferesort Egypt: saferesort,relaxin saferesort,relaxingsurroundings gsurroundings Kenya: exotic scenery, scenery,remotevillage remotevillage SouthAfrica:vibrantcity SouthAfrica: vibrantcity,unspoiltcoastline,exotic vibrantcity ,unspoiltcoastline,exotic scenery,remotevillage Antarctica: peacefulse peacefulsetting tting China: vibrantcity, vibrantcity,exoticscenery,peaceful exoticscenery,peaceful setting Australia: vibrantcity vibrantcity,tropical ,tropicalbeach,unspoil ,tropical beach,unspoiltcoastline tcoastline NewZealand: unspoiltcoastline,peacefulsetting

3 Askstudentstoreadthetext aboutBritishholidaymakers andcompleteth andcompletethetable.Discuss etable.Discusstheanswersa theanswersasaclass. saclass.

has/have+ has/have + been been+++-ing ingformofthemainverb ingformofthemainverb actions–youcan’tuse acontinuousformtodescribea state activitieswhicharecontinuing(orwhichcontinued untilrecently)

presentperfectsimple presentperfectcontinuous presentperfectsimple

Grammarnote Presentperfectsimple:theactionsarecompletedinthe past(butwedon’tsaywhen)andhavearesultinthe present(thespeakerhasmemoriesoftheseexperiences). Wehavetravelledtomanyplaces. Past

X

X

X

X

X

Now

Presentperfectcontinuous:theactivity startedinthepast andcontinuestonow.Itis ongoingandincomplete. Wehavebeentravellinglikeneverbefore. Past

Thepresentperfectsimpleisusedfora ongoingandincomplete. Ihavebeenherefor3hours.

Now

  statewhichis

8 Askstudentstomatchactivitiesand results,thenwrite thesentences.

ANSWERS 1 2

cruises safaris

bushcampholidays bushcamp holidays

 

3

 

4culturalholidays

ANSWERS 1 2

Vocabularynote =goingtoinverylargenumbers =goingtoin verylargenumbers flocking=goingtoin flocking

3

4

withanewtwist=presentedinanewway withanewtwist =presentedinanewway apackagetour=aholidayorganisedbyatouroperator =aholidayorganisedbyatouroperator whereeverything(hotel,meals,trips)isincluded.

5

6

4 Dividetheclassintopairsto discussthequestions. 60   Unit 5 Tra Trave vell

e 2 a 3b 3b 4 c 5 f 6 d I’vebeenlyingbythepool– I’vefinishedmybook. We’vebeenlookingforcheapdeals–wehaven’tfound one. We’vebeentouringEuropeancities–we’veseen dozensofchurches. We’vebeenfollowingthecoastpath–we’vewalked tenkilometres. We’vebeenvisitinglocalmarkets–we’vespenta fortune.

 

UNIT5 UNIT 5 Tra rave vell

Listening

Vocabularynote

9   [1.32] Askstudentsto Askstudentstoreadthr readthroughthesentences, oughthesentences,

=metbychance bumpedinto=metbychance bumpedinto

thenlistenandchoo thenlisten andchoosethecorrectname. sethecorrectname.

Younameit!=anexpressionusedtosuggestyou’vedone/  Younameit!=anexpressionusedtosuggestyou’vedone/  got/seen/meteveryoneoreverything.

ANSWERS Matt Matt

5

2

6

Rose Matt

10   [1.32] Playtherecordinga Playtherecordingagain.Askstudentst gain.Askstudentsto o

3 4

Lucy Rose

7 8

Paul Paul

completethequestionsindividually.L completethequestions individually.Letthem etthemchecktheir checktheir answersinpairsbeforediscussingasaclass.

1

Audioscript

 

[1.32]

ANSWERS 1

1

  LUCY :

Hithere,I’mLucy. MATT : Hi,I’mMatt. LUCY: Isthisyourfirsttimehere? MATT : No,actually.We’vebeencominghereforabout fouryearsnow.WecomeeveryJuly. LUCY: Oh,it’sstrangethatwehaven’tbumpedinto eachotherbeforenow. MATT : Really?How Really?Howlonghaveyou longhaveyoubeencominghere? beencominghere? LUCY: Aboutsixyears.Weloveit.There’ssomuchto dohere–that’swhy dohere–t hat’swhywekeepcoming wekeepcomingback. back. MATT : Iknow,andthenightlife’sfantastic.

2

TheSeaView?Afewkilometresalongthecoast? Isn’tthatabitremote?Andexpensive! ROSE: Well,I’vebeenworkingreallyhardrecently.I neededarelaxing,peacefulbreakt neededa relaxing,peacefulbreakthisyear. hisyear. MATT : You’regettingold! ROSE: Iknow, Iknow,tellmeabout tellmeaboutit.I’llbe30 it.I’llbe30nextyear! nextyear! 3

  PAUL :

OK,we’rereadytogo.Areyounervous? MATT : Iam,a Iam,abit.ButIlike bit.ButIliketotrysom totrysomethingnewevery ethingnewevery holiday.Ialwayshavegreatmemoriestolookbackon whenIgethome. PAUL : Ikno Iknowwhatyoumean. wwhatyoumean.Well,sky-diving Well,sky-divingisone isone experienceyouwon’tforget! MATT :

So,howlonghaveyoubeensky-diving? So,howlonghaveyo ubeensky-diving? PAUL : Oh,forquiteafewyearsnow.Iqualifiedasan instructorfiveyearsago. MATT : Howlongdidthattakeyou? PAUL : Well,youneedtodoaminimumnumberof  jumpsbeforeyoucansta jumpsbeforeyoucan startthetrainingcourse. rtthetrainingcourse.Ittooka Ittooka while!Butyouknow,it’sagreatjob.Youcantravelall overtheworldandfindwork. MATT : Andsowhatdoyoudoforaholiday,then? PAUL : Imeetup Imeetupwithfriends, withfriends,welikeabit welikeabitofexcitement ofexcitement –NewYork,RiodeJaneiro,Moscow,younameit!

4

haveyoubeen didthattake

11 AskstudentstolookbackattheextractsinExercise10, andanswerthequestion.Read andanswerthe question.Readtheinformation theinformation inthegrammarboxandrefertopage162forfurther information. ANSWERS 1

2

MATT :

3

Grammar Howlong…? Howlong…?

LUCY:

Ialwaystelleveryoneathomeit’sgo Ialwaystelleveryoneat homeit’sgoteverything teverything youneedforaholiday– youneed foraholiday–greatbeaches, greatbeaches,brilliant brilliant weatherandloadstodo.Areyougoingtothebarbecue lateron? 2   MATT : Hi,Rose! Hi,Rose!Whatasurp Whatasurprise!Howlon rise!Howlonghaveyou ghaveyou beenhere? ROSE: Matt!Hi!Oh,wejustgotinyesterday. MATT : Goodtoseeyouagain! ROSE: Listen,we’ Listen,we’restayingat restayingattheSeaViewthis theSeaViewthisyear– year– thefoodisabsolutely thefood isabsolutelyfantastic fantasticthere. there.

haveyoubeencoming haveyoubeen

3

4

Presentperfectcontinuousbecauseitisanincomplete actionwhichisrepeatedoveraperiodoftime. Presentperfectsimplebecause Presentperfect simplebecauseitis itisincompleteb incompletebutitis utitis astateverb. Presentperfectcontinuousbecauseitisanincomplete actionwhichisrepeatedoveraperiodoftime. Pastsimplebecauseitisafinishedpastaction.

12 Askstudents Askstudentstowriteth towritethequestions.Then equestions.Thendividethe dividethe classintopairs classint opairstoimprovisedialogues. toimprovisedialogues. SAMPLEANSWERS 1 2 3 4 5 6

Howlongdidyoustay/wereyou Howlongdid youstay/wereyouthere? there? Howlonghaveyoubeenwaiting? Howlonghaveyoubeeninthecountry? Howlonghaveyoubeendoingthecourse? Howlonghaveyouhadit? Howlonghaveyoubeentravelling?

Extraactivity

Askstudentstowritetruesentencesaboutwhattheydid lastyear,havedonerecently,oraredoingnow.Dividethe classintopairstoimprovise classinto pairstoimprovisedialogues dialoguesusing using Howlong…?

Speaking 13 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentsto studentstothinkof  thinkof  otherideastoaddtothetable. 14 Inpairs, Inpairs,studentsd studentsdecidewhich ecidewhichfi fi vethingsaremost vethingsaremost important. 15 Putpairs Putpairstogetherto togethertomakegroupsof makegroupsoffour.Students four.Students havetopersuadetheot havetop ersuadetheotherpairthat herpairthattheirchoiceo theirchoiceof  f  importantthingsisbest.Together,thegroupmustagree onalistofthethreemostimportantthings.

5b Ago Agood odh hol olid iday ay

61

 

UNIT5 UN IT5 Trave ravell

5c Therealcostoftravel Lead-in

5 Askstudent Askstudentsto stoanswerthequestionsusing answerthequestionsusing informationfromthearticle.Letthemcomparetheir answersinpairsbeforediscussingasaclass. ANSWERS

Personalresponse

1

Writethethreefollowingquotesabouttourismonthe boardandaskstudentstodiscussthemingroupsorasa class.Youcouldaskgroupsofstudentstowritetheirown quoteaboutthesubject.

2 3 4

Theydumpwasteintheoceans. expeditionstocollectrubbishonEverest Peoplecantakeseveralshortholidayseveryyear. yes–railtravelandeco-tourism

Travellingmakesamanwiser,butlesshappy.

Vocabulary conservation

ThomasJefferson(thirdpresidentoftheUSA)

6 Askstudentstoscanthetexttofindthewords.Tell themtoworkoutthemeaningofthewordsfromthe contextbeforeusing contextb eforeusingthemto themtocompletethesentences. completethesentences.

ThoughtherearesomedisagreeablethingsinVenice, thereisnothingsodisagreeableasthevisitors. HenryJames(Americanauthor) Iwouldliketospendmy Iwouldliketo spendmywholelife wholelifetravelling,ifIcould  travelling,ifIcould  borrowanotherlifetospendathome.

1

WilliamHazlitt(Britishwriter)

2

ANSWERS

3

impact rubbish/waste population

habitats greener pollute

4 5 6

Reading 1 Dividethe Dividetheclassinto classintopairsorsmallgroups pairsorsmallgroupstodiscuss todiscuss

Vocabularynotes

thequestionandtolistadvantagesand thequestionandto listadvantagesanddisadvantages. disadvantages.In In feedback,buildupaliston feedback,buildup alistontheboard. theboard.

rubbish=food,containers,etc.thatwethrowaway(e.g. rubbish=food,containers,etc.thatwethrowaway(e.g. householdrubbish) waste=whatisleftafterwhatisusefulhasbeenused waste =whatisleftafterwhatisusefulhasbeenused

SAMPLEANSWERS

Advantages:providesmoneyandjobsforlocalpeople; makessurethatplacesareprotected;improveslocal infrastructure Disadvantages:overcrowding;pollution;toomuch developmentandconstruction;naturalplacescanbe spoilt;increasedprices,particularlyhouseprices,canaffect localpeople

2 Askstudents Askstudentstodiscuss todiscussthephotosin thephotosinpairs. pairs.

2 3 4

airpollution,carbonemissionsandclimatechange, noisepollution conservationordamagetowildlife pollution,litter overcrowdingandover-development,lossofnatural habitats

3 Givestudentso Givestudentsoneminuteto neminutetoskimthetext skimthetextandchoo andchoose se thebestoption. ANSWER c

table.Letthemcompa table.Let themcomparetheira retheiranswersinpairsor nswersinpairsorgroups groups beforediscussingasaclass. ANSWERS

2 3



Criticalthinkingclosereading 7 Askstudent Askstudentsto storereadthe rereadthetextcloselytodecide textcloselytodecideifthere ifthere isenoughinformationtodecide isenoughinformationt odecideifthestatementsare ifthestatementsaretrue true orfalse.Letthem orfalse. Letthemdiscusstheiranswers discusstheiranswersinpairs. inpairs.

1

N

 

2

T

 

3

N

 

4

F

 

5

T

8 Studentswor Studentsworkinpairsto kinpairstodiscussthe discussthequestion. question.

Speaking Givestudentsamo amomentto menttoreadthrough readthroughtheactivities. theactivities. 9 Givestudents distant=faraway; distant  upgrading= Checkanydifficultwords( =faraway; upgrading = buyingamorerecentversion). Askstudentstoworkin Askstudents toworkinpairsto pairstodecidehow‘gr decidehow‘green’the een’the activitiesareonthegreenscale. ANSWERS

4 Askstudents Askstudentstoread toreadthearticleagainand thearticleagainandcompletethe completethe

1

dumpwaste throwitawayinlargequantitiesinaplace whereyoushouldn’tputit

ANSWERS

SAMPLEANSWERS 1

(e.g.industrialwaste) litter=paper,packagingetc.thrownontheground =paper,packagingetc.thrownontheground

cruiseholidays wildlife litter

4 5 6

construction low-costflights climatechange

Verygreen:recyclinghousehold Verygreen:recycling householdwaste;savingwater; waste;savingwater; switchingofflightsandelectricalappliances;travellingby bikeetc.;usingeco-friendlycleaningproducts Notsogreen:travellingbycar;buyingout-of-seasonfood; flyingtodistantholidaydestinations;upgradingmobile phonesetc.frequently

10 Askstudents Askstudentstod todiscussgreener iscussgreeneractivitiesinpairs. activitiesinpairs. 11 Dividethe Dividetheclassinto classintogroups.Ask groups.Askstudentst studentstocompare ocompare whichgreenactivitiestheydo whichgreenact ivitiestheydoandfind andfindoutwhichst outwhichstudent udent ineachgroupismostgreen.

62

Un Unit it 5 5 Tr Trav avel el

 

UNIT5 UNIT 5 Tra rave vell

5d Issomethingwrong? Vocabularytravelproblems Lead-in Tellingapersonalanecdote Thinkofatrue‘travelproblem’storyofyourown.It couldbeatimewhenyoumissedaplaneortrainorwere delayed.Tellstudentsyouaregoingtotellthestoryand theymusttellyouwhattheproblemwasattheend.Tell yourstory.Allowstudentstoaskyoufollow-upquestions afterwards. Alternatively,towritefivekeywordsfromyourstoryon theboardbeforeyoutellthestoryandaskstudentsto predictthestoryfirst.Whenyou’vefinished,students,in pairs,mustrememberandretellthestorytoeachother.

1 Givestudentsamomenttoreadthroughthewords carefully.Checkthattheyknowallthewords.Youcould askthemtousedictionaries askthemto usedictionariestolookt tolookthemup. hemup. Dividetheclassinto Dividethe classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe questions.Readtheinformationinthe  Wordbuilding  Wordbuildingbox, box, andrefertopage43intheWorkbookforfurtherpractice. SAMPLEANSWER Atourguidecanprobablyhelpwithcarhire,flightdelays, foodpoisoning,hotelrooms,infectiousdiseases,train timetables,travelsickness

Vocabularynote Baggageallowancesmeanshowmuchluggageinnumber, Baggageallowancesmeanshowmuchluggageinnumber, sizeandweightyouareallowedtotakeonaplane.

Reallifedealingwithproblems 2   [1.33] Givestudentsa Givestudentsamomenttor momenttoreadthrough eadthrough theproblemsandcheckanynewwords.Tellthemthat theywillheartwoshortconversa theywillhea rtwoshortconversationsand tionsandmustmatch mustmatch eachonetotheproblemmentioned. Playtherecording.Letstudentscompareanswersinpairs

TOUR GUIDE : Ah,yes. Ah,yes.Itseemssome Itseemssomebagshavego bagshavegoneto neto anotherairport.FlightFJ2498? TOURIST : Yes,that’sright.Doyouknowwhichairport ourbagshavegoneto? TOUR GUIDE : Yes,I’mafraidtheluggagehasgoneto Rome. TOURIST : Rome?Well,howdidthathappen? TOUR GUIDE : I’mnot I’mnotsure,butallt sure,butallthemissingbags hemissingbagsare are comingonthenextflight. TOURIST : Butwhen’sthenextflight? TOUR GUIDE :

It’stomorrowmorning.Don’tworry,we’ll arrangeeverything.Which arrangeeveryth ing.Whichhotelare hotelareyoustayingat? youstayingat? Yourbagswillgotheredirectly. TOURIST : Butall Butalloursummercloth oursummerclothesareinth esareinthee suitcases… 2   TOUR GUIDE: Hello,MrJones.Isanythingwrong? CanIhelp? TOURIST : Well,it’saboutmywife,actually.Shehasn’t beenfeelingwellforacoupleofdays. TOUR GUIDE : I’msorrytohearthat.Isitsomething she’seaten,doyouth she’seaten, doyouthink?Orjust ink?Orjusttravelsickness? travelsickness? TOURIST : Idon’tknow.She’shadatemperatureall night,butshefeelscold. TOUR GUIDE : Right.Hav Right.Haveyouboth eyoubothbeentakingant beentakingantiimalarialtablets? TOURIST : Oh,yes.Butthehotelhasn’tprovided mosquitonets.Andtheyhaven’tbeensprayingthe bedroomatnight,either. TOUR GUIDE : OK,…erm,howlonghasshebeen feelinglikethis? TOURIST : Acoupleofdays?Yes,sincetheboattripon Tuesday.Isthereanythingyoucando? TOUR GUIDE : Well,it’sprobablynothingtoworry about.ButI’llas about.B utI’llaskthehoteltoa kthehoteltoarrangeforadocto rrangeforadoctor,just r,just incase. TOURIST : That’sgreat,thankyou.

3   [1.33] Askstudentstom Askstudentstomatchthespeaker atchthespeakerstothe stothe expressions.Playtherecordingagainsothatstudentscan checktheiranswers.

beforediscussingasaclass. ANSWERS

ANSWERS 1

c

 

2

f

Audioscript 1

  TOURIST :

 

[1.33]

Iwonderifyoucouldhelp Iwonderif youcouldhelpus.Ourluggage us.Ourluggage hasn’tarrived. TOUR GUIDE : Right.AreyouwithSunnyTimestours? TOURIST : Yes.MrandMrsCameron. TOUR GUIDE : Andwhichflightwereyouon,Mrs Cameron? TOURIST : TheFastJetflightfromManchester.Ithink it’sFJ2498.We’vebeentalkingtosomeoftheother passengersandtheirluggagehascomethrough,no problem.

Iwonderifyoucouldhelpus? Iwonderifyouco uldhelpus? T Isanythingwrong? G Isanythingwrong? CanIhelp? CanI help? G Ourluggagehasn’tarrived.T Ourluggageha sn’tarrived.T Whichflightwereyouon? Whichflightwe reyouon? G Howdidthathappen Howdidt hathappen? ? T Doyouknowwhereour Doyouknow whereourbagshave bagshavegoneto? goneto? T When’sthenext When’ sthenextfligh flight? t? T It’saboutmywife. It’sabou tmywife. T Thehotelhasn’tprovidedmosquitonets tprovidedmosquitonets. . T Howlonghasshebeenfee Howlong hasshebeenfeelinglikethis? linglikethis? G Isthereanythingyoucando?T Isthereanyth ingyoucando?T I’mafraidthelugga I’mafrai dtheluggagehasgone gehasgonetoRom toRome. e. G Don’tworry, Don’ tworry,we’ll we’llarrangeeverythi arrangeeverything. ng. G I’llaskthehotel I’llask thehoteltosendfo tosendforadoctor radoctor. . G

5d Issom Issometh ething ingwro wrong ng? ?

63

 

UNIT5 UN IT5 Trave ravell Vocabularynotes Noticethepoliteexpressionsusedtoaskforhelp( Iwonder  )andtoapologise( I’mafraidthe ifyoucouldhelpus?)andtoapologise( ifyoucouldhelpus? luggagehasgonetoRome). luggagehasgonetoRome ). Theguideuses will+infinitivetomakeoffers:( +infinitivetomakeoffers:( we’ll  arrangeeverything;I’llaskthehoteltosendforadoctor ).

Asawholeclass, holeclass,discussiftheproblems discussiftheproblemsweresolved, weresolved, 4 Asaw andhow.Elicitideasforeachsituation. ANSWERS 1

2

Thetourguidewillarrangefortheluggagetobesent directlytothehotelwhenitarrivesattheairportthe nextmorning.Butthetouristswillhavenosummer clothestowearuntilthen. ThehotelwillarrangeforadoctortoseeMrsJones.

Pronunciationstrongandweakforms 5a   [1.34] Playtherecording.Studentslistenand toisstronglyorweaklystressed. saywhen to isstronglyorweaklystressed.

5e HellofromSydney! Lead-in Introducingthetheme:SydneyandAustralia WriteSydney  Write Sydney and andAustralia Australia ontheboardandaskstudents inpairstothinkofasmanywordsastheycanwhichrelate tothecityandthecountry.Elicitideasandwritethemon theboardinfeedback.Someideas:Australia: Oz,koalas andkangaroos,cricketandrugby,Bondibeach,surfing, barbecues; Sydney: Sydney:OperaHouse,HarbourBridge,beaches, OperaHouse,HarbourBridge,beaches, Olympics,largestcity.

Writingapostcard 1 Leadinbyasking: Whodowesendpostcardsto?Howdo westartandendapostcard?What westartandendapo stcard?Whatinformationdo informationdoweincludei weincludein n apostcard? Askstudentstoreadthepostcardandanswerthe questions.Letthemcomparetheiranswersinpairsbefore discussingasaclass. ANSWERS

ANSWERS 1

stronglystressed

1  

2

weaklystressed

2 3

Pronunciationnote Prepositionsarestronglystressedwhentheycomeatthe endofa WhWh-question. question.

5b   [1.35] Playtherecording.Studentslistenand repeat,payingspecialattentionto repeat,payingspecialattentio ntotheprepositions.They theprepositions.They thenworkinpairs thenwork inpairstoaskandanswer toaskandanswerthequestions. thequestions.

4

She’scomefromBangkokandshe’sinSydney. friends(shesays‘myuncle’) ThepeoplearefantasticandshelovesOz. Shehasbeensurfing,shehasseentheOperaHouse, andshe’sbeenonaboattrip.

Writingskillsinformalstyle 2a Askstudentstoreadthetextagainandfindfeatures ofinformalstyle.Let ofinformal style.Letthemcompar themcomparetheiran etheiranswersinpairs swersinpairs beforediscussingasaclass.

6 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstomemorise omemorise

ANSWERS

oneoftheconversationsintheaudioscriptonpage176of  theStudent’sBook theStudent’s Bookandactitout andactitoutwiththeirpartner. withtheirpartner.

abbreviations: cos cos(notbecause); (notbecause);pics pics(notpictures) (notpictures) commentsinbrackets: (felloffeverytime!);(wow!) contractions: haven’t exclamationmarks: wow! informalexpressions: outofthisworld listingitems: beensurfing…seentheOperaHouse…

Dividetheclassinto classintonewpairs.Askeachpa newpairs.Askeachpairto irtochoose choose 7 Dividethe asituationfromExercise2andprepareandpractisea dialogue,usingtheexpressionsfromthebox.

Mixedlevels Withstrongstudents,askthemtoprepareideasand promptsandthenimproviseadialogue.Weakerclasses canwritethedialoguefirstbeforeactingitout.

beenonaboat… missingoutwords:(seebelow)

2b Askstudents Askstudentstom tomarkthepositionof arkthepositionofthemissing themissing wordsinthesentence.

Extraactivity Writesixexpressionsfromthelessonontheboard. Dividetheclassintopairs.Givestudentsrolesanda situation,e.g. Youareatouristandatourguide–the flightisdelayed. Pairsmustimproviseadialogue.Eachstudentgetsapoint whentheyuseoneofthephrasesontheboard.

64

Un Unit it 5 5 Tr Trav avel el

ANSWERS IfinallymadeittoSydneyafter an18-hourdelayin Bangkok!

   

UNIT5 UNIT 5 Tra rave vell

2c Askstudentstolookbackatthetextandfindother placeswherewordshavebeenomitted.

5f Adisappearingworld

ANSWERS

Beforeyouwatch

(The)weatherhere(is)glorious,(the)beaches(are)outof thisworld (I)have:beensurfing (I)have: beensurfing((I)fell ((I)felloffeveryti offeverytime!),(I’ve)seen… me!),(I’ve)seen… (andI’ve)beenon… No(Ihaven’tseen)kangaroosorkoalasyetcos(becauseI) haven’t… (Igot/receiveda)textfrommyuncleinBrisbane–(he)has… (My)newpictures(are)uponFlickr

1 Studentsworkingroups.Askthemtolookatthephoto

2d Dividetheclass Dividetheclassintopairs. intopairs.Studentswor Studentsworktogetherto ktogetherto workoutwhereandhowtoomitwords. SAMPLEANSWERS

1 2 3 4 5 6

Weathersunnyandveryhotsometimes. Beentouringtypicalplaces–exhausting! Peoplehereverykindandhavehelpedalot. Tooksomephotosofkoalas–socute! NotheardfromAntonyet. GettingbusuptoBrisbanecosflyingexpensive.

andthetitleanddiscussthequestions. andthetitleanddiscussth equestions.Takefeedback Takefeedback fromtheclass. Beforewatchingthe chingthevideo,ask video,askstudentsto studentstopredictwhat predictwhat 2 Beforewat animalsandbirdstheymightsee.

Whileyouwatch 3 Playthewho Playthewholeofthevid leofthevideoforstudent eoforstudentstocheck stochecktheir their ideasfromExercises1and2. ANSWERS

Weseealizard,anelephant,anowl,agorilla

4 Givestudents Givestudentstimetoread timetoreadtheevents. theevents.Thenplaythe Thenplaythe videoagainandaskstudentstoputtheeventsinthe ordertheyseethemont ordertheys eethemonthevideo.Check hevideo.Checktheanswersa theanswersand nd ifnecessaryplayparts ifnecessary playpartsofthevideoagain. ofthevideoagain. ANSWERS

Askstudentstodecideon Askstudents todecideonaplaceand aplaceandwritenotes. writenotes. 3 Monitorandhelpwithideasandvocabulary.

4 Studentswrite Studentswritetheirpostca theirpostcard,using rd,usingthefeaturesof  thefeaturesof  informalstylethattheyhavepractised.Tellthemtouse thepostcardfromSydneyasamodel. 5 Whenstudentshavefinishedtheirpostcards,askthem to‘send’themtootherstudentsin to‘send’themtootherstud entsintheclass.Askstudent theclass.Askstudentss towritecommentsonthebottomofthepostcard.

6 Dividetheclass Dividetheclassintonewpa intonewpairs.Studentsd irs.Studentsdescribethe escribethe postcardtheyreceived. Extraactivity Youcouldmaketheactivitymoreauthenticbyasking studentstowriteonapieceoflandscape-positionedA4 paper,sothatitlookslikeapostcard.Oryoucouldbring inapackofcheappostcardsforstudentstowriteon.

a 5

 

b 3

 

c 1

 

d 7

 

e 4

 

f 6

 

g 2

5 Givestudents Givestudentstimetolook timetolookatthenumbers atthenumbers,thenplay ,thenplay thevideoforthemtocompletetheinformatio thevideoforthem tocompletetheinformation n ANSWERS

1 2 3 4 5 6 7 8 9 10

TheteamstartsontheexpeditioninSeptember. Theywilltravel2,000kilometres. Thisrainforestcovers Thisrain forestcovers150,000square 150,000squarekilometres. kilometres. Aquarteroftheworld’srainforestsareintheCongoBasin. HalfthewildplantsandanimalsinAfricaareinthe CongoBasin. Theyhavebeentravellingforeightmonths. Theycansee70or80 Theycan see70or80kilometresin kilometresineverydirection. everydirection. Theycansee360degreesaround. Theriverisafewhundredmetreswide. They’dbeeninthewoodsfor15months.

Askstudentsto stowatchthevideoagain watchthevideoagainandcomplete andcomplete 6 Askstudent theinformationwiththewordstheyhear. ANSWERS

1 aim,record 2 desperate,gem

3 collect

   

 

5 logging

4 challenge,rise

Afteryouwatch 7 Studentswor Studentsworkinpairsto kinpairstoroleplayan roleplayaninterviewwitha interviewwithan n expeditionmember,accordingtotheinstructionsonthe worksheet. 8 Elicitideas Elicitideasfromthe fromtheclassabout classaboutwhat whatthequotemeans thequotemeans andwhethertheyagreewithit. 9 Studentsw Studentsworkinpa orkinpairstodiscussthe irstodiscussthequestions. questions.

5f A Adi disa sapp ppea eari ring ngwo worl rld d

65

 

UNIT5 UN IT5 Trave ravell

UNIT5Review

Videoscript 00.14–00.52 It’sSeptemberintheCongo,justnorthofthe equator.An equator .Anexpeditionunlikeanyotheris expeditionunlikeanyotherisbeginning.A beginning.Ateamof  teamof  scientistsandresearchersistravellingalmost2,000kilometres througharainforestthatcovers througharainfo restthatcoversover150,000square over150,000squarekilometres! kilometres! Theiraimistomakeasc Theiraimis tomakeascientificrecordofa ientificrecordofaworldwhichcouldbe worldwhichcouldbe disappearingfromEarth theCongoBasin.DrMichaelFayisa scientistfromttheWildlifeCons heWild lifeConservationSociety ervationSociety.. –

He’sleadingtheexpeditionhecalls‘TheMegatransect’,or He’sleadingtheexpeditionhecalls‘T heMegatransect’,or‘the ‘the bigcrossing’. AccordingtoFay,iftheydon’tdocument AccordingtoFay,iftheydon’ tdocumentthewildlifeherenow thewildlifeherenow,, theremayneverbeanotherchance theremaynever beanotherchancetodoit. todoit. 00.53–01.1 00.53 –01.10 0 Micha Michael elFay Fay WhatI’mtryingtodo,ina desperateway,istoshow desperateway ,istoshowtheworldthatwe’rejust theworldthatwe’rejustabouttolose abouttolose thelastlittlegemintheAfricancontinent. thelastlittlegemin theAfricancontinent.And,ifwe And,ifwedon’tdo don’tdo somethingnow,if somethingnow ,ifwedon’tdoittoday, wedon’tdoittoday,wecan wecanforgetaboutit. forgetaboutit. 01.11–01.32 TheCongoBasincontainsalmostonequarter oftheworld’srainforests.It oftheworld’s rainforests.Itmayhaveup mayhaveuptohalfofallthewild tohalfofallthewild plantsandanimalsfoundinallofAfrica.

Fay’splanistocollectandrecorddataonalmosteverypartof  therainforest.Hewantsto therainforest.H ewantstodocumentthetrees, documentthetrees,theplantsand theplantsand theanimalsthatheseesthere.It’s theanimalsthathe seesthere.It’sajobthat’s ajobthat’sgoing going totaketime. 01.34–01.53 Aftereightmonthsoftravelling,theteamisnow inGabon.Theirnextchallengeis inGabon.Their nextchallengeistoreachagroupofstrangehills toreachagroupofstrangehills thataremadeofstoneandwhich thataremadeof stoneandwhichrisefarabovetheforestfloor. risefarabovetheforestfloor. Atlast,themenreachthehillsand Atlast,the menreachthehillsandbegintowalkup.Suddenly begintowalkup.Suddenly,, theyrealisethatthey’refinallyabovethetopsofthetrees. 01.54–02.09 01.54–02.0 9 Micha Michael elFay Fay Wecanseealongwayhere,you know,70or80kilometres know ,70or80kilometresineverydirection.Andwe ineverydirection.Andwecansee cansee 360degreesaround.Thereare 360degreesaround. Therearenohumans. nohumans.There’snotasingle There’snotasingle village,there’snotasingleroad.It’san village,there’snota singleroad.It’sanamazingplace. amazingplace. 02.11–02.15 Theteamcontinues.Theycanheartheirnext challengebeforetheyreachit.Rapids! 02.20–02.5 02.20 –02.50 0 Micha Michael elFay Fay OK,wow!

TheKongouChutesareanimportantpartofthelandscapethat theteamwantstoprotect.This theteamwants toprotect.Thislandoffast landoffastwaterandoldforests waterandoldforests isindangerbecauseoflogging. Rightnow,theteamhasamoreimmediateproblem.Theymust crossthedangerousriverh crossthe dangerousriverhere.It’s ere.It’sonlyafewhundredmetres onlyafewhundredmetres wide,buttheteammustuseguiderop wide,buttheteam mustuseguideropes,steppingstones es,steppingstonesand and everythingtheyknowtogetacross.Ittakesafullday–and there’sstillalongwaytogo! 02.53–02.57 Aftermorethanayear,theteamfinallyreaches theendoftheirtravels. 02.58–03.06 MichaelFay We’d We’dbeenwalkin beenwalking g inth inthewoods ewoods inourownlittleworldforfifteen inourown littleworldforfifteenmonthsandnow monthsandnowitwasover.I itwasover.I

wasoverwhelmed. 03.07–end DrFay’sexpeditionwalkedthroughsomeofthe wildestlandsofAfrica.Theydocumentedas wildestlandsofAfrica. Theydocumentedasmanyofthe manyofthethings things theyfoundaspossible.Andthey theyfoundas possible.Andtheydiditallinanattempttosave diditallinanattempttosaveaa disappearingworld.

Grammar 1 Dividethe Dividetheclassinto classintopairs.Tellth pairs.Tellthemto emtolookatthe lookatthe photoanddiscussthequestions.

2 Studentsrea Studentsreadthe dthetextandchecktheir textandchecktheirideasfrom ideasfrom Exercise1.Theythen Exercise1. Theythenchoosethecorrectopt choosethecorrectoption. ion. ANSWERS 1 2 3 4

havefaced left hasdevastated havedeclined

5 6 7 8

changed haverescued havebeenencouraging havebeenworking

3 Dividetheclass Dividetheclassintopairs. intopairs.Studentsask Studentsasktheirpartner theirpartner questionsabouttheir questionsabo uttheirexperienceof experienceofthedifferentplaces. thedifferentplaces.

Vocabulary 4 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstosaywhichis osaywhichis theoddwordoutandwhy. ANSWERS 1

plane(theothersareadjectivestodescribeplaces)

2 3

peaceful(theothersaretypesofholiday) fly(theothersare fly(the othersareaspectsofholidays) aspectsofholidays) ticket(theothersarenounsdescribingtypesofrubbish) seaside(theothersarenounsdescribingtravel)

4 5

5 Dividethe Dividetheclassinto classintogroupstodiscussthe groupstodiscussthequestions. questions.

Reallife 6 Askstudentstoreadthesentencesandputtheminthe correctorder. ANSWERS

d,g,a,h,c,e,b,f

7 Dividetheclassintopairstoactoutthetwo conversations.

Speaking 8 Givestudents Givestudentsafewminutest afewminutestoprepare opreparequestionsto questionsto interviewsomeoneabouttheircareer.Tellthemtousethe ideasinthespeechbubblesto ideasinthe speechbubblestohelpthem. helpthem. Dividetheclassintopairs.Studentschooseoneoftherole cardsonpage155andpreparetheirrole.

9 Studentsworkwithanewpartnerandtaketurnsto askandanswertheirquestions.

66

Unit 5 Travel

 

Unit6   Wellbeing Lead-in

Audioscript

Personalresponse

It’sjustgotaloteasiertobuyhealthyfoodwhenwego shopping.Anewschemehasstartedwhichtellsyouhow nutritiousthedifferentfooditemsonthesupermarketshelf  are.It’scalledtheOverallNutritionalQualityIndex,which

Tellstudentstowritedownexactlywhattheyhadfor breakfast,e.g. Ihadtwocupsofcoffeewithalittlesugar  .Dividetheclassintopairs.Eachpairmust andalotofmilk.Dividetheclassintopairs.Eachpairmust andalotofmilk describetheirbreakfasttoeachotheranddecidewhohas eatenthehealthiestbreakfast.Infeedback,findoutwho atethebest/biggest/healthiest/lightestbreakfast.

Usingwords Write Fruit,Vegetables and andDairyproducts Dairyproducts ontheboard. Dividetheclassintogroupsoffourandtellthemto chooseacategory.Makesurethateachcategoryhasbeen chosenbyatleastonegroup.Studentshaveoneminuteto writeasmanywordsastheycanfortheircategory,e.g.for fruit: apple,banana,pear,orange, etc.Afteroneminute, apple,banana,pear,orange,etc.Afteroneminute, say saystop stop.Findoutwhichgrouphasthelongestlist. .Findoutwhichgrouphasthelongestlist.

1 Askstudentstoworkinpairstofindthefoods. Tellthemto ellthemtodiscuss discussthequestions.Infeedback, thequestions.Infeedback,check check theanswersanddrillanywordsthataredifficultto pronounce.

  [1.36]

iskindofalongnameforsomethingsobasic.Putsimply,the Indexgivesfooditemsanumberfrom1to100basedontheir nutritionalvalueandtheirimpactonyourhealth.Theidea isthatitwillbemucheasiertoseewhichfoodisgoodfor you.Forexample,ifyou’renotsureaboutbuyingavocado andprawnsforasalad,aquicklookattheinformationon theshelfcantellyouthatit’saprettynutritiouscombination. Avocadois89ontheIndexandprawns75.Thebigsurprise ispopcorn–ifit’ssaltandbutter-free,it’snotsobad,getting ascoreof69.Attheotherendofthescale,therearecheese snackswithavalueofonly4.Andchocolateisn’tmuch better,with10.Cheeseandeggscomeoutwithlowscores too,17and18.Peanuts,withascoreof21,areanotherhighfatfood,ofcourse.Anotherlow-scoringfoodisthebagel, with23.Inthemiddleoftherangetherearethingslikesteak, with44,andpastawith50.Theinformationwillbeavailable inmostofthelargersupermarketsfromnextweek.

ANSWERS Toprowlefttoright:cheese,peanuts,popcorn,prawn, avocado;bottomrow avocado;bo ttomrowleftto lefttoright:cheesesnacks, right:cheesesnacks,fried fried egg,chocolate,bagel,steak,pasta,

  [1.36] Playtherecordingasecondtime.Students 3 listenandanswerthequestions.Again,letstudents

comparetheiranswersinpairsbeforediscussingasaclass. ANSWERS

Vocabularynote

1

Abagel /ˈbeɪɡl/isasmall,roundtypeofbreadwithahole Abagel /ˈbeɪɡl/ isasmall,roundtypeofbreadwithahole inthemiddle.It inthe middle.Itiscommonlyeatenasa iscommonlyeatenasasnackwith snackwithvarious various fillings,notablyh fillings, notablyhamand amandcheese.Bagels cheese.Bagelsareverypopular areverypopular intheUSA,especiallyinNewYork.

2 3

Itgivesfoodanumberbasedonitsnutritionalvalue. Tomakeiteasiertoseewhichfoodsaregoodforyou. Ontheshelvesatlargesupermarke Onthe shelvesatlargesupermarkets. ts.

Backgroundnote Pronunciationnotes Notethepronunciation:avocado  /ˌvəˈkɑːdəʊ/  /ˌvəˈkɑːdəʊ/;; steak  /steɪk/ steak /steɪk/ Notethestress:avocado; Noteth estress:avocado;chocolate chocolate

2   [1.36] Askstudentstow Askstudentstoworkinpairstod orkinpairstodecideon ecideon anorder.Asktwoorthreepairstosharetheirorderwith theclassandfindout theclassand findoutiftheresto iftherestofthestudent fthestudentsagree sagree beforeplayingtherecording. Tellstudents ellstudentstheyareg theyaregoingtolistento oingtolistentoaradiopresenter aradiopresenter takingabouttheOverall takingabout theOverallNutritionalQ NutritionalQualityIndex. ualityIndex. Askstudentstolistenand Askstudents tolistenandcheckwhether checkwhethertheirorderof  theirorderof  healthyfoodsisthesameasontherecording.Letstudents comparetheiranswersinpairsbeforediscussingasa class.

TheOverallNutritional TheOverall NutritionalQualityInd QualityIndexwaspublishedb exwaspublishedby y YaleUniversity’sGriffinPreventionResearchCenter.Yaleis oneoftheleadinguniversitiesintheUSA.

4 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscussthequestions. questions. Givethemashorttimelimit(say,fiveminutes)and monitortoseewhatstudentsaresaying,andtoprompt thosewhorunouto thosewho runoutofideas.Infeed fideas.Infeedback,encourage back,encourage studentstoshareanyinterestingideasorcommentswith theclass. Extraactivity Askstudentstothinkoftheirfavouritefood.Ask: What  typeoffoodisit? typeoffoo disit?Howhealthyisit?How Howhealthyisit?Howoftendo oftendoyoueat  youeat  it?Whatdoesittastelike?Studentsdiscusstheirfavourite it?Whatdoesittastelike? Studentsdiscusstheirfavourite foodinsmallgroups.

ANSWERS 1 2 3 4 5 6

avocado(89) shrimp(75) popcorn(69) pasta(50) steak(44) bagel(23)

peanuts(21) friedegg(18) 9 cheese(17) 10 chocolate(10) 11 cheesesnacks(4) 7 8

67

 

UNIT6 UN IT6 Wellbe ellbein ing g Grammarnote

6a Pizzawithapedigree

Notethatmodalverbsareusuallyfollowedbyaninfinitive without to,e.g. to,e.g. Thecrustmustn’tbemorethantwo centimetresthick.. centimetresthick

Lead-in

.It Youareallowedtohasthesamemeaningas can Youareallowedtohasthesamemeaningas can.It expressespermission. Youaren’tallowedto Youaren’tallowedtohasthesame hasthesame meaningas can’t.Itexpressesprohibition. .Itexpressesprohibition.

Personalresponse Askstudentstodrawalargecircleonapieceofpaperand designapizzabydrawingingredientsonthepizzabase.

Notethat haveto havetoand and musthaveverysimilarmeanings. haveverysimilarmeanings. Wetendtouse mustforapersonalobligation(e.g. forapersonalobligation(e.g. Imust  washmyhair)and haveto havetoforrules(e.g. forrules(e.g. Youhavetodrive ontheleft))..

Itcouldbetheir‘real’favourite Itcouldbetheir ‘real’favouritepizzaor pizzaoritcould itcouldbean bean ‘imaginary’pizzausingweirdandwonderfulingredients. Whentheyhavefinished,dividetheclassintosmall groups.Studentsdescribetheirpizzastoeachotherand decidewhichoneisthebest.

Reading 1 Dividethe Dividetheclassinto classintopairsorsmallgroups pairsorsmallgroupstodiscuss todiscuss thequestions.Infeedback,askoneortwo thequestions.Infeedback,asko neortwostudentsto studentsto describetheirtraditionald describeth eirtraditionaldishesbriefly. ishesbriefly.

Makesurestudentsunderstandthedifferencebetween (aprohibition)and don’thaveto (noobligation). mustn’t(aprohibition)and don’thaveto(noobligation).

5 Givestudentsamomenttoreadthepromptsandthe labelsandcheckanynewwords.Theyshouldthenchoose thecorrectmodalbefo thecorrect modalbeforewritingea rewritingeachsentence. chsentence. Askstudentsto Askstudent stocheckinpairsbeforediscuss checkinpairsbeforediscussingas ingasaclass. aclass.

Vocabularynote

ANSWERS

Notethetitleoftheunit: Pizzawithapedigree . Pedigree isnormallyusedtorefertothelineofancestorsinanimals orpeople,andsuggestsacertainquality.Itisusedhere becausethefoodsareallauthentictraditionalfoodswith atraceablehistory.Itisalsoalliterativewith‘pizza’,soit makesforasnappyheading.

2 3 4

5 6

Peoplewithnutallergiesmustn’teattheproduct. Youshouldn’texceedtherecommendeddailyintake ofsalt. Youarenotallowedtoselltheitemsinthemultipack separately. Youhavetoheatthoroughlybeforeserving. Diabeticsshouldn’teatthisproduct.

2 Askstudentstolookatthephoto.Ask: Whatisit? Whatingredientscanyousee?Wouldy Whatingredientscanyous ee?Wouldyouliketo ouliketoeatit? eatit? Ask studentstoread studentsto readthetextandansw thetextandanswerthequest erthequestions. ions.

Extraactivity Writesomeother‘labels’ontheboardandaskstudentsto workinpairstowritesentenceswithmodalverbs:

ANSWERS 1 2 3

becauseithasbecomeaEuropeanUnion-certifiedfood anddrinkproduct ScottishFarmedSalmon,Spanish ScottishFarmed Salmon,SpanishMelon MelonfromlaMancha fromlaMancha andEnglishBlueStiltoncheese thediameter,thicknessofcrust,ingredientsand applicationofingredients

3 Askstudents Askstudentstotelltheclass totelltheclasswhichprodu whichproductshave ctshave protectedstatusintheircountry. protectedstatus intheircountry.

Eatbefore June Don’ Don’t tle leav ave ein ind dir irec ect tsu sunl nlig ight ht

6 Askstudentstolookatthephotosandnamethefoods. Askthemtodiscussthequestionsinpairs. Askthemtodiscuss thequestionsinpairs.Infeedback, Infeedback, encourageanystudentswith encourageany studentswithexperienceofeating experienceofeatinganyof  anyof  thesefoodstotellthe thesefoods totelltheclassabout classaboutthem. them. 7   [1.37] Playtherecording.Studentslistenand completethenotes,an completethe notes,andchecktheirideasfr dchecktheirideasfromExercise omExercise6. 6.

Grammar Gramm ar modalver modalverbs(1 bs(1)) 4 Askstudentstolookatthegrammarbox.Ask:

ANSWERS

1 2

Whichverbsdoweusetoexpressobligation?Whichexpress permission?Whichadviseor permission?Wh ichadviseorrec recommend? ommend? Elicitanswers. Askstudentstoworkin Askstudents toworkinpairstofind pairstofindtheexamples theexamplesinthe inthe newsitemandansw newsitem andanswerthethreequestions. erthethreequestions.

3 4 5 6 7 8

ANSWERS can’t,mustn’t,must,hasto,shouldand don’thaveto can’t,mustn’t,must,hasto,shouldand areinthenewsitem. 2 … thesefoodproducts hadtomeetverystrictcriteria. and don’thaveto and 3 should

Keepin thefridge Non Nonee eed dto toc coo ook k

You’renotallowedtotakedurianonbusesinSingapore. Youshouldavoidusingraweggsinmayonnaise. Onlyqualifiedchefsareallowedtoprepareit. Youhavetofermentitfirst. Youmustn’teattheminthesummer. Youdon’thavetopeelpotatoesbeforeyouboilthem. Redbeansmustbeboiledforfifteenminutes Youcaneatrawsteak.

1

Audioscript 1

  A:

B:

68

Un Unit it 6 6  Wellbe Wellbeing ing

  [1.37]

I’venevertrieddurian.Haveyou?Apparently,it tastesmuchbetterthanitsmells. No,Ihaven’ttriedit. No,Ihaven’ ttriedit.ButIknowthatitsm ButIknowthatitsmellsso ellsso muchthatyou’renotallo muchthatyo u’renotallowedtotake wedtotakeitonbuses itonbusesin in Singapore.

 

UNIT 6 Wellbe UNIT ellbein ing g 2

  C:

D:

3

  E: F:

4

  G: H:

5

  I:

J:

6

  K:

L:

Ifeelabitsick.Iwonderifitwasthemayonnaiseo Ifeelabitsick.Iwonder ifitwasthemayonnaiseon n mysalad? Wasitfreshmayonnaise?Youshouldavoidusing raweggsinmayonnais raweggs inmayonnaise,didn’t e,didn’tyouknow?They youknow?They canmakeyouill. What’sfugu?F–U–G–U? Oh,Iknowwhatitis. Oh,Iknow whatitis.It’sakindoffisht It’sakindoffishtheyeat heyeat inJapan.It’sactuallypoisonous, inJapan.It’sactually poisonous,soonlyqualified soonlyqualified chefsareallowedtoprepareitinrestaurants.Ifyou eatthewrongpart,it eatthewron gpart,itcankillyou! cankillyou! Canyoueatsharkmeat? Yes,it’spopularinlotsofcountries.Sometimes,you havetofermentitfirstb havetofermen titfirstbecausethefresh ecausethefreshmeatisbad meatisbad foryou.That’swhat foryou.Tha t’swhattheydoin theydoinIceland.It’sc Iceland.It’scalled alled hakarlthere. Iloveeatingoysters,butI Iloveeatingo ysters,butIcanneverrememb canneverremember er whenit’ssafetoeatthem. Theruleisyoumustn’teat Theruleisyou mustn’teatthemint theminthewarm hewarm summermonths,butIdon’tknowwhynot. Areyougoingtoboilthosepotatoesliketh Areyougoingtoboilthose potatoeslikethat, at, withoutpeelingthem? Yeah,why?Youdon’thavetopeelpotatoesbefore youboilthem.

6b Imaginaryeating Lead-in Introducingthetheme:imaginaryeating Tellstudentstoclosetheireyes.Thentellthemtothinkof somethingtheywouldliketoeat:chocolate,cake,ajuicy steak,crisps,strawberries…Askthemtoimagineputting thefoodintheirmouth,theneatingitslowlyandenjoyingit. Askstudentstoopentheireyesandtellapartnerwhat theyateandwhatit theyateand whatittastedlike.At tastedlike.Attheend, theend,askifeating askifeating thefoodmadethemwanttoeatitforrealornot.

Readingandlistening 1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe statements.Infeedback,findoutwhich statements.Infeedback,find outwhichstatementsthe statementsthe studentsagreedwith.

2 Askstudents Askstudentstoguesswh toguesswhattheart atthearticleisaboutfro icleisaboutfromthe mthe titleandthephotograph.Thenaskthemtoreadthetext quicklyandtoanswerthequest quicklyandto answerthequestion.Letstud ion.Letstudentscheck entscheck theiranswersinpairs theiranswers inpairsbeforedis beforediscussingas cussingasaclass. aclass. ANSWERS

K:

7

  M: N:

8

  O:

P:

Yes,youdo.Atleastthat’swhatwedoinourhouse! Areyoumakingchilliconcarne? Yes,buttherecipesaysredbeansmustboilfor fifteenminutesortheyaren’ts fifteenminutesor theyaren’tsafetoeat. afetoeat.Doyou Doyou thinkthat’sright? What’sthisonthemenu? What’sthis onthemenu?Steaktartare? Steaktartare?Isthatraw Isthatraw steak? Yes,youcaneatsteakraw.It’scutintoverythin pieces.Youshouldtryit.

Itconsistsofimaginingyouareeatingaspecificfood,sothat youwanttoeatthefoodless.

3   [1.39] Askstudentstoreadsentences1–6carefully first.Thenplaytherecording.Student first.Thenplayther ecording.Studentslistenandwrite slistenandwriteT T (true)orF(false)nex (true)or F(false)nexttoeachsentence. ttoeachsentence. ANSWERS 1

T

 

2

T

Pronunciation Pronunc iation weakforms weakforms

Audioscript

8a   [1.38] Playtherecording.Pointoutthat to,when

LIN :

itisunstressed,ispronounced  /tə/withaweakschwa sound.Playtherecordingagain.Studentslistenandrepeat.

Audioscript

  [1.38]

1 2

You’renotallowedtotakedurianonbusesinSingapore. Onlyqualifiedchefsareallowedto Onlyqualifiedchefsare allowedtopreparefugu. preparefugu.

3

Youhavetofermenthakarlfirst.

4

Youdon’thavetopeelpotatoesbeforeyouboilthem.

Pronunciationnote Theweak  /ə/ stressisthemostcommonsoundinEnglish. Manyofthe‘working’wordsofEnglish,whichcarrylittle meaning,areweaklystressedincontinuousspeech,e.g. and,a,the,for,at,you,do,have,are,was .

8b Askstudents Askstudentstoworkin toworkinpairsto pairstodiscusswhether discusswhetherthey they havetoordon’thavetodothethingsinthelist.

Speaking 9 Dividetheclass Dividetheclassintopairs. intopairs.Givethemfour Givethemfourorfive orfive minutestodiscussthe minutesto discussthepointslistedandprepar pointslistedandpreparetheir etheir ideas.Theyshouldtalkaboutimportanta ideas.Theyshouldta lkaboutimportantaspectsof spectsofthe the dish,notgiveadetailedrecipe.

 

3

 

T

 

4

F

 

5

T

 

6

T

[1.39]

Hi,Jack.Haveyoureadthisitemonimaginaryeating? JACK: Hi,Lin.Yes,Isawitthismorning.Whataloadof  rubbish!I’veneverheard rubbish!I’ve neverheardanythingso anythingsoridiculous. ridiculous.Ifwe Ifwe thinkabouteatingfood, thinkabout eatingfood,we’llloseweight, we’llloseweight,itsaid. itsaid. LIN : Notexactly.Itsaidifyouthinkabouteatingfood,you stopwantingtoeat stopwant ingtoeatitsomuch. itsomuch.Soifyoud Soifyoudon’teatit, on’teatit, thenyoumigh thenyoumightloseweight. tloseweight.Ithoughtitmadesense. Ithoughtitmadesense. No,it’srubbish.I’llbelieve it’srubbish.I’llbelieveitwhenIseeit! itwhenIseeit!Youcan’t Youcan’t JACK: No, ‘thinkyourselfthin’. LIN : Well,I’m Well,I’mnotso notsosure.Ith sure.Ithinkwillpowerisreally inkwillpowerisreally important,especiallywhere important, especiallywherefoodis foodisconcerned.Imagine concerned.Imagine you’reoverweightandyouwa you’reoverweight andyouwanttolose nttoloseafewkilos. afewkilos. Ifyoudon’ttrainyourmind,youwon’tbeableto loseweight.Ireckonyouca loseweight.I reckonyoucanachieveanyth nachieveanythingifyou ingifyou believeyoucandoit. JACK: Youmeanlike‘mindoverbody’?Well,OK,mental attitudeisimportantwhen attitudeisim portantwhenyou’retryingto you’retryingtochange change somethinginyourlife.ButI somethingin yourlife.ButIdon’tthin don’tthinkthat’st kthat’sthesame hesame aswhatthenewsitemsaid.Soareyougoingtodothis imaginaryeatingthing,then?D imaginaryeating thing,then?Doyoureallyt oyoureallythinkit’ll hinkit’ll work? LIN : Yeah,whynot?Iwon’tfindoutunlessItry. JACK:

Andwhatexactlyareyougoingtodo,then? 6b Imagina Imaginarye ryeatin ating g

69

  

UNIT6 UN IT6 Wellbe ellbein ing g LIN :

OK,let’sthink.Ieattoomanycr OK,let’s think.Ieattoomanycrispsandsna ispsandsnacks, cks, right?So,whenIwanttoeatasnack, right?So,whenIwantto eatasnack,I’lltryjust I’lltryjust imaginingthatI’meatingit.Hey,youknowwhat? Thiscouldbeamazing.I’llnev Thiscouldbe amazing.I’llneverneedto erneedtobuychocolate buychocolate againifthistechniqueworks! JACK : Well,Ican’tbelievemyears!

Grammarandvocabularynote

LIN :

Theimportantpointaboutformtogetacrosstostudents

Hey,assoonasitstartsworking,I’llletyouknow.

Self-belief,that’swhat’simportant. I’mgoingtobuyyou I’mgoing tobuyyousomechocolat somechocolatejustinca ejustincase. se. Ithinkyou’llneedit.

JACK :

4   [1.39] Askstudentstoreadthesentenceparts carefullyandtrytorememberor carefullyandtryto rememberorguesshowtojoin guesshowtojointhem. them. Theythenlistenagain Theythen listenagainandcompletethemat andcompletethematching. ching.

ANSWERS Bothoptionsarepossibleinsentences2,3,7and8. befo fore re   5 wh when en   6 unl unless ess 1 assoonas   4 be

isthatEnglishusesthepresentformafter if, unless unlessand and IfI  timemarkers,evenwhentalkingaboutthefuture,e.g. seeJolater,I’lltellher. NOT IfIwillseeJolater,I’lltellher. WhenIgetthere,it’llbelate. NOT WhenIwillgetthere, it’llbelate. when atthattime; assoonas atexactlythatmoment; until uptoapointintime; before atanearliertime; unless ifnot 









ANSWERS 1

e

 

2

f

 

3

d

 

4

c

 

5

a

 

6

b

5 Dividethe Dividetheclassinto classintopairsorsmallgroups pairsorsmallgroupstodiscuss todiscuss thecommentandthinkoftheirown thecommentandthinkof theirowncommentto commenttowrite. write. Elicitideasinfeedback. Extraactivity Askstudentsingroupstothinkofthreestrategiesfor reducinghowmuchtheyeat,e.g. cuttingoutsnacks betweenmeals,onlyeatingmeatandvegetables .Ask groupswithgoodideastopresentthemtotheclass.

Grammar firstconditio firstconditional nal 6 Askstudents Askstudentstolookat tolookatthesentencesa thesentencesanddiscusst nddiscussthe he questioninpairs.Infeedback,writethetwos questioninpairs.Infeedback,write thetwosentenceson entenceson theboardsothatyoucanpointoutfeatures. ANSWERS 1 2 3 4 5

if+presentsimple, +presentsimple, will+infinitivewithout +infinitivewithout to atthestartorinthemiddle,joiningtwoclauses when ifisusedatthestart isusedatthestart thepresentorfuture …ifyouimagineeatingaspecificfood,yourinterestin thatfoodwilldrop. (generallytrue) …ifyouarelessinterestedinthatfood,you’lleatless ofit. (generallytrue) …ifyouforceyourselftothinkaboutchewingand  actuallyswallowingfood, actuallyswallowing food,you’llredu you’llreduceyour ceyourcraving. craving. (futurepossibilities)

7 Askstudents Askstudentstolookat tolookatthegrammarb thegrammarbox,then ox,then completethesentences.Letstudentschecktheir completethesentences.L etstudentschecktheiranswers answers inpairsbeforediscussingasaclass. ANSWERS 1 2 3 4

70

believe,willbe willneed,want don’tbuy,won’tbeable find,willyoulet

5 6 7 8

go,wewill willgiveup,do don’ttry,willneverknow willyoudo,doesn’twork

Vocabularyandspeakingahealthy lifestyle 9 Askstudentstoworkinpairstomatchverbsand  Wordbuildingbox,andreferto nouns.Infeedback,readthe  Wordbuilding box,andreferto page51oftheWorkbookforfurtherpractice. SAMPLEANSWERS avoidfattyfood/ avoidfatty food/heavymealsat heavymealsatnight/snacksbetwee night/snacksbetween n meals changebadhabits cutdownoncomputerandTVtime/fattyfood/snacks betweenmeals cutoutfattyfood/junkfood/snacksbetweenmeals giveupsmoking/badhabits/junkfood learnrelaxationtechniques/anewsport reducecomputerand reducecompu terandTVtime TVtime/stress /stress takeupanoutdooractivity/anewsport

Vocabularyandpronunciationnote Notetheuseofthephrasalverbs: cutdownon reduce; cutout remove; giveup stop; takeup start(ahobby orsport) 







Notethattheparticleisstressed: ˌ give ˈup

Askstudentstow Askstudents towritefirstconditionalsentences ritefirstconditionalsentencesusing using 10 thevocabularyfromExercise9.Elicitideasfromstudents. SAMPLEANSWERS Ifyoucutdownonfattyfood,you’llloseweight. Ifyougiveupsmoking,you’lllivelonger. Ifyoureducestress, Ifyou reducestress,you’llfeelmorerelaxed. you’llfeelmorerelaxed. Ifyoutakeupanewsport,you’llgetfit. Ifyoucutoutsnacks,you’llimproveyourappetite.

11 Dividetheclass Dividetheclassintonewpairs intonewpairs.Askstudents .Askstudentstopractise topractise theroleplays,usingfirstconditionalformsto theroleplays,usingfirstcondition alformstomotivate. motivate.

8 Firstcheck Firstcheckthatstud thatstudentsare entsareclearaboutthemeaning clearaboutthemeaning

Homework

ofthesetimemarkers(seethegrammarnote ofthesetimemarkers (seethegrammarnotebelow). below). Askstudentstocrossoutthewordsthatcan’tbeused. Discusstheanswersasaclass.

Askstudentstowriteasectionforawebsiteabout changingtoahealthierlifestyle.

Unit 6 Wellbeing

 

UNIT 6 Wellbe UNIT ellbein ing g 6c Acaffeine-fuelledworld Lead-in

6 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscuss odiscuss whetheranyinformationwassurprising.Infeedback,you couldopenthisupinto couldopent hisupintoadiscussion adiscussionbyaskingstud byaskingstudentsto entsto sharetheiropinionswiththeclass.

Extraactivity

Usingwords Writetheword drinks drinksontheboard.Brainstormasmany ontheboard.Brainstormasmany differentwordsfordrinksasyoucanandwritethemon theboard,e.g. coffee,tea,hotchocolate,milk,water,milk  shake,coke,lemonade,orangejuice,orangesquash .

Dividetheclassintosmallgroups.Thenwritethe followingontheboard: Idrinktoomuchcoffee. Idon’tgetenoughsleep. Ifeeltiredduringtheday.

Reading 1 Dividetheclassintosmallgroups.Askstudentsto discussthequestions.Youcouldguidethestudentsin discussingthefirstquestion discussingthe firstquestionbygivingthemheadings bygivingthemheadings toconsider,e.g.food,leisuretime,relaxation,work,daily toconsider,e.g. food,leisuretime,relaxation,work,daily routines,exercise.. routines,exercise

2 Givestudentso Givestudentsoneminuteto neminutetoskimthetext skimthetextandchoo andchoose se thecorrectoption.

Askstudentstodecidewhetherany Askstudentstodecide whetheranyofthesestatements ofthesestatements aretrueforthem.If aretruefor them.Ifso,they so,theymusttellthegroup, musttellthegroup,explain explain why,andseekadvicefromothergroupmembers.

Criticalthinking languageclues 7 Askstudentstorefertothetextandfindthewords.Let themdiscusstheiranswersin themdiscusstheiran swersinpairsorsmallgroups. pairsorsmallgroups. ANSWERS

ANSWER

1

dailylife

2 3

Askstudentstocompleteth tocompletethesentences.Let esentences.Letthem them 3 Askstudents comparetheiranswersinpairsbeforediscussingasa class.

however,ontheotherhand,despitethis so,oneresult(ofthisconcern)isthat… consequently,therefore

Vocabularynotes Contrast

ANSWERS 1 2 3

chocolate drug energy

4 5

foodanddrink sleepcycle

4 Askstudents Askstudentstoread toreadthetextmorecarefully thetextmorecarefullytofind tofindthe the answersandcompletethenotes. answersandcomplete thenotes.Letthemcomparetheir Letthemcomparetheir answersinpairsorgroupsbeforediscussingasaclass. ANSWERS

Beneficial effects: makesyoulesstired makesyou   morealert makesyou

Harmfuleffects: ismood-altering is habit-forming is habit-forming

relieves pain relieves pain reducesasthma  symptoms increases   reactionspeed increases

raises bloodpressure raises bloodpressure increasesthe  risk ofheart  riskofheart disease

5 Askstudentstoworkinpairsorsmallgroupsto discussthequestions.Tellthemto discussthequestions.Tell themtoreferback referbacktothearticle tothearticle tofindinformation. ANSWERS 1

2 3

4

Theyhavechangedfromaschedulebuiltaroundthe suntoanindoorjobtimedbyaclock. electriclightandcaffeinatedfood Thehumanbodywillnotfunctionatitsbest,physically, mentally,oremotionally. Peoplehavetousecaffeinetohelpthemstayawake, butthentheydon’tgetenoughsleep,sotheyaretired, andtheyneedmorecaffeinetohelpthemstayawake.

However and However  and ontheotherhandareusedtocontrasttwo areusedtocontrasttwo sentences. Despiteexpressesasurprisingcontrast.Here,the Despiteexpressesasurprisingcontrast.Here,the expression despitethis despitethiscontraststwosentencesandis contraststwosentencesandis followedbyacomma. This Thisrefersbacktoencapsulatethe refersbacktoencapsulatethe firstsentence.Seealsopage35.

Consequence Consequently,thereforeand Consequently,therefore and oneresultofthisisthat… areusedtoexpressaconsequence.Theygoatthestart ofthesentencethatshowstheconsequenceandare followedbya followedb yacomma.Theyareformal, comma.Theyareformal,writtenuses. writtenuses. So islessformal.Itcan islessfo rmal.Itcangoatthestart goatthestartofthe ofthesentencethat sentencethat showstheconsequenceoritcanjointwoclauses,e.g. He felttired,sohedrankmorecoffee.

8 Askstudentstolookbackatthetextandfindthe sentenceseithersideofthecontrastingwords. sentenceseithersideof thecontrastingwords.Askthem Askthem totellyouwhatthe totellyou whatthetwocontrast twocontrastingideasare. ingideasare. ANSWERS

However:peopledon’tthinktwiceabouttheircaffeine However:peopledon’tthinktwiceabouttheircaffeine intakecontrastswith intake contrastswith itraisesbloodpressure . Ontheotherhand: manycannedenergydrinkssoldinthe contrastswith researchsuggeststhat  USAcarrywarningscontrastswith USAcarrywarnings caffeinemayhavebenefits . Despitethis: Studieshaveshownithelpsrelievepain… contrastswith astudyinIrelandrecommendedthatchildren …shouldn’tdrinkenergydrinks.

9 Dividethe Dividetheclassinto classintopairs.Studentsdiscuss pairs.Studentsdiscussthe the questions.

6c AcaffeineAcaffeine-fuell fuelledw edworld orld

71

 

UNIT6 UN IT6 Wellbe ellbein ing g Extraactivity Youcouldprovidesomepracticeofcontrastand consequence.Writethefollowingontheboard:

6d Eatingout

Coffeecanaffectyoursleeppatterns.

Materials

Coffeecanbegoodforyourhealth.

Optional:copiesofmenusfromcafésorrestaurantsin English.

Coffeeisgoodforwakingyouupinthemorning. Coffeeisdelicious. Dividetheclassintopairs.Askthemtowriteasentence thatshowsacontrastorconsequencewiththeeachof thesentencesontheboard.Askstudentstoreadouttheir sentencesandasktherestoftheclasstosayiftheyare correct.

Lead-in

Ifanystudentsproduceinterestingorcontroversial statements,youcouldusethemasabasisforaclass debate.

Whenwasthelasttimeyouwenttoarestaurant?What  didyoueat?Whatwastheplacelike? 

Vocabularyandspeakingmodernlife 10 Askstudents Askstudentstod todecidewhichthingsare ecidewhichthingsaretypicalof typicalof2424hoursociety.Dividetheclassintopairsorsmallgroupsto discusswhattheyhavewritten.

11 Askstud Askstudentstocomplete entstocompletetheslogan theslogansindividually. sindividually. Letthemchecktheiranswersinpairsbefore Letthemchecktheiranswersin pairsbeforediscussingas discussingas aclass.

Personalresponse Ask: Howoftendoyougotorestaurants?Whattypeof  restaurantsdoyougoto? 

Whatwasthebestrestaurantyouhaveeverbeento?  Wouldyoueverchoose Wouldyou everchoosetogotoa togotoareallyexpensive reallyexpensive restaurant?Why?Whynot?

Vocabul Voc abulary ary restaurants restaurants 1 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscussthequestions. questions. Vocabularynote Theservice Theservicemeans meanshowqu howquickly,polit ickly,politelyand elyandwellwaiters wellwaiters takeyourorderandserveyoufoodanddrinks.

ANSWERS 1 2 3

close today all

4 5 6

day night on

Backgroundnotes areseenonsigns Weneverclose and Openallhours Wenevercloseand Openallhoursareseenonsigns outsideshopsthatareopenfor24hoursoronlyclosefor shortperiods. Latenightshopping isseenonsignsoutside shops–itmeansthattheshopisopenuntillater(until8 or9p.m.perhaps)onsomenights. Alldaybreakfastsservedhere isseenonsignsoutside cafés.ThefullEnglishbreakfastofbaconandeggsis popularintheUK–sopopularthatpeopleliketoorderit atlunchtimeorevenlater.Asaresult,somecafésofferthe breakfastatalltimesoftheday.

12 Dividetheclassintopairsandaskthemtoprepare ideasundertheheadings.Thenreorganisethestudents intogroupsoffourorsixtocompareideas.Monitor,listen andhelp.Attheend,askaspokespersonfromeachgroup tosummarisetheirdiscussion.

Extraactivity Ifyouhaveaclassofmaturestudentswithjobs,askthem towritedownfivethingstheywouldliketochangeabout thewaytheywork,e.g. I’dli I’dliketosta ketostartworklate rtworklater…,I’d  r…,I’d  liketohavealongerlunchhour… Askstudentstodiscuss theirideasingroupsthenb theirideasin groupsthenbuildupa uildupalistonthe listontheboardoffive boardoffive thingsthateverybodyagreeswouldimproveworkinglife.

72

Un Unit it 6 6  Wellbe Wellbeing ing

2 Askstudent Askstudentsto storeadthestagescarefully readthestagescarefullyandcheck andcheckthat that theyunderstandallthewords.Studentsworkinpairsto orderthestages. ANSWERS 1a

 

2f

 

3g

 

4b

 

5d

 

6c

 

7h

 

8e

Backgroundnote Notethat billisBritishEnglish isBritishEnglish.In .InUSE USEnglish, nglish,it’s it’s check. Nowadays,intheUK,peopleusuallyleaveatipof10%in arestaurant.IntheUSA,thetippingcultureisverystrong. Youshouldtip15%to20%ofthepriceofameal,and tippingisexpected tipping isexpectedinmostplaces. inmostplaces.

Extraactivity BringinsomeEnglish-languagemenusfromcafésor restaurants.It’seasytofindanddownloadthemfromthe Internet.Ingroups,studentsmustfindstarters,desserts, maincourses,prices,etc. maincourses, prices,etc.onthemenus. onthemenus.

3 Dividethe Dividetheclassinto classintopairstodiscussthe pairstodiscussthecommentsa commentsand nd matchthemto matchth emtothecustomer thecustomerorthewaiter. orthewaiter. ANSWERS 1 2 3

W W C

4 5 6

C C W

7 8 9

C W C

10 11

W W

 

UNIT 6 Wellbe UNIT ellbein ing g Vocabularynotes I’lltrythat I’llorderthateventhoughI’mnotsurewhat itis. 

comewith

includedontheplateandintheprice



I’llhave…and I’llhave… and I’lltry… I’lltry…areinformalwaysofsaying areinformalwaysofsaying I’dlike… Notethat Iwant… isnotappropriateina I’dlike…Notethat restaurant.

Extraactivity Dividetheclassintopairs.Studentsprepare Dividetheclassintopairs. Studentspreparearestaurant arestaurant dialogueusingthephrasesinExercise3andtheirown ideas.Askafewpairstoactouttheirdialogues.

WAITER :

Andforyourmaincourse? DINER DINE R A: I’dliketo I’dliketotrythea trytheackeeandsaltfish.Doesitco ckeeandsaltfish.Doesitcome me withvegetables? WAITER : Yes,withplantain. Andhow’sth how’sthatcooked? atcooked?Isitfried? Isitfried? DINER DINE R A: And WAITER : No,it’sboiled. DINER DINE R A:

OK,thatsoundsfine. WAITER : Andwhataboutyou,sir? DINER DINE R B: CanIhavethegoatcurry,please? WAITER : Certainly. DINER DINE R A: I’venevertriedgoat. DINER DINE R B:

Reallife describingdish describingdishes es Haveyoueverbeen 4   [1.40] Setthescenebyasking: Setthescenebyasking:Haveyoueverbeen toaJamaicanrestaurant?Whatsortoffood toaJamaicanrestaurant?What sortoffooddoyouthink doyouthinkthey they serve? Playthe Playtherecording.Studen recording.Studentslisten tslistenandchecktheir andchecktheir answerstoExercise3.

Audioscript

  [1.40]

WAITER :

Youcantrysomeofminewhenitcomes.It’slike lamb,buttheflavour’sabitstronger. lamb,buttheflavour’sabits tronger. DINER DINE R A: OK,great.

5   [1.40] Readthroughtheexp Readthroughtheexpress ressionsfordescri ionsfordescribing bing dishes,thenplaytherecording dishes,thenplayth erecordingagain.Student again.Studentslistenand slistenand notehowthed notehow thedishesare ishesaredescribed.Letstudentscom described.Letstudentscompare pare theiranswersinpairsbeforediscussingasaclass.Ask studentswhattheythink studentswh attheythinkofthedishes. ofthedishes.

Areyoureadytoorder? DINER A: Erm,notquite.

ANSWERS

Noproblem.Wouldyoulikesomethingtodrink whileyoudecide? Yes,please, es,please,justwater’sfineforth justwater’sfineforthemoment. emoment. DINER A: Y Oh,thismenulooksinterest menulooksinteresting.Ilovetry ing.Ilovetrying ing DINER B: Oh,this newdishes.Whatare newdishes. Whatareplantainfritt plantainfritters? ers?

eatasavegetable;afritterisafrieddish. akkra: it’smadefromakindofbeancalledblack-eyedpeas ackeeandsaltfish: ackee’sakindoffruitthat’straditionally  servedwithsaltfish…it’ servedwithsa ltfish…it’sabitlikefreshco sabitlikefreshcod.Itdoesn’t  d.Itdoesn’t  tastesaltywhenit’scooked. goatcurry: it’slikelamb,buttheflavour’sabitstronger.

WAITER :

plantainfritters: plantainisatype plantainisatypeofsavourybana ofsavourybananayou nayou

DINER A:

Well,plantainisakindofbananaandafritteris afrieddish–inthiscase,fried,mashed afrieddish–inthiscase, fried,mashedbanana bananaballs. balls. Doyoumeanlikeasw meanlikeasweet,dessertba eet,dessertbanana? nana? DINER B: Doyou DINER A: No,plantainisatypeofsavourybananayoueat asavegetable.It’squiteablandflavour,really. DINER B: OK.Whataboutakkra?What’sthatmadefrom? DINER A: It’sm It’smadefrom adefromakindofbean akindofbeancalledblack-eyed calledblack-eyed peas.They’refritterstoo. DINER B: Hmm.Whatdotheytastelike? DINER A: Well,akkra’susuallyprettyhotandspicy.

Soundsgood!IthinkI’lltrythat.Now,what’s this–ackeeandsaltfish? DINER A: Where’sthat? DINER B: Inthemaincourses,atthetopofthelist. Ohyes.Ithinkackee’sa thinkackee’sakindoffru kindoffruitthat’s itthat’s DINER A: Ohyes.I traditionallyservedwithsaltfish. DINER B: Andsaltfish? DINER A: That’sdriedsaltedcod.Youhavetosoakitin waterbeforeyoucookit,but waterbeforeyou cookit,butthenit’sa thenit’sabitlikefresh bitlikefresh cod.Itdoesn’ttaste cod.Itdoes n’ttastesaltywhenit’ saltywhenit’scooked. scooked. DINER B: OK.Imighttrythat.Whatareyougoingtohave? DINER A: Ican’tmakemymindup.Oh,herecomesthe waiteragain. WAITER : CanItakeyourordernow? DINER A: Yes,please.I’llhavetheakkratostartwith. DINER B: AndI’llhavethesame. DINER B:

Backgroundnote Ackeeandsaltfish isinternationallyknownasJamaica’s nationaldish. Ackee Ackeeisa isatypeoffruitthatwas typeoffruitthatwasintroduced introduced toJamaicafromWestAfricaintheeighteenthcentury. Thedishisservedforbreakfastaswellasdinner.

Vocabularynotes Madeof  and andmadefrom madefrom canbothbeusedwiththesame meaninginthiscontext. Bland isusedaboutfoodthathasaverymildflavouror Bland isusedaboutfoodthathasaverymildflavouror lacksflavour.Itisnotusedtosaythatsomethinghasno flavour,e.g.water.

Extraactivity AskstudentstodescribetheJamaicandisheswithout lookingattheirnotes,usingthe‘describingdishes’ languageinthebox.Followupbyaskingstudentsto describethenationaldishoftheircountry.

6 Askstudent Askstudentsto stosaywhichfourdishes saywhichfourdisheswereordered, wereordered, andwhichonetheywouldhavechosen andwhichonetheywou ldhavechosen.. ANSWERS Bothdinersstartwithakkra.Onedinerchoosesackeeand saltfish.Theotherchoosesgoatcurry.

6d Ea Eati ting ngout out

73

   

UNIT6 UN IT6 Wellbe ellbein ing g Pronunciation Pronunc iation disappearing disappearingsounds sounds  comfortable 7a   [1.41] Introducetheideabywriting Introducetheideabywriting comfortable ontheboardandasking: ontheboardand asking:Howman Howmanysyllablesarethere ysyllablesarethere inthisword?Point inthisw ord?Pointoutthattherear outthatthereareonlyth eonlythreesyllables reesyllables because‘or’isnotpronounced. Playtherecording.Studentslistenandcrossoutthe ‘disappearingsound’.Check ‘disappearings ound’.Checktheanswers theanswersthenplaythe thenplaythe recordingagain.Student recordingaga in.Studentslisten slistenandrepeat. andrepeat. ANSWERS 1 2

interesting savoury

Audioscript

3 4

traditionally veg vege etables

Testbeforeyouteach:formalletters Brainstormwhatstudentsalreadyknowaboutformal letters,e.g. DearSir,Yoursfaithfully,formallanguage,no ,formallanguage,no abbreviations,positionoftheaddressanddate.Collect ideasontheboard.

Personalresponse Askstudents: Inwhat Inwhatsituationsdo situationsdoyouwriteformal  youwriteformal  letters?  Whendidyoulastwriteaformalletterandwhy?

Oh,thismenulooksinteresting. A: It’satypeofsavourybanana.

3 A: 4

Lead-in

  [1.41]

1 B: 2

6e Astaffmeeting

It’straditionallyservedwithsaltfish. A: Doesitcomewithvegetables?

Pronunciationnote Notethatthedisappearingsoundsareinunstressed syllables,andcouldequallybepronouncedasveryslight /ə/sounds.So, sounds.So,savoury savourycouldbepronounced: couldbepronounced:  /ˈseɪvərɪ/or /ˈseɪvrɪ/. Forstudentswithsyllable-timedL1,explainthatEnglishisa stress-timedlanguage,whichmeansthatstressvariesfrom syllabletosyllable,insteadofbeingapproximatelyequal onallthesyllables.Unstressedsyllablescansometimes disappearcompletely,particularlyinfastnativespeech.

7b Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstocrossout ocrossout thedisappearingsoundsthenwritesen thedisappearingsoundsthen writesentences.Student tences.Studentss practisereadingoutthe practisereading outthesentences,paying sentences,payingattentiontothe attentiontothe stressandpronunciationofthewords.

Writingaformalletter 1 Askstudent Askstudentsto storeadtheformalletter readtheformalletterquicklyand quicklyand choosethecorrectoption. ANSWER c

2 Askstudents Askstudentstoreadt toreadtheletteragain heletteragainandanswer andanswerthe the questions.Letthemcomparetheiranswersinpairsbefore discussingasaclass. ANSWERS 1 2

3

4

ANSWERS chocol cho colate ate nat natura ural l restaur restaurant ant separat separately ely tech techniq nique ue

Extraactivity

5

toclosethestaffrestaurant Staffwillhavetotravelintothenearesttownat lunchtime.Thiscoul lunchtime. Thiscouldlead dleadtotime-keepingand totime-keepingand punctualityissues. Staffwilleatsnacksandsandwiches,whicharenot healthy.Healthandproductivitycouldsuffer. Howwilltheclosureoftherestaurantaffectthepolicy thatstaffarenotallowedtoeatattheirworkstations? Willtherebeprovisionforakitchenorfoodarea? ameetingtodiscusstheissues

Writingskill Writing skill explainingc explainingconseque onsequences nces

Writesomemorewordsontheboardthathave disappearingsoundsforstudentstocrossout,e.g.

3a Askstudents Askstudentstofindth tofindthehighlightedword ehighlightedwordsin sin

listening,desperate,unique,recovering,mathematics

theletter,andtounderlinethe theletter,andto underlinethecausesand causesandcirclethe circlethe consequencesthatthewordsreferto.

8 Askstudentstopreparealistoffoodsfromtheir country,andmakenotestodescribethem,usingthe expressionsfromthebox.

ANSWERS leadto:cause staffhavetotravelintotown; consequence time-keepingandpunctualityissues resultin:cause restaurant closes;consequence closes; consequence manypeopleeatingsnacksandsandwiches therefore:cause foodisnotnutritious;consequence staffhealthandproductivitycouldsuffer   



9 Dividethe Dividetheclassinto classintogroupsofthree.Student groupsofthree.Studentstake stake turnstodescribeoneoftheirfoodsa turnstodescribeoneoft heirfoodsandtherest ndtherestofthe ofthe groupguesswhatthey groupguess whattheyaredescribing. aredescribing. Homework Askstudentstochooseacountryandresearchitsnational dishontheInternet.Theyshouldthenwriteadescription andreaditoutinafuturelesson.

74

Un Unit it 6 6  Wellbe Wellbeing ing



  

  



3b Askstudents Askstudentstocompletet tocompletethesentences.L hesentences.Letthem etthem comparetheiranswersinpairsbeforediscussingasa class.

 

UNIT 6 Wellbe UNIT ellbein ing g ANSWERS 1 2 3

Consequently/Therefore leadto/resultin Consequently/Therefore

4 5 6

means leadto/resultin so/thus

6f Dangerousdining Beforeyouwatch 1 Studentsworkingroups.Askthemtolookatthephoto

Vocabularynote

anddiscussthequestions.Takefeedbackfromtheclass.

2 Beforewat Beforewatchingthe chingthevideo,ask video,askstudentsto studentstopredictwhat predictwhat Youcouldpointoutsomeofthefeaturesofaformal letterbeforestudentswritetheirown: Theletterbegins DearMrsHardwick DearMrsHardwick(wewritethetitle (wewritethetitle andsurnamebutnotthefirstnameorinitial).Ifwedo notknowthenameoftheperson,wewrite DearSiror  Madam.. Madam Theletterconcludeswith Yourssincerely(ifthenameof (ifthenameof thepersonyouarewritingtoisknowntoyou)or Yours (ifthenameisunknown). faithfully(ifthenameisunknown). Theletterbeginswith We Webecausethepersonwritingisa becausethepersonwritingisa representativeofagroupofpeople. Examplesofformallanguageinclude: inourview,in addition,currentlyand werequest.

4 Dividethe Dividetheclassinto classintopairstoprepareto pairstopreparetowrite.Students write.Students mustchooseoneofthefoursituations mustchooseoneofthe foursituationstoobjectt toobjectto.Then o.Then theyworktogethertowrite theyworkto gethertowritenotes.Monit notes.Monitorandhelp orandhelpwith with ideasandvocabulary.

thingsfromthelistthey thingsfrom thelisttheythinktheywills thinktheywillsee. ee.

Whileyouwatch 3 Playthewho Playthewholeofthevid leofthevideoforstudent eoforstudentstocheck stochecktheir their ideasforExercise2. ANSWERS

Thevideoshowsalltheseexcept catchingfish catchingfish..

