STs Uae Mee ted are Nelo NCCT mg Mike Sayer OTE CULICCUT SAE TCU) Straightforward ahecraristel t-te) Teacher’s Book Parade Meee toy Se ee aces Online and students’ markbook Se ROL eer cd . Uo S (oT el = ond edition UCR uae cts feral Tg eS Cooe Ur) cere) ZA MACMILLANIntermediate | Jim Scrivener & Celia Bingham Adrian Tennant Steve Wasserman Straightforward Intermediate Teacher’s Book eA MACMILLANMacmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited (Companies and representatives throughout the world ISBN 978-0-230-42329.9 ‘Text, design and illustration ® Macmillan Publishers Limited 2012 Written by Jim Scrivener and Celia Bingham Additional material by Mike Sayer ‘This edition published 2012, First edition published 2006 All rights reserved; no part of this publication may be reproduced, stored ina retrieval system, transmitied in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission ofthe publishers. Designed by eMC Design Limited ustrated by Asa Anderson, Charles Burns, Celia Hart, Ben Hasler, Tim Kahane, ‘Mike Lacey, Bil Piggins, Simon Rumble and David Young, Cover design by eMC Design Limited Cover photographs by: Corbis/Lois Ellen Frank (Main); Getty mages/Doug Chinnery; Alamy/Robert Harding Picture Library Ltd; Corbis/Roger Tidman; Corbis/Gerolf Kalt; ‘Alamy/Images & Stories Full credits for photographs in the facsimile pages can be found in the Student's Book, Workbook, Portfolios, CD-ROM, Teacher's Resource Dise and Digital. Authors’ acknowledgements Jim Scrivener With many thanks to Nicola Gardner ~ a wonderfully creative and insightéul editor. ‘This book is dedicated to Noémi and Gabriella Mike Sayer 1 would like to thank Nicola Gardiner and Nicola Stewart for their support on this project. ‘The publishers would like to thank all the teachers from around the world who provided invaluable comments, suggestions and feedback on the first edition, ‘The publishers would also like to thank the following people for their help and contribution to the second edition: ‘Tatiana Baytimerova (Russia), Lenka Boehmov (Czech Republic), Dr. Manuel Padilla Cruz (Spain), Svetlana Elchaninova (Russia), Jennifer Diaz Green (Dublin). Elena Mokeeva (Romania), Lynn Thomson (freelance editor) , Amany Shawkey (Macmillan Egypt), Maria Teresa Rius Villaplana (Spain), Natalia Vorobyeva (Russia) ‘These materials may contain links for third party websites. We have na control over, and are not responsible for, the contents of such third party websites. Please use care ‘when accessing them, Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible, If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity. Printed and bound in Thailand 2016 2015 2014 2018 2012 10987654321Contents Student's Book contents map Introduction qa 18 1c 1p Double lives Daily lives Britishness First impressions Answer key: 1 Review answers & Workbook Writing Sample answer 2a 28 2c 20 Around the world, Unusual journeys Down under Getting around Answer key: 2 Review answers & Workbook Writing Sample answer 3a 3B 3c 3d Dream homes Unusual homes Bedrooms Dinner invitation Answer key: 3 Review answers & Workbook Writing Sample answer 4a 4B 4c 4D Answer ke Luck of the draw ‘Twists of fate Bad luck stories Fancy that! 4 Review answers & ‘Workbook Writing Sample answer 5a 5B 5c 5D Hard sell Cold calling The office Paperwork Answer key: 5 Review answers & Workbook Writing Sample answer 6a 6B 6c 6p Summer holiday Getting away Perfect day ‘Travel plans Answer key: 6 Review answers & Workbook Writing Sample answer page iv page viii age 1 page 4 age 8 page I page 15 page 16 page 18 page 22 page 25 page 29 page 30 page 33 page 37 page 39 page 43 age 44 page 48 age 51 age 53 page 57 page 58 age 61 page 65 page 67 page 70 page 71 page 7. age 78 page 81 age 86 7A Moving 78 Life changes Je Happy birthday 7p Dilemmas Answer key: 7 Review answers & ‘Workbook Writing Sample answer 8A Breaking news 8B Protests 8c Bank robbers 8D Driving Answer key: 8 Review answers & ‘Workbook Writing Sample answer 94 The shopping basket 98 Shoppers 9c E-shopping 9D Phone calls, Answer key: 9 Review answers & Workbook Writing Sample answer 10a Secrets 108 Fact or fiction? 10¢ Mysteries 100 Strictly confidential Answer key: 10 Review answers & Workbook Writing Sample answer 114 Total sport 116 Olympic dreams 11¢ Strange sports 14D Sport relief Answer key: 11 Review answers & ‘Workbook Writing Sample answers 12a Basic needs, 128 Money 12¢ Suel 12D Golden moments Answer key: 12 Review answers & ‘Workbook Writing Sample answer page 87 page 90, page 93 page 95 page 100, page 10L page 106 page 109 page 112 page 16 page 117 page 121 page 125 age 128 page 131 age 132 age 136 page 139 page 142 page 14, page 147 page 151 page 154 page 158 page 162 page 163, page 166 page 170 page 172 page 176eet ered Rrrerricug ius romania Cotas 1A Double ives p6 Stative & dynamic verbs | - 18 Daily ves ps z continuous | : = jee 1 Britishness p10 "Subject object questions SelFimage T | 1D First impressions p12 Describing people 2A Around theworld pié | Present perfect & past simple 28 Un cys. a Ss 2c down under p20 Phrasal verbs st for unfinished 20 Getting around 922 ‘Verb collocations(ravel) Travelling 3A ‘Dream homes: ie ‘Madals of obligation, permission | tease Gea | t ‘3B Unusuathomes p28 BC Bedrooms p30 3D Dinner invitation p32 Requests "Intonation requests 44 Luckof the draw p36_ | Past simple & past continuous Idioms (taking sks) Was & were 448 Twists offate p38 Past perfect simple Injuries “te Badluckstories pao = Timelinkers = “4p Fancy that! p42 ee Goth & neither Talking about similarities & differences 5A Hard sell pA6 Comparisons 1 Adjectives (advertising) “5B Cold calling p48 Comparisons? = Be Theoffce p50 Comparing nouns "Toes actives 5 Paperwork p52 Office suppies ‘On the phone "6A Summerhotday p55 Future 1 Guture plans) Holidays 1 68 Gettinzaway p58 Frise Gretioraless =] ro vaara "6 Pertect day p60 Present tenses in future tine I | clauses | | | 6D Travel plans p62 ‘Collocations with sound Indirect questions ‘Word stress wvReading & Listening fae ried eo) tir! ede) Dseissngwhetpeosle fe mestIkaytolesbout——AGEScptoners ae Tali bourse ee |oettiens | tadioeiew FV programme: How Michel Porilo _Descibing daly ones | / Becameasinglemum —____———_ Did you know? Bish polical pares | Te sieves cease recta esa =) evising a quiz about culture in your country | | Dialogue about a new flatmate Talking about First impressions Discussing making 2 goad impression R_Lawyer ives up jb to cycle oround the word Discussing traveling "Adestrition ofa = “[LIR Three unusual journeys “Talking abouta film orbook ofa longjeumey _——_‘town or city | 2c | R Excerptifom a blog about a tip around Australia Talking about Australia | SS “Planning ajoumey across yourcounty | | Three dialogues about ying to get somewhere Talking about dllytansport in city you Know well Did you know? New York & Lonvton taxis x Paradise Ridge "Discussing where you ive ‘Advantages and Interviews with residents talking about discdvantages of _ living in Paradise Ridge : Ss - 3B__L _ Three interviews with people who live in unusual homes | Designing a luxury holiday home 3c | R Skthings you probobly didn't know about beds and ‘Talking about sleeping & creaming | disadvantages bedrooms | | Dinner party "Dosing a recent | | ee 3 know? Food in Britain R_totery winners and osers UInventinga story about lttey winner ‘Anarative lottery 4B |L_ The worl’ uckest man winner LR_Lucky Luciano | 4c R-tree bad luck stories [inventing a bad luck story Sat | = _ Did you know? Sunestitons in Bisin ‘inlogueatwork: discssng things ncommon_—_Mentiing discussing coincifences TR Catch them young _— 8 — SPSL TRS advertisement : water = Phone cal: credit cardtelesales "Cantying out 2 make research survey Planning an office party ‘Ordering office supplies over the phone Roleplay: phone dialogue ordering office supplies ‘Did you know? London's Mayfair and PorleLano distiets R Questionnaire: What kindof heliday person are you? peers reece ore (eaerieet at eS 5 holiday brochure 6B L_Sixshort interviews at the airport Planning a holiday fora family soup 6c R- Emeratd Tours Discussing the perfect day out ‘Did you know? Cork European capital of culture Discussing the advantages of booking a holiday online or through a travel agent's 6D L__ Enquiring about fights over the phoneered Poeriicud Functional Pronunciation language eee Phrasal verbs with lve | Present perfect continuous 1 7B Life changes p68 ‘Metaphor “Te Happy bithday p70 | Present perfect continuous 2 Life stages: | “7p bilemmas p72 “ exclamations with what Giving advice “Intonation (eetngs 8A Breakingnews p76 Would " Weswspapers BB Protests p78 [Unreal conditions (ype 2) : Tal ha 8C Bank robbers p80 Unreal conditions (type 3) Law a order a SS SS | "BD Driving p82 Compound nouns (irving) Offers 9A The shopping basket p86 __ Articles & determiners “Containers 9B Shoppers p88 [Quantifiest 9C E-shopping p90 Quantifiers 2 | Collocations with take “9D Phone calls p92 1 10A Secrets p96 ‘Models of speculation 1 “ Musions | Sentence stress (present time) L ‘Modals of speculation 2 ‘Word families 22 Prepositional phrases Complaints 108 Fact orfiction? p98 [ee —ovesenttime) Soe =I “10c Mysteries p00 ‘Modals of speculation ‘Verbs followed by infinitive Gasttine) = =e = = 10D Strictly confidentiat 102 Idioms | Advantages & | disadvantages Gescibing people) __ Reported speech & thought “12a Basicneeds pti ——__—Fepae 128 Money p118 “Reported questions Verb collocations (money) "| Fell& ask with infinitive aa Fite: Sue! p120 Socal expressions | ltonation Gocial 7 gression) | 120 Golden moments pi22 ties p126 _Audioscripts p135 regular verblist pi47 __Unitreviews piasery ers ery SS paar [esimereee deere Discussing important fe vents Did you know? Legl ages in Elan & Wales iscuscing dierent stages oflte { ___Talking about changes in students’ ifetimes 7D | _Dialogue about a dilemma at work | Discussing personal dilemmas | iin advice about problem Te R Florie prepares to celebrate her 113" birthday AL Inteniew with an invesigatve journalist Planning the font page fora newspaper ‘funny crime story = = Z id you know? Ruper Nudoch 88 R_ivenenspaper reports about protests Discussing thre related newspaperaricles © BCR Newspaper article about ait robbers | Talking about fms with rbberies ete — Continuing a dialogue rom a fim 8D L_Twodialogues involving criving problems. Discussing the advantages and disadvantages of cars Discussing the seriousness of ving offen R checking out ‘letter of complaint 9B || Intewiew with ashopabolic Planninga shopping cent 9c |R Eezeemellcom Devisinga quiz to tet whether classmates are a — == technophobes or cybernauts 9D | L Twodialogues about problems with phones Discussing mobile phones and thelr features Roleplay: a eomaaint Did you know? the red phone box R Ararstive The tricks ofthe trade Performing a magic tick LL Radio phonesin: The de Vinci Code "Discussing conspiracy theories id you know? Glastonbury Ro Joh Darwin Solving a mystery Dialogue about the installation of spy software at work Discussing confidential information — Debate about installing CCTV cameras in secondary schools Te aise ee ae A escpen ofa Planning & presenting an Olympic bid ~~ sporting event See cre = 11D = L_ Five dialogues about a sponsored bike ride Discussing ways to raise money for charity i you iow ish ral fay char never thought it would happen to me | Ordering important things ine Wiring @ report Amoney survey Dialogue ab 12¢ R_ Five newspaperartces Two dialogues about important news| Introduction STUDENT'S BOOK — STRUCTURE AND APPROACH For ease of use and practicality Straightforward Second Each unit contains Edition is structured to provide one lesson per + two to three grammar sections. double-page spread (A/B/C/D), each taking around + two to four vocabulary sections. 