4 Givestudents Givestudentstimetoread timetoreadthesentences. thesentences.Thenplay Thenplay firstpartofthevideo(to02.49)andaskstudentstodecide iftheyaretrueorfalse. ANSWERS 1 F   2 F   3 F   4 T   5 T   6 F   7 F Seealsotheunderlinedphrasesinthevideoscript.

 

8F

5 Studentswork Studentsworkindividuallytow individuallytowritetheirletters. ritetheirletters.They They mustrefertothestructureoftheexample mustrefertothestructure oftheexamplelettertohelp lettertohelp them.Theycanusethequestio them.Theycan usethequestionstoguide nstoguidethem. them.

5 Givestudents Givestudentstimetoread timetoreadthequestions, thequestions,thenplayth thenplaythee videoforthemtoanswer.Theycancomparetheiranswers withapartner.

Extraactivity Oncestudentshaveproducedafirstdraftoftheirletter, askthemtoexchangeitwiththeirpartner.Itisthe partner’sjobtoprovidefeedbackandsuggestionsonthe styleandaccuracyoftheletter.Studentsthenrevisetheir lettersbasedontheirpartner’sfeedback.

ANSWERS 1 2 3

6 Whenthey Whentheyhavecompleted havecompletedtheirfinaldraft, theirfinaldraft,students students ‘send’theirletterstotheirpartners.Youcouldchoose tohavethepartners tohave thepartnersgiveaspokenorw giveaspokenorwrittenresponse rittenresponse dependingonhowmuchtime dependingonho wmuchtimeyouhavein youhaveinthelesson. thelesson.

Extraactivity Youcouldaskstudentstoroleplaytheresponse.So, forexample,oneperso forexample, onepersonplays nplaystheemployer theemployerorcollege orcollege presidentandtheotherplaysthecomplainingemployee orstudent.Studentsmustoutlinetheirobjectionsand respondappropriately.

4

He’sstudyingfugupoison;hehopestodevelopan anti-toxin. 1milligram.Itparalysespeoplesnerves 1milligram. Itparalysespeoplesnervesandlun andlungsso gsso theycan’tmoveorbreathe. Theyneedtousearespiratorwhichcanbreathefor them. abouthalfofthefish:theheartandgills

6 Askstudent Askstudentsto stocompletethetextwith completethetextwithinformation information theyrememberfromthevideo.They theyrememberfromthe video.Theycancheckwordsin cancheckwordsin theglossary.Thenplaythewholevideoforthemtocheck. ANSWERS 1 2 3 4

pufferfish 120 dying fine

5 6 7 8

licence eight fin breathe

Afteryouwatch 7 Studentsw Studentsworkinpa orkinpairstoroleplayan irstoroleplayaninterviewin interviewin afugurestaurant,accordingtotheinstructionsonthe worksheet. 8 Studentsw Studentsworkingro orkingroupsto upstodiscussthequestions. discussthequestions.

6f Da Dange ngero rous usdi dini ning ng

75

   

UNIT6 UN IT6 Wellbe ellbein ing g Videoscript

UNIT6Review

Part2   00.16–00.52 FishisamajorfoodinJapan.Every morning,thousandsoffish morning,thousands offishssellerscrowdthefamousTsukiji ellerscrowdthefamousTsukiji seafoodmarketinTokyo.Here ,noproducthasahigherprice thantheonethat’s thanthe onethat’sthemostdangerous– themostdangerous–thepuffer thepufferfish,orfugu. fish,orfugu. Eatingthisfishislikeplayingadangerous Eatingthisfishis likeplayingadangerousgame.Ifa game.Ifaperson person getsapiecethathaspoisonini getsapiecethathaspoison init,heorshemaydie!Despitethe t,heorshemaydie!Despitethe danger,fuguappearsonmorethan80menusintheAsakusa restaurantareaofTokyo.Thepufferissougly,it’scute,butit doesn’tfoolmostdiners.

Grammar 1 Askstudentstoreadtheconversationandcrossout anyincorrectoptions. ANSWERS 1 2 3

TomCaradonnahascometoTokyoforthe completefuguexperience,andhe’sbroughthisfriend,Aki.Wisely, TomhaschosentoeatatthefamousMatsumotorestaurant.This fugurestaurantis120yearsoldandit’swell-knownforitscareful preparationofpufferfish.That’simportantwhenyou’retaking riskswithatoxinthatis1,000timesstrongerthancyanide! 00.55–01.18

‘I’veheardstoriesaboutpeopledyingbytrying thefugu,butithasn’treallyconcernedme.’ 01.19–01.25

4 5 6 7

show Must haveto willbe (bothcorrect) willabsorb AmIallowedto

8 9 10 11 12 13 14

must willstick (bothcorrect) mustn’t can’t willeat DoIhaveto

2 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstochecktheir ochecktheir answerstoExercise1.

EventhoughTomisn’ttooworriedtotryfugu, thereisabigrisk.Overtheyears,hundredsofpeoplehavedied fromeatingit.ChefHayashiisthe fromeatingit.Chef Hayashiistheonewhom onewhomustpreparethe ustpreparethefish fish safelysothatTom safelyso thatTomandAkidon andAkidon’tgetsick. ’tgetsick.

3 Studentsworkwithanewpartnerandtaketurnsto

01.40–01.55 ‘It’llbefine,don’two ‘It’llbefine,don’tworry rry.I’vebeendoing .I’vebeendoingthis this for53years.Itooktheexamin1949andpassed.Thisis for53years.Itooktheexamin1949andp assed.Thisismyfugu myfugu cheflicence.’ 01.56–02.39 AfterWorldWarII,thereweremanydeaths

4 Studentsm Studentsmatchthe atchtheverbswithsimilarmeanings. verbswithsimilarmeanings.

01.26–01.39

fromeatingfugu.ManyJapanesepeoplewereveryhu fromeatingfugu.ManyJapanesepeoplew ereveryhungry,and ngry,and somelookedforfood somelooked forfoodinrestaurantrubbish.Sometimesthey inrestaurantrubbish.Sometimesthey foundfuguwhichhadbeenthrown foundfuguwhich hadbeenthrownout.Whenthey out.Whentheycookedand cookedand atethefish,theygotsickordied.Eventually atethefish ,theygotsickordied.Eventually,GeneralD ,GeneralDouglas ouglas MacArthur,wholed MacArthur, wholedtheUSforcesin theUSforcesinJapan,createdstrictcontrols Japan,createdstrictcontrols andregulations.Fuguchefshadtoget andregulations.Fuguchefs hadtogetlicencesforpreparing licencesforpreparingand and servingpufferfish.Evenwithmore servingpufferfish. Evenwithmoreregulations,fugukilled2,500 regulations,fugukilled2,500 Japanesepeoplebetween1945and1975. Regulationsandeducationhavecutthe Regulationsandeducationh avecutthenumberofdeaths numberofdeathstoonly toonly threeannually,butmanydinersstillgetsick. threeannually,butman ydinersstillgetsick. ‘About70percentofthepoisoningshappen inprivatehomeswherepeoplecatch inprivatehomes wherepeoplecatchandpreparefugu andpreparefuguontheir ontheir ownandgetpoisoned.That’smostcommon.’ 02.40–02.49

Part2   02.52–03.01 AttheTokyoUniversityofFisheries,Yuji Nagashimastudiesfugupoisoncarefully.Hehopestodevelopan anti-toxin,amedicinethatwillstoppeoplefromdyingfromfugu poisoning.

‘Atigerfuguh hasenoughtoxinto asenoughtoxintok kill30people.The ill30people.The toxinitself,togive toxinitself, togiveyouanidea,is youanidea,is11,000timesstrongerthan ,000timesstrongerthancyanide.’ cyanide.’

03.02–03.15

03.18–03.38 Onemilligramofthetoxinisstrongenoughtokill aperson.Itkillsbyparalysingpeople’snervessothatthepoisoned personcan’tmove.Italsoparalysesthelungssothattheycan’t breathe.Theonlywaytosavethemistousearespirator.This specialmachinecanbreatheforthemuntilthetoxinwearsoff. 03.39–03.48 ‘Thisisthe ‘Thisistheheart.Theseare heart.Thesearethegills.Theyare thegills.Theyare poison.’ 03.49–04.08 Toxinsmake oxinsmakeabouthalfo abouthalfofthepufferfish fthepufferfishimpossible impossible toeat.ChefHayashithrowsthosepartso Hayashithrowsthosepartsoutandthencutsthe utandthencutsthe remainingfleshverytthinly.He hinly.Hethenplaces thenplacesthefuguonaplate thefuguonaplatein in theshapeofachrysanthemum theshape ofachrysanthemum,abeautiful ,abeautifulfl flowerthat’spopularin owerthat’spopularin Japan.Appropriately Japan.Appr opriately,it’salsoacomm ,it’salsoacommonfloweratfunerals! onfloweratfunerals! 04.15–04.18 ‘Stillbreathing?’‘Icanstillbreathe!’

Afugumealisusuallyeightdifferentdishes, includingsakethatistoppedwitha includingsakethatis toppedwithacookedfugufin…‘AndI cookedfugufin…‘AndI stillfeelfine!’…Andgrilledfugu.‘Ithinkthat’sthebest.’ 04.20–04.35 

Thepufferfishmaybedangerous,butforsome it’sadeliciousmeal.Luckily,T it’sadeliciousmeal. Luckily,Tomhas omhassurvivedhisdangerous survivedhisdangerous diningexperience–atleastthistime! 04.37–04.48

stateanintentionandstarta‘chain’,asintheexample. Findoutwhichpair Findout whichpaircangivemostresults. cangivemostresults.

ANSWERS

cut cutdo down wnon/ on/r red educ uce e

cu cut tou out t/ /gi give veu up p

le learn arn/ /t take akeu up p

5 Dividethe Dividetheclassinto classintogroups.Ask groups.Askthemtodiscussthe themtodiscussthe connectionsbetweenthepairsofthings,u connectionsbetweenthepairs ofthings,usingtheverbs singtheverbs fromExercise4,andhowpeoplecanavoidthehealth problems. SAMPLEANSWERS

Ifyoucutoutfattyfood Ifyoucutout fattyfoodyouwillreducetherisk youwillreducetheriskofheart ofheart disease. Ifyoucutdownonjunkfoodyouwon’thavehighblood pressure. Ifyougiveuplivingbytheclockyouwillreducestress. Ifyougiveupbadhabitslikedrinkingcaffeineyouwill reducetiredness.

Vocabulary Dividetheclassintopairs intopairstotalkab totalkaboutwhatt outwhatthey hey 6 Dividetheclass never,alwaysorsometimesdowhentheyeatout.

Reallife 7 Studentslookatthephotoandchoosethecorrect caption.Infeedback,check caption.In feedback,checkthemeaningofwords themeaningofwordsinthe inthe descriptions. ANSWER

b

8 Dividethe Dividetheclassinto classintogroups.Ask groups.Askthemtoprepare themtoprepare descriptionsofasmanydishesfromthelistastheycan.

9 Studentscomparetheirdescriptions.Tellthemtolook attheinformationfileonpage155to attheinformationfileon page155tochecktheira checktheiranswers. nswers.

Speaking

10 Dividethe Dividetheclassinto classintogroups.Ask groups.Askthemtodiscuss themtodiscuss 76

Unit 6 Wellbeing

rulesformealtimes.

 

Unit7

Livingspace

Lead-in

7a   Homes

Personalresponse Writethefollowingsentencesontheboard: Ilivewithmy  family.Ilivebymyself.Isharewithfriendsorflatmates.

Vocabul Voc abulary ary featuresof featuresofhomes homes

Thenwrite: Ineedmyspace!Ineedpeoplearoundme. Askstudentstodecidewhichsentencesaretrueforthem. Thendividetheclassintopairsorsmallgroupstodiscuss theiranswers.Infeedback,findouthowmanystudents liveathome,withfriendsoralone.

1 Dividetheclassintopairs.Askstudentstolookatthe photoandcaption,anddiscussthequestions. 2   [2.1] Askstudentsto Askstudentstoreadthesentences readthesentencescarefully carefully andcheckanywordstheydon’tknow.Thenplaythe recording.Studentslisten recording.Student slistenandwrite andwritethenumberofthe thenumberofthe speakernexttothecorrectsentence. ANSWERS 1

d,f

 

2c,e

 

3

a,b

Lead-in Personalresponseandusingwords Askstudentstothinkoftheirownhomes.Tellthemto writedownatleastfiveinterestingfeatures,e.g. ithas anoldfireplace;ithasalargebalcony;thereisanattic  roomwhichweuseforguests .Dividetheclassintopairs orgroupstodescribethefeaturestheylisted.Infeedback, findoutwhichstudenthasthehomewiththemost unusualfeatures.

1 Askstudentstoreadthewordsintheboxandsay whichonesareimportantint whichonesareimporta ntintheirhomes.Checkany heirhomes.Checkanynew new words,oraskstudentstolookthemupinadictionary. Vocabularynotes An atticisaspaceatthetopofahouseundertheroof. isaspaceatthetopofahouseundertheroof.

Vocabularynote

A basementisthefloorofabuildingwhichisbelow isthefloorofabuildingwhichisbelow

myownplace =aplacewhereonlyIlive myownplace=aplacewhereonlyIlive cramped=verysmallwithlittlespace =verysmallwithlittlespacetomove tomove

groundlevel.Inoldhouses,thisisoftencalledacellar. Terracecanmeanarowofhousesjoinedtogether,ora Terrace canmeanarowofhousesjoinedtogether,ora flatareaoutsideahouseorrestaurantwherepeopleeat.

house = atypeofbuilding atypeofbuilding home =theplacewhereyoulive.

Audioscript 1

2

  [2.1]

We’reabigfamily,andit’squiteasmallhouse.I shareabedroomwithmytwoolderbrothers.My grandparentslivewithustoo.It’scrampedandnoisy, butatleastthere’salwaysso butatleastth ere’salwayssomeonearound.It’ meonearound.It’sthe sthe onlyhouseI’veeverknown. onlyhouseI’v eeverknown.Ilovelivingwit Ilovelivingwithmy hmy family–weallgetonso family–wea llgetonsowell.Isuppos well.IsupposeI’llmoveou eI’llmoveoutt whenIgetmarried.Idon’ whenIgetm arried.Idon’tknowwh tknowwhenthatwill enthatwillbe! be! IhadtomovetoLondonwhenIstartedwork.Isaw anadvertinthepaperforaroominasharedhouse. Well,it’saflatonthefirstfloorofabighouse, actually.Myflatmatesareawayworkingquitealot, soit’sjustlikelivingon soit’sjus tlikelivingonmyowna myownalotofth lotofthe etime, time, really…especiallyduringth really…especia llyduringtheweek.Weekendsa eweek.Weekendsare re different.Ihaveto different.I havetosaythatlivingwith saythatlivingwithfriendsis friendsismore more difficultthanIthoughtitw difficultthanI thoughtitwouldbe.For ouldbe.Foronething, onething, nobodyeverwantst nobodyever wantstodo odoanyhousework. anyhousework.

3

I’minmylastyearatcollegeandI’m I’minmylastyearat collegeandI’mreallylooking reallylooking forwardtofinishingandgoingabroadorgettingout ofthistown!Ican’twaittogetawayfromhereandbe independent.It’sgoingtob independent.It’s goingtobebrilliant.Mysis ebrilliant.MysisterandI terandI havesharedaroomallourlives.Myfamily’slovely, butI’dliketohavethechanceofmyo butI’dliketohav ethechanceofmyownsp wnspace. ace. Preferablyinalovelysu Preferablyina lovelysunnycountry nnycountrysomewhere. somewhere.

3 Dividetheclassintosmallgroups.Askstudentsto discussthequestionsaboutroomsintheirhome.Askif  theyusedifferentroomswhentheyhaveguests.

A veranda veranda(or (or verandah verandah)isacoveredareaalongthe )isacoveredareaalongthe outsideofahousewhichisoftenenclosedbyalowwall.

2 Askstudentsinpairstolookatthephotosandthinkof  aquestiontheywouldliketoaskthe aquestiontheywouldliketo asktheownerofeach ownerofeachhome. home. Elicitideasfromtheclass.

Listening 3   [2.2] ReadtheinformationaboutMartaasa classthengivestudentsamomenttoreadthroughthe questions.Playtherecording.Studentslistenandnote whichrepliesmatchwhichquestions.Letthemcompare theiranswersinpairsbeforediscussingasaclass. ANSWERS a

1

 

b

5

Audioscript

 

c

4

 

d

2

 

e

3

  [2.2]

1

Asanarchitect,I’minterestedin Asanarchitect,I’m interestedinallaspectsofhouse allaspectsofhouse design.Butwecanlearnso design.But wecanlearnsomuchfrom muchfromtraditional traditional constructionsanddesigns constructions anddesigns.They’re .They’reusuallythe usuallytheones ones thataremuchbetter thatare muchbetterinbadweathercondition inbadweatherconditions,and s,and theyaremuchmoreappropriatetopeople’sneeds.If  youliveinfloodzone,it youliveinflood zone,itmakessenseto makessensetobuildyour buildyour houseonstilts,doesn’tit?

2

Well,ashelterissomethinglesspermanent ell,ashelterissomethinglesspermanentand and morebasicthanahouse.Thin morebasicthana house.Thingsliketheiceigloos gsliketheiceigloos thatpeoplebuildintheArcticregion thatpeople buildintheArcticregion,orb ,orbrushhuts rushhuts intropicalareas,are intropical areas,areperfectfor perfectforspecificneeds specificneeds–like –like whenyouarehunting,for whenyouare hunting,forexample–becaus example–becauseyoucan eyoucan 77

 

UNIT 7 Livi UNIT Living ngsp spac ace e putthemupquickly.Thepurposeofashelteristo protectyoufromtheelements,whereasahomehas severalspaceswithdifferentfunctions.

3

4

5

Pronunciationnotes

it’scertainlyeasiertotake it’scertainlyea siertotakedownand downandputup,which putup,whichis is whatnomadicpeopleinMongolianeed.

  /ə/ Notethestrongstressontheadjective,andtheweak soundin -erand and than thaninnaturalspeech: innaturalspeech:

Usuallythemostimportantthing Usuallythemostimport antthingisthelocalclimate. isthelocalclimate. Youknow,ifyouliveinTurkey,whybuildahouse undertheglareofthehotsunifyoucanadaptacool cave?Cavehousesare cave?Cave housesaresomeof someoftheoldesthomes theoldesthomes known,andthey’realot known,and they’realotlessbasictha lessbasicthanyoumight nyoumight imagine.They’rethebest imagine.They’re thebestsolutioninreallyhot solutioninreallyhot climates.Ofcourse,the climates.Of course,thecoldertheclimate,the coldertheclimate,thewarmer warmer yourhouseneedstobe.C yourhouseneed stobe.Centralheating, entralheating,especially especially whencombinedwithd whencombined withdouble-glazing,heat ouble-glazing,heatsbuildings sbuildings moreefficientlythanopenfires.

• •   /ə/ /ə/ • Thehouseiswarmerthantheflat.

4   [2.2] Playtherecor Playtherecordingagain.Students dingagain.Studentslistenand listenand completethesentenceswiththemissingwords. completethesentenceswit hthemissingwords.

3 4

badweather morebasic shelter brickorstone

Notethatthe  /ðə/ changesto /ði:/ beforeavowelsound:  /ðə/changesto  /ði:/beforeavowelsound: theeasiest(/ði (/ði((j)iziəst/ sum.. iziəst/))sum

7 Askstudents Askstudentstorewritet torewritethesentences.Let hesentences.Letthem them comparetheiranswersinpairsbeforediscussingasa class. ANSWERS 1 2 3 4 5 6 7 8

Modernhousesarelessappropriateforlocalconditions. Acavehouseisnotassmall Acavehouseisn otassmallasyouthink. asyouthink. Aniglooisnotascoldinsideasyoumightthink. Newhousesaregettingmoreandmoreexpensive everyyear. Myflatisthebestintheblock. Thishouseistheoldest(house). Ahouseonstiltssurvivesmoreeasilyinfloods. Youcanputupagermorequicklythanabrickhouse.

Extraactivity

ANSWERS 2

Notealsothespellingchangeinwordsofonesyllable endingvowel+consonant–doubletheconsonantand add-er adder((slim slim >slimmer/theslimmest slimmer/theslimmest))

Ahyes,agercombineselementsofboth Ahyes,agercombineselements ofbothashelterand ashelterand ahome.Ithasafirepla ahome.It hasafireplaceandmaybe ceandmaybeachimneyor achimneyorat at leastasmoke-hole,andseparateareasformenand women.Itisn’tassolidasabrickorstonehousebut

Well,modernhomesarefairlysimilarwhereverthey areintheworld, areint heworld,whichdoesn’tnecessarily whichdoesn’tnecessarilymean mean thattheyarethebest thattheya rethebestdesignforevery designforeverysituation. situation. Andinourcrowded Andin ourcrowdedcitiesthey’re citiesthey’regetti gettingsmaller ngsmaller andsmaller.Ithink,evenwithamodernhome,you shouldmakesurethe shouldmake surethedesignisthemost designisthemostappropriate appropriate foryourclimateandyourneeds.

1

Grammarnote

5 6 7 8

house yourhouse design cities

Writethefollowingpairsontheboard: livinginacity/  livinginthecountryside; actionthrillers/romantic  comedies;; drivingacar/ridingabike; football/tennis. comedies Askstudentsinpairsorsmallgroupstocomparethe things.Tellthemtotalkabouteachtopicforoneminute beforemovingontothenext.

Extraactivity Askstudentstomakealistofreasonswhyeachhousein thepicturesiswelldesignedforitsenvironment.Thenask themwhichhousetheywouldmostliketolivein.

Grammar Gram mar comparatives comparativesand andsuperlative superlatives s

5 Askstudents Askstudentstofindandund tofindandunderlinetheexp erlinetheexpressionsand ressionsand formsinExercise4. ANSWERS 1 2 3

aregettingsmallerandsmaller Thecolder…,thewarmer… better/best

6 Askstudents Askstudentstoread toreadthegramma thegrammarbox rboxandidentify andidentify therulesofform.Referthemtopage16 therulesofform.Referthem topage164intheStu 4intheStudent’s dent’s Bookforfurther Bookfor furtherinformation informationandpractice. andpractice. ANSWERS 1 2

78

add -er(warmer,faster (warmer,faster,etc.) ,etc.) change -yto-i to-iandadd-er andadd- er(easier,friendlier (easier,friendlier,etc.) ,etc.)

Unit 7 Livingspace

Listeningandspeaking 8   [2.3] Askstudentstolistentofourpeopletalking aboutwheretheylive.Asagisttask, aboutwheretheylive.Asa gisttask,askthemfirs askthemfirstto tto listenandsaywhethereach listenands aywhethereachspeakerlivesin speakerlivesinahouseo ahouseora ra flat(1flat,2flat,3houseortopfloorflat,4house).Then playtherecordingaga playthe recordingagainfort inforthemto hemtolistenandwritethe listenandwritethe numberofthespeakernext numberofth espeakernexttoeachto toeachtopic. pic. ANSWERS cleanlinessanddirt:4 housework:4 maintenance:2 neighbours:3

noise:3 price:1,2 size:none space:none

Vocabularynote rentaflatorhouse =paymoneyeachmonthtoa landlordtolivethere;ablockofflats landlordtolivethere ;ablockofflats(BritishEnglish)or (BritishEnglish)or (USEnglish)=thewholebuilding building anapartmentblock(USEnglish)=thewhole containinganumberofflats

 

UNIT 7 Livin UNIT Living gsp spac ace e Extraactivity Askstudentstomakenotesabouttheirownflatorhouse basedontheheadingsinExercise8.Inpairsorsmall groups,studentsdescribetheirflatsorhouses.

Audioscript 1

7b BeforeNewYork Materials Askstudentstobringinphotosorpicturesoftheirhome townorvillageforExercise12.

  [2.3]

Oh,well,it’sgreatforusbecauseit’ssomuchcheaper thanahouse.Andwe’reallstudents.Wedon’thaveas muchmoneyaspeoplewhoareworking.Plusrenting iseasierandsimplerthanactuallybuyingaplace.

2

Actuallyit’sreallygood Actuallyit’s reallygoodbecauseIdon’thav becauseIdon’thavetow etoworry orry whenthingsbreakorgowrong. whenthingsbreakor gowrong.Everyoneintheblo Everyoneintheblock ck paysanamounteachmonthforrepairsandstuff.

3

Youdon’thaveanyonelivingrightaboveyou,soit isn’tasnoisyasouroldplace.

4

Ilovehavingagarden,don’tgetme Ilovehavingagarden,d on’tgetmewrong.But wrong.Butit’s it’s abitdirtierthanaba abitdirtier thanabalcony!Especiallywit lcony!Especiallywithkidsand hkidsand animalsrunninginandoutallday.Ican’tkeepthe placeascleanasI’dlikeb placeasclean asI’dlikebecauseI’vegot ecauseI’vegotafull-time afull-time jobsodon’thavelotsofs jobsodon’ thavelotsofsparetime. paretime.

Lead-inideas Introducingthetheme:NewYork Askstudentstotellyouanyfamousplacestheyknowof inNewYork.Youcouldelicitthefollowing:theStatue ofLiberty,Broadway,FifthAvenue,theEmpireState Building,theChrysl Building, theChryslerBuildi erBuilding,Central ng,CentralPark,Ellis Park,EllisII sland. Askstudentswhattheyknowabouteachplace.Ifany studenthasbeentoNewYork,askhimorhertoshare impressionswiththeclass.

Vocabularyinthecity 1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodescribe odescribe NewYorkinthreewords.

2 Readthewordswiththeclassandcheckanythatthey don’tknow.Askstudentstocompletethesentencesusing

Pronunciation as…as 9a   [2.4] Playtherecording.Studentslistenand noticetheweakpronun noticethe weakpronunciation.Play ciation.Playtherecordingagain. therecordingagain. Studentslistenandrepeat. ANSWERS isweak As Asisweak

9b Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstosay osay whichspeakersayswhichsentence.Thenask whichspeakersayswhichsentenc e.Thenaskthemto themto practisesayingthesentences,pa practisesayingt hesentences,payingattention yingattentiontotheweak totheweak pronunciationof   as.

thewordsinthe thewords inthebox.Letthemcomp box.Letthemcomparetheirs aretheirsentences entences withapartneranddecideiftheyaretrueofNewYork. ANSWERS atmosphere publictransport 3 financial 4 modern Allthesentencesaretrue. 1

5

2

6 7 8

built-up skyscrapers residents neighbourhoods

Vocabularynotes builtup=crowdedwithbuildingsandfewopenspaces builtup =crowdedwithbuildingsandfewopenspaces run-down=inbadcondition run-down =inbadcondition

ANSWERS a

3

 

b

residents=peoplewholivethere residents=peoplewholivethere 1

 

c

2

 

d

4

 

e

3

 

f

3

skyscrapers=veryhighbuildings skyscrapers =veryhighbuildings

10 Dividetheclassintogroupsoffour.Askstudents todiscusswhichsortofaccommodationisbestforeach group.Setatimelimit.Aska group.Set atimelimit.Askaspokesperson spokespersonfromeach fromeach grouptopresenttheirviews.

11 Askstudents Askstudentsintheirgroups intheirgroupstodiscuss todiscusswhatisbett whatisbetter er foreachofthem.

Askstudentstowritesen towritesentencesabout tencesaboutplacesthey placesthey 3 Askstudents knowwithwordsfromExercise2.

Extraactivity AskstudentstocomparetheirowntownstoNewYork usingthewordsinExercise2.

Homework Writeontheboard: Whatarethemostinteresting featuresofyourhome?Askstudentstowriteanessay featuresofyourhome? Askstudentstowriteanessay abouttheirhome. Alternatively,askthemtocomparetheircurrenthome withonetheylivedinwhentheywereyounger.

Reading 4 Askstudentstoreadthequestionscarefullyandto discusstheminpairsorsmall discusstheminpairs orsmallgroups.Infeedback,elicit groups.Infeedback,elicit ideasbutdonotcorrect ideasbutd onotcorrectanythingst anythingstudentssaya udentssayatthis tthis stage.Studentsthenreadthetextandfindanswerstothe questions.Letthemcomparetheiranswersinpairsbefore discussingasaclass.

7b

Befo Before reNe NewY wYor ork k

79

 

UNIT 7 Livi UNIT Living ngsp spac ace e Teachingnote Write Facts and Opinions Opinionsontheboardatthefeedback ontheboardatthefeedback stage.Asyoulistentowhatthestudentssay,note anythinginterestingontheboardunderoneofthese headings.Youcanrefertothenoteslaterinthelessonto seeiftheyareconfirmedorcontradictedbythetext.

ANSWERS 1 2 3

Itwasapristinewilderness,thentherewerefarmshere. Thepeoplewereprobablyfarmers. Youcouldseeforests,marshesandgrassland,sandy beachesalongthecoastsandfresh-waterstreams.

7 Askstudents Askstudentstolooka tolookatthearticle tthearticleagainandfin againandfind d examplesofsingleactionsinthepast. ANSWERS

Singlepastactionsusethe Singlepastactionsu sethepastsimple.Someexampl pastsimple.Someexamples es are: Sanderson’sprojectresultedina3-Dcomputer  modelofthearea;theBritishtroopslandednearhere; MrsMurrayofferedtheBritishofficersteawhileGeorge Washington’stroopsslippedpastthem.

8 Askstudentstolookatthegrammarboxandmatch formsanduses. formsand uses.Letstudents Letstudentschecktheiranswers checktheiranswersinpairs inpairs beforediscussingasaclass.Referstudentstopa beforediscussingasaclass.Referstudent stopage165in ge165in theStudent’sBook theStudent ’sBookforfurtherinformation forfurtherinformationandpractice. andpractice.

5 Studentsreadthetextagainandfindanswerstothe questions.Letthemcomparetheiranswersinpairsbefore discussingasaclass.

ANSWERS 1

b(pasthabits) a(paststates)

2,3,4

ANSWERS 1

2 3

EricSandersoncreatedthetopimages EricSandersoncreatedthe topimages–avisualisation –avisualisation ofNewYorkasthepristinewildernessitwouldhave beenhundredsofyearsago. HewantsthepeoplelivinginNewYorktoknowwhat naturalpotentialthecityhas. Itremindedhimthat300yearsagobeaverswere commoninNewYork.So,itsymbolisedtheNewYork thathewastryingtorecreatewiththemap.

Backgroundnotes NewYorkbeganasacolonycalledNieuwAmsterdam, locatedonthesoutherntipoftheislandofManhattan,and foundedbyDutchfarmersinthemiddleoftheseventeenth century.In1664,theBritishtookcontroloftheislandand thecolonyandrenamedthecityNewYorkaftertheDuke ofYork.Atfirst,thecitygrewgraduallynorthwards,its newstreetslaidoutinagridpattern.Butinthenineteenth centuryenormousnumbersofimmigrantsfromEurope beganarrivingandthecityexpandedatanalarmingrate.

Grammarnotes Englishuses usedto +infinitivetotalkaboutpaststates usedto+infinitivetotalkaboutpaststates andhabits,and would+infinitiveto +infinitivetotalkaboutpasthabits talkaboutpasthabits (butnotpaststates).Theyareusedtoemphasisethat somethingwastrueinthepastbutnottruenow. Using usedto usedtoand and wouldoftenmakesastoryortextfeel oftenmakesastoryortextfeel nostalgic–lookingbacktoalosttime. Notethatwetendnottorepeat usedto inastory–it usedtoinastory–it soundsclumsy.Wechangetothepastsimpleor would+ + infinitive,e.g. IusedtoliveinWarrington.Itwasasmall  towninthosedaysandalotofpeopleworkedinthelocal  factory. Or: Or:Weusedtogetupearly.We’dhaveaquick  Weusedtogetupearly.We’dhaveaquick  breakfastthenwe’drunoutofthehouseandintothe fields. Wecanonlyuse usedto usedto+infinitivetotalkaboutthepast. +infinitivetotalkaboutthepast. Somestudentsgetconfusedandthinktheycansay: Iuse . Thisisincorrect;theysho Thisisincorrect;theyshould uld togotoschooleveryday. togotoschooleveryday say: Iusuallygotoschooleveryday Iusuallygotoschooleveryday..

YellowstoneandYosemitearetwoenormousnational parkswherenativefloraand parkswherenati vefloraandfaunaoft faunaoftheUSAcanbe heUSAcanbe seeninthewild.

Usedtobehaveslikearegularverb;itlosesitspastform Usedtobehaveslikearegularverb;itlosesitspastform whentheauxiliaryisused:

TheAmericanwarofIndependencebeganin1775when AmericancolonistsrebelledagainsttheBritishcrown.

ispronounced /ju:stə/ ,soitispronouncedthe Usedtoispronounced Usedto  /ju:stə/,soitispronouncedthe sameregardlessofwhetherthe‘d’isontheverbornot.

In1776,independencewasdeclaredandtheUSAwas formed.Thewarcontinueduntil1783whentheBritish weredefeatedandtheUSAbecameindependent. GeorgeWashington,thegeneralwholedtheAmerican armyinthewar,becamethefirstpresident.

9 Askstudents Askstudentstorewritet torewritethesentences.Let hesentences.Letstudents students checktheiranswersinpairsbefore checktheiranswersin pairsbeforediscussingas discussingasaclass. aclass.

Ididn’tusetoliveinParis. DidyouusetoliveinParis? 

ANSWERS

Grammar usedto, to,  wouldand and pastsimple 6 Askstudents Askstudentstofindand tofindandunderlinethes underlinethesentenceswith entenceswith usedto and would,thendecide ,thendecidewhetherthey whethertheyarehabitsor arehabitsor

states.Letthemcomparetheiranswersinpairs. ANSWERS

Pasthabits: beavers,bearsandturkeyswouldroamfreely Paststates: beaversusedtobecommoninthearea;what  theareausedtolooklike;Thereusedtobesandybeaches; seewhatusedtobethere;Murrayusedtohaveafarmhere

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Unit 7 Livingspace

1 2 3 4 5 6

NewYorkusedtobealotgreenerthanitisnow. Thereusedtobealotofforestandnaturallandscapes. Theearlyresidentsd Theearly residentsdidn’tuse idn’tusetoliveina toliveinalargecity. largecity. Peopleusedtohuntbeaversfortheirskins. (usedto usedtoisnotpossiblehere–itisasingleaction) isnotpossiblehere–itisasingleaction) WhatusedtobeintheareawhereFifthAvenueisnow?

 

UNIT 7 Livin UNIT Living gsp spac ace e 10 Askstudents Askstudentstoreadt toreadthetextbrieflyw hetextbrieflywithout ithout worryingaboutthegaps.Ask: Howhasthecitychanged sincethespeakerfirstarrivedinNewYork? (Itisfriendlier, lesspollutedandlesschaotic.) Askstudentstocompleteth Askstudents tocompletethetext.Let etext.Letstudentscheck studentschecktheir their answersinpairsbeforediscussingasaclass. ANSWERS 1 2 3 4 5 6

moved usedto/wouldstand were were usedto/wouldrun didn’tgo

didn’t(useto)own 8 usedto/wouldtake 9 usedto/wouldhave 10 usedto/wouldgo 11 was 12 was  / usedtobe 7

11 Askstudents Askstudentstocompletet tocompletethesentencesso hesentencessothatthey thatthey aretrueforthemselves.Dividetheclassinto aretrueforthemselves. Dividetheclassintopairsand pairsand askthemtosharetheirinformation.Monitorandprompt, andnoteerrorsinvolving would and usedto foranerror feedbackattheend.

7c Sweetsongs&strongcoffee Lead-in Introducingthetheme:atowninPuertoRico Dividetheclassintopairs.Tellthemtowritedownthree thingstheyknow(orthinktheyknow)aboutPuertoRico andthreethingstheywouldliketoknow.Infeedback,ask studentstosharetheirknowledgeandbuildupalistof ‘possiblefacts’ontheboard.Trytoansweranyquestions youcan.

Reading 1 Askstudent Askstudentsto stocompletethetext,using completethetext,usinginformation informationin in themapandinformationpanel. themapandinforma tionpanel.Letthemcompareth Letthemcomparetheir eir answersinpairsbeforediscussingasaclass. ANSWERS 1

AtlanticOcean

islands 2 islands

 

 

3

ci city ty

 

4

lan langua guages ges

Speaking 12and13 Askstudentstopreparesentencesabout theirhometown,nowandinthepast.Monitorand prompt,andmakesurestudentsareusing usedto and would appropriately.Dividetheclassintopairsandask themtocomparesentenceswithapartner. Ifyourstudentscome Ifyourst udentscomefroma fromavarietyofdifferentcities, varietyofdifferentcities, askthemtowriteabout askthemto writeabouttheirhomea theirhomearea,thenexplain rea,thenexplainand and expandontheirsentencestotheirpartner.Itisagoodidea toaskstudentstobringinphotosoftheirhometown.

Extraactivity

Backgroundnotes Theindigenous Taíno peoplehadinhabitedtheislandsof PuertoRica PuertoRicaforcenturies forcenturiesbeforethe beforethearrivalofChristopher arrivalofChristopher Columbusinthefifteenthcentury.ItwasaSpanishcolony for400yearsuntil1898,whentheislandswerecededby SpaintotheUSA.PuertoRicansareUScitizensandtheUS CongressisresponsiblefordecidingmanyofPuertoRico’s laws.However,PuertoRicansdoelecttheirowngovernor.

2 Askstudents Askstudentstoreadt toreadthetextabo hetextaboutthesmall utthesmallPuerto Puerto RicantownofAdjuntasandchoosethecorrectoption.

Askstudentstochooseoneofthefollowingtopicsandsay whatusedtobetrueinthepastandwhatistruenow:

ANSWER

• whatpeoplet whatpeopletypicallyeatin ypicallyeatinmycountry mycountry

c

• wherepeoplegofortheirholidays • whatpeoplewear 

3 Askstudents Askstudentstoreadt toreadthetextand hetextandfindthec findthecorrect orrect paragraphs.Checkthe paragraphs. Checktheanswersas answersasaclass. aclass.

Homework Askstudentstowriteanessayaboutoneofthetopicsin theExtraactivity,sayingwhatthingsusedtobelikeand howtheyhavechanged.

ANSWERS a

3

 

b

2

 

c

5

 

d

4

4 Askstudentstoreadthearticleagainandfindouthow theauthordescribesthethings.Letthem theauthordescribes thethings.Letthemcomparetheir comparetheir answersinpairsbefore answersin pairsbeforediscussingas discussingasaclass. aclass.Infeedback, Infeedback, youmayneedtocheckt youmayneed tocheckthemeaningof hemeaningofsomeofth someofthewords. ewords. ANSWERS 1 2 3 4

Theyaregraceful;theyparadethroughthetownon holidays. It’slargeandelegantwithfountainsandstonebenches. It’ssmallandimmaculate. Menmeettheretoswapstoriesandhaveadrink.

7c Sweet Sweetsong songs s& &str strong ongcoff coffee ee

81

 

UNIT 7 Livi UNIT Living ngsp spac ace e 5 Dividetheclass Dividetheclassintopairs. intopairs.Askthemto Askthemtofindthe findthe expressionsinthetextanddiscusstheirmeanings.

Materials

ANSWERS 1 2 3 4 5 6 7 8

7d Torentortobuy?

atownwherethemainindustryisproducingcoffee behavinginawaythatispoliteandfriendly waterthatcomesthroughpipesandfromtaps themanshelovedduringherlife theislandswheretheirdistantancestorsoncelived totellstoriestooneanother thenewspassedquicklyfromonepersontoanother anart,craftorskillthatveryfewpeoplecando

6 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtodescribea themtodescribeaplace place theyhavevisitedwhich theyhave visitedwhichhadoldcustoms hadoldcustomsandtrad andtraditions. itions.

Bringestateagencyadvertsfromanewspaperor magazinefortheextra magazinefor theextraactivityafter activityafterExercise6. Exercise6.

Lead-in Personalresponse Writethefollowingontheboard: cost,location, appearance,localamenities,neighbours,numberofrooms, Askstudentstoworkinpairstoputthesefactorsin safety.Askstudentstoworkinpairstoputthesefactorsin safety. orderwhenlookingtorentsomewheretolive.Infeedback, findoutwhichfactorsaremostimportanttoyourclass.

Extraactivity Askstudentswhatoldcustomsandtraditionsare maintainedwithintheirownfamilies.Tellthemtothink aboutspecialcelebrations(Christmas,Easter,etc.),special events(weddings,birthdays,etc.)andspecialtimesduring theweek(Sundaymealtimes, theweek (Sundaymealtimes,forexample). forexample).

Criticalthinkingdescriptions Dividetheclassinto Dividethe classintopairs.Ask pairs.Askstudentst studentstofind ofind 7 examplesofthekeyfeat examplesof thekeyfeaturesof uresofdescriptionsinthetext. descriptionsinthetext. SAMPLEANSWERS 1 2

3

There’sadreamyatmospheretoAdjuntas;thelarge, elegantsquare,withitsfountainsandstonebenches. Openedin1998; Openedin 1998;LalaEchevarria,an85-year-old LalaEchevarria,an85-year-oldgreatgreatgreat-grandmother;Theyhadthirteenchildrenand shared44yearsbeforehediedin1983. Theshopfilledwithworking-classmenclapping, tappingandnoddingtothemusic.

8 Askstudentst Askstudentstocomparetheir ocomparetheirexamplesinpairs. examplesinpairs.Read Read the Wordbuilding Wordbuildingboxas boxasaclass.Refert aclass.Referthestudentst hestudentstopage59 opage59 oftheWorkbookfor oftheWo rkbookforfurtherinformatio furtherinformationand nandpractice. practice.

Reallifeexpressingpreferences andgivingreasons 1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstopreparea opreparea checklist.Ifyouusedthelead-inideaabove, checklist.Ifyouusedtheleadinideaabove,askstudents askstudents toaddtotheideasontheboard. SAMPLEANSWERS Cost(rent,bills);location(Is Cost(rent,bills);lo cation(Isitfarfromworkor itfarfromworkorschool? school? Isitnearthecity Isit nearthecitycentreand centreandotherfacilities otherfacilitiesyouuse?I youuse?Isit sit onabusrouteor ona busrouteortrainlin trainline?);appearance e?);appearance(Istheproperty (Istheproperty ingoodcondition?Is ingood condition?Isitattractiveanda itattractiveandappealing?); ppealing?); size andnumberofrooms;features(Agarden?Agarage? Abalcony?Centralheating?)

2   [2.5] Askstudentstop Askstudentstopredictthesor redictthesortofquestions tofquestions theywouldexpecttohear theywould expecttohearacustomer acustomeraskanest askanestateagent. ateagent. Elicitafewideas.P Elicitafewideas. P laytherecording.Ask laytherecording.Askstudentst studentsto o listenandnotewhats listenandn otewhatsixthingsthe ixthingsthewomanspecifies. womanspecifies. ANSWERS

5

inthetowncentre torent twobedrooms alift doesn’tmindtheageoftheproperty

6

doesn’tneedagarage

1 2 3

Speakingandwriting 9 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodecideif  odecideif  Adjuntaswouldbeagoodplaceto Adjuntaswouldbeagood placetoliveortov liveortovisit,and isit,and findreasonsinthearticle.

10 Askstudents Askstudentstow towritethepostcardfro ritethepostcardfromAdjuntas mAdjuntas

Audioscript

andgiveittotheirpartn andgiveitt otheirpartner.Studentsrea er.Studentsreadeachoth deachother’s er’s postcardsandcommentonthestyleandaccuracy.

AGENT:

Extraactivity Workinpairs.Chooseaplaceyouknowwelloryouhave visited.Makenotesundertheheadingsbelow. Agreatpl Agre atplacet acetolive olive

Agre Agreatp atplace lacefo forah raholida oliday y

ChooseoneofthesetsofnotesandpreparethevoiceoverforashortadvertfortheTVorInternet.

Homework Askstudentstowriteaparagraphdescribingaplacein theircountrywhichhasoldcustomsandtraditions.

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4

Unit 7 Livingspace

  [2.5]

Goodmorning. CLIENT : Hi,I’m Hi,I’minterestedin interestedinanypropertiesyouha anypropertiesyouhavein vein thetowncentre. AGENT:

OK,andisthattorentortobuy? CLIENT : Oh,it’storent.I’vejuststartedanewjobhere,soI thinkI’dratherrentthanbuy,fornowanyway. AGENT: Right,wellwe Right,wellwehavequitea havequiteafewflatsonourbooks, fewflatsonourbooks, fromone-bedstudiostofour-bedroomapartments. CLIENT : I’dp I’dprefersomething refersomethingsmall,butnottoo small,butnottoosmall.I small.I imagineI’llgetalotoffr imagineI’llgeta lotoffriendsstayingw iendsstayingwithme.So, ithme.So,two two bedrooms,andp preferablywithalift.Icyclealotand referablywithalift.IcyclealotandII don’twanttocarrymybikeuplotsofstairs!

 

UNIT 7 Livin UNIT Living gsp spac ace e AGENT :

Well,mostofthemodernbuildingshavelifts,but alotofthepropertiesinthecentre alotofthepropertiesin thecentrearequiteo arequiteold.Would ld.Would yourather lookatnewplacesorolder lookatnewplacesorolderones? ones? CLIENT : Idon’t Idon’tmind,att mind,atthisstageI’m hisstageI’mjustgettingan justgettinganidea idea ofwhatthingsarelikehere. AGENT : OK…soyou’renewtothearea? CLIENT : Y Yeah,Ilived eah,Ilivedinalittlevillageup inalittlevillageupnearthe nearthe mountainsuntilrecently. Oh,thatsoundslovely. CLIENT : Tobehonest,Iprefertownstovillages.The problemwithavillageis problemwith avillageisthateveryoneknows thateveryoneknowsyour your business.MaybeI’munfriendly business.MaybeI’mun friendlybutIlikethewaythe butIlikethewaythe townismoreanonymous. AGENT: Ahyes,I’veheardafewpeoplesaythat!Imust sayIpreferlivinghere.IsupposeIlikemyprivacytoo. Right,erm,whataboutgaragespace?Doyouneedthat? AGENT :

Pronunciation risingandfa Pronunciation risingandfalling lling intonation 5a   [2.6] Playtherecording.Studentslistenand noticetherisingandfallingintonation noticetherisingand fallingintonation.Playtherecording .Playtherecording againforstudentstolistenandrepeat.

5b   [2.7] Playtherecording.Studentslistenand repeat.Dividetheclassintopairs.Askstudentsto taketurnsaskingand taketurns askingandansweringthequestions,pa answeringthequestions,paying ying attentiontotheintonation.

5c Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstothink othink offurtherthingstocompareand offurtherthingsto compareandtellthemtoprepare tellthemtoprepare questionssimilartothose questionssimilar tothoseinexercise5 inexercise5b.Whenstudents b.Whenstudents areready,askthemtotaketurnstoaskandanswertheir questions.Itisagood questions.Itis agoodideatoask ideatoaskstudentsto studentstopreparethe preparethe questionswithapartner,thenmixpairssothattheyask andanswerquestionswithadifferentpartner.

CLIENT :

No,Ihaven’tgot No,Ih aven’tgotacar.Ip acar.Iprefertowalk, refertowalk,orcycle. orcycle. Itkeepsmefit.

AGENT :

Ofcourse,youmentionedyourbike! CLIENT : Yeah!Andanyway,inmyexperience,drivingin townisanightmare! AGENT : Iknow, Iknow,andit’sgett andit’sgettingworse.OK ingworse.OK,well,thenex ,well,thenextt thingtoconsiderisyourb thingtocon siderisyourbudgetandth udgetandtherentalperiod. erentalperiod.

SAMPLEQUESTIONS Doyoupreferstayinginorgoingout? Wouldyouratherwatchafilmorlistentomusicthis evening? DoyoupreferIndianfoodorChinesefood? Wouldyouprefertohavenohomeworkorlotsof homework?

Playtherecordingagain.Students dingagain.Studentslistenand listenand 3   [2.5] Playtherecor completetheexpressionsinthebox. ANSWERS IthinkI’drather rent than buy ,fornowanyway. rentthan buy,fornowanyway. I’dprefer somethingsmall ,butnottoo small somethingsmall,butnottoo small.. So,twobedrooms,andpreferablywith alift alift.. Wouldyourather lookatnew placesor older ones? lookatnewplacesor olderones? Tobehonest,Iprefer towns townsto to villages villages..

Mixedlevels Letstrongerstudentsimprovisequestions,butallow weakerstudentstoprepareandwritetheirquestionsfirst.

6 Dividetheclassintogroupsofthreeandaskthemto intervieweachotherabouttheirpreferences.Infeed intervieweachotherabo uttheirpreferences.Infeedback, back, findoutwhatstu findout whatstudentsdiscoveredabout dentsdiscoveredabouteachothers eachothers’’ preferencesandpersonalities.

ImustsayIpreferliving here here.. Ihaven’tgotacar,Ipreferto walk walk,or ,or cycle cycle..

Extraactivity Bringestateagencyadvertsfromanewspaperormagazine.

4 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtonotethe themtonotethe reasonsforthespeaker’spreferences,thencheck reasonsforthespeaker’spreferen ces,thenchecktheir their answersintheaudioscript.

Dividetheclassintothreesandgiveeachgroupapageof properties.Tellthemchoosethreepropertiestheywould liketotrytosell,andprepareto liketotry tosell,andpreparetodescribe describethem. them. Askonepersonfromeachgrouptobeacustomer;they

torent:she’sjuststartedanewjob

mustmovetoanothergroupandtellthoseestateagents whattypeofpropertytheyarelookingfor.Theagents musttrytopersuadethemtobuyoneoftheirproperties.

twobedrooms:wantssomethingsmallbutexpectsfriends tostay

Studentscouldvisitthreeorfourestateagents,then decidewhichpropertiestheywouldliketobuy.

ANSWERS

alift:doesn’twanttocarryherbikeupstairs ageunimportant:justgettinganideaofwhatthings arelike towns:likesherprivacy nogarage:nocar

Grammarnotes Whenexpressinggeneralpreferences,weuse Iprefer (Ipreferlivingintowns ). Whenexpressingspecificp Whenexpressing specificpreferencesin referencesinoneparticular oneparticular situationweuse I’dprefer  orI’drather(I’dprefertowalk  orI’drather(I’dprefertowalk  homethisevening;I’drathertakeataxi). I’dprefer  isfollowedby to +infinitivewhereas I’drather  is followedbythebaseinfinitive.

7d To Tor rent entor ort tob obuy? uy?

83

 

UNIT 7 Livi UNIT Living ngsp spac ace e ANSWERS

7e Let’smoveto… Writingadescriptionofaplace Lead-in

Theparagraphon‘badpoints’shouldnotbefirstorlast.It couldcomeasthesecondparagraph,butwouldbebestas thepenultimateparagraph.

Extraactivity

Introducingthetheme:neighbourhoods Askstudentstothinkabouttheneighbourhood wheretheygrewup.Ask: Wherewasit?Whatsort  ofareawasit?Whatsortofamenitiesweretherein Give theneighbourhood?Whatwerethepeoplelike?Give theneighbourhood?Whatwerethepeoplelike? studentstwoorthreeminutestothinkabouthowto describetheirneighbourhood,thendividetheclassinto pairstosharetheirthoughts.

1 Askstudentstoreadthetextandchoosethecorrect option.Infeedback,askwhatwo option.Infeedback,ask whatwordsorphraseshelped rdsorphraseshelped themdecide.

Askstudentsinpairsorgroupstowriteaparagraphon thebadpointsoflifeinSandgate.

Wordfocus  asand   like 4 Askstudentstoreadthesentencesandchoosethe correctoption.Letthemcomparetheiranswersinpairs beforediscussingasaclass.Thenaskpairstor beforediscussingasaclass.Thenas kpairstoreadthetext eadthetext againtofindotherexamples. ANSWERS

Itissimilarto   2 Iam Otherexamplesinthetext: 1 it’salmostlikelivinginavillage. 2 perfectboth perfectbothasaplacetolivea asaplacetoliveandaplacetovisit ndaplacetovisit 1

ANSWER

b(therearealotofstrong,positiveadjectives)

2 Askstudentstomakenotesonhowthewriter describesthedifferentcategories.Let describesthedifferentcatego ries.Letthemcompar themcomparetheir etheir answersinpairsbeforediscussingasaclass.

5 Askstudentstoscanthetextagainandfindexamples tomatchtothemeanings.

ANSWERS

ANSWERS

streetsandbuildings: historic,picturesque,gorgeous shops: fascinatingoldshops facilities:somuchtodow facilities: somuchtodowithinwalkingdista ithinwalkingdistance;variety  nce;variety  ofbars,restaurants,gyms;greatparks,anexcellentpublic  libraryandgoodschools localresidents: arealsenseofcommunity;amixof  originalresidents original residentsand andnewarrivals newarrivals atmosphere: alotofcha alotofcharm;likeliving rm;likelivinginavillage inavillage

1

picturesque=attractive–likeapicture picturesque =attractive–likeapicture locals=p locals =peoplewho eoplewholiveinthelocalarea liveinthelocalarea

3a Askstudentstoreadthetextagainandmatch paragraphstoheadings.Letstudentscomparetheir answersinpairs. ANSWERS b

As Asand and like havearangeofmeanings.Hereareafew: As 1 Comparing (He’sastallasme.It’sthesameasmine.)

whenorwhile(Asweweredrivinghome,wesaw ivinghome,wesawan an 4 whenorwhile(Asweweredr accident.)) accident. Asitwaslate,wewenthome.) 5 because(Asitwaslate,wewenthome.

Writingskillorganisingideas

 

Vocabularynotes

3 havingajoboruse (Iworkasanelectrician.Heusedit  asabottleopener.)

=extremelyattractive gorgeous=extremelyattractive gorgeous

1

referringtowhatisknown(AsIwassaying,thehotelis 6 referringtowhatisknown(AsIwassaying,thehotelis alongwayfromthebeach. ) Like 1 similarto( Heis/lookslikemyuncle.Itsmelledlike cheese.)) cheese. Adamsoundedlikehewasupset. ) 2 asif(Adamsoundedlikehewasupset.

none none

 

c

4

 

d

3

 

e

2

3b Discussthequestionwiththeclass.Youcouldfollow upbyaskingstudentswhethertodescribenegat upbyaskingstudentswhether todescribenegativepoints ivepoints beforeorafterpositivepoints,anda beforeorafterpos itivepoints,andaskthemtospecula skthemtospeculate te whatbadpointstheremightbe.

3 usedwhenpausingordrawingattentiontothings(in modernAmericanidiom)( Itwas,like,huge! )

6 Askstudents Askstudentstocomplete tocompletethesentenceswit thesentenceswith h  as or  like. ANSWERS 1

84

Asthere’ssomuchtodowithinwalkingdistance therearegreatparks(likeGreenfields)

2 Inthesameway (Iwrotetheessayasyousuggested. Wefollowedtheoldroadjustasthemerchantshad  done.)

Vocabularynotes

a

2

Un Unit it 7 Living Livings spac pace e

As

 

like ke   3 2 li

as

 

like ke   5 4 li

Li Like ke

  6

li like ke

 

UNIT 7 Livin UNIT Living gsp spac ace e 7 Readthewordswiththeclassandcheckanywords

7f Aspecialkindof

studentsaren’tsureof.Thenaskstudentstomakenotes abouttheirownneighbourhoodundertheheadingsin Exercise3a.Dividethe Exercise3a. Dividetheclassinto classintopairstocomparenot pairstocomparenotes es andsuggestchangesandcorrections.Monitorcloselyat thisstageandhelp thisstage andhelpstudentsimprovetheirw studentsimprovetheirwork. ork.

Beforeyouwatch

8and9 Askstudents Askstudentstod todecideon ecideonanorderof  anorderof 

1 Studentsworkingroups.Askthemtolookatthephoto

paragraphs.Remindthemthatapossibleorderis: 1introduction;2goodpoints;3badpoints;4conclusion.

anddiscussthequestions.Takefeedbackfromtheclass. 2 Beforewat Beforewatchingthe chingthevideo,ask video,askstudentsto studentstopredictwhat predictwhat activitiestheythinktheywills activitiesthey thinktheywillseepeopledoing. eepeopledoing.

Thenaskstudentstowritetheirdescription Thenaskstudentstow ritetheirdescriptions.When s.When theyhavefinished,askthem theyhavefinished ,askthemtocheckth tochecktheirwrittenwork eirwrittenwork carefullybythinkingabout carefullybyth inkingaboutthequestionsinExercise thequestionsinExercise9. 9. Youcouldputstudentsinpairsagainatthisstage,and askthemtocommentcritica askthemto commentcriticallyoneacho llyoneachother’swork. ther’swork. Allowstudentstimeto Allowstudents timetorevisetheirworkand revisetheirworkandproducea producea neatfinaldraft.

10 Askstudents Askstudentstoexchange toexchangetheirfinalpieceo theirfinalpieceofwork fwork withapartner.Studentsreadandrespondtothework. Youcouldaskstudentstoconsiderwhattheylikeand/or dislikeabouttheplaceanda dislikeaboutthe placeandaskthemto skthemtogivereasons givereasonswhy why theywouldliketomovether theywouldliket omovethereornot. eornot.

Extraactivity

neighbourhood

Whileyouwatch 3 Playthewho Playthewholeofthevid leofthevideoforstudent eoforstudentstocheck stochecktheir their ideasfromExercise2. 4 Askstudent Askstudentsto stocompletethesummarywith completethesummarywithwords words fromthebox. ANSWERS

main

 

3 neighbourhood

2 bui built lt

 

4

1

bega began n

immigrants 5 immigrants

 

6 mainly mainly

 

5 Givestudents Givestudentstimeto timetoread readthequestions,thenplay thequestions,thenplay

Askstudentstowritetheirfinaldraftsonaneat,separate

eachsectionofthevideoforthemtoanswer.Theycan

pieceofpaper.Attheend,collecttheminandputthem onthewallsoftheclassroom.Askstudentstowalkround, readthemcarefully,andthinkofonecommentandone questiontheywouldliketomakeandaskabouteach pieceofwritingtheyread.Attheend,askstudentsto circulateandsharetheircommentsandquestionswiththe studentswhoseworktheyread.

comparetheiranswerswithapartner.

Homework Youmaywishtosetthewritingofthefinaldraftas homework.Alternatively,youcouldaskstudentsto researchafamousneighbourhoodontheInternet(Soho inLondon,MontmartreinParis,GreenwichVillageinNew York,forexample)andaskthemtowriteaboutwhatit mustbeliketolivethere.

ANSWERS

thedirectoroftheSpanishChoirofSan thedirectoroftheSpanishCh oirofSanFrancisco Francisco byraisingmoneytohelpt byraisingmon eytohelpthemafte hemafternaturaldisasters rnaturaldisasters 3 peaceinCentralAmerica 4 fairnessinthecommunity,andtheenvironment 5SaintPeter’s theirinterestintheirfamilie theirfamiliesandtheir sandtheirtraditions traditions 6 theirinterestin

1

2

6 Askstudentstomatchthetwopartsofthesentences. ANSWERS 1

c

 

2

e

 

3

a

 

4

f

 

5

d

 

6

b

Afteryouwatch

7 Studentswor Studentsworkinpairsto kinpairstoroleplayan roleplayaninterviewwitha interviewwitha resident,accordingtotheinstructions. resident,accordingt otheinstructions. 8 Studentsw Studentsworkingro orkingroupsto upstodiscussthequestions. discussthequestions.

Videoscript EachSunday,thesoundso EachSunday ,thesoundsoftheMission ftheMission DoloresBasilicaareheardinSanFrancisco.Thesesounds DoloresBasilicaareheardin SanFrancisco.Thesesoundsbring bring memoriesoftheSpanishwho memoriesof theSpanishwhobuiltthischurch builtthischurchin1791.They in1791.They didn’tknowitatthetime,butitwasthestartofaspecialtypeof  neighbourhood–theMissionDistrict. 00.19–00.41

Somecommunitymembersdescribethe neighbourhoodasacentralpartofthecity.Why? neighbourhoodasacentralp artofthecity.Why?Becauseit’s Becauseit’s wherethecitybeganlongago.Theyfeelthatunderstandingthe manylevelsofhistoryhereisim manylevelsof historyhereisimportant.Theyalso portant.Theyalsofeelthat’s feelthat’s it’sabigpartofunderstandingwhatitmeansto it’sabigp artofunderstandingwhatitmeanstobeareal bearealSan San Franciscan. 00.45–01.03

7f A Aspec special ialk kind indof ofnei neighbo ghbourho urhood od

85

 

UNIT 7 Livi UNIT Living ngsp spac ace e Overtheyears,immigrantshavecomeherefrom Ireland,GermanyandItaly.Butthemostrecent Ireland,GermanyandItaly.Butthe mostrecentimmigrantsare immigrantsare mainlyfromMexico,CentralandSouth mainlyfromMexico, CentralandSouthAmerica.It’seasy America.It’seasytosee tosee thestylethattheserecentadditionsgiveto thestylethatthese recentadditionsgivetotheneighbourhood. theneighbourhood. Youcanseeitonwalls,tasteitinthefood,andhearitinthe music!JuanPedroGaffneygrewup music!JuanPedro GaffneygrewupintheMission intheMissionDistrict. District. He’sthedirectoroftheSpanish He’sthedirectoro ftheSpanishChoirofSan ChoirofSanFrancisco.Inthe Francisco.Inthe past,thegrouphasperformedto past,thegroup hasperformedtoraisemoneyfor raisemoneyforpeopleafter peopleafter naturaldisastersinCentralAmerica. naturaldisastersin CentralAmerica.Manypeopleherehave Manypeopleherehave 01.10–02.12

friendsandrelativesin friendsandrelativesinLatinAmerica.Juan LatinAmerica.JuanPedrosaysthat Pedrosaysthatthe localcommunityherefeels localcommunity herefeelsasenseofcommon asenseofcommoninvolvement. involvement.the Theyreallycarewhenaneighbouringnationisinpain.Ingood timesandbad,themusicofThe timesandbad,the musicofTheMissiondeeplyaffects Missiondeeplyaffectseveryone. everyone. JuanPedroexplainsthatit’salwaysbeenabasicpartofcultural identityhere.It’scolourful,lively, identityhere.It’s colourful,lively,andaccordingto andaccordingtoJuanPedro, JuanPedro, absolutely‘jumping’! Butitisn’tjustthemusic–theart emusic–theartofTheMission ofTheMission 02.15–02.34 Butitisn’tjustth isfulloflifeaswell.Th isfullof lifeaswell.Thelocalartcommu elocalartcommunityherestaysclose nityherestayscloseto to thearea’scultureandtradition. thearea’s cultureandtradition.Alocalartsorganisationleads Alocalartsorganisationleads peopleonwalksthrough peopleon walksthroughthedistrict.Theyvisitstreets thedistrict.TheyvisitstreetslikeBalmy likeBalmy Alley,which Alley ,whichisfamousforits isfamousforitsmurals. murals. RayPatlan Whathappensis,themuralsbeginto reflectthecommunityitself. 02.40–03.11 In1984,artistRayPatlanhelpedpaintaseriesof  muralswiththetheme–‘Peace muralswiththethem e–‘PeaceinCentralAmerica’. inCentralAmerica’.But,while But,while thedistrictremainsmainlyLatino,it’snolonger1984.Politics andtheworldhavechanged;thearto andtheworldhave changed;theartofTheMission fTheMissionhaschanged haschanged aswell.Patlansaysthattheartisapartofthestreets,butalso areflectionofthecommunity.Asthecommunitychanges,the

UNIT7Review Grammar 1 Askstudents Askstudentsinpairsto inpairstodiscussthepho discussthephoto. to. ANSWERS

Itshowsamanplayinggolfontopofaskyscraper.

2 Askstudents Askstudentstocomplete tocompletethecomments thecommentswiththe withthe comparativeorsuperlativeformofthewordgiven. ANSWERS 1 2 3 4

thecraziest morecarefully ashighas moredangerous

5 6 7 8

better asoftenas themostdedicated closerandcloser

02.35–02.39

muralschangetoo.Themuralmessagesarealwayschanging, muralschangetoo.Themuralmess agesarealwayschanging,but but they’restillverypowerful. 03.12–03.19 BalmyAlleyresident It’sgreat!It’slikecoming hometoapieceofarteveryday.Youknow,everytimewedrive upit’sjustvery–it’ssortofvibrant. 03.20–03.46 Theartistsherehavestrongfeelingsaboutthe worktheydo.OneartistexplainsthattheartistsofTheMission arefightingforff airnessin arefightingfor airnessinthecommunity. thecommunity.They’realso They’realsofighting fighting tohelptheenvironment.Inthe tohelpthe environment.IntheindustrialareaofThe industrialareaofTheMission Mission District,thisgroupofartistsmaintainsitsculturalidentityin traditionalSanFranciscostyle.ManyartistsfeelthatTheMission isasuccessfulneighbourhood isasu ccessfulneighbourhoodwherenew wherenewimmigrantsare immigrantsare welcome. MissionDistrictartist Peopleseethatthey’re notsodifferentfrom notso differentfromeachother. eachother.There’sa There’salotofthingsthatbind lotofthingsthatbind themthroughcultureandtradition.

03.48–03.53

SaintPeter’sChurchisanotherplacethat understandstheclosenessbetween understandsthec losenessbetweencultureandtradition. cultureandtradition.Mission Mission DoloreswasthefoundationofTheMission,butSaintPeter’sis anotherstrongbaseinthearea.FatherDanMcGuireistheleader ofSaintPeter’s. 04.10–04.19 FatherDanMcGuire Andthebeautyofthis particularparish,isthatthedifferentculturesfromLatin America,thedifferentcountrieso America,thedifferen tcountriesofLatinAm fLatinAmericacometogether ericacometogether hereandtheyreallyformacommonunity. 03.54–04.09

Thepeoplewhocomeherearefromallover LatinAmerica,placeslikeMexico,ElSalvador LatinAmerica,places likeMexico,ElSalvador,and ,andPeru. Peru. 04.28–04.42 FatherDanMcGuire Andtheybringwiththem thebestoftheirowncountry. thebesto ftheirowncountry.Particularlytheirinterestin Particularlytheirinterestintheir their families,theirinterestsintheir families,theirinterests intheirtraditions.AndwhatIsee traditions.AndwhatIseegoing going onhereinavery,veryp onherein avery,verypositivewayisan ositivewayisanintegrationofthe integrationofthebest best ofLatinAmericancultureno ofLatinAm ericanculturenowwithAm wwithAmericanculture. ericanculture. 04.21–04.27

IntheMissionDistrict,immigrantsareoften abletofitintoanewsocietyveryeasily abletofitinto anewsocietyveryeasily.Why?Becausethe .Why?Becausethe environmenthereisso environmenthere issocomfortable.It comfortable.Itmaybethiscomfortable maybethiscomfortable feelingthatmakesthismulti-culturalcommunityaveryspecial typeofneighbourhood.

3 Askstudents Askstudentstocomplete tocompletethetextwith thetextwiththepast thepastsimple, simple, usedto or would formoftheverbs. ANSWERS 1 2 3 4 5

was would/usedtoplay usedtolive/lived usedtobe was/usedtobe

didn’tusetotake/ didn’ttake didn’tusetomind complained made

6 7 8 9

Vocabulary 4 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtodecidewhich themtodecidewhichis is theoddoneoutineachgroupandsaywhy. ANSWERS 1 2 3 4 5

centralheating(theothersarepartsofahouse) run-down(theothersarenouns) fireplace(theothersareplacesoutsideahouse) residents(theothersareadjectivestodescribeplaces) doubleglazing(theothersareplacesoutsideahouse)

5 Dividethe Dividetheclassinto classintogroupstodiscussthe groupstodiscussthequestions. questions.

Reallife 6 Askstudentstochoosethecorrectoption,thenmatch thetwopartsoftheexchanges. ANSWERS

3

Iprefer go Iprefer

1

b

1 2

 

2

4

 

6I’dprefer

 

e

 

liv living ing

5I’drather

 

3

c

 

4

f

 

5

a

 

6

d

04.44–04.59

7 Studentsworkingroupstoaskandanswerquestions.

Speaking 8 Askstudents Askstudentstomakeno tomakenotes,decideon tes,decideonaprice,and aprice,andthen then trytoselltheirhometotheirpartner. trytoselltheirhometo theirpartner.

86

Unit 7 Livingspace

 

Unit8 Weirdnews Lead-in

8a Nature’smysteries

Personalresponse Askstudentstothinkofaphotographthattheyown orthattheyhavetaken orthat theyhavetakenwhichisspecialto whichisspecialtothem,and them,and describetheirphotosin describetheir photosinpairsor pairsorinsmallgroups. insmallgroups.

1 Askstudents Askstudentstodiscuss todiscussthequest thequestioninpairs. ioninpairs. 2   [2.8] Askstudentsto Askstudentstoreadthesentences readthesentencesandcheck andcheck anynewwords,thenlistenandnotedownwhatorwho thewordsinboldreferto. ANSWERS 1 2 3

theflamingoes thattheyformthisshape similartrickphotography

Audioscript

4 5 6

thephotograph the photographer theflamingoes

  [2.8]

M:

Look,haveyouseenthisphoto Look,haveyous eenthisphotoo offlamingoes?It’s fflamingoes?It’s amazing–awholeflockofbirdsintheshapeofone hugebird!Whatare hugebird! Whatarethechances thechancesofthat? ofthat? … … W: Letmesee hmm aretheflamingoes? Icanseethebigbird,butwhere M: That’swhatthephotoisof–ifyoulookcloselyyoucan makethemout.Lookaroundtheedgesoftheshape–you canseethemmoreclearlythere.Isn’titagreatphoto? W: Oh,Icanseethemnow.Doyouthinkthebirdsare standingintheshapeofabird?That’stoomuchofa coincidence. M: Whatdoyoumean?That’swhatthephotoshows. W:

Well,it’snotreal,isit?It’strickphotography.I’ve seenthissortof seenthis sortofthingbefore.Thephot thingbefore.Thephotographer ographer takesanimage,thenchan takesanima ge,thenchangesitabit gesitabittomakeit tomakeitlook look moreunusual.It’sreally moreunusual. It’sreallyeasyto easytodowithdigital dowithdigital photography. M: Well,Ithinkit’sgenuine.Anyway,thephotographer probablytookloadsofshotsbecausethebirdswere movingaroundallthetime.

Sorry,butitjustdoesn’tlooknaturaltome.Youcansee wherehe’saddedmoreflamingoes.It’snotquiteright. Lookattheonesatthetop–theylookabitstrange. Where?Ican’tseethatatall.Itloo tatall.Itlooksperfectlynatural ksperfectlynatural M: Where?Ican’tseetha tome–andverybeautiful. OK,maybeyou’reright.There u’reright.Therearealot arealotofweird, ofweird, W: OK,maybeyo naturalthingsoutthere! W:

3   [2.8] Askstudentsto Askstudentstoreadthequestio readthequestions,thenlisten ns,thenlisten againandanswerthem.

Lead-in Personalresponseandintroducingthetheme Writethefollowinganimalsontheboard: bats,whales, snakes,spiders .Tellstudentsthatyouaregoingtoawardone snakes,spiders.Tellstudentsthatyouaregoingtoawardone oftheseanimalsanawardforthemostmysteriousanimal. Dividetheclassintofourgroupsand‘give’eachgroupone ofthefouranimals.Eachgroupmustthinkoffivereasons whytheiranimalshouldwintheaward.Aftereachgroup haspresentedtheirreasons,telltheclasswhichanimalyou willgivetheawardto.

Vocabularyandlistening Vocabulary andlistening thenatural thenatural world 1 Askstudentstolookatthefourphotos,andwork inpairstodiscusswhattheythinkth inpairstodiscusswhat theythinktheyare,usingt eyare,usingthe he prompts.Elicitsuggestion prompts. Elicitsuggestionsfrom sfromtheclass. theclass. Vocabularynotes un)=Ithasasimilarappearance similarappearanceto to … Itlookslikea(+noun)=Ithasa Itlookslikea(+no (+noun)=Itmakesmerememberor Itremindsmeofa(+noun)=Itmakesmerememberor Itremindsmeofa thinkabout …

2 Askstudents Askstudentstocomplete tocompletethesentenceswit thesentenceswiththewords hthewords.. Tellthemtousedictionariesifth ellthemtousedictionariesiftheyneedto eyneedtocheckthe checkthe meanings. ANSWERS 1 2 3 4

Nitrogen/oxygen,atmosphere butterflies/flies,insect Radiation Ants/beetles

5 6 7 8

stem Particles Predators,species spikes

Extraactivity Drillthewordsintheboxfo Drillthewords intheboxforpronunciation rpronunciationbeforestudents beforestudents listentotherecording.Payattention listentothe recording.Payattentiontothestrong tothestrongstress. stress. Notethatitfallsonthefirstsyllableinallthewordsexcept radiation.. radiation

3   [2.9] Tellstudentstheywillhearthreeclips whichdescribethephotos.Theyshouldlistenandwrite whichdescribethephotos.Theyshould listenandwrite thenumberoftheclipnexttothewordsintheboxin Exercise2.Letthemcomparetheiranswersinpairsbefore discussingasaclass. ANSWERS

ANSWERS 1 2 3

Aflockofbirdsintheshapeofaflamingo Shethinksithasbeenchangedtomakethebirdshape. Theman

Clip1:atmosphere,nitrogen, Clip1:atmosphere, nitrogen,oxygen,particles,radiati oxygen,particles,radiation on Clip2:ants,butterflies,predators,stem Clip3:ants,beetles, Clip3: ants,beetles,flies,insect,spikes flies,insect,spikes

4 Studentsdiscus Studentsdiscusstheques sthequestionsin tionsingroups. groups.

87

  

UNIT8 Weir eird dnew news s

Audioscript 1

  [2.9]

Extraactivity

AtcertaintimesoftheyearintheArctic Atcertaintimesoftheyear intheArcticcircle,thesky circle,thesky looksasthoughit’sonfire.Thecoloursaresovivid– eetsigns–thatyouth hatyouthinktheycan’t inktheycan’tbe be likeneonstreetsigns–t natural.Youimaginethattheymustbeman-made andthatsomeone andthat someonemustbe mustbeprojectingdisco projectingdiscolightsinto lightsinto theskyorsomething. thesky orsomething.Andyet Andyettheyarecompletely theyarecompletely natural.Inthepast,peop natural.Int hepast,peoplethoughtthey lethoughttheymighthave mighthave areligioussignificancea areligious significanceandmorerecently ndmorerecentlyscientists scientists speculatedthattheycouldbe speculatedthat theycouldbeaformof aformofradiation.So radiation.So whatexactlyaretheselights?Wenowknowthatthey aretheresultof arethe resultofparticlesintheEarth’s particlesintheEarth’satmosphere atmosphere collidingwitheachother.Thecolourscomefrom differentkindsofparticle. differentkinds ofparticle.Whenthe Whentheparticlesare particlesare mainlyoxygen,theskylooks mainlyoxygen,t heskylooksgreen.Ifyous green.Ifyouseealotof  eealotof  red,ontheotherhand,thatcomesfromnitrogen.

2

Thismightbeapaintingorawork Thismightbeapaintingo raworkofart.There’ ofart.There’ss somethingverycomposedabou somethingvery composedaboutit.Itloo tit.Itlooksasifth ksasifthee greenspiralisholdingtheora greenspiralish oldingtheorangeball.Orit ngeball.Oritmightbe mightbe protectingtheball.But protectingth eball.Butlookcarefully–the lookcarefully–theamountof  amountof  detailisincredible.That’s detailis incredible.That’sbecause becauseit’saclose-up–or it’saclose-up–or macro–photograph.Itshowsabutterflyeggonthe stemofaplant.Whyd stemofa plant.Whydobutterflieslay obutterflieslayeggsinsuch eggsinsuch places?Theymusthave places?They musthaveareason.Scientiststh areason.Scientiststhinkthat inkthat thisspeciesofbutterflymaych thisspeciesof butterflymaychoosethissp oosethisspottokeep ottokeep theeggs theeggssafefrom safefromantsan antsandotherpredators. dotherpredators.

3

Plantsthateatanimals?Thatcan’t Plantsthateatanimals? Thatcan’tbetrue betrue …orisit? Itmaynotseemlogical,but Itmaynot seemlogical,butthereareind thereareindeedplants eedplants thatcatchinsects–m thatcatch insects–mostlyflies,beetles, ostlyflies,beetles,ants,and ants,and soon.Buthowdo soon.Bu thowdotheydoit theydoit?Theymust ?Theymustuseavery useavery specialtechnique,becauseobviously specialtechnique, becauseobviouslytheycan’t theycan’tmove move andchaseafterthings.Well,onewayofcatching foodistopretendtobesomethingelse.Takethis Australiansundewplant.Toanunfortunateinsect, theseshinydropslook theseshiny dropslooklikewater. likewater.Buttheinsectmust Buttheinsectmust getanastysurprisewhen getanasty surprisewhenittriesto ittriestotakeadrinkand takeadrinkand getscaughtonthesticky getscaughto nthestickyspikes.Thenth spikes.Thentheplant’s eplant’s chemicalsdissolvetheinsectso chemicalsdissolve theinsectsothatit thatitcan‘eat’it. can‘eat’it.

4   [2.9] Givestudentsamo Givestudentsamomenttor menttoreadthroughthe eadthroughthe sentencesfirst.Playtherecordingagain.Studentslisten sentencesfirst.Playtherecordingagain. Studentslisten anddecideifthesent anddecide ifthesentencesaretrueorfa encesaretrueorfalse. lse.

2 5

F(theyarecompletelynatural F(theyarecompletelynatural)) T   3 T   4 T F(theycan’tmoveandchaseafterthings F(theycan’tmoveandchaseafterthings )

  6

T

ANSWERS

2 3

88

TheresultofparticlesintheEarth’satmosphere collidingwitheachother. Tokeeptheireggsawayfrompredatorslikeantsonthe ground. Theyattractthembylookinglikesomethingelse–like waterdrops,forexample.

Unit 8

Weirdnews

Grammar Gram mar modalverb modalverbs(2 s(2)) 6 Askstudentstoreadthefoursentences1–4and underlinethemodalverbinea underlinethemo dalverbineachsentence.Th chsentence.Thenaskthem enaskthem tomatchthesentencestotheiruses. tomatchthesentences totheiruses. ANSWERS 1 2

b(can’t b(can’t+infinitive) +infinitive) a( a(must +infinitive) must+infinitive)

3 4

c( c(might might+infinitive) +infinitive) d(maynot d(maynot+infinitive) +infinitive)

7 Askstudentstoreadthegrammarboxinpairsand underlineotherusesof underlineother usesofmodalsin modalsintheaudioscript. theaudioscript. Infeedback,notethemodalsusedto Infeedback,notethemodalsus edtoexpressability: expressability: obviouslytheycan’t obviouslyth eycan’tmove;so move;sothatitcan‘eat’ thatitcan‘eat’it. it. Referstudentstopage166oftheStudent’sBookfor furtherinformationandpractice. ANSWERS Seeunderlinedphrasesintheaudioscript.

Grammarnotes Whenspeculating,Englishuses must  must (+infinitive)tosay (+infinitive)tosay thatsomethingiscertainlyorhighlylikelytobetrue,and can’t  (+infinitive)tosaythatsomethingiscertainlynotor highlylikelynottobetrue.Thereisanelementoflogical deductioninthisspeculation. Englishuses might, may  and could(+infinitive)tosaythat (+infinitive)tosaythat may and somethingispossiblytrue.Thereisnorealdifferencein meaningbetweenthethreemodalverbs.Itispossibleto use might  might and and mayinnegativeforms(e.g. innegativeforms(e.g. Hemightnot  cometotheparty),butitisnotpossibletouse cometotheparty ),butitisnotpossibletouse couldin in

Pronunciationnotes

5 Studentsdiscus Studentsdiscusstheques sthequestionsin tionsinpairs. pairs.

1

atcertaintimesoftheyear,vivid,andyet,have… significance,speculated,aformof,(sowhat)exactly, theresultof,collidingwith,mainly,ontheotherhand, (theamountof)detail,incredible,acloseup,layeggs, spot,keepstsafefromst,indeed,chase,takethis…,shiny, getanastysurprise,dissolve,sticky

thenegativeformwhenspeculating.

ANSWERS 1

Askstudentstoreadtheaudioscriptandunderlineexpressions Askstudentstoreadtheaudioscriptand underlineexpressions theyaren’tsureof.Youcould theyaren’tsureof. Youcouldcheckthefollowing: checkthefollowing:

Notethatthemodalverbsareusuallystro Notethatthemodal verbsareusuallystronglystressed. nglystressed. Can’tispronouncedwithalong ispronouncedwithalong  /ɑ:/sound.

8 Askstudentstoreadthetextquickly,thendecidewhich optionsarenotpossibleinthetext.Letthemcomparetheir answersinpairsbeforediscussingasaclass. ANSWERS 1 2 3

can’tbe (bothcorrect) (bothcorrect)

4 5

can’tmean maybe

 

UNIT 8 Weir eird dnew news s Extraactivity Writethefollowingnatureproblemsontheboard: Howdobatsflyinthedarkwithouthittingthewalls? Howdocowsdigestgrass? Howdowhalescommunicateacrosslongdistances? Askstudentsinpairsorsmallgroupstodiscussthe problems.Tellthem,iftheydon’tknowwhy,tospeculate.

8b Desertart Lead-in Introducingthetheme:history Write Tome,historyis… ontheboard.Askstudentsto Tome,historyis…ontheboard.Askstudentsto completethesentenceany completethe sentenceanywaythey waytheylike.Dividetheclass like.Dividetheclass intosmallgroupstosharetheircompletedsentences,then haveawholeclassfeedbackanddiscusswhatstudents thinkabouthistory.

Homework Asafollow-uptaskforhomework,askstudentsto researchoneofthe‘problems’ontheInternetandwrite upareportonhowoneoftheanimalssolvestheproblem.

Possiblesentences: Historyis Historyislearning learningdates. dates. History  isfindingoutabout isfinding outaboutourheritage. ourheritage. Historyis Historyisabout  about  understand under standingthe ingthepresent presentbetter better.. Historyisgo Historyisgoingto ingto museums. Historyis Historyisboring. boring.

Wordfo Wor dfocus cus look

Vocabul Voc abulary ary history

9 Askstudents Askstudentstomatcht tomatchthesentencehalves hesentencehalves.Letthem .Letthem

1 Askstudents Askstudentstocomplete tocompletethesentences.D thesentences.Dividethe ividethe

checktheiranswersintheaudioscriptonpa checktheiranswersintheaud ioscriptonpage178of ge178ofthe the Student’sBookandtellt Student’sBoo kandtellthemtofind hemtofindonefurtherex onefurtherexample. ample.

classintopairs.Askstudentstotaketurnstoaskand answerquestions.

ANSWERS

ANSWERS

1 c   2 d   3 b   4 a looksasif  =looksasthough

1 2 3

Vocabularynote It looks looks(+adjective)=Itappearstobe (+adjective)=Itappearstobe… … It lookslike lookslike(+a (+anoun)=Ithas noun)=Ithasasimilarapp asimilarappearanceto earanceto …

ancient period prehistoric

4 5 6

century sacred society

Fastfinishers Askfastfinisherstowritetwomorequestionsusingthe othertwowords.

It looksasthough/if (+clause)=Itseemsthat …(looks (looks looksasthough/if(+clause)=Itseemsthat like like+clause +clauseisused isusedinasimilarwayin inasimilarwayinmodernEngli modernEnglish) sh) Intheexpression Lookcarefullytheverb look  hasa look hasa differentmeaning–itmeansobserve.

Extraactivity Askstudentstoworkouttheformruleswith lookfrom from theexamplesentences(e.g. look+adjective, +adjective, looklike looklike+ + noun,etc).Thenaskstudentstowritemoresentencesto describethepicturesonpage94oftheStudent’sBook.

Extraactivity Brainstormsomeofthekey Brainstormsomeof thekeyhistoricalevents historicaleventsofthe20th ofthe20th centuryandwritethemontheboard.Askstudentsto orderthemfrommost orderthem frommosttoleastimportant. toleastimportant. Apossiblelist:theFirstWorldWar;theSecondWorldWar; thedroppingofthefirstatomicbomb;thefoundingof theUnitedNations;theVietnamWar;thefalloftheBerlin Wall;the9/11attacksonNewYork

10 Askstudents Askstudentstocompletet tocompletethesentences.L hesentences.Letthem etthem

Listeningandreading

comparetheiranswersinpairs.

Dividetheclassintopairs. irs.Askstudentsto Askstudentsto 2   [2.10] Dividetheclassintopa lookatthephotoanddiscussth lookatthephotoan ddiscussthequestions.Then equestions.Thenplaythe playthe recording.Studentslisten recording.Stud entslistenandcheck andchecktheiranswers theiranswers..

ANSWERS 1 2 3

look lookslike looksasthough/if

4 5 6

look lookasthough/if look

ANSWERS 1 2 3

Speaking 11 Dividetheclassintogroupsoffour,dividedinto twopairs.Eachpairmustturnto twopairs.Eachpairmust turntotherelevantpa therelevantpageinthe geinthe Student’sBookand Student’sBo okandfollowthe followtheinstructionst instructionstospeakabout ospeakabout theirphoto.

4 5 6 7 8

enormousdrawingsontheground intheNascadesert inthe NascadesertinsouthernPeru insouthernPeru huge–thebiggestisabout200metresacross geometricshapes;animalshapessuchasaspider,birds, amonkey,andadog;humanfigures hundreds about500squarekilometres about2,000yearsold Theyweremadebymovingstonesandrevealingthe whitegroundunderneath.

8b

De Deser serta tart rt

89

 

UNIT8 Weir eird dnew news s

Audioscript

  [2.10]

TheNascalinesareenormousdrawingsontheground, intheNascadesertinso intheNasca desertinsouthernPeru.Th uthernPeru.Theyareona eyareonahuge huge scale–thebiggestofthed scale–t hebiggestofthedrawingsis rawingsisabout20 about200metres 0metres across.Mostof across.Mo stofthelinesa thelinesaregeometric regeometricshapes,butabout shapes,butabout seventyareanimalshapessuchasaspider,differenttypes ofbirds,amonkey,andadog.Therearehumanfigures

Grammar modalverbs(3) modalverbs(3) 6 Askstudentstolookattheexamplesinthegrammarbox, andpointouttheform:modalverb+  have +pastparticiple. Askstudentsto Askstudent stounderlineeightexamplesof underlineeightexamplesoftheform theformin in thetext.Letthemcompareth thetext. Letthemcomparetheiranswers eiranswersinpairs inpairsbefore before discussingasaclass.

aswell.Altogethertherearehundredsofthesedrawings andtheycoveran andthey coveranareaof areaofabout500squarekilomet about500squarekilometres. res. Thelinesdatefrom Thelinesd atefromaperiod aperiodstartingabo startingabout2,000years ut2,000years ago.Basically,themarksonthegroundweremadeby movingthereddishbrownstonesthatcoverthedesert andrevealingthewhitegroundunderneath.Youcanstill seethestonesalongtheedges seethestones alongtheedgesofthelines. ofthelines.

ANSWERS 1 2 3 4 5 6

3 Studentsdiscuss Studentsdiscussthequestions,t thequestions,thenwritetwo henwritetwoorthree orthree

7

additionalquestionstheywouldliketoask.

8

TheNascapeople  … couldn’thaveseenthem  …  …couldn’thaveseenthem thelinesmusthavebeenpartofanastronomicalcalendar theymighthavebeenancientIncaroads theycouldhavebeenlandingstripsforalienspacecraft! Watermusthavehadanincrediblesignificance Thismusthaveseemedanastonishing   …phenomenon thesamegroupofpeoplecan’thavecreatedthem Nascalinesmayhavebeenpa Nascalinesmayhaveb eenpartofalon rtofalongtradition gtradition

4 Givestudentsamomenttoreadthroughthequestions andpredictwhattheanswersmightbe.Askstudentstoread thearticleandanswerthequestions.Infeedback,findout whetherthestudentsfoundanswerstotheirownquestions.

7 Askstudents Askstudentstolooka tolookatthesentences tthesentencestheyhave theyhave underlinedanddiscussthequestionsinpairs. ANSWERS

ANSWERS 1 2 3 4

inthelate1920s anastronomicalcalendar;ancientIncaroadsor irrigationsystems;landingstripsforaliens BecausePeruwassodrythattheemergenceofwater fromthegroundseemedsacred. TheNascalinesmay TheNasca linesmayhavebeenpartof havebeenpartofalongtradition alongtradition ofceremonialactivitiescon ofceremonial activitiesconnectedtowater nectedtowaterand and religiousbeliefs.

2 3

Sentences2,3,4,5,6and8(fromanswe Sentences2,3,4,5,6and8(fr omanswerkeyabove) rkeyabove) Sentences2,5and6 Sentences1,5,6and7

8and9   [2.11] Askstudentstorewritethe sentences.Letstudents sentences.L etstudentschecktheiranswersin checktheiranswersinpairsbefore pairsbefore discussingasaclass.Playt discussingasaclas s.Playtherecording.Studentslisten herecording.Studentslisten andchecktheiranswers.

Vocabularynotes

Audioscriptandkey

astonishing=verysurprising astonishing=verysurprising

1

Watercan’thavebeeneasytofind.

2

Theriversmighthavedriedup.

3

Thelinesmusthavebeenveryimportant.

5 Elicitsuggestions Elicitsuggestionsasa asawhole-classd whole-classdiscussion.Read iscussion.Read

4

Thelinesmayhave Thelinesm ayhavehadareligioussignificance. hadareligioussignificance.

throughtheinformationinthe  Wordbuilding  Wordbuildingboxwith boxwith theclass.Referstudentstopage67oftheWorkbookfor furtherinformationandpractice.

5

Theanimaldrawingscouldn’thavebeenroads.

6

Theanimalsmusthave Theanimals musthavelivedintheregion. livedintheregion.

7 8

TheNascapeoplecouldhaveusedsimpletools. TheNascapeoplecould haveusedsimpletools. Peoplemusthavemaintainedthelinescarefully.

huge=verybig huge=verybig =veryreligious sacred=veryreligious

Backgroundnotes TheNasca(orNazca) TheNasca (orNazca)lineswerecreatedby lineswerecreatedbytheNasca theNasca peoplesomewherebetween400and650AD. TheNascacultureflourishedinsouthernPerubetween100 and800AD.Theircultureiswell-knownforitsceramics andtextilesaswellasthelines.Thedry,windlessclimate andremotelocationhashelpedpreservethelines. MariaReiche(1903–1998)wasaGermanarchaeologist whobeganresearchingtheNascalinesin1940.Shewas activeintryingto activein tryingtoprotectthelines protectthelinesfromencroachmen fromencroachment. t. ThelinesweredeclaredaUNESCOWorldHeritageSitein 1995.

90

1

Unit 8

Weirdnews

  [2.11]

Pronunciation Pronun ciation weakformo weakformofha fhave ve 10 Askstudentstolookatthesentencesandanswerthe question,thenplaytherecordingagainfor question,thenplayth erecordingagainforstudentst studentsto o answerquestionb.C answerquestio nb.Checkthatstudentsreco heckthatstudentsrecognisethe gnisetheform form  have inthesesentences. andpronunciationof  have andpronunciationof  ANSWERS isanauxiliaryverb. auxiliaryverb.Itispronounced/h Itispronounced/həv/inthese Haveisan Have sentences.

 

UNIT 8 Weir eird dnew news s Grammarandpronunciationnotes Whenspeculatingaboutthepast,theformofthe sentenceislikethis:

8c Lostandfound? Lead-in

modalverb+auxiliary have +pastparticipleofthemainverb have+pastparticipleofthemainverb Animalsmight

have

livedhere.

Thereisastrongstressonthemodalandonthepast participle,whichmeans participle,w hichmeansthatthe thattheauxiliaryverb auxiliaryverbii svery weaklystressed.Itlinkswiththemodalverbandreduces toabarelyheard/əv/sound,e.g. /maɪtəv/

Extraactivity Practisetheweakpronunciationof have byasking havebyasking studentstolistentoandrepeatthesentencesonthe recordinginExercise9.

Extraactivity Writethefollowingquestionsontheboardandask studentstospeculateaboutthem: Howdidtheybuild  Stonehenge?Whatcausescropcircles?WhyisMarsred? HowdidtheEgyptiansbuildthepyramids?

Speaking Dividetheclassinto classintopairsandaskthem pairsandaskthemtos tospeculate peculate 11 Dividethe aboutwhytheNascalineswerecreated.Mon aboutwhytheNasca lineswerecreated.Monitorand itorandnote note howwelltheyusemodalverbs.

12 Dividetheclassintosmallgroupsandaskthemto readthroughthelistcarefully.Pointoutthatallthese itemswerefoundby itemswere foundbyarchaeologists archaeologistsator atornearthesiteof  nearthesiteof  theNascalines.Check theNasca lines.Checkunknownwordsor unknownwordsoraskstudent askstudentss tocheckthemintheirdictionar tocheckthem intheirdictionaries.Thenask ies.Thenaskstudentsto studentsto preparetospeculateabouttheitems. Askstudentstodiscuss Askstudents todiscusswhat whattheitemsrevealabout theitemsrevealabout thelivesofancientpeople.Mon thelivesofa ncientpeople.Monitorandn itorandnotehowwell otehowwell studentsusethelanguageofspeculation. Feedbackonanyerrorsyou Feedbacko nanyerrorsyouheardwith heardwiththeuse theuseofmodals ofmodals inthepast.

Extraactivity1 Alternatively,askstudentstoworkinpairstodothis exercise.Tellthemtochoosethreethingsfromthelistin Exercise12andwriteasentenc Exercis e12andwriteasentenceforeac eforeachone. hone. Theymust use musthave/mighthave/couldn’thave,etc. Thenask studentstostandup,walkround,andsharetheirideas withatleastthreeotherpeopleintheclass.Tellthemto trytomemorisethemostinterestingspeculationsandto telltheirpartnerat telltheir partnerattheend.Pairsmus theend.Pairsmustagree tagreeonthemost onthemost interestingideatheyhaveheardandreportbacktothe wholeclass.

Homework Askstudentstoresearchanancientsiteintheirown countryontheInternet.Askthemtowriteashortreport aboutitinwhichtheyspeculateaboutwhen,howandwhy itwascreatedandwholivedthereandhowtheylived.

Introducingthetheme:AmeliaEarhart Askstudentstolookatthephotographandtheheadline. Ask: WhatdoyouknowaboutAmeliaEarhart?  Elicit informationfromtheclassandsummariseitonthe boardundertwoheadings: Facts and Guesses .Encourage Factsand Guesses.Encourage studentstousethelanguageofspeculationtomake guesses.Askstudentstothinkoftwoorthreethingsthey wouldliketofindoutaboutAmeliafromreadingthetext.

Reading 1 Askstudentstoreadthefirstarticleandfindoutwhat thethreetheoriesaboutAmeliaEarhart’s thethreetheoriesaboutAmelia Earhart’sdisappearance disappearance are.Letthemcompar are.Let themcomparetheiran etheiranswersin swersinpairsbefore pairsbefore discussingasaclass. ANSWERS a b

c

EarhartranoutoffuelandcrashedinthePacificOcean. (officialtheory) Earhartcouldhavelandedonadifferentisland,called Nikumaroro,andsubsequentlydiedsincetheislandis uninhabited. Earhartwascapturedwhileonasecretmissiontothe Japanese-controlledMarshallIslandsintheNorthPacific andeventuallyreturnedtotheUSAwithanewidentity.

2 Askstudentstoreadthesecondarticleandanswerthe questions.Letthemcomparetheiranswersinpairsbefore discussingasaclass. ANSWERS 1 2 3

thetheorythatEarhartlandedonNikumaroro DNAsampling ItwillprovewhereEarhartcrashed.

3 Askstudentstoreadthetextagainandanswerthe questions.Letthemcomparetheiranswersinpairsbefore discussingasaclass. ANSWERS 1 2 3

HisfamilyispartiallyfundingtheDNAproject. NohairsamplesfromEarhartareknown. About99percentofthegenomeisidenticalamongall humans,sotheteamneedstohaveenoughmaterialto showthattheDNAbelongstoEarhartandnobodyelse.

4 Askstudentstofindthewordsinthetextsand underlinethem,thentrytoguessthemea underlinethem,thentryto guessthemeaningfromthe ningfromthe context.Thenaskthem context.Th enaskthemtorewriteth torewritethesentencesint esentencesinthe he exerciseusingthesewords.Letstudentscomparetheir answersinpairsbeforediscussingasaclass. ANSWERS 1 2 3

funding reveal archive

4

ensure

7

5 assumption 6

8

identical log

profile

8c

Lost Losta and ndf fou ound nd? ?

91

 

UNIT8 Weir eird dnew news s Teachingnotes

8d Youmustbejoking!

Guessingwordsincontextisausefulskillwhichispractised inExercise4.Whenstudentshaveunderlinedthewordsin thetexts,askthemtosaywhatpartofspeecheachword isandtosayhowtheyknowfromthecontext.Then,ask themtolookatthewordsaroundtheunderlinedwords andtosayhowthesewordshelpthemtoworkoutthe meaning.

Lead-inideas Personalresponse Writethefollowingheadlinesontheboard: 1StolenPaintingFoundByTree 2IncludeYourChildrenWhenBakingCakes 3RedTapeHoldsUpNewBridge

Vocabularynotes

Tellstudentsthattheheadlinesaregenuinebutfunny.Ask themtoworkinpairsandseeiftheycanworkoutwhy theyarefunny.

flysolo=flyalone flysolo=flyalone fate =whathappenedtoher saliva=liquidinthemouth saliva =liquidinthemouth

Answers: 1meansthatthepaintin Answers: 1meansthatthepaintingwasfo gwasfoundneara undneara tree,butit couldmeanthatthetreefoundit.2means meanthatthetreefoundit.2means thatwhenyoubakeyoushouldincludeyourchildren intheexperience,butit could  could meanthatyoushould meanthatyoushould puttheminthecakes.3: redtape means‘complicated bureaucracy’,soitmeansthatthebuildingofthebridgeis beingdelayedbybureaucracy,butit couldmeanthatthe meanthatthe bridgeisbeingsupportedbyred-colouredtape.

longstanding =lastingaverylongtime fragments =smallpieces verifiably=canbetestedandproved =canbetestedandproved

5 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstowork owork togethertocompletethesummary.Pointoutthatvarious answersarepossible.

Reallife Reallif e reactingto reactingtosurprisi surprisingn ngnews ews SAMPLEANSWERS

1   [2.12] Askstudentsto Askstudentstoreadtheheadlin readtheheadlines.Check es.Check

1

claims/theories

anydifficultvocabulary(seebelow).Thenask: Areanyof 

2 3

human envelopes giveaDNAsample

theheadlinessurprising?Why? Playtherecording.Stud Playthe recording.Studentslisten entslistenandchoo andchoosethebest sethebest headlineforeachofthethreeitems.

4

ANSWERS

Criticalthinkin Critical thinking g opinionor opinionorfact? fact?

1

6 Readthrough Readthroughthedefinitions thedefinitionswiththeclass.Divide withtheclass.Divide theclassintopairs theclass intopairstodiscuss todiscusswhetherthestatementsar whetherthestatementsaree opinionsorfacts.

b

 

2

a

 

3

b

Vocabularynotes takeover=takecontrolof =takecontrolof

ANSWERS 1

F

 

2

alert =warning alert  =warning O

 

3

O

 

4

F

 

5

O

 

6

F

slashed=reducedinadramaticway Notethestyleinheadlines.Thepresentsimpleisused whentalkingaboutthepast( Sheeptakeoverpark ),the Sheeptakeoverpark),the passiveisusedandreducedbyremovingtheauxiliaryverb (Petrolpriceshavebeenslashed ),andtheinfinitiveisused Petrolpriceshavebeenslashed),andtheinfinitiveisused toexpressthefuture( Fuelpricesaregoingtodouble ).

7 Askstudentstofindanotherfactandanotheropinion inthearticle. SAMPLEANSWERS Anewprojectaimstocreateageneticprofile…(fact) JustinLong’s…familyispartiallyfundingtheDNAproject (fact) …claimsthatabonefoundontheSouthPacificislandof NikumaroroisEarhart’s.(opinion) …whichtheybelievedmighthavebeenfromoneof Earhart’sfingers.(opinion)

Speaking 8 Askstudents Askstudentstodiscuss todiscussthequestionsinsm thequestionsinsmallgroups. allgroups. Homework Askstudentstowrite Askstudents towriteanessaysummarisingth anessaysummarisingthevarious evarious theoriesaboutwhyAmeliaEarhartdisappeared,and sayingwhattheythinkmusthavehappened.

Audioscript 1

  [2.12]

  A:

Didyouhearthatstoryaboutthe Didyouhearthatstory aboutthesheep? sheep? No,Idon’tthinkso.Whatwasit o.Whatwasitabout? about? B: No,Idon’tthinks A: Apparently,theyreflectthesunbackintothe atmospherebecausethey’re atmospherebeca usethey’resowhite. sowhite. B: Ohyeah? Andthentheheatfromthesungetst fromthesungetstrap rapped,soit ped,soit A: Andthentheheat makeseverythinghotter.Sotheythinksheepcause globalwarming. B: Comeoffit! Well,that’swhatitsays swhatitsaysinthepapertod inthepapertoday. ay. A: Well,that’ B: You’rehavingmeon! A: Itdoes–here,look. Hmm,thatcan’tberight!Hangona right!Hangonaminute minute … B: Hmm,thatcan’tbe what’sthedatetoday?

92

Unit 8

Weirdnews

 

UNIT 8 Weir eird dnew news s 2

  C:

Letmehavealookatthosetwent Letmehavealoo katthosetwenty-eur y-euronotesfora onotesfora moment.

D:

Why? Theblueonesarenogoo good–they’reforged. d–they’reforged. C: Theblueonesareno D:

Youmustbejoking!Alltwenty-euronotesareblue! C: Nottherealones. D:

Areyousure? C: I’mabsolutelypositiv I’mabsolutelypositive.Thegirlatthetra e.Thegirlatthetravelagent’s velagent’s toldme.Itwasont toldme.It wasonthenewslast henewslastnight. night.

Vocabularynotes Theseexpressionscanbedividedintotwocategories 1 Idon’tbelieveyouaretellingthetruth: Comeoffit!Ohyeah?Really?Youmustbejoking!You’re havingmeon! 2 Ithinkthenewsmustbewronginsomeway: Areyouserious?Areyousure?Thatcan’tberight Areyouserious?Areyousure?That can’tberight!They  !They  (withadifferent musthavemadeamistake.Really?(withadifferent musthavemadeamistake.Really? intonationpattern)

D:

Theymusthavemadeamis Theymusthavem adeamistake…ohno,and take…ohno,and we’vejustchangedallthismoney!What we’vejustchangedallthis money!Whatarewe arewe goingtodo? C: Idon’tknow Idon’tknow…butitis1Apr …butitis1Apriltoday… iltoday… D:

Oh,honestly!Ireallybelievedyou! 3   D=daughter, F =father D:

Dad,didyouseethenewsaboutpetrolprices? Dad,didyouseethenewsaboutpetro lprices? They’vegonedowntoa They’vegoned owntoalmosthalfth lmosthalftheprice. eprice. F : Really?Howcome? D: Idon’tknow.Butanyway,I’veputpetrolinthecar. F : Great…holdon…didyousaypetrol? D:  Yea Yeah. h. F : Areyouserious?Thecarusesdiesel,notpetrol!

Iknow,butpetrolissomuchcheaper! Iknow,butpetrolissomu chcheaper! F : Yes, es,but… but… D: I’msorry.DidIdosomethingwrong? D:

F:

Dieselenginesdon’tworkwithpetrol.Youmust knowthat!Oh,thisisgoingtocostmeafortune. D: Dad? Dad? F :  Yes Yes? HowdoyousupposeImana upposeImanagedtodrivethecar gedtodrivethecar D: Howdoyous home,then?AprilFool!It’s1April!

2 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtodiscussthe themtodiscussthe answers. ANSWERS Story1: 1 Sheeparereflectingthesun Sheeparereflectingthesunbackintothe backintothe atmospherebecausetheyarewhite.

Extraactivity Writethetwoheadings(1and2)intheVocabularynotes aboveontheboard.Askstudentsinpairstocategorisethe expressionsfromtheboxundertheheadings.

4 Dividethe Dividetheclassinto classintosmallgroups. smallgroups.Askthem Askthemtodiscuss todiscuss whatpeopledoo whatpeop ledoonAprilFoo nAprilFools’Dayintheirco ls’Dayintheircountry. untry.

Pronunciationshowinginterestand disbelief 5a   [2.13] Playtherecording.Studentslistenand noticetherisingandfallingintonation.Checktheanswers, thenplaytherecordingagain.Studentslistenandrepeat.

Pronunciationnotes Asharplyrisingintonationpatternshowsinterest–the sharperitrisesthemoreinterestedthespeaker. Afallingintonationpatternshowsdoubtordisbelief.

Audioscript

  [2.13]

1   B : Ohyeah? 2   B:

Comeoffit! 3   B : You’rehavingmeon! 4   B : Thatcan’tberight! 5   D : Youmustbejoking! 6   D : Areyousure? 7   D : Theymusthavemadeamistake. 8   F :  Real Really? ly? 9 :

No   3April1st Blue20euronotesareforged 2 Yes   3April1st Story3: 1 Petrolpriceshaveh Petrolpriceshavehalved, alved,sothegi sothegirlhasfilled rlhasfilled herdad’scarwithpetrol–butit’sadieselcar. 2 Yes   3April1st

2 Story2: 1

3   [2.12] Playtherecor Playtherecordingagain.Students dingagain.Studentslist listenand enand puttheexpressionsintheordertheyhearthem.Check thatstudentsareclearabouthowthephrasesareused.

2 3 4 5

Ohyeah? Comeoffit! You’rehavingmeon! Thatcan’tberight! Youmustbejoking!

Areyouserious?

statements,payingattentiontotheintonation.

6 Askstudents Askstudentsinpairs inpairstochoos tochooseoneoftheheadlines eoneoftheheadlinesin in Exercise1thatdidn’tmatchtherecording.Theymustcreate thestoryofthehoax thestoryo fthehoaxandpractise andpractisetellingit. tellingit. 7 Studentswor Studentsworkwithan kwithanewpartneran ewpartnerandtaketurns dtaketurnstotell totell theirstories. Homework Givestudentsotherheadlin Givestudents otherheadlinestowrite estowritehoaxstories hoaxstoriesabout: about:

ANSWERS 1

 F

5b Studen Students ts tak take e turns turns saying saying and and respon respondin ding g to the

6 7 8 9

Areyousure? Theymusthavemadea mistake. Really? Areyouserious?

NewphotosofLochNessmonster  Killerbeesmove Killerbee smovenorthacross northacrosstheUSA–thousandsdead theUSA–thousandsdead Spaghettitreeharvest Spaghettitree harvestinItaly inItalyhitbybadweather hitbybadweather

8d Youm Youmus ustb tbej ejok okin ing! g!

93

  

UNIT8 Weir eird dnew news s

8e Inthenews

Vocab Vo cabula ulary ry -lyadverbsinstories adverbsinstories 3a Askstudentstoreadthetextagainandfindand underlinetheadverbs,thenmatchthemtothemeanings.

Lead-in Introducingthetheme:news

ANSWERS

Writedownthreeshortheadlinesfromtoday’snewson theboard.Theycouldbelocal,nationalorinternational

accidentally=bymistake unfortunately=weare unfortunate ly=wearesorrytosay sorrytosay

news,dependingontheinterestsofyourstudents. Askstudentsinpairstotelleachotherwhatthenews storiesareabout.Iftheydon’tknow,askthemtoguess whatthestorymightbe.Infeedback,askwhatthebig headlinestoriesinthestudents’countriesarecurrently.

temporarily=forashorttime immediately=atonce apparently=itseemsthat

3b Askstudentstocrossoutanyoptionsthatarenot possibleinthesentences.

Writing anewsstory anewsstory 1 Askstudents Askstudentstoreadthe toreadthestoryandt storyandtelltheirpartners elltheirpartners

ANSWERS

whethertheybelieveitornot.

1 2

ANSWER

3

Quickly (bothcorrect) amazingly

4 5 6

Rapidly sadly Slowly

Itisatruestory.

Vocabularynote

twiddlingtheirthumbs =havingnothingtodo

Adverbsareformedbyadding  -lytoanadjective.Note toanadjective.Note thatwhenanadjectiveendswith   -yitchangesto itchangesto  -i (forexample,   temporary->temporarily)).. (forexample,

orcheckingcarefully carefully monitoring=watchingorchecking monitoring=watching

incredibly=unbelievably =unbelievably

Vocabularynotes

amazingly=verysurprisingly

Writingskill Writing skill structuringa structuringanews newsstory story 2a Askstudents Askstudentstorereadt torereadthefirstsentence hefirstsentenceofthenews ofthenews storyandanswerthequestions. ANSWERS 1 2 3

Awomanaccidentallycutthroughanunderground cable. anelderlyGeorgianwoman inGeorgia

2b Askstudentstoreadthemainparagraphandanswer thequestions. ANSWERS 1 2

3

Shewasdiggingformetalwhenherspadedamaged thefibre-opticcable. InternetservicestoArmenia Internetservices toArmeniawerecut werecutoff.Amonitoring off.Amonitoring systemdetectedthedamage.Asecurityteamwentto thespot.Thewomanwasarrested. Thewomanwasdiggingformetal.Georgiaprovides 90percentofArmenia’sInternet.Thecableis protected,butapparentlylandslidesorheavyrainmay haveleftitexposed haveleft itexposedonthesurface. onthesurface.

2c Askstudentstoreadthetextandnoticehowthe eventsandbackgroun eventsand backgrounddetails ddetailsareorganised. areorganised. ANSWERS

Themaineventsareinchronologicalsequence. Backgroundinformationisinsertedafterthemainevent.

gradually=slowlyandstepbystep coincidentally=whentwothingshappentogetherbychance =whentwothingshappentogetherbychance

3c Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodecide odecide whichsentencesfitinthetext,and whichsentencesfitinthe text,andwhere.Remind where.Remind studentstothinkabouthowtheeventsandbackground detailsareorganised. ANSWERS

Internetserviceswere  graduallyrestoredacrossthe restoredacrossthe region. Thiscouldgoafter‘ … temporarily affected.’ thepolicewillrelease willreleasethewomanbecauseo thewomanbecauseoff 6   Hopefully, thepolice herage. Thiscouldgoafter Thiscould goafter ‘… threeyearsinprison.’ 3

4 AskstudentstothinkofanAprilFoolstoryandto makenotesunderthequestionheadings.

5 Askstudent Askstudentsto stowriteanintroductory writeanintroductorysentence,as sentence,asin in theStudent’sBookstory.Inpairs,letstudentscompare andcommentoneach andcomment oneachother’ssentence. other’ssentence. Askstudentstoordertheirnotescarefully.

6 Askstudents Askstudentstowriteth towritetheirstoriesand eirstoriesandheadline. headline. Allowstudentstimetochecktheirpartner’s Allowstudentstimetocheck theirpartner’swork,then work,then revisetheirstoryand revisetheir storyandproduce produceaneat aneatfinaldraft. finaldraft.

7 Askstudents Askstudentstoexchange toexchangetheirfinalpieceo theirfinalpieceofworkwith fworkwith apartner.Studentsreadandrespondtotheworkusing thequestions. Homework AskstudentstowriteanAprilFoolstorybasedononeof theheadlinesinthe theheadlines intheExtraactivityonpage Extraactivityonpage93. 93.

94

Unit 8

Weirdnews

 

UNIT 8 Weir eird dnew news s forest.He’sreadytotakeanyrisk forest.He’sready totakeanyrisktofindoutthetruth.Thism tofindoutthetruth.Thisman an isentomologistDavidRoubik. 00.48–01.20 Roubikhasspentmuchofhislifestudyingbees. He’llgoanywheretogetclosertohisfavouritecreatures.Roubik hasstudiedbeesforover30years,sohe’soneoftheworld’s leadingexpertsonnativebees.Heworksdeepintherainforestof  Panama.Thishasallowedhimtobecomemorefamiliarwiththem thanalmostanyoneelse.WhenRoubiktalksaboutthebeesand hisstudies,it’sclearthatbothareveryinterestingtohim.

8f Killerbees Beforeyouwatch 1 Studentsworkingroups.Askthemtolookatthe photo,titleandcaptionanddiscussthequestions.Take feedbackfromtheclass.

2 Beforewatchingthevideo,askstudentstopredictwhat actionsfromtheboxtheythinktheywillseethemandoing.

Whileyouwatch 3 Playthewhole Playthewholeofthevideo ofthevideoforstudents forstudentstochecktheir tochecktheir ideasfromExercise2. ANSWERS

driving,hikingintherainforest,holdingbees,working withabeehive,puttinghishandinabeehive

4 Askstudentstochooseoneofthetopicsandmake notesinpairs.Givethemtim notesinpairs. Givethemtimetoread etoreadthequestions,t thequestions,then hen playthefirstpartofthevideo.Student playthefirstpartofth evideo.Studentsthenwork sthenworkwith with anotherpairtosharetheirinformation.

2 3 4 5 6 7 8

over30years deepintherainforestofPanama 300 The‘killerbee’hasbetterskillsandisusingupthe resourcesneededbythenativebees. Theypollinateplantsandprovidefood. allsortsofplaces,fromhighinthetopsoftreesto undergroundholes toimprovethehoneyproductionofnativebees Thebeesescapedandspreadacrossthecontinent.

Part2 RoubikwenttoPanamain1979tofindsome answerstothekillerbeeproblem. 03.06–03.34

5 Givestudentst Givestudentstimetoread imetoreadthesentences, thesentences,thenplaythe thenplaythe secondpartofthevideo secondpart ofthevideoforstudents forstudentstodecideift todecideiftheyare heyare trueorfalse,andcorrectthefalsesentences. trueorfalse,and correctthefalsesentences. ANSWERS

T   2 F   3 F   4 T   5 T   6 T   7 F Seealsotheunderlinedphrasesinthevideoscript.

1

01.56–03.05 Unfortunately Unfortunately,Roubik ,Roubikthinksthatthefuture thinksthatthefuture oftheseamazingnativebeeslooksbad.Littlebylittle,people aredestroyingtheirrainforesthabitat.Peoplearealso responsibleforsomethingthatRoubiks responsibleforso methingthatRoubikseesasan eesasanevenmore evenmore immediateenvironmentalproblem,one immediateenvironmental problem,onethat’sthe that’stheresultof  resultof  ascientificexperimentthatwentterriblywrong. ascientificexperiment thatwentterriblywrong.In1957,a In1957,a groupofscientistsin groupof scientistsinSouthAmerica SouthAmericawantedtoimprovehoney wantedtoimprovehoney production.So,theystartedstudyingabee production.So,they startedstudyingabeethatwasnon-native thatwasnon-native tothearea–theAfrican tothearea –theAfricanhoneybee.TheA honeybee.TheAfricanhoneybeeis fricanhoneybeeis farmoreadaptablethanmostnativespecies.Itcanreproduce veryquicklyanddeveloplargeswarmsin veryquicklyand developlargeswarmsinashorttime. ashorttime.But,if  But,if 

anythingbothersit,it anythingbothersit,itcanbecomevery canbecomeverydangerous!Atfirst, dangerous!Atfirst,the the studyproceedednormally.Then,oneday,someoftheAfrican honeybeesescaped.Somethingthatatfirst honeybeesescaped.S omethingthatatfirstseemedtobe seemedtobeabitof  abitof  badluckeventuallybecameaverycostlymistake.Thehungry Africanbeesspreadquicklythrougho Africanbees spreadquicklythroughoutSouth utSouthAmericaandwere Americaandwere soonknownas‘killerbees’. soonknown as‘killerbees’.Theygotthe Theygotthenamebecauseoftheir namebecauseoftheir largeswarms,angrybehaviour,an largeswarms, angrybehaviour,andpotentialto dpotentialtohurtpeopleby hurtpeopleby stingingthemrepeatedly.

ANSWERS 1

DavidRoubikI’vecountedmorethan300 differentspeciesofbeesinjustonesmallforestareainPanama. It’sjustinasquarekilometreofforest,buttheremightbeamillion ormoreindividualbees!Andthisisreallyaboutthebestplace intheworldtodothekindofworkthatI’mdoing.Theyinteract witheverything.Theypollinatetheplants.Theyprovidefood foralotofdifferentanimals.Theyliveinthemostoutlandish, interestingplaces,fromthetopoftherainforestcanopytoholes deepunderground.So,it’sawonderfulgrouptolookat.

01.21–01.55

 

8

F

Afteryouwatch 6 Studentswork Studentsworkinpairsto inpairstoroleplayanint roleplayaninterviewwitha erviewwitha honeyfarmer,accordingtotheinstructions.

7 Studentswo Studentsworkinpairs rkinpairstodiscussthe todiscussthequestions. questions.

Videoscript Part1 00.16–00.43 Forthousandsof Forthousandsofyears,aninsect years,aninsecthaskeptthe haskeptthe rainforestsofCentralAmericaalive.It’soneofthe rainforestsofCentralAmericaalive.It’s oneofthesmallestand smallestand leastunderstoodcreaturesonEarth–thebee. leastunderstoodcreatures onEarth–thebee.Now,a Now,aforeign foreign speciesofbeehasinvadedthese speciesofbee hasinvadedtheserainforests.One rainforests.Onemanbelieves manbelieves thatthisforeignbeemaycauseproblems thatthisforeignbee maycauseproblemsforthewhole forthewholerain rain

Peoplewereworriedabouthowthe Peoplewereworried abouthowthebeeswouldaffect beeswouldaffectthe the environment.By1982,thispowerfulforeignbeehadcrossed environment.By1982,thispowe rfulforeignbeehadcrossed almosttheentireSouth almostthe entireSouthAmericancontinent. Americancontinent.Itwasstartingto Itwasstartingto makeitshomeinPanama.Roubikrealisedthatthelifeofthe rain-forestanditsnative rain-forestand itsnativebeeswereindanger.They’d beeswereindanger.They’dneverbe neverbe thesameagain.The‘killerbees’hadarrived. 03.35–04.06 AccordingtoRoubik,thenewspapersand televisionmostlytalkedonlyofagroupof‘killerbees’.Hesays thattheyinventedthisstoryforexcitement,buttheydidn’t thattheyinventedthisstoryforexc itement,buttheydidn’treally really discusstheimportantstory. discussthe importantstory.Thebiggest Thebiggestdangerwasno dangerwasnottoman, ttoman, buttothefutureoftheLatinAmericanrainforests.Native buttothefutureofthe LatinAmericanrainforests.Nativeb bees ees arepollinatorsthatplayanimportantrolein arepollinatorsthatplay animportantroleinmakingallplants makingallplants reproduce.Withoutthen reproduce.W ithoutthenativebees,Roubikwaswo ativebees,Roubikwasworriedthatthe rriedthatthe rainforestscouldn’tsurvive. rainforests couldn’tsurvive.Tounderstand Tounderstandthetrue thetrueeffectsofthe effectsofthe killerbees,Roubikmuststudythemupclose. 04.07–04.41 DavidRoubik Thisisoneofthemillions.These beeshavedonesomethingnootherbeee beeshavedoneso methingnootherbeeeverdid.Theseth verdid.Thesethings ings havesuckedupmostoftheresourcesthatareoutthereforbees– andforotheranimalstoo– andforother animalstoo–notjustbeesvisitflowersfor notjustbeesvisitflowersforfood. food. Birds,bats,butterflies otherthingstakethesamefood.And it’snotjusthere it’snot justhereandthere,it’sreallyeverywhere. andthere,it’sreallyeverywhere.Allthe Allthevast vast forestareaswethinkofas forestareaswe thinkofasabsolutewildlifepreserveshav absolutewildlifepreserveshavebeen ebeen violatedbythisbee.Thisbeedoesn’ violatedbythisbee. Thisbeedoesn’tbelonginanyofthem,it tbelonginanyofthem,it livesinallofthem.It’snotgoingtogoaway. 04.42–05.26 Roubikhasalsodiscoveredwhattherealdanger withtheinvadingbeeis.Ithas withtheinvading beeis.Ithasbetterskillsforfindingfoodand betterskillsforfindingfoodand fortakingoverareasquickly fortaking overareasquickly.Because .Becauseofitslargenumbersand ofitslargenumbersand strength,thekillerbeehaslittletofear strength,thekillerbee haslittletofearfrommostcreatures. frommostcreatures. –

8f

Kil ille ler r b b e ee es

95

 

UNIT8 Weir eird dnew news s Roubikknowsthatnothingwilllikelystoptheadvanceofthe killerbeeshere.ButwillthenativebeesofPanamabeableto competewiththeirhungrynewneighbours? Thesightofnativebeehiveswithnonativebees Thesightofnativebeehiveswith nonativebeesseemstotell seemstotell awarningstory:thereisnohoneyhere. awarningstory:thereisnoho neyhere. Still,Roubikneedsto knowforsure,so knowfor sure,sohegoestoaplacecalledTulum, hegoestoaplacecalledTulum,Mexico. Mexico. 05.27–05.40 TulumisonehomeoftheMaya,anancient culturefromMexicoandCentralAmerica.Here, culturefromMexicoandCen tralAmerica.Here,Roubikhopesto Roubikhopesto finddatathatindicatesjusthowmuchofadangerthekillerbees reallyare. 05.41–05.49 DavidRoubik Mydatawouldonlyreachback 15years,butIneededsomeonewith 15years,butI neededsomeonewithevenmoreexp evenmoreexperiencewith eriencewith nativebees.That’swhattheMayainparticularhadtooffer. 05.50–06.15 Roubikfurtherexplainsthatthenativebeehas beenanimportantpartofMayacultureforover1,000years.If  therewasanychangeinthe therewasanyc hangeinthebeepopulation,they beepopulation,theywouldlikely wouldlikely know.The know .Thedescendantsof descendantsoftheancientMayahavealwayskept theancientMayahavealwayskept nativebeesinthetraditionalway–untilnow nativebeesin thetraditionalway–untilnow.Modern-day .Modern-day Mayafarmersnowbelievethatthekillerbeeshavecausedhuge changes. 06.17–06.26 DavidRoubik Fifteenyearsago,thehoneyused tojumpoutatyou.Take tojumpout atyou.Takeoffthehive offthehivecoverandthere’d coverandthere’dbehoney behoney rightouttotheedge.Now,Ic rightouttothe edge.Now,Icanreachhalf anreachhalfmyarmin myarminandthere’s andthere’s justspace. 06.30–06.37

DavidRoubik Thesepeoplenoticed,interms

oftwoorthreeyearsafterAfricanbeesarrived,their oftwoorthreeyearsafterAf ricanbeesarrived,theirnativebees nativebees andtheirhoneywerenotthere. 06.38–06.49

Roubikhasfinallyprovedanimportantpoint:

theAfricanbeeappearstobeforcingoutnativebees.It’san absolutelyterriblediscoveryfortheentomologist. 06.50–06.59 DavidRoubik Thedisturbingrealityisthat, itisnotanaturalpartofthiscommunity.Y itisnotanaturalpartofthiscommunity. Yetithasbecomepart ofnature,andironically,man ofnature, andironically,manhasput hasputitthere.Butmancan’t itthere.Butmancan’ttake take itaway.

NobodyreallyknowsifthenativebeesofLatin Americawillsurvive,anditmaytakemanyyearstofindout. However,deep However ,deepintheheartofPanama, intheheartofPanama,DavidRoubikcontinues DavidRoubikcontinues hisresearch.Heintendstolearnm hisresearch.He intendstolearnmoreaboutthe oreaboutthesecretsofnative secretsofnative beelifebeforeit’stoolate. 07.00–07.20

UNIT8Review

Grammar 1 Askstudent Askstudentsto stomatchthenewshead matchthenewsheadlines(1–3) lines(1–3)with with thecomments(a–f),thencomparetheiranswersinpairs. ANSWERS 1 a b

b,e must can’t

2a,f

 

 

3

 

cmighthave

 

dcan’thave

   

c,d

might e might must f must

2 Askstudentstolookatthephotoandmakeguesses, thenchecktheirideasinthefacts thenchecktheirideasin thefacts and thetheories thetheories..

3 Askstudents Askstudentsinpairsto inpairstodiscusstheth discussthetheories,thenwo eories,thenwork rk withanotherpairofst withanoth erpairofstudentsand udentsanddecidewhichth decidewhichtheoryis eoryis thebest.

Vocabulary 4 Askstudentsinpairstowritedowntwowordsfrom Unit8ineachlist. ANSWERS 1 2

oxygen,nitrogen flies,ants,butterflies

3 4

ancient,prehistoric theory,facts

5 Askstudentstoworkinpairsandanswerasmany questionsastheyca questionsas theycan,using n,usingtheirgeneralknowledge. theirgeneralknowledge. SAMPLEANSWERS 1 2 3 4 5 6 7 8 9 10

whenyouchangeaspectsofaphotowhenediting thepartofaplantthattheleavesareattachedto thingsthatsticktootherthings,e.g.glue,jam Arcticternandsalmon They movewatertoplaces movewatertoplaceswhereitisneeded. whereitisneeded. acollectionofdocuments detectives,archaeologists no discoveries digging

Reallife

6 Askstudentstoworkinpairstothinkofwaysof  reactingtonewsusingthewords. ANSWERS

you’rejoking;comeoffit;holdon;thatcan’tberight; youcan’tbeserious; youcan’t beserious;are areyousure? yousure?

7 Dividetheclassintogroups.Telleachpersontowritetrue andfalsesentencesaboutthemselvesonsixpiecesofpaper. Studentstaketurnstoreadoutthesentences.Otherstudents mustreactappropriatelyandguesswhichsentencesaretrue.

Speaking 8 Dividethe Dividetheclassinto classintopairstotalkabout pairstotalkaboutsurprising surprising thingstheyhaveread.

96

Unit 8

Weirdnews

 

Unit9   Trade Lead-in Personalresponse Askstudentstowritethelastthreethingstheybought (excludingfoodanddrink)onapieceofpaper.Collectin thelists.Divide thelists. Dividetheclassinto theclassintogroupsof groupsoffouranddistribute fouranddistribute

9a Moneytalk Materials RealiarelatedtothemoneyvocabularyinExercise1

thelistsrandomlyaroundthegroups.Tellthegroupsto speculateaboutwhomighthavewritteneachlist.

Lead-in

1 Dividetheclassintopairs.Askstudentstolookatthe photoandcaption,anddiscussthequestion.

2   [2.14] Askstudentstolookatthetablecarefully, thenlistenandcomplete thenlistena ndcompletetheinforma theinformation. tion. ANSWERS newphone,hismum videogames 3 jewellery 1 2

Audioscript

2



  R:

S:

R: S: R:

3

buy,withdraw,lend,save,mean,cheap,economical,poor.

Askstudentsinpairstothinkofasmanyoppositesasthey canforeachword.Youcouldletthemusedictionariesto dothistask. Possibleanswers:buy–sell,giveaway;withdraw– deposit,payin;lend–borrow;save–spend,waste; mean–generous;cheap–expensive,dear;economical– uneconomical,wasteful;poor–rich,wealthy,prosperous

  [2.14]

researcher,  S shopper 1   R : Hi,doyoumind Hi,doyoumindifIaskyousome ifIaskyousomequickquestions quickquestions aboutyourshoppingtoday? S : No,notatall,no. R : Lovely.Well,first,canIaskyouwhatyou’vebought? S : Ohyes,I’veboughtanewphone. R : Isitforyou? S : No,formymum.ForMother’sDay,nextSunday. She’sreallyintogadgetsandtechnology. R

Usingwords Writethefollowinglistofverbsandadjectivesconnected withmoneyontheboard:



Hello,youlookhappy.Haveyouboughtsomething nice? Erm,I’vegotacoupleofthelatestvideo Erm,I’vegotacouple ofthelatestvideog games, ames, actually.That’sallIcameinfor. Andwhodidyoubuythemfor?  Justformyself.Ibuyacoupleeverymon  Justformyself.I buyacoupleeverymonth. th. OK!

  R:

Hi,haveyougottimetoa Hi,haveyougottimeto answeraquickquestionor nsweraquickquestionor two? S : Yes,Ithinkso.Weneedabreak! R : Haveyoubeenspendingalotofmoney? S : No,that’stheproblem!We’relookingforsomenice jewellery–earringsoragoldcha jewellery–earrings oragoldchainmaybe…butw inmaybe…butwee can’tfindanythingwelike. R : Andwhoisitfor? S : It’sjustforourselves.Weusuallybuyeachother somethingspecialfor something specialforouranniv ouranniversaryeveryyear. ersaryeveryyear. It’salittletraditionwehave. R : Well,goodluck!

3 Askstudents Askstudentstodiscuss todiscussthequestions thequestionsinpairs. inpairs.

Vocabulary money 1 Askstudentstoreadthroughthestatementsand ticktheonesthataretrueforthem.Tellthemtouse dictionariestocheckthewordstheydon’tknow. Extraactivity Userealiatoelicitandchecksomeofthevocabularyat thestartofthetask,e.g.cash(coinsandnotes),acredit anddebitcard,achequebook,abill(gas,electricity, restaurant),ashopreceipt.Holduptheobjectsandask studentstosaywhattheyare. 2

Askstudentstomakechangessothatallthesentences inExercise1aretrueforthem.Theycanthencompare theirideasinpairs.Infeedback,findoutwhobanks onlineandwhostilluseshighstreetbanks.

Vocabularynotes A billisapieceofpaperthattellsyouhowmuchyoumust isapieceofpaperthattellsyouhowmuchyoumust pay(forameal,useofelectricity,etc.). A receipt (pronounced  /ri 'si:t/)isapieceofpaperyou receivetoacknowledgethatyouhavepaidabill. A ticket  isapieceofpaperyoureceivetosaythatyou havepaidtogoinamuseum,etc.,ortogetonabus,etc. A fareisthe isthepriceof priceoftravelling( travelling(bybus,train,taxi). bybus,train,taxi). A fee isthepriceyoupayforaservice,e.g.toparkyourcar. Rentisthemoneyyoupaythelandlordtoliveinahouse. isthemoneyyoupaythelandlordtoliveinahouse.

A mortgagepaymentisthemoneyyoupayeachmonthon isthemoneyyoupayeachmonthon theloanyoutookinordertobuyahouse. cash

coinsandnotes



getintodebt theoppositeof beincredit  

4 Studentswo Studentsworkintheir rkintheirpairstop pairstopreparefivequest reparefivequestions ions

gooverdrawn taketoomuchmoneyfromyouraccount andbeindebt

aboutshoppinghabits, aboutshop pinghabits,theninterview theninterviewthreeoth threeotherpeople. erpeople.

takeoutanoverdraft borrowmoneyfromabank





chargeinterest/afee

demandapayment



97

 

UNIT9 UN IT9 Trade rade

Listening

Vocabularynotes

3 Readthelist Readthelistwiththe withtheclassandcheckanyn classandcheckanynewwords ewwords

via hereitmeans byusing

(seeVocabularynotesonpage97). Dividetheclassintopa Dividetheclas sintopairstodisc irstodiscussthequest ussthequestion. ion.

4   [2.15] Playtherecording.Askstudentstolisten andtickthefeaturesw andtickt hefeatureswhicharemen hicharementioned. tioned.

Tickthefollowing:2,3,4

  [2.15]

MoneyTalk.Intoday’sprogrammewediscuss WelcometoMoneyTalk Welcometo .Intoday’sprogrammewediscuss mobiletechnologyandpersonalbanking.Inparticular,we lookathowtechnologyallowspeoplewhohaveneverhad abankaccounttomanagetheirmoneyviatheirmobile phones.Moreandmorepeoplehavemobilephonesthese days–didyouknowthereareaboutfivebillionphones intheworldtoday?But,therearealotofpeoplewithout easyaccesstoban easyaccess tobanks,which ks,whicharegenerally aregenerallylocatedin locatedin big townsandcities.Soweareseeinglotsofinnovationsin mobilebanking–inotherwords,usingyourmobileto manageyourbankaccount.Anexampleofthisisthe interactivevoicemenusystemwhichmobilebankinguses. Usingthemenusystem,youcantalktoyourmobileand tellitwhattodowithyourmoney!Now,atitsmostbasic, mobilebankingletsyoutransferyourmoneyfromone placeorpersontoanother.Butnowthelistofthingsyou candofromyourphoneisexpandingintopayingbills, buyinggoodsandmanagingyoursavingsaccount. Anewmobilebankingschem Anewmob ilebankingschemehasrecent ehasrecentlybegunin lybegunin Afghanistan.It’sagoodplacetoseehowmobilebanking worksinactionbecause worksina ctionbecausethemobilep themobilephonenetwo honenetworkcovers rkcovers everytownandcity.Underthenewscheme,theAfghan NationalPolicehassta NationalPo licehasstartedtop rtedtopayallsalariesthrough ayallsalariesthrough mobiles,andsothep mobiles,and sothepolicemendon’ olicemendon’tactuallyrec tactuallyreceivecash. eivecash. Salarypaymentsarenowmadedirectlytoeachindividual policeofficer.When policeofficer .Whenapaymentisma apaymentismade,eachpoliceofficer de,eachpoliceofficer getsatextmessageo getsatext messageonhispho nhisphone.Hecanthenuseh ne.Hecanthenusehis is phone,viatheinteractiv phone,via theinteractivevoicemenus evoicemenus,tomakepayments ,tomakepayments fromhissalary.Thenewsystemischangingthewaythe economyworks.TheAfghanpeoplecancontroltheir financesmoreeasily:thecashtheyusedtocarryaroundis nowsafelyinthebank.

5   [2.15] Playtherecordingagain.Studentslistenand correctthefactualerrors.Letthemcomparetheiranswers inpairs. ANSWERS Sentences2and5arecorrect. 1 Thereareapproximately fivebillionmobilephones… 3 …youcantalktoyour mobile. 4 Anewmobilebankingschemehasstartedin Afghanistan. 6 TheAfghan NationalPolice … 7 …receivetheirsalaries ontheirmobiles . 8 Eachpoliceofficergetsa textmessage…

98

Unit 9 9 Trade

Studentsdiscusstheques iscussthequestioninpa tioninpairsorsma irsorsmallgroups. llgroups. 6 Studentsd

Extratask

ANSWERS

Audioscript

innovations newdevelopments

Youcouldextendthisintoaclassdebateononeofthe followingtopics: Highstreetbanksareunnecessaryandshouldbeclosed  down. Weshouldgetridofpapermoneyandusecardsand  onlineservicestomakeallourpayments.

Grammar Gram mar nounphra nounphrases ses 7 Askstudentstomatchwordsanduses.Letthem comparetheiranswersinpairs. ANSWERS 1

c

 

2

b

 

3

d

 

4

a

Askstudentstoreadthegrammarboxcarefully 8 andnoticetherulesforwhen a/an,theandzeroarticle a/an,the andzeroarticle areused,thenfindexamplesint areused,thenfinde xamplesintheaudioscript heaudioscript.Refer .Refer studentstopage16 studentst opage167intheStudent’sB 7intheStudent’sBookforfu ookforfurther rther informationandpractice. ANSWERS a/an singularnoun:bankaccount,example,(good) place,payment,textmessage the singularcountablenoun:list,mobilephone network,(new)system,way,bank the pluralcountablenoun:policemen,interactivevoice menus,payments,Afghanpeople the uncountablenoun:AfghanNationalPolice, economy,cash zeroarticle pluralcountablenoun:people,mobile phones,(big)towns,cities,things,bills,goods,mobiles, (salary)payments

zeroarticle uncountablenoun:mobiletechnology, personalbanking,technology,mobilebanking,cash

Grammarnotes Whenfirstmentioningnewinformationuse a/an an.When mentioningthesamethingagain,use the,e.g. Anoldladybookedintoahotel.Theoldladystayedinthe hotelforthenextth hotelfor thenextthirtyyears… irtyyears…

Weuse the whenthereisonlyone( thesun,the environment).

Pronunciationnotes Aand anarenormallyunstressedandpronounced /ə(n)/, Whenunstressed, theispronounced /ðə/unlessitcomes beforeavowelsound,whenitispronounced /ði/.

 

UNIT9 UNI T9 Trade rade

9 Askstudentstoreadthegrammarbox,thenfindthe wordinboldinExercise5whichexpressesownership. Referstudentstopage Referstudents topage167intheStudent’s 167intheStudent’sBookfor Bookfor furtherinformationandpractice. ANSWER 8

their(salaries)

Pronunciationnotes Awayofexplainingthelinkinghereistosaythatthe consonantsoundattheendofaword‘leaves’andjoins thevowelsoundatthestartofthenextword.So geta becomes geta (/getə/).

Extraactivity WritethefollowingEnglishnamesontheboardandask studentsiftheycanfindtheanimalhiddeninthenames:

Grammarnotes Every andeachareofteninterchangeablebutthereisa subtledifferenceinmeaning. Everywomanintheroom meansallthewomen,butseenasagroup,whereas each womanintheroom meansallthewomen,butseenas individuals.

MikeItten

DavidOgwood

PaulIronside

PhilipIggleswick

MarkOwlett

10 Askstudentstochoosethecorrectoptions

Readouteachname,beingcarefultoshowconsonantvowellinking,andstressingthefirstsyllablesofthe surname.Studentsshouldheartheanimalsclearly.Ask studentstopractisesayingthenamesinpairs.

themselves,thendiscuss themselves,t hendiscussthem themwithapartner. withapartner.

Answers: kitten,dog,lion,pig,cow

ANSWERS 1 2 3 4

a your,a the their

5 6 7 8

your –,an all each

11   [2.16] Askstudents Askstudentstocomp tocompletethesenten letethesentences. ces. Playtherecording.Students Playtherecor ding.Studentslistenand listenandcheck. check.

Audioscriptandkey

  [2.16]

Speakingandwriting 13 Dividethecla Dividetheclassintos ssintosmallgroups. mallgroups.Givestudents Givestudentsa a momenttoreadthequestionsandtopreparetwoorthree thingstheywouldliketosay.Thenaskstudentstodiscuss thequestionsintheirgroups.

14 Studentswr Studentswriteawebsite iteawebsitepostwith postwithatipforsaving atipforsaving money.

Extraactivity

1

Itriedtosavemoneytogetanewphone.

2

ThemodelIwantedcostafortune.

3

Igaveupchocolate,b Igaveup chocolate,buyingDVDsa uyingDVDsandsmoking. ndsmoking.

4

Igavethemoneyto Igavethe moneytomysistertolookaft mysistertolookafter. er.

5

Shetoldmehowmuc Shetoldm ehowmuchI’dsav hI’dsavedeachweek. edeachweek.

Homework

6

WhenIhadenough,I WhenIhad enough,Iwenttobuythepho wenttobuythephone. ne.

7

Theshophadaspecialoffer.

8

Igotafreeupgradewithanewphone!

9

AndIstillhadthecashI’dsaved.Amazing!

Askstudentstopreparealeafletentitled‘Toptipsfor savingmoney’.Tellthemtothinkofeighttotengood piecesofadviceandtowritethemasaleaflet(numbered orbulleted)usingthelanguageofadviceandideasfrom thelesson.

Askstudentstowriteonepieceofadviceforsavingmoney onasmallpieceofpaper.Collectthepiecesofpaperand putthemontheboardoronthewallsoftheclassroom. Askstudentstoreadthedifferent‘tips’,thendiscussin groupswhich‘toptip’wasthebest.

Pronunciation 12a   [2.17] Playtherecording.Studentslistenand noticethelinking.

12B   [2.18] Askstudentstolookbackatsentences 3–7inExercise11andunderlinewordswhichstartwith vowelsounds,thenlisten vowelsound s,thenlistenandrepea andrepeat. t.

9a Mone Money yta tallk

99

 

UNIT9 UN IT9 Trade rade

9b Thegenuinearticle Lead-inideas Testbeforeyouteach:passives Writethefollowingproductsontheboard: coffee,rice, watches,cars,mobilephones,laptops,bananas,tea, honey,movies. Describetwodifferentproducts(usingpassives)andseeif theclasscanguesswhattheyare,e.g. It’sgrownallover  thedevelopingworld,butespeciallyinIndiaandSriLanka. It’softensoldinsmallbagsandit’sdrunkbymillionsof  people.(tea) They’remadeofmetal,leatherandplastic  andtheyaremanufacturedinmajorindustrialcountries, especiallyinGermany,JapanandtheUSA. (cars)

Dividetheclassintopairstothinkofhowtodescribe anotherproductontheboard.Askafewpairstoreadout theirdescriptionsandseeiftheclasscanguesswhatitis.

Reading 1 Dividetheclassintosmallgroups.Askstudentsto choosethreeitemsandtopreparetodescribethem. Studentstaketurnsto Studentstak eturnstodescribethe describetheitemsintheir itemsintheirgroups. groups.

Backgroundnotes Fairtradeisasocialmovementwhichaimstosupportthe economiesofdevelopingcountriesbymakingsurethat producersarepaidahigherpricefortheirproducts.

Grammar Gram mar passives passives 4 Askstudentstolookatthesentencesandunderline

themainverb,then themain verb,thenanswerthe answerthequestion.Let question.Let students compareanswersinpairs. ANSWERS 1 2 3

mainverb:arebought mainverb:havebeenmade mainverb:canbeordered

Informat ionaboutwhoorwhatdoestheactioni Informationaboutwhoorwhatdoestheactio nisnot snot giveninthesentences.

5 Askstudent Askstudentstoloo stolookatthe katthegrammarbo grammarboxandnotice xandnotice thewaypassivesareformed.Th thewaypassivesare formed.Thenaskthe enaskthemtofindeight mtofindeight examplesinthetext. examplesin thetext.Referstudents Referstudentstopage168inth topage168inthee Student’sBookforfurtherinformationandpractice. ANSWERS

Askstudentstoscanthewebsitequicklyandfind 2 answerstothequestions.Letthemcomparetheiranswers

1

inpairsbeforediscussinga inpairsbefo rediscussingasaclass saclass..

2 3 4

ANSWERS 1 2 3

5

LauraMorelli Sheisashoppingexpert. hand-madecraftsorfair-tradeproducts

6 7 8

3 Askstudentstoreadthetextmorecarefullyandmatch theproductstothereviews.

D

 

2

A

 

3

C

 

4

E

Extraactivity

Vocabularynotes awin–winsituation asituationinwhicheverybodyis happy sweatshop afactorywherepeopleworklonghours forlowpay guilt-free itdoesn’tmakeyoufeelguilty exploit (somebody) takeunfairadvantageofthem treasure (agift) toyou

Unit 9 9 Trade

be thepastparticipleformofthemainverb (seeanswerstoextrataskbelow)

Extraactivity

Extendthefeedbacktotheactivitybyasking: Wouldyou buythisproduct?Whowouldyoubuyitfor?Wouldyou bepleasedifsomeoneboughtitforyou?

100

6 Discussthequestionasaclass. ANSWERS

ANSWERS 1

Thiseco-basketballhasbeenproduced profitsaredonated havebeengrownfreefromchemicalpesticides Water-recyclingmethodsarebeingintroduced Profitsfromtheseflowerswillbeusedtosupportschool projects cowboybootsarebasedonanoriginaldesign buthavebeendecoratedwithanexplosionofcolour TurquoisewasbeingminedwhentheSpanisharrived

keepitsafebecauseitisimportant



AskstudentstolookattheanswerstoExercise5.Tellthem tolabelthevariousformsshownwiththenameandform ofthepassives. 1,3,7Presentperfectpassive: have/has participle



been past

2,6Presentsimplepassive: am/is/are +pastparticiple 4Presentcontinuouspassive: is/are being past participle 5Futuresimplepassive: will  be pastparticiple 8Pastcontinuouspassive: was/were being past participle

 

UNIT9 UNI T9 Trade rade 8

Grammarnotes ThepassiveinEnglishisformedbyconjugatingtheverb tobeintoitsvariouspresent,pastorfutureformsand addingthepastparticipleofthemainverb.Itcanbeused withmodals(shouldbedone,hastobedone)andthereis aninfinitiveform( tobedone ). Thepassiveisusedwhenthesubjectisunknownor unimportant(e.g. WarwickCastlewasbuiltinthetwelfth century–whobuiltitisofnoimportancetothespeaker). –whobuiltitisofnoimportancetothespeaker). Ifwewanttointroducewhoorwhatperformstheaction, weuse by(e.g. (e.g. Thesupermarketwasopenedbythe mayor.)

Apaintingby Picassowasboughtatauctionfor$106 millionin2010.

10 Dividethecla Dividetheclassintosma ssintosmallgroups.Ask llgroups.Askthemto themto discussthequestions.

Extraactivity Askfastfinisherstowritetheirownpassivesentenceswith aneither/oroption.Tellthemtochooseatopictheyknow somethingabout(films,books,computergames,history, etc.).Infeedback,askstudentstoreadouttheirsentences forotherstudentsintheclasstoanswer.

7 Askstudentstoreadthetextbrieflyandsaywhat

Backgroundnotes

productitisabout.(Answer:coffee)Asks productitisabout.(Answer:coff ee)Askstudentst tudentstoread oread thetextagainand thetexta gainandchoosethecorrect choosethecorrectoptions. options.

NokiaisaFinnish-basedcompanybuttheNokia1100and 1101mobilephonesweredevelopedinCalifornia. Tetrisisavideopuzzlegamewhichwasoriginally developedinMoscowin1984.

ANSWERS 1 2 3 4

ispaid aretaken havebeenweighed get

5 6 7 8

areusing arebeingreviewed willbecontracted canbepackedandsold

8 Dividethe Dividetheclassinto classintopa pa irs.Ask irs.Askstudents studentstowork towork togethertowritethepassiveforms. ANSWERS 1 2 3 4

havebeensold hasbeenadapted hasbeentranslated wasnominated

5 6 7 8

isworn wasviewed weredownloaded wasbought

AgathaChristieisanEnglishauthorofdetectivefiction. HermostfamousfictionaldetectivesarePoirotandMiss Marple. JKRowlingwrotetheHarryPotterbooks. TheColourPurple wasdirectedbyStevenSpielbergand starredWhoopiGoldberg.Itwasbasedonabest-selling novelandtoldthestoryofayoungblackgirlgrowingup inAmerica’sdeepsouth. RalphLaurenisanAmericanfashiondesigner.

JustinBieberisaCanadiansinger,songwriterandactor. CallofDutyisavideogame.Therearevariousversions,all involvingplayingasoldierfightinginvariouswars.

PicassowasaSpanishcubistandsurrealistpainterofthe twentiethcentury.

9   [2.19] Askstudent Askstudentsinpairs sinpairstodiscussw todiscusswhichof  hichof  thetwooptionsaretrue.Playtherecord thetwooptionsaretrue. Playtherecording.Students ing.Students listenandnotethecorrect listenandn otethecorrectanswers.In answers.Infeedback,find feedback,findout out whichstudentsgot whichstud entsgotmostanswerscorrect. mostanswerscorrect.

Audioscriptandkey

  [2.19]

1

Sinceitslaunchin2003,250million Nokia1101 mobilephoneshavebeensold.

2

Tetris hasbeenadaptedfor hasbeen adaptedfor65different 65differentplatforms, platforms, makingitthemostsuccessfulcomp makingit themostsuccessfulcomputergame utergameever. ever.

3

Theworkof AgathaChristiehasbeentranslatedinto morelanguagesthananyotherauthor.

4

In1986,thefilm TheColourPurplewasnominated forelevenOscarsanddidn’twinany.

5

With400shopsaroundtheworld,clothingbrand RalphLaurenisworn iswornbymorepeoplethan bymorepeoplethananyother anyother..

6

ThefirstmusicvideobyJustinBieberhasbeen viewedonYouTubeover500milliontimes.

7

MapsfortheXboxgame CallofDutywere downloadedonemilliontimesin downloadedone milliontimesin24hours 24hourswhenit whenit wentonsale.

Speaking 11 Brainstormfamousbrandnamestotheboard.Then askstudentstothinkofalternativebrands. Dividetheclassintogroupsoffour.Askthemtothinkof  fivereasonstobuyfamous fivereasons tobuyfamousoralternat oralternativebrands. ivebrands. Dividethegroupsoffours Dividethe groupsoffoursintotwopairs intotwopairs.Eachpa .Eachpairmust irmust prepareashortpresent preparea shortpresentationon ationoneitherfamous eitherfamousorown orown brands,followingt brands,followingtheinstructi heinstructionsonpage155 onsonpage155.Endwitha .Endwitha classvote.

Homework Askstudentstowriteanessayabouttheprosandconsof buyingdesignerclothesandaccessories.

9b Th The ege genui nuine nea arti rticle cle

101

 

UNI T 9 Trade

9c Theartofthedeal Lead-in Personalresponse Askstudentswhichsouvenirstheybroughtbackfromtheir lastholiday.Askwhytheybroughtbackthevariousitems,

Grammarnotes NotethatthesentencesinExercise4showthecorrect orderfordifferenttypesofadjectives.Afewrules(or tendencies)forthisare: Size Age Shape Colour Material Nationality Noun tall

old

andwhethertheyhaveusedthemsincetheycamehome. big

round blue green

Spanish

man

French

table box

wooden

Reading 1

Readthroughthethingsintheboxandexplainany newwords.Askstudentstodiscussthequestions.

Criticalthinking testingaconclusion

2 Askstudentstoreadthetextquicklyandchoosethe

5 Askstudentstothinkaboutthequestionandunderline

correctanswer.Setaone-minutetime limit.Letthem comparetheiranswersinpairs beforediscus comparetheiranswersinpairs  beforediscussingas  beforediscus singasaa class.

theadviceMohamedgives. ANSWERS 1

ANSWER 2

a

3 Askstudentstoreadthetextagainandanswerthe questions.Let questions.Letthemcompa themcomparetheiransw retheiranswersinpairs ersinpairsbefore before discussingasaclass. ANSWERS 1

2 3

ThemainpeopleareAndrewMcCarthy,thewriter, Sam,hiseight-year-oldson,andMohamed,afriend whoownsashopinNewYork.TheygotoMoroccoto bargainforandbuythingsinthesuq. Hebuysatall, cobaltblue,tear-shapedvialfor200 dirham($24)andanornateboxfor1,300dirham. thebox

3 4

Thefirstthingyousayis“Toomuch– bezaf” andthen walkaway. Whenyouseesomethingyoulike,maybealamp,you askaboutsomethingelseinstead.Then,asyouwalk out,youask,“Andhowmuchisthatlamp?” Don’talwaysgiveanoffer.Makethemcontinueto lowertheprice WearsomethingMoroccan.

6 AskstudentstoticktheadvicethatSam followsand answerthequestions. ANSWERS

Samfollowedadvice2,3 and4.It and4.Itwaseffectivebecause waseffectivebecause heboughttheboxathalftheoriginalprice.

Extraactivity Vocabularynotes bustling

busyandcrowded



back-alley  innarrowsmallstreetsthatarehardtofind 

Askstudentsiftheyhaveeverhadtobargainor‘haggle’ forsomething.Ask: Whatwasit?Howdidyoudothe deal?Howwelldidyoudo?

lethal-looking lookingasifitcouldkill 

massive

verylarge



cobaltisabrightbluemineral vial small,narrowglass babouches Moroccanmen’sslippers cobaltblue





  

4 Readtheexamplesinthe Wordbuilding Wordbuildingboxwiththe boxwiththe class,thenaskstudentstoreadthearticle,findthephrases, andcompletethem.Referstudentstopage75ofthe Workbookforfurtherinformationandpractice. Workbookforfurtherinformation andpractice. ANSWERS 1 2 3 4 5 6 7 8 9

freshly-squeezedorange freshly-sque ezedorange juice ezedorange  juice world-famousmarket lethal-looking lethal-lookin g gswords swords softhand-dyedfabrics largecamelbones massivecopperlamps tall,cobaltblue, tear-sha tear-shapedvial pedvial oldperfumebottle brightyellow,Moroccanmen’sslippers

102   Unit 9 Tr Trad ade e

Speaking 7 Givestudentsfourblankpieces ofpaper.T ofpaper.Tellthemto ellthemto chooseanddrawfourobjectsandtothinkhowtodescribe them(rememberingcompoundadjectivesandwordorder).

8 Askstudentstovisitdifferenttradersand findout aboutanyobjectstheywant,then choosethreeobjects.

Extraactivity Askeachstudenttodescribetwodifferentobjectsontwo piecesofpaper,e.g. anold,glassvase. Theythencopy eachdescriptionontoasecondpieceofpaper.Collectthe piecesofpaperandhandfourpapersatrandomtoeach student.Studentsdescribetheirobjectstoeachotherwith theaimoffinding theirtwomatchingpairs.

Homework Askstudentstowriteastoryaboutatimewhentheyhad tobargainwithsomeonetobuy something.

 

UN IT 9 Trade C:

Yes,it’sByunk.Thenumberis00389276. is00389276. A : Right,letmeseeifit’s Right,letmeseeifit’sinstock. instock.

9d It’sinthesale

C:

Lead-in

A:

Personalresponse Writethefollowingontheboard: it’sabargain,it’s

C:

unique,it’sbeautif ul,Ineedit, itwillbeuseful(oneday),

A:

it’sgoodquality,itlooksinteresting .Askstudentstowork inpairstoputthesereasonsforbuyingthingsinorder. Tellthemtobehonestaboutwhatmotivatesthemto spendmoney.Infeedback,findoutwhichfactorsaremost importanttoyourclass.

C:

A:

Thewebsitesaid‘available’thismorning… morning… Yes,hereweare.Doyouwantit inred,floralor natural? Floral,ifyou’vegotit. Floral,ifyou’v egotit. Yes,thereareplentyinstock.Justgivethemthis referencenumberatthecollectionpoint. OK.Whataboutdelivery?Howmuchdoyou OK.Whataboutdelivery?Ho wmuchdoyou chargefordelivery? Canyoutellme Canyoutellmeyourpostcode? yourpostcode?Thechargesgob Thechargesgoby Thechargesgoby area.

C:

Reallife buyingthings Reallife  buyingthings buyingthings

NE46AP.. NE46AP A : Thatwouldbe£55.

1   [2.20] Playtherecor Playtherecording.Asks ding.Askstudentstolisten ding.Asks tudentstolisten

C:

andanswerthequestions.Letthemcomparetheir answersinpairsbeforediscussingas answersinpairsbefore discussingasaclass. aclass.

Wow…OK. Wow …OK. A : Ifyougotot Ifyougotothecustomerserv hecustomerservicedesk,theycan icedesk,theycantake take yourdetailsandarrangethedelivery yourdetailsandarran gethedeliverydate. date. C:

ANSWERS Conversation1 1 ajeweller’s

 

Conversation2 1 afurnitureshop

2

 

asilverchain asilver chain

2asofa

 

 

3

yes

3

yes

AnddoIpayhereor…? AnddoIpayh ereor…? A : Thetillsarebythecollectionpoint.Youcanpayby cardorincash. C : Right,thanks Right,thanksforyourhelp.Er foryourhelp.Erm,howdoIg m,howdoIgettothe ettothe tills,sorry? A:

Audioscript

  [2.20]

=assistant, CC=customer 1   A : CanIhelpyouatall? C : Yes,canIhavealookatthissilverchain? A : Thisone? C :  Yes,please. A : It’slovely It’slovely,isn’tit?Isitforyou? ,isn’tit?Isitforyou? C : No,for No,formysister. mysister. A : It’sinthesaleactually.It’sgot20percentoff. C : Oh?Ilikeit,butit’sabitheavy.Iwaslookingfor somethingmoredelicate. A : Howaboutthis? C : Yeah,that’ eah,that’sgreat.That’ sgreat.That’sjustright,It sjustright,Ithink.Canshe hink.Canshe returnitifshedoesn’tlikeit,th returnitifshedoesn’t likeit,though? ough? A : Yes,shecanexchangeitwithintendays. C : OK,good. A : That’saslongasshe’s That’saslongasshe’sgotthereceipt,o gotthereceipt,ofco fco fcourse. urse. A

C:

I’lltakeitthen.Canyougift-wrapitforme? I’lltakeitthen.Canyou gift-wrapitforme? A : Wellwedon’tactuallydogift-wrap ellwedon’tactuallydogift-wrapping,butwe ping,butwe havesome havesomenicegiftbox nicegiftboxesforsale, esforsale,overthere. overthere. C:

2

 Rig Right. ht.

  C:

Excuseme,areyouonthelivingroomsection?

 Justfollowtheyellowarrows  Justfollowth eyellowarrows. eyellowarrows.

2   [2.20] Givestudentsamomenttoreadthoughthe toreadthoughthe expressionsthenplaytherecordingagain.Studentslisten, underlinetheoptionsandidentifyt underlinetheoptionsa ndidentifythespeakers. hespeakers. ANSWERS CanIhavealookat/CouldIseeth at/CouldIseethissilverchain? C at/CouldIseethissilverchain? It’sinthesale/reducedactually,it’sgot20 percentoff. A Iwanted/Iwaslookingforsomethin Iwanted/Iwaslookin gforsomethin gforsomethingmoredelicate. gmoredelicate. C Canshebring Canshebringitback/re itback/returnitifshe turnitifshedoesn doesn doesn’tlikeit? ’tlikeit? C Excuseme,areyouon/doyou workonthelivingroom section? secti on? C What’s/Doyouhavethereferencenumberorthemodel name name? ? A Letmeseeifit’sinstock/we’vegotanyon order. A Howmuchdoyoucharge/doesitcostfordelivery? Howmuchdoyoucharge/do esitcostfordelivery?C esitcostfordelivery? C Weacceptpayment/Youcanpaybycardorincash. Weacceptpayment/Y oucanpaybycardorincash. A

Vocabulary shopping Vocabulary  shopping shopping 3 Dividetheclassintopairs.Askstudentsiftheycan rememberthequestionandresponseforeachwordinthe box.Tellthemtocheckt box.T ellthemtocheckt ellthemtochecktheiranswersint heiranswersintheaudioscripto heaudioscripton n page179ofthe Student’sBook. ANSWERS Seetheunderlinedphrasesintheaudioscript.

A:

Yes,canIhelpyou? C : Well,I’mlookingfora ell,I’mlookingforasofathat sofathatIsawonyour Isawonyour website,butIcan’tseeithere. website,butIcan’tseeit here. A:

OK,doyouhavethereferencenumberorthemodel name?

9d

It’sinthesale

103

 

UNI T 9 Trade Vocabularynotes return

takeitbacktotheshop

9e Forsale



exchange

changeitforanidenticalorsimilaritem



receipt thepieceofpaperthatshowsyouhavebought something

WritinganeBayadvert Writing aneBayadvert



gift-wrapping wrappinganitemindecorativepaperto giveasagift

Lead-in



instock intheshoporwarehouse 

available tills

wehaveittobuy



machineswhereyoupayinashop(cashregisters)



Pronunciation silentletters

Introducingthetheme:sellingthings Writethefollowingontheboard: yourhouse,yourcar  yourhouse,you rcar   ,yourDVDcollection,yourantique  ,yourDVDcollection,you rantique armchair,yourWorldCupfinaltickets Tellstudentsthattheyareabouttoleavethecountryand wanttosellthesethings.Ask: Howdopeopleinyour  countryusuallyselleachof theseitems?Whatdoyou thinkisthebestwaytosellthem?

4a   [2.21] Playtherecord Playtherecording.Studentslistenand ing.Studentslistenand noticethepronunciationofthesilent noticethepronunciation ofthesilentletters.Play letters.Playthe the recordingagain.Studentslistenandrepeat.

4b   [2.22] Dividetheclassinto Dividetheclassintopairs.Ask pairs.Askthem pairs.Ask them toworktogethertodecidewhichletterissilentandto practisesayingthewords.Play therecording.Students listen,checkandrepeat.

Extraactivity AskstudentstolookintheirStudent’sBooksandfinda textthattheyreadearlierinthecourse.Tellthemtoscan thetextandfindasmanywordswithsilentlettersasthey can.Seewhichstudentcanfind themostsilentletters.

5 Dividetheclassintopairs.Askstudentstochoosea conversationintheaudioscriptonpage179oftheStudent’s Book.Givethemthreeorfourminutestotrytomemoriseit thentellthemtoclosetheirbooksandpractiseit. Then,encouragestudentstolookbackattheaudioscript andseewhichbitstheymissedout,andthen practisea secondtime.

6 Dividetheclassinto pairs.Askstudentstochoosetwo itemsfromtheboxand decideontheirroles.Tellthemto writedownusefulwordsandphrases. Whenstudentsareready,askthem Whenstudentsareready ,askthem toactout toactouttheir their conversations.Monitorandlistenfor errors.

Mixedlevels Withlessconfidentclasses,askstudentstowritethe dialoguefirst.Thisallowsyouto goround,helpthem prepare,andcorrecterrors.Whentheyhavepractised readingthemouttheyshouldtrytoperformthem withoutlookingatwhattheyhavewritten.

Extraactivity Asktwostudentstocometothefrontoftheclass.Askthe restoftheclasstosaywhoistheassistantandwhoisthe customer,andwhatsortofshoptheyarein.Theclassthen mustpromptthestudentstoperformadialogue,e.g. they Askifyoucanhelp lp.Thestudent saytotheshopassistant: Askifyoucanhe says: CanIhelpyou?Thentheclasssaytotheother student: Sayyou’dliketobuya laptop.etc.

1 Askstudentsiftheycantellyouwhat theeBaywebsite isandhowitworks. Dividetheclassintopairsandaskthemt oanswerthe question. ANSWERS Theinformationtellsthebuyereverythingtheyneedto knowabouttheiteminordertodecideiftheywantto buyitandhowmuchmoneytooffer.Italsogivesthe practicaldetailstheyneedforpayment.

Backgroundnotes eBay  isanextremelypopularwebsiteonwhich ordinary peopleadvertiseunwanteditemsfor peopleadvertiseunwante ditemsfor sale.Peoplebidfor eachitemonlineduringa fixedbiddingperiod.Attheend ofthatperiodthehighestbidisacceptedandtheitemis sold. Paypal isasecuremethodof makingpaymentsonline.

2 Askstudentstoreadtheadvertandfindthe informationthatmatchestheguidelines.Letthemcompare theiranswersinpairsbeforediscussingasaclass. ANSWERS noinformationabouttheseller condition–used,somemarks,good condition description–orange,hand-wovendeeppileroundwool rug,250cm payment–Paypal,cash postage–freelocalpickup startingprice–£10 reasonforselling–movingtoanewhouse

Vocabularynotes Arugisasmall carpet. hand-woven deeppile

verythick



sellingbecause… sellingbecause …–notethatthishasbeenreducedfrom Wearesellingbecause… rustic countrystyle 

104   Unit 9 Tr Trad ade e

madebyhandfromyarn,usingaloom

  

 

UNIT9 UNI T9 Trade rade

Writingskillrelevantandirrelevant information 3a Askstudentstoreadthetextagainandcrossoutthe irrelevantsentences.Letstudentsc irrelevantsentences.Let studentscompareth omparetheiranswers eiranswers inpairs. ANSWERS

Itwasagiftfrommyparents. Newhouseisinthecountry,sowearegoingtohaverustic themeddecor. It’ssuchashametothrowitaway,soIhopethatIcanget asaleratherthanhavetotakeitforrecycling.

3b Dividetheclassintopairs.Askthemtodecidewhich sentencesarerelevantandwheretoputtheminthetext.

9f Makingadeal Beforeyouwatch 1 Studentsworkingroups.Askthemtolookatthephoto andtitleanddiscussthequestions. 2 Beforewatchingthevideo,askstudentstopredictwhat theythinktheywillsee.

Whileyouwatch 3 Playthewholeofthevideoforstudentstochecktheir answerstoExercise2andnumbertheitems. ANSWERS

ametaltable eggss 2 egg   3 birdsincages kaftan tanss 4 kaf 1

ANSWERS

1,3and5arerelevant 1:after‘Thisrugisinusedcondition.’ 3:after‘otherwiseitisingoodcondition’ 5:after‘Localpickuppreferred.’

4 Askstudentstothinkofsomethingintheirpossession theywouldliketosell.Youcouldst theywouldliketosell.Y oucouldstartbyeliciting artbyelicitingideasto ideasto getstudentsstarted. Givestudentsafewminutestowriteinformationnext totheheadings.Letthemcomparetheiranswersinpairs beforediscussingasaclass. Askstudentstowritet towritetheiradvertisem heiradvertisements.When ents.When 5 Askstudents theyhavefinished,askthemto theyhavefinished,ask themtochecktheirwrittenwork checktheirwrittenwork carefullybythinkingab carefullyby thinkingaboutthequestions. outthequestions.Youcould Youcould putstudentsinpairs putstudents inpairsagainatthisstage,a againatthisstage,andaskt ndaskthemto hemto commentcriticallyoneachother’swork. Allowstudentstimetorevisetheirworkandproducea neatfinaldraft.

6 Askstudents Askstudentstodisplay todisplaytheirfinalpiece theirfinalpieceofwork. ofwork. Dependingonyourclassroomspace,youcouldputthem onwalls,tables,thewhiteboardoranoticeboard.Ask studentstostandupandgoandreadalltheirclassmates’ advertisements.Readthemyourselfandnotedownany interestingerrorsforfeedbackattheendoftheactivity. Infeedback,youcouldha Infeedback,yo ucouldhaveaclass veaclassauction.Pointto auction.Pointto differentadvertisementsandaskforbids. Extraactivity Askstudentsinpairstoprepareatelephonedialogue betweenabuyerandsellerforoneoftheitemsthatthey havepreparedanadvertisementfor.