90 minutes to complete. + one functional language section. one pronunciation section. Alllessons are interlinked to promote better and more + four to seven speaking skills sections. ‘memorable learning, at the same time offering the teacher two reading skills sections. the flexibility to pick out key sections in order to focus on —_ two listening skills sections. particular language points. * one Did you know? section. Additionally, each unit provides extra material in the form of elevant communication activities as well as unit reviews, saving the teacher valuable time. LessonA ‘GRAMMAR - Clear and ‘uncomplicated explanations progression through lesson is linked around Le 7a|Moving \ ml uaIntroduction Lesson B | STRUCTURE - The sevond of the LISTENING ~ Language is best SPEAKING - Opportunities unit lessons takes the topic one understood when itis seen or to participate in interesting step further, allowing students to heard in context, and every ‘and motivating speaking build on what they have learnt lesson in Straightforward activities arise naturally as in the first lesson and enabling contains either a reading or a the unit topic develops, giving them to really feel comfortable listening text. students the chance to put | around the wider topic. their language into practice and improve their fluency. 7B | Life changes VOCABULARY ~ More challenging \VOCABULARY/FUNCTIONAL and diverse aspects of vocabulary LANGUAGE - The Useful language feature packages the lesson language into practical, manageable chunks for the students to | VOCABULARY - Less common take away. ‘words are given separately, [CULTURAL INFORMATION - Students are not expected to learn in @ vacuum, and their interests and curiosities are met with, Did you know? sections. This not only pulls together the language they have been focussing on in a realistic and fresh context, but exposes them to cultural information they may not already know.[Introduction Lesson xIntroduction | LessonD STRUCTURE - The final 90-minute FUNCTIONAL LANGUAGE — This lesson of the unit consolidates section helps students to deal with everything leamt previously with a ‘common, everyday situations in focus on the communicative skills and ee functional language. It aims to bring Spice maim ote: cout the situational element of learning ns English. PRONUNCIATION - Extracting details from the realistic listening texts focusses students’ attention ‘on the importance of natural intonation and other elements of Pronunciation, and gives them an opportunity for guided practice. 7D | Dilemmas VOCABULARY — Lexis that is CEF/SELF ASSESSMENT ~ Each unit practical and immediately culminates in a self-assessment box so applicable to the student's students can check and monitor their own life is drawn out in a natural progress and become more independent ‘and engaging way. leamers. The checklist is a selection of clear ‘can-do’ statements and thereiore links to the CEF (Common European Framework) and Portfolio elements of the course,| Introduction WORKBOOK STRUCTURE - Fach lesson from the Student's Book | TRANSLATION Students _| READING — Fxtra reading material | has a corresponding single page in the Workbook | aregiven the opportunity _| Is provided in the form of a new | that builds and consolidates the same vocabulary. | tolink the language learnt __| text at the end af each Workbook | italso explicitly highlights what language function | with their own language __| unit. This is accompanied by | the students have been leaning. and explore similarities and | helpful activities that support and promote understanding, le 7a| Moving 7 | Reading Pat, DICTATION — To provide students with integrated listening [READING @ LISTENING All Workbook and writing practice, there is also a series of dictations for J and some Student's Book texts are them to check their understanding. As students are usually | read aloud on the accompanying CD, ‘working alone on the Workbook, they are ableto work at _| offering students further listening and their own pace and practise key language further. pronunciation practice | WRITING - A special section in the back ofthe Workbook READING — Bach Workbook | provides realistic examples of written texts with corresponding includes a partial Macmillan } comprehension and analysis exercises, These guide students Reader for the relevant level at | to produce their own written work covering a wide variety of | ebay a ae [= en | rir anguage outside ofthe everyday classes and engage 7 | Aletter of advice | Peseta xiiPORTFOLIO The Portfolio is like a diary. Init students find * a place to keep their own personal record of the work they do during their course. a place to write down their thoughts and feelings about the work they do. questions to encourage them to think about their English and their studies, * some puzzles, cartoons, jokes and interest quotations. ‘The Portfolio consists of three sections: 1 Before the course: ‘The introductory pages help students to analyze what they can already do in English and to set targets for the future. My grammar 3 After the course At the end of the Portfolio there are some pages io guide students to analyze the progress they have ‘made and to help them assess their English at the end of the course. 2 During the course: The diary sections give students the opportunity to record their thoughts as they work through their Student’s Book. There is one diary page for each lesson in the Student’s Book. Introduction Sees PORTFOLIO Ter THE CEF (COMMON EUROPEAN FRAMEWORK) The Straightforward Portfolios are based on ideas in the Common European Framework (CEF) which bring out the functional element in learning a language. Using the Portfolio will help your students to think more deeply about their learning and to become clearer about the progress they are making in English. Completing the diary sections inthe Portfolio can help your students learn the language better. They not only provide the students with writing practice, but also encourage em t0 reflect on what they have learnt and how hey have learnt it, By reflecting on the language, the students are likely to understand things in more detail and to remember them better. The Portfolio is designed for students to use on heir own as a personal book and diary. However, some teachers may like to include a weekly Portfolio slot in class time. ait| Introduction STRAIGHTFORWARD DIGITAL ENHANCING THETEACHING THEDIGITAL BOOK - The Digital book x EXPERIENCE IN THE CLASSROOM allows the teacher to access and display oe = Straghiforward Digital isa an interactive version of any page Blane mie ate digital component designed for {rom the Student’s Book in front of the Shen anes classroom use. Itcan be used class, All of the relevant audio, video Teme Can with an interactive whiteboard or and reference materials are instantly ‘with a computer and projector. accessible right on the page. Seer, Highlighter Epa a Zoom 2 Zoom Out ‘Stopwatch Ravoal Note Soro | | | | Unde Delete [er] [@[8]-aja|o[ai ZOOMING IN AND OUT - ‘The Zoom tools allow you to zoom in either on pre-defined areas or any part of the page that you choose, TOOLBOX ~The toolbox provides a number of ‘tools which enable you {o interact with the Digital book page.‘THE TEACHER'S AREA - The Teacher's area can be used to create your own material either before or during the class. You can insert and edit text and images, add links to pages from the Digital book and Insert audio and website links. ‘GAMES SECTION - The games section provides interactive game ‘templates to which you can add ‘your own content. Introduction | NAVIGATION PANE - The navigation pane displays thumbnails of the pages you have created in the Teacher's area. Select Pen Highlighter [x] [| ¢ [| esse at a s « Text Shape Image 1) | Audio Hypetink ‘Stopwatch Reveal Copy Paste Background Undo Delete TOOLBOX - A toolbox with a different set of tools enables ‘you to make annotations and create and edit materials, cy| Introduction STRAIGHTFORWARD DIGITAL Student's Site eoo Straightforward Practice Online eel Places to live Complete the text with the correct words. Cat) [oceore) Cottage] Cieey] (ot) Case] (a) Ci] My Sisterfsa nurse. she vesina small | in ‘Scotland. Thereare only 30 houses and a brary. she ives in 2[ house Ithas five brooms, two bathrooms and two ving rooms. Her house s vey[ shesays ‘ts rom 688, Herstreetis very atnight because there no tah. Shehasa[ garden. fist very big butthere arelots of flowers anda big appletree, Stoaightforward Practice Online provides numerous additional resources for students. Accessed through a uunique code in the back of the Student's Book, it provides interactive homework and extra practice of the language from the Student’s Book and Workbook. Straightforward Practice Online offers aver 130 resources, including * bonus interactive listening, vocabulary, reading, grammar, functional language and pronunciation activities to consolidate learning from the print components. « self-assessment checklists. + reading worksheets + video + interactive word lists with pronunciation and ‘email-me-practice’ functionality Accessing language materials online allows students to take their earning anywhere, anytime, in order to better fit their timetable and learning styleStraightforward Teaching made simple Second Edition Welcome to Straightforward Practice Online aa ee ic A A WL ee a ae : New User? Where is my token? Rewurning User? Ener your deals here vat Login Here Teachers of Straightforward Second Edition have the benefit of a dedicated resource website, which supporis them with teaching tips, CEF material and e: Included on the site are: * Teaching Tips from Jim Scrivener. * CEF checklists and information guides. * Teaching Made Simple guides - PDF manuals from Straightforward authors detailing how to use and understand different ELT methodology areas such as Jeamer autonomy and roleplays. * extra unit-by-unit reading activities from Philip Kerr with a more business-oriented approach, * author videos. * photocopiables such as tests, worksheets and companions. It also acts as a portal to the Interactive Wordlist and Straightforward Practice Online where teachers can monitor their students’ progress in this online component. This is all accessed using a unique code irom the Teacher's Book. Introduction| introduction TEACHER’S BOOK ‘The Teacher's Book offers extensive teaching notes and extra ideas for every lesson. 