Homework Studentswriteanadvertisementforanotherproduct theywishtosell.TellthemtogototherealeBaysiteto researchphrasesandvocabularytheycanincludeintheir advertisement.

datesandapricots 6 amancarryingvegetables 7 carpe carpets ts 8adonkey

 

5

   

4 Askstudentstochoosethecorrectoptions. ANSWERS 1

c

 

2

c

 

3

a

 

4

b

 

5

b

 

6

a

5 Askstudentstomatchthepeoplewithwhattheysay. ANSWERS 1 2

a,b,e,g c   3 d

 

4

f

 

5

h

 

6

i

Afteryouwatch 6 Studentsworkinpairstoroleplaybargainingata marketstall,according marketsta ll,accordingtotheins totheinstructions. tructions.

7 Elicitideas Elicitideasfromthecla fromtheclassabout ssaboutwhatthe whatthequotemeans, quotemeans, andwhethertheyagree.

8 Students Studentsworkin workingroupsto groupstodiscuss discussthequestions. thequestions.

Videoscript ThesoukinthecityofFezisMorocco’s cityofFezisMorocco’soldest oldest 00.17–00.28 Thesoukinthe market.Inoneofitssmallstalls,acraftsmanismaking market.Inoneofits smallstalls,acraftsmanismakingpatterns patterns onametaltabletop.Butall onam etaltabletop.Butallaroundhim,p aroundhim,peoplearemakingdeals. eoplearemakingdeals. Thisisbusiness,Moroccan-style. 00.38–01.05 Salesinthesoukhappenface-to-face–it’s verypersonalandverybusy! verypersonal andverybusy!Thevendors Thevendorshaveeverything haveeverythingaa shoppercouldwant. shopperco uldwant.Sandalsare Sandalsarenexttofishbowls, nexttofishbowls,andnearby, andnearby, birdsincageswatchthescene.One birdsincagesw atchthescene.Onevendorsellskaftans,o vendorsellskaftans,others thers sellslippersorjewellery.Acrossthealley,amansellsdates andapricotstohungryshoppers. andapricotsto hungryshoppers.Intheso Inthesouk,therereally uk,therereallyis is somethingforeveryone. 00.32–00.34

01.06–01.14 AndinthecityofFez,acertainkindofsmallredhat isveryeasytofind.Thefezwascreatedhereandnamedafterthecity.

9f Maki Making nga ade deal al

105

 

UNIT9 UN IT9 Trade rade Avisittothesoukisalesson thesoukisalessoninMoroccan inMoroccan 01.15–01.26 Avisitto bargainingculture. Forvisitors,theques Forvisitors,thequestionisnot‘Whatshould tionisnot‘Whatshould Ibuy?’but‘Howshould Ibuy?’but ‘HowshouldIbuyit?’.That’swherethey Ibuyit?’.That’swheretheygetareal getareal educationinmakingadeal. 01.28–01.47  

Vincent Youhavetostartyourselfatonethird ouhavetostartyourselfatonethird orsomethingandthenyou orsomethingan dthenyoubargainupto50percent, bargainupto50percent,andthat’s andthat’s yourmaximum. Consuela Andtheygodowntwiceashardaswegoupwith theprice.So,thenyouget theprice.So, thenyougetathalfthepricetheysay athalfthepricetheysayatfirst. atfirst.

Vincent Butit’sreallyagame.TheMoroccansareverygoodat bargainingandtheysaytheyarethebestintheworld.   Ahmed Youknow,hereinMoroccanculture,for everythingyoushouldbargain.Wedon’thavereallyafixedprice.

01.48–01.53

01.54–02.08 Inthesouk,shoppingisanexercisein bargaining.Here,it’sthenaturalthingtodo,andjustabout everyonedoesit.However, everyonedoes it.However,visitorswho visitorswhowantto wanttopractisemaking practisemaking adealherehadbetterbe adealhere hadbetterbecareful!They careful!Theyoughttoknowafew oughttoknowafew thingsfirst.

UNIT9Review

Grammar 1 Studentsdiscussinpairswhichofthethingsthey considerwhentheybuy considerwh entheybuyelectricalgood electricalgoods. s.

2 Studentsco Studentscompletethes mpletetheshoppingtips hoppingtipsguidewith guidewith articles,determinersandpossessiveadjectives. ANSWERS 1 2 3 4 5 6

The – – each a their

a The 9 the 10 – 11 every 12 a 7

13

8

14 15 16 17 18

the – A the a a

02.10–02.12

3 Studentsworkinpairstomatchtheproducts,raw

02.13–02.25  

materialsandcountries materialsa ndcountriesoforigin, oforigin,thendescribe thendescribethe the processfromrawmaterialtotheproduct.

Beginnersatbargainingpaymore.Howmuchmore? Ahmed Sometimes20to30percentmore... overthanthepricewhattheMoroccanpeoplepay.Soyoushould alwaysforexample,ifhe alwaysforexamp le,ifhechargesyou1,000 chargesyou1,000d dirham,you irham,yougive give him600dirham,thenyougo him600dirham, thenyougoup,hegoesdown,and up,hegoesdown,andthenyou thenyou canarrangebetweenyou. endorsaren’ttryingtocheatcustomers. tocheatcustomers.It’slike It’slike 02.26–02.31 Vendorsaren’ttrying atesttofindoutwho’ atestto findoutwho’sthebestbargainer sthebestbargainer.. 02.32–02.41

  Mohcine Somecustomerspaymorethan

anotherone…wefind anotherone …wefindcustomersmore customersmoreeasy…theydon’t easy…theydon’t bargaintoomuch. 02.42–02.49 Therealtestforanybargaineristhecarpetshop. Thisiswherethesellersreallypressurecustomerstobuysomething. 02.51–03.08   carpetseller Excuseme,youwanttobuya camelforthepriceofadonkey?Impossible. camelforthe priceofadonkey?Impossible.No,that’s No,that’stoolow, toolow, believeme,that’stoolow. Chris Onceyouendupinashop,yousittheredrinkingtea, andyousay‘Idon’t andyousay ‘Idon’twanttobuyanything.’Butthen wanttobuyanything.’Butthenit’slike, it’slike, ‘Well,justofferaprice,offeraprice.’Youknow,’500?What’s yourbestprice?’And yourbest price?’Andyou’relike,‘Wedon’t you’relike,‘Wedon’twantto wanttobuyit.’And buyit.’And they’relike,‘Oh,OK,300.’ 03.09–03.10

Butit’sallpartofthegame.

  Chakib Well,weaskalittlebithighprice becauseeveryonecomeswithanintentiontobar becauseeveryonecomesw ithanintentiontobargain.Theyknow gain.Theyknow thatinMoroccotheybargaina thatinMorocco theybargainalot,soofcoursewe lot,soofcourseweleaveastep leaveastepto to makediscountsandhagglingtheprice. 03.11–03.24

03.25–03.27 03.28–03.39

Someshoppersenjoythechallengetoo.   Gonnie Thesecretislookingverycarefulat

howtheydoit.Andwatchthem,howtheymove.Andthengo stepbystep,andseewhere stepbystep, andseewhereyouend. youend.

ANSWERS

abarofchocolate:cocoabeans–Ghana apairofjeans:cotton–Egypt asandwich:wheat–Canada jewellery:gold–SouthAfrica mobilephonebatteries:lithium–Chile perfume:flowers–southofFrance

4 Studentscomparetheirideaswithotherpairs.

Vocabulary 5 Askstudentstowritesixtypesofshopandnumber them(1–6).Students them(1–6 ).Studentsworkinpa workinpairs:ones irs:onestudentsaysa tudentsaysa numberandtheirpartnersaystheshop.Thefirststudents thenhas30second thenhas 30secondstona stonamesixthing mesixthingstheycanbuythere. stheycanbuythere.

6 StudentsmatchwordsfromAwithwordsfromB.Find outhowmanycompoundnounstheycanmake. ANSWERS

bankaccount,bankcard,bankstatement,banktransfer, creditcard,creditstatement,debitcard,debitstatement, savingsaccount

03.40–03.44

Thereisonethingthatalltouristsshouldwatch outfor:theyshouldn’tbuyto outfor:they shouldn’tbuytoomuch! omuch! 03.45–03.55   Bo Thethingis,theymakeitsocheapforyou. Whiletheystartupsohigh,andattheenditsounds Whiletheystartupsohigh, andattheenditsoundssocheap, socheap, youknow,it’sonlyone youknow,it’s onlyonesixthofthe sixthofthepriceorone priceoroneeighthofthe eighthofthe price,but,forthismoney price,but, forthismoney,I ,Ican’tleaveit! can’tleaveit! 03.56–04.06

ForsomevisitorstoFez,itmaybedifficultto leavewithoutbuyingmorethanth leavewithoutbuying morethantheyplanned.One eyplanned.Onethinghereis thinghereis certain–atthesouk,everyonecanmakeadeal!

7 Studentsworkinpairstothinkofphrasesashop assistantorcustomercouldsayusingeachofthesewords. ANSWERS

Thewebsitesaid‘available’thismorning.Whatabout delivery?Wedon’tactuallydogift-wrapping.Letmeseeif it’sinstock.Haveyougotthereceipt?Canshereturnitif shedoesn’tlikeit?

Reallife 8 Studentsw Studentsworkinpairs orkinpairstoroleplay toroleplaybuyingthe buyingthethingsin thingsin thephotos.

Speaking 9 Dividetheclassintogroupstodiscussthequestions. 106

Unit 9 9 Trade

 

Unit10 Nolimits Lead-in Usingwords Brainstormextremesportsandwritethemontheboard: surfing,windsurfing,skiing,snowboarding,skateboarding, bungeejumping,climbing,freeclimbing,BASEjumping,

10a Thebionicwoman Lead-in Introducingthetheme:bionics Writethefollowingnewspaperheadlinesontheboard:

diving,cavediving,etc. etc. Askstudentstothinkofquestionstheycouldaskabout thesports.Thendividetheclassintosmallgroupstoask andtrytoansweranyquestionstheycanthinkof.

Womanisgivenabionicarm Newbioniclimbslookandactexactlylikereallimbs ManwinsOlympicGold Manwins OlympicGoldwithbionic withbioniclimbs limbs

1 Askstudentstolookatthephotoandcaptionand

Askstudentswhethertheythinktheheadlinesarescience factorsciencefiction factor sciencefiction.Ifsciencefiction, .Ifsciencefiction,askwhether askwhetherthey they thinktheywillcometrueinthefuture.

discussthequestioninpairs.

2   [2.23] Playtherecor Playtherecording.Studentslistenan ding.Studentslistenandfind dfind

Possibleanswers:thefirst Possibleanswers: thefirstheadlineis headlineissciencefact.The sciencefact.The othersmaycometrueinthefuture.SouthAfrican 400-metrerunnerOscarPistoriusrunstimesgoodenough tocompetewiththeeliteinhissportonartificiallimbs.

outwhichoftheirideasfrom outwhich oftheirideasfromExercise1 Exercise1arementioned. arementioned. ANSWERS Problemsmentioned:carryingyourfoodinaheavy backpack;hightemperatures;goingupmassivesand dunes;verylongdistancetorun;runningwithlittleorno sleep

Listening 1 Askstudentstodiscussthequestionasaclass.Ask studentsiftheyknowofanyotherfilms studentsiftheyknowof anyotherfilmsorTVseries orTVseries aboutbionicpeople.

Vocabularynotes Hitting=reaching Hitting =reaching

ANSWER

=goupwithgreatdifficulty Struggleup=goupwithgreatdifficulty Struggleup

Themaincharacterinthe Terminatorfilms,playedby films,playedby ArnoldSchwarzenegger,wasacyborg,amixtureofman andmachine.

Massive=verybig Massive=verybig

Audioscript

  [2.23]

SteveHolmanisoneofthecompetitorsintheannual MarathondesSables,shownhere.Steveis52yearsold andhisfriendsthinkhe’scrazy.Why?Becausehe’s running200kilometresintheSaharadesert.Andhehas tocarryallhisfoodwithhim,inabackpackthatweighs twelvekilos.Withthetemperaturehitting38degrees,he strugglesupmassivesanddunes,sometimescrawlingon hishandsandknees.Thisraceisoneofthekeyeventson theultrarunningcalendar.Anyracelongerthanaregular 42-kilometremarathoniscalledultrarunning,butthere ismoretothiskindofrunningthansimplythedistance. Ultrarunnerspushthehumanbodytoincrediblelimits– andit’sstrongerthanyou’dimagine.AsultrarunnerLeslie Antonis,a47-year-oldwhoran160kilometresin34hours, says,‘It’samazingwhatyoucandowithoutsleep.’

3 Playtherecordingagainforstudentstomakenotes. ANSWERS 1 2

3

52and47 SteveHolmanisrunni SteveHolman isrunning200kilometres,Leslie ng200kilometres,LeslieAntonis Antonis ran160kilometres,aregul ran160kilome tres,aregularmaratho armarathonis42kilomet nis42kilometres. res. Students’ownanswers

4 Dividethe Dividetheclassinto classintogroupstodiscussth groupstodiscussthequestions. equestions.

Backgroundnotes Inthe1970s,twohugelypopularAmericanTVserieswere TheBionicWomanand TheBionicWoman and TheSixMillionDollarMan . Inbothfilmsthemaincharactershad Inbothfilmsthemain charactershadnear-fatalaccidents, near-fatalaccidents, andpartsoftheirbodieswerereplacedwithbionicparts whichgivethemsuper-humanabilities.

2   [2.24] Askstudentstorea Askstudentstoreadthr dthroughthefivetopics. oughthefivetopics. Playtherecording.Stud Playthe recording.Studentslisten entslistenandtickthetopics andtickthetopics mentionedinthedocumentary. ANSWERS

bionicdevices facetransplants growingneworgans

Audioscript

  [2.24]

presenter,  G guest P: NowmostofuswillrememberTVserieslikeThe BionicWoman or TheSixMillionDollarMan ,ormore recently,the Terminatorfilms,wherethecharactersare afuturisticmixtureoftechnologyandnature.Tonight onChannel10,there’safascinatingdocumentary whichsuggeststhat whichsuggests thatthisbionicfutureis thisbionicfutureisalreadyhere. alreadyhere. Nadene,you’veseen Nadene,yo u’veseenapreviewofthe apreviewoftheprogramme. programme.

P





107

 

UNIT10 UN IT10 No Noli limi mitts G:

Yes,Owen,anditreallydo Yes,Owen,and itreallydoesseemasifscience esseemasifsciencefiction fiction hasbecomesciencefact.Theprogrammefollowsthe treatmentofawomanwhosearmwasamputated inatrafficaccident,amanwhohashadafullface transplantandanamazingprocesswhichactually growshumanorgans. P : Soit’snotjus Soit’snotjustlookingatwhat tlookingatwhatmedic medicalsciencemight alsciencemight beabletoachieve,buthowitreallyis beabletoachieve,but howitreallyischanging changing people’slivesrightnow. G : Absolutely.TakethewomanImentioned–thelady whoinjuredherarm–AmandaKitts.She’sbeen gettingtreatmentina gettingtreatment inahospitalw hospitalwheretheyspecialisein heretheyspecialisein bionics.Andthey’vedevelopedab bionics.And they’vedevelopedabionicarmwhic ionicarmwhichfits hfits ontohershoulder. P : Andwhatkindo Andwhatkindofthingscans fthingscanshedonow? hedonow?

Extraactivity Dividetheclassintogroups.Tellthemtoimaginethey arebionicspecialistsin arebionic specialistsintheyear2050.A theyear2050.Askthem skthemtochoose tochoose apartofthebody(aleg,aneyeetc.)andtopreparea presentationonwhattheirbionicbodypartcandoand whyitmightbeuseful.

Grammardefiningrelativeclauses 5 Askstudents Askstudentstolooka tolookatthedefining tthedefiningrelativeclausesin relativeclausesin Exercise3andanswerthequest Exercise3andansw erthequestions.Let ions.Lettt hemcompare theiranswersinpairs. ANSWERS 1

G:

Wellit’searlydays,butthedoctorsareconfidentthat she’llbeabletodothe she’llbeableto dothenormalthings normalthingsthatweta thatwetakefor kefor granted,likemakingsand granted,like makingsandwichesor wichesorholdinga holdingacupof  cupof  coffee. P : Sobionicsisgreatnew Sobionicsisgreatnews sforpatientswhoh forpatientswhohavelostthe avelostthe useofalimb. G : Absolutely.Andtheprogrammeshowsallsortsof  otherbionicdevices,too. otherbionic devices,too.Therewillco Therewillcomeatimewhen meatimewhen theblindcansee,thedeaf theblind cansee,thedeafcanhear canhear...Rightnow,it ...Rightnow,it seemsasifthepossibilitiesareendless.Thetechnology, orshouldIsaybiotechnology,alreadyexists. P : Andthat’sonChannel10tonightat9.30.

c

 

2

f

 

3

d

 

4

a

 

5

e

 

6

b

Vocabularynotes =cutoffanarmorleg amputatealimb=cutoffanarmorleg amputatealimb

essential

Askstudentstofindex Askstudents tofindexamplesinthe amplesintheaudioscript.Let audioscript.Let 7 themcomparetheirunderstandinginpairs. ANSWERS Seeunderlinedclausesintheaudioscript.Thereare10 definingrelativeclauses.

8 Askstudentstolookatthebionicbody.Ask: What bionicpartscanyousee?Whatdotheyallowpeopletodo? Askstudentsto Askstudent stocompletethecaptionsw completethecaptionswithrelative ithrelative pronouns.Letstudentscomparetheiranswersinpairs beforediscussingasaclass.

transplantanorgan =moveanorgan(liver,heart,etc.) fromonebodytoanother

ANSWERS 1

=hurtyourarminanaccident injureyourarm=hurtyourarminanaccident injureyourarm

2

gettreatmentinahospital=receivemedicalhelp gettreatmentinahospital=receivemedicalhelp

Backgroundnotes

3

ANSWER

recordingagain.Studentslisten recordingagain. Studentslistenandcheck. andcheck.

1

2

5 people people 6atime and which thatand 4a

6 Askstudent Askstudentsto storeadthegrammarbox readthegrammarboxcarefullya carefullyand nd choosethecorrectoption.Refer choosethecorrect option.Referstudentsto studentstopage168in page168in theStudent’sBook theStudent ’sBookforfurtherinformation forfurtherinformationandpractice. andpractice.

3 Askstudents Askstudentstomatcht tomatchthesentencehalv hesentencehalves.Playthe es.Playthe ANSWERS

1 aTV aTVseries series 2awoman 3aprocess 4 thing thingss

who who

3 4

which when

5 6

where whose

Vocabularynotes acavityinsidethe insidetheinnerearwhi innerearwhichisshapedlike chisshapedlike cochlea acavity aspiralandcontainsthesensoryorganvitalforhearing 

Bionicsisthestudyofmechanicalsystemsthatfunction likelivingorganismsorpartsoflivingorganisms. Significantbreakthroughsincludetheartificialheart (developedin2004),thecochlearimplant(whichhelps deafpeoplehear),asiliconretina(whichhelpstheblind see),andthei-LimbHand,abionichand.



hips boneswhichconnecttothebonesatthetopof theleg 

mimics

imitates



4 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe

9   [2.25] Askstudentstocro Askstudentstocrosssoutorinsert

advantagesofabioniclimb.

pronouns.Letthemcomparetheiranswerswithapartner, thenplaytherecording thenplay therecordingforthem forthemtolistenandcheck. tolistenandcheck.

SAMPLEANSWERS Abioniclimbcanperformmorefunctionsthana traditionalartificiallimb,e.g.liftingandholdingthings; itcanmove,twistandbendlikeareallimb.

108

prosthetic artificial

Unit 1 10

Nolimits

Audioscriptandkey

  [2.25]

1

AmandaKittshasabionicarm  whichreceivessignals fromherbrain.

2

Ahospitalisaplacewherepatientsaretreated.

   

UNIT10 No UNIT10 Noli lim mits its 3

Idon’tlikethemedicinewhich Idon’tlike themedicinewhichIhaveto Ihavetotake. take.

4

People whohave haveburnsinjuries burnsinjuriescanbenefitfromface canbenefitfromface transplants.

5

Organregenerationcanhelppatients Organregenerationcan helppatients whosekidneys arediseased.

6

Thedoctorwesawin Thedoctor wesawinthefilmisa thefilmisapioneerinbion pioneerinbionics. ics.

10b LifeonMars? Lead-in Introducingthetheme:Mars Writethefollowingheadingsontheboard: WhatIknowaboutMars

Pronunciationsentencestress

WhatI’dliketoknowaboutMars

10aandb   [2.25] Askstudentstolistentothe

Dividetheclassintogroupsofthree.Givethemthree minutestowritedowneverythingtheyknowaboutMars. Tellthemtostop.Thengivethemthreeminutestowrite downwhattheywouldliketoknowabouttheplanet.

sentencesfromExercise9againandnoticewherethe stressfalls:therelativepronounsarenotstressed.Playthe recordingagainforthemtolistenandrepeat.

Vocabularyandspeakingmedicine 11 Askstudentstochoosethecorrectoptions.

Brainstormwhatstudentsknowandwritetheirideason theboard.Attheend,findoutwhethertheinformation ontheboardanswersanyofthestudents’‘whatthey wouldliketoknow’queries.

ANSWERS 1 2 3 4

injured heal appointment cure

5 6 7 8

hurt treatment monitoring painful

Vocabularynotes

Reading 1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtoguesswhether themtoguesswhether thestatementsaretrueo thestatement saretrueorfalse,then rfalse,thenreadthetex readthetexttofind ttofind out.Infeedback,findoutwhatinformations out.Infeedback,findoutwhat informationsurprisedthe urprisedthe students.



toheal  togetbetter(e.g.cutsandwounds) totreatsomebodyforsomething togivemedicineor usetechnologyinordertomakesomebodybetter 

tocuresomebody 

ANSWERS 1

F

 

2

T

 

3

T

 

4

T

tomakethemwell



anappointmentisaformalarrangementtoseea isaformalarrangementtoseea doctor,dentist,bankmanageretc.; adate isaninformal adateisaninformal arrangementtoseeaboyfriend/girlfriend

2 Askstudents Askstudentstoscan toscanthetextquicklya thetextquicklyandfindan ndfindanswers swers tothequestions.Letthemcomparetheir tothequestions.Letthemco mparetheiranswersin answersinpairs pairs beforediscussingasaclass.

isaverb;pain hurt isaverb; hurt  pain isanoun injuredmeansthatyouarephysicallyhurtinanaccident; meansthatyouarephysicallyhurtinanaccident; wounded  isusedwhenyouarehurtinawar

ANSWERS 1

monitoringmeanswatchingandcheckingcarefully monitoring meanswatchingandcheckingcarefully painfulmeansthatyoufeelphysicalpain; hurtful  hurtful describes describes acommentoraction acomment oractionwhichupsetssomeone whichupsetssomeoneemotionally emotionally

12 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentsto studentstolook look throughthelistofwordsandcheckanynewwordsina dictionary. Givestudentsafewminutesto Givestudents afewminutestopreparesome preparesomedefinitions definitions usingrelativepronouns.Youcouldwritesomeuseful phrasesontheboardfirst phrasesont heboardfirsttohelpt tohelpthem,e.g. hem,e.g. it’ssomething youuseto…,it’saplacewher youuseto…,it’s aplacewhere…,it’ssomeone e…,it’ssomeonewho… who… Studentsworkwithanew Studentswork withanewpartnerand partnerandtaketurns taketurns choosinganddefiningthewords.

Extraactivity YoucouldeasilyturnExercise12intoagame.Dividethe classintopairs.StudentAchallengesStudentBtogivea definitionofawordthatAhaschosen.IfBprovidesan appropriatedefinitionusingarelativeclause,Bgetsa point.IfBfails,Aonlygetsapointifheorshecansupply anappropriatedefinitionforawordtheychose.

2 3

athousand-yearprocesstomakeMars‘green’and inhabitable toshowthatovertimetheplanetwillbecomegreener withlifeonit Theyaredomesforgardensandhabitations.

3 Askstudentstomatchthecaptionstothestagesinthe process.Letthemcomparetheiranswersinpairsbefore discussingasaclass. ANSWERS 1

c

 

2

a

 

3

b

 

4

d

4 Askstudent Askstudentsto storeadthe readthetextandanswerthe textandanswerthequestions. questions. Letthemcomparetheiranswersin Letthemcomparetheir answersinpairsbeforediscussing pairsbeforediscussing asaclass. ANSWERS 1 2 3

600years releasingcarbondioxide Itwouldprovidemorelandforus,andwemightlearn tomanageEarthbetter.

10 10b b

Li Life feo on nMa Mars rs? ?

109

 

UNIT10 UN IT10 No Noli limi mitts Vocabularynotes algae verysimplegreenplant microbes verysmall,basicformsoflife modifychangeoradapt limitless withoutend

9 Remindstuden Remindstudentsof tsofthefirststatementfo thefirststatementfordiscussion rdiscussion inExercise5: Ithinkwe’llneedtocoloniseotherplanetsifwe don’tchangeourhabitsonEarth. Elicitwhythefirstcondition Elicitwhyth efirstconditionalandnot alandnotthesecond thesecond conditionalisused.Discussthe conditionalisused. Discussthedifferencebetween differencebetweenthe the twoforms. ANSWERS

ReadtheexamplesintheWordbuilding Readtheexamplesinthe Wordbuildingboxwiththe boxwiththe 5 class.Referstudentstopage83oftheWorkbookfor furtherinformationandpractice.Divide furtherinformationand practice.Dividetheclass theclassinto into smallgroupstodiscussthestatements.

Thespeakerusesthefirstconditionalbecausethe conditionisreal–thespeakerismakingaserious predictionaboutthefuture.

Extraactivity

Grammarnotes

Dividetheclassintotwoteams– Dividetheclassinto twoteams–theMartianSoci theMartianSociety ety (whowanttotransformMars)andtheEarthSociety(who wanttoleaveMarsasi wantto leaveMarsasitis). tis).Askeachgrouptoth Askeachgrouptothinkof inkof fivereasonswhytheirpointofviewisthebestone,then presenttheirarguments.Endwithaclassvote.

Weuseboththefirstandsecondconditionalto hypothesiseaboutthepresentorfuture. Ifthespeakerseestheconditionaspossible,heorsheuses thefirstconditional. IfIwinthemarathon,I’llcelebrateforweeks .(thespeaker isamarathonrunnerandseeswinningasarealpossibility)

Grammarsecondconditional 6 Askstudents Askstudentstolookat tolookatthesentencesa thesentencesandnoticeho ndnoticehow w thesecondconditionalisformed.Letstudentscompare answersinpairs. ANSWERS 1 2

Ifpastsimple( warmed), ), wouldinfinitive( infinitive(grow grow) infinitive(be ), would(not) infinitive( be)) was), Ifpastsimple( was

Ifthespeakerseestheconditionasimpossibleorunlikely, heorsheusesthesecondconditional. IfIwonamarathon,I’dea IfIwonamarathon, I’deatmyhat. tmyhat.(thespeakerisnota (thespeakerisnota marathonrunnerandseeswinningashighlyunlikely) Often,theformisusedtohypothesiseaboutsomething thatiscompletelyimpossible: IfIwereyou,I’dstudymore. IfIcouldfly,I’dgosomewherewarm.

10 Askstudents Askstudentstocompletet tocompletethequestions.Let hequestions.Letthem them 7 Askstudentstolookatthesentencesagainandchoose thecorrectoption.

comparetheiranswersinpairs. Onceyouhavecheckedthe Onceyouha vecheckedtheanswers,lets answers,letstudentsread tudentsreadthe the textagainand textagain andfindanswers findanswerstothequestions. tothequestions.

ANSWERS 1 2

thepresentorthefuture improbable

ANSWERS 1 2

8 Askstudentstolookatthegrammarboxthenscanthe texttofindexamplesof texttofind examplesofthepattern. thepattern.Letstudents Letstudentscheck check theiranswersinpairsbeforediscussing theiranswersinpairs beforediscussingthequestion thequestionasa asa class.Referstudentsto class.Refer studentstopage1 page169intheStudent’s 69intheStudent’sBookfor Bookfor furtherinformationandpractice.

3 1 2 3 4 5

ANSWERS

Ifwetriedto,couldwereallytransformthefrozensurface Mars…? Ifwewarmeditupandthrewinsomeseeds,plantswould growthere. IfwetransformedMars,…wemightlearntomanageour limitedEarthbetter. IfIwasanastronaut,Iwouldn’tbekeenonthatsix-month journey! Could and Could  andmight mightexpressuncertainty, expressuncertainty, wouldisamore isamore certainconsequence.

110

Unit 1 10

Nolimits

6

had,wouldbe would…take Would…be

4 5 6

wouldhappen,melted would…change,increased would…learn

Itmightbeginwithaseriesofeighteen-monthsurvey missions. Itwouldtakesixmonths. Yes,itwould. Itwouldreleasecarbondioxide. Thetemperaturewouldgoup. WewouldlearntomanageourlimitedEarthbetter.

Extraactivity Workinginpairs,onestudentasksthequestionsin Exercise10,andtheotherstudentmustanswerthe questionswithoutlookingatthetext.

11 Askstudents Askstudentstocompletet tocompletethesentencesusing hesentencesusingtheir their ownideas,then ownideas, thencomparetheir comparetheirsentenceswithapartner sentenceswithapartner..

12 Dividetheclassintogroupsoffour.Askeachgroup tosplitintoanApairandaBpair.TheApairshould makealistofpositivea makealist ofpositiveaspectsofth spectsofthesituationslisted esituationslisted.The .The Bpairshouldmakealistofnegativeaspects.Monitorand helpwithideas.

 

UNI T 10 No Nolim limits lim its

13 Askstudentstothinkabout howtoexpresstheir viewsusingconditionalforms.When theyareready theyareready,ask ,ask studentstosharetheirideasin groups.Monitorandlisten forerrorswithconditionalforms.

10c Twojourneys, twolives Lead-in

Extraactivity

Introducingthetheme:lifeasajourney

Writefiveconditionalsentencesthatyouheardthe studentsuseinExercise12ontheboard.Twoshould becorrect.Threeshouldhaveanerrori neitherthe conditionalorresultclauseofthe sentence.Inpairs, studentsmustdecidewhichsentencesarecorrect,then correctthei ncorrectsentences.

Writedownayear,aplaceandanobjectthatare importantinyourlife,e.g. 2001,Mad rid,asilverchain rid,asilverchain..

Speaking 14 Askstudents Askstudentstothinko tothinkofaplaceth faplacetheywouldlike eywouldlike tolive.Youcouldlimitthistoanyin thestudents’own country,or,ifyou country ,or,ifyouhaveaninternationalclass, ,or,ifyou haveaninternationalclass, tomajor citiesorworldcapitals. Givestudentsthreeorfourminutest opreparereasons andtothinkhowtoexpressthemusing I’dliketolive and thesecondconditional. Whenstudentsare ready ready,dividethem ,dividethem intogroupsoffour orfiveandaskt hemtogivetheir reasonswithoutnaming theplace.Tellthemtosay‘buzz’or ‘beep’insteadofthe name.Others name.Otherstudentsinth tudentsinthegroupmust egroupmustguesstheplace. guesstheplace.

15 Givestudentstwoorthreeminutes toprepare answerstothequestions.Thenask themtodiscusstheir answersintheirgroups.Monitorandnotehow well studentsusehypotheses,andnoteany errorsforanerror feedbackattheend.

Extraactivity Playtheconditionalchaingame.Say asecond-conditional sentence,thenaskastudenttosayafollow-onsentence startingwiththeresultclauseof yoursentence.Thenext studentcontinuesusingtheresultclauseoftheprevious student’ssentence.Studentscontinueuntilsomeonecan’t thinkofasentence. Oncestudentshavegottheidea,putthemingroupsof fourtosixtotrythe game.e.g. Teacher: IfIwenttoCanada,I’dlearntoski. Student1: IfIlearnttoski, I’dgoskiingeveryweekend. Student2: IfIwentskiingeveryweekend,I’dgetvery  goodatit. Student3: IfIgotvery goodatit,I’denterthe Olympics…

Homework Askstudentstowriteanessay aboutwhereintheworld theywouldmostliketoliveandwhy.

Askstudentstoaskyou yes/no yes/noquestionstotrytofindout questionstotrytofindout whytheseareimportantthingsin yourlife.Theyhave threeminutestoaskquestionsandyoucanonlysay yes or noin noinresponse.Afterthreeminutes,revealwhythey inresponse.Afterthreeminutes,revealwhythey areimportant(e.g. Ibecameateacherin2001,Imetmy  husbandinMadrid,thestudentsinmy firsteverclassgave measilverchain ). Youcouldthenaskstudentstoplaythegameinsmall groups.

Reading 1 Dividetheclassintopairs.Askstudentsto choosethe optionthatlinksallthese famouspeople. ANSWER

b

Extraactivity Askstudentsinpairsto chooseoneofthefamouspeople andtothinkwhatobstaclestheyhadtoface.Asksome pairstopresentwhattheyknowtotheclass.

Backgroundnotes Galileo(1564–1642)wasanItalianphysicistand Galileo (1564–1642)wasanItalianphysicistand astronomer.HewastriedbytheRomanCatholicChurchfor arguingthatthesunwasat thecentreofthesolarsystem. (1880–1968)wasthefirstdeafandblind HelenKeller(1880–1968)wasthefirstdeafandblind HelenKeller persontogaina degreeintheUSA. Theinspirational storyofhowherteacherAnneSullivanwasableto communicateandeducateherhasbeenmadeintoafilm. wasborninPrague,inwhatisnow MartinaNavratilovawasborninPrague,inwhatisnow MartinaNavratilova theCzechRepublic,in1956.Shewon18majorGrand Slamsinglestitlesintennis.Shewasstrippedofher Czechcitizenshipin1975at atimewhenCzechoslovakia wasahard-linecommunistcountry,andshebecamea naturalisedAmerican. wasbornin1918andservedasSouth NelsonMandelawasbornin1918andservedasSouth NelsonMandela Africa’spresidentfrom1994to1999.Hehadserved 27yearsinprison duringtheApartheidperiodbefore beingreleasedtoleadthecountry’stransitionto majorityrule. ,whowasbornin1954,wasanAmerican OprahWinfrey,whowasbornin1954,wasanAmerican OprahWinfrey TVhostuntilshe recentlyretired.Sheovercameabuse andpovertyinchildhoodto becometherichestandmost influentialAfrican-AmericanwomanintheUSA. (1872–1928)wasaNorwegian (1872–1928)wasaNorwegianexplorer explorer RoaldAmundsen(1872–1928)was RoaldAmundsen whowasthefirstmantoreachboththeNorthandSouth Poles.Hediedinaflyingaccidentin theArctic.

10c

Twojourneys,two lives

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UNI T 10 No Nolimit limits limit s

2 Dividetheclassintopairs.Askstudentsto decidewho isgoingtoreadwhichtex isgoingto readwhichtext.Thenask t.Thenaskthemtoread themtoreadtheir their textsandmakenotes.

1

b

 

2

a

 

3

b

 

4

c

9 Dividetheclassintopairs.Askstudentsto workout

ANSWERS

StudentA 1 DianeVanDeren 2 YukonArcticUltra 3 February2009 4 700kilometres 5 11days 6 frozenfruitandnutbars

ANSWERS

StudentB 1 JohnDau 2 Sudan 3 1987 4 1,600kilometres 5 14years 6 grassandmud

whattheexpressionwith  take take meansineachsentence. ANSWERS 1 2 3 4 5

3 Studentstaketurnstot Studentstaketurnstotelltheirstoriesfro elltheirstoriesfromthenotes mthenotes,,

6

happens started(asahobbyorsport) remove left(thegroundinaplane) deprivedhimofit accepted

andaskfollow-upquestions.

4 Studentsreadeachother’s Studentsreadeachother’sstoriesand storiesandcommenton commenton

Extraactivity1

anythingtheyfindsurprising.

Inpairs,askstudentstoresearchtheword take takeintheir intheir dictionariesandtofindtwofurtherexpressionswith take take.. Askafewpairstoexplainoneoftheexpressionsthey havefoundtotheclass.

Criticalthinkingreadingbetween Criticalthinking readingbetween thelines 5 Dividetheclassintopairs.Askstudentsto discussthe questions. ANSWERS Diane 1 2 3 4

Followinganoperation,sherealisedshecouldrunfor hourssoshestarteddoingultramarathons. choice Shehasgivenherselfpurposein life. Sheisaninspirationforothers. Sheisan inspirationforothers.

John 1 2 3 4

Hewasescapingfromsoldierssenttodestroyhis village. necessity Hehassurvivedandhadanopportunitytoget educatedintheUSA. Hetookcareofyoungerchildren.

Extraactivity2 Write(inmixeduporder)asetofwordsontheboard. Writesomewordsthatcollocatewith take (e.g. achance,a take(e.g. taxi,atemperature,advice,exercise,arisk,aseat,aview)) taxi,atemperature,advice,exercise,arisk,aseat,aview andsomewordsthatdon’tcollocatewith take take(e.g. (e.g. atask, ).Dividetheclass anapology,adate,achange,difference).Dividetheclass anapology,adate,achange,difference intopairs.Askstudentstodecideorguesswhichwordsgo with take andwhichdon’t.Askstudentsto‘bid’forhow takeandwhichdon’t.Askstudentsto‘bid’forhow manytheycangetcorrect,e.g.iftheythinkthatthere areeightcollocationswith take takeandtheycannamethem andtheycannamethem all,theyshouldbid‘eight’.Thepairthatbidsthehighest numberthengetsthechancetonamethecollocations. Thewinnersarethepairthatbid,andcanname,the highestnumberofcorrectcollocations.

Speaking 10 Askstudentstochooseacategoryandthinkofan

6 Askstudentstoreadthequotesandsaywhosaidthem. ANSWERS

Students’ownideas

7 Haveaclassdiscussion. Extraactivity

inspirationalpersontheywouldliketot alkabout.Ask themtopreparenotesthenmaketheir presentationtothe class.

Teachingnotes Supportstudentsintheirpreparationbywritingthe followingpromptsontheboard: 1 whothey whotheyareand areandwherethey areand wheretheyarefrom wherethey arefrom 2 reasons reasonsfor for forchoosing choosingthisp choosing thisperson thisp erson

Askstudentssaywhoismostinspirationalandwhy– DianeVanDerenorJohnDau?

3  significant  significantlife lifeevents life events

WriteMyHero Write MyHero ontheboardandaskstudentstoworkin pairstopresenttotheclasswhotheir‘hero’isandwhy.

5 whyhe whyheorshe orshehasinspired orshe hasinspired you hasinspired  you

4 per person sonali ality ty

Homework

Wordfocus take take take ontheboardandaskstudentshow many 8 Write take

expressionstheycanthinkofusingthe word take.Then askthemtochoosethe correctoptions.

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Unit 10

No Nolimits limits

Askstudentstowritethebiographyorprofileoftheir inspirationalperson,orchooseanewpersontowrite about.

 

UNI T 10 No Nolim limits lim its

10d Firstaid Lead-in Personalresponse Write illnesses Write and injuries  illnesses illnesses and  injuries injuries ontheboard.Askstudentsto thinkofillnessesandinjuriesthattheyhavehadintheir lives. Dividetheclassinto smallgroupstodescribetheillnesses andinjuries.Askstudentstosay whenandwheretheyhad theproblemandhowtheyfelt.

Vocabulary injuries 1 Askstudents Askstudentstocompleteth tocompletethetableinpairs etableinpairs.. ANSWERS Allergicreactions:foodpoisoning,insectbites,waspand beestings Cutsandbruises:bladesandknives,fallingoff something, fallingover,trippingup Sprainsandbreaks:fallingoffsomething,fallingover, trippingup

Vocabularynotes An allergy An  allergy allergyisaconditionin whichyoureactbadlyifyou eat,breatheortouchcertainthingse.g. peoplecanhave anallergytonuts, dairyproducts,cats,dust,beestingsetc. A  cut iswhentheskinis brokenandthereisbleeding;a cutiswhentheskinis bruise /bru:z/ /bru:z/iswhentheskingoesblackandblue. Asprain iswhenthemuscleorjoint ispulledortwisted sprainiswhenthemuscleorjoint anda break anda iswhentheboneisbroken.  break breakiswhentheboneisbroken. Ifyou tripup Ifyou  tripup tripup,youcatchyourfootonsomethingandfall tripup,youcatchyourfootonsomethingandfall forwards.

2 Givepairsafew Givepairsafewminutesto minutestothinkofwh thinkofwhatisthe atisthebest best waytotreateachproblem.Monitorandhelp students withanylanguagetheyneed.

Reallife talkingaboutinjuries 3   [2.26] Askstudentstodecidewhichexpressions

refertowhichinjuries.Letthemcomparetheiranswersin refertowhichinjuries.Let themcomparetheiranswersin pairs.Thenplaytherecordingforthemtolistenandcheck pairs.Thenplaythe recordingforthemtolistenandcheck theiranswers. ANSWERS Cutsandbruises:Thatlooksnasty!It’snothing.It might needstitches. Allergicreactions:I’vebeenstung.Itlooksabitswollen. It’spainful.Ifeelabitsick. Sprainsandbreaks:IthurtswhenImoveit.It’sjusta sprain.Youmighthavebrokensomething.

Audioscript

  [2.26]

1   A : Whatonearthhashappenedto you?There’sblood alldownyourleg! B : Oh,it’snothing.Itr Oh,it’snothing.ItrippedupwhenIwas ippedupwhenIwasout ippedupwhenIwas out running.Ifellonabitoftreeorsomething. running.Ifellonabitoft reeorsomething. A : Letmesee.Oh,thatlooksnasty!It’squiteadeep cut.You’dbetterwashitstraightaway. B : Yeah,Iwill. A : Youknow,ifIwereyou,I’dgodowntoA&E.I’dget itlookedat. B : Itdoesn’thurt.It’sjustacut,really .I’mnotgoingall thewaytothehospitalaboutacutonmyleg. A : Hmm,itmightneedstitches,though.Iwouldkeep aneyeonitifIwereyou. B : OK,ifitdoesn’tstopbleeding,I’llgivethesurgerya ringandseeifthenurseisthere. A : Good,becauseIdon’tthinkwe’vegotanyplasters bigenough! 2   C: Ismyneckred?IthinkI’vebeenstungor something. D : Abit,yeah.Itlooksabitswollen.Isititchy? abitswollen.Isititchy? C : Notexactly. Notexactly.It’spainfulratherthanreallyitchy.How It’spainfulratherthanreallyitchy.How funny,Idon’tusually funny ,Idon’tusually reacttoinsectbitesandstuff. Oooh,Ifeela bitsick, Oooh,Ifeela  bitsick,actually.  bitsick, actually. D : Youshouldputsomeant oushouldputsomeantihistaminecreamo ihistaminecreamonitand nitand seeifitgetsbetter. seeifit getsbetter. C : Haveyou Haveyougotany? gotany? D : Yes,I’msureI’vegotsomesomewhere.You’llhave tocheckthedateonthetube,t hough.I’mnotsure howlongI’vehadit. 3   E : Ow! F : Isyourwr Isyourwriststillhurtin iststillhurtingyou? iststillhurtin gyou? E : Yeah,actuallyitis.IthurtswhenImoveit. F : Itmightbeworth ItmightbeworthgettingitX-rayed.It’s gettingitX-rayed.It’s been,what,  been,what, threedaysnow?Iwouldn’t threedaysno w?Iwouldn’tjustignore justignoreit–you it–you mighthavebrokensomething. E : No,you’reprobabl No,you’reprobablyright.ButI’msureit’sjusta yright.ButI’msureit’sjusta sprain,fromw sprain,fromwhenIfellagainst henIfellagainstthetable… thetable… F: E:

Evenso,you’rebest Evenso, you’rebestgettingitlooked you’rebest gettingitlookedat. gettingitlooked at.  Hmm. Hmm.

F:

Whydon’tyougoandseeRosa Whydon’tyougo andseeRosanainreception? andseeRosa nainreception? She’sthe first-aidperson.She’llknow. E : Good Goodidea. idea.

4   [2.26] Playtherecor Playtherecordingagain.Studentslis dingagain.Studentslisten dingagain.Studentslis ten andnotetheadvicegiven. ANSWERS 1

2 3

You’dbetterwashitstraightaway.IfIwereyou,I’dgo downtoA&E.Iwouldkeepaneyeon it. Youshouldputsomeantihistaminecreamonit. ItmightbeworthgettingitX-rayed.Iwouldn’tjust ignoreit.Whydon’tyougoandseeRosana?

10d   Firstaid

113

 

UNIT10 UN IT10 No Noli limi mitts Vocabularynotes stitches:whenitisadeepcut,yousewittogetherwith stitches:whenitisadeepcut,yousewittogetherwith thread–thesearecalledstitches plasters

waterproofcoversthatyoustickonacut



itchy  youfeellikescratchingit 

antihistaminecream allergy

acreamthatisusedtotreatan

10e Whatdoyouthink? Writing Writ ing apersonal apersonalema email il Lead-in



wrist  thejointthatconnectsthehandtothearm 

Grammarnotes Noticethatsomeoftheseadviceexpressionsarefollowed bytheinfinitive( IfIwereyou,I’d…;Youshould…; You’dbetter…;Whydon’tyou…)) You’dbetter…;Whydon’tyou… andothersarefollowedby- ing (Itmightbeworth…; ing( Itmightbeworth…; You’rebest…;Haveyoutried… )

Personalresponse Writethissimplepersonalproblemontheboard(orjust readitout): Ihaven’tbeenpaidthismonthandIhavealotofbillsto pay.I’mworriedaboutgoingoverdrawn.WhatshouldI  do?  Elicitideasfromtheclass.

1 Dividetheclass Dividetheclassintopairs intopairsandaskt andaskthemtodiscus hemtodiscusswho swho theyturntoforadvice theyturnt oforadviceineachsituat ineachsituation. ion.

Pronunciation and 5a   [2.27] Playtherecordingoftheexpressionsin thebox.Studentslistenandnoticethepron thebox.Studentslisten andnoticethepronunciationof  unciationof  and.Playt .Playtherecordingagain.Stud herecordingagain.Studentslisten entslistenandrepeat. andrepeat. ANSWERS Whenweaklystressed, andispronounced ispronounced /ən(d)/

SAMPLEANSWERS cartrouble:mechanic,friend difficultiesatwork:manager,colleague,personnel department moneyworries:bankmanager,financialadvisor,parent personalproblems:partner,closefriend,counsellor, psychiatrist relationshipdilemmas:closefriend,counsellor,psychiatrist

5b   [2.27] Playtherecordingagain.Askstudentsto noticethelinking.Students noticethe linking.Studentslistenagainand listenagainandrepeat. repeat.

2 Askstudents Askstudentstoreadt toreadtheletterand heletterandchoosethe choosethebest best

5c Askstudentstomatchthewordstoformcommon

option.Letthem option.L etthemcomparetheir comparetheiranswerinpairsbefore answerinpairsbefore discussingasaclass.

pairs.Letthemchecktheira pairs.Letth emchecktheiranswersinpairs nswersinpairsthenpractise thenpractise sayingthem.Encouragethemtogive  and aweakstress. ANSWERS Dayandnight,doctorsandnurses,eyesandears,food anddrink,fruitandnuts,handsandknees,mindand body,richandfamous

ANSWER c

3 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe questionandfindexamples.

6 Dividethe Dividetheclassinto classintopairsofpatientsand pairsofpatientsandpairs pairs

ANSWERS

ofdoctors.Thepairspreparetheirrolestogether,as described. Reorganisethestudentsintopatient/doctorpairsto roleplaythesituations.

It’sinformalbecauseitusesinformalexpressions( Hithere, Thankssomuch…,Ibetyouwishyouwereme,The )andabbreviations( I’vegot,It’s,I’d). thingsis,Bytheway)andabbreviations( thingsis,Bytheway

Extraactivity Analternativetaskistowriteeachoftheinjuriesatthe topofasheetofpaperandpassthesheetsroundthe class.Studentsreadtheinjuriesinpairsandmustwritea pieceofadviceusinganadviceexpression.Asthepieces ofpapergoroundtheclass,alistofusefuladviceshould builduponeachpieceofpaper.Youcouldtellstudentsto usedifferentexpressionsthantheothersonthepieceof paperinordertopractisegivingadviceexpressions.Atthe end,puteachpieceofpaperonthewall.Studentswalk round,read,anddecidewhichpiecesofadvicearethe best.

4 Inpairs,stu Inpairs,studentsthinko dentsthinkofadviceto fadvicetogiveKate.Elicit giveKate.Elicitaa fewideasfromtheclass. SAMPLEANSWERS IwouldadviseKatetogo,itwouldbeawonderful opportunity,andshewouldgetsomegoodexperiencethat mighthelphertogetabetterjobwhenshecomesback. Iwouldadvisehernottogo.Shemightnotbeabletofind ajobwhenshecomesback.Jobsaredifficulttofindatthe moment.

Writingskilllinkingideas(2) 5a Askstudents Askstudentstowriteth towritethehighlightedword ehighlightedwordsinthe sinthe textinthecorrectcolumns.Letstudents textinthecorrectcolumns.L etstudentscompareth comparetheir eir answersinpairs.

114

Unit 1 10

Nolimits

 

UNIT10 No UNIT10 Noli lim mits its

ANSWERS

Clearly,naturally, obviously,ofcourse Infact,tobehonest, actually BeforeIforget,Incidentally, Bytheway Anyway,Well, So Allthesame,Evenso,However, Thethingis

10f   High-altitudepeoples Beforeyouwatch 1 Studentsworkingroups.Askthemtolookatthephoto anddiscussthequestions.Takefeedbackfromtheclass.

2 Beforewat Beforewatchingthe chingthevideo,ask video,askstudentsto studentstopredict predict 5b Askstudents Askstudentstocomplete tocompletethesentences.L thesentences.Letstudents etstudents comparetheiranswersinpairs. ANSWERS 1 2 3 4 5

Infact/Actually ofcourse BeforeIforget/Incidentally/Bytheway Anyway/Well Allthesame/Evenso

6 Askstudents Askstudentstothinkof tothinkofaprobleman aproblemandwritea dwriteafew few notesaboutit.Thenask notesabout it.Thenaskthemtowrit themtowriteanemailba eanemailbasedon sedon theemailinthelesson.

whichactivitiesinthebox whichactivities intheboxtheythinkth theythinktheywillsee. eywillsee.

Whileyouwatch Playthewholeofthevid leofthevideoforstudent eoforstudentstocheck stochecktheir their 3 Playthewho answerstoExercise2. ANSWERS

Thepeopledoall Thepeople doalltheactivities theactivitiesexceptsailing exceptsailingandflying andflying

4 Askstudents Askstudentstomatch tomatchthepeoplewith thepeoplewiththeirmethod theirmethodof  of  adaptingtohighaltitude. ANSWERS 1

7 Whenstudents Whenstudentshavefin havefinishedtheir ishedtheiremails,askthemto emails,askthemto checktheirwrittenworkcarefullybythinkingabout checktheirwrittenworkcarefullyby thinkingaboutthe the questions.Youcouldputstudentsinpairsagainatthis stage,andaskthemtocommentcriticallyo stage,andaskthemto commentcriticallyoneachoth neachother’s er’s work. Allowstudentstimeto Allowstudents timetorevisetheirworkand revisetheirworkandproducea producea neatfinaldraft.Theyshould neatfinaldra ft.Theyshouldthen‘send’ then‘send’theiremailst theiremailsto o anotherstudentintheclass.

 

2

c

 

3

a

5 Givestudents Givestudentstimetoread timetoreadthequestions, thequestions,thenplayth thenplaythee videoagainforthemtoanswer. ANSWERS 1 2 3

8 Studentsmust Studentsmustreadt readtheemailt heemailtheyhavereceived heyhavereceived carefullyandwriteand carefullyand writeandsendashortrespo sendashortresponse. nse.

b

4

lackofoxygen nativeTibetans amakefire b useittokeepwarm useittokeepwarm c takeitwiththem Itmayprovethatpeople Itmay provethatpeoplearegenetically aregeneticallyadaptedto adaptedto highaltitudes.

Extraactivity Itisaniceideatoallowstudentsto Itisaniceideatoallow studentstodisplaytheir displaytheirfinal final pieceofwork.Dependingonyourclassroomspace,you couldputthemonwalls,tables,thewhiteboardora noticeboard.Askstudentstostandupandgoandread alltheirclassmates’emails. alltheir classmates’emails.Readthem Readthemyourselfand yourselfandnote note downanyinterestingerrorswhichyoucanfeedbackonat theendoftheactivity.

6 Askstudent Askstudentsto stocompletetheextractsw completetheextractswithwords ithwordsfrom from theglossary. ANSWERS 1

breath

strategy gy 2 strate

4

survival,intense

5tools,needles

prospect ect 3 prosp

Askstudentstowriteandsendshortemailsinresponseto twoorthreeoftheemailsonthewalls.

Afteryouwatch Homework

7aandb Studentsplantheirhikingholiday,then

Studentswriteanemailaboutoneoftheproblemsinthe listinExercise1.

comparetheirideaswithapartnerandtrytoreachan agreement.

8 Elicitideas Elicitideasfromthe fromtheclassabout classaboutwhat whatthequotemeans, thequotemeans, anddiscussthequestion. 9 Studentsw Studentsworkingro orkingroupsto upstodiscussthequestions. discussthequestions.

10f High-a High-alti ltitude tudep peopl eoples es

115

 

UNIT10 UN IT10 No Noli limi mitts

Videoscript Evenwiththebeste Evenwith thebestequipment,mountain quipment,mountain climbingcanbehardwork.Infact,athighaltitudes climbingcanbehardwork.In fact,athighaltitudessimply simply walkingismoretiringthandoing walkingismore tiringthandoingthesameactivityatsea thesameactivityatsealevel. level. That’sbecauseairautomaticallybecomes That’sbecause airautomaticallybecomesthinnerthe thinnerthehigheryou higheryou climb.Thismeansthat climb.This meansthataperson apersontakesinlessoxygenwith takesinlessoxygenwitheach each breath.It’sthislackofoxygenthatcausesmo breath.It’s thislackofoxygenthatcausesmoun untainsickness, tainsickness, orhypoxia.Now,researchers orhypoxia.Now ,researchersaarestudyingthreehigh-altitude restudyingthreehigh-altitude 00.02–00.44

peoplesthatmaygiveus peoplesthat maygiveusabetterunderstandingof abetterunderstandingofhuman human evolution.DrMarkAldenderferoftheUniversity evolution.DrMarkAldenderferof theUniversityofSouthern ofSouthern California,hasbeenstudyinghownative California,has beenstudyinghownativeTibetanshaveadapted Tibetanshaveadapted totheirenvironment. DrMarkAldenderfer Tibetansdealwith hypoxiaapparentlybybreathingfaster,inother hypoxiaapparentlybybreathingfaster ,inotherwords,obtaining words,obtaining moreoxygenintotheirlungs moreoxygen intotheirlungsandmoving andmovingitthroughtheir itthroughtheir systemsmuchmorerapidly. 00.57–01.04 Ontheothersideoftheworld,nativepeople oftheSouthAmerican ofthe SouthAmericanA Andesdevelopedadifferentstrategyfor ndesdevelopedadifferentstrategyfor livinginhighmountainair. 01.05–01.15 DrMarkAldenderfer  Andeansonthe otherhand,howthey otherhand, howtheyseemto seemtoadjusttohypoxia,isto adjusttohypoxia,istohavemore havemore haemoglobinintheirblood.So haemoglobinin theirblood.So,ino ,inotherwords,their therwords,theirblood,in blood,in onesense,youcould onesense, youcouldsayisthicker. sayisthicker. 01.16–01.35 PeopleinthehighlandsofEthiopiahavealso adaptedtohighaltitudes,butscientistsstilldon’tknowexactly how.Ancient how .Ancientpeopleswereoriginallyattracted peopleswereoriginallyattractedtomountain tomountain heightsbytheprospectofgood heightsbythepros pectofgoodhunting,despitethe hunting,despitethelackof  lackof  oxygen. Atfirst,theirsurvivalcould Atfirst,their survivalcouldbeattributedtohumanculture. beattributedtohumanculture. 00.45–00.56

01.36–01.43

DrMarkAldenderfer 

Youneedcontrolled useoffire.Youneedtobeabletomakeafire,andyouneedtobe abletousethatfiretokeepyou abletousethat firetokeepyouwarm,andif warm,andifyoumove,you youmove,youhave have tobeabletotakethefirewithyou. 01.44–02.27 Humansalsoneededclothesforsurvival,not justanimalskins,butclothesthatwerewarmenoughtopr thatwerewarmenoughtoprotect otect thewearerfromtheintensecold.

AccordingtoDrAldenderfer, Accordingto DrAldenderfer,thefirst thefirsttoolsneeded toolsneededtomake tomake complexclothing,suchasneedles,appearedjust complexclothing,suchas needles,appearedjustaspeople aspeoplewere were movingintothehighaltitudesofTibet. Inadditiontoculturaladaptation,evidence Inadditionto culturaladaptation,evidencesuggeststhat suggeststhat biologicaladaptationwasalsoimportantinenablinghumansto liveinsuchhighaltitudes. DatafromDNAstudiesmayprovideuswithproofthatpeople aregeneticallyadaptedtothesehigh-altitudeenvironments.

UNIT10Review

Grammar 1 Askstudentsinpairstolookatthephotoandsay underwhatcircumstancestheywoulddotheactivity.

2 Askstudent Askstudentsto stodiscussthedifferentsituat discussthedifferentsituations. ions. Askstudentsto Askstudent stochooseand chooseandreadt readtheirroles,then heirroles,then 3 prepareandactoutaconversation.

4 Askstudents Askstudentstoworkin toworkinpairsto pairstodefinethephras definethephrases, es, thencomparethemwithadifferentpair. ANSWERS

anadrenalinjunkie somebodywholovesdoingexciting things(e.g.basejumping,bungeejumping) bravery whenyoudaretodosomethingdangerousor difficult(e.g.asoldierwhoriskshislifetosavesomeone) adangerousplace aplacewhereyoucouldbeinjured ordie(e.g.aremotejungle,theArctic) extremesports sportsthatinvolvedanger(e.g.ski jumping,skydiving,clif jumping,skydivi ng,cliffdiving) fdiving) alifethreateningsituation asituationinwhich somebodymightdie(manyexamples)   



  



  

Vocabulary 5 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtodecidewhich themtodecidewhich wordistheoddoneoutineachgroupandwhy. ANSWERS 1 2 3 4

plane(othersareplacesyoustay) heal(othersaretreatments/tests) mirror(theothersaretypesorpartsofplants) pain(theothersaremedicaljobs)

6 Dividetheclass Dividetheclassintopairs intopairsandaskt andaskthemtoans hemtoansweras weras manyquestionsastheycan.

Reallife 7 Askstudent Askstudentsto stochoosethecorrectopt choosethecorrectoption,then ion,thendecide decide whatinjuryorillness whatinjur yorillnesseachpieceofadvice eachpieceofadvicecouldrefer couldreferto. to. SAMPLEANSWERS

(brokenbone) 1   get  get (brokenbone)

4   taking(beesting) taking(beesting)

phone(seriousallergy) phone(seriousallergy) 3   going(sprain) going(sprain)

(cut,bite,sting) 5 put  put (cut,bite,sting)

2

8 Dividethe Dividetheclassinto classintopairs.Tellst pairs.Tellstudentsto udentstoactouttwo actouttwo conversationsusingadvicefromExercise7.

Speaking 9 Dividethe Dividetheclassinto classintogroups.Student groups.Studentsdiscussthe sdiscussthe questions.

116

Unit 1 10

Nolimits

 

Unit11   Connections 2   I:

Materials arangeofEnglishlanguagenewspapers,includingtabloid andbroadsheet.

W:

Lead-in Personalresponse Askstudentstolook Askstudents tolookatthephotoand atthephotoandthecaption. thecaption.Ask: Ask: Why  doyouthinklinguistshaveonlyjustdiscoveredthiswoman’s language?Whatarethe language?Wha taretheadvantagesand advantagesanddisadvantages disadvantagesof  of  speakingalanguagethathasveryfewspeakers?

1 Askstudentstolookatthephotoandcaption,and decidewhichpartofthen decidewhichpart ofthenewspapertheyw ewspapertheywouldexpect ouldexpect tofindtheinterviewin.Thereismoreth tofindtheinterviewin.Th ereismorethanoneposs anonepossible ible answer,soencouragestudentstospeculate.

Howoftendoyoureadorbuyanewspaper? Oh!Idon’treadthepapers– Oh!Idon’tr eadthepapers–it’stoodepres it’stoodepressing. sing. Let’sfaceit,goodnewsnevermakesheadlines, Let’sfaceit,good newsnevermakesheadlines, doesit?Anyway,themainstoriesarenearlyalways aboutpolitics–andthat’satopicthatjustsendsme tosleep.IfIwantto tosleep.IfI wanttoknowwhat’s knowwhat’sgoingon goingonin inthe the world,Ijustaskmyfamily.

3   I:

Whichsectionsofanewsp Whichsections ofanewspaperdoyoulooka aperdoyoulookatt regularly? M: Ilikereadinginterviews,butIdon’tbelieve everythingIreadbecause everythingIr eadbecausecelebritiesoften celebritiesoftensaythey saythey aremisquotedbyjournalists. aremisquoted byjournalists.ButI ButIusuallyreadthe usuallyreadthe gossipcolumnordothecrosswordwhenI’monmy coffeebreak.Ican’tdoSudokuthough!

4   I:

Itcouldappearonthefrontpageorintheworldnews section. Itismorelikelytoappearinacoloursupplementorina featuressection.

Whichsectionsofanewspaperdoyoualways Whichsectionsofanewsp aperdoyoualwaysread? read? Actually,Iturnstraighttoth ,Iturnstraighttothesportspageseven esportspageseven W: Actually thoughI’mnotthatint thoughI’mn otthatinterestedinsport erestedinsport.Itgivesme .Itgivesme somethingtotalkaboutw somethingto talkaboutwithmywork ithmyworkcolleagues– colleagues– they’reallmen!Iknowtha they’reallmen! Iknowthat’sastereo t’sastereotype,butit’s type,butit’s true.Ireadthepaperon true.Ireadt hepaperonthebuson thebusonmywaytowork mywaytowork andthenIcanjoininthechatwhenIarrive.

Backgroundnote

Extraactivity

ThewomanspeaksadialectofKoro.ItisaTibeto-Burman languagespokenintheEastKamengdistrictatthe westernendofArunachalPradesh,India.

Askstudentstolistentotherecordingtwoorthreetimes andtrytorememberandreconstructasmuchofwhatwas saidaspossible.Youcouldaskdifferentpairstolistento differentsectionsandtocomparewhattheyheardwith thewholeclass.

ANSWERS

2 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstocomplete ocomplete thesentences.Tellthemtouse thesentences.Tellthem tousetheirownideas. theirownideas. SAMPLEANSWERS 1

2 3 4

Ialwaysknowwhat’shappeningintheworld/Idon’t buyanewspaper. depressing/boring. itprobablyisn’talltrue. Idon’tlikesport.

Vocabularynotes catchuponthenews havenotheardyet bookmarkanarticle finditagain

findoutaboutnewsthatyou



electronicallytagitsothatyoucan



misquoted whenjournalistssaysomeonesaidsomething when,infact,theysaidsomethi when,in fact,theysaidsomethingelse ngelse 

3   [2.28] Playtherecor Playtherecording.Studentslistenan ding.Studentslistenand d

4 Dividetheclassintonewpairs.Askstudentstolookat

comparehowthespeakerscompletethesentencesin Exercise2.

theaudioscriptandfindandnotethequestions.Thenask themtoaddtwomorequestionsoftheirown. Whentheyareready,askstudentstostandup,walk round,andinterview round,an dinterviewthreepeople. threepeople.Letthemcomparethe Letthemcomparethe answerstheyreceivedw answerst heyreceivedwiththeir iththeirpartnerbefore partnerbeforereporting reporting backtotheclass.

ANSWERS 1 2 3 4

Icankeepupwithbusinessnews. depressing. celebritiesoftensaytheyaremisquotedbyjournalists. I’mnotthatinterestedinsport.

Audioscript 1

  [2.28]

  I:

Doyoufollowthenews? es,mostofthetime.Igetthehead thetime.Igettheheadlinesdirectto linesdirectto M: Yes,mostof mymobilesoIcankeepup mymobileso Icankeepupwithbusiness withbusinessnews. news. Idon’toftenbuyapaper.Ijustcatchupwiththe newsontheInternet.Every newsonth eInternet.Everycoupleofda coupleofdays,Ihave ys,Ihave aquicklookthroughthewo aquicklookt hroughtheworldnewsor rldnewsoratthe atthe

Extraactivity BringintwoorthreeEnglishlanguagenewspapers (ideallyatleastonetabloidandonebroadsheet).Passthe newspapersroundtheclassandaskstudentstonotefive waysinwhichthenewspapersandthewaytheyreport thenewsaredifferent.Haveaclassdiscussionaboutwhich newspaperthestudentswouldprefertoreadandwhy.

commentandanalysissections,andIbookmarkan articleifitlooksinteresting. 117

 

UNIT11 Con UNIT11 Connec nectio tions ns

11a Thelast‘uncontacted’tribe Lead-in Personalresponse WriteApictureisworthathousandwords Write Apictureisworthathousandwords onthe board.Askstudentsiftheyhavethesameexpressionin theirlanguage.Ifstudentsdonothavetheequivalent expressionintheirfirstlanguage,askthemtospeculateon themeaningandexplainroughlytheideathatapicture getsoveramessageandismorememorableanddramatic thananynumberofwords. Askstudentsiftheyagree.Ask: Doimagesconveymore complexideasmorequickly,completelyandtruthfully  thanwords? Theoriginalexpressionis‘Onepictureisworthone thousandwords’byFrederickR.Barnardin Printers’  1927.Hewaspromotingtheuseofimagesin Ink1927.Hewaspromotingtheuseofimagesin advertisementsthatappearedonthesideofstreetcars.

Backgroundnotes FunaiistheBraziliandepartmentforIndianaffairs, andisresponsibleforissuesconcerningtheindigenous populationofBrazil. SurvivalInternational SurvivalIn ternationalisanNGO isanNGO(non-governmental (non-governmental organisation)whichworksfortherightsoftribalpeople worldwide.NGOsarenon-politicalandnotlinkedto governments,and governments ,andtheyusuallyhavea theyusuallyhaveabroadsoc broadsocialaim. ialaim. TheBBC(BritishBroadcastingCorporation)isaTVand radiobroadcasterintheUK.

3 Askstudents Askstudentstoreadt toreadthearticleagain hearticleagainandfindt andfindthe he information.Letthemcomparetheiranswersinpairs beforediscussingasaclass. ANSWERS 1

Reading 2

1 Dividethe Dividetheclassinto classintopairsorsmallgroups pairsorsmallgroupstodiscuss todiscuss thephotoandthequestion thephotoa ndthequestions.Infeedback, s.Infeedback,askoneo askoneortwo rtwo studentstosharetheirideasbriefly. ANSWERS 1

2

3

Thephotoshowsmembersofan‘uncontacted’tribe deepintheAmazonbasin. PartsoftheAmazonbasin,remoteislandsintheIndian Ocean,NewGuineainthePacific. Threatsincludethedestructionofthelocal environmentforloggingormineralexploitation, contactwithdiseasesthey contactwith diseasestheyhaveno havenoimmunityto, immunityto,young young peopleleavingtoliveandworkincities.

Somepeopleaskedif Somepeople askedifthetribewastrul thetribewastruly‘uncontacted’ y‘uncontacted’;; theNGOSurvivalInternationalsaid theNGOSurvivalInternationa lsaidthattheywere thattheywere confidentthatthephotosweregenuine;thePeruvian governmentsuggestedthatthestorywasnomorethan astrategy… Theimageswentviral.SurvivalInternational’swebsite hadoveramillionhitsinthreedays.Theimages provokedaworldwidereactiononFacebook,YouTube andVimeo.Threedayslater,thePeruviangovernment announcedthattheywouldworkwiththeBrazilian authoritiestostopillegallogginginthearea.

4 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe question.Afterfeedback,readthroughtheexamplesinthe Wordbuildingboxwith Wordbuilding boxwiththeclass.Refer theclass.Referstudentsto studentstopage91 page91 oftheWorkbookforfurtherpractice. ANSWERS

b,candd

2 Askstudentstoreadthearticleandmakenotesabout therolesofeachorganisationinthestory.Infeedback, askthestudentsiftheykn askthestud entsiftheyknowanything owanythingaboutthe aboutthe organisations. ANSWERS 1

2

3

4

11 118 8

Funaireleasedphotosofan‘uncontacted’Amazonian tribeandsaidthatthetribewasunderthreatbecause oflogging. SurvivalInternationalsaidthatthephotoswere genuineandthatthetribenowlivedwithoutcontact withtheoutsideworld. ThePeruviangovernmentsuggestedthatthestory wasnomorethanastrategybygroupsopposedto developmentofthearea’sresources.Itlateragreed toworkwiththeBrazilianauthoritiestostopillegal logginginthearea. TheBBCshowedunseenfootageofthetribeina documentary.

Unit Unit 11 11 Con Conne necti ctions ons

Backgroundnotes ThephotoofthelastuncontactedtribeshowsIndians livingintheforestinBrazilnearthePeruvianborder.The basketsinthephotosarefullofpapayaandmanic,which suggeststheyarethriving.TheywereshownontheBBCin anepisodeoftheseries HumanPlanet.

Extraactivity Writethefollowingontheboard: Governmentsshould  havetherighttoexploitmineralwealtheveninwilderness areas.. areas Dividetheclassintotwoteamsandholdaclassdebate. TeamAmustthinkoffiveargumentsinfavourofthe statement,TeamBthinkoffiveargumentsagainst.

 

UNIT11 Con UNIT11 Connec nectio tions ns

Grammarreportedspeech

8 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstomatchthe omatchthe

5 Askstudents Askstudentstolookat tolookattheexamplesin theexamplesinthetexta thetextand nd

quotesaboutthestory quotesabout thestory(1–6)witht (1–6)withthepeopletheyt hepeopletheythink hink saidthem(a–d).Feedbackontheanswers,thenask studentstoreportthe studentsto reportthewordsint wordsinthestyleofth hestyleofthenewsitem. enewsitem.  explainand  announceaswell Tellthemtouseverbssuchas  explain and announce aswell as as say,  say, telland telland ask.  ask.

comparethemtothedirectspeech.Tellthemtochoosethe correctoptiontoshowwhatwassaid. ANSWERS 1

is

 

2

Is

 

3

We

ANSWERS 1

6 Askstudents Askstudentstofindoth tofindotherexamplesin erexamplesinthenewsitem thenewsitem anddiscusshowtheformshavechangedfromdirect speech.Readthrought speech.Read throughtheexamples heexamplesinthegrammarbox inthegrammarbox andreferstudentstopage170oftheStudent’sBookfor furtherinformationandpractice.

2 3

4

ANSWERS

TheSurvivalInternationalspokesman…explainedthathis organisationwasn’tsuggestingthatthetribehadnever hadanycontactwiththeoutsideworldbutthattheynow livedwithoutit. ThePeruviangovernmentsuggestedthatthestorywasno morethanastrategybygroupsopposedtodevelopment ofthearea’sresources. SurvivalInternationalsaidtheimageshadspreadacross theworldwithinminutes. Atypicalpostaskedwhynobodyhaddoneanythingto savethesetribes. ThePeruviangovernmentannouncedthattheywould workwiththeBrazilianauthoritiestostopillegallogging inthearea. AsaFunaispokespersonsaidlater,oneimagehadhad moreimpactthanonethousandreports.

Grammarnote Thebasicruleforreportedsp Thebasicrulefor reportedspeechisthatthe eechisthattheverbindirect verbindirect speechgoesonetenseback(sopresenttopast,pastto pastperfect, canto ,etc.). canto could,etc.). ‘IliveinLondon.’ HesaidthathelivedinLondon. Studentsalsoneedtonoticethatpronounschange,words like likethis,these and here sometimeschange,andtime this,theseand heresometimeschange,andtime markersoftenchange. ‘Iamplayingtennisherethismorning.’ Shesaidshewasplayingtennistherethatmorning.

5

6

c AFunaispokespersonsaid/ AFunaispokespersonsaid/announcedthat announcedthatthey theyhad had takenthephotostoshowthatthesepeopleexisted. b/c/dAspokespersonaskedhowmanytribeslikethis (those)therewere. a Alanguageexpertsai Alanguageexpertsaid/arguedthat d/arguedthatthe theterm term ‘uncontacted’wasmoreofamediawordthana scientificterm. b Ananonymousposte Ananonymousposteraskedif/ raskedif/whetherunsee whetherunseen n tribesexisted. d APeruviangovernmentofficialsaid APeruviangovernmentofficialsaid/agreedtha /agreedthatt everyonehadheardof everyonehad heardofthem,but them,but(saidthat)there (saidthat)there wasnoevidence. c AFunaispokespersonsaidthat AFunaispokespersonsaidthatifwedidn’t ifwedidn’tsavethes savethese e (those)tribes,thiswouldhappentoallofus.

9 Askstudents Askstudentstoreadt toreadthetextquicklya hetextquicklyandsaywha ndsaywhatitis titis about,thenreadthetextagainand about,thenreadthetext againandcompleteit. completeit. ANSWERS 1 2 3 4 5 6

hadmade hadhelped hadfollowed had didn’tkill haddied

7 8 9 10 11 12

needed didn’thave wasn’tmarked wouldtake was couldstop

Extraactivity Dividetheclassintopairs.Askstudentstoimaginethey workforSurvivalInternational.Aspartoftheirjobthey havemadecontactwithan‘uncontacted’tribesimilar totheoneshowninthephoto.Tellthemtomakenotes onwhatwassaidatthatfirstmeeting.Thenaskthemto reporttheirconversationtoanotherpair.

Speakingandwriting 10 Dividethe Dividetheclassinto classintogroupsof groupsoffoursplitintotwo foursplitintotwo pairs.Askthepairs pairs.Ask thepairstofind tofindandfollowtheirinstruct andfollowtheirinstructions. ions.

7 Askstudents Askstudentstowritethe towritethedirectspeech.L directspeech.Letthemcheck etthemcheck

11 Intheirg Intheirgroups,studen roups,studentsact tsactoutthedialogues.Each outthedialogues.Each

theiranswersinpairsbeforediscussingasaclass.

pairthenwritesanewsitemaboutw pairthenwritesanews itemaboutwhathappened hathappenedtothe tothe otherpair,usingreportedspeech.

ANSWERS

‘Myorganisationisn’tsuggestingthatthetribehasnever hadanycontactwiththeoutsideworldbutthattheynow livewithoutit.’ ‘Thestoryisnomorethanastrategybygroupsopposed todevelopmentofthearea’sresources.’ ‘Theimagesspreadacrosstheworldwithinminutes.’ ‘Whyhasnobodydoneanythingtosavethesetribes?’ ‘WewillworkwiththeBrazilianauthoritiestostopillegal logginginthearea.’ ‘Oneimagehashadmoreimpactthanonethousandreports.’

12 Askstudents Askstudentstoco tocomparetheir mparetheirreportwith reportwiththeoriginal theoriginal newsitem. Homework Askstudentstolistentoashortn Askstudentstolisten toashortnewsitem ewsitemthatinterests thatinterests themontheTV,radiooronline.Tellthemtolistenafew timesandmakenotesaboutthestorybeforewritingup thestoryasanewspaperarticle.

11a

The Thelast last‘u ‘uncon ncontacte tacted’ d’tribe tribe

119

 

UNIT11 Con UNIT11 Connec nectio tions ns A:

Andthenshewritesaboutit.It’slikeatravelguide bythepeoplewholiveinplaces–they’retheones whoreallyknowwhat’sgo whoreallyknow what’sgood.It’sa od.It’sagreatidea greatideato to useTwitterforsomethinglikethat. Ididn’trealiseT liseTwittercouldbe wittercouldbeusefulforanyt usefulforanything! hing! B: Ididn’trea

11b Sendingamessage Lead-inideas Introducingthetheme:communication Askstudentstolistallthewaystheycommunicatewith people,includingfriends,family,colleagues,flatmates,

2

  C:

D:

Tomorrow?Ithoughtitwastoday. No,tomorrow.Weshouldbeabletoseeitfromhere. I’mjustlookingatthis I’mjustlookin gatthisweatherblog.It’ weatherblog.It’sreminding sreminding peoplenottolookatit peoplenotto lookatitwithtelescopes. withtelescopes. D: Yeah,Iknow. C: It’squiteagoodblog,actually.Ittellsyouallsortsof  things. D: Iknow.I’vegotitbookmarked. C: Oh,Iwonderedifyouhad.

neighboursetc.Setatimelimitofoneminute,thentake feedbackfromtheclassanddrawupalistintheboard, e.g.telephone/ e.g.telepho ne/mobile,Skype, mobile,Skype,webcam,text,email,social webcam,text,email,social networkingsites,blogs,leavingahandwrittennote, sendingacard/letter,visiting.

C:

Vocabulary communications technology 1 Askstudentstolookatthewords.Ask: Howmany ofthesedoyouusetocommunicate?Whi ofthesedoyouuseto communicate?Whichonesdo chonesdoyounot younot know?

Itsaysherethere’saneclipsetomorrow.Didyou know?

3

  E:

Askstudentstocompletethesentenceswith Askstudentstocompleteth esentenceswiththewords. thewords.In In feedback,encouragetechno feedback,enco uragetechnologicallyenlightened logicallyenlightenedstudents students toexplainanyunknownterm toexplainan yunknowntermstooth stootherstudentsin erstudentsinthe the class.

Wow,that’sterrible.Haveyouseenthis?It’sbad enoughtoloseyourjob,butfindingout enoughtoloseyourjob, butfindingoutfromat fromatext! ext!

F:

Isawthatstory.Thecompanysentabout200 employeesatextmessage.Theyt employeesatext message.Theytoldthemnot oldthemnotto to turnupforworkonMonday. E: Ididn’tthinkthatyoucoulddothat. F:

ANSWERS 1

2 3

Twitter texting Flickr

     

4

broadb broadband and Skype e 5 Skyp 6 blog blog

4 

2 Dividetheclass Dividetheclassintopairst intopairstoaskand oaskandanswerthe answerthe questions.

Listening 3 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtopredictthe themtopredictthe storiesfromtheheadlines.Infeedback, storiesfromtheheadlines. Infeedback,elicitafewideas elicitafewideas fromtheclass. 4   [2.29] Playthe Playtherecording.Stud recording.Studentslisten entslistenand and matchthefourconversationstothecorrectheadlines.Let studentschecktheiranswers studentscheck theiranswersinpairsbeforediscussing inpairsbeforediscussingas as aclass.

Meneither,butthereyougo… Oh,that’shilarious! H: Hmm…? G: Youknowthatweirdpolitician,theonewho believesinUFOs? H: Ohyeah,Ican’t Ohyeah,Ican’trememberhisna rememberhisname,butIknow me,butIknow whoyoumean. G: He’spostedavideoonYouTube.He’sinvited‘all friendlyaliens’tocometoa friendlyaliens’to cometoameetinginthe meetingintheHouses Houses ofParliament. H: Noway!Haveyouseenit? G: No,butt No,butthere’sanart here’sanarticleaboutit icleaboutitinthepaper. inthepaper.Look! Look! G:

5   [2.29] Askstudentstoreadthroughtheoptions carefully.Playtherecordingagain.Studentslistenand choosethecorrectoption.Letthemcomparetheiranswers inpairs.

ANSWERS 1 2

headline5 headline3

Audioscript 1

3 4

headline1 headline2

  [2.29]

1

c

 

2

b

 

3

a

 

4

b

6 Dividethe Dividetheclassinto classintosmallgroups. smallgroups.Studentsdiscussthe Studentsdiscussthe questions.

  A:

IlikethisTwittertravelidea. B : What’sthat?

Grammar reportingverbs

A:

7 AskstudentstolookbackatExercise5andfindthe

It’sthistraveljournalist,RitaShaw.Shegoesoffto differentplacesandasksherTwitterfollowersto suggestthingstodo.Youknow,‘I’vejustgotoffthe traininParisandI’mfeelinghungry.WherecanI getagoodbreakfast?’Thatsortofthing. B : OK.Andthenwhathappens?

120

ANSWERS

Un it it1 11 Co nn nnec ti tion s

informationtocompletethesentencesinExercise7,then underlinethereportingverbs. underlinethe reportingverbs.Letthemcomparet Letthemcomparetheir heir answersinpairsbeforediscussingasaclass.

 

UNIT11 Con UNIT11 Connec nectio tions ns

ANSWERS 1

2 3 4

ANSWERS

ThejournalistasksherTwitterfollowerstosuggest thingstodo. Theblogremindsreadersnottousetelescopes. Thecompanytoldpeoplenottoturnupforwork. Thepoliticianinvited Thepolitician invitedaliensto alienstomeethim. meethim.

1 2 3

4 5

Grammarnotes

6

Notethatinitem2thetenseisthepresentcontinuous– ‘isreminding’inthedialogue.That’sbecausetheyare discussingitatthatmoment. Notethat‘that’isnot Notethat ‘that’isnotalwaysused alwaysusedindialoguesafter indialoguesafter reportingverbs,e.g. realise(that),says(that) .Spoken Englishoftenomits‘that’withreportingverbs.

DinahremindedAmytoturnoffhermobile. JaredaskedDinahtosetupheremailaccount. AmyinvitedJaredtocomeandwatchthefilmontheir newflatscreenTV. DinahtoldAmyto Dinahtold Amytoplugin pluginthebatterychargerfirst. thebatterychargerfirst. Jaredofferedtoputthephotosonthecomputerfor Dinah. Amypromisedtoswitchitoffwhenshewasfinished.

12 Askstudents Askstudentstofin tofindandunderlinethe dandunderlinethereported reported thoughtsintheaudioscript.Let thoughtsinthea udioscript.Letthemcomparetheir themcomparetheir answersinpairsbeforediscussingasaclass. ANSWERS Seetheunderlinedphrasesintheaudioscript.

8and9 Askstudentstoch Askstudentstochoosethecor oosethecorrectoption,then rectoption,then identifytheverbform.

Pronunciation Pronunciat ion contrastive contrastivestress stress 13a   [2.30] Playtherecor Playtherecording.Studentslistenan ding.Studentslistenand d noticethestress,thenpractise noticethestress,then practisethedialoguesinpairs. thedialoguesinpairs. Remindthemtostressthewordsinbold.

ANSWERS bTheverbformis to to+infinitive. +infinitive.