7a |Moving SSueeer Straightforward Ciass Aupio CDs The two CDs contain recordings of all the listening and pronunciation exercises in the Student’s Book. The track number for each recording is indicated in the Student's Book rubric. For example, ‘1.19° means CD1, track 19.Introduction TEACHER’S RESOURCE DISC METHODOLOGY BUILDER VIDEO MATERIAL - Each Teacher's Book is accompanied by a Teacher's Resource Disc with five short new videos from Jim Scrivener’s Learning Teaching, 3rd Edition that link to the Straightforward Methodology, Loaring Teaching: Elen rom apiture [Builder sections. They show experienced teachers demonstrating the techniques outlined. Accompanying ‘worksheets promote further discussion about teaching, /methodology and classroom practi Straightforward wate buer BAC/ITN VIDEO MATERIAL ~ New class video material from the BBC and ITN (with accompanying worksheets) provides exciting and engaging insights {nto aspects of contemporary British and ‘world culture and up-to-date trends. 70 |Fiona’s dilemma ~ Unit photocopiables, Progress Tests and Self-assessment Checklists. — are also available, together with access to the Straightforward Practice Online website for students. These all provide students with the ability to monitor their progress and work creatively.| Introduction METHODOLOGY BUILDERS You will find Methodology Builders sections throughout this Teacher's Book. They introduce you to a number of essential teaching techniques and give practical, immediately usable ideas that you can try out in class to extend the range of your teaching. These sections aim to be both informative and inspiring. They can help ‘you find new ways to really exploit material and get the most out of your learners. 1. Tuming short texts into question and answer act page 7 2 Using texts asa jigsaw task page 3 Extending exercises by adding a context page M4 4 Backchaining page 21 5 “Tworpase’ exercises page 23 6 Turming facs into quizzes age 28 7 Exploitinglsteningtasks (A) age 8 Using a grammar grid to make drills page 35 9 The unreliable teacher page 38 10 _Using pairwork speaking activities in different ways page 39 11 Reporting back page i 12. Using reading texts to work on ‘small’ tems page 45 13 Exploiting istening tasks (B) page 55 14 Making presentations page 60 Helping students with problem phonemes page 64 16 Any excuse to movel page 65 17_ Student's Book closed presentations page 76 18_ Students control the listening page 62 19 The teacher reads aloud age 94 20_Instant oral repeat of written exercise age $8 21 Exploiting listening tasks (C) age 103 22 Verb dictation forstory prediction age 11. 23, Students use the board page 115 24 Patting language into laboratory page 123 25_ Say like you mean it! page 129 26 Idiom stories page 145 27 Using lesson’s theme to spice up practice age 149 28_Carousel work a solution for mixed-abilty classes age 157 29 Ever-changing pairs age 168DISCUSSION STARTERS — This section suggests a range of possible ideas for using Discussion starters in class. Whole-class mode: + Ask the questions randomly around the class ‘+ Make sure you pay more attention to the meaning of what students say rather than focussing too much on accuracy. ‘+ Respond to the ideas and views students state. As far as possible, turn it into a conversation. Get them interested and involved. Encourage students to listen to each other and respond to each other ~ rather than having all interaction going via you. Pairs/groups: Choose one question or statement that you think is particulariy interesting. Write it on the board, Put students into pairs or small groups to say what they think about it. After a few minutes a spokesperson from each Pait/group reports back to the whole class. Starting with individuals: Choose a number of the questions and write them on the board (or prepare handouts with them printed on). Ask students to work on their own and write two or three sentences in response to each question/statement. A‘ter sufficient thinking and ‘writing time, gather students together in small groups to ‘compare ideas, WEB RESEARCH TASKS — This Teacher's Book includes many ideas for extension tasks using the intemet. They are presented in the following way: (1) a Web research task (2) alist of Web search key words. All web tasks provide work on relevant reading skills. Setting up Web research tasks To allow al students to work simultaneously, you will ideally need to haye enough internet-connected computers s0that a maximum of three students work per computer. Ii this is not possible, you will need to allowr some students to work om the task while others do other work, eg allowing a six-minute time slot at the computer for each pair of students Running Web research tasks + The tasks usually give suggestions of useful web search ‘key words. We have given these (rather than actual internet addresses) because web addresses tend to change suddenly, whereas these search words are likely to produce good results at any time. + Alternatively, you might like to set the Web research tasks for students to do for homework. Data collected can then be discussed and collated in subsequent class time. METHODOLOGY GUIDELINES <———_, Introduction | TEST BEFORE YOU TEACH ~ At the start of many units, the Teacher’s Book suggests some optional Test before you teach tasks. It may feel strange to set tasks that are specifically designed to allow students to use language ‘items that are only taught later in the Student's Book unit. However, these tasks have a number of purposes. Firstly, they are diagnostic, fe they allow you to get an idea of how much the students can already do with the items you plan to teach. This may lead you to change what you do later in some ways, For example, if you realize that students know a lot about one aspect but litle about another, you might decide to plan a lesson that spends more time on the later. Secondly, they are motivational, ie they help students to realize for themselves what they can or can’t do. By asking students to do a task which they perhaps can’t yet achieve with full success, they may realize that there {is some language that they don’t yet have full command of, This may help them to see the purpose of the language items when they come to study them, GRAMMAR BOXES - In every lesson of the Student's: Book in which new grammar or functional language is introduced, you will find a Grammar box. This section suggests a number of typical ideas for using these boxes, 4s well as a few more unusual options. « Ask one or two students to read the information aloud to the rest of the class. ‘Ask students to workin pairs and read the information aloud to each other, + Ask students to work in pairs, read and then discuss or ask each other questions about the contents. Allow quiet reading time and then asks questions based. on the material in the box, ‘Use material in the substitution tables (which feature in many of the Grammar boxes) to give students simple repetition or substitution drills, ‘Ask students in pairs to drill each ather, Books closed: Bafore students look at the Grammar box, read it aloud to them. At various key points, pause and elicit what the next word or words might be. Clearly confirm right answers. When you have finished, allow students to open books and read the information through quietly, Books closed: Write the information from the Grammar box on the board, trying o keep the same layout as the book. Leave gaps at key places. Ask students to either copy the diagram and fill it in, or come to the board and fillin the information there, Allow students to discuss the suggested answers before they check with the printed version. poAUTHOR’S FOREWORD A straightforward approach Dear colleagues Welcome to the second edition of Straightforward. Only six years have elapsed since the frst editions were published, but we wanted to keep up to date, to incorporate some of your suggestions, and to make improvements, that we thought were necessary. You may have noticed, too, that new editions come out more frequently these days. For many people, the most noticeable and welcome change will be the addition of extra features to make teachers' lives easier, including an interactive whiteboard version and an enhanced website, Our basic approach, however, has not changed. It remains rmly eclectic, incorporating elements from many different approaches to language teaching. When I meet teachers who are using these books, they sometimes ask me if tis OK to use a slightly different approach (for example, in the teaching of a grammar point) to the one that is suggested in the book. My answer is always an unambiguous ‘yes’ Particular students, particular classrooms and particular schools vary too greatly for it to be possible to provide one ‘way of doing things that will be appropriate to everybody. ‘The core of the course, the Student's Book, is intended to be straightforward: teaching and learning material that is reliable and easy to use straight from the page. The lessons, share a number of features: * All lessons include a balance of language leaming and language using (language work and skills work) * There is a stronger than usual focus on vocabulary development. This involves both the learning of words and phrases and attention to how these items are used Ge the grammar of vocabulary) * The grammatical syllabus will be familiar, but itis also contemporary, reflecting insights from the analysis of language corpora. ‘+ Every unit (up to and including Upper Intermediate level) contains one lesson that focusses on functional or situational English * In every lesson, language is contextualized and presented in either a spoken or written text, and every lesson includes opportunities for either reading or listening, Word lists are provided at the end of every unit in the Language reference sections. mas Philip Kerr Ceri Tones vill Jim Scrivener ‘* There is 2 wide variety of types of text, both in terms of content and source (articles, newspaper cuttings, brochures, websites, emails, etc). The topics are varied and the approaches to them are lively. ‘+ Many of the texts focus on aspects of culture in the English-speaking world and encourage intercultural comparison. This work is reinforced by regular Did you know? sections that contain further cultural information. * Every lesson contains opportunities for communicative practice. There are a wide variety of these speaking tasks, so that students have the opportunity to develop a range of communicative skills, Beyond the core of the course, I cannot recommend strongly enough that you explore the other components. The best place to start is probably with the Teacher’s Books, perhaps the best series of teacher's books that I've ever seen. I never usually like to carry around teacher's books (too heavy in ry bag!), but I make an exception for these. They form a stimulating teacher-tefresher or teacher training course. If you have a look through the introductory pages here, you'll discover a wealth of ways of adding variety to your teaching. Ringing changes, sometimes just forthe sake of it, has helped keep me young-ish, I hope. Researchers confirm that teachers who experiment with change tend to be the happiest ones. I really hope that you'll enjoy the second edition, and I wish you all the best for the rest of this academic year. Philip Keer1a | Double lives WHAT THE LESSON IS ABOUT Theme Lies, liars @ attitudes to lying Speaking _Pairwork: discussing what people are most likely to lie about Groupwork: talking about yourself Reading Liars! Web page about the theme of lying Grammar __Stative & dynamic verbs IF YOU WANT A LEAD-IN ... © Methodology guidelines: Discussion starters, pagexi Introducing the theme: lies ‘+ Write the following on the board: Pinocchio and polygraph ‘+ Ask if any students know what connects these two items. They almost certainly won’t - s0 you'll probably need to explain both items ~ but the odd question might stimulate some interest! ‘+ Commentary: the two items are connected by the theme of ying, Pinocchio is an Italian fairytale character, He is a wooden puppet whose nose grows longer every time he tells a le. A polygraph is a machine used by police and business people to help discover if people are telling lies ~ sometimes called a lie detector. Introducing the theme: attitudes to lies © Write on the board: My dog ate my horsework + Ask students to imagine that they are the teacher of this class. Would they accept that excuse? Why or why not? + Ask students if they think it's OK to lie about not doing homework? + Can they think of a better lie than the dog one? Extra discussion ‘© Are all lies bad ~ or can you tela ‘good lie’? «Is it OK to tell lies in order for you not to hurt other people's feelings (ie a white lie)? ‘* How many ties do you think most people tellin a day? «Is there anyone in the world who never lies? ‘© Have you ever told a lie that caused a big problem for you? «A lie that is repeated many times and told to as many people as possible is called a ‘big lie’. Can you think of any famous or recent ‘big lies’? ‘* Do you think people are more likely to believe a ‘big lie" than a ‘small one’? Extra task ‘+ Here are some more popular lies. You could ask students to work out the contexts (Where are they? Who ts speaking to whom’), Tcan stop smoking whenever I want to. Thank you. That's just what I wanted. He's only a friend. Twasn’t sacked. I resigned, SPEAKING a * Groupwork. Before students do the activity, write the list on the board with information about yourself to check students understand what to do, and also to introduce yourself to the class if the students are new to you. ‘* Get feedback from the class to find out which information they think is the most important. A * Groupwork, Students discuss the questions. 3 * Students work on their own and number the sentences about lying inthe order of seriousness, according to their ‘own opinion. + Students can then compare their order with a partner READING ‘The first part of the article is about how to recognize a lia, and the second partis about one of the main characters in the popular American TV series Mad Men. The character's name is Don Draper, and he has lied about his identity 1 * Direct students’ attention to the photo. Ask Who are these people? What do you know about the TV show? Is there a connection between the characters in. the show and lying? * Ask students to look at the headlines on the web page briefly. Then divide them into pairs ta discuss which of the information they expect wo find, 2 * You could pre-teach key words in the web page. See Cultural notes: reading below. + Students read the text and check their predictions, lv 2x 3K 4x BV 6v Cultural notes: reading + You lie or tell a lie - you don’t say a lle or make a te + If people believe yout lie, you get away with it + If people see things in your face, or movements that suggest you are lying, these things give you away, {ie they allow people to know something that you wanted to be secret) '* Spot a liar means ‘recognize that someone is lying’. 3 Students read the text again and find out whether the sentences are true of false. Let students check their answers in pairs before discussing as a class. * Ask students to correct the false sentences. iT 2F (The thythm ofa liar’s speech slows down.) 3 = aT SF (He tured his back on his past which implies he is not proud of it.) GF (None of the world’s top ten lies are about money.)patty. ‘anything about lastnight. at as the central character: 97) starring Jim Carrey (2002) : 2003) starring Evan McGregor and Tom Finney y Liar (1963} starring’Tom Courtenay and Julie Christie Extra task: a puzzle + As three o four-minute filler, some more enquiting classes may enjoy this rather philosophical puzzle. I's ‘unusual in that there is no clear or easy answer. It may lead to some interesting discussion ~ or quite possibly to a stunned silence! + Stand at the board and make sure that you have the class's attention. Slowly and silently, write this sentence on the board, so that the class can see each word as you write: This sentence is false + Stand back and ask Is that sentence trae? Wait for students to voice an opinion, argue or give up in despair. * Commentary: the sentence is interesting because (a) if {tIS true, then itis false! But (b) i it 8 false, i's rue! This kind of siatement, in which two things appear to contradict each other, is called a paradox, + Ifyourclass enjoys tis, you could offer this similar puzzle The following sentence is rue. The previous sentence is false Or this one about English: This sentence isnot in English. Or you could say this tothe class: Evenything an English teacher says isa lie. Cultural notes: reading ‘+ Mad Men is an American drama series which premiered in the US in 2007. Currently, there have been five seties of thireen episodes each. Iti set ina fictional advertising agency on Madison Avenue in New York in the 1960s. + Don Draper, played by the actor Jon Hamm, is the central character ofthe series ‘+ Mad Men has become very successful in the US and all over the world. thas won thirteen Emmys and four Colden Globes - prestigious awards for TV dramas in ihe Us. GRAMMAR: stative & dynamic verbs © Language reference, Student's Book page 14 © Methodology guidelines: Grammar boxes, page xi s * Students look at the verbs jn italics, They should circle the stative verbs and underline the dynamic verbs. 1 puts on (dynamic); kisses (dynamic); goes (dynamic) ; 2 GARD scaxtve) anty (stattve) 3° feeds (dynamic); does (dynamic) on hava) ® Students work on their own and correct the mistakes in the two paragraphs. Make sure they understand that they are looking for three mistakes in each paragraph. 1 the plane does not have; does not know the meaning: ‘He understands 2. Tam accurate; Mitty needs to find a way; he does not want to use 3 © Communication activities, Student's Book pages 126 4134 * Pairwork. Ask students to read the information about ‘Walter Mitty before turning to their respective pages at the back of the book. Student A descries what is happening to Walter Mitty in their picture, and Student B describes what is happening in Walter Mitty’s imagination in their picture. Language notes: stative & dynamic verbs # Stative verbs describe conditions or states that exist. No fone actually does anything, These verbs describe things in the world that ‘are’, ie permanent or semi-permanent characteristics of things. They also describe things in our head such as feelings, thoughts, sensations and ownership, ‘+ Dynamic verbs describe things that happen, ie events or actions or things people do. + Students often seem uncertain about the definitions of stative and dynamic, though when they see examples, they can often recognize the differences without too ‘many problems, Similarly, teachers may also find it hard to give a clear explanation of the difference (partly because the language needed to describe ‘conditions’ or ‘states’ seems a little complex), so offering a number of examples and practising classifying them may often he a goed way to work, eg by drawing two columns on the board labelled stative and dynamic, and then asking students to classify verbs you callout into the correct column. (NB You may need to take account of the verbs that can be both stative and dynamic - see notes in the Student's Book, page 14.) ‘The Student's Book focusses on the most important grammar rule of thumb: that we don't usually tse stative verbs in the continuous tenses. Please note this is only a guideline. There are cases when a stative verb may be used in the continuous, as is explained in the Student's Book, page 9 * Tiyou think about it, itis logical that an ongoing state would not normally be used in a tense which emphasizes the limited duration of something (whieh Is what continuous tenses do)Cultural notes: Walter Mitty * You can find the term Walter Mitty in dictionaries nowadays. The Macmillan dictionary defines Walter _Mitty a ‘someone who imagines that they have unusual adventures or success, but whose lf is in fact very ordinary’. This is sometimes used as an insult about people, eg He's areal Walter Mitty. SPEAKING 1 © communication activities, Student's Book page 126 * Ask students to turn to page 126. Make sure that students understand that only one of the sentences that they complete should be true about themselves and all the other sentences should be les. 2 + Pairwork. Students say their sentences aloud to each other for their partner to guess which one is true, Extra discussion: quotes ‘+ Write one or two of the following quotes on the board and ask students what they think. Do they agree? When someone starts by saying ‘To be honest ..", you ean be certain they will lie to you. (Anonymous) The mouth may lie... but the face... tells the truth, (Friedrich Nietzsche 1844-1900, German philosopher) Diplomacy is the art of tying for one's country. (Ambrose Bierce 1842-1914, American writer) A lie can run around the world before the truth can get its boots on. (James Watt 1736-1819, Scottish inventor) Liars need to have good memories. (Algernon Sidney 1622-1683, English politician) sk if students know any quotations about lying in their mn country. If $0, can they translate them into English? appropriate, encourage further discussion on the theme lying F YOU WANT SOMETHING EXTRA... Straightforward Teacher's Resource Disc atthe back of this book Double tives | 14is | Daily lives WHAT THE LESSON IS ABOUT Theme People’s daily lives: British politics Speaking —_Pairwork: talking about politicians and _ polities Listening Monologue: radio review of reality TV programme: How Michael Portillo, Becamea Single Mum Vocabulary Verbs with two meanings Grammar Present simple & present continuous Didyou know? British political parties IF YOU WANT A LEAD-IN Introducing the theme: daily lives ‘Ask students to interview their partner for three minutes and find five ‘interesting’ things that both students do in their daily lives. For example, they could tind out that they both take the dog for a walk in the morning, LISTENING & SPEAKING In this listening, a reviewer talks about a TV documentary in which a British politician (Michael Portillo) looked after a single mother’s four young children, did her two part-time jobs and had to live on the same amount of money as she normally does for a week. The reviewer explains that, because of the documentary, he has changed his opinion of the politician and that he now likes him. 1 «© Pairwork. Students discuss the questions. 2 * Pairwork. Direct students’ attention to the man in the photo and ask them what sort of man they think he is and what type of job they think he has. ‘ Students then read the TV review. + Elicit ideas from the students about the main differences between Michael and Jennys lifestyles and write some of their ideas on the board. Extra suggestion ++ Read out the following sentences one by one and ask students to say if they think the sentences are true or false ~ and give reasons. 1 The man in the photo is a celebrity TV chef (ie he is famous for cooking food in TV programmes). 2 Heis a famous British politician. 3 He is a magician. 