10 Askstudents Askstudentstor torewritethereportedstat ewritethereportedstatementsin ementsin Exercise7asdirectspeech.Let Exercise7asdirect speech.Letstudentscomparetheir studentscomparetheir

13b   [2.31] Playtherecordingoffournewexchanges. Studentslistenandrepeat.

answersinpairsbeforediscussingasaclass. Readthroughtheexamples Readthrough theexamplesinthegrammarbox inthegrammarboxwiththe withthe students,andreferstudents students,and referstudentstopage17 topage171ofthe 1oftheStudent’s Student’s Bookforfurtherinformationandpractice.

Audioscript

SAMPLEANSWERS 1 2 3 4

A:

2 

A:

Howmuchdidthecoffeecost? B: What?Youaskedmetogettea.

B:

Couldyousuggestthingstodo? Remembernottousetelescopes. Don’tturnupforwork. Wouldyouliketomeetme?

Grammarnotes Weusereportingverbstoreportarequest( ask),anorder ),anorder orinstruction( tell),aninvitation( ),aninvitation( invite ),anoffer,orto invite),anoffer,orto remindsomeonetodosomething. Thepatternis:verb   object  (not)to e.g. Itoldhimtocomeat8o’clock.

1 

infinitive,



Promiseand offerhaveadifferentpattern.Theydonot Promiseand haveadifferentpattern.Theydonot includetheobject includet heobjectafterthe aftertheverb,e.g. verb,e.g.

  [2.31]

3 

A:

4 

A:

Weneedtosendatextaboutthis. What?Ithoughtyousaidsendanemail. What?Ithoughtyousaidsendan email.

I’mgoinghomenow. Really?Yousaidyouwerest ousaidyouwerestaying. aying. B: Really?Y Iheardthatstoryonthenewsyesterday. B: Really?Itwasn’tinthepapers.

Pronunciationnotes Englishisastress-timedlanguage,sostrongstressestend tobeverystronglystressed(andweakstressesarevery weak).Itisimportanttogetyourstudentstoexaggerate thestresswhencontrastinginformation,especiallyif,in theirL1,theywouldnotnaturallystresssostrongly.

Ipromisedtodownloadthephotos(forher). Iofferedtocarrythebag(forher).

Extraactivity Writethefollowingquestionontheboard:

11 Askstudents Askstudentstod todecidewhetherthesentences ecidewhetherthesentencesare are requests,offers,invitations,etc.,then requests,offers,invitations, etc.,thenwritethedirect writethedirect speechasreportedstatements. Readthroughtheexamples Readthrough theexamplesinthegrammarbox inthegrammarboxwiththe withthe studentsandreferstudentst studentsand referstudentstopage171 opage171oftheStudent oftheStudent’s ’s Bookforfurtherinformationandpractice.

DidtheAmericanfilmstarwriteanovelaboutwar? Dividetheclassintopairsandtellthemtotaketurnsto askthequestion askthe questionandcontrad andcontradictit ictit(usingcontrastivestress) (usingcontrastivestress) inasmanywaysastheycan,e.g. No,the Spanishfilmstarwroteanovelaboutwar. No,theAmericanfilmstarmadea  filmaboutwaretc.

Speaking 14 Dividetheclass Dividetheclassintopairs.Give intopairs.Givestudentsa studentsaminuteor minuteor twotothinkofthingstosay,thenaskthemtodiscussthe situationswiththeirpartner. 11 11b b

Se Send nding inga am mess essag age e

121

 

UNIT11 Con UNIT11 Connec nectio tions ns

11c Digitalconnections

ANSWERS 1 2

canchange mightnothave

 

3

havenotstarted

Lead-inidea Personalresponse:digitalcommunication Askstudentstosaywhatmeansofcommunicationthey woulduseineachofthefollowingsituations:keeping intouchwithclosefriends;beingincontactwith grandparents;contactingworkcolleagues,schoolmatesor clients;keepingintouchwitholdfriendstheyrarelysee. Infeedback,elicitreasonswhytheycommunicateinthese differentwayswiththedifferentpeople.

5 Askstudent Askstudentsto storereadthe rereadthearticleandfindexamples articleandfindexamplesto to supporttheideas supportt heideasinExercise inExercise4.Letstudentscom 4.Letstudentscomparetheir paretheir ideasinpairsbeforediscussingasaclass. ANSWERS 1

2

Reading 1 Givestudents Givestudentsacouple acoupleofminutes,individuallyor ofminutes,individuallyor

3

inpairs,tothinkabout inpairs,to thinkaboutthequestions. thequestions.Thenhavea Thenhaveaclass class discussion.

Extraactivity

…communicationisfundamentaltoourrelationships andsoitfollowsthatachangeinthewaywe communicatewillchangethoserelationships. …it’sarelationshipwithoutanyrealresponsibility whichyoucanturnoffatanymoment.Sodoesitmake sensetotalkaboutaYouTube‘community’? It’sprettyamazingthatIhavethislittleboxsittingon mydeskthroughwhichIcantalktoanyoneofabillion people.Andyetdoanyofusreallyuseitforallthe potentialthat’sthere?

6 Askstudents Askstudentstodiscuss todiscussthequestionin thequestioninpairsfirst,t pairsfirst,then hen

Extendthediscussionwithsomefollow-upquestions: Does communicationhavetobeinteractive?Canitbeoneway  (likeabookorTV)ortwoway(likeTwitterorFacebook)?  Doesitneedinformationalcontent?Whatotherwaysof  ? communicatingideasdoweuseintheworldtoday? communicatingideasdoweuseintheworldtoday

2 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstotryto otryto explainthetermstotheirpartner.Thenaskthemtoscan thetextandfindand thetextand findandunderlinethephras underlinethephrases.Students es.Students shouldconfirmtheiran shouldconfirm theiranswersby swersbycheckingthemeaningof  checkingthemeaningof  thephrasesinthecontext. ANSWERS

theprintingpress amachineinvented amachineinvented500yearsago 500yearsagofor for printingbooks connectingtools typesofdigitaltechnologythatallow ustocommunicatewithothers digitalcommunication communicatingthrough technology socialnetworking communicatingwithfriends,family andothersbymeansofwebsites digitalmedia/newmedia meansofdigital   







telltheclass.

Extraactivity Askstudentstothinkabouttheirownexperiencesof digitalcommunication.Askthemtothinkoftwowaysthey communicate,andtwothingstheydo,havedoneorcould dotomakemoreofthewaytheycommunicate.Students sharetheirideasinsmallgroups,thentelltheclass.

Wordfocus time 7 Askstudent Askstudentsto stofindtheexpressionsin findtheexpressionsinthearticle thearticleand and matchthemtothemeanings. ANSWERS

Thelasttimecommunicationtechnologyhadsuchawiderangingimpactwas…(a) Ithasbeenviewedmillionsoftimes Ithasbeenview edmillionsoftimes (a) It’sthetragedyofourtimes…(b)



8 Askstudentstoworkinpairstomatchthetwopartsof  theexchanges.

communication

3 Askstudentstoreadthearticleagainandchoosethe correctoptions.Letthemcomparetheiranswersinpairs beforediscussingasaclass.

b

 

2

a

 

3

b

 

4

a

Criticalthinkingsummarising

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1

e

 

2

d

 

3

a

 

4

c

 

5

b

Speaking

ANSWERS 1

ANSWERS

9 Askstudent Askstudentsto stoworkindividually workindividuallyandpreparenotesto andpreparenotesto answereachquestion. 10 Studentsdis Studentsdiscusstheir cusstheirideasin ideasingroupsoffouror groupsoffourorfive. five.

4 Askstudentstoreadthetextbrieflywithoutworrying

Homework

abouttheoptions.Ask: WhatisWesch’smainidea? (Weneed toexploreandchangethewaywecommunicatedigitally.) Askstudentstoreadthetextagainandchoosethecorrect options.Letthemcomparetheiranswersinpairs.

Askstudentstomakenotesofwhatwassaidinthe discussioninExercise10.Thenaskthemtowritea summaryofthediscussionforhomework,inabout50 words,usingreportedspeech.

Un it it1 11 Co nn nnec ti tion s

 

UNIT11 Con UNIT11 Connec nectio tions ns

11d CanItakeamessage? Lead-in

2   [2.32] Askstudentstoreadthroughthe expressionsfortelephonemessagescarefully.Thenplay therecordingagain.Stud therecording again.Studentstick entstickthephrases thephrasestheyhear. theyhear. ANSWERS

Personalresponse Ask: Whendidyoulastleaveaphonemessage?Whowas itfor?Whatdidyousay?

ThisisamessageforTonyPrice. CouldIspeaktoJessParker,please?

Leaveaphonemessageaskinganinsuranceagentto phoneyoubackaboutyourholidayinsurance. phoneyoubackaboutyourho lidayinsurance.

CanItakeamessage? It’sabouttheapartment. I’mreturninghercall. I’mon96235601. Who’scalling? I’lltryandcallyoulater. I’llletherknowthatyourang. She’llgetbacktoyou.

Askasecretarytotellyourbankmanagerthatyouwould  liketospeaktoheraboutaloan.

Vocabularynotes

Testbeforeyouteach Previewthelanguageinthislessonbywritingthe followingsituationsontheboardandaskingstudents whattheywouldsayineach. Leaveananswerphonemessageremindingyourfriend  aboutthepartyattheweekend.

Reallifetelephonemessages 1   [2.32] Askstudentstolo Askstudentstolookatthemessa okatthemessagepads. gepads. Ask: Whatsortof Whatsortofinformationdoy informationdoyouneedtow ouneedtowrite? rite? Elicit ideasandnotethat ideasand notethatstudents studentsw w illhavet illhavetolistenc olistencarefully arefully forEnglishnames.Playtherecording.Studentslistenand completethenotes.Letthemcomparetheir completethenotes.Let themcomparetheiranswersin answersin pairsbeforediscussingasaclass.

For:TonyPrice From:Roger Message:He’scallingabouttheapartmentforrentinthe towncentre. For:JessParker From:RogerLee Message:He’sreturninghercall.

A

1

  A:

2

  S:

S:

R:

S: R: S:

R:

answerthequestions. ANSWERS Tony:   1 3

 

2

Jess:

 

2

Roger,  S



  1

2

secretary,



PandQAssociates,goodmorning. Oh,hello.CouldIspeaktoJessParker Oh,hello.CouldIsp eaktoJessParker,please? I’mafraidshe’snotintheo I’mafraidshe’s notintheofficeatthemoment. fficeatthemoment.Can Can Itakeamessage? ActuallyI’mreturninghercall.Sheleftmea messagethismorning. OK,I’llletherknowthatyourang.Who OK,I’llletherknow thatyourang.Who’scalling? ’scalling? It’sRogerLee.Shehasmynumber. OK.Well,I’msureshe’llgetbackto OK.W ell,I’msureshe’llgetbacktoyouass youassoonas oonas

ThewomansaysthatRogerdidn’tl ThewomansaysthatRo gerdidn’tleave eave hisnumber–buthedid. Thecaller’snamewasRoger–notSimon.

  [2.33]

Tony, N Naomi,  J Jess,  S secretary 1   T : Hi,anymessages? N : Oh,hiTony.Yes,thereweresomemessagesforyou. Erm,let’ssee…Angelica Erm,let’s see…Angelicacalledabouttheparty calledabouttheparty tonight.Shewantsyoutophoneherback.Awoman fromthebankphoned.She fromthebank phoned.Shesayssheca saysshecan’tmakeit n’tmakeitto to themeetingtomorrow.Andsomeonecalledabout theapartmentinthetow theapartment inthetowncentre.He ncentre.Helefthisname, lefthisname, buthedidn’tleavehisnumber. T : OK,thanks. 2   J : Hi,I’mback. S : Hi,Jess.Justamo Hi,Jess.Justamoment,ther ment,therewereacoupleofcalls ewereacoupleofcalls foryouwhileyouwereout. foryouwhileyo uwereout.Suzy…shes Suzy…shesaidshe aidshe wouldcallback…anda wouldcallback …andaguycalledSimon guycalledSimonsaidhe saidhe wasreturningyourcall. J : OK,thanks.Anymore? S : No,that’sall. T

Thepersonyouarecalling Thepersonyouare callingisnotavailable.Please isnotavailable.Please leaveamessageafterthetone. Hi,thisisamessageforT geforTonyPrice.It’sabout onyPrice.It’saboutthe the R: Hi,thisisamessa apartmentforrentinthe apartmentfor rentinthetowncentre, towncentre,theone theone advertisedintheTownHall.OK,er,mynameis Roger,I’mon96235601.So,I’lltryandcallyoulater ifIdon’thearfromyoufirst.Thanks. R:

toreturn(someone’s)call=tophonesomebodybackin toreturn(someone’s)call=tophonesomebodybackin responsetoamessagethatthepersonhadphoned

Audioscript

  [2.32]

answerphone, R



Theverbs ring,call  ring,call and andphone phone meanthesameandare usedinterchangeablyinEnglish. Ring Ringand and callareusedas areusedas nouns(togivesomeonearing/call nouns( togivesomeonearing/call). ).

3   [2.33] Playtherecording.Studentslistenand

ANSWERS

Audioscript

Noticetheuseofmodalverbstorequestinformation( Can I…?  or–slightlymoreformally– CouldI…?)andtomake I…? or–slightlymoreformally– offers(I’ll… offers( I’ll…))









4 Dividetheclassintopairs.Askstudentstotaketurnsto telleachotherthecorrectinformation.

shecomesin,MrLee. Right,thanks. 11 11d d

Ca Can nI Itak take ea ame mess ssage age? ?

123

 

UNIT11 Con UNIT11 Connec nectio tions ns

Pronunciationpoliterequestswith can and  could

11e Acommunitymeeting

5a   [2.34] Playtherecording.Studentslistenand noticetheintonationpattern.

Lead-in

5b Dividetheclass Dividetheclassintopairs. intopairs.Studentstake Studentstaketurnsto turnsto practisemakingrequestsfromtheprompts.Monitor andcommentonhowwellstudentsareapproximatinga correctintonationpattern.

Personalresponse

ANSWERS 1 2 3 4 5

Couldyougivemeyourname/number/address, please? CanIleavemyname/ CanIl eavemyname/number/address? number/address? Couldyouaskhim/hertocallmeback/getintouch/  givemearing? CanImakeanappointment? CanIcallround?

Write GoogleStreetViewontheboardandaskstudents whatitis(iti whatiti s(itisa sawebsite websitewhichuses whichusessatellitetechnolog satellitetechnology y toshowarealisticviewofrealstreetssothatpeoplecan viewthemonline). Ask: HaveyouusedStreetView?Whatfor?Wouldyoulike yourstreettobeonStreetView?Why?Whynot? yourstreettobeonStreetVie w?Why?Whynot?

Writingareportofameeting 1 Askstudentstoreadthenotesandanswerthe questions.Letthemcomparetheiranswersinpairsbefore discussingasaclass.

Extraactivity

ANSWERS

ApproximatingthecorrectintonationpatterninEnglishis oftendifficultbecause oftendiffi cultbecauseitcan itcanseemveryexagg seemveryexaggerated.It erated.Itisa isa goodideatodrillthepattern.Playtherecordingin5aand askstudentstorepeattwoorthreetimes.Useyourhand likeaconductor’sbatontoshowhowthepatternrises sharplyafterthelast sharplyafter thelaststressedsyllable. stressedsyllable.

1

2

6 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstochoosea ochoosea roleandpractisetheconversation.Theycoulddothis twicewiththeirbooksopen, twicewiththeir booksopen,thenaskt thenaskthemtoclose hemtoclosethe the booksandtrytoremembertheconversation.Theycan checkwiththescript,thentryagain. Monitorstudentsandnotetheirintonationpatterns.

7 Inpairs, Inpairs,studentsdecid studentsdecidewhatmessageto ewhatmessagetoleaveand leaveand thinkabouthowtoexpressit.Whentheyareready,ask themtotakeitinturnsto themto takeitinturnstoroleplayt roleplaytheirconversatio heirconversation. n. Aniceideaistogetstud Aniceideais togetstudentstosit entstositbacktoback backtoback(thus (thus mimickingthefactthatyou mimickingthefact thatyoucan’tseewh can’tseewhoyouare oyouaretalking talking towhenphoning).Askstudenttonotedownthemessage theyhearastheylisten.

3

MsMacymentionedthatawomanhadseenhercat throughherwindowonStreetView. MrRosswasworriedthathousenumbersorpeople’s faceswouldbevisible. MsFalcomadethepointthatthesamesatellite informationisalready information isalreadyavailableelsewhere availableelsewhereonthe onthe Internet. MrandMrsLund MrandMrs Lundthoughtthattheinformation thoughtthattheinformation wouldn’tmakeburglarymorelikely. MsFalcowastoinvestigatethe MsFalco wastoinvestigatethesituation situation(contact (contact Google,otherresidents’associations,etc.)andgetback totheotherresidents.

Writingskillusingnotestowrite areport 2a Askstudentstoreadthefirstparagraphofthe reportandanswerthequestions. reportandanswer thequestions.Lett Letthemcomparetheir hemcomparetheir answersinpairsbeforediscussingasaclass. ANSWERS

8 Studentsworkwithanewpartnerandpassonthe

1

messagetheynoteddown.

2

Itreferstopart1.1. Thenotesusekeywordsandsymbols.Inthereportthe writerusesfullsentencesandreportedspeech.

Extraactivity Dothisasamingle.Giveeach Dothisasamingl e.Giveeachstudentin studentintheclassthe theclassthe namesofthreeotherstudentsthattheymustleave messagesfor,e.g.Anna,thinkofamessageforDavid, messagesfor,e.g. Anna,thinkofamessageforDavid, MariaandTom.You’llneedtodoalittlemathstomake MariaandTom .You’llneedtodoalittlemathstomake surethateverystudentisincludedandwillreceiveat leasttwomessages.Studentsthenthinkofthreedifferent messagesforeachperson. Askstudentstostandup,walkround,roleplayminiphone conversations,andleavetheirmessageswitheachstudent theymeet.Afterafewminutes,stoptheactivityandask studentstopassonmessagestothestudentstheyare meantfor.

2b Askstudentstoreadthroughthenoteswithapartner andtodiscusshowtheymightbeexpanded.Thenask studentstowritethereportindividually.Letstudents comparetheiranswers compareth eiranswersinpairs inpairsandhelp andhelpeachotherby eachotherby suggestingchanges. SAMPLEANSWERS 1 2 3 4 5 6 7

12 124 4

Unit Unit 11 11 Con Conne necti ctions ons

Thenextmeetingwillbeonthe2ndNovember. MrandMrsWattswillbeabsent. TheywillphoneonThursdayorFriday. Theseconditemontheagendawasstreetlights. Whatistheaddress? Askatthelibrary,townhall,andsoon. Thisisnotabigproblem.Inaddition,it’seasytosolve.

 

UNI T 11 Con Connec nectio nec tions tio ns

3 Askstudentstoexpandthe remainingnotesintofull sentencesandwritethe restofthereport.Remindthem tousereportedspeech.Whenstudentshavefinished,ask studentshavefinished,ask themtocompareanswersinpairsandto helpeachother bysuggestingchanges.

11f CrossAntarctica Beforeyouwatch 1 Studentsworkingroups.Askthemto lookatthephoto

SAMPLEANSWERS

MsFalcosaidthat satelliteimagewebsitesprovide moredetailandthatthisinformationis alreadywidely available.MrandMrsLund saidthatburglarsdon’tneed StreetViewtocarryout burglaries.Therewasgeneral agreementwiththisview.Somequestionswereasked abouttheidea.Somebodyaskedifa streetcouldoptout ofStreetView.Anotherresidentaskedifwewerecovered byanyprivacylaws. Someoneaskedwhatthelegal situationwas. MsFalcoagreedtoinvestigateby contactingGoogle, otherresidents’associations,andso s,andsoon.Shesaidthat on.Shesaidthat she wouldgetbacktous.

4 Whenstudentshavefinishedtheirreports,ask themto swapwithapartnerand comparetheiranswers,usingthe questionstohelpthemcheck.Theycanhelp questionstohelpthemcheck. Theycanhelpeachotherto eachotherto correctmistakesbysuggestingchanges. correctmistakesbysuggest ingchanges.

andtitleanddiscussthequestions.Takefeedbackfrom andtitleand discussthequestions.Takefeedbackfrom theclass.

2 Askstudentstowritefo Askstudentstowritefourwaysof urwaysofkeepingintouch keepingintouch whentravelling,andtopr whentravelling, andtopredictwhichthe edictwhichthewomenwilluse. womenwilluse.

Whileyouwatch 3 Playthewholeofthevid Playthewholeofthevideoforstudent eoforstudentstocheck stochecktheir their answerstoExercises1and2. ANSWERS

1toskiacrossAntarctica. acrossAntarctica. 1 1toski 2 tofindoutmore tofindoutmoreaboutthemselves aboutthemselves 3 extremecoldandwind,pullingheavy loads 2 Thewomenwroteanonlinejournalon anInternetsite.

4 Playthevideoagainand Playthevideoagainandaskstudents askstudentstonumberth tonumberthee thingsintheordertheyseethem. ANSWERS

a 3   b 1   c 7   d 4   e 6   f 8   g 5   h2

5 Givestudentstimetoread Givestudentstimetoreadthesentences thesentencesanddecideif  anddecideif  theyaretrueorfalse.Th theyaretrue orfalse.Thenplaythev enplaythevideo(to02. ideo(to02.49)for 49)for themtocheckand correctthefalsesentences. ANSWERS

1 T   2 T   3 F   4 F   5 F   6 F   7 T   8 T

Seealsotheunderlinedphrasesinthe videoscript.

6 Askstudentstomatchthetwopartsofthesentences fromthevideo. ANSWERS

1 e   2d   3b   4a   5f

  6c

Afteryouwatch 7 Studentsworkinpairsto roleplayavideointerview, accordingtotheinstructions. 8 Elicitideasfromtheclassaboutwhatthe quotemeans, anddiscussthequestion. 9 Studentsworkingroupstodiscussthe questions.

11f   CrossAntarctica

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UNI T 11 Con Connec nectio nec tions tio ns

Videoscript 00.01–00.30  Theyweretwowomenwithonegoal. LivArnesen LivArnesenandAnn andAnnBancroftdreamed Bancroftdreamedofbecoming ofbecomingthe the firstwomeninhistorytoskiacrossAntarctica. firstwomeninhistoryto skiacrossAntarctica. Andon11February2001theyachievedtheirgoal.The Andon11February2001theyachieved theirgoal.Thecrossing crossing hadbeencompletedonlyoncebefore,byateamof hadbeencompletedonlyoncebefore, byateamof byateamoftwomale twomale explorers.ThestoryofLivandAnn’sunparalleledadventure andAnn’sunparalleledadventure becamethebasisfora book,  book, NoHorizonisSoFar ,inwhichthey sharedtheirreasonsforexploringtheplanet. Well,peopleaskus,youknowwhatis 00.31–00.43   Ann Well,peopleaskus,youknowwhatis therelefttoexplore?There’scertainlyyoutoexplore,you youtoexplore,youknow youtoexplore,youknow know,, internally.Andthesetripsdraw internally .Andthesetripsdrawoutnewthingsin .Andthesetripsdraw outnewthingsin youasan individual,youneverknowhowyou’regoingtobein individual,youneverknowhowyou’regoing tobein tobeinyour your momentoftruth.

PriortoleavingforAntarctica,thetwowomen undertookademandingtrainingschedule.Theypractisedskiing practisedskiing downroads,pullingtyresbehindthem. 00.44–01.23

Thehardshipsgotworse Thehardships gotworsewhenthey whenthey whentheyarrivedinAntarctica. arrivedinAntarctica. Therewereverystrong,sometimesunpredictable, Therewereverystrong, sometimesunpredictable,windsof windsofupto upto 160kilometresanhou 160kilometresanhour…and,of r…and,ofcourse,itwas course,itwasextremelycold. course,itwasextremelycold. Sometimestheyhad Sometimestheyhadtousetheir tousetheirfoodtowarm foodtowarmtheirfingers,to theirfingers,to getthebloodmovingagain.Duringtheiradventure,Livand getthebloodmovingagain.Duringtheir adventure,Livand Annsharedtheir Annsharedtheirstorywithpeople storywithpeoplefromahundred fromahundredandfifty andfifty countriesthroughanonlinejournal. Ithinkthethingthat’sfabulous Ithinkthe thingthat’sfabulousabout thingthat’sfabulous about openingthestoryuptoothers,isitcomesback.Andit’snotjust comesback.Andit’snotjust remarkingonwhatwe remarkingonwhatwe’redoing.Whatwe ’redoing.Whatweendedupgettingwere endedupgettingwere otherpeople’sdreams. TheInternetsiteenabledthetwowomennot ennot 01.43–01.54 TheInternetsiteenabledthetwowom onlytoshare onlytosharetheirownadventures, theirownadventures,butalsotorelate butalsotorelatetoother toother people’sexperiences people’sexperiencesindifferent indifferentpartsof partsoftheworld. partsoftheworld. Whatdoyouthinkofthis, thinkofthis,eh,Ann? thinkofthis, eh,Ann?Alittle eh,Ann? Alittle 01.55–02.00   Liv Whatdoyou bitscary? 01.24–01.41   Ann

We Weallunderstand,you allunderstand,youknow, allunderstand,you know,overcoming know, overcoming strugglesforinstance,findingsupport–youknow,youneverdo strugglesforinstance,findingsupport –youknow,youneverdo anythingalone,thosekindsofthemes. 02.02–02.11   Ann

Despitetheirremotelocation, Despitetheir remotelocation,thewomen thewomenstill stillfelt still felt connectedwithpeoplearoundtheplanet. connectedwithpeoplearound theplanet.Liv Liv LivandAnnarenow andAnnarenow planningtheirnextadventures. 02.12–02.34

Theirnextgoalistotraveltotheotherendoftheworldandto Theirnextgoalistotravelto theotherendoftheworldandto becomethefirstwomeninhistorytocr becomethefirstwo meninhistorytocrosstheAr meninhistorytocr osstheArcticOcean. osstheAr cticOcean.

UNIT11Review

Grammar 1 Dividetheclassintopairs todiscussthestatements. 2 Studentsread Studentsreadthenewsitem thenewsitemandanswer andanswerthequestion. thequestion. ANSWERS

Thenewsitemsupportsstatement2,butit contradicts statements1and3. 1 ‘thereisstillnodefinitiveevidenceofthis’. 2 ‘governments…remindedparentsnottoallowtheir childrentousemobiles’. ‘thedangertoyoungpeople youngpeoplehadbecomeamental, hadbecomeamental,nota nota 3 ‘thedangerto physical,healthissue’(i.e.thereisstillcauseforconcern)

3 Askstudentstofindsix Askstudentstofindsixreportingverbs reportingverbsandwriteth andwritethee wordsthatpeopleactuallysaid. ANSWERS

asked,suggested,told,reminded,said,said ‘Arethereanyhealthrisks?’ ‘Overuseofmobilesis dangerous.’ ‘Limitthetimeandfrequencyofyourmobilecalls.’ ‘Don’tallowyourchildrento usemobiles.’ ‘Thedangertoyoungpeoplehasbecomeamental… healthissue.’ ‘Vulnerableyoungpeoplearebecomingaddictedto the onlineworld…’

4 Dividestudentsintonewpairs Dividestudentsintonewpairstodiscusst todiscussthe he statementsinExercise1andwhetherthe newsitem surprisedthem.

Vocabulary 5 Askstudentstosayin Askstudentstosayinwhichsection whichsectionofanewsp ofanewspaper aper theywouldfindinformationaboutthe theywouldfindinformation aboutthethingsinthe thingsinthelist. list. ANSWERS 1 2 3 4

features politicsandsociety business sportspages

5 6 7 8

nationalnews commentandanalysis entertainment worldnews

6 Dividetheclass Dividetheclassintopairs. intopairs.Studentstellt Studentstelltheirpartnerif  heirpartnerif  andhowtheykeepintouchwithth andhowtheykeepint ouchwiththepeople epeople epeopleinthelist. inthelist.

Reallife 7 Dividetheclass Dividetheclassintopairs. intopairs.Studentsput Studentsputthesentences thesentences intoalogicalorder.Theythenactoutthe conversation, addingtheotherperson’swords. ANSWERS 1 2 3 4 5

e c b d a

No,I’m No, I’m I’msorry, sorry,he sorry, heisn’t. heisn’t. Yes,sure. Yes, sure. OK,do OK, doyou doyou youwant wanthim want himto him tocall tocall callyou? you? Right,I’ll Right, I’lltell I’lltell tellhim. him. Bye

Speaking Askstudents Askstudentsinpairsto inpairstotelleachother telleachotheraboutthem aboutthemost ost 8 recentnewsstorytheyhaveheard. 126   Unit 11 Connectio Connections ns

 

Unit12   Experts I:

Lead-in Introducingthetheme:expertsinancient traditions Writethefollowingjobsonthe board: board:blacksmith, blacksmith, wheelwright,pearldiver,whaler,typist,butler,cabinet  maker. Askstudentsinpairsto answerthefollowingquestions: Whatparticularskillsdothesepeoplehave?In whatways aretheirskillsunnecessarynow?

Usingwords Writethefollowingwordsontheboard: bird,fish,dive, catch,ring,swallow,raft,traditional. Askstudentstosayhowthewordslinkwiththe photographandwhattheyrevealabouttheoldman’s wayoflife.

1 Askstudentstolookatthephotoandcaption,and discusshowtheythinkthe manusesthecormorantsto fish.

Don’tthecormorants Don’tthe cormorantsflyawa cormorants flyaway? flyawa y? F : No,theydon’t.Ithinktheyaretoocleverfo rthat.They knowthatiftheystaywithme,they knowthatiftheystay withme,theyhaveanea haveaneasylife.I sylife.I bringthefishtoth bringthefishtothemwithmylamp.Theyw emwithmylamp.Theywouldn’tdo ouldn’tdo sowellontheir own.Wemakeagoodteam. I: F:

Howlonghaveyoubeen Howlongha veyoubeenfishingwithcor veyoubeen fishingwithcormorants? fishingwithcor morants? Allmylife.Ittakesalongtimetolearnhowtowork reallywellwiththe birds.It’s  birds.It’sanancienttraditionhere.  birds.It’sanancient traditionhere. Peoplehavebeendoingt hisforathousandyears.We knowwhatwearedoingnow!

3   [2.35] Askstudentstoreadthequestionsand rememberasmanyanswersfromtheinterviewas theycan.Playthe recordingagainforthemtocheck andcompletetheiranswers.Theyshouldfocuson thekeyinformationtoanswerthe questionsrather thanrememberingeverythingthatissaid.Lett hem comparetheiranswersinpairs.Theycanalsoreferto the audioscriptatthebackoftheir Student’sBook. ANSWERS

ANSWERS Thefishermantiesasnareorputsaringaroundthe cormorant’sthroat.Thismeansthatitcanswallowsmall fishbutnotbigfish.Asa result,thefishermanisableto forcethecormoranttocoughupanybigfishithascaught whenitreturnstotheboat.

1 2

3

4

No,butit’seasierat night. Theyareveryfast.Theycancatchfishmorequickly thanme. Iputaringaroundtheirnecktostopthemswallowing thebiggerfish. No–theyknowthatifthey staywithme,theyhavean easylife. Allmylife.

Backgroundnotes

5

CormorantfishinghastakenplaceinChinaand Japan sincethetenthcentury.Itwasonceaverysuccessful industrybuttodayitiskeptgoingbythetouristindustry.

Extraactivity

Thereareaboutfortydifferenttypesofcormorants,most ofwhichareblackcliff-dwellingbirdsthatsurvive by divingforfish.

Askstudentstolistento therecordingtwoorthreetimes andtomakemoredetailednotesonwhatthefisherman says.Dividetheclassintopairstoactoutthe dialogue betweeninterviewerandfisherman.Studentsmust improvisethefisherman’sresponsesfromtheirnotes.

2   [2.35] Playtherecordin Playtherecording.Askstudentstolisten g.Askstudentstolisten andchecktheirpredictions.

Vocabularynote

Audioscript

raft=a =a typeofsimpleboatmadebytyinglogstogether =atypeofsimpleboatmadebytyinglogstogether

  [2.35]

=interviewer = interviewer,,  FF=fisherman interviewer Doyouonlygo onlygofishingat onlygo fishingatnight? fishingat night? I : Doyou I

F:

I: F:

I: F:

No,butit’seasieratnight.Iusethislamp.Thefish canseethis canseethislight.Sothe light.Sothelampattracts lampattractsthefisha thefishandthey ndthey comeclosertomyraft. Howdothecorm Howdo thecormorants thecorm orantshelp? orants help? Cormorantsareveryfast.Theycancatchfish Cormorantsar everyfast.Theycancatchfish morequicklythan morequicklythanme.Whenthe me.Whenthefishareclose, fishareclose,the the cormorantscatchthem. Whydon’tthe birdseat  birdseatthefishthey  birdseatthefishthey thefishtheycatch? catch? Whenwe’refishing,Iputaringaroundtheirneck.It’s nottight,bu nottight,butit’stight tit’stightenoughto enoughto enoughtostopthemswallowing stopthemswallowing thebiggerfish.Theycanswallowthesmaller thebiggerfish.Theycanswa llowthesmallerones.If  ones.If  therearelotsofsmallfish,the birdshave therearelotsofsmallfish,the  birdshavealuckyn  birdshave aluckynight. ight. Iftherearebigfish,Ihavealuckynight! Iftherearebigfish,Ihave aluckynight!

4 Dividetheclassintogroupsto discussthequestions. Givestudentstwominutes Givestudents twominutestothinkof tothinkofatradition atraditionto to describebeforetalkingtoothergroup describebeforetalkingto othergroupmembers. members.

Extraactivity YoucouldmakeExercise4aninternetresearchtaskbefore orafterthelesson.Askstudentstofindoutaboutadying tradition,researchitandpresentittotheclass.Youcould askstudentstoresearchthejobsin thelead-in.

127

 

UNIT12 UN IT12 Ex Exp per erts ts

12a Expertsinthefield Lead-in Testbeforeyouteach: shouldhaveand couldhave Writethefollowingheadlineontheboard: ExpertsMissingonAmazonFieldTrip Askstudentsinpairs Askstudents inpairstodiscussthefoll todiscussthefollowingquestion owingquestions: s: Whatreasonsfortheirdisappearancecanyouthinkof?  Whatprecautionsdidtheyfailtotakebeforeandduring thetrip? Afteracoupleofminutes,elicitideas.Notewhetherthe studentsusepastmodalstospeculate,and,ifso,notehow accuratelytheyusethem.

Vocabularynotes A mammoth mammothisalarge,hairy,extinctelephantwhichonce isalarge,hairy,extinctelephantwhichonce livedinlargenumbersinwhatisnownorthernEurope. Tusksarethetwoextremelylongteethofanelephantor Tusksarethetwoextremelylongteethofanelephantor mammoth. Mummiesarepreservedbodies,e.g.fromEgyptiantombs, Mummiesarepreservedbodies,e.g.fromEgyptiantombs, butthewordcanalsorefertoanimalbodies. A mummifiedmammothisonethathasbeenpreserved frozenintheearth.

5   [2.36] Playtherecording.Askstudentstolisten Askstudentstolisten andchecktheirpredictions andcheck theirpredictions.Lett .Letthemcomparetheir hemcomparetheir answersinpairsbeforediscussingasaclass. ANSWERS

Vocabularyfieldtrips Whatisafieldtrip? fieldtrip?Whatsortof Whatsortofpeoplego peoplegoonfie onfield ld 1 Ask: Whatisa

Emma’sstory:eye-opener,trumpeting,steps,flattened Beth’sstory:bones,tusks,mammoth,mummies,remote, deserted,eatenalive,bite,gomad

tripsandwhy? Dividetheclassintopairsorsmallgroups Dividetheclassinto pairsorsmallgroupstoread toreadthrough through thesetofwords theset ofwordsandchecktheirmeanings andchecktheirmeaningsindictio indictionaries, naries, thendiscussthequestion.

2 Askstudents Askstudentstothink tothinkofanddescribethree ofanddescribethreemorethings morethings

Audioscript

  [2.36]

EMMA:

Thefirstrealeye-openerIhad Thefirstrea leye-openerIhadofwhat ofwhatlifewaslike lifewaslike intheAfricanforestwasonmyfirst-everexpedition.

thatareessentialonafieldtrip.

Vocabularynotes A fieldtrip fieldtripiswhenstudentsorresearchersgooutofthe iswhenstudentsorresearchersgooutofthe office,classroomorlaboratorytoinvestigatesomething e.g.anarchaeologicalsite. gear generalwordtodescribetheclothesyouwearand/ orequipmentyoucarryonafieldtriporexpedition 

hammock typeofbedwhichishungbetweentwotrees orothersupports–typicallyusedbysailorsonoldships 

machete thickbladedknifeusedforcuttingdowntrees andplantsinaforest 

tracker alocalexpertwhoknowshowtofollowthe tracksofanimalsandtofindthem 

Thetitle‘expertsinthefield’isaplayonwords.Itmeans bothliterallyinafi bothliterally inafield(i.e. eld(i.e.outoftheoffice)a outoftheoffice)andexperts ndexperts inafieldorareaofknowledge.

Listening 3 AskstudentstoguesswhatEmmaandBethmight dofromthephotos.Thenaskstudentstoreadthe introductorytextsandanswerthequestions. ANSWERS 1 2

3

Emmaisawildliferesearcher,andBethisabiologist. Emmagoestoplaceswith‘toughconditions’suchasthe Africanforest.BethoftengoestoSiberia. Suggestedideas:Africa Suggestedid eas:Africa–heat, –heat,insects,wildanimals; insects,wildanimals; Siberia–cold,wildanimals

4 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstolook olook throughthewordsandexplainthewordstoeachother. Theymayneedtochecksome Theymay needtochecksomeofthem ofthemindictionaries. indictionaries. Theythentrytofindco Theythentry tofindconnectionsbetween nnectionsbetweenthewords thewordsand and guesswhattwostoriest guesswhatt wostoriestheymightbepa heymightbepartof. rtof. 12 128 8

Unit Unit 12 12 Ex Expe perts rts

Itwasthefirstdayandweendedupmakingcamp earlythatevening.Iwas earlythatev ening.Iwasexhaustedand exhaustedandIfellfasta Ifellfastasleep sleep straightaway.Aboutfourhourslater,Iwaswoken upbyalotofscreamingandshoutingandthewords NJOKO,NJOKO!Itwas NJOKO,NJO KO!Itwasthelocalt thelocaltrackersshouting. rackersshouting. ThenIheardloudtrumpetingandsoundsofheavy steps.Basically,we’dputourtentinthemiddleofa giantelephantpath.Wecouldn’thavepickedamore inappropriateplace!By inappropriate place!Bythetime thetimeI’dmanagedtoget I’dmanagedtogetall all mygearandgetouto mygearand getoutofthetent, fthetent,allofthetrackersand allofthetrackersand allofthelocal allof thelocalguideshadalreadydisa guideshadalreadydisappearedinto ppearedinto thenight.Whenwecameb thenight.Wh enwecameback,threeof ack,threeofthetentsw thetentswere ere completelyflattened.That completelyflatten ed.Thatwasmy wasmyfirsttasteofwhere firsttasteofwhere nottosetupacampintheforest. BETH : AcoupleofsummersagowewenttoSiberia.We werelookingformammothbonesandtusks,andeven hopingtofindsomemammothmummies.Weflewin onasmallplane. ona smallplane.It’sprettyremotean It’sprettyremoteanddeserted. ddeserted.When When youlandandgetoutoftheplane,youlookaround andthere’snothingthere.Andyousetupyourcamp andthere’sstillnothingthere.Andyou’resittingthere, relaxing,intotalsilence relaxing,in totalsilenceandthere’s andthere’snothing nothing…Thenall …Thenall ofasudden,you’ ofa sudden,you’rejoined rejoinedbytenmillionmosquitoes. bytenmillionmosquitoes. Irememberwemade Iremember wemadethiskindofricea thiskindofriceandfish ndfishdishfor dishfor dinner,and dinner ,andweweresittingthere, weweresittingthere,tryingto tryingtoenjoythis enjoythis riceandfishmeal…beingea riceandfish meal…beingeatenalivebym tenalivebymosquitoes. osquitoes. Wehadnetsoverourheads,buttheyweretotally inadequate.Themosquitoes inadequate.T hemosquitoescouldstill couldstillbiteyou. biteyou.And And youhadtotakethenetoffinordertoeat.Everytime youdidthat,hundredsofmosquitoeslandedallover yourface.Theygotinth yourface.Th eygotinthefoodas efoodaswell.Itwas well.Itwasjustone justone partrice,onepartfishandonepartmosquito!You couldgomadafterjustafewdaysofthat!

6   [2.36] Playtherecordingaga Playtherecordingagain.Askstudentst in.Askstudentsto o listenandanswerthequestions.Letthemcomp listenandanswerthe questions.Letthemcomparetheir aretheir answersinpairsbeforediscussingasaclass.

 

UNIT1 UNI T12 2 Ex Exp per erts ts ANSWERS 1 2 3 4 5 6 7 8

ANSWERS

Shewaswithlocaltrackersandguid Shewaswithlocaltrackers andguides. es. alotofscreamingandshouting Theyhadplacedtheircamponanelephantpath. Itwasflattened. mammothbones,tusksandmummies Itwasremoteanddeserted. Thereweremillionsofmosquitoes. Theyputmosquitonetsovertheirheads.

1 2 3 4 5

11   [2.37] Playtherecording.Studentslistenand checktheiranswers.

7 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscuss odiscuss whichpersonmighthavesaidwhat whichpersonmighthave saidwhat.Infeedback,read .Infeedback,read theinformationinthe Wordbuilding Wordbuildingbox.Referstudents box.Referstudents topage99oftheWorkbookforfurtherinformationand practice. ANSWERS 1

Emma

Beth   3   2 Beth

Beth Beth

  4

Em Emma ma

Beth h   6   5 Bet

shouldn’thaveeaten couldn’thavefelt shouldhavehad shouldhavetaken couldhavedied

Em Emma ma

Audioscript

  [2.37]

1

IatesomethingIshouldn’t Iatesomethin gIshouldn’thaveeaten. haveeaten.

2

Icouldn’thavefeltanyworse.

3

Ishouldhavehad Ishould havehadsomemedicine somemedicinewithme. withme.

4

Ishouldhavetakenitstraightaway.

5

Icouldhavediedwithoutit.

Pronunciationshouldhaveand 8 Askstudents Askstudentstodiscuss todiscussthequest thequestioninpairs. ioninpairs.

12a   [2.37] Playtherecordingagain.Studentsnotice

Extraactivity

shouldand have.. theway should and could linkwiththeweaklystressed have

Writethefollowingcampingcatastrophesontheboard andaskstudentstosaywhichonestheyhaveexperienced, andwhatcouldorshouldhavebeendonetoavoidthem: Thetentblowsdowninthenightinthewind. Itrainsandwatercomeinandmakeseverythingwet. It’simpossibletoputyournewtentup. Thegroundissohardyoucan’tsleep.

Grammarshouldhaveand

couldhave

9 AskstudentstolookatthecommentsinExercise7 andmatchthemtothemeanings.Letthemcomparetheir answersinpairs.Tellthemtonoticetheformusedinthe examplesentences. ANSWERS 1

c

 

2

c

 

couldhave

3

d

 

4

a

 

5

a

 

6

b

10 Readthroughtheexamplesinthegrammarboxwith theclass.Referstudentstopage170o theclass.Referstudentsto page170oftheStudent ftheStudent’sBook ’sBook forfurtherinformationandpractice. Askstudentstoreadthetextbriefly.Ask: Whatwasthe problemandwhathapp problemandwhath appenedintheend? enedintheend? Askstudentsto completethestorywiththe completethesto rywiththecorrectforms. correctforms.Letthemch Letthemcheck eck theiranswersinpairs theiranswers inpairsbeforediscussing beforediscussingasaclass. asaclass.

Grammarnotes Weuse could(or (or mightor or may)  have pastparticiple tospeculateaboutthepast.Weuseittosaythatapast eventwaspossiblebutdidn’thappen. Weuseshould have pastparticipletoexpresspast Weuseshould regrets(Ishouldhaveworkedharder regrets( Ishouldhaveworkedharder)ortocriticisepast )ortocriticisepast actions(Youshouldhaveworkedharder actions( ). Youshouldhaveworkedharder).

12b   [2.37] Playtherecor Playtherecordingagainfo dingagainforstudentsto rstudentsto listenandrepeat.

Pronunciationnotes Inthesesentences,thestrongstressison shouldor or could withasecondarystressonthemainverb.Thismeansthat theauxiliaryverb have isveryweakandreducedto  /əv/ haveisveryweakandreducedto orevenjust /ə/ .Thereisalsolinkingbetween  /d/andthe schwasound:  /ˈʃʊdəv/or  /ˈkʊdəv/.Asaresult,students oftendon’thear have inthesestructures,andfindithard haveinthesestructures,andfindithard toreproducetheweaksound.

Speaking 13 Tellhalftheclasstheyareamateursandtellthe otherhalfthattheyar otherhalft hattheyareexperts.Givet eexperts.Givethemallfour hemallfourorfive orfive minutestopreparetheirrole,following minutestopreparetheir role,followingtheinstruction theinstructions. s. Thenasktheamateurst Thenaskt heamateurstofindthe ofindtheexpertsand expertsandtellthem tellthem abouttheirproblems. aboutth eirproblems.Theexperts Theexpertsmustgiveadvice, mustgiveadvice, using could/shouldhavedone. could/shouldhavedone.Infeedback,findoutwhich Infeedback,findoutwhich problemswerethemostcommon.

Extraactivity Extendthelead-inideabywritingthefollowingheadlines ontheboardandaskingstudentswhatthestorybehind theheadlinemightbe,andwhatthepeopleinvolved couldorshouldhavedone: ClimbersFoundWithoutFoodOrProperClimbingGear HolidaymakersLostAtSeaOnYacht FieldWorkersInAmazonArrestedByBrazilianPolice ExplorersEatenByLostTribe

Homework Askstudentstowriteupthenewsstorysuggestedbyone oftheheadlinesintheextraactivityabove.Tellthemto include could/  / shouldhavesentencesinthestory. shouldhavesentencesinthestory.

12 12a a Ex Expe pert rts sin int the hefi fiel eld d

129

 

UNIT12 UN IT12 Ex Exp per erts ts

12b Themanwhoatehisboots

Backgroundnotes

1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscussthe odiscussthe

Asearlyasthefifteenthcentury,explorerssearchedforthe NorthwestPassage–aroutefromEuropethroughtheseas roundthenorthofAmericatoreachAsia.Atthattime, SpainandPortugalcontrolledsearouteseasttowards Asia,socountrieslikeBritainweredesperatetofindtheir ownroutewesttotherichmarketsofthatregion. In1845,awell-equippedtwo-shipexpeditionunderthe commandofRoyalNavyofficerSirJohnFranklinsetoutto findthepassage.Theexpeditionwasconfidentofsuccess buttheshipsdisappeared. Thefirstexplorertofinallycompletethejourneythrough theNorthwestPassagewastheNorwegian,Roald Amundsen,onathree-yearjourneyfrom1903to1906. RobertFalconScottwasaBritishpolarexplorer,most famousforhisattempttoleadthefirstexpeditiontothe SouthPole.Amundsen’sexpeditionreachedthepolebefore him,andScottandhismendiedonthereturnjourney. SirWilliamEdwardParrywasanEnglishrear-Admiralwho attemptedunsuccessfulvoyagestotheNorthwestPassage inthe1820sandtotheNorthPolein1827.

questions.Infeedback,buildupalistofpo questions.Infeedback,build upalistofpossibleanswers ssibleanswers toquestions2and3ontheboard.

4 Askstudentsinpairstospeculateaboutthebook’stitle.

Lead-in Introducingthetheme:themanwhoatehisboots Writethestorytitleontheboard: TheManWhoAteHisBoots Askstudents: Whatsortofstorydoyouthinkitis?Whatdo youthinkhappensinthestory?Whydoyouthinkheate hisboots?Theyshoulduse Theyshoulduse could/shouldhave could/shouldhavetospeculate. tospeculate.

Usingwords Writethefollowingwordsontheboardandaskstudents tosaywhatconnectsthem: expedition,route,tragedy, starvation,frostbite,sledges. Ask: Whatsort Whatsortofstory ofstorymightinclude mightincludeallthesewords?W allthesewords?Where here mightitbeset?Whatsortofendingwillthestoryhave?

Reading

SAMPLEANSWERS 1

2

3

Extraactivity

Itiscold,hostile,remote,inhospitable,andinwinterit isdark.Insummer,thedaysareverylongbutitisstill verycoldandcoveredinsnow. Challengesincludetravellinglongdistancesacross snow,keepingwarm,findingtheirroutewithoutroads, carryingfood,polarbears. Traditionally,theylivedinigloos,huntedsealsandfish withharpoons,woresealskinsandsnowshoes,and travelledlongdistancesseekingfood.Today,fewfollow thistraditionallifestyle.

2 Askstudents Askstudentstoreadthe toreadthetextquicklyand textquicklyandfindanswers findanswers tothequestions.Letthem tothequestion s.Letthemchecktheirans checktheiranswersinpairs wersinpairs beforediscussingasaclass.

Askstudentsifthey Askstudents iftheyknowanystoriesof knowanystoriesofexplorersfrom explorersfrom theircountrieswhowereunsuccessful theircountrieswho wereunsuccessful,tragic,brave ,tragic,brave orfoolish.Ask: Wheredidtheygotoandwhy?What  happenedtothemandwhy?Whatwouldyouhavedone ifyouhadbeenintheirsituation?

Grammar thirdconditiona thirdconditionall 5 Dividetheclass Dividetheclassintopairs. intopairs.Askthemto Askthemtolookat lookatthe the sentencesandsaywhichverbsareusedtoformthethird conditional.Infeedback, conditional. Infeedback,elicitafewideasfrom elicitafewideasfromtheclass. theclass. ANSWERS 1

ANSWERS 2 1 2 3

tofindtheNorthwestPassagefromtheAtlantictoAsia Mostjourneysendedinfailureandtragedy. braveandfoolish

3 Askstudents Askstudentstoreadthe toreadthereviewanddecide reviewanddecideifthe ifthe sentencesaretrueorfalse.Letthemcheck sentencesaretrueor false.Letthemchecktheiranswers theiranswersin in pairsbeforediscussingasaclass.Askthemtounderline partsofthetextthatprovidetheanswer.

If hadpastparticiple(pastperfectform), would have pastparticiple would(n’t)  have pastparticiple, if had(n’t) past participle(pastperfectform)

6 Dividetheclass Dividetheclassintopairs intopairstoanalyset toanalysethesentencesan hesentencesand d answerthequestions. ANSWERS 1 aNo

bNo

2 aYes

bYes

ANSWERS 1

F

2

F

3

T

4

T

5

Vocabularynotes

T

7 Readthrou Readthroughtheex ghtheexamplesin amplesinthegrammarboxwit thegrammarboxwith h thestudents.Ask thestudent s.Askthemto themtofindfurtherconditionals findfurtherconditionalsinthe inthe text.Referstudentstopage172oftheStudent’sBookfor furtherinformationandpractice.

igloos domedhousesmadeofsnow sealskin thefurandhideofaseal

ANSWERS

Britishexplorerscouldhaveavoided Britishexplorerscould haveavoidedstarvation,fro starvation,frostbite stbite andevendeathiftheyhadcopiedthesurvivaltechniques ofthelocalInuitpeople. IftheexplorershadwornsealskinandfursliketheInuit, theywouldn’thavesufferedfrom…frostbite… Couldisusedinthefirstexample isusedinthefirstexampletoexpress toexpresspossibility. possibility.

13 130 0

Unit Unit 12 12 Ex Expe perts rts

 

UNIT1 UNI T12 2 Ex Exp per erts ts 8 Askstudentstoreadthroughthesentencescarefully andcheckanynewwords.Thenaskthemtorewritethe sentences.Monitorandhelpwithsuggestions.Letstudents comparetheiranswersinpairsbeforediscussingasaclass.

12c Thelegacyofthesamurai Lead-in

ANSWERS 2 3 4 5 6 7

Themenwouldn’thavebeenexhaustedifdogshad pulledtheirsledges. Thesledgeswouldn’thavebeenheavyifthemenhad onlytakenessentialitems. Themenwouldn’thavegotscurvyiftheyhadeaten Inuitfood. Theywouldn’thavebecomeilliftheyhadknowntheir cannedfoodwaspoisonous. Theywouldn’thavegotstuckintheiceiftheyhad askedlocalpeople. Theexpeditionswouldhavebeensuccessfuliftheyhad followedlocalcustoms.

9 Askstudents Askstudentstomatcht tomatchthesentencehalves hesentencehalves.Letthem .Letthem comparetheiranswersinpairs.Then comparetheiranswersin pairs.Thenaskthepairsto askthepairsto worktogethertowritethirdconditionalsentences.Tell thestudentsthattheyca thestudents thattheycanchangethe nchangetheverbsusedin verbsusedinthe the sentencesaslongas sentencesas longasthemeaningcorresponds themeaningcorrespondstothe tothe meaningoftheoriginals. ANSWERS 1 2 3 4 5 6

b Ifwehadplanned Ifwehadplannedeverything everythingbetter better,thehol ,theholiday iday wouldn’thavebeenadisaster. c Wewouldn’tha Wewouldn’thavegotlostifwe vegotlostifwehadkn hadknownhowto ownhowto readtheroadsigns. e Wewould Wewouldhaveb havebeenabl eenabletoaskf etoaskforhelpifwe orhelpifwehad had takenaphrasebook. d Ifthelocalpeople Ifthelocalpeople hadn hadn’tg ’tgivenusdi ivenusdirectio rections, ns, we wouldn’thavefoundourwaybacktothemainroad. a Ifweha Ifwehadremembe drememberedtoc redtocheckthem heckthemuseum useum openingtimes,wewouldn’thavegottheretoolate. f Wecouldhavegotinto Wecouldhavegotintothemuse themuseumifwehad umifwehad dressedinappropriateclothes.

Introducingthetheme:warriors Askstudentstothinkofafamouswarriororgroupof warriorsfromtheirowncountryorregion.Tellthemto makenotestoanswerthefollowingquestions: Whatwere theycalled?Whatweaponsdidtheyuse?Whatfamous battlesweretheyinvolved battleswere theyinvolvedin?Whatlegendary in?Whatlegendarystoriesare storiesare thereaboutthem? Ifyouhaveamulticulturalclass, Ifyouhaveamul ticulturalclass,dividestudents dividestudentsinto into groupstotelleachotherabouttheirwarriors.Ifyourclass arefromthesamecountry,haveaclassdiscussionand buildupapictureofwhatstudentsknowaboutwarriors intheircountry.

Reading 1 Dividetheclassintopairstodiscussthequestions.Then haveaclassdiscussion.Askstudentstolookatthephotos onthepageandseehowmuchtheycanguessaboutthe samuraifromthephotos.Answersneednotbesuppliedat thisstage,asExercise3checksthestudents’ideas. 2 Inpairs,studentsdiscussconnectionsbetweenthe words. SAMPLEANSWERS

Combatisatypeoffighting;soldiersfighttheirenemies; opponentsareenemies;aswordisaweapon;generals leadarmies

3 Askstudentstoreadthetextandfindtheanswersto thequestionsinExercise1. ANSWERS

Extraactivity Askstudentstodiscussthefollowingstatementswhich haveallbeenmadebypeopleonwebsites.Askthemto decidewhichonestheyagreeordisagreewithandwhy.

1 2 3 4

Iwouldhavestartedafamily Iwouldhavestarted afamilyinmytwentiesifI inmytwentiesifIhad  had  knownhowmuchfunitwas. IfI’drealisedhowmuchtravelcouldbroadenthemind, Iwouldhavespenttwoorthreeyearsgoingroundthe worldinsteadofgoingtouniversity. IwouldhavegotamoreexcitingjobifIhadknownthat  moneywouldneverbeimportanttome.

Speaking 10 Givestudentsaminuteortwotothinkofasituation, thenaskthemtoprepareanswersto thenaskthemtoprepareans werstothequestions. thequestions. Monitorandhelp.

Theyweretheelitewarriorclass. Japan fromthetenthcenturytothenineteenthcentury Theywereemployedbywealthylandownersto fight,andwentintobattleonhorseback.Theyalso challengedopponentstoritualisedcombat,trained forhand-to-handcombat,socialisedwithartists,and practisedcalligraphy,flowerarrangingandthetea ceremony.

4 Askstudentstoreadthetextagainandchoosetrueor false.Letstudentscomparetheir false.Letstudentsco mparetheiranswersin answersinpairsbefore pairsbefore discussingasaclass.Askthemtopointoutwhichlineof  thetextprovidesthean thetextpr ovidestheanswertoeach swertoeachofthequest ofthequestions. ions. ANSWERS 1

T

 

2

F

 

3

T

 

4

F

 

5

T

11 Dividetheclass Dividetheclassintopairs. intopairs.Studentstake Studentstaketurnsto turnsto talkabouttheirdecisionsandaskandan talkabouttheirdecisions andaskandanswerquestions. swerquestions. Monitorcarefullyandnotebothgoodusesanderrorsin thewaystudentsus theway studentsusethethirdconditional. ethethirdconditional. 12c Thel Thelega egacy cyof ofthe thesa samur murai ai

131

 

UNIT12 UN IT12 Ex Exp per erts ts 5 Askstudents Askstudentstofindand tofindandunderlinethew underlinethewordsinthe ordsinthe text.Thenaskthem,inpairs,todis text.Thenaskthem,in pairs,todiscusswhatt cusswhatthewords hewords mean.Monitorandpromptstudentstoworkoutthe meaningfromthecontext. Askstudentstoreplace Askstudents toreplacethewords thewordsinboldinthesen inboldinthesentences tences withwordsfromtheboxtoshowtheirunderstanding.

ANSWERS 1 2

3 4

ANSWERS 1 2 3 4

appeal overcoming fierce battle-weary

5 6 7 8

savage unarmed threat lone

Insertafter: Ourmessagehereisthatifyoutryhard,at  kendooranythingelse,youwillenjoylife. Insertafter:… thewealthylandownersmightnothave decidedtoemployprivatesoldiersandthesamurai  mightneverhaveexisted. Insertafter:… wenttothetheatre. Insertafter: Thesamuraihaveinspiredhundredsof  films,videogames,comicbooks,andTVdramas.

Wordfocus   go 7 Askstudent Askstudentsto stodiscusstheexpressionsw discusstheexpressionswith ithgoinpairs

Vocabularynotes eliteclass agroupofpeopleinsocietywhoare(orfeel) superiortootherpeople 

andtochoosethecorrectoptions. ANSWERS 1

adoubleidentity havingtwodifferentidentities–here, awarriorandamanofart

a

 

2

b

 

3

b

 

4

b



aritual aformalceremonythatfollowsanestablished andrepeatedprocedure 

expressionswith go.

getworseorbecomelessimportant

gointodecline bluntswords cutanything

8 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtoexplainthe themtoexplainthe



swordswhicharenotsharp–theycan’t



Extraactivity Askstudentstowritetheirownsentencestoshowthe meaningofthewordsinExercise5andintheVocabulary notesabove.Alternatively,askthemtowritesentences aboutawarriorfromtheirowncountryusingthenew words.

Backgroundnotes ThedeclineofthesamuraiasthewarriorclassinJapan washastenedbytheneedtomodernisetheJapanesearmy andnavy.In1873,awestern-styleconscriptedarmywas raisedbytheemperorandthesamurailosttheirrightto betheonlywarriors,towearthekatana(theirtraditional robe)inpublic,andtoexecuteanybodywhoshowedthem disrespect.

ANSWERS

didn’tworkasexpected continue

4

2

5

becamesilent carryout

3

rising/increasing

6

makeanattempt/try

1

Vocabularynotes Go Gohasmanymeanings.Itcanmean‘move’or‘travel’ hasmanymeanings.Itcanmean‘move’or‘travel’ (goupstairs,gohome,goahead goupstairs,gohome,goahead),‘happen’( ),‘happen’(gobadly,go gobadly,go wrong),achangeincondition( wrong ),achangeincondition( gorotten,godeaf gorotten,godeaf),the ),the passingoftime( thehourwentfast thehourwentfast),etc. ),etc. haveago try;ingames,your ;ingames,your‘go’isyourturnor ‘go’isyourturnoryour your opportunitytoplay. 

Extraactivity Askstudentsinpairstofindtwofurtherexpressionsusing go gointheirdictionaries.Tellthemtopresentandexplain intheirdictionaries.Tellthemtopresentandexplain theexpressionstotheclass.

TheJediarethesoldiersintheStarWarsmovies.

Speaking Criticalthinkingrelevance 6 Askstudents Askstudentstoread toreadthesentencescarefullyand thesentencescarefullyanddecide decide whichcouldbeincludedinthe whichcouldbe includedinthetext.Let text.Letthemcompare themcompare theirideaswithapartner,th theirideaswitha partner,thenwork enworktogethertodecide togethertodecide whereinthetextthesenten whereinthet extthesentencemightbeplac cemightbeplaced. ed. Infeedback,elicitideasandas Infeedback,elicitid easandaskwhatthe kwhatthesentenceadds sentenceaddsto to thetextandhowrelevantitis.

9 Askstudentstoworkindividually.Tellthemtoprepare notestoanswereach notesto answereachofthepoints ofthepointsgiven. given.

10 Whenstudentsareready,dividethemintosmall groupsoffourorfivetodiscusstheir groupsoffouror fivetodiscusstheirideas.In ideas.Infeedback, feedback, askonestudentfromeachgrouptosummarisethe discussionfortheclass,andtoreportbackonwhetherthe pastorthefutureprovedmorepopular.

Homework Askstudentstowriteaboutoneortwooftheideasthey discussedabouttim discusseda bouttimetravel etravelforhomework. forhomework.

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Unit1 t12 Experts

 

UNIT1 UNI T12 2 Ex Exp per erts ts

12d I’msosorry! Lead-in Personalresponse Ask: Whendidyoulastsaysorry?Whatdidyousay?How  didyoufeelwhenyousaidit? 

Testbeforeyouteach Previewthelanguage Previewthe languageinthis inthislessonbywriting lessonbywritingsorry sorryonthe onthe boardandelicitingasmanydifferentwaysofsayingsorry fromthestudentsasyoucan. Apossiblelist: I’msosorry,I’meversosorry,excuseme,I  doapologise,Ibegyourpardon,pardonme,apologies.

Reallifemakingandaccepting apologies 1 Askstudents Askstudentstolook tolookatthesituations atthesituationsanddecide anddecide whethertheywouldapologiseornot.Divide whethertheywouldapologiseo rnot.Dividetheclass theclass intopairs.Askstudents intopairs. Askstudentstodiscuss todiscusstheirideas. theirideas.In Infeedback, feedback, findoutwhichstud findout whichstudentsarefromthe entsarefromthemost‘a most‘apologetic’ pologetic’ cultures.

Backgroundnotes Britishpeoplegenerallytendtoapologisealotbecause theyvaluepersonalsp theyvalue personalspace(e.g. ace(e.g.theywillsay theywillsaysorry sorryif if somebodyelsebumpsintothem,evenifitisn’ttheir fault),becausetheyhatedisturbingpeople(e.g.they willsaysorry willsay sorrytoashopassistantwhoseemsbusy,evenif toashopassistantwhoseemsbusy,evenif theyhavearighttobeserved),andbecausetheyeasily feelembarrassed(e.g.theywillsay sorryiftheydrop iftheydrop somethingandmakealoudnoise,evenifnobodyelse seemsconcernedbyit).

2 Askstudentstoreadtheexpressionscarefullyand predictwhattheconversationswill predictwhattheconvers ationswillbeabout.Students beabout.Students willchecktheirideasinExercises willchecktheirideas inExercises3and4. 3and4.

3   [2.38] Playtherecor Playtherecordingforstudents dingforstudentstocheck tocheck theiranswerstoExercise2.

Audioscript

  [2.38]

1   A : IseverythingOKwithyourfood? B : Yes,yes,it’slovely.But,erm,Ishouldhavetoldyou thatIdon’teatmeat. A : Oh!Ohdear! B : I’mreallysorryyo I’mreallysorryyou’vegonetoallthis u’vegonetoallthistrouble. trouble. A : There’sno There’snoneedtoapo needtoapologise–it’s logise–it’snotapro notaproblem. blem. B : No,Ishouldhavesaidsomethingearlier. A : It’sOK.Ishould It’sOK.Ishouldhaveaskedyouifth haveaskedyouifther erewas ewas anythingyoucouldn’teat. anythingyouco uldn’teat.It’smyfault. It’smyfault.I’llmake I’llmake yousomethingelse. B : No,pleasedon’ No,pleasedon’t.Thevegetablesar t.Thevegetablesaredeliciousand edeliciousand there’splentytoeat. A : Areyousure? B : Yes,really.I’menjoyingthis.I’lljustleavethemeat ifthat’sOKwithyou. A : OK.

2   C: Oh,mygoodness!Whatwasthat? D : Idroppedthetrayofglasses! C : Oh,thoseniceglassesfromItaly… D : Icouldn’thelpit–Islipped. C : AreyouOK?Letmehelpyouup.Youareclumsy, though. D : Don’tblam Don’tblameme–thisfloorisslipp eme–thisfloorisslippery. ery. C : Yes,butifyou’dbeenmorecareful… D : Look,itwasa Look,itwasanaccident!Itcould naccident!Itcouldha havehappenedto vehappenedto anyone. C : Iknow,Iknow.It’snotyourfault.SorryIgotupset. D : Itisashameaboutthoseglasses,though.We’ve onlyhadthemalittlewhile! I’msosorrytokeepyouwaiting.Thebusdidn’t hebusdidn’t 3   E : I’msosorrytokeepyouwaiting.T come! F : Wereyouwaitingforthenumber46? E : Yes,itwassupposedtocomeathalfpastfive. F : Don’tworryaboutit–thatserviceisterrible.It’s it–thatserviceisterrible.It’s alwayslate. E : Itriedtophone Itriedtophoneyou,butIcouldn’tget you,butIcouldn’tgetthrough. through. F : Ah,Ithinkmyph Ah,Ithinkmyphoneisswitchedo oneisswitchedoff!Sorryab ff!Sorryabout out that! E : Goodness,I’malmostanhourlate! F : It’sOK.It’sjustone It’sOK.It’sjustoneofthosethings ofthosethings–busesare –busesare unreliable!Anyway,you’reherenowandthat’sthe mainthing.

Extraactivity Youcouldaskstudentstocategorisetheexpressionsinto thefollowinggroups. Makinganapology: I’mreallysorryyou’vegonetoallthis trouble;I’msosorrytokeepyouwaiting;Sorryaboutthat! Acceptinganapology: There’snoneedtoapologise–it’s notaproblem;It’snotyourfault.SorryIgotupset;Don’t  worryaboutit–thatserviceisterrible;It’sjustoneof  thosethings–buses thosethings –busesareunreliable! areunreliable! Acceptingfault: It’smyfault.I’llmakeyousomethingelse. Refusingtoacceptfault: Icouldn’thelpit–Islipped;Don’t  blameme–thisfloo blameme –thisfloorisslippery;Look,it risslippery;Look,itwasana wasanaccident! ccident! Itcouldhavehappenedtoanyone.

4   [2.38] Askstudentstor Askstudentstoreadthequestions, eadthequestions,then then playtherecordingagainfort playtherecordingaga inforthemto hemtolistenandwritethe listenandwritethe answers. ANSWERS 1

2 3

1Oneofthespeakersdoesn’teatmeat. 2One ofthespeak ofthespeakersbrokea ersbrokeatrayofgoo trayofgoodglasses. dglasses. 3 Oneofthespeake Oneofthespeakersislatebe rsislatebecauseth causethebuswasla ebuswaslate. te. 1 b b 2 a a 3 c 1Theguesteatsthevegetablesandleavesthemeat. 2 Thepersonwhod Thepersonwhodidn’t idn’tbreaktheg breaktheglasse lassesapologi sapologises. ses. 3 Thepersonwhoislatea Thepersonwhoislateapol pologises. ogises.

12 12d d

I’ I’m mso sosorr sorry! y!

133

 

UNIT12 UN IT12 Ex Exp per erts ts 5 Studentsdiscus Studentsdiscusstheques sthequestionin tioninpairs. pairs.

12e Howtobehave…

ANSWERS Theexpressionsin1arequiteformalandlesslikelytobe usedwithfriendsorfamily. Theexpressionsin2areveryinformalandcouldsoundrude. Theexpressionsin3arequiteneutral.

Pronunciationsentencestress 6a   [2.39] Playtherecordingoftheexpressionsin thebox.Studentslistenandnoticethe thebox.Studentslistenand noticethestress.Playt stress.Playthe he recordingagain.Student recordingaga in.Studentslisten slistenandrepeat. andrepeat.

Audioscriptandkey

  [2.39]

I’mreallysorryyou’ve I’mreallys orryyou’vegoneto gonetoallthistrouble. allthistrouble. There’snoneedtoapologise– There’snoneedto apologise–it’snotaproblem. it’snotaproblem. It’smyfault.I’llmakeyouso It’smyfault. I’llmakeyousomethingelse. methingelse. Icouldn’thelpit–Islipped. Don’tblameme–thisfloorisslippery. Look,itwasanaccident Look,itwa sanaccident!Itcould !Itcouldhavehappened havehappenedto to anyone. It’snotyourfault.Sorry It’snotyo urfault.SorryIgotupset. Igotupset. I’msosorrytokeepyouwaiting. Don’tworryaboutit– Don’tworry aboutit–thatservice thatserviceisterrible. isterrible. It’sjustoneofthosethings It’sjust oneofthosethings–buses –busesareunreliable! areunreliable!

Lead-in Personalresponse Tellstudentstothinkofthreethingsthatguestsintheir houseareexpectedtodo.Togetstudentsstarted,ask: Whatshouldaguestbring?Whatshouldaguestwear?  Shouldaguestremovehis/hershoes?Whatshouldhe/she talkabout? Dividetheclassintosmallgroupstodiscusstheir‘three things’.

Writingawebsitearticle 1 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askstudentst studentstodiscusstheir odiscusstheir experiencesofEnglish-speakingcountries. experiencesofEnglish-speakin gcountries. 2and3 Inpairs,students Inpairs,studentsdiscusswhatadv discusswhatadvicethey icethey expecttofind,thenreadthearticlet expecttofind,thenread thearticletochecktheir ochecktheirideas. ideas. ANSWERS Takeasmallgiftforyourhosts. ShowaninterestinBritishandIrishculture. Takesomephotosfromhomesoyoucantalkaboutthe photostoyourhosts. Don’tbehavelikeatourist–normallifeiswhatyouare theretoexperience! Bepunctual,politeandsociable.

Pronunciationnotes Itisimportantforstudentstoattemptthestrongstress. Thestrongerthestress,thegreatertheapology.

6b Givestudents Givestudentstwo twominutestoreadthe minutestoreadthesituationsa situationsand nd thinkofwhattheycouldsayinrespo thinkofwhattheycouldsa yinresponse. nse. Dividetheclassintopairs. Dividetheclass intopairs.Studentstake Studentstaketurnstopr turnstopractise actise readingoutthesentencesandrespondingappropriately. Monitorstudents’useofstress.

7 Dividethe Dividetheclassinto classintopairs.Ask pairs.Askthemtochoosea themtochoosea situationandprepareadialogue.Tellthemtopractise theirdialoguestwoor theirdialogues twoorthreetimes threetimespayingattentionto payingattentionto strongstresses. 8 Asksomepairstocomeouttothefrontoftheclassto actouttheirconversations.

4 Haveaclassdiscussionandfindoutwhatstudents thinkoftheadvice.Askstudents thinkoftheadvice. Askstudentswithknowledgeof  withknowledgeof  English-speakingcountriesto English-speaking countriestosaywhether saywhetheritconfirms itconfirms theirownexperiences.

Writingskillrevising 5a Askstudents Askstudentstoreadth toreadthechecklistand echecklistandnotewhich notewhich thingsthewriterhaschecked.Letthem thingsthewriterhaschecked .Letthemcomparetheir comparetheir answersinpairsbeforediscussingasaclass. ANSWERS Allthesethingsarefine,sotheyhavebeenchecked.

5b Askstudentstofind them inthefirstlineandsay whatitrefersto.

Extraactivity Beforethelesson,writeout‘situations’ondifferentsmall cards.Writeasmanysituationsastherearestudentsin yourclass(ifyouhavealargeclassandrunoutofideas,it isOKtoduplicatesomeideas),e.g. Youborrowedmywatchanddidn’treturnit. Youforgottomeetmeintownyesterday. Yousteppedonmytoetwominutesago. Youdidn’trecordthemovieIaskedyoutorecord. etc. Handoutthecardssoeachstudenthasone.Students standup,walkround,andimproviseconversationsaround eachsituation.Makesurestudentskeepchangingpartners andhavelotsofconversations.

13 134 4

Unit Unit 12 12 Ex Expe perts rts

ANSWERS them

familiesinBritainandIreland

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5c Askstudents Askstudentstoreplace toreplacethehighlightedwordswit thehighlightedwordswith h thepronounsfromthebox. thepronounsfrom thebox.Letstuden Letstudentschecktheir tschecktheir answersinpairsbeforediscussingasaclass.

 

UNIT1 UNI T12 2 Ex Exp per erts ts ANSWERS

thesethings they intheirhome there agiftfromaguest thesame Yourstay It BritishandIrish their thephotos them Takingthephotos This atourist one Normallifeis That’s

12f Sharkvs.octopus

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Beforeyouwatch

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

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1 Studentsworkingroups.Askthemtolookatthephoto andcaptionanddiscussthequestions.Takefeedback fromtheclass. 2 Beforewat Beforewatchingthe chingthevideo,ask video,askstudentsto studentstomake make predictionsabouttheencounter.

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Whileyouwatch Vocabularynotes Englishusespronounstoavoidrepeatingnounsinatext. Thisincludessubjectpronouns( they,it),objectpronouns ),objectpronouns (them them),andpossessivepronouns( ),andpossessivepronouns( their). ). Oneisusedasapronountoreplaceasingularcountable One isusedasapronountoreplaceasingularcountable noun. Thisand This and thatareusedasdemonstrativepronounswhen areusedasdemonstrativepronounswhen referringtosomethingthathasjustbeenmentioned. Thesameisapronounthatmeanstheidenticalthing. Thesameisapronounthatmeanstheidenticalthing. Itcanreferbacktoawholeclauseorideaaswellasan object,e.g. Takeasmallgiftforyourhosts.You’dexpect  thesame.( thesame. (Thesame Thesame=that =thatguestsbring guestsbringagiftfortheir agiftfortheir hosts).

3 Playthewho Playthewholeofthevid leofthevideoforstudent eoforstudentstocheck stochecktheir their answerstoExercise2. ANSWERS

Theoctopuskillsthesharks.

4 Givestudents Givestudentstimeto timetoread readtheheadingsforthe theheadingsforthenotes, notes, thenplaythefirstpartofthevideo(to01.40)andaskthem tomakenotesundertheheadings. ANSWERS A 1

fish(sometimesoctopus) fromtwosharpspinesonitsfins afiercepredator,travelsinpacks B 4camouflage,releasingink,fastmovement 5 fish,prawns,crabs 2

6 Dividethe Dividetheclassinto classintosmallgroups smallgroupsoffourorfive.As offourorfive.Ask k studentstobrainstorm studentsto brainstormideasunder ideasundereachof eachoftheheadings. theheadings. Monitorandhelpwithideasandvocabulary.

7 Askstudents Askstudentstowork toworkindividuallytochoose individuallytochoosetheir their ideasandwritetheirarticle.Theycanrefert ideasandwritetheirarticle.T heycanrefertotheexamp otheexample le articletohelpthemorganiset articletohelp themorganisetheirideas.Not heirideas.Notetheuseo etheuseof  f  Take…Don’t theimperativeinthearticleto theimperativein thearticletogiveadvice( giveadvice(Take…Don’t behave…),and behave… ),and will forfutureinexpressionssuchas will expectyouto… 8 Askstudents Askstudentstochecktheir tochecktheirworkusingth workusingthechecklistin echecklistin Exercise5a.

Extraactivity Oncestudentshaveproducedafirstdraftoftheirarticle, askthemtoexchangeitwiththeirpartner.Itisthe partner’sjobtoprovidefeedbackandsuggestionsonthe style,organisationandaccuracyofthearticle.Students thenrevisetheirarticlesbasedontheirpartner’sfeedback. Encouragethemtosuggestwaysofincorporatingmore pronounsintothearticle.

3

5 Givestudents Givestudentstimetoread timetoreadthequestions, thequestions,thenplayth thenplaythee wholevideoforthemtoanswer. ANSWERS 1 2 3 4 5

6 Askstudentstocompletethesummarywithwords fromthebox,thenplaythevideoagainforthemtocheck. ANSWERS 1 2 3

9 Whenthey Whentheyhavecompleted havecompletedtheirfinaldraft, theirfinaldraft,students students exchangetheirarticleswiththeirpartners. exchangetheirarticles withtheirpartners.Youcould Youcould choosetohavethepart choosetoh avethepartnersgiveasp nersgiveaspokenorwritt okenorwritten en responsedependingonhowm responsedepending onhowmuchtimeyou uchtimeyouhaveinthe haveinthe lesson.

inagiantaquariumtank whysharksweredying Theoctopuswaskillingthem. becausetheyusually becauseth eyusuallyonlyeat onlyeatsmallcreatures smallcreatures armsandbeak

4 5 6 7 8

fierce predator tank bodies welfare creature kill responsible

Extraactivity

Afteryouwatch

Youcouldaskstudentstoroleplaytheresponse.So,for example,onestudentplaysthepersongivingadvice andtheotherstudentplaysthepersonlisteningand respondingtotheadvicewithcommentsandquestions.

7 Studentswor Studentsworkinpairsto kinpairstoroleplayan roleplayaninterviewwitha interviewwithan n expert,accordingtotheinstructions. 8 Studentsw Studentsworkingro orkingroupsto upstodiscussthequestions. discussthequestions.

12 12ff Shark Sharkv vs. s.o oct ctopu opuss

135

 

UNIT12 UN IT12 Ex Exp per erts ts Videoscript

UNIT12Review

00.00–00.13 Here’sagiantPacificoctopusinanequallygiant aquariumtank.ThegiantPacificoctopusisfroma aquariumtank.ThegiantPacificoctopus isfromagroupof  groupof  animalsknownas octopods animalsknownas  octopods,meaning‘eightlegsorarms’. ,meaning‘eightlegsorarms’.

Grammar

00.14–00.38

photoanddiscussthequestion.

Now,therearealsosharksinthistankaswell. Now,thereare alsosharksinthistankaswell. Thisisaspinydogfishshark, Thisisa spinydogfishshark,knowntobeafiercepredator knowntobeafiercepredator.. Usually,dogfishsharks Usually ,dogfishsharkseatfish,but eatfish,buttheyhavebeenknownto theyhavebeenknownto attackandeatanoccasionaloctopus. Couldthisoctopusbeindangero Couldthisoctopus beindangerofbeingeaten?Well,don fbeingeaten?Well,don’t ’t dismissthatideayet. 00.39–00.55 

ThegiantPacificoctopusisanextraordinary creature.Itcancamouflageitself creature.Itcan camouflageitselfff rompredators rompredatorsbytransforming bytransforming itsskincolourtomatchitssurroundings. itsskincolourto matchitssurroundings.Andifthatdoes Andifthatdoesn’t n’t work,itcanreleaseadarkinkatanattacker,andescapeby forcingwateroutofitsbody,which forcingwaterou tofitsbody,whichenablesitto enablesittomoveaway moveaway quickly.

1 Dividetheclass Dividetheclassintopairs. intopairs.Askthemto Askthemtolookat lookatthe the 2 Studentsrea Studentsreadthe dthearticleand articleandchecktheirideasfrom checktheirideasfrom Exercise1,thencompletethearticle. Exercise1,thencomplete thearticle. ANSWERS

Itwontheprizebecauseofthepatienceanddedication ofthephotographerandtheappearanceofthesnow leopard. 1 hadbeen   4 wouldn’thavebeenable 2 wouldn’thavegot   5 wouldhaveturnedout 3 couldhavefrozen   6hadn’tgone

00.55–01.12 Thespinydogfish Thespinydogfishsharkgotits sharkgotitsnamefrom namefromtwo two sharpspinesonitsfins,whichcontainamild sharpspinesonitsfins,which containamildpoison.Dogfish poison.Dogfish sharksareknowntotravelinlarge sharksareknown totravelinlargeschools,orpacks, schools,orpacks,likedogs. likedogs.

3 Studentswor Studentsworkinpairsto kinpairstocommento commentonthestory nthestoryusing using

01.13–01.35

thewordsinbrackets.

Whenbodiesofsharksbeganappearingatthe bottomofthetank,theaquariumstaffbecameworriedaboutthe sharks’welfare. Thegiantoctopususuallydinesonfishandsmalls Thegiantoctopususuallydinesonfis handsmallseacreatures eacreatures likeprawnsandcrabs,sonoone likeprawnsandcrabs, sonooneexpectedthehumble expectedthehumbleoctopusto octopusto beresponsibleforthedeadsharks.

ANSWERS 1 2

Buttheysoondiscoveredwhatwashappening. 01.39–01.58

Eachoftheoctopus’sflexiblearms Eachofthe octopus’sflexiblearmscontainstwo containstwo rowsofsuckers,usedforcatchingprey. rowsofsuckers,used forcatchingprey.Initsmouthis Initsmouthisabeak abeak whichitusestokillpreyandtearitintopieces…including,it seems,fearlesssharks.

3 4

Ifhisfatherhadn’tgivenhimacamera,hemightnot havebecomeaphotographer. Hemightnothavefoundthesnowleopard(becauseit’s veryhardtofind) Heshouldhavemovedupthemountainearlier. If NationalGeographichadn’tcommissionedthe hadn’tcommissionedthe assignment,Stevewouldn’t/mightn’thavegotthis photo/wontheprize.

02.02–02.14

Theaquariumstaffhadlearnedsomethingnew aboutthegiantPacificoctopus.Theyhadn’texpectedittobean expertshark-killer. 02.17–end

Well,it’sclearthatwecanpronouncetheoctopus Well,it’sclearthatwe canpronouncetheoctopus thewinnerinthisfight. Theredefinitelywasadangerousanimalin Theredefinitelywasa dangerousanimalinthisaquariumtank. thisaquariumtank. Butthedangerhadeightlegs–andpowerfulsuckers.

Vocabulary 4 Askstudent Askstudentsto stocompletethewordsconnect completethewordsconnectedwith edwith expeditions.Theythensaywhichonesth expeditions.Theythensay whichonestheyhaveused. eyhaveused. ANSWERS 1 2 3

igloo,tent   backpack,suitcase   hammock,sleepingbag

4guide,healer 5

cannedfood,driedfood

5 Studentsd Studentsdiscussthe iscussthequestionsin questionsingroups. groups.

Reallife 6 Studentswor Studentsworkinpairsto kinpairstocompletethe completetheexchangeswith exchangeswith theexpressions,thencontinuethe theexpressions,then continuetheconversations. conversations. ANSWERS 1 2 3 4

Don’tworryaboutit– Well,don’tblameme– No,it’smyfault. It’snotyourfault.

Speaking 7 Studentsworkingroupstodecideonalistofwhatis appropriateandinappropriatebehaviour.

8 Dividetheclassintogroupsoffour.Askeachgroupto splitintotwopairs.Studentsreadthesitua splitintotwopairs. Studentsreadthesituationand tionandtheir their roles,thenroleplaythe roles,then roleplaythescenario. scenario. 136

Unit1 t12 Experts

 

Grammar Gra mmars summa ummary: ry: answ answer erkey key Unit1

2 2

1

Do…want

 

6

3isstudying

 

7

2

4don’tlike

iswearing Does…know 8doesn’tcome

 

I’ll

3Iwon’tspend 4isdoing

 

6 I’ll I’mgoingtobuy 8 areyouflying

 

6didyougetto

7

 

5I’llhave

Unit5

5arechanging

2 2Howdo…go

6Can…go

 

3Do…dress

 

4Areyou

7

 

8

1 1Ihaven’tseen

Whydoes…wear Howmany…has…got

2Haveyoubeen

5Whobought

4wereyou

   

5Ispent

Unit2

7Iwent

 

3I’vejustgotback  

8I’veheard 9Ididn’thave 10

Itwastoofar.

2

1

hasraised,hasbeenwalking havebeencoming,hasincreased 4hasn’tbeentravelling,hasseen wehavecompleted,haveyou pleted,haveyoubeentraining beentraining 5 wehavecom 2

2havesung,since

6hasworked,for

 

3haven’tbeen,since 4havewritten,for

   

7

3

Has…phoned,since

8hastoured,for

5haven’tseen,since

Unit6

2

tolisten 3seeing

 

8

4

 

9

2

5tovisit Acting 6 buying

 

 

7 tellin telling g

tobuy

1 2haveto/must

being being 10toperform

3

5don’thaveto 6should

Unit3

can/areallowedto 8must 7

1 2

wasswimming,appeared

3wasjogging,lost

cannot/can’t/arenotallowedto

4mustn’t

2 2recommend,willbuy

4wasn’training,didn’ttake

3comes,willfeel

5was,weresleeping

4willget,eat

6arrived,wasshining

5won’teat,lose

7weresurfing,saw

6arrive,willdo

8was,saw

7won’tchange,see 8willdo,start

2 2swam,hadseen 3hadn’tarrived,woke 4flooded,hadmelted 5hadbroken,was 6hadn’treached,hit

Unit7 1

7sold,hadsailed 8became,hadseen

Unit4

2a

 

6b

c 4 b 5 c

 

7a

 

8c

3

2 2didn’tusetohave

1

Wewillpossiblypaytodriveonallroads. 3Itprobablywon’t 4willcertainlylive. 5willdefinitelymake 6 Lifeexpectancyfo Lifeexpectancyforpeopleinth rpeopleintheWestwillposs eWestwillpossibly ibly be100years. 7willprobablybe 8theredefinitelywon’t 2

3Did…usetobe 4usedtoplay(wouldoftenplay) 5did…usetowork 6didn’tusetogo 7usedtotell(wouldtell) 8usedtoeat(wouldeat)

137

   

Unit8

Unit11

1

1 2may/might/couldbe

2Anitasaid Anitasaid(that)she (that)shewouldread wouldreadthenewsreport thenewsreportthe the

3can’tlive/beliving

6can’tbe

nextday. 3  Joesaid  Joesaidthathe thathehadvisitedtheAmaz hadvisitedtheAmazonrain onrainforeston foreston histriptoSouth histrip toSouthAmericatheyearbefore. Americatheyearbefore. Adeleaskedifshecouldgivemeadon ifshecouldgivemeadonationfor ationfor 4Adeleasked

7may/mightnotsee 8mustbecoming

5Nathan Nathansaidhehad saidhehadjustseenthedocumentary justseenthedocumentaryabout about

4may/mighthave 5mustrecognise

charity.

endangeredlanguagesoftheworld.

2 2mayhave

 

3musthave

6

mighthave

tothewebsitethedaybefore.

7can’thave

 

4mighthave

6Michellesaidthatshehadbeenmakingimprovements

 

7Simonasked SimonaskedifIhadevermetanyon ifIhadevermetanyonefromPeru. efromPeru.

8couldhave

8Manuelasaidtheyweremeetingthelocalgovernment

5couldn’thave

representativethenextday. 2

Unit9

2

1 1your 3the

5all

 

2every

 

website.

an 7(correct) 8 a 6

 

4(correct)

 

Martinremindedmeto edmetotakemymobile takemymobilephonethe phonethe 4Martinremind followingweek. 5Jackpromised Jackpromisedtoconnect toconnectmetot metotheInternetthe heInternetthe

following/nextmorning.

2 2

6Hannah Hannahinvitedmeto invitedmetogotostaywithhert gotostaywithherthe he

TheAlliedNationalBankwasboughtbySirAlfred

followingweekend. 7Adamadmittedthathehadbeenwrongthenight before. 8MartinaaskedwhereIwasgoingonSaturday.

Greenlastmonth. 3Willanewf Willanewfactorybebuilt actorybebuiltinorderto inordertocreatenewjo createnewjobs? bs? Fair-tradecraftsare Fair-tradecraf tsarebeingproduced beingproducedinthis inthisvillage village now. 5WereMP3playersbeingmadebyMusoTech&Co lastyear? 6Theprojectcan’tbeco Theprojectcan’tbecompletedinless mpletedinlessthantwo thantwoyears. years. NotsomanyTWcomputerswillbe mputerswillbeboughtnexty boughtnextyear. ear. 7NotsomanyTWco 8  JCB  JCBookshopsh ookshopshasbeens asbeensoldtoWa oldtoWaterwellsto terwellstoraise raise moneyforthecompany. 4

Unit12 1 2shouldn’thavetold 3couldhavegot 4shouldhavecome 5shouldhaveasked

Unit10 1 2There’sthemanwho(that)flewroundtheworldin

aballoon. 3That’sthecavewherefourexplorersslept. 4She’sthegirlwhosearmwasoperatedon. 5It’sthetimeofdaywhenthepatienthelplineis busiest. 6Hereistheboatwhich Hereistheboatwhich(that)they (that)theycrossedthe crossedthe Atlanticin. 7Thisisthewomanwho(that)climbedEverest. 8 Wesawthedevicewhich(that)treatsheadaches. 2 2passed,wouldgo 3wouldn’thave,didn’tneed 4Would…live,had 5liked,wouldgo 6Would…reverse,wanted 7had,would…take 8were(was),wouldrest

138

Sarahaskedifshecouldborrowmylaptopnextday.

3Carolinetoldmetouploadthosereportsontothe

Grammar Grammarsumm summary: ary:ans answer werkey key

6couldn’thavetaken

2

wouldhavefound,hadn’tlost Would…haveplanned,hadknown 4hadprepared,wouldhavesucceeded 5wouldhavebeen,hadunderstood 6would…havedone,hadattacked 7wouldn’thavefelt,hadread 8hadwanted,wouldhavewelcomed 2 3

 

Photocopiabletests Unit1 Uni t1 Test

Grammar

4

onnooccasions.. Shewearsbrightcoloursonnooccasions Shewearsbrightcolours

5

mostofthetime.. Iwearbrownshoes mostofthetime

1 Completetheinterviewusingthepresentsimpleor presentcontinuousformoftheverbs. I: P: I: P:

I: P:

(10points)

What 1 (you/do)inyourjob,Fred? Well,I 2 (redecorate)oldbuildings. 3 Andwhat (you/work)ontoday? We 4 (repair)theroofofanoldchurch inWhitby.It’saninterestingproject. Isyourbusinessafamilycompany? Well,yes,butmydaughter 5 (notwork) formeatall.She 6 (train)tobean accountantthisyear. (12points)

2 Circlethe Circlethecorrectfo correctformto rmtocompleteth completethesentences. esentences. I think/amthinking think/amthinkingJerryisfeelingilltoday. Jerryisfeelingilltoday. looks/islookingfantasticinthatreddress. 2 Debbie looks/islooking fantasticinthatreddress. love/arelovingourold ouroldhouse.It’sa house.It’saspecialplace. specialplace. 3 We love/areloving comes/iscoming 4 Andrew fromScotland.

5 Writethenounforeachsentence. e.g.Mariereallyenjoyslife. liisthe eb bestgameever! 1 Football

h a p p i n e s s p_____n

Iamrichandimportant. Iw wish ishI Iwa was saattra ttract ctiv ive eli like keK Kaate te.. 3 I 4 Ifeeldeepsadness. 5 Andywinseverycompetition! 6 Thechildrenaresohappy! I’ms sop oplea leased sedmy mys son onwon wont the herac race. e. 7 I’m s ve very,very b brrave. 8 Mysister iis

p___r e e_ __ _y y s____w l___ j__ p__ p____ __ c______

2

1

(8points)

6 Writethewordsintheboxinthecorrectlist. anthropologist

athlete

biologist

colleague

5

contestant

manager

mentor

opponent

I think/’mthinking think/’mthinkingaboutgoingonholiday. aboutgoingonholiday. 6 We look/’relooking forCarsonStreet.Doyouknow whereitis? has/ishaving ashower.I’llaskhertocallyou. Pennyhas/ishaving 7 Penny want/amwantinganewbike! want/amwanting anewbike! 8 I

parent

primatologist

researcher

teacher

(8points)

3 Writethequestionsfromtheprompts. 1

Whichcolours/Harry/like/?

2

Who/live/inthegreenhouse/?

3

When/you/can/wearawhitedress/?

4

Howmanypairsofshoes/William/have/?

1

scienti sts

, ,

peopleatwork 3 peopleyou competeagainst 4 peoplewhohelpand adviseyou people plein inyo your urfam family ily 5 peo 6 peopleinsport 2

,

workmate, competitor,

, ,

,

sis sister ter,, footballer, (12points)

Functions 7 Completethesentenceswiththecorrectwordfrom

5

Whatsortofperson/paint/hisbedroomblack/? (10points)

thebox.Thenchoosethebestresponse. give/take introduce/hello

sell/sales see/meeting

pleasure/pleased

Vocabulary Allowmeto myself.I’mFranHill. A Howdoyoudo.   B Howareyou? you again. 2 Hello, Amy. It’s good to A Howdoyoudo?   B Hello,howareyou,Philip? tomeetyou,David. 3 It’sa A I’mverypleasedto   B Thankyouforyour meetyou,too. pleasure. andmarketing. 4 Iworkin A Oh,areyou?   B Oh,doyou? youmycard? 5 Whydon’tI A Thankyou.Let’s   B Thanks.Howabout stayintouch. yourcard? 1

4 Rewritethesentences.Replacethewordsin  italics withawordfromtheboxinthecorrectplace. always 

never

often

this w  eek 

usually

1

Ihavecoffeeandtoastforbreakfast everyday everyday..

2

Inwinter,Iwearmygreenhat aboutfivetimesaweek.

3

forafewdays.. We’reworkingfromhomeforafewdays We’reworkingfromhome

(10points)

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Unit1 Uni t1 Test

Unit2 Uni t2 Test

Writing

Writing

Completethetextwith textwithphrasesthatadd phrasesthataddinformation information 8a Completethe fromthebox.Youcanusethephrasesmorethanonce.

Circlethecorrectlinking correctlinkingwordstocomplete wordstocompletethetext. thetext. 8a Circlethe

also 

in a ddition

too

LaneLanguageSchool Weare eareawell-establishedlanguage awell-establishedlanguageschool schoolincentral incentral London.WeoffergeneralEnglishcoursesforallages. 1 ,weofferbusinessandex ,weofferbus inessandexamcourses. amcourses. Currentcourses Atthemoment,wearerunning Atthem oment,wearerunningateacher ateachertraining training course.Weare 2 offeringexamcoursesfor IntermediateandAdvancedStudents.Wehaveacourse leadingtoacertificateinBusinessEnglish, 3 . Whycometoourschool? Wehavegreatfacilitiesandwonderfulteachers, 4 . 5 ,ourcitycentrelocationallow ,ourcitycentre locationallowsyoutoget syoutoget thebestoutofEngland’scapital.

Aconcertreview ThehiphopbandFun Thehiphop bandFunLovin’Criminals Lovin’Criminalsplayedliveat playedliveat mylocalclublastweek. 1 Eventhough/Inspiteof Eventhough/Inspiteofthehigh thehigh ticketprices,myfriendsandI ticketprices,my friendsandIdecidedtogo decidedtogoandsee andseethem. them. 2 thebandhasn’thadabighitforalong Although/Despitethebandhasn’thadabighitforalong Although/Despite time,theyplayedsomegreat time,theyplayed somegreatnewsongs newsongsaswellast aswellastheir heir 3 oldclassics. Incontrast/Forthatreasontheirsetwasan interestingmixofmusic interestingmix ofmusicweknewandmusic weknewandmusicwehadn’t wehadn’t heardbefore.Myfriends heardbefore. MyfriendsandI andIwererightatthe wererightatthefront, front, 4 wehadagreatview dagreatviewoftheband.We oftheband.Wecouldsee couldsee so/butweha so/but everything. 5Although,/However, itwasverytiringto Although,/However,itwasverytiringto standthereallnight standt hereallnightbecauseev becauseeverybodywasdancing!In erybodywasdancing!In myopinion,itwasafantasticshow. (5points)

Writeadescriptionof descriptionofamusicconcertyouhave amusicconcertyouhave 8b Writea beento.

(5points)

Writeawebsiteprofile websiteprofiledescribingyour describingyourschool. school. 8b Writea

(15points)

Speaking (15points)

Speaking 9 Talkaboutwhatyoudoattheweekend.Describethe

9 Talkaboutyourfavouritemusicianorsinger.What alkaboutyourfavouritemusicianorsinger.What doyouknowabouttheircareer?Howlonghaveyou beeninterestedintheirmusicandwhy?Haveyouever seenthemlive?When? seenthem live?When?Where?What Where?Whatdoyouremember doyouremember aboutit? (10points)

householdjobsandthe householdjobs andtheleisureactiviti leisureactivitiesyoudo. esyoudo. Or Imagineitisyourfirst Imagineitis yourfirstdayinclass.Introduce dayinclass.Introduceyourself  yourself  andtalkaboutyourhobbiesandinterests. (10points)

1 40

P ho to co pi ab le t es ts

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Unit2

Vocabulary

Grammar

4 Addwordsfromtheboxtoeachlist.

Completetheprofileof profileofHughMasekela HughMasekelawiththe withthe 1 Completethe presentperfectformoftheverbs. HughMasekela 1 (be)famousinSouth Africasincethe1950s. Africasincet he1950s.Heisabrilliantjaz Heisabrilliantjazztrumpeter ztrumpeterand and he 2 (play)withsomeoftheworld’s (play)withsome oftheworld’sgreatest greatest musicians.AnumberofblackSouthAfricanmusicians 3 (write)songsaboutinjusticesinSouth Africansociety.Masekelaisnoexception.Throughout hiscareer,hismusic 4 (speak)outagainst apartheidandslavery.However,Masekela 5 (notlive)inSouth (notlive) inSouthAfricaallh Africaallhislife.He islife.He 6 (study)musicinLondonandNewYorkandhe 7 (have)hitsinEuropeand (have)hitsin EuropeandtheUSA.Since theUSA.Since hisreturntoSouthAfricainthe1990s,alotofAfrican musicians 8 (work)withhimonanumberof  albums.He’sinhisseventies albums.He’sin hisseventiesnow–but now–but 9 (he/slow)down?Well,no,notreallyistheanswer.He 10 (release)newalbumsandhea (release)newalbum sandheandhisson ndhisson 11 (work)togetheronadocumentary.Hugh Masekelahasalotmoretogive.We 12 (not hear)thelastofhim. (12points)

Completethesentenceswithfor,since,already,just  for,since,already,just  2 Completethesentenceswith

andyet. andyet. . 1 Ihaven’tlistenedtothelatestalbum boughtthenewalbumbyAdele. 2 We’ve 3

4 5 6

7 8

We’vebeenhere twohoursbuttheband stillhasn’tstarted. I’vebeenafanofjazz Iwasateenager. Sallyhas gotalotofhismusic. Haveyouboughtthetickets ?Youpromisedtobuythemtoday. ages. Amyhasbeenaguitarist We’ve camped here Thursday. (8points)

composer

director

choreographer

choir

play

opera

1 2 3 4 5

Dance: Film: Theatre: Music: Singing:

ballet, actor, actor, conductor, singer,

, (6points)

5 Matchwords1–6witha–f. 1 2

Veryboring Veryexciting

a

ter terrib rible le b unforgettable

   

 

5

Reallybad   Verymemorable Verysad  

6

Veryinteresting

 

3 4

depressing c depressing dfascinating e

du dull ll

f

th thri rilli lling ng (12points)

6 Readthe Readthedescriptionsof descriptionsofdifferenttypes differenttypesofmusicand ofmusicand circlethebestadjective. Ifat atune uneis is ,y ,you oucan can’t ’tsto stops psing inging ingit it!! 1 If cheerful ul   b catchy catchy   c unusua unusuall a cheerf 2

Bluesmus Blues musicca iccanbe nbe ;it’ ;it’sall sallabou aboutho thowha whard rdlifei lifeis. s. melancholy   c liv lively ely   b melancholy Thebo The bossa ssan nova ovai isa sa sound sound– –it itmak makes esyou yousm smile. ile. cheerful ul   b moving moving   c melancholy melancholy a cheerf Throat Thr oats sing inging ingis isa ast stran range geand and wayof wayofs sing inging ing.. a catchy catchy   b li live vely ly   c unusua unusuall Taikodrum aikodrumming mingisexc isexciting iting–pe –perform rformances ancesa are re . moving   b lively lively   melancholy a moving c melancholy Reggae Reg gaeha hasa sare regul gular arbea beat t–t –that hat’s ’swhy whyit it’s ’sso so . melodicc   b rhythmic rhythmic   c cheerf cheerful ul a melodi melodicc a melodi

3

4

5

6

(12points)

Completethesentenceswith sentenceswiththecorrectfor thecorrectformofthe mofthe 3 Completethe verbs. Iadore (listen)toreggaemusic. TheBeatlesseem (be)aspopulartoday asever. (play)thedrums. 3 I’mlearning (learn)thetrumpetmustbe 4 Iimagine difficult. (go)totheconcert. 5 Pennywants 6 Stop (play)thatmusicanddoyour homework! (get)ticketsfortheconcert. 7 Wehope 8 It’snevertoolate (learn)amusical instrument. (sing). 9 Jennyisgoodat (record)themusic 10 Couldyouremember programmeforme? 1 2

Functions

7 Circlethe Circlethecorrectwordsto correctwordstocompletethep completethephrases. hrases. Thenputphrasesatoein Thenputphrasesa toein thecorrect thecorrectordertocomple ordertocomplete te theconversation. Doyoufeellikegoingtothecinema? a Anewhorrorfilm.It appeals/looks prettygood. really b Yes,whynot?Now,thatsortoffilm calls/sounds calls/soundsreally interesting! foranythingscary. mood/keenforanythingscary. c Oh,I’mnotinthe mood/keen seeingthis d OK.Nothingscary.Well,doyou like/fancy like/fancyseeingthis newromanticfilm? sure/certain.What’son? .What’son? e Yes, sure/certain 1

2

3

4

5

(10points)

(10points)

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Photocopiabletests

141

 

Unit 3 Test Unit

Matchtwowordsfromtheb fromtheboxtoeach oxtoeachdescription. description. 5 Matchtwowords

Grammar

diving

fishing

jet-skiing

kayaking

1 Completethetextwiththepastsimpleorpast

rowing

sailing

snorkelling

swimming

water-skiing

windsurfing

continuousformoftheverbs. I1 (stay)atacampsitenearStLucia whenI 2 (visit)theStLuciaWetlands

1 ‘Weputonflippersandmasksandjumpedoffthe sideoftheboat.Wesawsomeamazingtropicalfish.’

Parkforthefirsttime.We3 (take)a boatalongtheestuaryand4 (see)atleast fiftycrocodilesandhipposinthewater.Theboat 5 (return)toportwhenIsuddenly 6 (look)upand 7 (spot)ahuge hippointhewater.He 8 (stare)atme! I9 (drop)thebookI 10 (read).I haveneverbeensofrightenedinmylife!

2 ‘Iloveadventuresports–butonthesea–notinit! Ilovetravellingfastacrossthewater.’ 3 ‘I’vealwayslovedtheseaandthewind.It’swonderfultofeelthatthewind derfultofeelt hatthewindisunderyo isunderyourcontrol.’ urcontrol.’ 4 ‘Ispendweekendswithoars ‘Ispendweekendswithoarsorpaddles orpaddlesinmyhands inmyhands racingupanddownthe racingupand downtherivernearmyh rivernearmyhome.’ ome.’

(10points)

2 Writesentences Writesentenceswiththep withthepastsimplea astsimpleandpast ndpast continuous.Use because, when, while and so.

5 ‘Iliketositbythelakewaitingtoca ‘Iliketositbythelakewaitingtocatchafish tchafishorto orto jumpinandgoacrossthelake.’

1 I/nearlydro I/nearlydrown/I/ wn/I/swiminveryd swiminverydeepwater/ eepwater/

______________________________________________ 2 We/seeawhale/we/sailintheMediterranean/ ______________________________________________ I/notknowhowt owhowtodive/I odive/I/stayontheboat/ /stayontheboat/ 3 I/notkn

(10points)

6 Replacetheverbsin italicswithanexpressionwithget. theharbouratsunset. 1 We reached  reachedtheharbouratsunset. 2 Jamie Jamie entered theswimmingpool.  enteredtheswimmingpool. 3 TheseawasdangerousbutSteve  escaped. 4 Outatsea,theweather Outatsea,theweather improved.  improved.

______________________________________________ 4 I/swimwithsharks/oneofthem/attackme/ ______________________________________________ (8points)

Completethetextwithth textwiththepastsimp epastsimpleorpastperfect leorpastperfect 3 Completethe formoftheverbs. Yesterday,myfriendsandI 1 (decide)to goswimminginthesmalllake goswimmingin thesmalllakenearourhou nearourhouse.Whenwe se.Whenwe 2 (get)there,I 3 (notgo)into thewaterbecauseI 4 (leave)myswimming costumeathome.Thewater 5 (be)freezing butallmyfriends 6 (jump)in.Butwhen they 7 (get)outthey 8 (realise) 9 thatthey (forget)tobringanytowels. Then,unbelievably,it 10 (start)torain. We 11 (notbring)anyraincoats, (notbring)a nyraincoats,ofcourse. ofcourse. Weall 12 (run)home,shakingwithcold!

(8points)

7 CompletethetextswithwordsfromExercises4and5. Iexploredanoldshipwrecklastweekwhen lastweekwhenIwent Iwent 1 Iexploredanoldshipwreck .Iputonmywetsuit .Iputon mywetsuitandjumped andjumpedinto into the .Iwantedtogotenmetresdown. 2 Itwasracedayandtherewerehundredsofpeople onthebanksofthewide .Ihavealways loved andmysevencrewmatesand Ihadspentmont Ihad spentmonthstraining hstrainingforthisrace. forthisrace. 3 Ioftengo inashallow,fast-flowing inthemountains.Itisn’t inthemounta ins.Itisn’teasytocatc easytocatch h anythingbutIenjoythe anythingbut Ienjoythepeaceandquiet. peaceandquiet. (6points)

Functions

(12points)

8 Completethestorywiththeexpressionsinthebox.

Vocabulary

aimmediately ballofasudden cthenextthingwas dacoupleofyearsago ewhileIwasdoing fthen

4 Circlethecorrectanswer. 1 Whichoneisthelargest? a sea   b la lake ke

c oc ocea ean n

 

2 Whichoneisnotman-made? a stre   b mar stream am marina ina  

c reserv reservoir oir

3 Whichonehasthefastest-flowingwater? a po pool ol   b stream stream   c water waterfall fall 4 Whichonehassaltwater? a lake lake   b po pool ol 5 Whichoneisthelongest? a ri   b stream rive verr stream 6 Whichoneisthedeepest? ocean an lake ke a oce   b la  

1

thedayIcaughta theday Icaughtafishthatwasametre fishthatwasametrelong? long? ,IwasonholidayinMexico. 3 Idecidedto goonafishingtrip. 4 ontheboatfishing,something startedpullingonthefishingline. 5 ,6 ,it 7 almostpulledmeoutof almostpulled meoutoftheboat! theboat! ,Ipulledhard. Well, 8 wecouldseethefishonthesurfaceof  theocean.Iwasreallyex theocean. Iwasreallyexcitedandst citedandstartedtopull artedtopullitin. itin. 9 that,everybodyelsestopped that,everyb odyelsestoppedfishingto fishingtohelp. help. 2

c sea

   

gafteracoupleofhours hafterafewdays ididIevertellyou about jI’llneverforgetthat experience

c mari marina na

reservoir oir c reserv (6points)

10

Eventually,thehugefishwasontheboat. 1 42

P ho to co pi ab le t es ts

. (10points)

PHOTOCOPIABLE   ©NationalGeographicLearning

 

Unit 3 Test Unit

Unit4 Un it4 Test Test

Writing

Writing

9a Matchtheverbs1–5tothemoreinterestingverbsa–e.

8a Readthejobapplicationletterandunderlineten

1 2 3 4 5

look take rain walk climb

piecesoflanguagethat piecesof languagethataretooinformalforthe aretooinformalfortheletter. letter.

a

         

grab grab bscrambleup c sta stare re dpourdown e wan wander der

HiLiz

(5points)

9b Completethe Completethestorywiththe storywiththeverbsa– verbsa–ein9 ein9ainthe ainthe correctform. ApicnicatBeaconHill Itwasabeautifulday,sowedecidedtoheadofftoBeacon Hill.We 1 somefoodfromthefridgesothat wecouldhaveapicniclater wecouldhave apicniclaterthenwedro thenwedrovetothe vetothefootof  footof  thehill.Wegotoutofthecarandslowly 2 upthroughtheforest upthrough theforestuntilwegotnearthe untilwegotnearthetop.We top.We 3 outacrossthevalleysandvillagesbelow. Itwasabeautifulview.Thenwe 4 thelast bitofthehilltothetop.Justthen,a bitofthehilltoth etop.Justthen,abig,blackcloudcam big,blackcloudcamee .Wegotabsolutelysoaked! acrossandit 5 (5points)

JustanotetosayIspottedtheadintheDailyNewsfor thepostofleisurecentreadministrator.Ihaverecently graduatedinsportsadministrationfromNorwich UniversityandI’vealreadydonebitsandpiecesof  workinadministrationattheuniversitysportscentre. MyfriendsallsaythatI’mreliable,punctualand well-organised.WhileIwasworkingattheuniversity sportscentreIdidlotsofstufflikedealingwith customercomplaintsandorderingnewequipment. I’mfreetochatatyourconvenienceandavailabletostart workimmediately.Noprobsifyouwantmetorelocate. I’veputinmyCV,which I’veputinmyCV ,whichdetailsmyqualifications detailsmyqualifications andexperience. Can’twaittohearfromyou. Byenow RoseTyler

Writeadescriptionof descriptionofaday adayoutyouremember. outyouremember. 9c Writea

(10points)

Rewritethejobapplication jobapplicationletteru letterusingthep singthephrases hrases 8b Rewritethe belowinplaceof belowin placeoftheinformallanguageyou theinformallanguageyouunderlined. underlined. Iconsidermyselftobe… 2 Ilookforwardtohearingfromyou. 3 Ienclose… Iamwritinginreplytoyo inreplytoyouradvertisement uradvertisement… … 4 Iamwriting 5 Yourssincerely, 6 DearMsHughes 7 Ihaveexperience… 8 Iwasresponsiblefor… 9 Iamavailableforinterview… 10 Iamwillingto… 1

(10points)

Speaking 10 Talkaboutasea,lakeorriverthatisimportantto you.Whatisitlike?Whatcanyoudothere?Whyisit importanttoyou? (10points)

(10points)

Speaking 9 Talkaboutyourdreamjob.Whatjobwouldyoumost liketodo?Whatjobare liketodo?Whatj obareyougoingtotrytogetwhenyou yougoingtotrytogetwhenyou havecompletedyourstudies?Whydoyouwantthisjob? (10points)

PHOTOCOPIABLE ©NationalGeographicLearning

 

Photocopiabletests

143

 

Unit4Test

Vocabulary

Grammar

Completethedescriptionswith descriptionswiththejobs thejobsinthebox. inthebox. 4a Completethe

1 ReadTom’sblogfornextyear.Thenwritesentences fromthepromptsusing will,, won’tor or might(n’t).

accountant

2 3 4 5 6

Tom/study He/travel He/traveltoSouthAfrica He/getanewbike He/gotorockrockconcerts He/trynewextremesports

A(n) sometimesworkswithcowsand sheeponfarmsinthecountryside. Beinga(n) involvesstayinginhotelsand performinginfrontofadoringfans. A(n) caninventnewthingsormakelifechangingdiscoveries. A(n) investigatescrimes–heorshe mustbehonestandreliable.

5

(10points)

Matchthejobsin jobsinExercise4a Exercise4ato totheadjectives. theadjectives. 4b Matchthe

2 Choosethebestoptiontocompletethesentences. Ihaveanappointmentwithacareersadvisor. 1I’m meeting/I’llmeet herat10o’clocktomorrowmorning. Ihavepreparedlotsofquestionstoask. 2 I’llask/I’m herhowIcangetajobwiththemedia goingtoaskherhowIcangetajobwiththemedia goingtoask 3

aboutthe and I’mgoingto I’mgoingtoenquire/I enquire/I’menquiring ’menquiringaboutthe 4 qualificationsrequired.Perhaps I’llhave/I’mhaving todosomesortofjournalismcourse.Anyway,Ithink 5 I’llbe/I’mgoingtobe goodatpresentingprogrammes onTV.Myschoolhasalsoorganisedatalkbya journalist.He 6 isgiving/willgive apresentationthis evening.Idon’tknowwhether 7I’llgo/I’mgoingto go goornot. ornot. 8 I’mdeciding/I’lldecide later.Onethingis certain–Ihavedecidedthat 9 I’mnotgoingtostay/I  won’tstaylateatthetalk,because won’tstay lateatthetalk,because 10 I’mbeing/I’m upearlytomorrow,preparingformy goingtobeupearlytomorrow,preparingformy goingtobe meeting. (10points)

3 Readtheq Readthequestionsand uestionsandwritether writetheresponses.Use esponses.Use will, goingtoorthepresentcontinuous. 1

Hasshegotanyplans Hasshego tanyplansfortonight? fortonight?(meet/hersist (meet/hersister) er) She

2

Wouldyouliketeaorcoffee?(have/mineralwater) Er…I Whichjobhaveyoudecided Whichjobha veyoudecidedtodo?( todo?(be/ateacher be/ateacher)) I Doyouknowwherethe Doyoukno wwheretheSalesofficeis?(s Salesofficeis?(show/you) how/you) Yes,I Whatareyourplansfo Whatareyourplans fortoday? rtoday? (drive/tothebeach) We Haveyoualreadydecidedwhichscarftobuy? (buy/thegreenone) Yes,I Dotheyhaveanappointment? (see/thedoctor/at11) Yes,they Wherear Where areyou? eyou?I’mwai I’mwaiting! ting! (bethere (bethere/in /inaminut aminute) e) We

4

5

6

7

8

(8points)

1 44

P ho to co pi ab le t es ts

vet

2

4

(12points)

3

scientist

A(n) usuallyworksfrom9to5inan office.Theworkinvolvesnumbersandmoney.

3 1

rock s star

1

School’sfinished!Hurrah!Myplansfornextyear?Studies?– definitelynot!!Travel?–definitely!Australia?–probably. SouthAfrica?–maybe.Newbike–maybe.Rockconcerts?– definitely!Trynewextremesports?–maybe!

police o officer

1 2 3

responsible routine rewarding

4

 

5

 

di dirt rty y glamor glamorous ous (5points)

5 Completethetextwiththewordsjob(s)or work(s). Ihaveagreat 1 .I 2 foranITcompany. 3

4

5 I longhours,butI’moff   every weekend.Iusuallystart at8inthemorning. 6 Idoafewlittle first,thenIrespondtocalls.If  somebody’scomputerdoesn’t 7 ,theycontactme.

(7points)

6 Completethe Completethesentenceswith sentenceswiththecorrectfor thecorrectformofthe mofthe verbsinthebox. apply

do

drop

go

get

leave

resit

stay

Currently,I anITtrainingcourse. 2 Jamie goodresultsinhisexams. onatschoolforayear. 3 Jowantsto 4 I’dliketo touniversitynextyear. outofcollegelastyearbecausehis 5 Andy examresultswereverybad. it. 6 Ifailedtheexam,soI’llhaveto for a aplace aattOxford U Un niversi tty y. 7 I’ve

1

8 Jill ll

schoollastJune. e.Nowthatshe eis isn n’tat schoolanymore,she’sdecidedtotravel. (8points)

Functions 7 Writetherequests. 1

2

3

4

5

if/use/allright/Is/phone/it/your/I/ if/use/allright/Is/ phone/it/your/I/?? Is ? my/you/form/check my/you/ form/check/application/ /application/Could/? Could/? Could ? mind/referee/being/you/my/Would/? Would ? OK/Would/be/them/call/back/it/to/? Would ? help/now/you/Will/ help/now /you/Will/be/to/ be/to/me/able/ me/able/?? Will ? (10points)

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Unit5 Uni t5 Test

9 10

Grammar

polluted sandals

green luggage

eco-friendly baggage (10points)

1 CompletetheprofileofDavidAttenboroughwiththe presentperfectorpastsimpleform presentperfectorpastsim pleformoftheverbs. oftheverbs. Inhislongcareer,DavidAttenborough 1 (make)hundredsofwildlifeTVprogram (make)hundredso fwildlifeTVprogrammes. mes. In1979,he 2 (present)theBBCwildlifeseriesLifeon (present)theBBCwildlifeseries Lifeon successfulallovertheworld. vertheworld.Sincethen, Sincethen, Earth,whichwassuccessfulallo Earth,whichwas theBBC 3 (produce)ninefurtherTVseries aboutlifeonourplanet.Attenborough 4 (start)workattheBBCin1952.Atfirst,he 5 (work)onaquizshow,buthesoon 6 (become) interestedinmakingwildlife interestedin makingwildlifedocumentaries. documentaries.Sincethen, Sincethen, he 7 (notlook)back.Inhiscareer,he 8 (travel)allovertheworld,he 9 (write)alotofbooks,andhe 10 (campaign) onanumberofconservationistissues.He 11 (win)numerousprestigiousawardsinhiscareer,andin 1985he 12 (become) SirDavidAttenborough. SirDavidAttenborough. (12points)

5 Matchtheadjectivesintheboxtothedescriptions. crowded

exotic

relaxing

tropical

unspoilt

vibrant

1 2 3 4 5 6 7 8

remote

safe

‘Therearehundredsofpeopleinthemarket.’ ‘It’shotandhumidhereandthere’sathickforest.’ ‘Thisbeachisverynaturalwithnopeopleorbuildings.’ ‘I’minasmall ‘I’min asmallvillagefarawayfrom villagefarawayfromcivilisation.’ civilisation.’ ‘Ilovethiscity.It’ssoexcitingandlively.’ ‘Thereisnocrime ‘Thereis nocrimeoranysortof oranysortofdangerhere.’ dangerhere.’ ‘It’scalm,quietand ‘It’scalm, quietandstress-freehere.’ stress-freehere.’ ‘It’samazinghere;it’sverydifferenttoEurope!’ (8points)

6 Completethesentenceswithwordsfromthebox.Use eachwordonce.

2 Matchthesen Matchthesentencehalves tencehalvestotheti tothetimeexpressions. meexpressions. 1a Ihaven’tbeentoIndia

1ayearago.

bWetravelledtoAfrica

2since2007.

2a Susiewentonsafari bJackhashikedinSriLanka

1thisyear. 2in2001.

3aWendyhasflowninaplanetwice

1sofar.

bHenrydroveatankonce 4a Ianhasn’tclimbedamountain

2lastsummer. 1beforehedied. 2inhislife.

5a Ihaven’tbeenintothevillage

1yesterday

lunchtime. 2yet.

(10points)

3 Completethe Completethesafari safariblog.Usethep blog.Usethepresentperfect resentperfect simpleorthepresentperfectcontinuous simpleorthepresent perfectcontinuouswherepossib wherepossible. le. 1 I (have)afabulousdaybutI’mtirednow. We 2 (follow)thetracksofhyena (follow)thetra cksofhyenasandlions sandlions (spot)hyenastwice acrossthevalley.We 3 butwe 4 (notsee)anylions,unfortunately.I thinkthelions 5 (watch)us!Theycertainly 6 (notmake)akillyet.Weknowthatbecause we 7 (keep)aneyeontheherdsofgazelle andnoneofthem 8 (disappear). (8points)

Vocabulary

waste 3 village 4 peaceful 5 spoil 6 exotic 7 livingspaces 8 checks 2

checks

control

delays

documents

hire

poisoning

room

sickness

timetables

Iatesomethingbadandgotfood . Theyfounddrugsin drugsinhissuitcaseduringcusto hissuitcaseduringcustoms ms 2 Theyfound . 3 WearrivedinNewYorktenhourslatebecauseof  flight . Atcheck-in,youshould youshouldshowyourpassport showyourpassportand and 4 Atcheck-in, travel . 5 Youcanonlytaketwobagsinordertocomplywith baggage . ravelifyouhave aninfectious . 6 Youcan’t ttr airlines give you aboarding . 7 Atcheck-in, ai . 8 Officialslookatyourpassportatpassport . 9 Pickupthecaryou’verentedatcar Somepeoplefeelillwhentravelling.T whentravelling.Theygettravel heygettravel 10 Somepeoplefeelill . Forthenightyouarrive,bookahotel 12 Iftravellingbyrail,checkthetrain

.

11

. (12points)

Functions

4 Circletheoddwordout. 1 beach

card

disease

1

bDaviddidn’tgotoAustralia

bWewentintothevillage

allowances

resort impact setting relaxing pollute busy population control

street rubbish surroundings vibrant clean crowded habitats diseases

7 Circlethecorrectoption.Thenputthepartsofthe conversationinorder(1–6). I wonder/wish ifyoucouldhelpus? badly/wrong?? b Ofcourse.Isanything badly/wrong c Oh,sinceweboardedtheplane. foradoctor. arrange/organiseforadoctor. d Don’tworry,I’ll arrange/organise e Yes.I’m afraid/apologise myfriendisn’tfeelingverywell. long/farhashebeenill? hashebeenill? f How long/far a

1

 

2

a

3

4

5

6

(10points)

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Photocopiabletests

145

 

Unit5 Uni t5 Test

Unit6 Uni t6 Test

Writing

Writing

Crossoutfivepartsof vepartsofthepostcard thepostcardbelowtomakeit belowtomakeit 8a Crossoutfi

Completetheformalletter formalletterofcomplaint ofcomplaintwiththese withthese 8a Completethe

morelikeaninformalpostcard.

phrases.

HiDan

le leads ads t o 

WeeventuallyreachedBostonafteranexceptionallylong flight.I’malittledisappointed flight.I’ma littledisappointedbythecloudy bythecloudyweather weather butIamreallyenjoyingthesites.Iha butIamreallyenjoyingt hesites.Ihavebeentothecity vebeentothecity centreandtoHarvard(brilliant!).We’vealsobeenwhalewatchingandwe’ve watchingand we’vehaddinner haddinnerintheItalianquarter. intheItalianquarter. Seeyousoon Love Louisex PSCheckoutthephotos (5points)

8b Writeapostcardfromaplaceyouknowwell.Write abouttheflight,theweather,whereyouhavebeen,and whatyouhavebeendoing.

means

result in

so

therefore

DearSirorMadam Iamwritingtocomplainab Iam writingtocomplainaboutthe outthepoorkitchen poorkitchenfacilities facilities atthelanguageschool. Inmyopinion,thereshould Inmyopinion ,thereshouldbeakettle beakettleinthekitchen inthekitchen 1 allthestudentscanmaketheirowntea. Atthemoment,students Atthemom ent,studentsboilwaterin boilwaterinapanwh apanwhich ich 2 thatthereisadangerof thatthereis adangerofboilingwater boilingwater goingontothecooker.Moreover,thereisonlyonesmall pan.Thisoften 3 aqueueofstudentswaiting tomaketea. Themorningteabreak Themorning teabreakonlylast onlylasttwentyminutes. twentyminutes. 4 ,itisimportantthatyouplaceakettlein thekitchen.Anewkettlewill 5 ahappier groupofstudents. Ilookforwardtoyourresponse Yoursfaithfully JackPratt (5points)

Yourlanguageschoolisgoingtoclosethelib toclosethelibrary rary 8b Yourlanguageschoolisgoing orcomputerroombecauseofalackoffunding. orcomputerroombecause ofalackoffunding.Writea Writea formallettertocomplain.

(15points)

Speaking 9 Talkaboutthetwomostinterestingplacesyouhave evervisited. (10points)

(15points)

Speaking 9 Talkaboutyourdiet.Whatdoyouusuallyeatona typicalday?Whatshouldyoueatanddrink? (10points)

1 46

P ho to co pi ab le t es ts

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Unit6Test

Vocabulary

Grammar

4 Completetheadvicewithanounsa–e. 1

Readtherulesand rulesandchoosethe choosethecorrectoption. correctoption. 1 Readthe You You haveto/should wearsport wearsportsshoes sshoesinthesportshall. inthesportshall. Thisisastrictrule.You arenotallowedto/don’thaveto wearanyothersortofshoes. 2 Youcan’t/shouldn’t eatcrispsandchocolateinthehall and,obviously,you don’thaveto/mustn’t leaveany litter.Bothofthesethingsareagainstourrules. You should/haveto signupforourfitnessclassesearly 3 You astheysometimesfillup.However,you must/are allowedto usethegymatanytime.Itisalwaysopen. 4 Visitors can’t/don’thaveto usethegym.Itisfor membersonly.However,they areallowedto/haveto go intotherestaurant,which intotherest aurant,whichisopento isopentothepublic. thepublic. 5 Members can/mustsignoutwhentheyleavetheclub. It’stherule.They shouldn’t/don’thaveto leavetheir bagsintheclubovernight.

2

1

(10points)

2 Writesentences Writesentencesinthe inthefirstconditional. firstconditional. 1

3 4 5

3

IfI/giveupdrinkingcoffee/I IfI/giveup drinkingcoffee/I/sleepbetter /sleepbetter

4

Peter/noteatjunkfoo Peter/not eatjunkfood/ifyou d/ifyou/notgivehimany /notgivehimany

5

Ifwe/drinkmorewater/it/begoodforus (10points)

3 Choosethecorr Choosethecorrectoptionto ectoptiontocompletethe completethesentences. sentences. We’llgoforapicnicunless… aitrains.   b itwillrain. Ifyoucooklunch… a Iwashup.   b I’llwashup.

3

5

6

7

8

9

10

 

b

 

c  

d

 

e

anoutdooractivity relaxationtechniques computerandTVtime  badhabits  junkfood

5 Completetheadvicewith up,out,down andon. 1 2 3

4

Yous sh houldc cu ut Youshouldtake Youshouldcut youdrink. Youshould ldgive

fattyf fo oodsc co ompletel ely y. anewsport. theamountofcoffee eatingsweets. (8points)

6 Complete Completethesentences thesentenceswiththese withthesewords. words. c lo ck 

c lo se s 

c yc le 

d is ea se 

h ou rs

light

pressure

schedules

shopping  table

j ob s tip

I’llwaituntil… a you’veeatenyourmeal.   b you’lleatyourmeal. We’llhaveasnackbefore… a wegoout.   b we’llgoout. Katy’svegetarian.Shewon’ Katy’svegetar ian.Shewon’teatanyth teatanything… ing… a ifithasmeatinit.   b unlessithasmeatinit. I’llcomeandhelpassoonas… a Ifinishmycake.   b I’llfinishmycake. WhenIseePeter… a Itellhimaboutthebarbecue b I’lltellhimaboutthebarbecue Danisallergictonuts.Hewon’teatit… a ifithasnonutsinit.   b unlessithasnonutsinit. I’llkeeptastingthesoupuntil… a ittastesOK   b it’lltasteOK AssoonasIfinishdinner… a

 

Icallyou

Ourshopisopenall

Findoutwhenyou’reworkin Findoutwh enyou’reworkingbylookinga gbylookingatthe tthe daylightwork . 3 Wecanworkthroughthenightthankstoelectric . 4 Moreandmorepeoplethesedayswork9to5in indoor . . 5 Eatingaveryrichdietcanleadtoheart 6 It’sgood It’sgoodadvicetokeep advicetokeeptoana toanaturalsleep turalsleep . . 7 Lotsofofficeemployeesarelivingbythe Drinkingtoomuchcoffee muchcoffeecanlead canleadtohighblood tohighblood 8 Drinkingtoo . 9 Alwaysmakeareservationinadvance–booka . 10 Supermarketsnowofferlatenight . 11 Ourlocalshopisopen24hours–itnever . 12 Inrestaurants,don’tforgettoleavea . (12points)

Functions 7 Whosayseachsentence?Write Wforwaiteror forwaiteror Cfor for customer.Thenputthepartsoftheconversationinorder (1–5). Well,ittastessaltyandalittlebitspicy. b AndI’llhavethesame. Ithinkso.Whatdoes Whatdoestheseafood theseafooddishtaste dishtastelike? like? c Ithinkso. a

d e

Soundsgreat.I’lltrytheseafooddish, Soundsgreat.I’lltry theseafooddish,please. please. Areyoureadytoorder?

1

2

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3

4

5

(10points)

b

I’llcallyou

.

2

Ifyou/noteatvegetables Ifyou/no teatvegetables/you/get /you/getill ill

4

a

You/feel ou/feelbetter/ifyou/eathealthily better/ifyou/eathealthily

2

2

 

(10points)

1

1

Avoid Change Learn Reduce Takeup

(10points)

 

Photocopiabl Photocopiabletests etests

147

 

Unit7 Uni t7 Test

Vocabulary

Grammar

4 Matchthewordstothedescriptions.

1 Completethetextwiththecomparativeorsuperlative formofthewords. Ilovemynewhouse.It’s 1 (lovely)house I’veeverlivedin.It’smuch 2 (big)thanthe

atti attic c

fireplace garden 1

flatIusedtohave,andit’sina 3 (good) location.Actually,that’sthe 4 (good)thing aboutit.It’sin 5 (historical)partofthecity, andI’llbemuch 6 (close)totheshops.The livingroomis 7 (nice)and 8 (comfortable)thananyotherlivingroomI’vehad,and althoughmybedroomis 9 (small)thanthe oneintheflat,thatjustmeansit’s 10 (cosy).

2 3 4 5 6 7

(10points)

2 Writecomparativesentenceswiththewordsin

8 9

brackets.

10

NewYorkandLondonarebothfamous.(as/as) London 2 Emma’s Emma’scityisbeau cityisbeautifulbutmycityis tifulbutmycityisvery,very very,very beautiful.(less) Emma’scity

ba balc lcon ony y base baseme ment nt cent centra ral lhe heat atin ing g do doub uble leglaz glazin ing g garage

terrace

veranda

Whereyouputyourcar. Wherethetreesandflowersgrow. Itmakesthehousewarm. Itstopscoldaircomingin. Theplaceyouputwoodtomakeafire. Aroomatthetopofthehouse. Theroomsbelowgroundlevel. Awalkwaythatgoesroundahouse. Arowofhousesunderoneroof. Aplaceoutsidea Aplaceo utsideaflatwhere flatwhereyoucansit. youcansit. (10points)

1

.

5 Matchthewordstothedefinitions. 1

.

2

3

4

5

Leedsisquitebig.Manchesterisverybig.(tha Leedsisquitebig.Manchesteris verybig.(than) n) Manchester . Lifeinavillageisrelaxing.Life Lifeinav illageisrelaxing.Lifeinacityisn inacityisn’t.(more) ’t.(more) Lifeinavillage . CapeTownisexcitingandsoisSydney.(as/as) Cape Town’s attract ions

. (10points)

3 Rewritethesentenceswith

usedtoor would.Ifthisis

run-down a ingoodcondition skyscraper a averyhighbuilding

publictransport a carsandbikes 4 built-up a veryfewbuildings 5 neighbourhoods aresidentialareas 6 atmosphere a thelookofaplace

 

 

b

inbadcondition

b

averylowbuildings

b

 busesandtramss  busesandtram

b

lotsofbuildings

3

 

 

bfinancialdistricts

 

 

b

thefeelingofaplace

notpossible,write–. 1

(12points)

6 CompletethetextwithwordsfromExercises4and5.

Ilivedinasmalltown Ilivedina smalltownwhenIwas whenIwasachild. achild.

2

Igotupveryearlyeverymorning.

3

MysisterandI Mysister andIwerereallyhappyint werereallyhappyinthosedays. hosedays.

4

Weplayedgamesalldaylong.

5

Oncewegotintoanorchardandstolesomeapples.

IliveonthesixtiethfloorofaNewYork 1 . Icangooutsideontothe 2 ,andIhave amazingviewsofthecity.Theareaaroundmybuilding– thelocal 3 –isnotingoodcondition–it’sa bit 4 ,buttheareahasafantastic 5 andpeopleareveryfriendly.Ofcourse, 6

NewYorkisvery –therearesomany buildingsclosetogeth buildi ngsclosetogether er.Andi .Andinthewinter nthewinter,it’sveryco ,it’sverycold. ld. Fortunately,Ihave 7__________onthewindowsand 8 __________tokeepmewarm. (8points)

6

Functions

Thetownwasn’taslargeasitisnow.

7 Completethesentenceswiththeverbs. 7

Everyoneinthetown Everyonein thetowntalkedtoeachot talkedtoeachother. her.

1

8

Ikneweverybodyinthetown.

2

9

Wewentforlongwalksinthecountryside.

3

4 10

In1990,theybuiltam In1990, theybuiltamotorwayand otorwayandtheplacech theplacechanged. anged. (10points)

5

Wherewouldyouprefer (live)? I’drather (live)onthecoast. Doyoupreferrentingto (buy)? Oh,yes.Iprefer (rent). Wouldyouprefer (live)inaflatorahouse? I’drather (have)aflat. Whatwouldyourather (drink)? I’dprefer (have)acupofteaifthat’sOK. Wouldyou rather (stay) here? No,I’dprefer

1 48

P ho to co pi ab le t es ts

(move).

(10points)

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Unit7 Uni t7 Test

Unit Uni t 8 Tes Test t

Writing

Writing

8a Replacethephrasesin italicsinthetextwith as or

Completethenewsstorywiththese newsstorywiththeseadverbs. adverbs. 8a Completethe

like.

ChippingNortonisasmalltownbutliving ChippingNortonisasmallt ownbutlivingthereis thereis ithasthe livinginamuchbiggertown 2 because becauseithasthe similartolivinginamuchbiggertown similarto

coincide coin cidental ntally ly imme immed diately iately hope hopefully fully incr incredibl edibly apparent apparently ly

1

sortofshops,cafesandrestaurantsyou’dexpectinacity. Thetownhasrestaurantswhichservefoodfromcountries 3 suchasIndia,China,JapanandThailand. suchas India,China,JapanandThailand. 4 Being Beingawellawelltravelledperson,Iappreciate travelledperson, Iappreciatehavingsuch havingsuchawidechoice. awidechoice. a It’salsoaprettytown. It’salsoa prettytown.Infact,it’s Infact,it’sperfect perfect 5 inthewayof inthewayofa placetostaywhileyouarev placetostay whileyouarevisitingBritain. isitingBritain. 1

2

3

4

5

(5points)

8b Writea Writeadescriptionof descriptionofatownyouknowwell. atownyouknowwell.Use Use as and  likeinyourdescription.

Foryears,shopassistantGaryTaylorhasbeensearching fieldsnearhishome fieldsnear hishomeforinteresting forinterestingmetalobjects metalobjects,using ,using hismetaldetector.Lastweek,hisdetectorshowedthat thereweresomemetal therewere somemetalobjectsin objectsinthegroundandGary thegroundandGary startedtodig. 1 ,afterhehaddugdownonly afewcentimetreshe afew centimetresheuncovereda uncoveredapotofsilvercoins potofsilvercoinsand and jewellery.Hecouldn’tbelieveit!He2 took thefindtoalocalm thefindto alocalmuseumwhowere useumwhowereveryexcited. veryexcited. 3 ,thisisaveryimportantd ,thisisaveryimp ortantdiscoveryand iscoveryand includessomecoinstha includessomecoinst hathavenever thavenever beenseenbefore. 4 ,themuseumwillbeabletostudythe objectstofindoutm objectsto findoutmoreaboutho oreabouthowpeoplelivedin wpeoplelivedinthe the 9thcentury. 5 ,anotherfindwasmadeina nearbyvillagelastmont nearbyvillage lastmonth,but h,butitwasmuchlessimpo itwasmuchlessimportant rtant thanGary’s. (5points)

8b Writeagoodnewsorbadnewsstory.Use appropriateadverbs.

(15points)

Speaking 9 Talkaboutyourhometown.Whatisitlike?Whatdo peopledothere? (10points) (15points)

Speaking 9 Talkaboutatimewhenyouhavebeenveryluckyor veryunlucky. (10points)

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Photocopiabletests

149

 

Unit8 Uni t8 Test

5 Completethesentenceswiththesewords.

Grammar

like

1 Replacethephrasesin  italicsinthetext,using  must,

at 

though

closely

as

can’t , might, mayor could.Useeachmodalverbatleast once. Howdospidersknowhowtomaketheirwebs?It iscertain

1 Shelooksas

oneoftheworld’sgreatmysteries. tobe 1 Spidersnevermeettheirparentssothey definitelydon’tlearn 2 howtomakewebsfromthem.It iscertainto be 3 instinctthattellsthemwhattodo.Spiders howlargetomaketheirwebs possiblyknow 4 byusingthesizeoftheirownbodies.Interestingly,theyoften eattheirwebs.Theyperhapsneed eattheirwebs.They theprotein perhapsneed 5 possiblyeat 6 inthewebs,ortheypossiblyeat inthewebs,orthey thembecause theyarenothappywiththem.

4 Couldyoulook atthisphotoandseeif   youknowwhereitwastaken?

(12points)

2 Readthesentencesaboutcropcirclesandcomplete thesecondsentencefromtheprompts. 1 Acrop Acropcircleappeared circleappearedlastnight lastnight.Natur .Naturalforces alforces (must/create)it. 2 Naturalforces?I’m Naturalforces?I’mnotsure notsurebutIthinkaliensfr butIthinkaliensfrom om outerspace (might/make)it. 3 That’s ridiculous. T Th hey

she’stired. acreaturefromouterspace. thatbeautifulbutterfly!

2 Itlooks 3 Wow!Look

5 Sallylooks

.Haveyoubeenrudetoher? thoughshewishesshe

6 Pennylooks wasn’there.

(6points)

6a Matchthewords(1–7)tothedefinitionsin(a–g). 1 prehistoric  

a somethingyoubelievetobetrue

2 sacred

 

b theorganisationofpeople

3 ancient

 

 beforerecordedhisto history ry c  beforerecorded

4 society

 

d ahundredyears

5 tradition 6 belief 

   

7 century

e veryold f religio religious us

 

(can’t/make)it!!

4 Buttherearelots Buttherearelotsoftheories. oftheories.Themovementofthe Themovementofthe stars (may/cause)it.

g somethingpeopleinyourcountry havedoneforalongtime (7points)

6b Completethesentenceswithwordsfrom6a.

5 Animalswanderingthroughthetallgrasses (could/be)thereason.

1 Mygrandfat Mygrandfatherwas herwasbornin borninthenineteenth thenineteenth .

6 Mmm.Iknowexactlyhow Mmm.Iknowexactlyhowtheywerema theyweremade.They de.They (must/bemade)bystuden (must/bem ade)bystudentsfora tsforajoke. joke.

2 Manyofthedrawingsin animals.

caveartareof  

3 Pyramidswereprobably wherepriestsperformedrituals.

sitesinthepast

(12points)

3 Choosethecorrectmodaltocompletethesentences. 1 Brian must/might havegothomebynow.Heleftan houragoanditusually houragoa nditusuallyonlytakestw onlytakestwentyminutes. entyminutes.

4 AChristmas thelivingroom.

beplayingherguitaronstage. 2 Susie mightnot/can’t mightnot/can’tbeplayingherguitaronstage. Isawheraminuteagoandshehasabrokenarm.

5 JuliusCaesarlivedin thousandyearsago.

3 Amy mustn’t/can’t mustn’t/can’tbehungry.Shehadaverybig behungry.Shehadaverybig lunchabouthalfanhourago.

6 Modern freedomofspeech.

havelostyourglasses. 4 I’msorrybutI may/must may/musthavelostyourglasses. I’mnotsurethough– I’mnots urethough–I’mstilllooking I’mstilllookingforthem. forthem.

7 Therewasanancient thatawarriorwho diedinbattlewouldgostraighttoparadise.

istoputaChristmastreein Romeovertwo isbasedonequalityand

5 Dan mightnot/couldnot cometothepartytonight. mightnot/couldnotcometothepartytonight. He’sabitillandwilldecide He’sa bitillandwilldecidewhattodolater. whattodolater.

Functions

6 IhavenoideawhereWilliamis.Hecould/must IhavenoideawhereWilliamis.Hecould/musthave have gotoffatthewrongbusstop–butthat’sjustaguess.

7 Choosethecorrectoptionina–e.Thenmatchthe

(6points)

Vocabulary 4 Completethelistswiththesewords. ants

beetles

butterflies 

flies 

nitrogen

oxygen

predators 

species

spikes

stems

1 Insects: 2 Gases: 3 Partsofplants: 4 Groupsofanimals: (10points)

1 50

angry

P ho to co pi ab le t es ts

(7points)

reactions(a–e) tothenews tothenews(1–5). (1–5). a Areyou serious/reasonable serious/reasonable?Ihavetotakemyexams! ?Ihavetotakemyexams! amistake.Hewouldn’tdo b Theymusthave made/done made/doneamistake.Hewouldn’tdo that! c You must/should must/shouldbejoking!It’sbrandnew! bejoking!It’sbrandnew! d You’re having/taking having/takingmeon!You’rehopelessatsport! meon!You’rehopelessatsport! e Come Comeon/off it!ThisisanAprilFool,isn’tit? ol,isn’tit? on/offit!ThisisanAprilFo 1 I’vewonGoldintheOlympics! 2 TheysaythePresidenthasresigned! 3 Theschoolhascloseddown! 4 Look!There’sasheepinthegarden! 5 I’vejustcrashedyourcar! (10points)

PHOTOCOPIABLE ©NationalGeographicLearning

 

Unit9 Uni t9 Test

Grammar 1 Completethetextwith  a, anorzeroarticle(-). I’m 1 shopkeeperandIown 2 small newsagent’sin 3 citycentre. 4 shopis smallbutIsell 5 widerangeofgoods,ranging 6

7

8

from magazinesto icecream. newspaperwhichsells 9  bestinmyshopis  bestinmy shopis 10 11 Times.It’s seriousnewspaper.Isuppose 12 customerswhocomeintomyshopareserious,too. (12points)

2 Circlethewordthatdoes  notworkinthesentence. workinthesentence.

3 Sh She ete tessted ted a us  

 

6 CompletetheblogwithwordsfromExercises4and5. I’vehadaterribleweek.Ihadtopaythegas 1 anditwasreallyexpensive.Ilostmycredit 2 andcouldn’tgoshoppingandIhavehadto 3 moneyfrommyflatmate.Oh,andI’vejustreceivedmybank 4 –itsaysIhaveminus£100inmyaccount!!

7 Completethesentenceswiththewordsinthebox.

d all

know knowle ledg dge eo offin ffinan anci cial almatt matter ers. s. b my   c th their eir   d his

4

supermarketinthetownhasreducedprices. supermarketinthetown hasreducedprices.   b The   c All All   d Ev Ever ery y price? 5 Haveyouchecked each ch   d its a an   b the   c ea a A

6 Wes sh hould ldt th hrowa aw way a ev ever ery y   b the  

(8points)

(4points)

1 Colinwantedmetocarry bag. a thei theirr   b his   c you you   d her

letter. 2 Putastampon a ea each ch   b yo your ur   c th thee

5 Circlethewordthatdoes  notgowiththewordin gowiththewordin bold. 1 electricity/gas/bus/household   bill 2 transfer/statement/cash/account   bank 3 debit/credit/account/bank   card 4 borrow/lend/go/pay   money

creditca cards.   d th thei eirr 7 Italkedto personin intheshop. a all all   b ea each ch   c th thee   d a 8 Have veyou youbo boug ugh ht bi birt rth hda day ypr pres esen enttyet? yet? hiss they ey a a   b my   c hi   d th c al alll

(8points)

3 Completethetextwiththepassiveformoftheverbs. ThenameWHSmith 1 (know)allover theUK.It 2 (recognise)byeverybody.Itis afamouschainof afamous chainofnewsagents newsagentswithbranches withbranchesintheUK intheUK andIreland,andanewshop 3 (probably/ open)somewhereintheUKrightnow.ThenameWH Smith 4 (connect)withthenewsagent businesssincetheearly19thcentury businesssincetheearly1 9thcentury,whennewrailway 5 stations (build)allovertheUK.William HenrySmithrealisedthat HenrySmith realisedthatcustomers customerswantednew wantednewspapers spapers that 6

(could/buy)ontheplatformand7 (could/read)onthetrains.Hundredsof  WHSmithnewspaperkiosks 8 (open)onstationplatforms,andmillionsofnewspapers 9 (sell).Eventoday,manyofBritain’s 10 newspapers (buy)atWHSmith’s. (10points)

Vocabulary 4 Matchthewords1–4witha–dtomakefour compoundnouns.Usethenounsinsentences5–8. 1 debit   2 sav saving ingss   3 electr electricity icity   4 bank bank astatement   b ca card rd   c bi bill ll   d accoun accountt eachmonth. 5 Iput100eurosintomy 6 Iusuallyusemy tobuythingsinshops. .Weonlyhave£150left! 7 Ijustcheckedour 8 Ihatepayingthe .It’ssoexpensive!

available de deli live verry

exchange giftift-wr wrap appi ping ng

receipt refe refere renc nce e

model retu return rn

tills st stoc ock k

1 What’sthe numberonthebackofthe product?I’llseeifwehaveitin . 2 Couldyougivemethe name?Ifwehave one ,we’llsenditstraightaway. 3 Youcancertainly

aproduct ifit’s broken.

Justtalktoapersonatthe –overthere, whereitsays‘payhere’. itforany 4 Ifyoudon’tlikeit,youcan otherproductint otherprod uctintheshop, heshop,andifit’sa andifit’sapresent,weoffer present,weoffer a service. toprovethatyouhavepaid, 5 Bringyour andwewillarrange .Weshould b brring iitt bytheendoftheweek. (10points)

Functions 8 Putthewordsinordertomakesentences.Writethe sentencesintheconversationbelow. 1 much/this/buy/How/one/does/cost/it/to/? me,/section/Excuse/do /Excuse/do/men’s/ /men’s/you/on/ you/on/work work 2 me,/section /the/? 3 pay/Can/card/I/credit/by/? 4 Could/shirts Could/shirts/I/a /I/a/the/at /the/at/look/have/? /look/have/? 5 blue/I/in/was/for/looking/something A

Yes,Ido.HowcanIhelpyou? B

Certainlysir.Howaboutthisblackone? C OK.Letmeseeifwehaveanythingblueinstock. D That’sonspecialoffer.It’s£40. E Ofcourse,sir.Weacceptalltypesofpayment. (10points)

(8points)

PHOTOCOPIABLE   ©NationalGeographicLearning

 

Photocopiabletests

151

 

Unit10 Test

Unit9 Uni t9 Test

Writing

Writing

9a ReadtheeBayadvert.Completethetextwiththe

9a Choosethewordsfromtheboxwhichyoucoulduse

missingsentences(A–E).

toreplacethewordsin  italicsinthetext. Naturally

Laptopbackpackforsale Weofferabrandnewlaptopbackpackforsale. 1 Infact,it’sstillinitsoriginalretail packaging.It’sabout50c packaging.It’s about50cmlongso mlongsoit’squitelong it’squitelong andit’sblackwitharedstripe.2 Oneofthese isslightlypaddedin isslightlypa ddedinorderto ordertoholdandprotect holdandprotectthe the laptop. 3 Thisallowsyoutokeepvaluables initsafely.Thebackpackcomeswithaone-year warranty. 4 Theproductretailsat100euros. 5 Pleasepaybycreditordebitcardwithin threedaysoftheendoftheauction.Wearehappyto posttheproductfreeofcharge.

In ffact

Incidentally

Anyway

Even sso

HiTom I’mthinkingofgoingtoThailandtoworknext summer,soI’mwritingforyouradvice.Ithinkit Thethingis,it’sa ,it’sa wouldbeagreatopportunity. 1Thethingis voluntaryjob,soI’mnotsureIshouldtakeit.Ifitwere paid,I’dlovetodoit,butI’mnotsureIcanaffordto ,if  payformyflightandlivingexpenses. 2Actually Actually,if  Itookthejob,I’dbe Itookthe job,I’dbeworkinginthe workinginthefarnorthin farnorthinthe the smallvillagewherewest smallvillagew herewestayedon ayedonholidaythree holidaythreeyears years ago. 3 So So,whatdo ,whatdoyouthink?Should youthink?ShouldIgoforit? Igoforit? 4 ,thanksforuploadingthephotosofour Bytheway,thanksforuploadingthephotosofour Bytheway lastholiday. 5Obviously Obviously,Iwishwewerestillthere. ,Iwishwewerestillthere. Seeingthephotosha Seeingthe photoshasbrought sbroughtbackmanyhappy backmanyhappy memories. Allthebest

Thefrontsectioniss sectionissmallwitha mallwithalock. lock. AThefront Ithasn’tbeenusedonce. CWearelookingfor60euros. DThismeansthatyoucansenditbacktothe manufacturerforrepairsifnecessary. E Ithasthreeseparatesections. B

Juliax (5points)

9b Writea Writeadescriptionof descriptionofaproduct aproductto tosellon selloneBay. eBay.

(5points) 1

2

4

5

3

9b Writea Writeapersonalemai personalemailaskinga laskinga friendforadvice. friendforadvice.

(15points)

Speaking 10 Talkaboutshoppinginyourhometown.Wheredo yougoshopping?Whatsortofthingsdoyoubuy? (10points)

(15points)

Speaking 10 Ifyoucouldtravelanywhereintheworld,where wouldyougoandwhy? (10points)

1 52

P ho to co pi ab le t es ts

PHOTOCOPIABLE ©NationalGeographicLearning

 

Unit10Test

3

Grammar

4

7

healings/treatmentsfor Fortunately,therearenow healings/treatments for manyformsofcancer. Nurse–I’dlikeyouto control/monitor control/monitorthepatient’s thepatient’s conditioncarefully. injured/ wounded.. Inthecarcrashtwopeoplewereinjured Inthecarcrashtwopeoplewere / wounded Takethismedicine.Itwill cure/heal cure/healyoursorethroat. yoursorethroat. hurtful/painful.. IthurtswhenImovemyarm.It’svery hurtful/painful

8

Icutmyselfandthecuthasn’ttreated Icutmyselfandthecuthasn’t treated/ / healed yet.

1 Rewritethesentencesusingoneofthesewords. 5

who

which

whose

when

where

1

Thesearenewbioniclimbs.Theyare Thesearenew bioniclimbs.Theyareasgooda asgoodasreallimbs. sreallimbs.

2

DrGreenisascientist.She DrGreenisa scientist.Sheistestinga istestinganewdevice. newdevice.

3

Wevisitedalaboratory.Theygrowneworgansthere.

6

(8points)

4

I’mhopingforatime.Wecancuremostdiseasesthen.

5

Haveyoureadaboutthenew Haveyoureadabout thenewtechniqueincosmetic techniqueincosmetic surgery?Scientistsh surgery?Sc ientistshavedevelopeditrecently avedevelopeditrecently..

6

Thehospitalhasanumber Thehospitalhas anumberofpatients.Theirtreat ofpatients.Theirtreatment ment hasnotbeenverysuccessful.

6 Completethesentenceswiththesethings. radiographer

do donors

surgeon

paramedic

ambu ambula lanc nce e

ope pera rati ting ng t heatre

A&E

ward

1

The

carriesoutoperationsinthe .

2

3 4 5

(12points)

A goestoanaccidentinan andcarriesoutemergencyprocedures. Patientssleepina inhospital. A usually takes X-rays. Whenthereisab Whenthere isabadroadaccident, adroadaccident,victimsare victimsare rushedto .Thehospitalneedsblood toprovidebloodtotreatpeople.

2 Completetheinterviewwithascientistusingthe

secondconditionalformoftheverbs. (beabletogo)anywhereinthe A: Ifyou 1 solarsystem,where 2 (you/go)? 3 (have)thechance,I 4 B: IfI (love)tovisitSaturn. (you/carry)outif  A: Whatexperiments 5 you 6 (be)ontheplanet? (try)tofindoutmore (try)tofind outmoreabouttherings. abouttherings. B: I 7 8 A: Andwhat (you/notdo)there? 9 (pay)me,Icertainly B: Well,evenifyou 10 (notland)there.It’smadeofgas! (10points)

3 Readthesituations.Thenwritesentenceswith 1 2 3 4

wish.

Idon’tlivenearthecoast.Iwish Idon’tliveneartheco ast.Iwish Weworkverylonghours.Wewish Ican’tdrive.Iwish Amydoesn’thaveacar.Amywishes

4 Matchthewor Matchthewords1–5 ds1–5 withdefinitionsa–e. withdefinitionsa–e.

5

stitches

piecesofthreadusedtopullskintogether b apullortwistofajoint  blackandbluemarkonyours arkonyourskin kin c  blackandbluem d whenwaspsorbeessticksomethinginto yourskin e deepmarkinyourskinmadebyaknife

a

 

tak take (x2) 1 2 3 4

fall

You ous sh hou ould ld Simon Sarah De Deb bbi bie e

trip

upex pexer erccis ise. e.Y You ou’’ll llfe feel elb bet ettter er.. offtheladderandhurthimself. careofelder erly lypatients. up upona onaston stone ean and dhi hit the her rh head ead. (4points)

Functions 8 Completethesentences1–5withthesewords.Then matchthemtotheadvice(A–E). hurts

stitches

swollen

sprain

Myeyelooksreally . . 2 Ifeelabit 3 Itmightneed . whenImoveit. 4 Myarm . 5 It’sjusta A IfIwereyou,I’dgotoA&E. B Whydon’tyoudrinksomewaterandliedown? C Youshouldputyourfootupandrestit. D You’rebestputtingitinasling. E You’dbetterputsomeiceonit. 1

Vocabulary cut   2 bruise   3 sprain   4 sting  

7 Completethesentenceswiththeverbsinthebox.

sick

(8points)

1

(8points)

(10points)

(10points)

5 Choosethecorrectoption. 1

Ow!Karenkickedmeanditreallyhurts/pains.. Ow!Karenkickedmeanditreallyhurts/pains

2

Ihaveadental appointment/date at9o’clock. PHOTOCOPIABLE   ©NationalGeographicLearning

 

Photocopiabletests

153

 

Unit11 Test

6

Grammar

7

1 Writereportedstatements.

8

1

2

3

4

9

Wehavejustreturnedfromtherainforest. Thespokespersonsaidthat Wespoketothelastremainingmemberofthetribe. Shesaidthat Thetribeseemshealthyand Thetribeseems healthyandhappyinthe happyintheforest. forest. Shesaidthat Wewillreturntotherainforestsoon. Shesaidthat

5 Choosethenewspapersectionforeachheadline. .

1

CompanyProfitsRiseby10%  businessse esssection ction   b coloursupplement a  busin

.

2

.

3

RooneyGoalWinsMatchforUnited a politicsandsociety   b sportspages CrimeRisesinOurLargeUrbanCentres abusinesssection   bnationalnews ShouldtheGovernmentB Shouldthe GovernmentBeSpendingL eSpendingLessMoney essMoney coloursupplement commentandanalysis a   b PresidentResigns! entertainm tainment ent   bfrontpage a enter

2 Writereportedquestions.

4

Whydidyougototherainforest? Thejournalistasked Thejourna listaskedthespokesperso thespokesperson n

5

. 2

3

4

5

(10points)

Willyoutakephotographswhenyoureturn? Heaskedher Doyouknowiftherear Doyoukno wifthereareothertribes eothertribesinthearea? inthearea? Heaskedher Whereisthetribeliving? Heaskedher

.

Howlonghavetheybeenlivinginthera Howlonghavetheybeen livingintherainforest? inforest? Heaskedher

.

. .

(10points)

3 Writereportedsentencesusingtheseverbs. remind

invite

offer

promise

ask 

tell

‘Wouldyouliketocometoanartexhibition,Ann?’ saidJoe. Joe . 2 ‘Don’tleaveyourcamerathere,Caroline!’saidHarry. Harry . 3 ‘IcanuploadthephotostoFlickrforyou,’saidDebbie. Debbie . 4 ‘Wouldyoumindnottakingphotos,Jill?’saidFiona. Fiona . 5 ‘Don’tforgettochargethebattery,David,’saidJon. Jon . 6 ‘Don’tworry,I’llsaveacopyofeverything,’saidKen. Ken . 1

(12points)

Vocabulary

Twitter

broadband

text

ebook

Sk S kype

w ifi

Flickr

1 2 3 4 5

1 54

YouTube

Readthelatestbestsellersonyournew Uploadallyourphotoson . Tel ellly yo ourf frriendsw wh hereyo youa arrebysen send dinga a Followcelebritytweetson . ConnecttotheInternetwirelesslywith

P ho to co pi ab le t es ts

6 CompletetheblogwithwordsfromExercises4and5. Iadoretechnology.Ireadusing 1 ,Ifollow celebritiesalldaylongon 2 onmymobile, andIsend 3 messagestomyfriendsallthe time.AndIloveusingthe time.AndI loveusingtheInternet.Ihav Internet.Ihaveaveryfas eaveryfastt 4 connectionsoIcandownloadthingsvery quickly.Ilikecheckingout quickly .Ilikecheckingoutthevideoclips thevideoclipson on 5 ,chattingtomyfriendson 6 ,– it’sgreatthatyoucanseethemonthewebcamasyou chat–anduploadingallmyphotosonto 7 . However,Ilovereadingthenewspapers,too.Istartwith the 8 toseewhatthebignewsofthedayis. 9 ThenIlookatthe  becauseIlovefootball,  becauseIlovefoot ball, andthe 10 sectionforthecelebritygossip. Finally,Igotothe 11 sectionfordiscussions abouttheeconomyandpolitics. (11points)

Functions 7 Putthewordsinorderandwritethesentences.Match thesentencestotheresponses. 1

2

3

4

4 Completethesentenceswiththesewords. blog

. (9points)

.

(8points)

1

MakesureyourInternetconnectionis MakesureyourInternet connectionisfastby fastby using . Callandchattofriendsonlinewith . Writeadail ily yonlinediary–writeyourown Uploadfunnyvideoson .

5

to/I/speak/Could to/I/ speak/Could/please/Peter, /please/Peter,/? /? . like/him/as/to/I’d/possible/soon/as/ speak/to . him/Can/leave/I/message/a/for/? . try/call/I’ll/I/and/later/him . Could/ask/KenBrown/him/ring/you/to/? A B

.

C

.

D E

I’mafraidheisn’tin. Sure.WhatshallItellhim? Noproblem.I’llwriteanotehere. That’sagoodidea.Heshou That’sago odidea.Heshouldbeinafter9. ldbeinafter9. OK.I’lltellhimit’surgent. (10points)

.

PHOTOCOPIABLE   ©NationalGeographicLearning

 

Unit11 Test

Unit12Test

Writing

Writing

Readthenotesand notesandreportfrom reportfromaschoolmeeting. aschoolmeeting. 8a Readthe

8a Readtheadvice.Thenwritewhatorwhothewords

Tickthefivenotesthatareincludedinthereport.

inboldreferto.

1.1 Concernaboutpunctualityofsts

Toptipsforgoingtoalanguageschool Whenstartingatanew Whenstarting atanewlanguageschool, languageschool,itis itis importanttogetto importantt ogettoknowtheplace, knowtheplace,thepeoplean thepeopleand d thefacilities.Introduceyours thefacilities. Introduceyourselftoyo elftoyourteachers urteachers beforetheclass. 1 They’llbehappytogettogetto knowyou.Andbepositiveaboutthings. 2 Thiswill makepeoplewarmtoyou.Andgettoknowthe otherstudents.Youdon’twanttobe 3 theonewho hasno-onetositnextto.Finally,findoutwhere thelibraryandcomputerroomare,andmakesure youvisit 4 them. 5 Doingthiswillmakeyoumore comfortablewiththe comfortable withthelayoutof layoutoftheschool. theschool.

1 schoolsta schoolstartingtoo rtingtooearly?(Mrs early?(MrsMiller) Miller) 2 busesunreliable(MrJones)

longdistancesto cestotravel(Miss travel(MissSpencer) Spencer) 3 longdistan 4 badweather(MrHughes) 5 teachersnotstrict(MrsGraham) 1.2 Notenoughhomework? 6 studentscomplaining(MrLyons) 7 setmoreessays(MsJones) 8 ststobuyworkbook?(MrHill) 9 teachersto teacherstosetho sethomeworkevery meworkeveryday(all) day(all) 1 2

Thefirstitemontt heagenda Thefirstitemon heagendawaspunct waspunctuality. uality. Teachershavecomplainedthatstudentsarearriving

3

lateforlessons.Mrs latefor lessons.MrsMillerasked Milleraskediftheywerelate iftheywerelate becausetheschoolw becausetheschoolwasopen asopeningtooearlyand ingtooearlyand MrHughessaidthathe MrHughessaid thathethoughtthey thoughttheywerearriving werearriving latebecausetheweather latebecause theweatherwasbad.MrsGra wasbad.MrsGraham ham expressedtheviewthatthe expressedthev iewthatthestudentswere studentswerebeing being unpunctualbecausetheteacherswerenotbeing strictenoughabouttheissue. Theseconditemwasthecomplaintfromstudents thattheschoolwasnotsettingenoughhomework. MrLyonssaidthatthestudentshadbeen complainingaboutthisissueforawhile.MrHill askedwhetherstudentsshouldbeaskedtobuya workbook.

5

4 (5points)

8b Writeadviceforsomeonecomingtoyourschoolor joiningaclubthatyoubelongto.

(5points)

8b Writea Writeareporton reportontheschool theschoolmeetingincludin meetingincludingthe gthe fourotherpointsmade fourother pointsmadebythet bytheteachers. eachers. (15points)

Speaking 9 Talkaboutatriporholidayyouwentonwhen somethingwentwrong.Whatshouldorcouldyouhave done? (10points)

(15points)

Speaking 9 Talkaboutthecommunicationstechnologythatyou use.Howdoyoukeepincontactwithfriendsandfamily? Whichsocialnetworkingsitesdoyougotoandwhy? (10points)

PHOTOCOPIABLE ©NationalGeographicLearning

 

Photocopiabletests

155

 

Unit Un it 12

Matchthesewordsto wordstothequestions. thequestions. 5 Matchthese

Grammar

backpack

dried food

gear 

guide

1 Completethetextwith  should(n’t)hav should(n’t)havee orcould(n’t)

hammock

machete

setting u up a a c camp

sleeping b bag

haveandthecorrectformoftheverbs.

tent

tracker

Ididn’tknowtherewasgoingtobeablizzardonthe mountain.I 1 (check)theweatherforecast

1 Whatdo Whatdoyouhangbetw youhangbetweentreesthen eentreesthensleeporrelax sleeporrelax

2

beforeclimbing,andI (climb)alone–that wasabigmistake.Tobehonest,nobody 3 (stop)meclimbingbecauseIwas (stop)meclimbing becauseIwasdeterminedto determinedtodoitbut doitbut I4 (be)sostupid.Unfortunately,Ididn’t evenreachthesummit.I 5 (get)thereifthe weatherhadn’tbeensoawful.I6 (attempt) theclimbafewdaysearlierw theclimba fewdaysearlierwhenthe hentheweatherwasbetter. weatherwasbetter. I7 (climb)whenIdid.I’mlucky (climb)whenI did.I’mlucky,ofcourse. ,ofcourse. 8 9 I (break)alegorI (die)up there.Mybody 10 (belost)onthemountain. Ireally 11 (know)better. (11points)

2 Completethe Completethethird thirdconditional conditionalsentences. sentences.

4 Whatdoyoucalltheper Whatdoyoucallthepersonwhofo sonwhofollowsmarksleft llowsmarksleftby by animalsandknowshowtofindthem?

Whatdoyoucalltheportable‘house’ rtable‘house’youcanca youcancarry rry 5 Whatdoyoucallthepo andputupeachnight. 6 What’st What’sthegeneralw hegeneralwordfor ordfortheequipmentyoucarry? theequipmentyoucarry?

Whatdoyoucallthethingyougetin hingyougetinto,zipupand to,zipupand 7 Whatdoyoucallthet sleepinatnight?

9 Whatdoyoucallthet Whatdoyoucallthethingyouput hingyouputonyourbackto onyourbackto carrythingsin?

(nottake)somanythings,they (notget)sotired.

3 They

(be)moresuccessfulifthey (use)dogstopullsledges. 4 They (might/not/die)iftheweather (notbe)soterrible. 5 We (notknow)somuchabouttheexpeditionifScott (notkeep)adiary. (remember)Scott’sexpeditionif   6 Nobody themen (notbe)sobrave. (12points)

3 Choosethecorrectformtocompletethesentences. 2

1

3 Whatdoyoucallthepersonwhoshowsyouwhereto go?

8 Whatdoyoucallthet Whatdoyoucallthethick,strongkn hick,strongknifeyouuseto ifeyouusetocut cut downvegetation?

1 IfScottandhismen (walk)faster,they (reach)theSouthPolequicker. 2 Ifthey

in? 2 Whatdoyoucarrywith Whatdoyoucarrywithyoutoeat youtoeatonafieldtrip? onafieldtrip?

howdangerousitwas,I IfI hadknown/wouldhaveknown hadknown/wouldhaveknownhowdangerousitwas,I hadn’tgone/wouldn’thavegone divinginthatshipwreck. beforewesetoff. IsupposeIshould 3 realise/haverealised realise/haverealisedbeforewesetoff. Theweatherwasverybad.IfI4 hadlistened/wouldhave listenedtot listened tothecoastguard’swarnin hecoastguard’swarning,Icertain g,Icertainly ly 5hadn’t gone/wouldn’thavegone intotheseathatmorning.Fifteen metresdown,thevisibilitywaspoor.Anyoneofuson thedive 6mighthavefound/shouldhavefound ourselves trappedintheshipwreck trappedin theshipwreckatanytime.We atanytime.Wereally really 7 shouldn’t havebeen/couldn’thavebeen downthere.