4 He is a member of the Green Party (ie a political party that supports environmental issues). 3 Heis a single mother (ie a mother who has a child, but no partner to help her}. Cultural notes: Michael Portillo ‘+ Michael Portillo was bom in London in 1953, of a Spanish father and a Scottish mother who had met at Oxford University. His TV career starved young, when he was ‘Ribena kid’ in advertisements for a blackcurrant sft dink! + After a dramatic defeat in the 1997 General Election, when he lost his seat as an MP, he became more involved in media work. He made TV programmes 4 about art; Richard Wagner's musie; walking in Spain; Queen Elizabeth I; working in a hospital; polities and a travel biography about his father In a series called Great Railway Journeys. + These media appearances helped to make him much better-liked than when he was a politician (when many people considered him rather a proud and unsympathetic person), His self reinvention as a kind, caring person, discovering ordinary people's lives, was quite a surprise to some people. Portillo is perhaps best-known these days in the UK for his regular appearances as a humorous but forthright political commentator on the weekly polities programme This Week. 3 O11 * You could pre-teach key words in the review, See Language notes: listening & speaking below. * Play the first part of the review for students to check their answers to exercise 2, e111 My choice for Pick of the Week this week is the BBC2 archive documentary How Michael Portillo Became a Single Mum. | think this is one ofthe best reality TV shows ofall time. For those of you who haven't seen it, Michael Portillo volunteers to step into the shoes of working mum, Jenny Miner, for a week, and look after her kids and her house and take over at her two part-time jobs. He is obviously used to a very different lifestyle. He never cooks or cleans or does the shopping - he pays someone else to do that for him. And he doesn’t have any children, Life as a single parent is going to be a real eye-opener for him. Jenny has four children, the oldest is eleven and the youngest is eight. Every day, Monday to Friday, she drives the kids to school and then she goes to her two part-time jobs, one as a, classroom assistant and one as a supermarket cashier - and she doesn’t pay anyone to do her housework for her! Language notes: listening & speaking + Reality TV is a type of programme in which television ‘viewers watch real people (rather than actors) who are put in a particular situation for a certain amount of time and watch to see how they react and cope. A popular example of such a programme is Big Brother. + You volunteer when you offer to do something. + Part-time is when you work for only part of a day ora week. + A-classroom assistant is a person who is unqual to teach, but helps a teacher with their students, ina classroom. + A supermarket cashier is someone who takes money from and gives change to people who buy food and other items at a supermarket. 4 B12 * Allow students a short time to read the questions before you play the second part of the interview. * Ifyou feel it is necessary, you could pre-teach/check key words in the review, eg arrogan, likeable, impressed, pretend, character and challenge. ‘Students answer the questions. They then check their answers in pairs, then check with the whole class.He thought Portillo was arrogant and self-important. He thought he was modest, friendly and likeable. ‘They were impressed by him and they thought he looked like George Clooney. 4 He found working as a classroom assistant more difficult because he found it difficult to explain things to the children. 5 His biggest challenge was dealing with Ellie, the youngest child 6 Ellie @12 [always thought of Michael Portillo as an arrogant and self-important man, but in this programme, Portillo comes ‘cross as very different. Very modest, very friendly, very likeable. He had a lot to learn in his week as a single mum, He had problems, and he wasn't afraid to admit it, but he never lost his sense of humour ~ and he even seemed to be enjoying himself at times. tone point, Tasha, the eldest ofthe children, is having a karaoke party for her friends and Portillo is obviously having a good time. Tasha’s friends are impressed by him and think he looks like George Clooney! Its one of the high points of his week. Ih another clip, Porillo is working behind the cash tll at the supermarket. He doesn't pretend to enjoy the work, but he says that the atmosphere is much nicer than in the Houses of Parliament His second job, in the primary school, is more difficult and, at the beginning, it looks as if he's bitten oif more. than he can chew. We see him in the classroom where he is ‘working as a classroom assistant. At one point, he’s having. problems with some eight-year-olds. He’ trying, and failing, to explain a maths problem to them. But he listens patiently to the teacher and by the middle of the week he's doing much better. is lite Elle the youngest cil She's eight years old and very stubborn, and she's going through a very rebellious phase. She flaily refuses to listen tohhim and you can see that all his lessons in political diplomacy will ge him nowhere. In one typical situation, Portillo is rving to persuade Elie that it's bedtime, but she's being particularly dificult. Although you ean see she's really tired and really wanis to goto sleep, she’s refusing to go. thins in the end Elie is my favourite character in the programme - but Portillo definitly came a ‘close second. 5 @11-12 tudents listen to both parts of the interview again and complete the sentences * Stronger students could try the activity first before listening to the recording Fh shoes 2 eye 3 points 4 bitten 5 nowhere 6 ® Pairwork, Students discuss the meanings of the phrases in bold in exercise 5. Then check the answers with the class, do her job and look after her kids a situation that teaches him something new ‘the best moment he’s ied to do more than he can did not help him at all Daily lives | 18 7 * Pairwork, Students discuss the questions. * Ifpossible, get students into pairs from their own country to discuss the questions, then pairs can tell the class who they have chosen and why. * Havea class vote to see which politician students would most like to see in a similar TV programme. Make sure students give you reasons why they have chosen a particular person for the programme. GRammak: present simple & present continuous © Language reference, Student's Book page 14 © Methodology guidelines: Grammarboxes, paged 1 ® Students first complete the rules by choosing either present simple or present continuous each time. They then choose suitable examples for each rule from the sentences highlighted in audioscripts 1.1 and 1.2 on page 135. Use the present simple * to talk about facts (things that are always true) and. permanent situations. He doesn’t have any children. * to talk about habits and actions that happen regularly. Every day, she drives the kids to school. ‘Use the present continuous ... * to talk about actions that are happening at the ‘moment of speaking. Tasha is having a karaoke party jor her friends. * totalk about temporary situations and activities, She's going through a very rebellious phase, ‘We usually use stative verbs in the present simple. She is realy tired and she really wants to goto sleep. 2) ** Students choose the correct verb forms to complete the article. 1 has 3 2 works isplaying 5 _ is learning 4 teaches: 6 wants Language notes: present simple & present continuous + Some essential differences between the two tenses can be shown with timeline diagrams. The present simple describes something that the speaker (or writer) sees as happening in time that has no clear beginning or end. Thus it is appropriate for repeated or regular events, 2g 1g0 to lots of birthday partes. Past Now| Daily lives ‘and things that are always/permanently true, ¢g The sea is blue. Past Now LAL ARIAANAL ISL Future This contrasts with the present continuous. When wwe use this, we typically have a sense that something started and will finish. Thus it is useful for talking about events happening now, which we imagine starting sometime before now and ending sometime after now, eg I’m having a great time. The timeline has boundaries before and after the event. Past Now Future + Despite the tense name, the event(s) may be separate events and are not necessarily continuous, but there is still a beginning and an end, eg I'm driving to Hastings every day this week. Past Now 2p Slip wie iy ae ae, | Future a * Students write six sentences about themselves using the time expressions, * Students could then compare their sentences with a partner. VOCABULARY: verbs with two meanings © Language reference, Student's Book page 14 1 ‘Ask students to read the information about stative and. dynamic verbs. ‘ Students choose the correct form of the verb to complete the sentences. 1 think 4 amseeing 2 isthinking 5 has 3 see 6 shaving 2 « Pairwork. Students discuss the meaning of each use of the verbs, then check with the whole class. Possible alternative answers are shown in brackets. have an opinion (believe) hhas something in his mind (is considering) understand ‘am meeting the children ‘belong’to her (the children are hers) this is an action (he is enjoying himseli) 3 * Students complete the sentences with the verbs in the present simple or present continuous, 6| see: 1 is seeing; 2 sees - have: 3 has; 4 is having think: 5 is thinking; 6 thinks 4 « Pairwork. Students write three sentences with see, have and think which are true about themselves. ‘* They then read their sentences to their partner and discuss ‘what they have written Language notes: present simple & continuous + Student confusion often arises because some verbs, eg think, see and have in this exercise can be used as both stative and dynamic verbs, usually with different ‘meanings. There may be more than one stative or dynamic meaning. Dictionaries often do not distinguish very clearly between stative and dynamic uses. think Stative: [think thts ts good English. (le belief) Dynamic: I'm thinking of you. {ie you are in my head now) Stative: She saw the whole panorama tn front of her. {ie sense) see what you mean. (le understand) Dynamie: I was seeing the doctor about my indigestion, {le consulting/visiting) Pm seeing my accountant at ten. (ie an arrangement/ appointment) have Stative: He has three cars. (ie own) Marilyn had a beautiful face. fie appearance/characteristic) Dynamic: They are having a conference next March. (ie organizing) She's having fun. (ie enjoying herself) + Ifstudents are interested, you could offer some more examples of such ‘two meaning’ verbs, eg look and smell: look Stative: You (ook good. (ie appearance} Dynamic: He's looking in all the cupboards. (ie searching) smell Stative: That cheese smells bad. (ie condition) Dynamic: She’s smelling the cheese. (i action) Another interesting stative/dynamic problem is the verb love. Students may be familiar with (and ask about) the well-known McDonald’s® slogan I’m Lovin’ It. This is a memorable catchphrase because itis such an unusual use of grammar. In using the present continuous, et than the expected present simple, the company emphasizes the fact that the food is being enjoyed now, as an ‘event’ rather than just making a general, ‘always true" statement. Until this slogan appeared, the verb love ‘was hardly ever used in this form. The advertisements, used widely around the world, appear to have changed the language! Extra task: correct or not? + This activity tests if students can apply the idea of verbs with two meanings to more verbs. + Pairwork. Draw a cartoon dog on the board and tell students his name's Snowy, Read out the following sentence (which uses a dynamic verb in the present continuous): Snowy’s barking at a mouse. Ask students to decide if the sentence is correct English or not. (NB It’s correct.)