(7points)

Vocabulary 4 Replacethephrasein  italicswithaphrasewith go. 1 Medievalbattlesoften continued formanydays. Medievalbattlesoftencontinued 2 IfIcould returntothepast ,I’dgototheBattleof  Hastingsin1066.

10 Whatisthephrasethatmeansstophikingandputup tents,cookandrest.

(10points)

6 Matchthewords1–10towordswithasimilar meaning(a–j). 1 threat

exhausted a exhausted

 

2 combat

 

b swordsandguns

3 fierce

 

c fightin fighting g

4 duty

 

dwarriors

5 enemies

 

e  judoand  judoandkendo kendo

6 generals

 

f responsibi responsibility lity

7 martialarts 8 weapons 9 soldiers

hopponents

 

i sava savage ge

 

10 battle-weary

j da dang nger er

 

(10points)

Functions 7 Matchthesentencebeginnings1–10toendingsa–j. 1 I’mreallysorry

 

a me.

2 There’snoneed

 

btoanyone

3 Icouldn’t

 

ctoapologise.

4 Don’tblame

dhelpdroppingit.

 

5 Itcouldhavehappened 6 It’snotyour

3 I’mgoingto attempt kendo.

7 I’msosorryto

battlewithjustasmallsword. 4 Warriorsoften entered enteredbattlewithjustasmallsword.

8 Don’tworryabout 9 It’sjustone

5 Thenumber Thenumberofpeople ofpeopleinterestedinhistoryis interestedinhistoryis rising rising..

gleaders

 

10 I’msorrythatI

 

eIwassolate. f keepyouwaiting.

 

gofthosethings.

     

hgotangry i losingthemoney.

 

j fault. fault. (10points)

(10points)

1 56

P ho to co pi ab le t es ts

PHOTOCOPIABLE ©NationalGeographicLearning

 

Photocop Phot ocopiabl iablete etests sts:: ans answer werkey key Unit 1 Test Unit

5 6

Grammar

7

1

8 1 2 3

doyoudo redecorate areyouworking

 

4

 

5  

6

arerepairing doesn’twork ’straining

2 3

think looks love

 

4

 

5

 

6

comes   ’mthinking ’relooking

7  

8

ishaving want

3 4 5

 

4

 

5

3

for

1

listening tobe toplay learning

4

2

Ialwayshavecoffeeandtoastforbreakfast. Inwinter,Ioftenwearmygreenhat.

3 4 5

 

6

 

7

since already yet

 

8

for since

 

5

 

6  

7  

8

togo playing toget tolearn

   

9

singing torecord

10

4 3

choreographer director play

1

e

1

Vocabulary 1

12

hasheslowed hasreleased haveworked haven’theard

Vocabulary 2

4

11  

yet 2 just

2

WhichcoloursdoesHarrylike? Wholivesinthegreenhouse? Whencanyouwearawhitedress? HowmanypairsofshoesdoesWilliamhave? Whatsortofp Whatsor tofpersonpaints ersonpaintshisbedroomblack? hisbedroomblack?

 

1

3 2

9 10

3

3 1

   

2

2 1

hasn’tlived hasstudied hashad haveworked

 

4

 

5

composer opera,choir

5   2

f 

 

3

a

 

4

b

 

5

c

 

6

d

1 b   2

b

 

3

a

 

4

c

 

5

b

 

6

b

6

We’reworkingfromhomethisweek. Sheneverwearsbrightcolours. Iusuallywearbrownshoes.

Functions

5 1 2 3

passion power envy

sorrow 5 luck 6 joy

 

4

   

   

7 8

pride courage

7 looks sounds c mood 1 e   2 a

a

6 1 2 3 4 5 6

anthropologist,biologist,primatologist,researcher colleague contestant,opponent mentor,teacher,manager parent athlete

Functions

3 4 5

introduce see pl plea easu sure re sales give

A How do doyou d do o. B Hello,howareyou,Philip. AI’m AI’mv ver ery ypl plea ease sed dto tom mee eet tyo you, u,to too. o. B Oh Oh,doyou? A Thankyou.Let’sstayintouch.

Writing 2 3

3

c

 

4

d

fancy sure  

5

b

8a 1 2 3

Inspiteof  Although Forthatreason

so However

 

4

 

5

5

wasreturning lookedup   spotted wasstaring

Grammar 1

1 2 3

wasstaying visited   took   saw  

 

6 7 8

 

9 10

dropped wasreading

2

8a

1

Inaddition also too

 

e

Writing

4

1

d  

Unit3 Un it3 Test Test

7 1 2

 

b

   

4 5

too Inaddition

2 3

Unit 2 Test Unit

4

Grammar

Inearlydrownedbecaus Inearlyd rownedbecauseIwasswimmingin eIwasswimminginvery very deepwater. Wesawawhalewhilewew esawawhalewhileweweresailinginthe eresailinginthe Mediterranean. Ididn’tknowhowtodive,soIstayedontheboat. Iwasswimmingwithsharks Iwasswimm ingwithsharkswhenone whenoneofthem ofthem attackedme.

1 1

hasbeen

2

 

3  

hasplayed

havewritten

4

hasspoken 157

 

3

4 1 2 3 4

decided got didn’tgo hadleft

was 6 jumped 7 got 8 realised

 

5

     

 

9  

10

 

11  

12

5

hadforgotten started hadn’tbrought ran

6 7 8

Yes,I’llshowyou. Wearedr earedriving/are iving/aregoingtodriveto goingtodrivetothebeach. thebeach. Yes,I’mgoingtobuythegreenone. Yes,theyareseeingthedoctorat11. Wewillbethereinaminute.

Vocabulary

Vocabulary

4a 41 c

 

2

a

 

3

c

 

4

c

 

a

5

 

6

1

a

2

5

1 2

 

3

4

gotout gotbetter

3

fishing,stream/river

3  

1

2

diving,sea river,rowing

 

rockstar scientist

 

5

policeofficer

   

3 4

scientist vet

 

5

rockstar

7

work

7

applied left

work work 6 jobs

 

work work

4  

 

5

 

6

7 1

4

policeofficer accountant

1 job 2

gotto gotinto

3

5

6 2

 

4b

divingandsnorkelling 2 jet-skiingandwater-skiing 3 windsurfingandsailing 4 kayakingandrowing 5 fishingandswimming 1

1

accountant vet  

2 3

amdoing got   stay  

 

4 5 6

go dropped resit

   

8

Functions

Functions

7 81 i 2 3 4

f  6 b 7 a 8 c

 

d h g

5

     

e 10 j

 

9

 

1 2 3 4 5

Writing

Writing

9a 1

c

  2

a

 

3

d

 

4

e

 

5

8a

b

9b 1 2

grabbed wandered

 

3  

4

stared   scrambledup

5

poureddown

Unit4 Uni t4 Test

Grammar 1 1 2 3 4 5 6

Tomdefinitelywon’tstudy. Hewilldefinitelytravel. HemighttraveltoSouthAfrica. Hemightgetanewbike. Hewilldefinitelygotorockconcerts. Hemighttrynewextremesports.

2 1 2 3 4 5

I’mmeeting   I’mgoingtoask I’mgoingtoenquire I’llhave   I’llbe  

6  

7  

8 9 10

isgiving I’llgo/I’mgoingtogo I’lldecide I’mnotgoingtostay I’mgoingtobe

3 1 2 3

158

IsitallrightifIuseyourphone? Couldyoucheckmyapplicationform? Wouldyoumindbeingmyreferee? WoulditbeOKtocallthemback? Willyoubeabletohelpmenow?

Sheismeeting/isgoingtomeethersister. Er…I’llhavemineralwater,please. I’mgoingtobeateacher.

Photocopi Photocopiabl abletest etests: s:ans answer werkey key

HiLiz JustanotetosayIspottedthea Justanoteto sayIspottedtheadintheDail dintheDailyNewsfor yNewsfor thepostofleisurecentreadministrator.Ihaverecently graduatedinsportsadministrationfromNorwich UniversityandI’vealrea Universityand I’vealreadydone dydonebitsand bitsandpiecesofwork piecesofwork inadministrationattheuniversitysportscentre. Myfriendsallsayt Myfriends allsaythatI’mreliable,punctual hatI’mreliable,punctualandwellandwellorganised.WhileIwas organised.W hileIwasworkingat workingattheuniversitysports theuniversitysports centreIdidlots centreI didlotsofstufflikedealing ofstufflikedealingwithcustomer withcustomer complaintsandorderingnewequipment. I’mfreetochatatyourconvenienceandavailabletostart workimmediately.Noprobsifyouwantmetorelocate. I’veputinmyCV,whichdetailsmyqualificationsand experience. Can’twaittohearfromyou. Byenow RoseTyler

 

8b

Functions

DearMsHughes Iamwritinginreplytoyour Iamwritingin replytoyouradvertisement advertisementintheDaily intheDaily Newsforthepostofleisurecentreadministrator.Ihave recentlygraduatedin recentlygradua tedinsportsadministration sportsadministrationfromNo fromNorwich rwich UniversityandIhave Universityand Ihaveexperienceinadministrationa experienceinadministrationatthe tthe universitysportscentre.

7

Iconsidermyselftobereliable,punctualandw Iconsidermyselftobereliable,pu nctualandwellellorganised.WhileIwas organised.While Iwasworkingattheuniversity workingattheuniversitysports sports centreIwasresponsiblefordealingwithcustomer complaintsandorderingnewequipment. Iamavailablefor Iamav ailableforinterviewatyourconven interviewatyourconvenienceand ienceand availabletostartworkimmediately.Iamwillingto relocate. IenclosemyCVwhichdetailsmy Ienclosemy CVwhichdetailsmyqualificationsan qualificationsand d experience.

8aExampleanswer

Ilookforwardtohearingfromyou. Yourssincerely, RoseTyler

a b 1

wonder wrong a   2b

 

d

   

e 3e

arrange afraid   4f   

  5c

f

long 6d

 

Writing Anyofthefollowingdeletionsgainonepoin Anyofthefollowingdeletions gainonepoint,upto t,uptoaa maximumoffivepoints. HiDan WeeventuallyreachedBostonafteranexceptionallylong flight.I’malittledisappointed flight.I’ma littledisappointedbythecloud bythecloudyweather yweather butIamreallyenjoyingthesites butIamreallyenjoyingt hesites.Ihavebeentoth .Ihavebeentothecity ecity centreandtoHarvard(brilliant!).We’vealsobeenwhalewatchingandwe’ve watchinga ndwe’vehaddinnerinthe haddinnerintheItalianquarter. Italianquarter. Seeyousoon Love Louisex PSCheckoutthephotos

Unit5 Uni t5 Test

Unit6Test

Grammar 1 hasmade presented 3 hasproduced 4 startedwork 5 worked 6 became

1 2

hasn’tlooked hastravelled 9 haswritten 10 hascampaigned 11 haswon 12 became

   

7 8

       

2 1 2

a2,b1 a2,b1

 

3

 

4

a1,b2 a2,b1

 

5

a2,b1

Grammar 1 1 2 3 4 5

2

5

Youwillfeelbetterifyoueathealthily. Ifyoudon’teatvegetables Ifyoudon’ teatvegetables,you’llgetill. ,you’llgetill. IfIgiveupdrinkingcoffee,Iwillsleepbetter. Peterwon’teatjunkfood Peterwon’t eatjunkfoodifyou ifyoudon’tgivehimany. don’tgivehimany. Ifwedrinkmore Ifwed rinkmorewater,it water,itwillbegoodforus. willbegoodforus.

1

1 2

3

3 1 2 3 4

’vehad   ’vebeenfollowing ’vespotted   haven’tseen  

5  

6 7 8

havebeenwatching haven’tmade ’vebeenkeeping havedisappeared

4

3

Vocabulary 4 1 street 2 3 4

impact village vibrant

 

5  

6

 

7

 

8

clean   exotic   population diseases

9 10

polluted sandals

2 3

crowded tropical unspoilt

 

4

 

5

 

6

remote vibrant safe

a

 

5

 

8 b

2 b

 

6

a a 7 b

 

9

3

a

 

4

a

a

10 b

 

Vocabulary 4

5 1

haveto,arenotallowedto can’t,mustn’t should,areallowedto can’t,areallowedto must,shouldn’t

 

7

 

8

relaxing exotic

1

e

1

out up

 

2

d

 

3b

 

4

c

5a

 

5 2

 

3

 

4

downon up

6

6 1 2 3 4

poisoning checks   delays   documents

 

5 6 7  

8

allowances disease   card   control  

 

9 10 11 12

hire sickness room timetables

hours   2 schedules 3 light   4 jobs  

1

5  

6 7 8

disease cycle clock pressure

   

9 10

 

11  

12

table shopping closes tip

Photocopiabletests:answerkey

159

 

Functions

Writing

7

8a a W   b C   c C   d C   e W 1 e   2 c   3 a   4 d   5 b

1 like 2 as

Writing 1 so 2 means

 

 

3 leadsto 4 Therefore

 

5 resultin

Grammar 1 1 mustbe 2 can’tlearn 3 mustbe

Unit7 Uni t7 Test

Grammar 1

4 might/may/couldknow 5 might/may/couldneed 6 might/may/couldeat

     

2

1 theloveliest   2 bigger   3 better   4 thebest   5 themosthistorical  

6 7 8 9 10

closer nicer morecomfortable smaller cosier

1 musthavecreated 2 mighthavemade 3 can’thavemade

LondonisasfamousasNewYork. Emma’scityislessbeautifulthanmycity. ManchesterisbiggerthanLeeds. Lifeinavillageismorerelaxingthanlifeinacity.

1 must 2 can’t

IusedtoliveinatownwhenIwasachild. Iusedtoliveinatow nwhenIwasachild. Iusedto/wouldgetupveryearlyeverymorning. MysisterandIusedto Mysisterand Iusedtobereallyhappyin bereallyhappyinthosedays. thosedays. Weusedt eusedto/wouldplayga o/wouldplaygamesalld mesalldaylong. aylong. – Thetowndidn’tusetobeaslargeasitisnow. Everyoneinthetownusedt Everyoneinthe townusedto/would o/wouldtalktoeach talktoeach other. 8 Iusedtokn Iusedtoknoweverybody oweverybodyinthetown. inthetown. 9 Weusedto/wouldgoforlongwalksinthe countryside. 10 –

 

4 mayhavecaused 5 couldhavebeen 6 musthavebeenmade

3 can’t 4 may

   

5 mightnot 6 could

   

Vocabulary 4 1Insects:butterflies,ants,beetles,flies 2Gases:nitrogen,oxygen 3Partsofplants:spikes,stems 4Groupsofanimals:species,predators

5 CapeTown’sattractionsareasexcitingasSydney’s.

1 2 3 4 5 6 7

   

3

2

3

 

5 as

 

Unit8 Uni t8 Test

8a

1 2 3 4

3 like 4 As

 

5 1 though 2 like

3 at 4 closely

   

5 angry 6 as

   

6a 1 c   2 f   

3 e

 

4 b

5 g

 

6 a

 

 

7 d

6b 1 century   3 sacred   5 Ancient   7 belief 2 prehistoric   4 tradition   6 society

Functions 7

Vocabulary

a serious   b made   c mu must st   d having   e off 1 d   2 b   3 a   4 e   5 c

4 1 2 3 4

garage    5 garden attic 6 fireplace     centralheating   7 basement   doubleglazing

8 terrace 9 veranda 10 balcony

Writing 8a 1 incredibly   3 Apparently 2 immediately   4 Hopefully

5 1 b 2a

   

3 b 4 b

5 a 6 b

   

5 Coincidentally

Unit9 Uni t9 Test

Grammar

6 1 skyscraper   4 run-down   2 balcony   5 atmosphere   3 neighbourhood   6 built-up

7 doubleglazing 8 centralheating

1 1 2 3 4

Functions 7 1 tolive,live 2 buying,renting 3 tolive,have

160

 

   

4 drink,tohave 5 stay,tomove

Photocopi Photocopiabl abletest etests: s:ans answer werkey key

a a the The

       

5 6 7 8

a – – The

       

9 10 11 12

the The a the

2 1c 2d 3a

     

4 c 5 a 6 a

   

7 a 8 d

 

3

2

isknown 2 isrecognised 3 isprobablybeingopened 4 hasbeenconnected 5 werebeingbuilt 6 couldbebought 7 couldberead 8 wereopened 9 weresold 10 arebought

could/wereabletogo   6 wouldyougo?   7 had 3   8 4 ’dlove   9 5 wouldyoucarry   10

1

1

2

3 1 2 3 4

Vocabulary 1 b(debitcard)

 

4

savingsaccount 6 debitcard 7 bankstatement 8 electricitybill 5

d(savingsaccount) 3 c(electricitybill) 4 a(bankstatement) 2

     

e 2 c

1

 

3 b

 

4

d

4

monitor injured cure

hurts   2 appointment 3 treatments  

1

2

 

cash

3  

4

 

5

a

7

painful healed

5

5 account go

 

5 6

   

8

 

4

6

6 1 bill 2

7

IwishIlivednearthecoast. Wewishwedidn’tworkverylonghours. IwishIcoulddrive. Amywishesshehadacar.

Vocabulary

4

1 bus

were ’dtry wouldn’tyoudo paid wouldn’tland

card

surgeon,operatingtheatre paramedic,ambulance 3 ward

1

3 borrow

   

reference,stock 2 model,available 3 return,tills

1

   

2

4

statement

4

exchange,gift-wrapping receipt,delivery

5

5

radiographer A&E,donors

5

sprainC

5

Naturally

7 take fell 2 1

 

3

 

4

takes tripped

8 1

Functions

2

8

swollenE sickB

   

3 4

stitchesA hurtsD

 

9a

2Excuseme,doyouworkonthemen’ssection? B 4CouldIhavealookattheshirts? C 5Iwas 5Iwaslookingforso lookingforsomethinginblue. methinginblue. D 1Howmuchdoesitcosttobuythisone? E 3CanIpaybycreditcard? A

Evenso 2 Infact

1

   

3 4

Anyway Incidentally

 

Unit11Test

Grammar

Writing

1

9a 1

 

B

 

2

E

 

3

A

 

4

D

 

5

1

C

Thespokespersonsaid Thespokesperso nsaidthatthey thattheyhadjustreturned hadjustreturned fromtherainforest.

2

Unit10 Test 3

Grammar 1 1 2 3 4 5 6

Thesearenewbioniclimbswhichareasgoodasreal limbs. DrGreenisascientistwho DrGreenisa scientistwhoistestinga istestinganewdevice. newdevice. Wevisitedalaboratorywheretheygrownew organs. I’mhopingforatimewhen I’mhopingfor atimewhenwecancure wecancuremost most diseases. Haveyoureadaboutt Haveyour eadaboutthenewtechnique henewtechniqueincosmetic incosmetic surgerywhichscientistsha surgerywhich scientistshavedeveloped vedevelopedrecently? recently? Thehospitalhasanumberofpatientswhosetreatment hasnotbeenverysuccessful.

4

Shesaidthatth Shesaid thattheyhadspokento eyhadspokentothelastremaining thelastremaining memberofthetribe. Shesaidthatthetribe Shesaidtha tthetribeseemedhealthya seemedhealthyandhappyin ndhappyin theforest. Shesaidthatth Shesaid thattheywouldreturnto eywouldreturntotherainforestsoo therainforestsoon. n.

2 Thejournalistasked Thejourna listaskedthespokesperso thespokespersonwhy nwhytheyhad theyhad beentotherainforest. Heaskedheriftheywould iftheywouldtakephotograp takephotographswhen hswhen 2 Heaskedher theyreturned. Heaskedherifsheknewif ifsheknewiftherewereother therewereothertribesin tribesin 3 Heaskedher thearea. Heaskedherwherethetribe wherethetribewasliving. wasliving. 4 Heaskedher 5 Heaskedherhowlongtheyhadbeenlivingintherain forest.

1

Photocopiabletests:answerkey

161

 

3

2 anartexhibition. nartexhibition. 1 JoeinvitedAnntoa

1

HarrytoldCarolinenottoleav HarrytoldCarolinenot toleavehercamerathere. ehercamerathere. DebbieofferedtouploadthephotostoFlickr. 3 4 Fionaasked FionaaskedJillnott Jillnottotakephotos. otakephotos. 5 JonremindedDavidtochargethebattery. 6 Kenpromised Kenpromisedtosave tosaveacopy acopyofeverything. ofeverything.

2

2

Vocabulary

3 4 5 6

3 1 hadknown

4

2 1 2 3

ebook Flickr text

Twitter wifi   6 broadband

 

4

 

 

7

Skype

3

8 blog

5

 

 

9

4

YouTube

a

 

2

b

 

3

 b

 

4

b

 

5

 b

1

ebooks Twitter 3 text 4 broadband 5 YouTube 6 Skype 1

 

7

 

8

 

9    

10 11

5  

6 7

wouldn’thavegone mighthavefound shouldn’thavebeen

4

6 2

 

wouldn’thavegone haverealised   hadlistened

Vocabulary

5 1

hadwalked,would/could hadwalked,would /couldhavereached havereached hadn’ttaken,wouldn’thavegot wouldhavebeen,hadused mightnothavedied,hadn’tbeen wouldn’thaveknown,hadn’tkept wouldhaveremembered,hadn’tbeen

Flickr thefrontpage sportspages entertainment commentandanalysis

2

wenton   gobackintime  

3 4

haveagoat wentinto

  5goingup

5 1 2 3 4 5

hammock driedfood guide tracker tent

         

gear sleepingbag 8 machete 9 backpack 10 settingupacamp 6

7

Functions 7 1 CouldIspeaktoPeter,please?A 2 3 4 5

6 1 j

 

5

c i f

 

6

 

7

I’dliketospeaktohimassoona I’dliketospeaktohim assoonaspossible.E spossible.E CanIleaveamessageforhim?B I’lltryandcallhimlater.D Couldyouaskhimtoring Couldyouask himtoringKenBrown?C KenBrown?C

2 3 4

h g e

     

b 9 d 10 a 8

Functions Writing

7

8a

1

1

2

schoolstartingtoo schoolstart ingtooearly?(Mrs early?(MrsMiller) Miller)

3

4 badweather(MrHughes) 5 6 8

teachersnotstrict(MrsGraham) studentscomplaining(MrLyons) ststobuyworkbook?(MrHill)

2 3 4 5 6

162

6 j

 

7

f 

     

8 9 10

i g h

theteachers

2 beingpositive 3 4

shouldhavechecked   shouldn’thaveclimbed couldhavestopped   shouldn’thavebeen   couldhavegot   shouldhaveattempted

5 b

Writing&Speaking 1

Grammar 1

   

8a

Unit12 Test

1

4

e c d a

7   8 9 10 11

shouldn’thaveclimbed couldhavebroken couldhavedied couldhavebeenlost shouldhaveknown

Photocopi Photocopiabl abletest etests: s:ans answer werkey key

5

thestudent thelibraryandcomputerroom visitingthelibraryandcomputerroom

 

Photocopiablecommunicativeactivities Unit1Communicativeactivity Classsurveys Youaregoingtocarryoutaclasssurvey.Worktogetheringroupsoffour.Chooseoneofthesurveysandwritemultiplechoiceoptionsforyour choiceoptions foryourthreequestions. threequestions. Standupandfindastudentintheclasswhopreparedadifferentsurvey.Interviewthestudentandnotetheiranswers. Answertheirquestions.Rememb Answertheir questions.Remembertoint ertointroduceyourself roduceyourselfandtha andthankthepersonyouspoke nkthepersonyouspoketofor tofortheirtime. theirtime. Whenyouhavecompletedyoursurvey,returntoyourgroupandcompareyouranswers.Presentyourfindingstothe class.

Survey1:Householdjobs 1

Howoftendoyoudohousework?

Survey3:Studies 1

A B C D Ineve Ineverd rdo oany any!! 2 Whodoesthecookinginyourhouse? A B C Ido Idoall allthec thecooki ooking! ng! D WhatDIYordecorating ordecoratingjobsare jobsareyoudoing youdoinginyour inyour 3 WhatDIY housethesedays? A We Weare aren’t n’tdoin doingany gany!! B C D ✂

A B C Scienceand Scienceandte technol chnology ogy D 2 Howmanylanguagesdoyouspeak? A B C D JustE JustEnglish nglishand andmy myfirstla firstlanguag nguagee 3 WhyareyoulearningEnglish? A B Ir Ireal eally lydon don’t ’tkno know! w! C D

✂

Survey2:Leisureactivities 1

Whatsortofsubjectsareyougoodat?

Howoftendoyoudoexercise? A B

C Ineve Ineverd rdo oany any!! D 2 Howdoyourelaxintheevenings? A B Iwat Iwatch chTV TVor ormov movies ies C D 3 Whichsportsareyoudoingthisweek? A B C D I’m I’mnot notdoing doingan any! y!

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Survey4:Work 1

Whatsortofworkdoyoudo–orwanttodo? A B C D Iwor Iworkin kineduc education ation

Whathoursdoyouusuallywork? A 9to 9to5mo 5moreo reorle rless ss B C D Whatnewskillsareyo skillsareyoucurrently ucurrentlylearninginyour learninginyour 3 Whatnew job? A B C D I’m I’mnot notlearn learning inganyt anything hingnew! new!

2

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Unit2Communicativeactivity Worldmusician

Workinpairs.DecidewhowillreadTextAandwhowillreadTextB. Readyourtextaboutworld Readyourtext aboutworldmusician,FemiKuti. musician,FemiKuti.Thinkaboutho Thinkabouthowtoform wtoformquestions,from questions,fromtheprompts thepromptsinbrackets,to inbrackets,toask ask yourpartner.Whenyouareready,taketurnstoaskandanswerquestionswithyourpartnertocompletethegapsinyourtext. Whenyouhavefinished,compareyourtexts.

✂

TextA

FemiKutiwasbornin

(Where…?) in1962,buthegrewupin Where…?)in1962,buthegrewupin

Where…?),thecapitalofNigeria.Hehaslivedincountriesallovertheworldsincethen.Heistheoldest (Where…? ),thecapitalofNigeria.Hehaslivedincountriesallovertheworldsincethen.Heistheoldest (What…? What…?). ).

sonofthemusicianFelaKuti,whoinventedatypeofmusiccalled

(When…? (When…?),Femiwasamemberofhisfather’sband.Hehashadhisownband ),Femiwasamemberofhisfather’sband.Hehashadhisownband What…?).Hehasperformedatfestivals ( What…? ).Hehasperformedatfestivals

sincethelate1980s.Thebandiscalled inEurope and theUSAand has released morethan

(Howmany…? )albums.He Howmany…?)albums.He

releasedhisfirstalbum, NoCauseforAlarm? NoCauseforAlarm?,,in

(When…? ).Hehaswrittensongs When…?).Hehaswrittensongs

aboutpoliticsandaboutthehistoryofNigeria. Hisliveshowsounds guitar,

(What…? ).Itlookscolourfulandspectacular.Hisbandplays What…?).Itlookscolourfulandspectacular.Hisbandplays (Whatinstruments…? Whatinstruments…?)andtheperformersincludedancersaswellassingers. )andtheperformersincludedancersaswellassingers.

✂

TextB

(When…? When…?),buthegrewupinLagos,thecapital ),buthegrewupinLagos,thecapital

FemiKutiwasborninLondonin

Where…?)sincethen.Heistheoldestsonofthemusician (Where…? )sincethen.Heistheoldestsonofthemusician

ofNigeria.Hehaslived

(Who…? ),whoinventedatypeofmusiccalled Afrobeat Who…?),whoinventedatypeofmusiccalled Afrobeat.. Asateenager,Femiwasamemberofhisfather’sband.Hehashadhisownbandsince (Howlong…?).Thebandiscalled Howlong…?).Thebandiscalled PositiveForce PositiveForce.Hehasperformedatfestivalsin .Hehasperformedatfestivalsin (Where…?) andhasreleasedmorethantenalbums.Hereleasedhisfirstalbum, Where…?)andhasreleasedmorethantenalbums.Hereleasedhisfirstalbum, What…?)), in (What…? i n1989.Hehaswrittensongsaboutpoliticsandabout Hisliveshowsoundsexcitingandenergetic.Itlooks guitar,keyboardsanddrumsandtheperformersinclude

What…?). (What…? ). ( What…? What…?)Hisbandplays )Hisbandplays ( Whattypeofperformers…? Whattypeofperformers…?))

aswellassingers.

164

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Unit3Communicativeactivity Navigatingthewaterway

START

1Whenandwheredid youfirstlearntoswim?

2 Whenwasthe Whenwasthel lasttim asttimeyou eyou wenttotheseaside?Name fivethingsyoudidthere.

3 Namefive Namefivethings thingsyouhad youhad alreadydonebeforeyoutook abathorshowerthismorning.

4 When,whereand When,whereandwhy why didthe Titanic  Titanic sink? sink?

5 Namefivewaysof Namefivewaysof savingwater.

6 Namefivewordsth Namefivewordsthat at collocatewith water.

7 Namefivewatersp Namefivewatersports. orts. Whichoneshaveyoutried? Whenandwheredidyoudo them?

8 Howareal Howarealake, ake,astrea astream m andariverdifferent?

9 Tellashortst Tellashortstory ory beginning: Iwas____ingin theseawhen…

10 Compare Comparedivingan divingand d waterskiing.

FINISH

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Unit4Communicativeactivity Theperfectjob Readtheprofilesofsixeighteenyearolds Readtheprofilesof sixeighteenyearoldsandthe andthedescriptionso descriptionsofsixjobs.Predict fsixjobs.Predictwhatjob whatjobsthet stheteenagers eenagers will  will,, won’t  won’t,, or mightnot besuitablefor.Explainyourreasonsandagreeonadifferentjobforeachperson. mightor might  mightnotbesuitablefor.Explainyourreasonsandagreeonadifferentjobforeachperson.

166

Simon

Sarah

Abilities:goodatEnglishanddram Abilities:goodatEnglish anddrama;can a;canplaythe playthe guitar;hasraisedchickens guitar;has raisedchickensonhisparents’farm onhisparents’farm Interests:travellingabroad;watchingmovies;playing football Personality:out-going,talkative,friendly,strongminded,ambitious

Abilities:goodwithher Abilities:good withherhands;st hands;strongatscience rongatscience subjects;hasdoneamateurdra subjects;hasdone amateurdramatics;wo matics;worksinacat rksinacat rescuecentre Interests:singing;cooking;campaigningforanimalrights Personality:hard-working, Personality: hard-working,easy-going,kind easy-going,kindand and generous

Sally

Sam

Abilities:goodatmusicandart;goodor Abilities:goodatmusic andart;goodorganisational ganisational skills;hasworkedpart-t skills;has workedpart-timeinakindergarten imeinakindergarten Interests:collectingmodel Interests:co llectingmodelvehicles;dancing; vehicles;dancing;playing playing

Abilities:goodateconomics; Abilities:goodat economics;goodpresentationalskills; goodpresentationalskills; votedheadboyatschool;hasactedinschoolplays Interests:socialnetw Interests: socialnetworking;newsand orking;newsandcurrentaffa currentaffairs; irs;

games Personality:confident,sociable,lively,abitbossy

travelling Personality:strong-minded, Personality: strong-minded,talkative, talkative,easy-going, easy-going, sociable,ambitious,honestandreliable

Stephen

Stephanie

Abilities:goodwithhis Abilities:good withhishands;s hands;schoolchesschampion; choolchesschampion; hastrainedhispetdog Interests:goingtot Interests:go ingtothetheatre; hetheatre;makingmodel makingmodel aeroplanes;science Personality:reliableandrespon Personality:reliable andresponsible;quiteshy sible;quiteshy;; independent;sometimes independent; sometimesbad-tempered bad-tempered

Abilities:goodateconomics;goodorganisationalskills; hassetupherownonline hassetup herownonlinewebbusiness;h webbusiness;hashelped ashelped outatachildren’shome Interests:wildanimals;driving; Interests:wild animals;driving;surfingt surfingtheweb; heweb; performing Personality:out-going,trustworthy,persuasive,bossy, impatient,ambitious

Vet

Politician

Train driver 

Rewarding,secureandwell-paid job–longhours

Demandingjob–needtobegood atpublicspeakinganddebate

Routinebutresponsiblejob–lotsof travelling!

Teacher

Actor

Sales rep 

Needtobegoodatdealingwith people–long,paidholidays

Insecurejobbutglamorousand excitingifsuccessful

Longhoursbutregularpayrisesand acompanycar

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Unit5Communicativeactivity Findsomeonewho…

Readthequestionsinthetableandansw Readthequestionsintheta bleandanswer eryesor no inthe You  Youcolumn.Ifyouwriteyes,addanyextrainformation (e.g.when,whereorwhyyo (e.g.when,where orwhyyoudidthea udidtheactivity). ctivity). Standup,walkround Standup, walkroundandinterviewotherstud andinterviewotherstudents.Find ents.Findatleastoneperson atleastonepersonwhohas whohasdoneeach doneeachactivity. activity.

Have you ever …

You

Your classmates 

Yes or no? Extra information

Name

Extra information

beenonawalking holiday?

hadadangerous experience?

climbedamountain?

beensailing?

flowninahelicopter oraballoon?

beenonsafari?

beensnorkelling?

beentoatropical beach?

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Unit6Communicativeactivity Healthylivingquestionnaire Answerthequestionsinthequestionnaire,andt Answerthequestionsin thequestionnaire,andtickthest ickthestatementtha atementthatyouthinkispro tyouthinkisprobablytrue. bablytrue. Thenlookatyourinformationcardandworkwithapartnertodiscussyouranswers.

1 Howmanycup Howmanycupsofcoffeedo sofcoffeedoyoudrinkina youdrinkinaday? day? I Ith thin ink kI Is sh houl uld dd drin rink kfe fewe werr.

Ith Ithin ink kI’m I’ma all llo owed wedtod todri rink nkt th hat atma many ny..

2 Howmanyegg Howmanyeggsdoyoueat sdoyoueatinaweek? inaweek? Perh Perhap aps sI Ish shou ould ldn’ n’t tea eats tso oma many ny. .

Ido Idon’ n’t tha have vet to owo worr rry yab abou out tth this is..

3 Howmuchsug Howmuchsugardoyoupu ardoyouputinyourteao tinyourteaorcoffee? rcoffee? I’ I’m ms su ureI reI’l ’ll lh have aveto tocut cutdown down. .

I’m I’ma all llo owed wedtoh tohav ave eth tha at tmu much ch..

4 Howmanypiece Howmanypiecesoffruitdoyou soffruitdoyoueatinaday? eatinaday? Ishouldeatmore.

Idon’thavetoworryaboutthis.

5 Howmuch Howmuchchocolatedo chocolatedoyoueateveryweek? youeateveryweek? Ishouldcutdown.

Idon’thavetocutdown.

6 Howmuchmilkdoyoudrinkinaday? Ishouldcutdown.

Idon’thavetocutdown.

7 Howmuchsaltdoyoueateachday? I’ I’m ms su ureI reI’l ’ll lh have aveto tocut cutdown down. .

I’m I’ma all llo owed wedtoh tohav ave eth tha at tmu much ch..

8 Howmanylitreso Howmanylitresofwaterdoyou fwaterdoyoutakeineachd takeineachday? ay? I Ith thin ink kI Is sh houl uld dd drin rink kmo more re. .

Id Idon’t on’thave aveto tod dri rin nk km mor ore et th han ant th hat. at.

9 Howmuchpastadoyoueateveryday? I’mno I’m nota tallo llowed wedto toea eatt tthat hatmu much. ch.

Idon’ Idon’th thave aveto towo worry rrya abo bout utthi this. s.

10 Howoftendo Howoftendoyoueatfastfoo youeatfastfoodinaweek? dinaweek? Idon Idon’t ’th hav ave eto tow wor orry rya abo bout utt thi his. s.

168

Ire Ireal ally lyh hav ave eto toc cut utd dow own non onth this. is.

CARDA

CARDB

Coffee:neverdrinkmorethanfourcups.It’sgoodadvice Coffee: neverdrinkmorethanfourcups.It’sgoodadvice todrinkfewerthanthree.

Eggs:twoeggsisgood.ThreeisOK.Butdon’teatmore Eggs:twoeggsisgood.ThreeisOK.Butdon’teatmore thanthatinaday.

Sugar:don’thavemorethan40gramsofrefinedsugara Sugar: don’thavemorethan40gramsofrefinedsugara day(abouteightteaspoons).Butlotsoffoodshavesugar inthem,soit’sbestnottoaddsugartoteaandcoffee.

Fruit:youshouldeata Fruit:youshoul deatatleasttwo tleasttwopiecesof piecesoffruitaday! fruitaday! Britain’sDepartmentofHealthadvisesaminimumof fiveportionsoffruitorvegetableseveryday.

Chocolate: it’shighinfat,soyouareadvisedtoeatonly Chocolate:it’shighinfat,soyouareadvisedtoeatonly twobarsofchocolateaweek.

Milk:it’swholesomeandgoodforyou.Butthebest Milk:it’swholesomeandgoodforyou.Butthebest adviceistodrinknomorethanfourtofiveglassesaday.

Salt:asmallamountofsaltisgoodforyou.Butdon’thave Salt:asmallamountofsaltisgoodforyou.Butdon’thave morethan6gramsaday–whichisonlyoneteaspoonful.

Water:there’snoupperlimit,ofcourse,but2.5litresa Water:there’snoupperlimit,ofcourse,but2.5litresa dayisrecommended.

itisn’tbadforyou,sogoahead!Butifyoudon’t Pasta:itisn’tbadforyou,sogoahead!Butifyoudon’t Pasta: wanttoputonweight,limityourselftoonesmallbowl aday.

Fastfood: it’sbadforyou,sothebestadviceisnottoeat Fastfood:it’sbadforyou,sothebestadviceisnottoeat any.OnceaweekforatreatisOKbutmorethanthatis ano-no.

Generaladvice:ifIwereyou,I’d… Generaladvice: ifIwereyou,I’d…

Generaladvice:ifIwereyou,I’d… Generaladvice: ifIwereyou,I’d…

P hot ocopia ble co mmu nic a tiv e a ct i vit ie s

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Unit7Communicativeactivity Comparingflats Readtheestateagents Readthe estateagents’descriptions ’descriptionsofth ofthe ethreeflats threeflatsandhouses. andhouses.Thenco Thencomparethem mparethemusingthecriteriabelow usingthecriteriabelow,using ,using comparativeandsuperlativeforms.Decide comparativeandsuperlative forms.Decidewhichplace whichplaceyouwouldbuyand youwouldbuyandwhy. why.

21ACandidStreet Only£150,000

30HeadleyAvenue Only£280,000

•Afirst-floorapartmentwithtwobedroomsandalarge  balc balcon ony. y. •Itisunfurnishedandhasnocentralheatingordouble  glaz glazin ing. g. •Roomsarequitesmall. •Itispartofa1960stowerblockandinarun-downareabut nearthecitycentre.

•Asmalltwo-storeyhouseinaterracedrow. •Thehousehascentralheatingandthereisafireplaceinthe livingroom. •Twolargebedroomsandasmallatticroomwhichmayserve asabedroomoroffice. •Partlyfurnished.Historicnineteenth-centurybuilding. •Long,widegardenwithmatureplants.

4BSecretWay Only£250,000 •Awell-decoratedone-bedroomgroundfloorflat. •Ithascentralheatinganddoubleglazing. •Thelivingroomisverylargeandthebedroomissmalland  co cosy sy.. •Builtin1980,itislocatedontheedgeoftown. •Theflathasaccesstoanarrowsharedgardenandashared basementwithlaundryfacilities.

Size/space:

Facilities:

Price:

Location:

Style/character:

Other:

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Photocopiablecommunicativeactivities

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Unit8Communicativeactivity Unsolvedmysteries TheShagHarbourIncident

TheMaryCeleste

OnenightinOctober1967,residentsof OnenightinOctober1967,r esidentsofShagHarbour ShagHarbour inNovaScotiainCanad inNovaSco tiainCanadasawfour asawfourbrightlightsin brightlightsinthe the

InDecember1872,t InDecember 1872,themerchant hemerchantshipMary shipMaryCelestewas Celestewas foundfloatingcalmlyinthemid foundfloatingcalmlyin themiddleoftheAtlantic dleoftheAtlanticOcean. Ocean.

sky.Theywereflashinginastrangesequence.Suddenly thelightsdivedtowardsthesea,appearedtofloaton thewater,then thewater, thensuddenlyd suddenlydisappeared. isappeared.TheCanadian TheCanadian governmentinvestigated. government investigated.Nomiss Nomissingmilitaryplanes ingmilitaryplanes werereportedandnothin werereported andnothingwas gwasfoundin foundinthesea.A thesea.A mysteriousRussiansubma mysteriousRus siansubmarinehad rinehadbeenspottedoff-shore beenspottedoff-shore butotherwisenobodycouldexpla butotherwisenobo dycouldexplainwhatthelightswer inwhatthelightswere. e.

Theweatherwasfine,theshipwasin Theweatherwasfine,the shipwasingoodconditio goodcondition n anditssailswerestillup, anditss ailswerestillup,whichmeant whichmeantthatthe thattheshipwas shipwas headingcalmlytowardsSpain.Althoughtheshiphad beenatseaforamonth,ithadp beenatseaforam onth,ithadplentyoffoodan lentyoffoodandwater dwater onboard.Theship’scargowasstillinplaceandthecrew’s belongings(includingvaluables)wereontheship.A belongings(includingvaluab les)wereontheship.Allthat llthat wasmissingwasthecrew.Therewasnobodyonboard– andnobodyeversawanyofthecreweveragain.

Possiblesolutions

Possiblesolutions

EasterIsland EasterIslandisaremoteislandinthe EasterIslandisaremote islandintheSouthPacific.It SouthPacific.It isonlyabout20 isonlya bout20kilometreslong kilometreslongandhasapopulatio andhasapopulation n ofabout2,000peop ofabout 2,000peopleofPolynes leofPolynesiandescent. iandescent.Itwasn’t Itwasn’t exploredbyEuropeans exploredby Europeansuntiltheeighteenthcent untiltheeighteenthcentury. ury. However,ontheislandthereareover800ten-metre-high stonecarvingsofst stonecarvings ofstrange-lookinghead range-lookingheads.They s.Theylooklike looklike thelong,elongatedhead thelong, elongatedheadsof sofgiants.Whocouldpos giants.Whocouldpossibly sibly havecarvedthem?

Possiblesolutions

TheLochNessMonster

Therehavebeennumeroussightingsof‘Nessie’the monsterwholivesinLoch monsterwho livesinLochNess,a Ness,averylong,deep verylong,deeplake lake inScotland.In19 inScotland .In1933,a 33,amancalledGeorgeSpicer mancalledGeorgeSpicerspotted spotted adinosaur-likecreaturecrossingtheroad.Hesaiditwas eightmetreslongandhad eightmetreslon gandhadanecklikean anecklikeanelephant’strunk elephant’strunk.. In1934,aphotographwastakenwhichappearstoshow along-neckedcreatureon along-necked creatureonthesurface thesurfaceofthelake.Andin ofthelake.Andin 1954,afishingboatusingsonarappearedtolocateahuge fast-movingcreaturebelowtheirboat.Whatcouldbe downthere?

Possiblesolutions

FrederickValentich

In1978,FrederickValentichwasflyinghisplanetowards KingIslandinAustralia. KingIsland inAustralia.Itwas Itwasanuneventfu anuneventfulfli lflight ght untilhespottedanaircraftbehindhim.Hesentaradio messagetosaythatanaircraftwasfollowinghim.Afew minuteslater,contactwithValentich’splanewaslostand hedisappeared.Nobodyhaseverfoundanyremainsof  hisplane.Beforehe hisplane. Beforehedisappearedhe disappearedhewasabletosend wasabletosendone one finalmessage:‘Itishoveringb finalmessage:‘It ishoveringbutitisno utitisnotanaircraft tanaircraft’. ’.

Possiblesolutions

170

P h ot o co p iab le co mmu n ica ti v ea ct ivit ie s

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Unit9Communicativeactivity Theshoppingquiz 1 GUMisthen GUMisthenameofachain ameofachainofdepartment ofdepartmentstores.Inwhichcountry stores.Inwhichcountryaretheylocated aretheylocated? ?

a Russia

b Brazil

c Australia

2 Bennett’sof Bennett’sofIrongateinD IrongateinDerbyisBritain erbyisBritain’soldestdepa ’soldestdepartmentstore.Wh rtmentstore.Whenwasit enwasitfounded? founded?

a Inthe18thcentury

b inthe19thcentury

c int inth he20thcentury

3 TheAmericancompany TheAmericancompanyWalmarthas Walmarthasmorestoresth morestoresthananyothergroceryo ananyothergroceryordiscountd rdiscountdepartment epartment storeretailerintheworld.Howmany storeretailerinthe world.Howmanystoreshavebeen storeshavebeenopenedby openedbythecompany? thecompany?

a Between3,000and5,000

b between5,0 ,00 00and7,0 ,00 00

c between7,0 ,00 00and9,000

4 ‘Candylicious’inDubaiclaimstobeth ‘Candylicious’inDubaiclaimstobethelargestshopof elargestshopofitstypeinthewo itstypeintheworld.Whichofthe rld.Whichofthe followingproductsaresoldintheshop?

a clothes

b sweets

c cosmetics

5 TheLittleShop,whichc TheLittleShop,whichclaimstobeBritain’ssmallestshop, laimstobeBritain’ssmallestshop,wasopened wasopenedinYorksh inYorkshirein2011. irein2011. Howwideisit?

a 1metre

b 2metres

c 3metres

6 Macy’sison Macy’sisoneofthe eoftheworld’smostfamo world’smostfamousdepartment usdepartmentstores.Inwhich stores.Inwhichcitycanitbefound? citycanitbefound?

a London

b NewYork

c Paris

7 TheDubaiMallison TheDubaiMallisoneoftheworld’slargestsh eoftheworld’slargestshoppingcentre oppingcentres.Howman s.Howmanyvisitorstoithemall yvisitorstoithemall havebeenrecordedinoneweek?

a A Ab bout500,000

b a ab bout750,000

c a ab bout1million

8 Bootsiso BootsisoneofBritain’s neofBritain’smostfamous mostfamouschainsofshops.Which chainsofshops.Whichofthefollowing ofthefollowingmightbebought mightbebought

there? a shoes

b fryingpans

c aspirins

9 Whereisth Whereistheworld’solde eworld’soldestcoveredm stcoveredmarketlocated? arketlocated?

a Rome

b Athens

c Istanbul

10 WhenwasEngland’soldestsweetshopfirstopened?

a 1762

b 1827

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Unit10Communicativeactivity Namethatword StudentA

HIP

HEART

COSMETIC SURGERY

DEAF

TREATMENT

X-RAY

PARAMEDIC

A&E

WARD

FOOD POISONING 

SHIN

FOREARM

BIONIC ARMS

AMPUTATE

BLIND

PAINFUL

DONOR

OPERATING THEATRE

BEE STING

TRIP

BRAIN

KIDNEY

TRANSPLANT

WOUNDED

HEAL

INJECTION

RADIOGRAPHER

BRUISE

SURGERY

BOTOX

BONE

LIMB

INJURED

CURE

APPOINTMENT

FIRST FIRST AID

SPRAIN

SURGEON

AMBULANCE

STITCHES

✂

StudentB

✂

StudentC

✂

StudentD

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Unit11Communicativeactivity Theuncontactedtribe GroupA YouarepartofaresearchgroupthathasjustreturnedfromtheAmazonrainforest.Youclaimtohavemet anuncontactedtribebutnobodybelievesyou.Youwanttoproveyouhavemetthetribeinordertogetfame andextrafunding,andinordertostoploggingintheareawherethetribelives.Soyouneedtogetyour storystraight! Worktogethertodecideonthenameofthetribe,wheretheylive,whattheyeat,howtheygrowfood,what theydointheirfreetime,whatsimpletechnologytheyhave,whatanimalstheyhunt,etc.Makesureyouall havethesameinformationbecausejournalistswillquizyouonthis!

✂

GroupB Youarejournalistsforvariousmagazinesandnewspapers.Aresearchgrouphasjustreturnedfromthe Amazonrainforest.Theyclaimtohavemetanuncontactedtribebutyoudon’tbelievethem.Youwantto provetheyhaven’tmetthetribeinordertogetanexclusivestoryforyourpublication.Soyouneedtoask lotsofquestionstoprovetheirstorywrong! Worktogethertodecideonquestionstoask.Youcould,forexample,askwhatthenameofthetribeis,where theylive,whattheyeat,howtheygrowfood,whattheydointheirfreetime,whatsimpletechnologythey have,whatanimalstheyhunt,etc.Makesureyouallhavesimilarquestionsbecauselateryouwillhaveto compareyouranswerstofindoutwhethertheresearchersaretellingthetruth!

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Unit12Communicativeactivity Thefinalquiz Findouthowmuchyourememberofthecoursebydoingthequiz. 1 Inwhichcountrydoesabride Inwhichcountrydoesabridewearred wearredororangea ororangeatherwe therwedding? dding? 2 Accordingtoresearcher Accordingtoresearchers,whichcolour s,whichcolourismostlikely ismostlikelytohelp tohelpyouwin? youwin? 3 Wheredoestaikodru Wheredoestaikodrummingcomefrom mmingcomefrom? ? 4 NametwofilmsthatBazLu NametwofilmsthatBazLuhrmannhasdirect hrmannhasdirected. ed. 5 Whatpercenta WhatpercentageoftheEarth’ geoftheEarth’ssur ssurfaceiscove faceiscoveredinwater redinwater? ? 6 WhendidtheybuildtheT WhendidtheybuildtheTitani itanic? c? 7 Whatjobwillmostpeopleha Whatjobwillmostpeoplehavewhen vewhentheystart theystartbuildinganew buildinganewChinesefacto Chinesefactorytown? rytown?

8 What’sthepop What’sthepopulati ulationofChina? onofChina? 9 WherehasbiologistMikeFaylive WherehasbiologistMikeFaylivedforthelastsix dforthelastsixyear years? s? 10 10Whatage Whatagegroupofholidaymak groupofholidaymakersfrom ersfromBritain Britainhasdoubledin hasdoubledinrecentyears recentyears? ? 11 11Whatcheese Whatcheesemustyou mustyouuseona useonarealPizza realPizzaNapoletana? Napoletana? 12Whatisthename 12What isthenameofthedrugincoffe ofthedrugincoffee? e? 13Inwhichcountrydopeopleliveingers? 14 14Whatdoy Whatdoyoucalla oucallarowofhouses rowofhousesjoinedtogether? joinedtogether? 15 Whichbirdmight Whichbirdmightusetheearth’s usetheearth’smagneticfieldin magneticfieldinordertomigrate ordertomigratehugedistances? hugedistances?

16 16Whichfamous Whichfamousfemaleav femaleaviatormus iatormusthave thavediedina diedinacrashin19 crashin1937? 37? 17 Whenyoubuysomething,what Whenyoubuysomething,whatareyougiven areyougiventoproveyour toproveyourpurchase? purchase? 18WhataremarketplacescalledinMorocco? 19NamethebionicbodypartwhichAmandaKittshas? 20 Whatdoyoucalltheroomwh Whatdoyoucalltheroomwherepatientssleepin erepatientssleepinahospital? ahospital? 21 WheredidFunaisaythatthey WheredidFunaisaythattheyhadfoundan hadfoundanuncontactedtribe uncontactedtribe? ? 22 Nameawell-knownwebsitethathe Nameawell-knownwebsitethathelpsyouupload lpsyouuploadphotos. photos. 23Whowrote

TheManWhoAteHisBoots?

24 InwhichyeardidScottdieonh InwhichyeardidScottdieonhisreturnfromthe isreturnfromtheSouthPole? SouthPole?

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Photocopiablecommunicativeactivities: teacher’snotes Unit1:Classsurveys

Unit4:Theperfectjob

AIM:Topractisepresentsimpleandpresentcontinuous;

AIM:Topractise will AIM:Topractise  will,, won’t  won’t,, might  mightor or mightnot  mightnottomake tomake

vocabularyfromtheunit MATERIALS:Aphotocopiableworksheetforeachstudent (oroneworksheetforevery (oroneworks heetforeveryfourstudents fourstudentscutintofour cutintofour)) METHOD:Dividetheclassintogroupsoffour.Allocate asurveytoeachgroupa asurveyto eachgroupandtellthem ndtellthemtowritemultipletowritemultiplechoiceoptionsforthethreequestionsontheirsurvey. Studentsshouldthenworkindividually.Telleachstudent tostandupandfindastudentintheclasswhoprepared adifferentsurvey.Tellthemtointerviewthestudent, notetheiranswers,andt notetheirans wers,andtoanswerth oanswertheotherstuden eotherstudent’s t’s questions.Whenstudentsh questions.When studentshavecompleted avecompletedtheirsurveys, theirsurveys, askthemtoreturntotheirgroupsandcomparetheir answers.Studentsfromeachgroupcanpresenttheir findingstotheclass.

predictions;vocabularyfromtheunit MATERIALS:Aphotocopiableworksheetforeachstudent METHOD:Dividetheclassintogroupsoffourorfive.Tell eachgrouptoread eachgroup toreadtheprofiles theprofilesofsixeighteenyear ofsixeighteenyearolds olds andthedescriptionsofsixjobs.Checkanywordsstudents arenotsureof.Askstudentsintheirgroupstopredict whatjobstheteenagers will whatjobstheteenagers or mightnot be  will,, won’t  won’t,, might  mightor  mightnotbe suitablefor.Studentsmustexplaintheirreasonstoeach otherandagreeonadifferentjobforeachperson.

Unit2:Worldmusician

Unit5:Findsomeonewho…

AIM:Topractisepresentperfectsimplequestionsandto findoutaboutworldmus findoutabo utworldmusicianFemiKuti icianFemiKuti

AIM:Topractisepresentperfectsimpleandpastsimpleto talkaboutexperiences;vocabularyfromtheunit MATERIALS:Aphotocopiableworksheetforeachstudent

MATERIALS:Onephotocopiableworksheetforeachpair ofstudents,cutintotwosections METHOD:DividetheclassintoA/Bpairs.Students readtheirtextabout readtheir textaboutworld worldmusician,FemiKuti,and musician,FemiKuti,and thinkabouthowtoformquestionsfromtheprompts inbrackets.Whentheyareready,studentstaketurnsto askandanswerquestions askand answerquestionswith withtheirpartnertocomplete theirpartnertocomplete thegapsintheirtext.When thegapsin theirtext.Whentheyhave theyhavefinished,students finished,students comparetheirtexts.

Unit3:Navigatingthewaterway AIM:Topractisepastsimple,pastcontinuousandpast perfect;vocabularyfromtheunit MATERIALS:Aphotocopiableworksheetforeachgroup offourorfivestudents; offouror fivestudents;adiceforea adiceforeachgroup chgroup METHOD:Handoutaworksheettoeachgroup.Telleach individualtoplacea individualto placeacounter(e.g.acoin)o counter(e.g.acoin)ontheSTA ntheSTART RT square.Studentstaketurnst square.Students taketurnstothrowt othrowthediceand hediceandmoveto moveto therelevantsquare.They therelevant square.Theymustthen mustthenanswerthequestion answerthequestion orcarryoutthetaskon orcarryout thetaskonthesquare.T thesquare.Therestof herestofthegroup thegroup mustdecidewhethertheyhave mustdecidewhet hertheyhaveperformedtheir performedtheirtask task appropriately(iftheydon’t,t appropriately(ifth eydon’t,theymustmiss heymustmissaturn).The aturn).The winneristhefirststudent winneristhe firststudenttoreachthe toreachtheFINISHsquare. FINISHsquare. Studentsmustthrowtheexactnumbertolandonthe FINISHsquare.Monitorandnoteerrorsstudentsmake foranextendederror foran extendederrorfeedbackat feedbackattheend. theend.

SUGGESTEDANSWERS

Simon:actor;Sally:teacher;Stephen:traindriver; Sarah:vet;Sam:politician;Stephanie:salesrep

METHOD:Askstudentstor METHOD:Askstudents toreadthe eadthequestionsin questionsinthetable thetable andtowriteyes andtowrite or no yesor  no dependingonwhethertheyhave everdoneanyofthea everdonean yoftheactivities.Ifthey ctivities.Iftheywrite writeyes ,theymust yes,theymust addanyextrainformationinthe‘extrainformation’box (e.g.when,whereorwhy (e.g.when,w hereorwhytheydidthe theydidtheactivity). activity). Askstudentstostandup,walkroundandinterview otherstudents.Theymust otherstudent s.Theymustfindatleast findatleastonepersonwh onepersonwho o hasdoneeachactivityandnotetheirnameandanyextra information.Thewinner information. Thewinneristhefirs isthefirststudenttocomp tstudenttocomplete lete theirtable.Infeedback,ask theirtable.In feedback,askdifferentstudents differentstudentstotellthe totellthe classwhattheyfo classwhat theyfoundoutaboutclas undoutaboutclassmates. smates.

Unit6:Healthyliving questionnaire AIM:Topractisemodalverbstogiveadviceonstudents’ healthylivinghabits MATERIALS:Aphotocopiableworksheetforeach student,cutintothreesections METHOD:Givestudentsthequestionnaireandaskthem towritetrueanswersto towritet rueanswerstothequestions. thequestions.Thenaskthem Thenaskthemto to tickthestatement tickthe statementthattheythinkis thattheythinkisprobablytrue. probablytrue.Tell Tell themtodecidewhetherth themtod ecidewhethertheythinktheyea eythinktheyeatordrink tordrinktoo too muchortoolittleofanything. DividetheclassintoA/Bpairs.GiveStudentsACardA andStudentsBCardB.Inpairs,studentsreadoutthe answersontheirquestionnaireandcommentoneach other’sanswersusingappropriate other’sa nswersusingappropriatemodalsand modalsandthe the informationontheircards.Attheend,studentsmustgive eachothergeneraladviceabouttheirhealth.

175

 

Unit7:Comparingflats AIM:Topractisecomparativesandsuperlativesto comparedifferenthousesandflats MATERIALS:Aphotocopiableworksheetforeachstudent (oronepergroup) METHOD:Dividethe METHOD:D ividetheclassinto classintogroupsofthreeor groupsofthreeorfour. four. Telleachgrouptoreadtheestateagents’descriptions ofthethreeflatsandh ofthethree flatsandhouses.Thena ouses.Thenaskthemto skthemtowrite write sentencestocomparethemusingcomparativeand superlativeforms,usingth superlativeforms, usingthecriteriao ecriteriaontheworksheet ntheworksheet (size,locationetc.)andan (size,location etc.)andanyothercriteria yothercriteriatheythinkof. theythinkof. Askstudentstocomparethedifferentplacesanddecide whichonetheywouldbuyandwhy.

finished,playagainwithStud finished,playa gainwithStudentBdoing entBdoingthedefining. thedefining. Usefulphrases

Unit8:Unsolvedmysteries

AIM:Topractiseaskingandansweringquestions,andto usereportedspeechto usereported speechtodiscusswha discusswhatyouhaveheard tyouhaveheard MATERIALS:Aphotocopiableworksheetforeachpairof  students METHOD:Dividetheclass METHOD:D ividetheclassintoaneven intoanevennumberof  numberof  groupsoffourtosixstudentsandnamethegroupsAor B.Giveallthestudents B.Giveallt hestudentsineachgroup ineachgroupthesamewo thesameworksheet rksheet part(AorB).Tellthemtoreaditcarefully,thendecideon theirstoryorpreparetheirquestions.Eachstudentshould makenotesontheir makenotes ontheirsheet.Dividetheclass sheet.DividetheclassintoA/B intoA/Bpairs pairs

AIM:Topractisemodalsofspeculationtodiscussandtry tooffersolutionstogreat,trueunsolvedmysteries MATERIALS:Aphotocopiableworksheetforeachstudent METHOD:Dividethe METHOD:D ividetheclassinto classintogroupsoffouror groupsoffourorfive.Tell five.Tell eachgrouptoreadthefirstmystery–TheShagHarbour Incident.Thenaskthem Incident.Then askthemtodiscusspossibleso todiscusspossiblesolutions.For lutions.For ThelightscouldhavebeenUFOs,Theymighthave example, beensomesortofsecretweapon… Oncestudentshave Oncestudents haveagreedthe agreedthemostlikelysolutions,they mostlikelysolutions,they shouldwritethemdownonthesheet,thenmoveontothe nextmystery.Attheend,infeedback,findoutwhichare themostpopulartheoriesforexplainingeachmystery.

Unit9:Theshoppingquiz AIM:Todoaquizonshoppingwhichinvolvesusing passiveforms MATERIALS:Aphotocopiableworksheetforeachstudent METHOD:Dividethe METHOD:D ividetheclassinto classintopairsorsmallgroups pairsorsmallgroups todothequiz.Infeedback, todothe quiz.Infeedback,askstudents askstudentstoproduce toproducefull full passivesentencestogive passivesentences togivetheiranswers. theiranswers.Findoutwhich Findoutwhich pairorgrouphasmostcorrectanswers. ANSWERS 1 2 3 4 5

a a(1734) c(approximately8,500) b c(It’s3mlongand3m wide)

6 7 8

9 10

b b c(Itisachainof chemist’s) c(TheGrandBazaar) b

Unit10:Namethatword AIM:Topractisedefiningvocabularyfromtheunitina game,usingrelativeclauses MATERIALS:Aphotocopiableworksheetforeachgroup offourstudents,cutintosections. METHOD:Giveeachgroupa METHOD:Give eachgroupaworksheet,cut worksheet,cutupsothat upsothat eachstudenthasadifferentsetofwords.Tellthemto

176

preparetodefinetheirwords.Writesomeoftheuseful phrasesbelowontheboardtohelp.TellStudentAin eachgrouptostart eachgroup tostartdefiningt definingtheirwords.Theother heirwords.Theotherthree three studentsineachgro students ineachgroupmust upmustlistenandguessthe listenandguessthewords. words. Tellthemtoshoutoutuntiltheygettherightword.As soonastheyhaveguessedaword,StudentAmoveson tothenextdefinition.T tothenex tdefinition.Thegroupthat hegroupthatguessesallStud guessesallStudent ent A’swordsfirstisthewinner.Onceallthegroupshave

Photocopiable communicativeactivities:teacher’s notes

It’sanoun/verb/adjectivewhichm It’sanoun/verb/adjective whichmeans… eans… It’s It’ssomeone someone who… who … It’sathi It’sathing ngweus weuseto… eto… It’sapl It’saplace acewher where… e…

Unit11:Theuncontactedtribe

(ajournalistwitharesearcher).Journalistsmustasktheir questionsandnotetheresearchers’answers.Tellstudents toreturntotheiroriginalgroupsandcomparetheir information,usingreported information, usingreportedspeech,e.g. speech,e.g. Heaskedmeabout …andIsaid…, etc.In etc.Infeedback,journa feedback,journalistssay listssaywhich which partsoftheresearchers parts oftheresearchers’stories ’storiesweredifferent. weredifferent.

Unit12:Thefinalquiz AIM:Toremember/reviseinformationfromthe Student’sBookinaquiz MATERIALS:Aphotocopiableworksheetforeachstudent METHOD:Dividetheclassintopairstodothequiz.You couldaskstudentstodoitinoneoftwoways.Youcould askthemtodoitwithoutlookingattheStudent’sBook– findouthowmuchtheycanremember.Oryoucoulddo itasaresearchtask–studentsinpairsmustlookthrough theStudent’sBooktofindtheanswers. ANSWERS

India red 3 Japan 4 StrictlyBallroom, Australia,MoulinRouge 5 70% 6 1912 7 constructionworker 8 1.3billion 9 centralAfrica 10 over60s 11 MozzarelladiBufala 12 caffeine 1

13

2

14 15 16 17 18 19 20 21 22 23 24

Mongolia terrace arctictern AmeliaEarhart receipt suqs(souks) arm ward Peru Flickr AnthonyBrandt 1912

PHOTOCOPIABL

 

Workbookanswerkey Unit1

3

  1tenpercent

Shecan’ttelliftheDVDplayeris ttelliftheDVDplayerisonoroff onoroff–becausethe –becausethe 2Shecan’

1a(pages4and5) 1 purple 2   1F   3   1spend

2F

3T

   

2seems…like

 

buttonsareredandgreen. 3blue 4T

 

5feel

 

6need

 

4red,green,blue

5F

 

5policeofficer,airlinepilot 9isgetting 10arespeculating

3Does…belong   7aredisappearing

4

4possess

 

8move

  1natural

 

3minority

2common

5

  1use

4arenowreporting

 

3come

6 7

5isincreasing

 

6know

 

7cause

 

8don’tunderstand

 

9isbecoming

 

  4Do(you)think 2’m/amlooking   5Are(you)thinking 3does(thisbag)belong   6suppose 1Hegoesoutwithfriendsatweekends.  orAtweekends,he goesoutwithfriends. He’s/Heisspending /Heisspendingtimewithhisfamilytoday. timewithhisfamilytoday.  or 2He’s Todayhe’s odayhe’s/heisspendingtimewithhis /heisspendingtimewithhisfamily. family. 3He’s/Heismakinglunchatthemoment.  orAtthe moment,he’s/heismakinglunch. 4Heusuallymakeslunch. 5Hedoeshouseworkeveryday.   orEverydayhedoes

1

Kandinsky’ssynesthesiamixedcolour, Kandinsky’ssynesthesia mixedcolour,hearing, hearing, touchandsmell. 5Seeingwordsincolour. 6Ourbrains. 1taste   2hears   3hearing   4touch 1WheredoesMarkcomefrom? Canada. 2Whoelseinhisfamilyhasthesamecondition? Hissister. 3What’s/Whatisthenameofhiscondition? Synesthesia. 4WhichsensegivesMarkproblems?

1Howmanybrothershaveyougot? 3WhydoyoualwaysgotoFrance? 4Whereareyoufrom?

2It’sapleasuretomeetyou  orI’mverypleasedtomeetyou 4Whydon’tIgiveyoumycard?

3   1for 4a  1 e

 

2on

2courage

 

2d

 

5sadness

 

4wisdom

 

5smell

4c

 

3Yes,Ihave.

 

5f 

 

   

6at 6a

5No,Ican’t.

 

4Yes,Ido.

 

5for

 

6Arethey?

 

3known

 

4togiveinformation

 

  1Iamworkingonanewproductthisyear. or Thisyear

Iamworkingonanewproduct. 2Icanalsohelpyouwithnewprojects. or Also,Icanhelp

youwithnewprojects. Wearecurrently arecurrentlyadvisinganationalcompany. advisinganationalcompany. or 3We Currently,weareadvisinganationalcompany. Wearecompletinga arecompletingamajorcontract majorcontractatthistime. atthistime.   orAtthis 4We time,wearecompletingamajorcontract. 5Inadditiontothis,wehaveofficesinallmaincities.

3

6WeworkinTVtoo.   1designer

5developing

 

2consultant

 

3special

 

4dyes

 

6allergic

   

9continually 10painter

7passion 8colourful

-er/-or:administrator,competitor -ant:assistant,consultant,participant -ian:electrician,librarian,musician,politician

2 -er 3   1librarian 8

1c(page8)

 

3participants

2artists

 

4optician

  1Japan

 

3France

2Brunei

1 5   1green

3b

 

4in

 

3Aboutus:d

2

5passion

4mourning 3love

3at

 

2Satisfiedcustomers:a

6Whatareyourfavouritestories?

2

 

1 -ist:artist,biologist,scientist

5Canyouspeakanyotherlanguages?

  1happiness

f

Wordbuilding/Learningskills/Check! (page11)

2Doyoulikeyourjob?

7

8

3it’sbeengoodtalkingtoyou. or let’sstayintouch.

5b Possibleanswers:

 

 

h

1b 1Aboutourwork:bc

He’samusician. WhatcolourdoesMark’ssisterass colourdoesMark’ssisterassociatewithTu ociatewithTuesday? esday? 6What Brown.

3power

7

  1MayIintroducemyself?

2informal

Taste.

 

 

b

6O:I’mverypleasedtomeetyou.

2

1e(page10)

 

6

5C:It’sbeengoodtalkingtoyou.

1a  1 letter

2knowledge

 

d

4C:Let’sstayintouch.

3Yes.It’sabittoomuchsometimes.

  1luck

5

3O:MayIintroducemyself?

2Twoormoreoftheirsensesgetmixedup.

5WhatisStevieWonderfamousfor?

6

 

a

2C:Whydon’tIgiveyoumycard?

4Mark’ssynesthesiameansthathetasteswords.

 

4

  1O:It’sapleasuretomeetyou.

2Isit?

  1No.

 

 

c

1d(page9)

1b(pages6and7)

2 3

3

4b 1246 5   1Areyou?

housework. 6HeneverdoesDIY.

1

 

g

4A:Doyouseehoweasyitis?

  1Do(you)like…Does(it)look

 

2

3B:Youneedtoseeadoctor.

5smaller

 

 

e

  1A:Louisaisseeingsomeonenew. 2B:Isee.Well,thanksanyway.

4thecold

 

2contain

  1

4 5

 

4Chicago

   

5photographer 6electrician 5Mexico

   

6Peru

PAPUANEWGUINEA  

2men

 

3three

 

4lead

177

 

Unit2

5

  1had

3Have…got   5’ve/have

 

2’s/has

4have

 

6have

 

   

7having 8had

2a(pages12and13) 1   1Kristen   2Alvaro   3Theo   4Carmen   5Tara 2   1T   2N   3T   4T 3   1acrobat   2juggler   3livingstatue   4puppeteer 4 eightverbs:I’veknown,Ihav eightverbs:I’veknown,Ihaven’tlived,I’ve en’tlived,I’vefelt,I’ve felt,I’ve 5

 

6

 

8

neverseen,I’vejustarrived,I’vealreadyheard,I’ve neverseen,I’vejustarrived,I’ve alreadyheard,I’venever never experienced,We’vebeen 1We’ve/Wehavebeenherefor…we’ve/wehaveseen 2I’ve/Ihaveperformedeverynightsince 3We’ve/Wehaveneverhad Myfriendhaslivedherefo aslivedherefor…I’ve/Ihave r…I’ve/Ihavedecided decided 4Myfriendh 5I’ve/ I’ve/Ihavealwayswanted…Since Ihavealwayswanted…SinceI’ve/I I’ve/Ihavebecome havebecome 6Ihaven’theard yet? 1Haveyouseen BillyElliot BillyElliotyet? Don’treservemea emeaticket.I’vealreadybought ticket.I’vealreadyboughtmine. mine. 2Don’treserv Ican’tmeetyoulater.I meetyoulater.Ihaven’tfinishedmy haven’tfinishedmyworkyet. workyet. 3Ican’t 4We’vejustbeentoseeLadyGaga.Wow! 5Iarrivedthis IarrivedthismorningandI’ve morningandI’vealreadyseendozens alreadyseendozens ofperformances. I’mnotsurewhatthat tsurewhatthatmeans!I’ve means!I’vejuststarted juststarted 6I’mno learningSpanish.

  1cheerful/melodic 2unusual

1

  1Doyouwantto,Wouldyouliketo 2

Doyoufeellike,Doyoufancy

2 Possibleanswers: Yeah,whynot? Ilikethesoundofthat. I’mnotkeenonhim. 1What’son? 2 Who’sitby? 3Who’sinit? 4When/Whattimeisiton? 5What’sitabout?

3

 

4

  1Itwasabsolutelyhilarious. 2Itwasabsolutely/reallyawful. 3Itwasreally/veryboring. 4Itwasreally/verygood. 5Itwasreally/verydisappointing. 6Itwasabsolutely/reallybrilliant.

6

  1bored

3disappointed

 

2amazing

 

4moved

 

 

5depressing 6fascinating

5melancholy/moving

 

2e(page18)

6tuneless

 

3lively/rhythmic

2d(page17)

7repetitive

 

1a  1 therefore

4catchy

2bothoptionsarecorrect

 

4Forthatreason, 5but

3

bothoptionsarecorrect

2b(pages14and15) 1

2

  1Ireallyenjoy

1b a DespitebeingfromaclassicalIndianbackground,he’shad

5Myschedule

 

2Ihope

 

6Wedecided

3Ikeep

 

7Ifinished

4Ineed

 

8Iagreed

  agoing…tocome btodo 1btotake

4bchanging

 

7bnottogive

2atoget

 

5awatching

 

8atodo

3btogo

 

6bplanning

 

3

  1dancing

4 5

  1T

6

  1cry

 

3tochange

 

2tointroduce  

2F

  1todo

 

2standing 2Smile

 

4T

 

 

3tofall

 

5todo

4going

 

6Planning

   

 

7dancing

 

6smile…smile

3give

 

5make

4sing

 

6write

7b 1Authorswriteplays.

6joining

5laughing…sad

 

4laugh…cry

 

9aSeeing 5tofind

5T

 

3Cheerup

 

7a  1 play 2tell

4learning

  3F

 

 

7star

 

2Comedianstelljokes. 3Musiciansplayinstruments. 4Ordinarypeoplesingkaraoke. 5Politiciansgivespeeches. 6Rockbandsmakealbums.

2c(page16) 1

becauseit’saboutpeople’s aboutpeople’slivesononeday livesononeday,24July2010 ,24July2010   1becauseit’s 2adocumentary 3ordinarypeoplefrom40differentcountries 4no 5filmdirectorKevinMacdonald’s 6onYouTube

2

  124July2010 290minutes

3 c 4   1c

   

3400 440

   

mainstreamsuccessinthewest. HeplayedonBeatlesrecords.Because Heplayedon Beatlesrecords.Becauseofthis,he ofthis,hequickly quickly becamewell-knowninEurope. c AlthoughheenjoyedthemusichemadewiththeBeatles, hedidn’tliketheattentionitbrought. WhilehelovesMatisseandPicasso,h MatisseandPicasso,hedoesn’tbelieve edoesn’tbelievein in d Whileheloves owningart. e Hebeganasadancer,buthebecamemoreinterestedin makingmusic. f AlthoughIdon’tknowmuchaboutclassicalIndianmusic, Ilovehiswork.

b

54,500

 

7192

681,000

  2d   3b   4c   5d   6e   7e   8a   9a

2 Themissingsentencesare:  2a,  3b,  5 f. RaviShankarisaclassicalIndian RaviShankaris aclassicalIndianmusicianwhohas musicianwhohashad had hugesuccessovermanydecades.I’vefollowedhis hugesuccessovermanydecades.I’ vefollowedhiswork work sinceIsawhimonT sinceIsaw himonTVafewyearsago.Despite Vafewyearsago.Despitebeingfrom beingfrom aclassicalIndianbackground,he’shadmainstreamsuccess intheWest.This inthe West.Thisbegandecades begandecadesagowhenheworkedwith agowhenheworkedwith GeorgeHarrison,oftheBeatles.HeplayedonBeatles records.Becauseofthishequickly records.Becauseof thishequicklybecamewell-knownin becamewell-knownin Europe.Ofcourse,I’mtooyoung Europe.Ofcourse, I’mtooyoungtorememberthe toremembertheBeatles. Beatles. Ienjoythemusichemakes Ienjoythe musichemakesnowadays.AlthoughI nowadays.AlthoughIdon’t don’t knowmuchaboutclassicalIndianmusic, knowmuchabou tclassicalIndianmusic,Ilovehis Ilovehiswork. work. Ilikeitbecauseitsoundsbeautifulandunusualtome. It’sreallydifferentfromWeste It’sreally differentfromWesternmusic. rnmusic.There’ssomuch There’ssomuch differentstuffouttheretolisten differentstuffout theretolistento,andIen to,andIenjoyitall. joyitall.

Wordbuilding/Learningskills/Check! (page19) 1 bad:actor,influence,mood,student big:influence,role,statue,success English:actor,couple,people, English:actor, couple,people,sstudent tudent famous:actor,ccomedies,couple,people,statue omedies,couple,people,statue living:actor,couple,people mainstream:actor,comedies,success ordinary:couple,people,role,student romantic:actor,ccomedies,couple,mo omedies,couple,mood,role od,role special:couple,effects traditional:comedies,couple,people,role young:actor,couple,people, young:actor, couple,people,student student

17 178 8

Workb Workboo ookan kanswer swerk key

 

2

  1biginfluence

4romanticcomedies

 

2youngcouple

5specialeffects

 

3mainstreamsuccess

6

  1portrait

5orchestra

 

2entertainers 3reggae

9new

 

6Romeo+Juliet

 

1 Italy 2   1fromanundergroundwaterreserve toextractthewater,bottleitand water,bottleitandsellitasdrinkingw sellitasdrinkingwater ater 2toextractthe

10choir

 

7magician

 

4flamenco

6badmood

 

3c(page24)

3Hehadwrittenalettertothenewspaperaboutbanning

11espresso

 

bottledwater.

8awful

 

Thetowndecidedtobecome decidedtobecome‘bottledwaterfree’. ‘bottledwaterfree’. 4Thetown

PERFORMANCE

5afternationalandinternationalnewspaperswrotearticles

Unit3

3

aboutthestory

  1theydidn’twanttobuytheirownwaterinbottles 2fightthewatercompany…banbottledwatercompletely

3a(pages20and21) 1 2 3

3hadgone‘plasticbagfree’

  1c   2a

4is300timesgreaterthantapwater

4 5

  1saw 2bestmoment 3solvetheproblem 4amountofworkyouhavetodo

5

 

  1become

6wassuccessful Whendidthesportsfishermen thesportsfishermenseesomeocean seesomeoceanicwhitetips? icwhitetips? 1Whendid 2WhendidBrianSkerryspotashark? 3Howdidheknowthatitwasawhitetip? 4WhatwereSkerryandhisassistantgoingafterattheendof  theassignment? 5Whathappenedontheeighthday? WhatwasSkerrydoingwhen Skerrydoingwhentheweatherimproved? theweatherimproved? 6Whatwas

  1saw…weresurfing

1

  1During

2

  1when

3flew 4dealt

1

 

4d

7o

 

10l

 

13b

 

5i

 

8f 

 

11j

 

14n

6g

 

9k

 

12e

3m

3

dealt,fell 7 underwater:diving,scubadiving onthewater:canoeing,jet-skiing,kayaking,rafting, rowing,parasailing,sailing,surfing,waterpolo, water-skiing,windsurfing both:fishing,snorkelling,swimming,synchronisedswimming

 

2submarine

2

 

3yacht

 

5cannon

4rocks

 

6shipwreck

  1a

3 Allthewords–except tornadoand waves–arein 4 5

 

theprogramme. 1a   2b   3c   4c

1

6treeshadwashedaway–water   1mostresidentshadleftthearea

3

4roadsandbridgeshaddisappeared 5wherepeoplehadhadfarms 6howmuchhadchanged   1managed 2were

8

   

3hadbecome 4hadalreadydied

5went

   

 

8emotional

6amazing 3packed

 

7exciting

 

 

9starting

 

5familiarfaces

 

4mademyway

 

6tragic

Wordbuilding/Learningskills/Check! (page27)

sandhadmovedtonew movedtonewareas–wind areas–wind 5sandhad

3therehadbeentrees

15c

4fullofpeople

 

OntheSaturdayeveningweallgot OntheSaturdayev eningweallgotdressedupandwe dressedupandwent nt todinnerinthespectaculardiningroom.Thewholething todinnerinthespectaculardiningroom. Thewholething wasarecreationofdinneron Titanic.Thediningroomwas packedanditwasthrillingtoseeeveryoneinauthentic costumes.Webumped costumes.W ebumpedintosome intosomepeoplewehadmet peoplewehadmetearlier earlier andtheyjoinedourgroup.The andtheyjoinedo urgroup.Thefoodwasamazing foodwasamazingtooand tooand thewholethingwasverymoving.

4roadshaddisappeared–water

2atwhathadhappened

 

moveon,setoff,take setoff,takeoff,travel off,travel 4moveon,

3rivershadchangedcourse–water

7

 

 

4 Modelanswer:

2farmlandhadturnedintodesert–wind

6

6As

3busy,crowded,full,packed

2

  1bridgeshaddisappeared–water

 

2electrifying,exciting,exhilarating,thrilling

3b(pages22and23)   1iceberg

5when

 

  1fabulous,impressive,magnificent,spectacular

8fell

 

then

4As

 

3metsomefriends

7saw

 

6  

2h

2bumpedinto

6swam

3While

 

5later

   

  1a

6b knew,flew

1

2As

2b 1spectacular

5put

 

4obtain

 

3e(page26)

6weresailing…got  

 

2sad

5got…packedup…went  

4While

 

2a  1 arrivedin

4started…werefilming

2knew

3received

 

3suddenly

 

2After

2wasclimbing…dropped 3was…wascomingup…werejumping

6a  1 got

2met

 

  1d   2b   3f   4e   5a   6c

3d(page25)

5increasedbytwiceasmuch

4

5theycangetitfromthetap

  1B   2H   3W   4H   5W   6W   7H   8B

  1completely,definitely,easily,extremely,fast,fortunately,

 

normally,quickly,seriously,slowly,unexpectedly, unpleasantly,unsuccessfully easily,fast,quickly,slowly 1 2Fortunately extreme,fortunate,normal,serious, fortunate,normal,serious,slow,unpleasant, slow,unpleasant, 3extreme, unsuccessful 4completely,definitely,unexpectedly 5unsuccessful 6definitely,quickly,slowly,unexpectedly Thestudentincludesthefollowingthings: examplesentences;howhe/she examplesentences; howhe/shefeelsaboutsomething;other feelsaboutsomething;other students;reminderstodothings; students;reminders todothings;testscores; testscores;vocabulary; vocabulary; writing(entryfor10Nov)

4 becausetheyareimportant 5managed

   

6hadtried

  1d   2b   3c   4e   5a   or  1 d   2c   3e   4b   5a

Workbookanswerkey

179

 

6

  1rain 2bottled 3fresh 4running 5hot 6boiling 7salt 8cold

3We’removinghousesoon.

X

F

L

H

H

N

I

E

K K

O

H

R

I

R

U

N

N

I

N

G

A

E

B

S

E

L

A

Z

B

I

R

S

O

Q

V

O

B

U

O

T

E

H

I

P

N

H

O

T

Y

S

O

A

L

Z

I

P

T

E

W

A

4c(page32)

R

A

I

N

W

A

T

E

R

L

1

P

L

N

I

E

U

L

T

T

T

  1flexi-time 2payrise

E

B

G

S

U

A

E

N

B

O

  1b   2b   3c

Y

U

V

C

O

L

D

X

R

U

2 3 4

4Myfriendisgoingtoleavecollege. 5Myfriendisdoinganexamtomorrow. 6I’llhelpyoustudy. 7I’llseeyoulater.