+ Make sure students understand that they are only checking the grammar of each sentence ~ not whether the meaning matches the picture. + Tell students that you will now read some more sentences and students, in their pairs, should decide ifa sentence is correct or not. If they are not correct, they should agree and write a corrected version. After each sentence, allow some discussion/writing time and then collect and agree answers with the whole class. 1 Snowy's running down the stairs. (Answer: Correct.) 2 Snowy’s having long hair. (Answer: Incorrect. It should be: Snowy has long hair.) 3 Snow's thinking about food. (Answer: Correct.) 4 Snowy is tasting the meat. (Answer: Correct.) 5 The meat tastes bad. (Answer: Correct.) 6 Snowy's knowing where to find his owner. (Answer: Incorrect. It should be: Snowy knows where to find his owner.) 7 Snowy is seeing his owner. (Answer: Incorrect. It should be: Snowy sees his owner.) 8 Snowy's dreaming about eats. (Answer: Correct.) 8 Snowy’s hating cats. (Answer: Incorrect. It should be: Snowy hates cats.) Dip you know? 1 * Pairwork, Students read information and discuss the questions. * If possible, put students into pairs of the same nationalities to discuss the questions. You could give them a few minutes to make notes before they describe the political situation in their country to the rest of the class. Cultural notes: British politics « The text gives quite a brief introduction to the British political system. Your students may ask questions and want to know more, Here are a few further notes: ¢ General Elections after World War [ resulted in these governments, Labour: 1924, 1929, 1945, 1950, 1964, 1966, 1974 (twice), 1997, 2001, 2005. Conservative: 1922, 1924, 1951, 1955, 1959, 1970, 1979, 1983, 1987, 1992. National Government — a coalition, ie joint government: 1935, 2010, ‘The largest losing party is called the opposition. Historically, the Labour party has been to the left of politics, the Conservatives to the right, and the Liberal Democrats somewhere in the middle. «+ Elections must be held at least every five years, though elections can be called before that time is up (unlike the US system, which has fixed dates). So, for example, ‘a prime minister who thinks that his party is popular might call an election after only three years, in the hope. of winning a new five-year term. Since World War II, all elections have been held on a ‘Thursday, though this isn’t a rule. In addition to the big three parties, there are some successful parties from different parts of the UK, eg Plaid Cymru (Wales); Democratic Unionist Party, Sinn Féin, Ulster Unionist Party, Social Democratic and. Labour Party (Northern Ireland); Scottish National Party (Scotland). Daily ves | 18 + The British political system favours large parties. Although there are also many small parties, itis very hard for them to win seats. Parties active in 2005 included: Green Party, UK Independence Party, British National Party, Communist Party of Britain, Official ‘Monster Raving Loony Party and Pensioners Party. Methodology Builder 1 Turning short texts into question and answer activities ++ Instead of using the text as suggested in the Student's Book, ask students to close their books. Write a number of key words, phrases and numbers on the board — in random order, for example: Liheral, Wilson, Labour, third-biggest, socialist, Thatcher, last 100 years, Britain, Conservative, Blair, Tory, leaders, right-wing, two parties « Students must study these and ask you questions to try (1) to decide and agree what the general subject is (eg ‘British politics’ in this exercise) (2) to find out the information you know by asking questions and making guesses (perhaps based on things they already know). With weaker classes you could allow some reparation tinte to think of questions, otherwise go straight into it For example, students might ask: Is ‘Liberal’ the name of a political party?; Who was Thatcher?; Are there only two political parties in Britain’; Was Blair president of Britain?; What does right-wing mean; Which party fs right-wing?; What does ‘two' refer to?; Were the people all leaders of parties? ‘= Some questions will be on target; some won't be! You can decide to be as helpful (or as tight-lipped) in ‘your answers as you think appropriate. With stronger classes you might restrict students to asking only Yes! no questions for the frst few minutes (this requires ‘more thinking for students). You can ask them to make notes when they find out something. At the end ‘you could ask stadenis to collective try to write a ‘Short paragraph on the board about what they know. ‘When stadents have written this, let them look in. the ‘Students Book t0 read the original text (ard compare their writing with it). Rationale ‘= This turns a text into a real thinking and oral question-forming activity. The students have to think ‘quite hard to work out good questions. Some short factual texts are potentially a little dry. By making them into a puzzle we ean bring them to life abit more. Applying the idea © Use this idea with short texts throughout the book = especially ones with a quantity of factual content, eg Did you know? (text about Cork) in the Students Book, page 61. IF YOU WANT SOMETHING EXTRA .. © Straightforward Teacher's Resource Disc atthe backof this bookic | Britishness WHAT THE LESSON IS ABOUT ‘Theme Brit Speaking i in and being British ork: discussing answersto a British culture quiz : Groupwork: devising a quiz about culture in your country Reading Are you British enough? Magazine article about attitudes to what itis 10 be ‘British’ Vocabulary —_Self-image Grammar __ Subject & object questions IF YOU WANT A LEAD-IN ... Discussion starters © Methodology guidelines: Discussion starters, page xi ‘© When foreigners think about your country, what pictures ‘come to mind? ‘+ What national symbols or distinctive characteristics are associated with your country? ‘= Are you pron fo be a citizen of your country? Why or why + What is more important to you: to be a citizen of your country or a citizen of the world? + In your country can immigrants become citizens? Would it be easy or hard for them to really fit in with local people? ‘© What are the most important things a new immigrant to your country would need to know about? Test before you teach: word order in questions © Methodology guidelines: Test before you teach, page xxi + Write up the following words in random positions around the board: who / what / why / do / does / did / she / the / chicken / eat / eats ‘+ Ask students to study the words quietly for a short time and see if they can make a question using some of them, When a student has a question, don’t get them to say it aloud, but invite them to the board and get them to write it dearly. Ask other students to confirm ifit is or isn’t a correct English question. If it’s wrong, invite corrections and write them up. If it’s OK, continue and collect a lot more questions. The words should lead to a range of interesting question forms and raise issues about possible sentence structures. As far as it's realistic, don’t go into detail about why things are right or wrong — just focus on collecting good sentences (this will be studied later in the lesson). ‘The following are a few of the possible sentences: Why did she eat chicken?; What do you eat; Did she eat chicken; Did the chicken eat?; Why do you eat?: Does she ‘eat chickert; What did the chicken eat?; Who eats chicken? Alternative procedure ‘+ You could prepare the Words on separate cards with sticky-tack or tape on the reverse side, Students can come to the board and easily rearrange cards to make new sentences, The teacher can write them up oa the side of the board once students agree they're good. 8| Introducing the theme: Britain ‘+ Write Britain in the centre of the board. With the whole class, ask students to suggest anything they associate with it, Add items around the country name as they are mentioned. Discuss or explain any interesting items. ‘Add other items yourself that you think could be on the diagram. + The following mind map is a possible one (but yours will probably look very different). Britain fish and chips Prince Willian the Queen London red buses sig ben Manchester United « Ifyou use this Lead-in, move directly on to Reading exercise 1. SPEAKING & VOCABULARY: Self-image 1 * Students complete the sentences in column A with a phrase from column B, le 2b 3a 4d Se 6g 71 Language notes: self image ‘The exercise contains a numberof similar ways to state yaur own (or other people's) image of yoursel: think offse/consider/ (don't) myselfas wwould/wouldn’t describe Yother people 2 + Students rewrite the sentences in exercise 1 so that they are true about themselves. They then read their sentence to their partner and compare them. READING Inthe article, elght people comment on the proposed introduction of a test for people who want to become British citizens. 1 * Tell students that they are going to read an article about a test being introduced by the British government for peopl who want to become British citizens. + You could pre-teach key words in the text. See Language notes: reading below. + Students read the article. They then discuss which of the people think the testis a good idea 6 and 8 think the test is a good idea.Language & cultural notes: reading + Prada” & Nike® are designer brand names of clothes/ shoes. + Winston Churchill was the famous British leader during World War IL + Beefeaters are the guards atthe Tower of London who ‘wear bright red costumes. + Cricket isa popular summer spar fortwo teams of eleven players. + Cucumber sandwiches are sandwiches made from cucumber (ie long green salad vegetable). They are considered a traditional part of a British tea during the summer months, + Union Jack is the name of the flag ofthe United Kingdom. It is also called the Union Flag. + Ifyou weleome someone with open arms you are very welcoming towards them, Methodology Builder 2 m™ Using texts as a jigsaw task * The Are you British enough? article contains eight related, but very different short sections. + Instead of using the ext as suggested Inthe Student's Book, it could be introduced with a task in which each student only sees one of the sections and has to communicate what they read to other students. 1 Books closed: Introduce the theme of Britishness, maybe using ideas from lf You Want a Lead-In, page 6. introduce the short texts clear, students need to know that each short text is one person’s view about what Britishness is, and what they think about the iden of atest. You could readout the introductory sentence (she one above the eight texts), 2 Wie up two questions on he Board: What is Britishness?; Should there be a test? Go round the class, giving each student a number between one and eight. Ask students to find two pieces of paper. Demonstrate how to use these 1 coverup all text above and below the required section, like this: Britishness | 1¢ 4 After sufficient time, ask students ta close books Tell them that they should now try to find out ‘asmueh as they can abont other people's texts, Students now meet a partner and tell him/her about thetr text and listen to their partner's description. Students can now move and meet another partner. If possible, students should meet at least four or five different partners.and exchange their stories. If ‘your classroom space allows this, the activity would ‘work best as a mingle, ie all students stand up anid wander round, meeting people at random. 5 After this jigsaw stage, have a short stage in which the whole class discusses the different answers they heard to the two prequestions, Afternvants, students ean continue with the standard exercises asin the Student's Book. Stronger classes ** Ifyour students are up to it, the activity would be most interesting if you asked students not just to report the content of their texts — but actually to take on the character of the person and say things as if they are their own views. Rationale '* There is quite a lot of informational content in this text and some of the differences in viewpoints may be hhard to grasp when read throught in one go. The jigsaw task allows students to first come to terms with one small part of the text and then to get other information through dialogue before reading it. This should provide students with more chances to get.a balanced view of the different opinions, Applying the idea Use this idea with texts that contain a variety of informational content. Texts do not have to have ‘numbered separate sections like the text in this lesson ~ but it is important that all sections make sense when they stand on thetr own, ie a student who has past 6 of Scan understand it without having read the preceding sections. You could try the teckrique with Six things you probably dicin't know about beds and bedrooms, ‘Student's Book, page 31 3 Ask students to open their books and immediately cover up all the text except for their numbered section (see diagram above). They should now read their short text, making sure they really understand it. Help students indvidually with problems. As there is alot of potentially tricky vocabulary, smudents will need to use dictionaries if these are available. Otherwise the teacher can move ‘around helping students individually with problems ~or (less exkaustingly) you could distribute a ‘miné-dictionary ~ perhaps by using the Language & cultural notes: reading above! Warn students that they will need to remember the texts well enough to be able to tell other people about them. 2 ‘ Students read the article again. They could then work with, a partner to answer the eight questions, schools and hospitals Britishness patriotism. singing karaoke ‘Amina Patel Mina Lin? London 3 * Students discuss whether they think such a testis ‘a good idea or not. Ask students to give reasons for their opinions.4c | Britishness GRAMMAR: Subject & object questions © Language reference, Student's Book page 14 © Methodology guidelines: Grammar boxes, page xt 1 * Ask students to look back at the questions in Reading exercise 2 and find four subject questions and four object questions. Questions 3, 5, 6 and ? are subject questions. (Questions 1, 2, 4 and 8 are object questions. a Students work on their own. They find the four questions with mistakes and correct them. NB Students will be able to find the answers to these questions in Speaking exercise 2, so don’t check the answers yet How many people live in Scotland? What happened in 1066? correct What does CRE stand for? What number do you dial for the emergency services? correct 3 ** Students work on their own and write questions from the prompts. Again, students will find the answers to the questions when they do Speaking exercise 2. 1 Who became Britain’s first woman prime minister in 19792 2. Which British political party uses blue as its official colour? 3. Why is the policeman standing outside the house in the photo above? 4 What happens on Guy Fawkes" Day? 5 When did women in Britain vote in political elections for the first time? 6 Which English king had six wives? Cultural notes: British culture + 1066 is often called the most famous date in British history. It’s the year of the Battle of Hastings ~ the last time that Britain was successfully invaded. William the Conqueror from Normandy in France defeated King Harold. The Battle of Hastings wasn’t fought in the town of Hastings, but where the mociern town of Battle is ~ so maybe it should be called the Battle of Batle! + CRE stands for the Commission for Racial Equality, an organization that tries to reduce racial discrimination in Britain, + 999 is the traditional British code to dial for emergency services, although the international number 112 is also recognized. * Cornish (an ancient Celtic language) is still spoken by 4400 good speakers in Cornwall, in the south-west of England. + Guy Fawkes (1570-1606) has been remembered by ‘generations of British children as the man who tried to blow up Parliament. He was, in fact, a member of a {gang of Roman Catholics who wanted to kill King James 1. Children celebrate every year on November 5* by lighting large bonfires, watching fireworks and singing ‘Remember remember the 5* of November’. The day is, called Guy Fawkes’ Day or Fireworks Day. + Margaret Thatcher was Britain’s first (and, so far, only) female prime minister (1979-1990). A member of the Conservative government, she was famous for her strong views ~ which led to her being called The Iron Lady. + King Henry VIII - pronounced King Henry the Eighth ~ (1491-1547) was responsible for separating the English Chureh from Catholic Rome. He is famous to generations of school children for having six wives, two of whom he had executed. Children remember the order of the wives’ fates with this rhyme: Divorced, beheaded, died, divorced, beheaded, survived. Language notes: subject & object questions + AL intermediate level students have usualy studied the various ways of making questions, but they still frequently make mistakes. Often they need both more practice and clear correction to draw their attention to common exrors. + Some popular mistakes include: Object questions Example Correct question Forgetting the What food What food auxiliary verb he likes? does he like? Notinverting the What food What food. auxiliary verb and hedoes like? does he like? subject tismatching parts What food What food of different tenses does heliking? does he like? Using the wrong What food What food auxiliary is he lke? does he like? Using the present What food What food simple instead of does he likes? does he like? the infinitive Subject questions + Using unnecessary auxiliary verbs, eg Who did come in?; Who did came in? + The use of the ‘dummy’ auxiliary do/does/did often causes problems for students in question making. We use do/does/did when there is no other auxiliary verb in the statement form of a sentence, eg the next two sentences both have an auxiliary verb: They can go. They are eating. We use these auxiliaries when we make questions: Where car they go? What are they enting? But when there is no auxiliary we use the dummy auxiliary (do/does/did). eg They sing, ——> What do they sing? They walked slowly. —> Why did they walk slowly?‘+ The Student's Book points out that when the question word is the subject, you do not need an auxiliary verb ‘with the present simple or past simple. Students may say that they have heard or studied examples of this guideline being broken ~ and, yes, its possible, if rare. ‘The speaker can choose to use an auxiliary verb if he/ she wants to emphasize something. perhaps in contrast to another comment or a wrong answer. For example, a typical question might be: Who came in? but if in the conversation so far someone has alteady said Peter didn’t come in, you might then ask Who did come in?, ie if t wasn’t Peter, then who on earth was it? Communication activities, Student's Book pages 126, 129 8130 ‘Pairwork. Ask them to turn to page 126 and try to find the ect answers to the questions in Grammar exercises 2 3, or make guesses if they are not sure, {students into new pairs, and ask Student A to turn to ¢ 130 and Student B to turn to page 129. They then eck their answers by reading them out aloud to each. er. jupwork. Put students into small groups. Together, they ose which topics they want to include in their test and 2 the questions in the Grammar exercises to help them. Wu could elicit a couple of example questions and write em on the board first to help them. sure they each have a copy of the test. native task dents studying away from their home countries in the , America, Australia, ete could prepare a quiz about the country. dents form new groups. If possible, make sure that they not with anyone they worked with in exercise 3. ‘In turn, they read out their test questions for the rest of the up to answer. If you would like, you could organize the juiz a8 a competition, and allot points to each team for correct answers YOU WANT SOMETHING EXTRA Straightforward Teacher's Resource Disc at the back of this book Britishness | 1¢ 1"1p | First impressions WHAT THE LESSON IS ABOUT Theme Describing people and discussing first impressions ‘Speaking Listening Vocabulary Describing people Functional Describing people language Pronunciation Intonation (lists) IF YOU WANT A LEAD-IN .. Introducing the theme: first impressions * Collect together a number of large colour magazine photos of people. Get as much of a range of different looks as you can -smar, scruffy, rich, poor, proud, nervous, friendly, bossy, ete Pairwork in class. Tell students that you will show them a photo, They shouldn't say anything, but instead note down their frst impressions about the person. (You could briefly elicit a number of possible adjectives for describing people's appearance and personality.) After a short time, tell students to show each other their notes. Did they both have the same first impressions of the person or not? You could compare views in the whole class as well. Continue with the other photos in the same way. NB You could reuse the photos in Vocabulary exercise 3. NBIf you teach a lot of classes, it might be a good idea to stick the photos on card or (if you have the facilities) laminate them. This will contribute to a growing stock of useful materials. Alternative procedure 1 + Ifyou have enough photos, you could distribute one each to students, Ask students to walk around the class, showing their photo to the other students and collecting and noting down adjectives they suggest for the people. At the end these can be read out and everyone can agree or disagree if the words are suitable. Alternative procedure 2 ® Stick up the photos around the room and pin up blank Paper underneath. Ask students to wander round (as in anart gallery). Students should write possible adjectives under each photo, and at the end of the activity everyone could compare the different vocabulary which, if necessary and/or appropriate, you can clarify on the whiteboard, SPEAKING 1 ** Ask students in paits'to discuss how the photos link with the title. Then ask them to discuss the questions. a * Elicit ideas from the class about the different situations, ask them to give reasons and see ifthe students agree. 