8

anopportunity. 4becauseboththeInternetandthepeopleintheprogramme

are21yearsold

Speaker2:home,work Speaker3:health Speaker4:environment,languages

5a 1a

  1S   2S   3S   4NS   5S   6NS   7NS   8NS 4definitely(alsocertainly)

 

2won’t   1probably

2might(alsocould,may)

 

5could( alsomay,might)

2 3

5creative 6conscientious

  1d   2a   3b   4c   1Wouldyoumind  or Doyoumind

6Can  or Could

4rewarding,satisfying   2working   3work   4jobs   5work   6job

4e(page34) 1ac 1b 1DearMrBrown,

4b(pages30and31)

2Iamwritinginreplytoyouradvertisement. 3Ienclosemyapplicationform.

  1leaveschool

4IamanenthusiasticpersonandIenjoyworkingwithpeople.

2stayonatschool

5Ihaveseveralyears’experienceinthisarea.

3passanexam

6Iamavailableforinterviewatanytime.

4resitanexam

7Ilookforwardtohearingfromyou.

5gotouniversity

8Yourssincerely,

6becomeanapprentice

2 someexperienceincateringorretail

7getadegree

hard-workingandgoodunderpressure authorisedtoworkintheUK

8dropoutofcollege

2

  1café   2waitress   3workthere   4hertwenties   5single

3

  1Auckland,NewZealand

3 Modelanswer: DearMrKapoor,

2London

Iamwritinginreplytoyouradvertisementref119/XGfor waiters.Iattachmyapplicationform. Iamanenthusiasticandhard-working Iaman enthusiasticandhard-workingperson,andI person,andIenjoy enjoy workingwithpeople. Ihaveworkedasawaiterboth Ihaveworked asawaiterbothhereintheUKandin hereintheUKandinmy my homecountry,Portugal.I homecountry ,Portugal.Ihaveseveralyears’experience haveseveralyears’experiencein in bothrestaurantsandcafeterias. Iamavailableforinterviewatanytimeandavailabletostart workatonce. Ilookforwardtohearingfromyou. Yourssincerely, ManuelSantos

3tolethimknowherplans 4it’sbeenbrilliant,butshe’snotgoingtostaythereforever   1Lorna’sbrotherisfinishingschoolsoon. 2LornawillbeinAucklandinMayorJune. 3She’sgoingtolookforanewjobinAuckland.

Shehasn’tfoundsomewh ’tfoundsomewheretolivein eretoliveinAuckland. Auckland. 4Shehasn 5ShemightbeabletostaywithBrett.

Shepromisestotakeher isestotakeherbrotheraChelsea brotheraChelseafootballshirt. footballshirt. 6Sheprom

5

   

5Wouldyou  or Willyou

3responsible,routine

4

3independent 4methodical

4IsitOKto  or Isitallrightto(alsoCanI or CouldI)

  1exciting,glamorous 2dangerous,demanding

1

   

2Woulditbeallrightif   or or WoulditbeOKif 3Couldyou or Canyou

3could(alsomay,might)   1a   2b   3a   4b

8   1jobs 9 a

  1well-organised 2self-confident

4may(alsocould,might)

 

  2b   3b   4a

4d(page33) 1

5certainly(alsodefinitely)

 

3will

5 7

  1F   2T   3T   4F   5F   6T

peoplewhowerebornat werebornatthesametime thesametimeastheInternet astheInternet   1peoplewho oldpeople.

1 Speaker1:education

4

5overtime 6paidholiday

 

3Ifyoudon’thaveanopenmind,youmightmiss

4a(pages28and29)

  1will

3staffdiscounts 4bonus  

   

Hedoesn’tbelieveinmakingplans. believeinmakingplans.Plansarefor Plansarefor 2Hedoesn’t

Unit4

2 3

  1miles   2email   3I’ll   4fail   5oil   6feel

  1Apprenticesdon’tearnmuch,dothey? 2Ifthatdoesn’tworkout 3Idon’tthinkthat’ssuchagoodidea. 4Ifeellikedoingsomethingnew 5I’llhavetothinkaboutwhatI’mgoingtodo 6he’sstayingonnextyeartodoanothercourse 7whileIdosomejob-hunting

6

  1doyou 2chemistry

3hairandmake-up

   

4theshopping

  1

7 18 180 0

I’llmeetyoutonight. 2I’mstartingmynewjobnextweek.

Workb Workboo ookan kanswer swerk key

   

5nothing 6pottery

Wordbuilding/Learningskills/Check! (page35) 1 2

  1f   2b   3d   4h   5e   6g   7c   8a   1runout 2comeback

3turnup

   

4dropout

5getoff

   

6settledown

 

4 Possibleanswers:

3Howlonghaveyoubeencominghere?Fortenyears.

Jobtitles:ballerina,filmstar,fi firefighter,footballer,pilot, refighter,footballer,pilot, policeofficer,rockstar,scientist,traindriver,vet Payandconditions:badlypaid,dema Payandconditio ns:badlypaid,demanding,dirty, nding,dirty,responsib responsible, le, rewarding,rroutine,satisfying,secure, outine,satisfying,secure,sstressful,well-paid tressful,well-paid Describingjobs:boring,dangerous,exciting,glamorous Jobrequirements:degree,experience,skills

5

  1new

 

2ambition

 

3intend

 

5college

4factory

 

6hardworking

4Howlonghaveyoubeenreadingthatbook?SinceIarrived.

5c(page40) 1 Allthewords–except  extinctand tax–areintheaudioscript. 2   1driving   2cruise   3eco-tourist 3   1b   2a   3a 4   1aissues,projects

CHINA

bhabitats,species 2awaste

Unit5

beco-friendly cimpact

5a(pages36and37) 1

  1Travel 2luggage 3delays

2 3 4 5

4localtransport

     

7round-the-worldtrip

 

5Plan

5 6

6trip

  1trip   2travelled   3journeys   4trips   5journey   6travel   1d   2c   3a   4b   5e

3carhire

2

3beaddictedto

7

2haswritten

 

4hasn’thad  

6hasbeen

 

9flew

 

6

’ve/havebeen   3haven’tbeen

’ve/havealwayswanted 7saw  

4did(you)go

8’ve/haveseen

 

3 4

were 11looked

3peaceful,remote 4safe

  1at,at   2from,from   3for,For

2I’vebeenonabumpycamelride. 3I’veneverbeensohotinmylife! 4I’mtakingiteasytodaybecauseIdidtoomuchyesterday.

Prague–action London–romance Youcan: 2goonatourwithalocalguideinMonumentValley 3goupinahot-airballooninMonumentValley gosightseeingintheOldTo intheOldTowninPrague wninPrague 5gosightseeing 6takeawalkingtourinLondon 1sincethe1930s

You’llfindphotos findphotosinthe intheusualplaceonline. usualplaceonline. 5You’ll

1e 1Weatherherefantastic. 2Lyingbythehotelpoolsincewearrived. 3Thinkingofstayinganextraweekcosit’ssobeautiful. 4Havearrangedtogoonacoupleofdaytrips. 5Hadaterribleflight.Longdelay,seatsuncomfortable

andnofood!

2 Modelanswer: HiSue! Hadaterribleflight.Longdelay,seatsuncomfortableandno food!But,anyway,theweatherhereisfantastic.Neverbeen sohotinmylife!Hotelgreat–beenlyingbythehotelpool sincewearrived.Peopleseemlovelyandfoodheredelicious! Thinkingofstayinganextraweekcosit’ssobeautiful. Love, Milla

2forgenerations 3totakeahot-airballoontrip 4inthe1990s 5airlineshavebeenaddingmoreflightsandmore

connections 6oneoftheHarryPotterfilms   1’ve/havebeenwalking…’ve/haveseen 2hasbeentelling…’s/hasmet 3’ve/havebeentaking…’s/hasjustrunout 4’ve/havebeenwaiting…’ve/havepaid 5’ve/havebeenexploring…’ve/havefound 6haven’thad…’ve/have beensightseeing   1I’vebeenlyingonthebeachallday.

We’vebeentravellingsince beentravellingsinceseven. seven.  or We’vebeen 2We’ve travellingforeighthours. We’vebeencoming beencomingherefor herefortenyears. tenyears. 3We’ve I’vebeenreadingthisbooksinc readingthisbooksinceIarrived. eIarrived. 4I’vebeen 5I’vedriven1,000kilometres.

We’vestayedinthree stayedinthreedifferenthotels. differenthotels. 6We’ve

7

6foodpoisoning

5Iloveithere!

2 MonumentValley–western

6

 

  1b   2f   3e   4c   5a   6d

1d 1Thefoodhereisdelicious.

6tropical/unspoilt

5

7carhire

3Thejourneywasexhausting!

5exotic/unspoilt/tropicalbeaches,exoticscenery

 

 

5e(page42)

2relaxing

4

8traintimetable

 

6passportcontrol

1a  1 noway   2wow   3cool   4awesome 1b 1thx   2oxox   3LOL   4BF   5GF 1c   2Thebeachisgorgeous!

  1crowded,busy,vibrant

3

5hotelroom

  10

5b(pages38and39) 1

 

 

  1traintimetable   4boardingcards 3hotelroom

5had

 

  1Have(you)done   5went 2

6importantthing

 

2passportcontrol   5baggageallowance   8traveldocuments

4seethingsfromafreshangle 3took

5bestthing

 

4sortofthing

  1baggageallowance   4foodpoisoning   7traveldocuments 2boardingcard

  1beabigfan

 

 

5d(page41) 1

  1a,b   2a   3b,c   4a,c

  1hasworked

3worstthing

 

2afewthings

2comeuplaughing

6

  1d   2a   3c   4b   1andthings

Howlonghaveyoubeen haveyoubeenlyingonthebeach?Allday. lyingonthebeach?Allday.   1Howlong 2Howlong Howlonghaveyoubeen haveyoubeentravelling?Sinceseven travelling?Sinceseveno’clock. o’clock. orForeighthours.

Wordbuilding/Learningskills/Check! (page43) 1 Accommodation:budget Accommodation:budgethotel,campsite, hotel,campsite,guesthouse, guesthouse, youthhostel Thingstopack:handluggage,insectrepellent,money belt,suncream,traveltablets Attheairport:arrivalshall,baggagereclaim, departurelounge 2   1traveltablet   4campsite   7moneybelt 2insectrepellent   5arrivalshall   8suncream 3youthhostel   6handluggage

3 4

  1trip,trip   2travel,travelled,travel   1tour   2voyage   3journey   4voyage

Workbookanswerkey

181

 

5

  1delays

3habitats

 

5surfing   7eco-tourism

 

2holidaymakers   4mosquito   6ticket

 

2

6a(pages44and45) 1 natural:avocado,peanuts,prawns,steak madefromotheringredients:cheese,cheesesnacks, pizza,popcorn   2upyourmind

3

4simplesteak

 

3themanicemeal

 

 

6mehungry

5suggestion

dmehungry 3makesmeill

 

2makeamess

5makesense

 

thattheycan’taffordtouse thattheycan’taff ordtousethecentreveryo thecentreveryoften. ften. 3Themulti-ticket Themulti-ticketschemeistoo schemeistoocomplicated.Consequen complicated.Consequently, tly,

  4collecting

peopledon’ttakeadvantageofoffers. 4Openingthecafeteriatothepublicwillresultinmore

peopleusingthecentre. 5Thepriceincreasehasledtofewerfamiliesusingthecentre

now.

2Youhavetopicnicindesignatedareas.

2 Modelanswer:

3Youcan’t/mustn’tswimintherivers.

DearSir, Wearewritingtoexpress Wearewriting toexpressourconcern ourconcernattherecen attherecentchangesto tchangesto NewtonFitnessCentre.Weareconcernedaboutthreeaspects ofthesechanges:prices, ofthese changes:prices,openingtimes openingtimesandthec andthecafeteria. afeteria. Inourview,themulti-ticketschemeistoocomplicated. Consequently,peopledon’ttakeadvantageofoffers.The priceincreasehasledtofewerfamiliesusingthecentrenow. Wealsonotethattakingawaythediscountsforretiredpeople meansthattheycan’taffordtousethecentreveryoften. Inaddition,theswimmingpooldoesn’t Inaddition,theswimm ingpooldoesn’topenuntil9 openuntil9a.m., a.m., thereforepeoplecan’tgoswimming thereforepeoplecan’ tgoswimmingbeforetheygo beforetheygotowork. towork. Finally,wefeelthat Finally, wefeelthatopeningthecafeteria openingthecafeteriatothepublicwill tothepublicwill resultinmorepeopleusingthecentre. Werequestthatyou Werequest thatyoureviewthese reviewthesechangestotheservices changestotheservicesthat that thefitnesscentreprovidestolocalresidents. Yourssincerely PHSingh NewtonResidents’Association

4Youshouldcarrywaterwithyou.

Youhaveto uhavetoinformthewarden informthewardeninadvanceofyourvisit. inadvanceofyourvisit. 5Yo 6Youdon’thavetoshowidentificationonentry. 7Youshouldn’tapproachwildanimals.

Youhaveto havetoreportany reportanyaccidentsorincidentswithwild accidentsorincidentswithwild 8You animals.

6b(pages46and47) 3resolutions

 

2individuals

3

4intrepid

 

 

5challenges 6aplatform

 

  1JodiCobb 2BørgeOusland 3RobertD.Ballard

4

  1Ifyoumakeahealthymeal,you’llfeelbetterafterwards. 2IfIwatchamovie,I’llenjoymyself. 3Ifyou Ifyoufindanewroutetowork, findanewroutetowork,you’llsavemoney. you’llsavemoney. 4Ifyoutakechewinggumwithyou,youwon’t/willnotsmoke. 5Ifyoudon’tbuychocolate,youwon’teatit.

You’lllivelongerif u’lllivelongerifyouhaveagooddiet. youhaveagooddiet. 6Yo

5

Youwon’tachieve won’tachieveanythingunless anythingunlessyoutakerisks. youtakerisks.   1You Yourfriendswillhelp urfriendswillhelpyouassoonasyouask youassoonasyouaskthem. them. 2Yo You’llbesuccessful besuccessfulwhenyou whenyouplanthingscarefully. planthingscarefully. 3You’ll 4Youwon’tknowwhatyoucandountilyoutry. 5You’ll You’llmakealot makealotofmistakesbeforeyou ofmistakesbeforeyousucceed. succeed. Youwon’tsave uwon’tsaveanymoneyifyoudon’thave anymoneyifyoudon’thaveaplan. aplan. 6Yo

Wordbuilding/Learningskills/Check! (page51) 1 2

avoidingoutdooractivities,takingupsmoking   1b   2d   3c   4a

1   1electric   2high   3indoor   4night   5irregular 2   1c   2a   3b   4b   5c   6b 3 a 4a 1adjective   2adverb   3adjective   4adjective   5verb 4b 1difficulte   3longa   5quicklyf  

4badlyc

3

 

3IthinkI’lltrythat. 4Doesitcomewithvegetables? 5I’llhavethesame.

18 182 2

Workb Workboo ookan kanswer swerk key

3slowdown

 

4take…down

 

5bringdown

  1writingthesameideaindifferentways 3listingusefullinkingwords

6

  1durian

3caffeine

 

4raw

 

   

5plantain 6English

   

7blue 8stilton

Unit7

7a(pages52and53) 1 Thearticlementions  verandaand attic. 2   1You Youcanfind canfindlonghousesall longhousesallovertheworld,from overtheworld,fromnorthern northern EuropeacrossAsiaand Europeacross Asiaandalsoin alsointheAmericas. theAmericas. InIndonesia,thespaceunder thespaceunderthelonghouseis thelonghouseisforanimals. foranimals. 2InIndonesia,

6soond

InVikinglonghouses,therewasas InVikinglonghouses, therewasaspecialsectionaton pecialsectionatoneend eend foranimals. 3Eitheronacentralfireorinanannexe. TheAsianlonghouseisstill longhouseisstillbuilttodayintropicalareas. builttodayintropicalareas. 4TheAsian

  1What’sthatmadefrom? 2Whatdotheytastelike?

 

2thinkingaboutwhothereaderis

6d(page49) 1

  1comedown

2junkfood

6c(page48)

2farb

  1goneup   2putup   3takeup   4speedup   5growup 2get…down

6 notpartofahealthylifestyle:cuttingdownonrelaxation, 7

beverage camera poisoning several snorkelling

Takingawaythediscou awaythediscountsforretiredpeoplemeans ntsforretiredpeoplemeans 2Taking

4makeyouadrink   6makeupmymind

 

5   1north   2Aboriginalpeople   3edible 6 ants,grass,waterlilies 7 c 8   1Youcan’t/mustn’tcampinthepark.

  1agoal

1D   2S   3M   4S 1comfortable   2evening   3national   4travelling

forepeoplecan’tgoswimmingbefore forepeoplecan’t goswimmingbeforetheygoto theygotowork. work.

eupyourmind

2

1baked   2fish   3hot   4bland

1a 1openingtimes   2prices   3cafeteria Theswimmingpooldoesn’t ingpooldoesn’topenuntil9 openuntil9a.m.,therea.m.,there1b 1Theswimm

cthemanicemeal

  1makelunch

5don’tneedto

 

4haveto

 

6e(page50)

  asimplesteak basuggestion

4

3haveto

 

2don’tneedto

3  4  5  6

Unit6

2

  1needto

8destination

3

  1longer

 

2mostappropriate 3best 4crowded 5moreeasily

 

 

6better

 

11lessexposed

7hotter

 

12moreprivate

8closer   9warmer

   

10hotter

13moresophisticated

 

4

Wordbuilding/Learningskills/Check! (page59)

  1moreandmorepopular 2higherandhigher 3fasterandfaster

1

4Thebigger…thebrighter

  1relaxing

 

4growing

2walking

 

5overhanging   8ageing

5Thecloser…thebetter

2

Thelonghousewasone usewasoneofthemost ofthemostwidespread widespread   1Thelongho homedesigns. 2Ceilingfansusealotlesselectricitythanairconditioning. 3Therentisslightlyhigherthanweexpected. 4Thisisbyfarthebesthousewe’veseentoday. (alsoThisis alsoThisisthebesthouse thebesthousebyfarwe’veseentoday. byfarwe’veseentoday.)) Averandamakesahouse makesahouselookabitmo lookabitmoreinviting. reinviting. 5Averanda Theroomisfarco isfarcosierwhenthe sierwhenthefireislit. fireislit. 6Theroom

7b(pages54and55) 1

  1modern

5built-up

 

2neighbourhood

6polluted

 

3publictransport 4atmosphere

9traffic

 

10run-down

 

7skyscraper

 

 

11openspaces

8residents

 

  1diningroom

  1NewYork

1

6Wewouldn’tgooutifitwasraining.   1,3and4aretrue.

looklikehandsandtheyusethemtowalkalongthe oceanfloor bat;PapuaNewGuinea;itresembles uaNewGuinea;itresemblesYodain Yodainthe the 2bat;Pap StarWarsfilms StarWars films worm;intheseaaround theseaaroundthePhilippines;it thePhilippines;itlookslikea lookslikea 3worm;in squid(becauseithastentaclesonitshead)andaworm (becauseitsbodyisdividedintosegments)

3

 

4

 

5 6

 

5Itwasinvadedinthe16thcentury. 5river

   

6Camel

7gold

   

8scholars

7c(page56) 1   1Tokyo   2Dhaka   3Mumbai   4SaoPaulo   5Delhi 2 Thenamerefersto19cities Thenamerefersto19citiesthatwillhavemore thatwillhavemorethan than 3 4

aC bC cS dC eC fS 3 gC hS 1oceanfloor,seabed   4predators   6marine 2specimen   5toxic   7segments 3species 1Itmustbeabird. 2Itmight/couldbealeaf/stem. 3Itmustbealake. 4Theymustbespiders. 5Itmight/couldbeashark/whale. 1looklike   2Look   3looksasthough   4looks 1e   2b   3a   4c   5d

  1

2TimbuktuisaWorldHeritageSitenow.

4location

10skyscrapers

fish;nearTasmania, nearTasmania,Australia;handfishh Australia;handfishhavefins avefinswhich which   1fish;

Ahugetreegrewin treegrewinfrontofour frontofourhouse. house. 5Ahuge

3law

 

2

4Ididn’tlikemyneighbours.

 

8urban

 

8a(pages60and61)

2

2MyfriendsandIwouldplayinthestreet. 3Therewasalotoftrafficalongthisroad.

 

6brick

Unit8

6Theredidn’tusetobeasmanycrowdedneighbourhoods.

2collection

 

NEIGHBOURS

Thepollutionhereusedto llutionhereusedtobemuchworse bemuchworsethanitisnow. thanitisnow. 2Thepo

  1learning

3igloo   5habitat   7outside   9rent

 

2estateagent   4ger

Theatmospheredidn’tuse heredidn’tusetobeso tobesorelaxed(inthepas relaxed(inthepast). t). 4Theatmosp

8

6kitchen/bathroom

 

  1N   2A   3N   4V   5V   6A

  1Thisareadidn’tusetohavesomanyskyscrapers(before).

4 Would Wouldcanreplaceusedtoinsentences2and6. canreplaceusedtoinsentences2and6. 5   1WhenIwasyoung,welivednexttomyschool.

8bathroom

 

  1A   2V   3V   4A   5V   6N

and6.

7

9refreshing 10winding 7kitchen

 

5bedroom

 

3kitchen

3 4 6

4sittingroom

 

2bedroom

2 Usedto Usedtocanreplacethepastsimpleinsentences1,2,4 canreplacethepastsimpleinsentences1,2,4 3

   

3entertaining   6filling

6Thenicer…themoreoften

5

7rising

 

20millionpeopleinthe21stcentury.   1b,c   2a,b   3a,b   1Tokyo   2Lagos   3Mumbai   4LosAngeles

 

8b(pages62and63) 1 moai moai=statue =statue pukao =‘hat’

2

  1morethan800 2humanfigures 3stone

7d(page57) 1

  1walking 2tostay

ortowalk ortowalk  

4carvedoutofvolcanicstone 5overaperiodof600years,ending400yearsago

  3prefer   5have 4watching…reading   6’dprefer

2 Possibleanswers: dIpreferswimmingbecausegoingtothegymistootiring. goingtothegymistootiring. 2dIpreferswimmingbecause gI’drather/Ipreferto/I’d rather/Ipreferto/I’dprefertohaveonelong prefertohaveonelong 3gI’d holidaybecauseyoucantravelfurther. cI’dpreferajob preferajobnearerhomebecause nearerhomebecausecommutingisvery commutingisvery 4cI’d expensive. eI’drather/I’dpreferto/I rather/I’dpreferto/Iprefertorent prefertorentthanbuy thanbuy 5eI’d becauseI’mnotsureifI’llstayhere. fIpreferreadingthe preferreadingthenewsonlineas newsonlineasit’smoreup-to-date. it’smoreup-to-date. 6fI aIprefersmallshops Iprefersmallshopsbecausebigstoresareless becausebigstoresarelessfriendly. friendly. 7a hIpreferdrivingas preferdrivingasmallcarasituseslesspetrol. mallcarasituseslesspetrol. 8hI

6no–onlysomeofthem

3 4 5

  1F   2T   3F   4F   1musthave

 

3mayhave

2musthave

 

4musthave

  1mayhaveseen

 

5musthave

6musthavehad

 

2can’thavebeen

 

7mighthavebeen

3musthaveseen

 

8mighthavebeen

4musthavebeen

 

9couldhavephoned

5can’thavebeen

7

  1century,period 2beliefs,traditions

4fragments,pieces

   

5ancestors,society

3ancient,prehistoric,sacred

7e(page58) 1   1e   2d   3a   4g   5b 2   1e,g   2a,d   3b,c,f 3a 1as=because

8   6f   7c

2like=suchas

3b 1As

  1c   2e   3d   4b   5a

8c(page64) 1 Wallabiesareeatingpoppiesandthenbecoming allabiesareeatingpoppiesandthenbecomingso so disorientedthattheyrunaroundinthefieldserratically, creatingpathsthatresemblecropcircles.

  2like   3As   4like   5as   6like

Workbookanswerkey

183

 

2

  2extraterrestrial 3physical

  6poppies

 

10humans

 

13tools

7wallabies   11patterns

 

14patterns

4wallabies

 

8poppies

5wallabies

 

9wallabies

3 b,c 4   1b   2c

 

12hoaxers

 

Unit9

9a(pages68and69) 1

  1receipt

2

  3a

3change

 

2bill

5debitcard

 

4bankstatement

 

6banktransfer

 

Thepasswordsmentionedare wordsmentionedareforonlinebanking foronlinebankingandcash andcash   1Thepass machines,andtoaccess machines,and toaccessemailaccounts. emailaccounts.

8d(page65)

2Apasswordshouldbeuniqueandsecret.

Thefirsttwostoriesaretrue.Thethirdstoryis ethirdstoryisalmosttrue. almosttrue. 1 Thefirsttwostoriesaretrue.Th Thelaststorywaswhatthe Thelaststory waswhattheauthor author ’sfriendtoldhermum ’sfriendtoldhermum

MarkBurnettisasecurityexpert. 4Theyarethetenmostcommonlyusedpasswordsintheworld.

2

 

3

in1971andwasbelieved! 1off    3mistake 2right   4joking

5having…on

 

6sure

 

3briefly

 

2Luckily

5quickly

 

6incredibly

 

5instantly

 

4unbelievably

 

6rapidly

 

  1Incredibly,nobodyknowswhathappened.

 

6your

 

9all

       

 

1 2 3

11global

6courageous   1nutritious 2courageous

 

 

15natural

 

16nutritious

 

 

5eachother

 

6themselves

3eachother 4herself

 

 

  1a,b   2a,b   3a,c   4c   1c   2b   3a   4c   5b   1arebeingassembled

hand-woven=factual 3gorgeous=opinion,antique=factual,silk=factual 4nice=opinion,silver=factual

5

3hand-made,mass-produced 4blue 5Italian 6plastic,wool

6

Weboughtabluewool abluewoolruginthesale. ruginthesale. 3Webought 4Sheusuallywearslargegoldearrings.

4Whathappenedexactly?

5It’satinyItalianbox. 6We’ve We’vegotsome gotsomeoldplasticchairsinthe oldplasticchairsinthegarden. garden.

5Howdidithappen? 6Whydidithappen?

  3Arctictern   4monkey   5beetle

  1Thefactorymakesmass-producedplastictoys. 2It’sa19thcenturysilkwallhanging.

3Whoisinvolved?

questions. 1thenorthofTaiwan 2October 3environmentalists,students,campaigners Frogsareincreasinglyunderthreatas underthreatashumansmove humansmoveinto into 4Frogsareincreasingly theirhabitat. Awildlifegroupmonitorstheroad monitorstheroadwiththehelp withthehelpoflocal oflocal 5Awildlifegroup students. 6toavoidfrogdeaths Thereisenoughinformationto enoughinformationtoansweralltheq answerallthequestions. uestions. 2Thereis 1Holland 2thismonth 3producers 4anunusualnewicecreamhasbeencreated 5themainingredientiscamel’smilk 6Camel’smilkhaslessfatandmorevitaminsthan normalmilk.

  1large,tiny 219thcentury,old

2Whendidithappen?

Thereisenoughinformationto enoughinformationtoanswerallthe answerallthe   1Thereis

  1lovely=opinion,plain=factual,gold=factual 2beautiful=opinion,traditional=factual,

6industrial

  1Wheredidithappen?

Workb Workboo ookan kanswer swerk key

6eachother

8arebeingsubstituted

4

5global

  1c   2e   3d   4a   5b

spider   2ant 6   1PARROT

5himself

   

6include

12historical 4factual

18a

3willbebought

17physical

 

3archaeological

 

 

15the

 

2contains

14industrial

 

10glamorous

   

12a

9b(pages70and71)

13humorous

9financial

 

16your 17your

4havebeenmade

 

8famous

 

4beneficial 5central

7factual

 

   

 

3eachother

7hasoftenbeenassociated

  1adventurous

13the

11their   14the

4eachother

6Wewereincrediblyshockedbythenews.

2ancestral

18 184 4

3–

 

5areused

3archaeological

5

8the

4Themanspokesadlyabouttheincident. 5Thingsaregraduallyreturningtonormal.

Wordbuilding/Learningskills/Check! (page67)

3 4

 

5a 1himself   2reflected   3and   4beautiful   5his   6looked 6   1lend   2borrow   3lent   4lend   5borrow   6lent

3Thecarwasdeliberatelydamaged.

2

7your   10–

 

5your

4a 1eachother

Sadly,thisisno thisisnotthefirsttimethis tthefirsttimethishashappened. hashappened. 2Sadly,

1

4a

 

2myself 

dcalled,started bresponded,happened awas,cutoff,said 2   1temporarily   3fortunately 2immediately   4extremely

4

 

2–

4b 1himself 

1ac 1bcstruck

  1really

  1the

2yourselves

8e(page66)

3

3

9c(page72) 2 3

  1b   2a   3c   1a 2b,

4

3b,

   

 

4

7c,

5 6b,

 

8c,

  1Howmuchdiditcostyou?

I’vespentfartoomuch spentfartoomuchmoneytoday. moneytoday. 2I’ve 3Thisshirtismuchnicer. 4Howmuchofthispaperdoyouneed?

Shealwaysusestoomuc usestoomuchperfume,I hperfume,Ithink. think. 5Shealways Ihaven’thadmuchtimetogoshoppingrecently. togoshoppingrecently. 6Ihaven’thadmuchtime 7Oh,that’smuchtooexpensive! 8Icangetthismuchcheaperonline.

9d(page73) 1

  1CanIlookatone? 2Isitinthesale? 3Iwantsomethingmoremodern. 4Yes Yes.CanI .CanIbringitbackifmybrotherdoesn’t bringitbackifmybrotherdoesn’tlikeit? likeit?

 

5Doyouworkinthediningroomsection? 6Haveyougotthereferencenumber? 7Howmuchdoyoucharge? Yes,youcanpaybycardorincash. paybycardorincash. 8Yes,youcan

2   1instock 2tills

3exchange 4delivery

   

   

5referencenumber 6receipt…return

9e(page74) 1aNissanMicra:fouryearsold;metallicblue,3-door hatchback,petrolengine;4,500euros CanonEOS:black,digitalSLRcamera,HDmoviemode, CanonEOS:black,digitalSLRcamera,HD moviemode, 12MP,18–55mm lens,neverused(unwantedgift);550euros Leathersofa:chocolatebrownleather, Leathersofa: chocolatebrownleather,Italiandesign, Italiandesign, 3-seater;verycomfortable Informationthatisnotrelevant: needpaymentquickly ourfirstpurchasewhenmarried! 1bExtrainformation: ThecarhasbeenservicedregularlyatNissan authorisedgarages. Itisinexcellentcondition. 2 Modelanswers: Forsale BrandnewCanonEOSdigitalSLRcamera. BrandnewCanon EOSdigitalSLRcamera.12MPandc 12MPandcomes omes with18–55mmlens. with18–55m mlens.AlsohasHDmovie AlsohasHDmoviemode.The mode.Thecamera camera andlensareblack.Excellentcondition.This andlensare black.Excellentcondition.Thiscamerawasan camerawasan unwantedgiftandhasneverbeen unwantedgiftand hasneverbeenused.Carryingcase used.Carryingcasealso also includedinprice:550euros. Forsale Italiandesignleathersofa.Thesofais3-seaterandastylish chocolate-browncolour. chocolate-brownco lour.V Verycomfortableandeasytokeep erycomfortableandeasytokeep clean.Excellentpriceof400euros.

5fThat’sthehospitalwheretheydohearttransplants. aThatwastheday wasthedaywhenIcameoutofhos whenIcameoutofhospital. pital. 6aThat

5   1This Thisoperation,which operation,whichisperformedfrequently isperformedfrequently,is ,is notdangerous. Thenurse,whoexplainedeverything whoexplainedeverythingtome,was tome,was 2Thenurse, veryprofessional. Theinjection,whichthenurse whichthenursegivesme,doesn’t givesme,doesn’thurt. hurt. 3Theinjection, 4Myankle,which Myankle,whichIbrokelast Ibrokelasty y ear,hascomplete ear,hascompletelyhealed. lyhealed. Ourdoctor,whoisvery oisveryyoung,isveryknow young,isveryknowledgeable. ledgeable. 5Ourdoctor,wh

6   1a   2c   3c   4a   5c   6b

10b(pages78and79) 1hadto…yougo 2couldtake…wouldbe 3wouldyoumiss…wouldbe 4moved…wouldbe 5wouldfind wouldfind…went…wo …went…wouldwelcome…wo uldwelcome…wouldprobably uldprobably do…wouldhaveto 6wouldbe…wouldlove…had

2   1would 2couldn’t

3would 4could

   

3   1Wouldyougo 2’d/wouldbe 3wouldn’tgo 4paid   5weren’t   4   1clothes   2cartechnology  

5   1woman 2woman

   

1   1world-famousactor,brand,street   4hand-dyedleather,silk

10c(page80)

borrow:b,c,d merchant:b,c mass-produced:a,c,d 5   acoins breceipt cearrings dspices etill frug gorangejuice hmobile CUSTOMER

7would 8might

6’d/wouldlove 7’ll/willprobablyget 8drops 9’ll/willbuy 10’ll/willneverhappen

3food   4airconditioning

5dailyroutine

3woman 4woman

5man 6man

   

1 b 2 Boththefilmandthephotoareaboutbrainactivity/power. 3   1Theylookathowfilmsdealwithscience. 2Themain Themainideaofthe ideaofthefilmisthatweonlyuse20 filmisthatweonlyuse20percentof  percentof  ourbrainpower. 3Themain Themaincharactertakesaspe charactertakesaspecialpillthatletshimuse100 cialpillthatletshimuse100 percentofhisbrainpower. Hewritesabook.He abook.HelearnstospeakItalian.Hebecomes learnstospeakItalian.Hebecomesaa 4Hewrites masterofmartialarts.

4   1true   2functions   3hidden   4inefficient   5limitless 5 Thethreethingsthecharacterdidare Thethreethingsthecharacterdidarethingswhichwe thingswhichwecould could allmanagetodo–ifweusedourownlimitlessbrainpower allmanagetodo–ifweusedourown limitlessbrainpower moreefficiently.

6   1b   2a   3d 7   1invite  

3lead   5carry 2steal   4borrow   6react 8   1h   2d   3e   4a   5f   6c   7g   8b

Unit10

10a(pages76and77) 1   1BodyHeat

   

2’d/wouldfeel…wore:woman 3lived…’d/wouldget:woman 4’d/wouldavoid…gotup:woman

7   1d   2a   3b   4c

2   1paper   2Hand   3locally   4solar   5vacuum   6old 3 Possibleanswers:

5would 6might

6   1wouldn’tenjoy:man

Wordbuilding/Learningskills/Check! (page75) 2sweet-smellingflowers,lemons   5eight-year-oldboy,child 3lethal-lookingknife,weapon

     

   

   

2ColdWater 3HotAir   2   145days   27days   310minutes  

4HighAltitude   7BloodLoss 5DivingDeep   8Starvation 6LackofOxygen   9Dehydration 440percent 542°C 6biggerlungsandmoreredbloodcells

3   1bThat’sthepatientIreadabout. dThisisanew isanewkidneywhichwasgrownina kidneywhichwasgrowninalaboratory. laboratory. 2dThis 3cCosmeticsurgeryisamedicalprocedurewhichcan beexpensive. 4eItalkedtothesurgeonwhooperatedonme.

   

7travel 8have

10d(page81) 1   1He’sbeenstungbyawasp. 2She’scutherself/herfinger. 3He’sfallenoffhisskateboard. 4He’sgotfoodpoisoning. 5He’sfallenoffthewall. 6She’strippedup.

2   1b,f 2c,e,f 3c,f 4a,e

Workbookanswerkey

185

 

5a,c,e,f 6a,c,d,e,f

3   1d   2f   3b   4g   5c   6e   7a 4 Youcanuse oucanusethesebeginningswith thesebeginningswithallofthesuggestions allofthesuggestions

5

 

except ignore.Theverbisintheinfinitive. except ignore .Theverbisintheinfinitive. IfIwereyou;Iwould;Youshould;You’dbetter;Whydon’t you Forexample: getitlookedat;gotoA&E; getitlookedat; gotoA&E;keepaneyeonit;putso keepaneyeonit;putsome me antihistaminecreamonit Youcanuse oucanusethesebeginningswith thesebeginningswithallofthesuggestions allofthesuggestions except ignore except  ignore.Theverbisinthe .Theverbisinthe  -ing  -ingform. form. Itmightbeworth;You’rebest;Haveyoutried Forexample: gettingitX-rayed;goingtoseethedoctor;puttingcream onit;washingit Iwouldn’tgoeslogicallywith Iwouldn’t  ignore:: goeslogicallywith ignore Iwouldn’tignoreit. 1quickandeasy 2nameandaddress 3bigandsmall 4blackandwhite 5niceandfriendly 6youngandold

10e(page82)

Wordbuilding/Learningskills/Check! (page83) 1

  1beautiful

9peaceful

 

2breathless

10powerful/powerless

 

3careful/careless

12respectful

 

5colourful/colourless 6graceful

2

  1careful 2graceful

13stressful

 

14successful

 

7harmful/harmless 8lifeless  

15tuneful/tuneless 16useful/useless

 

3stressful

 

4resourceful

 

5harmless

   

6useless

6 Possibleanswers: 1aninsectwhichcanstingyou 2somethingamosquitocoulddotoyou 3somethingwhichcouldcutyou 4apersonwhotreatsillness

apersonwhohasto whohastoleavetheirhomebecauseofwar leavetheirhomebecauseofwar 5aperson 6aracewhichis26miles(42kilometres)long 7apersonwhotravelsinspace

Unit11

11a(pages84and85) 1

  1sportspages

5commentandanalysis

 

2businesssection

1a Incorrectoptions: 1 However;  2 Allthesame; 3 Actually;

6entertainment

 

3worldnews

4Bytheway,Incidentally; 5 beforeIforget

7politicsandsociety

 

4nationalnews

8frontpage

 

1b He’saskingJackifheshouldtakepartinan

2

1c   1ofcourse

3   1c   2b   3c   4c   5b 4 WhenRosygrewblindandstoppedmating,thewebsite

ultramarathon.HeasksJackbecauseJackknowshim betterthananyone. 2Bytheway,Incidentally,Tobehonest 4Anyway,Evenso,Ofcourse

2

  1Idon’tknowwhatIwoulddoinyourposition.

Evenso,ifyouhavetherighttraining,you ifyouhavetherighttraining,youcandoit. candoit. 2Evenso,

5

  1Thepresentersaid(that)goodnewsnevermadetheheadlines. 2JoMakebasaid(that)wecouldpublishourownphotos

AsIunderstandit,youw understandit,youwilldotherace illdotheracenextyearifyou nextyearifyou 3AsI decidetodoit. Thatwillgiveyouplentyoftimetoprepare giveyouplentyoftimetoprepareandtosee andtoseeifit ifit 4Thatwill isagoodidea. 5I’msureyouwon’tregretit. Bytheway,we’llprobablycall way,we’llprobablycallinandvisityou inandvisityounextmonth, nextmonth, 6Bythe ifwegotoScotland. 3 Modelanswer: HiAli I’msorryit’stakenmeawhiletoreplytoyouremail. I’vebeenthinkingaboutwhatyousaid,ofcourse! Tobehonest, obehonest,I’veneverbee I’veneverbeenfacedwiththiskindof  nfacedwiththiskindof  situation,soIdon’tknowwhat situation,soI don’tknowwhatIwoulddoin Iwoulddoinyourposition. yourposition. Youaretheo ouaretheonlypersonwho nlypersonwhoknowswhatyour knowswhatyourbodyiscapabodyiscapableof.Obviously,doingaracelikethatisgoingtobeamassivechallenge.Evenso,ifyouhavetherighttrainingyoucan doit. AsIunderstandit,youwilldotheracenextyearifyou decidetodoit.Thatwillgiveyouplentyoftimetoprepare andtoseeifitisagoodideaornot.Itseemslikeagreat opportunity,so opportunity ,soifIwasyouIwould ifIwasyouIwouldseriouslyconsiderit. seriouslyconsiderit. We Well,it’supto ll,it’suptoyouintheend.I’msure youintheend.I’msureyouwon’tregret youwon’tregretit, it, though. Bytheway,we’llprobablycallin Bytheway,we’ llprobablycallinandvisityounext andvisityounextmonth month ifwegotoScotland.I’ll ifwego toScotland.I’llletyouknowacoupleof letyouknowacoupleofdaysin daysin advance.Ifyouhaven’tmadeupyourmind,wecantalk abouttheultramarathonabitmorethen. Regards Jack

  1RichardLeakeyisalegendaryconservationist. 2PaulaKahumbuisthecurrentdirectorofWildlifeDirect.

publishedhisstory.Peoplethendonated publishedhisstory.People thendonatedenoughmoney enoughmoneyto to performcataractsurgery,which performcataract surgery,whichsuccessfullyreplaced successfullyreplacedhis his lenses,andnowheispracticallybacktoanormallife.

3Anyway,Infact,Naturally,Obviously,Ofcourse,Well

directlyontotheInternet. 3ThepresenteraskedwhatexactlyWildlifeDirectwas. 4JoMakebasaid(that)RichardhadsetupWildlifeDirect. 5PaulaKahumbusaid(that)thewebsitehadpublished

Rosy’sstory. 6Thepresenteraskedifhecouldseehimonthe

WildlifeDirectsite.

6

Yousaid(that)you said(that)youdidn’twatchthenews. didn’twatchthenews.   1You Youtoldme(that)you me(that)youknewhowto knewhowtouploadphotos. uploadphotos. 2Youtold 3YouaskedmeifIhadseenthatprogrammebefore. 4

Yousaid(that)the said(that)thedocumentaryhadjustfinished. documentaryhadjustfinished. Yousaid(that)youwould Yousaid (that)youwouldtellmewhen tellmewhenthenewscame thenewscameon. on. 5You YouaskedmeifI meifIcouldhelpyou couldhelpyoudownloadthatvideo. downloadthatvideo. 6Youasked

7

  1b   2d   3f   4a   5c   6e

11b(pages86and87) 1 2

  1a   2f,g   3b,d   4e   5c

Whilephonescouldtalktophon couldtalktophones,andcomputers es,andcomputerscould could   1Whilephones talktocomputers,youcouldn’tsenda talktocomputers,you couldn’tsendasimpletextmessage simpletextmessage betweenthetwosystems. Hewrotethesoftwarethat thesoftwarethatallowsphonesand allowsphonesandcomputersto computersto 2Hewrote communicatewitheachother. Ifyoudownloadthefree downloadthefreesoftwareonline,you softwareonline,youwon’tneed won’tneed 3Ifyou tousetheInternet. 4Anyorganisationthatwantstousetextmessagingcanuseit.

3 economical,freelyavailable,reliable,simple 4   1signal   6cable 2network

7downloading…online

 

3sendatextmessage

 

4internetconnection 5writesoftware

18 186 6

11resourceful

 

4cheerful

Workb Workboo ookan kanswer swerk key

   

8keyboard 9contactlist 10launchawebsite

 

5   1KenBanks KenBankspromisedhewould promisedhewouldfindasolution. findasolution. 2ThecompanyinvitedKenBankstotellthemabouthisideas. Thephonecompanyof onecompanyofferedtogiveall feredtogivealltheircustomersten theircustomersten 3Theph freetexts. 4Thewebsiteaskedthepublictodonatetextmessages. Thedoctortoldthepatientsnot toldthepatientsnottobelateforappointments. tobelateforappointments. 5Thedoctor 6The Theofficialsreminded officialsremindedallhospitalstomakearrangements allhospitalstomakearrangements fortheirvisitsthefollowingweek.

5   1translators   3vocabularypractice   5practiceexams 2dictionaries   4grammarpractice

6   1text

3software 4footage

 

2twitter

 

5headline   6news  

   

7viral 8signal

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6   1didn’trealise...couldn’t 2didn’tknow…worked

   

3thought…could 4wondered…’d/hadsent

  1teen   2three   387

who,three,salt,name,give,stand,new,yellow,I,two,five   1T   2T   3F   4F   5T Thecomputertakesalotlesstimetolookatthedata.It alsohighlightspatternsthatmightbedifficulttosee.

5   1c   2a   3b,c 6   1Time   4time 2greattime 3havetime

7spendtime 8moderntimes

  5difficulttime   6timeandtimeagain

   

12a(pages92and93)

11d(page89) 1   aThisisamessageforNilsDavis.A bI’mafraidDan’sinameeting. c It’saboutthedeliveryofphonechargers.A dMyname’sJillandI’mon07956841.A eCanItakeamessage? f Yes,who’scalling? gI’lltryandcallyoulater.A hI’lllethimknowthatyourang.

2   1b   2e   3f    4h 3a 1I…you   3you…your 2you…me

 

Unit12

 

4you…meyour

 

5him 6her

11e(page90) 1   1b   2a   3–   4c   5a,b 2   1Itwasagreedthatthepartywouldfinishatmidnight 2Itwas Itwasdecidedthatwewould decidedthatwewoulddecoratethestreet./ decoratethestreet./Itwas Itwas decidedthatthestreetwouldbedecorated. Itwassuggestedthatwesh suggestedthatweshouldputupamarquee./It ouldputupamarquee./Itwas was 3Itwas suggestedthatamarqueeshouldbeputup. 4Itwas Itwasexplainedthatno explainedthatnospecialpermissionwas specialpermissionwasneededfor neededfor thistypeofevent. 5Itwasreportedthatpreparationswerecomplete.

3 Modelanswer: StreetPartymeeting28February Twentyfive wentyfiveresidentscame residentscametothemeetingtodiscuss tothemeetingtodiscussthe the streetparty. Thefirstitemontheagenda Thefirstitem ontheagendawasthetime wasthetimeanddate.Itwas anddate.Itwas agreedthatthepartywouldbeon agreedthattheparty wouldbeon30Aprilandw 30Aprilandwouldstart ouldstart at2p.m. Thenextthingtobediscussedwere Thenext thingtobediscussedwerethepreparations. thepreparations. MsClarkesaidshehadcontactedaDJaboutthemusic. MsGreggsaidshewouldorganisethe MsGreggsaidsh ewouldorganisethefood.Sheasked food.Sheasked volunteerstosignuponthe volunteerstosign uponthelist.MrandMrsWalkeroffere list.MrandMrsWalkeroffered d toorganisethestreetdecorations.Thiswillincludelights, flagsandballoons,andsoon. MrBlairaskedifwewouldneed MrBlairaskedif wewouldneedalicenceforparty. alicenceforparty.Hewill Hewill checkthis. Finally,thedateof Finally ,thedateofthenextmeetingwasfixedas thenextmeetingwasfixedas21March 21March at8p.m.atthecommunitycentre.

Wordbuilding/Learningskills/Check! (page91) 1 unfortunately,unpleasantly=adverbs 2   1b   2b   3a   4a   5b   6b   7b   8b

1   1b   2a   3d   4e   5c 2   1As Asmassesof massesofpeoplerelocatedthroughoutCambodia,they peoplerelocatedthroughoutCambodia,they oftencreatedcommunitiesand oftencreatedco mmunitiesandfarmlandthataffe farmlandthataffected cted elephanthabitat. Atthesametime,withrainforestsshrinking,hungry elephantscomeontofarmland, elephantscome ontofarmland,destroyingcrops. destroyingcrops. Desperatelypoorfarmersfoughtback,killingelephantsto protecttheirlandandlivelihood. Theywereessentialintheconstruction wereessentialintheconstructionofthe oftheAngkorWat AngkorWat 2They templeandaredepictedinhonouronitswalls. 3Whenfarmers Whenfarmerswerearrestedforclearing werearrestedforclearingtheforest,they theforest,they couldnolongerfeedtheirfamilies. (Thegovernmenthadstillnotestablished (Thegovernment hadstillnotestablishedschoolsinthese schoolsinthese areasand)farmerswere areasand)f armerswereveryconcernedthattheirchildren veryconcernedthattheirchildren couldnotreadorwrite.

3   1a,b   2a,c   3b,c   4a,b   5c 4   1Cambodia’selephantscouldhavediedoutcompletely. 2In Intheory,the theory,theconflictbetween conflictbetweenpeopleandanimals peopleandanimals shouldn’thavehappened. TheCambodianscouldn’t Cambodianscouldn’thavebuiltAngkorWatwithout havebuiltAngkorWatwithout 3The usingelephants. 4Conservation Conservationeffortsshould effortsshouldhavere-establishedrespectfor havere-establishedrespectfor elephants. 5Conservationistsshouldhavepaidmoreattentionto humanneeds. 6Thegovernmentshouldhaveprovidedschools.

5   1Youshouldhavestudiedharder.

2Someonecouldhavebrokenin. 3Heshouldhavetakenhistablets. 4Youshouldhaveboughtabiggerone. 5Wecouldn’thavedoneitwithouther. 6YoushouldhaveusedyourGPS.

12b(pages94and95) 1   1c,h   2f,i   3a,d   4e,g   5b,j 1IfJKRowlinghadn’twrittentheHarryPotterstories, millionsofboyswouldn’thavegotintobooks. shewouldn’thavebecomeamillionaire. 2IfTimBerners-Leehadn’tinventedtheInternet, personalcomputerswouldn’thavebecomesopopular. socialnetworkingwouldn’thavebeenpossible. 3IfAlexanderFleminghadn’tdiscoveredpenicillin, antibioticswouldn’thavebeendeveloped. millionsofpeoplewouldhavediedfrominfections. 4IfDianFosseyhadn’tstudiedmountaingorillas,

mostofthemwouldhavebeenkilled. shewouldn’thavebeenmurdered.

Workbookanswerkey

187

 

5IfWangari IfWangariMaathaihadn’twonthe Maathaihadn’twontheNobelPeace NobelPeacePrize, Prize, manypeoplewouldn’thaveheardofher manypeoplewouldn’thaveh eardofher.. thousandsofKenyanwomenwouldn’thavehadanincome.

2   1Millionsofboyswouldn’thavegotintobooksifJK Rowlinghadn’twrittentheHarryPotterstories. JKRowlingwouldn’thavebecomeamillionaireifshe hadn’twrittentheHarryPotterstories. 2Personalcompu Personalcomputerswouldn’thave terswouldn’thavebecomesopo becomesopopularif  pularif  TimBerners-Leehadn’tinventedtheInternet. Socialnetworkingwouldn’thavebeenpossibleifTim Berners-Leehadn’tinventedtheInternet. 3Antibioticswouldn’thavebeendevelopedifAlexander Fleminghadn’tdiscoveredpenicillin. Millionsofpeoplewouldhavediedf Millionsofpeople wouldhavediedfrominfectionsif  rominfectionsif  AlexanderFleminghadn’tdiscoveredpenicillin. Mostmountaingorillaswouldhavebeen gorillaswouldhavebeenkilledifDian killedifDian 4Mostmountain Fosseyhadn’tstudiedthem. DianFosseywouldn’thavebeenmurdered DianFosseywouldn’t havebeenmurderedifshehadn’t ifshehadn’t studiedmountaingorillas. Manypeoplewouldn’thaveheard wouldn’thaveheardofWangariMaathaiif  ofWangariMaathaiif  5Manypeople shehadn’twontheNobelPeacePrize. ThousandsofKenyanwomenwouldn’thavehadanincome ifWangariMaathaihadn’twontheNobelPeacePrize. 3   1IfJK IfJKRowlinghadn’tbecome Rowlinghadn’tbecomeunemployed,shewouldn’ unemployed,shewouldn’tt havestartedwriting. 2TimBerners-Leewouldn’thaveworkedonhypertextifhe hadn’twantedtoshareinformationwithotherresearchers. 3IfAlexanderFleminghadcleanedhisdishes,penicillin wouldn’thavegrownonthem. 4DianFossey DianFosseywouldneverhave wouldneverhavegonetoAfrica gonetoAfricaifafriend ifafriend hadn’tinvitedheronasafari. 5IfWangariMaathaihadn’tstartedtheGreenBeltmovement, millionsoftreeswouldn’thavebeenplantedinKenya.

4   1antibiotics,Fleming 2HarryPotterfilms,JKRowling 3forwardslashesafter‘http’,TimBerners-Lee 4DianFossey,hermurder

5   1a   2b   3b   4b   5a   6a   7b   8b

12c(page96) 1 c 2   1polarbear,lion 2chameleon,octopus 3Itsquirtsacloudofblackinkatthepredator. 4Theoctopustookitoutofthejar. 5Theoctopusgotintotheirtankandatethem. 6Theysawatrailofwateronthefloor.

3   1c   2c   3b surfing     3to crazy     5hungry back     87out away 4   21on 4 6 5   1goingforawalk   3goingforacoffee   5goforaswim 2goneforlunch

 

4goforarun

 

6goforapizza

12d(page97) 1   1helpMA   2thingsAA   3troubleMA   4accidentAA 2   1e   2c   3f   4b   5a   6d 4   1Notonly Notonlydidyouforgettoringme,but didyouforgettoringme,butyoualsoswitched youalsoswitched offyourphone. Notonlydidshelose didshelosemyumbrella,butshealsoforgotto myumbrella,butshealsoforgotto 2Notonly tellme. 3Notonlydidhebreakmyvase,buthealsodidn’tapologise. 4Notonlydidtheyarrivelate,buttheyalsobrought uninvitedguests. 5Notonly Notonlydidtheoctopus didtheoctopusworkouthowtogetintothe workouthowtogetintothejar, jar, butitalsoatetheprawn. 6Notonlydidthescientistwinthecompetition,butshealso startedasuccessfulbusiness.

18 188 8

Workb Workboo ookan kanswer swerk key

12e(page98) 1a 1vocabulary 2style

3linkingwords   4grammar  

   

1b 1photos/pictures,trip 2He,His 3although g

 

 

5spelling 6relevance

4wouldneverhavegone 5families

2 3   aAndfinally,bepatientwiththemwhentheyspeakEnglish.

4

Ifyounevertrytolearnalanguageyourself,thenyoutry takingashortcoursesothatyouknowhowitfeels!(2) bFindoutifthereisanythingyourstudentcan’teat,eitherfor religiousreasonsorbecausetheyreallydislikeaparticular fooditemorplate.Idon’tlikeeggs,forexample.(2) cMakesurethatyouexplainyourhouseholdandfamily rulesveryclearlyatthebegginning.(1) dRespecttheirprivacyinspiteoftheyareinyourhome. Forthedurationoftheirstay,theirbedroom Fortheduration oftheirstay,theirbedroomisthereo isthereown wn privatespace.(2) Talktoyourstudentaboutlife yourstudentaboutlifeinthestudent’s inthestudent’sown own eTalkto country.This country .Thishelpsyoutoanticipatewhat helpsyoutoanticipatewhatproblemsthe problemsthe studentmighthaveduringthestudent’svisit.(3) fTreatthestudentas Treatthestudentasyouwouldexpect youwouldexpectyourownchildtobe yourownchildtobe treatediftheyareabroad.(1) We’vehadquiteafew quiteafewforeignstudentstos foreignstudentstostaysincethe taysincethe gWe’vehad lastfewyearsandeachtimeitwasbeenadifferent,but enjoyable,experience.Ifyou’rethinkingaboutbecominga hostfamily,hereare hostfamily ,hereareafewtips afewtipsforyou.(2) foryou.(2) Youcanaskyourstudenttohelpwiththingsas yourstudenttohelpwiththingsassettingthe settingthe hYoucanask tableifthat’swhatyourownchildrendo,butdon’texpect themtohelpyouwiththehomework.(2) Modelanswer: Tipsforhostfamilies We’vehadquiteafewforeign We’vehadquite afewforeignstudentstostayin studentstostayinthelastfew thelastfew yearsandeachtimeithasbeenadifferent,butenjoyable, experience.Ifyou’rethinkingaboutbecominga experience.If you’rethinkingaboutbecomingahostfamily, hostfamily, hereareafewtipsforyou. Treatthestudentas Treatthestudentasyouwouldexp youwouldexpectyourownchildtobe ectyourownchildtobe treatediftheywereabroad. Respecttheirprivacyeventhoughtheyareinyourhome.For thedurationoftheirstay, thedurationo ftheirstay,theirbedroom theirbedroomistheirownprivate istheirownprivate space. Makesurethatyouexplainyourhouseholdandfamilyrules veryclearlyatthebeginning. Findoutifthereisanythingyourstudentcan’teat,eitherfor religiousreasonsorbecausetheyreallydislikeaparticular fooditemordish. Yo Youcanask ucanaskyourstudenttohelpwiththingslike yourstudenttohelpwiththingslikesettingthe settingthe tableifthat’swhatyourownchildrendo,butdon’texpect themtohelpyouwithhousework. Talkto alktoyourstudentaboutlifeintheirowncountry. yourstudentaboutlifeintheirowncountry.This This helpsyoutoanticipatewhatproblems helpsyouto anticipatewhatproblemstheymighthave theymighthave duringtheirvisit. Andfinally,bepatientwiththemwhentheyspeakEnglish.If  you’venevertriedtolearnalanguageyourself,thenyoucould trytakingashortcourse,sothatyouknowhowitfeels!

Wordbuilding/Learningskills/Check! (page99) 1   1inaccurate

  7inexperienced   2inconclusive   8illegal   3incredible   9illogical   4ineffective   10inoffensive   5inefficient   11impatient 6inexpensive   12imperfect

2   1a   2b   3a   4a   5c   6b 4   abackpack   esword bhammock ctent   dsleepingbag TRACKER

 

fsledge gdriedfood

13impolite 14impossible 15improbable 16intolerant

 

IELTSpracticetest ListeningTestanswerkey 1 B they’vego they’vegotthefull tthefullprogramm programmeofevents eofeventsfixedno fixednow w ogetticketsforthefilm efilm 2 A ButI’mgoingttogetticketsforth September The Theopeni opening ngnight nightis isSept September ember20 20th th 3September 40967990776 5 (a/the)(l (a/the)(local)bank ocal)bank there’s there’sacommerci acommercialsponso alsponsor–it’s r–it’sa a localbank

6 (a/the)mus (a/the)musical ical Likeon LikeonMonday Mondaythere’s there’samusicalin amusicalinthe the CityHall (the)sportscentre scentre butit’satthe butit’satthesportscentr sportscentreifyou’re eifyou’re 7 (the)sport interested

8poetry(e poetry(evenin vening) g) it’sapo it’sapoetry etryeevening vening 9 (£)1 (£)12.75 2.75 £12.75 £12.75fo fors rstuden tudents ts 10(the/some)fireworks (the/some)fireworks justthefi justthefirework reworksinthe sinthecitypar citypark k 11B comealong comealongatone atoneo’clo o’clockanyWed ckanyWednesda nesday y.Spac .Spaceson eson thetourarelimitedtotwenty-five

12C Whatteach Whatteachersmustd ersmustdo,however, o,however,isphonet isphonetoagree oagreeaa timeinadvance

13A socolle socollege geg groupswou roupswouldpay ldpay££75for 75forttheshorter heshortertour tour 14A/D thoughthereiisasmallshopselling sasmallshopsellingsouvenirs souvenirs 15 D/A there there’salsoale ’salsoalecture cture roomwhich oomwhichgroup groupscanboo scanbook k foranextracharge

161748 came cametoLon toLondonto dontow work…in ork…in1748. 1748. That’swhen hat’swhenh hebecam ebecamea easurg surgeon eoninthe inthe 17army 1760…T army gavethename‘teachi e‘teachingmuseum’ ngmuseum’to to 18teachingmuseum gavethenam hiscollection 19500 with500speci with500speciesofplan esofplantsandanimals tsandanimalsrepresen represented ted 20(the)government in1799thecoll in1799thecollectionwaspur ectionwaspurchased chased bythegovernment 21Statement Astateme Astatementofaims ntofaimsisthecorrec isthecorrect tterm term 22Informationsheet it’sgood it’sgoodtoprepare toprepareaaninformation ninformation sheetforparticipants 23Statistics/(statistical Statistics/(statistical)data )data Iwantthepr Iwanttheprojecttoha ojecttohave ve statisticaldata,notjustbeacollectionofopinions 24C costs…aswe costs…aswedon’thave don’thaveabudget,it’s abudget,it’sn notsomething otsomething youneedinclude. 25A Idoneed Idoneedtoknowyour toknowyourccriteriaforchoosin riteriaforchoosingwhoto gwhoto interview 26B notessentia notessentialatthepr lattheproposalstag oposalstage,but…inc e,but…include lude themitcouldsavetimelater 27C I’mgoing I’mgoingtobegivingy tobegivingyouatemplateto ouatemplatetou use–so se–so there’snoneedtogointothatintheproposal 28A M:Youo onlyneedafew nlyneedafew,chosenra ,chosenrandoml ndomly. y. Sarah:… :…twent twentya yaday day M: M:…at …atthe theend endofe ofeach ach 29B Sarah day’sinterviewingthen

30C I’llonlyus I’llonlyusetheinfor etheinformation mationformyres formyresear earch–thatI ch–thatI won’tpassitontoanyoneelse…theonlypromise I’mmaking. 31 135 cover coveringanare inganareaof135s aof135squarek quarekilome ilometres tres,, 32(phosphat (phosphate)m e)mining ining the themost mostsign significan ificant tecono economic mic activityiscurrentlymining 33bat have havediedou diedout,as t,ashasone hasonespeci species esofbat ofbat 34 14 the theisla island’s nd’s14cr 14crabs abspecie peciess 35 Exper Expert tW Workin orkingGroup gGroup arepor areport tfr fromthe omthe Exper Expertt WorkingGroupithassetup 36leaves thecrabs’dietiislargelymade slargelymadeupofleaves upofleaves 37 solitary solitary alone alone ini initsburrow tsburrow,andsoi ,andsoisactually sactuallyquit quitee solitary 38dry staysther staystheremostofthe emostofthetime,espe time,especiallyd ciallyduringthe uringthe dryseason 39November it’susua it’susually llysomet sometime imeinN inNovembe ovemberr 40bridges evenconstructi evenconstructing ngbridgesfor bridgesforthecr thecrabs abs

ReadingTestanswerkey 1 TRUE Itcoversonlin Itcoversonlineshopping eshopping…shopping …shoppingbyphone byphone 2TRUE you youmust mustget getwrit written tenconfir confirmatio mation noft ofthis his informationafteryouhavemadeyourpurchase

3 TRUE youcangetaarefundif refundiftthingsaren’tdelive hingsaren’tdeliveredon redon theagreeddate FALSE Ifnode Ifnodeliv livery ery dat datei eisgi sgiven ven,… ,… 4FALSE 5 FALSE Theusualrul Theusualrulesthatapplyto esthatapplytoshoppingin shoppinginperson person alsoapplytodistanceselling 6 FALSE FALSE Ifyo Ifyoubuys ubuysometh omethingwithout ingwithoutfac face-toe-to-face face contact,youwillusuallyhaveacooling-offperiod 7 TRUE youwillu youwillusuallyhavea suallyhavea‘cooling-of ‘cooling-off’periodof  f’periodof  sevenworkingdays Itletsyoucanc oucanceltheord eltheorderfor erforanyre anyreason ason 8FALSE Itletsy 9NOTGIVEN 10FALSE Youdon’ oudon’thavethis thavethis cance cancellat llationright: ionright: iftheitem iftheitem isperishable,e.g.foodorflowers 11viii youar youarewithinyour ewithinyourrrightsto…returnthe ightsto…returntheg goods oods andgetafullrefund youmayberequire berequiredt dtobearth obearthecostofretur ecostofreturning ningthe the 12vi youmay goods 13 iii youro youronlyobligat nlyobligations ions are aretomake tomakethegoods thegoods accessibleforcollection Itwouldbeimpossible impossibletodothiswitho todothiswithoutopening utopening 14iv Itwouldbe theboxorbag youneedtoens edtoensurethatth urethatthings ings are areofgood ofgoodquali quality ty 15ix youne andworkproperly 16i i ifyousseethatyo eethatyouhave uhavep paidfor aidforg goodsyou oodsyoudidn’ didn’tbuy tbuy,, youcanaskthecardcompanyforthemoneyback Thesite…didnotlook …didnotlookp particularly articularlyp promising romising 17C Thesite 18B Ithasthepo Ithasthepotentialto tentialto…glimpseinto …glimpseintoaanunknown nunknown partofworldhistory 19 C Thedig Thedigwasorde wasorderedaf redafterAbo terAborigi riginalgroupsvo nalgroupsvoiced iced concerns 20B claim claimingthat ingthatthebridge thebridgewi willnotd llnotdestro estroyor yordist disturbit urbit 21 stone stone They’ They’re restone stoneart artefact efactss 22wild wildcherr cherries ies Wild Wildcherr cherrieswere ieswerethemaint themainthingtobe hingtobe gatheredinthearea 231,440 they theyfoun found d1,440 1,440artef artefacts acts 24cutting they’re they’reusedfor usedforday-to-day day-to-dayliving, living,cutting cutting 25NationalHeritage Onelocalpo Onelocalpoliticianha liticianhascalled scalledforthe forthe sitetobeNationalHeritagelisted 26 B/E B/E and andinl inland andcave caveswer swereo eoccu ccupie pied(B) d(B) 27E/B Coast Coastal alrubbis rubbishpi hpitsd tsdateba ateback ckonly only5,0 5,000–6,0 00–6,000 00 years(E) Hisbril brilliant liant193 1938cl 8climb imb 28 1938 His 29Threedays ReinholdM ReinholdMessner…thou essner…thoughthisthree-d ghthisthree-day ay ascent‘aworkofart’ 30 Edward EdwardWhy Whympe mper r firstcl firstclimb imbedby edbyEWi EWin18 n1865 65 31BrunoBrunod ran…tothe ran…tothesummitand summitandbackinjust backinjust… Heholdstherecor therecordforthefastest dforthefastestaascentof  scentof  32Kilimanjaro Heholds Kilimanjaro 33Twohours Twohours28minutes 28minutes Arnoldcli ArnoldclimbedHeckmai mbedHeckmair’s r’s routeinjust… thatyear tyear.A .Af fewm ewmont onthslat hslater er 342011 tha 35 FAL FALSE SE wit withth hthree reecom compan panion ionss 36TRUE Arnoldcli Arnoldclimbedwithout mbedwithoutanything anythingttocatchhimif  ocatchhimif  hefell 37 FALSE FALSE Putti Puttingthemoun ngthemountainoffl tainofflimits imits tom tomembers embers of  thepublicwasn’tanoption 38NOTGIVEN Patrouille uille’s ’s53km 53kmcours coursee 39 TRUE Patro 40FALSE thedang thedangerisn’tmuchle erisn’tmuchlessthanitwas ssthanitwasin in Heckmair’sday

189

 

HowtomarktheWritingTest

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Task1

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TherearefourcriteriaformarkingthePartOnetasks,which areequallyweighted.

Grammaticalresource

Taskachievement Thisisanassessmentofhowwellthestudenthasfulfilled thetask. Asuccessfultaskwill: ■ includeatleasttheminimumnumberofwords ■ haveatextstructureappropriatetoaletter ■  berelevanttot  berelevanttotheco hecontextestablishe ntextestablishedintheinput dintheinputmate material rial ■ achievethewriter’sintendedpurpose ■ coverthefunctionsindicatedinthebulletpoints

Coherenceandcohesion Thisisanassessmentofhowclearandfluentthe Thisisanassessmentofhowc learandfluentthewritingis. writingis. Asuccessfultaskwill: ■  beappropriate  beappropriatelyorganise lyorganised d ■ successfullylinkinformationandideas ■ containlogicalsequencing ■ makeeffectiveuseofcohesivedevices

Lexicalresource Thisisanassessmentoftheuseofvocabulary. Asuccessfultaskwill: ■ includearangeofrelevantvocabulary ■ usevocabularyaccurately ■ usevocabularyinanappropriateway

Grammaticalresource Thisisanassessmentoftheuseofgrammar. Asuccessfultaskwill: ■ useanappropriaterangeofgrammaticalformsatsentence level ■ usegrammaticalformsaccurately

Task2 TherearefourcriteriaformarkingthePartTwotasks,which areequallyweighted.

Taskresponse Thisisanassessmentofhowwellthestudenthasresponded tothetask. Asuccessfultaskwill: ■ makeclearthewriter’spositionontheissuesraisedina questionorstatement developargumentstosupport mentstosupportthatposition thatposition ■ developargu ■ supporttheargumentswithevidenceandexamples ■ includeatleasttheminimumnumberofwords

Coherenceandcohesion

includearangeofrelevantvocabulary usevocabularyaccurately usevocabulary accurately usevocabularyinanappropriateway

Thisisanassessmentoftheuseofgrammar. Asuccessfultaskwill: ■ useanappropriaterangeofgrammaticalformsatsentence ■

level usegrammaticalformsaccurately

HowtomarktheSpeakingTest Thespeakingtestisanassessmentofhoweffectively studentscancommunicateinEnglish. TherearefourcriteriaformarkingtheSpeakingTest,which areequallyweighted.

Fluencyandcoherence Thisistheabilityto: ■ talkataconsistentlynormalspeed ■ linkideasandlanguagetogetherinlogicalsequences ■ usethelanguagefeatureswhichcreatecoherent,connected speech

Lexicalresource Thisistheabilityto: ■ ■ ■

usearangeofrelevantvocabulary usewordsappropriatelytoconveymeaning useparaphrasestrategieswhenrequired

Grammaticalrangeandaccuracy Thisistheabilityto: ■ usearangeofgrammaticalformsappropriately ■ usegrammaticalformsaccurately

Pronunciation Thisistheabilityto: ■ usearangeofphonologicalfeaturestoconveymeaning ■ produceintelligibleindividualsounds ■ usestress,rhythmandintonationeffectively

ListeningTestaudioscript

Inthistestyou’llhearanumberofdiffere Inthistestyou’llheara numberofdifferentrecordingsand ntrecordingsand you’llhavetoanswerquestionsonwhatyouhear.Therewill you’llhavetoanswerquestionsonwhatyouhear. Therewillbe be timeforyoutoreadtheinstructionsandquestions,andyouwill haveachancetocheckyour haveachance tocheckyouranswers.IntheIELT answers.IntheIELTslisteningtest,the slisteningtest,the recordingwillb beplayedonceonly eplayedonceonly.Thetesti .Thetestisinfoursections. sinfoursections.

Nowturntosectiononeonpage100ofyourbook. Nowturntosection oneonpage100ofyourbook.Youwillhear Youwillheara studentcalledJoannatellingherfriendabout studentcalledJoannatellinghe rfriendaboutanart anartsfestival sfestivalwhich which isbeingheldinthecitywherethey isbeing heldinthecitywheretheyarestudying.Firstyouhave arestudying.Firstyouhave sometimetolookatquestions1and2.You sometimetol ookatquestions1and2.Youwillsee willseethatthereis thatthereisalso also anexamplewhichhasbee anexample whichhasbeendoneforyou. ndoneforyou. PRESENTER :

Nowweshallbegin.Y Nowwe shallbegin.Youshouldanswer oushouldanswerthequestionsas thequestionsas youlistenbecauseyouwillnotheartherecordingasecond youlistenbecauseyouwill notheartherecordingasecondtime. time. Listencarefullyaandanswerquestions1and ndanswerquestions1and2. 2.

DAVE:

Lexicalresource

JOANNA:

IEL IELTS TSpr prac acti tice cete test st

  [2.32]

PRESENTER :

Thisisanassessmentofhowclearandfluentthe Thisisanassessmentofhowc learandfluentthewritingis. writingis. Asuccessfultaskwill: ■  beappropriate  beappropriatelyorganise lyorganised d ■ successfullylinkinformationandideas ■ containlogicalsequencing ■ makeeffectiveuseofcohesivedevices Thisisanassessmentoftheuseofvocabulary. Asuccessfultaskwill: 19 190 0

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Hi,Joanna.Wherehaveyoubeen?

JOANNA:

Hi,Dave.IhadtogointocollegetoreturnaDVDI’d borrowedfromthelibrary.

DAVE:

Ohright.

ButwhileIwasthere,Igotsomeinformation Butwhile Iwasthere,IgotsomeinformationaabouttheCity bouttheCity Artsfestivalthatstartsnextweek.

DAVE:

Ohyeah.Isawaposteradvertisingitsomewhere.

 

JOANNA:

Ifyouwouldlikeafreeguidedtourofthemuseum,thencome alongatoneo’clockanyWednesda alongat oneo’clockanyWednesday y.Spacesonthetourarelimited .Spacesonthetourarelimited totwenty-fivethough,soit’sbesttoreserveaplacebyphone,and thesetoursareforindividualme thesetoursare forindividualmembersofthepublic,familiesand mbersofthepublic,familiesand smallgroupsoffriendsonly.

DAVE:

Toursforgroupsofschoolstudentscanalsobearrangedand thesearealsofreeofcharge.Teachersareencouragedtomakea donationofaround£3.00perstudenti donationofaround£ 3.00perstudentiftheycanaffordit,butthis ftheycanaffordit,butthis isn’tobligatory.Whatteachersmustdo,however, Whatteachersmustdo,however,isphonetoagree isphonetoagree

Yeah,andIpickedup Yeah,andIpi ckedupthisleafletfromthelibrary. thisleafletfromthelibrary.IItgives tgives youthewebsiteaddress,soasIwasthere,Iloggedontogetmore information.Actually,althoughthey’ve ,althoughthey’vegotthefullprogramme gotthefullprogramme ofeventsfixednow,youcan’tbook ofeventsfixed now,youcan’tbookonline,whichseemsstrange. online,whichseemsstrange. There’sanumbertophone,though. Andaretherestudentdiscounts?

JOANNA:

Iguessso, Iguess so,butIdidn’t butIdidn’tnotice.Anyway notice.Anyway,therearethree ,therearethreetthings hings I’dliketosee:anItalianfilm,arockconcertandana I’dliketosee:anItalianfilm,arock concertandanartexhibition. rtexhibition. Theexhibition’sfreeandyou Theexhibition’s freeandyoudon’tneedtobook,soI’llde don’tneedtobook,soI’lldefinitelygo finitelygo tothat.ButI’mgoingtogetticketsforthefilm,incasetheysellout.

DAVE:

Goodidea.Youc Goodi dea.Youcanalways analwaysb buyconcertticketsatthedoor, uyconcertticketsatthedoor, becausethat’sinareallybighall.

JOANNA:

Right.

PRESENTER:

Beforeyoulistentotherestoftheconversation,youhave sometimetoreadquestions3to10.

PRESENTER: DAVE:

Nowlistenandanswerquestions3to10.

Sowhendoesthefestivalactuallystart?

JOANNA:

Well,it’susuallyheld Well,it’s usuallyheldthefirstweek thefirstweekof ofOctober October,butit’sea ,butit’searlier rlier thisyearforsomereason.TheopeningnightisSeptember20thand eventsgoontilltheendofthemonth.

DAVE:

Andhaveyougotthatphonenumber?

JOANNA: DAVE:

Yeah,it’shere Yea h,it’shere…look…it’s0967990776. …look…it’s0967990776.

OK.I’llwriteitdown.0967990776,thanks.

JOANNA:

Ithoughtthelocalcouncilmadeaprofitfromthe Ithoughtthelocalcouncilmade aprofitfromthefestival,but festival,but itsaysherethatthere’sacommercialsponsor– itsaysherethatthere’sa commercialsponsor–it’s it’salocalbank alocalbank.I .I

didn’tknowthat. DAVE: NeitherdidI.Whatothereventshavetheygoton? JOANNA:

Umm.Aswellastheartexhibitionsandstuffthat’sopen everyday,therearespecialeventseachday.LikeonMondaythere’s amusicalintheCityHall.That’sonly£3.65forstudents.

DAVE:

IthinkI’llgivethatamiss–I’vegotfootballtrainingon Mondays.ButI’mfreeonWednesday.

JOANNA: DAVE:

There’sajjazzbandonthen,andthat’sonly£2.50forstudents. azzbandonthen,andthat’sonly£2.50forstudents.

Soundsgood.IsthatintheCityHalltoo?Wecouldgo.

JOANNA:

Well,I’mbusyactually– Well,I’mb usyactually–butit’satthesportscentreif butit’satthesportscentreifyou’re you’re interested.

DAVE:

Ohright.

JOANNA:

Thursday’stheccheapestevent–only£1.25forstudents–and heapestevent–only£1.25forstudents–and it’soninthelibrary.Canyouguesswhatitis?

DAVE:

Probablythecollegechoir.

JOANNA:

Actuallyno–they’venotbeenaskeda Actuallyno–they’venotb eenaskedapparently.No,it’sa pparently.No,it’sa poetryevening.

DAVE:

Umm.Isn’tthereanymoderndance Umm.Isn’tthere anymoderndanceonanywhere? onanywhere?

JOANNA:

OnFriday.That’satthecollege.It’s OnFriday .That’satthecollege.It’squiteexpensive quiteexpensivethough, though, £15.00foradultsand£12.75forstudents.

DAVE:

Yes,thatisalot.IfI’mgoingtospendthatmuch,I’dprefertogo outonSaturday.

JOANNA:

Yes,metoo.ButonSaturdaynig Yes,me too.ButonSaturdaynightthereisn’tli htthereisn’tlivemusicora vemusicora partyoranything–justthefireworksinthecitypark–andthat’s only£1.50.

DAVE:

atimeinadvanceasonlyoneschoolparty’sallowedinatatime. atimeinadvanceasonlyoneschoolparty’sal lowedinatatime. Thenthere’sanonlinebookingformwhichyoucanusetoconfirm thebooking,orjustsendaletterifyouprefer. Forolderstudentsandadultgroups,weprovidemorespecialised andadultgroups,weprovidemorespecialised tours,andthesecost£100forashorttourofthirtyminutes,orifyou wantaslightlylongerone,it’s£130forforty-fiveminutes.Thereisa studentdiscount,however,socollegeg studentdiscount,however, socollegegroupswouldpay roupswouldpay£75forthe £75forthe shortertour,forexample. Intermsoffacilitiesavailableatthemuseum,teachersand othersshouldbearinmindthatspaceisverylimited.Asw inmindthatspaceisverylimited.Aswe’re e’re inthecentreofLondonwithmany inthe centreofLondonwithmanycafésandrestaurantsnearby cafésandrestaurantsnearby, refreshmentsaren’tsoldonsite,though refreshmentsaren’tsol donsite,thoughthereisasmallshopsell thereisasmallshopselling ing souvenirs.Mostofthethingsonshowinthemuseumarepreserved animalspecimensiinglasscases,sotherearenointeractive nglasscases,sotherearenointeractivedisplays displays aimedatsmallchildren.And aimedatsmal lchildren.Andourtoursareonl ourtoursareonlyinEnglish,although yinEnglish,although thereisprintedmaterialavailableinothermajorl materialavailableinothermajorlanguageson anguageson request.There’salsoalecture request.There’sa lsoalectureroomwhichgroups roomwhichgroupscanbookforan canbookforan extracharge,andthisis extracharge,and thisisequippedwithpower-poi equippedwithpower-pointprojectorand ntprojectorand microscopes. PRESENTER :

Beforeyouheartherestofthepresentation,youhavesome timetolookatquestions16to20. PRESENTER :

Nowlistenandanswerquestions16to20.

WOMAN:

Next,abitaboutthehistoryofthemuseum,andthe preservedanimalandplantspecimensyoucan preservedanimalandplantspeci mensyoucanseethere.The seethere.The museum’snamedafterJohnHunter,whowas museum’snamedaf terJohnHunter,whowasapioneer apioneerinthestudy inthestudy ofanatomy.Hewasamong ofanatomy .Hewasamongtthefirsttounderstandthatthestudyof  hefirsttounderstandthatthestudyof  otheranimalscouldtellusalotabouthowthehumanbodyworks.

JohnHunterwasbornin1728andcametoLondontoworkasan assistantinananatomyschoolin1748.HereJohndidhistraining inthestudyofhumananatomy.Itwasafter1760,however,thathe turnedhisattentiontoanimals.That’swhenhebecameasurgeon inthearmy,spendingthreeyearsinFranceandPortugal,where hestartedcollectingandpreservinganimalspecimens,suchas lizards. OnhisreturntoLondonin1763,Huntersetupinprivatepractice andstartedtobuilduphiscollectionofspe andstartedto builduphiscollectionofspecimens.Whenhe cimens.Whenhemoved moved toabighouseinLeicesterSquarein178 toabig houseinLeicesterSquarein1783,Hunterstartedtotake 3,Hunterstartedtotake inresidentstudentsandgavethename‘teachingmuseum’tohis collection.Bythe ttimeofhisdeathin1793,Hunterhadcollected imeofhisdeathin1793,Hunterhadcollected specimensfromallovertheworld,includingthefirstkangarooto beseenoutsideAustralia.Hehad14,000different beseenoutsideAustralia.Hehad14 ,000differentexhibits,with exhibits,with 500specieso ofplantsandanimalsrepresented.And fplantsandanimalsrepresented.Andmanyofthese manyofthese specimenscanstillbe specimenscan stillbeseeninthemuseumtoday seeninthemuseumtoday,becausein ,becausein11799 799 thecollectionwaspurchasedby thecollectionw aspurchasedbythegovernment,who thegovernment,whopresentedit presentedit totheRoyalCollegeofSurgeons. totheRoyal CollegeofSurgeons.A Andthey’vebeen ndthey’vebeenlookingafterit lookingafterit eversince,whichiswhy eversince,w hichiswhyttheHunterianMuseumis heH unterianMuseumisllocatedintheir ocatedintheir buildinginLondontothisday.

Yeahthat’dbegood. PRESENTER :

PRESENTER:

NowturntoSection2onpage101ofyourbook.Youwill hearsomeinformationaboutamedicalmuseuminLondoncalled theHunterianMuseum,whichispartoftheRoyalCollegeof  Surgeons.Firstyouhavesometimetolookatquestions11to15.

PRESENTER:

NowturntoSection3onpage102ofyourbook.Youwill hearastudentcalledSarahtalkingtohercollegetutoraboutsome hearastudentcalledSarah talkingtohercollegetutoraboutsome researchshehastodoaspartofhercourse.Firstyouhavesome timetolookatquestions21to27.

PRESENTER :

Nowlistenandanswerquestions21to27.

Nowlistenandanswerquestions11to15. MAN :

WOMAN:

Goodevening.I’mheretotellyouabouttheHunterian museuminLondon,whichispartoftheRoyalCollegeofSurgeons. Althoughamedicalm museum,itisopentothegeneral useum,itisopentothegeneralpublic.The public.The museumspecialisesinthehistoryofthestudyofanatomy,and especiallytheworkofJohnHunterintheeighteenth especiallythe workofJohnHunterintheeighteenthcentury. century.

Hello,Sarah.

SARAH: MAN :

Hi.

Soyouwanttotalkaboutyourresearchproject?

SARAH:

That’sright.Iwanttofindouthow wanttofindouthowmanypeopleusethetourist manypeopleusethetourist

informationofficeandwhat informationoffice andwhattheythink theythinkoftheservi oftheservicethey cetheyget. get.

IELTSpracticetest

191