22| 3 * Read the phrase aloud and ask students for their opinions about the saying and to give examples. You could give a couple of examples yourself to get the discussion going, Ss LISTENING In this listening, two women are having a dialogue. One of them has interviewed another woman about becoming a flatmate and is telling her friend about her first impressions 182 @13 * Students look atthe photo and discuss the questions in pairs * Play the recording, Students listen and check “Iwo friends (flatmates) are talking about another woma ‘who is thinking of moving into the lat with them, O13 W1 = Woman 1 W2 = Woman 2 So, did she come round? ‘Who, the new flatmate? Yes, she did, this morning, And : And what? Well, what's she like? Is she going to fit in do you think? ‘Wa: Well... she's quite a bit older than the rest of us she's doing 2 Master's, I can’t remember in what. | think she's about 35, maybe younger. She looks nice enough. She's smiley, chatty friendly ~ and quite trendy. She looks like Tan actually Tn Yeah, you know, she's got long dark hair and blue eyes, she was wearing make-up and her clathes looked kinda smart, she looked more like a businesswoman, than a student, WI: Mmm... I'manot sure that’s good. Did she like the flat? W2: Well... [think she thought it was OK, I showed. her the kitchen, the living room, the bathroom, her bedroom and the bedrooms. [think she likes the | ‘bedroom. I mean, its the biggest one, isn’t it? 1 don't think she liked the wallpaper or the furniture though. : Yeah, it does look a bit like an old granny’s room, Yeah, and those horrible pink curtains! But I suppose she can change it, make it look a bit nicer. So is she going to move in? [don’t know, she said she had to talk to the landlord and she'd let us know tomorrow at the latest. WI: So, what do you think? Did she look as if she was going to say yes? |W2: Who knows! I guess, yes, She looked as if she wes desperate to find somewhere as fast as possible, actually, She said she’s living in a guest house at the moment. She said she'd let us know by tomorrow. WI: OK, then I guess we'll just have to wait and seeO13 Give students a moment to read through the sentences and, correct any they already know the answer to Play the recording again. Students listen and correct the mistakes in pairs Only one of the girls has met the girl who might be their new flatmate. She's older than them. "She's a student. - She didn’t like the wallpaper or the furniture in the bedroom. ‘She hasnt decided yet. ‘Students discuss the photos in pairs. - woman on the left. Read the information as a class, Ask students if they think the information is surprising or not. Students discuss the questions in pairs or small groups. CABULARY: describing people Pairwork. Students write down as many parts of the body as they can. Students could then join up with another pair to compare their lists and add any new words to them. rnative idea You could prepare a set of cards with the names of the ;parts of the body on them, and attach some sticky tape fo each card. Ask a volunteer student to come up to the font ofthe class. Hand out the cards to the rest of the 338 and ask them to stick the cards on the person in the ropriate places. ‘You could then draw a stick figure on the board and write the parts of the body for students to copy. Students match the groups of adjectives in column A to the nouns in column B. 2c 3b 4a Se 6d students work in pairs and write down the names ff eight famous people. To make this alittle easier for em You could take pictures of famous people into ass and give one to each student, in such a way that other students cannot see who they have a picture fof in their hand. Pairwork Students describe one of the people on their “ist to their partner who tries to guess who itis from the {Gescription. If you are following the suggestion above, ‘students would then describe the person they are looking jt in their picture. First impressions | 10 FUNCTIONAL LANGUAGE: describing people 1 ® Students match the questions to the answers. ibe 20d 3af 2 + Students work on their own and write down the names of four people they know. + Pairwork, Students ask and answer questions about the people on their lists. Make sure they practise the question types in exercise 1. 3 © Students complete the sentences in column A with a phrase from column B. 1b 2a 3c 4 ** students complete the sentences with like, as if or ~ (ifno word should be added). Le 3 2. like 4 - Slike (asif) like (asi) «6 ike Language notes: describing people + This section introduces a number of similar (and therefore very confusable) items. What is she like? {sa question about personality and character. The answer may be quite a subjective view. The question is often asked when someone wants a private opinion, about whether another person is suitable for something, is friendly, honest, ete What does she like? {sa question about the person's taste in things (food, music, films, etc). It is typically used, for example, by people trying to choose a birthday present or by a host/ hostess choosing a menu for a meal or party. What does she look like? {sa question about appearance. The answer is usually 4 fairly objective description (though it’s possible to add in an opinion as well She looks . {s followed by an adjective that describes something about her appearance, especially about her mood or feelings, as seen on her face. Ske looks as if she. starts a sentence when you are going to guess what someone thinks, wants or intends to do. It’s often used sarcastically as an insult, eg if you think that someone is untidy, is wearing inappropriate clothes or is behaving, in an inappropriate way (eg He looks as if he’s been wearing the same clothes for a week) She looks like a .» introduces a direct comparison. This can be used positively (She looks like a princess.) or negatively (She looks lke a stick) Ifyou seem to have some characteristics, people do not know definitely f you are like that, but they think that it is probably true, based on what they know of you. 3B10 | First impressions PRONUNCIATION: intonation (lists) 1 @16 * Ask students to listen to the extract and draw their attention to the way the speaker's voice rises and falls. * Allow students time to practise saying the sentence after the recording, using the correct intonation, O14 the kitchen, the living room, the bathroom, her bedroom and the bedrooms 283 @15 * Students can practise saying the lists with a partner, using the correct inionation. « Students listen to the recording, They could repeat after each list is read out, @15 1 Monday, Tuesday, Wednesday and Thursday 2. who, what, where, when and why 3 Sue, Nick, Beth, John and me 4 ** Pairwork. Students think up one more item to add to each. list of words. ‘After adding a word to a lst, they should repeat that list from the beginning, using the correct intonation, Extra task: my holiday list * This is a popular game based around using the alphabet to ‘make an ever-lengthening list. Start by saying I packed my bag for my holidays and in my bag I put an apple. + Ask ll the students to repeat the sentence a few times until they can say it without errors. Now say a second sentence: I packed my bag for my holidays and in my bag I put an apple and a book, Point out to students that the two items apple and book are in alphabetical order. Elicit a third item beginning with c then ask a student to make the whole sentence (eg I packed my bag for my holidays and in my bag Iput an apple, a book and a cat.) Continue round the class eliciting a longer and longer list, adding items in alphabetical order. Who can remember and say the longest list? Alternatively, as soon as students understand the game you could set the task for small groups to try. Remember to check that the students are ing the list intonation correctly. Methodology Builder 3 Be ectendlic freriseaby aiding acontext * As an alternative to the exercise instructions for Pronunciation exercise 4, ask students to look at the lists and decide for each one (a) who is speaking; (b) where they are; (c) the question that came immediately before the list. You could do number 1 together as an example (eg (a) Two young travellers ‘meet and talk about which countries they have already visited; (b) At a youth hostel; (c) ‘So where have you been’). Students can then do the exercise as set in the Student's Book, but using the introductory sentence they agreed on each time. Rationale * Some language practice exercises can usefully be extended by adding in a context. This then gives students a reason for using the language and allows eee, Applying the idea Cee answers to questions, for example Pronunciation exercise 5 in the Student's Book, page 63. IF YOU WANT SOMETHING EXTRA... © Straightforward Teacher's Resource Disc atthe backof this bookAnswer key REVIEW IStudent’s Book page 148 hii it's me. Listen, do you want to come out for a eal this evening? s, Sure, of course. But aren't you spending your ry with Scott? he’s busy. He's doing something else. hat? On your birthday? s, he’s working late atthe office today. He seems to have a lot of work these days. s, maybe, But I don't believe him. hat? You mean that he’s lying? i, Tknow that he’s not telling me the whole truth, you think that he's seeing someone else? uybe. He’s behaving a bit strangely at the moment, How terrible! Poor you. ded that women could be priests they decide this jd 32 women become the first female priests came the first female priests plained about the women becoming priests did they think Students’ own answers prominent complexion bald muscular shaved tanned wavy 1 WRITING Workbook, page 65 Sample answer: Usefal phrases are underlined below. My bestfriend is Lucy. The first time I met her was when ‘We were at university together. At first I thought she ‘was rather boring and also a bit arrogant, but later on I got to know her and found out that she was really good ‘company, She’s an excellent listener and can be really good fun. Unfortunately, we don’t see each other very often as she lives in another city. Many people say that Lucy is very difficult ro get to know. ‘She gives the impression of being rather self centred, but ‘that really isn’t true, She actually has a wonderful sense of humour and is very down-to-earth once you get to know her, Physically she is really beautiful. She is tall and slim and. has got really long legs. She has got a tanned complexion, Jong curly black hair and a lovely smile. The first thing you notice about her are her eyes - they area deep brown and sparkle when she smiles. She's into lots of things, especially music, but she hates nightclubs! She's really good at dancing, She loves salsa and she belongs to a dancing club. She's quite keen on. going out to concerts, watching films and spending time wwith her friends and family.2a | Around the world WHAT THE LESSON IS ABOUT ‘Theme Long and interesting journeys Speaking _Pairwork: discussing travelling Reading Lawyer gives up job to cycle around the world. Magazine article description of lawyer's trip around the world where he workedas a clown Grammar __Present perfect & past simple IF YOU WANT A LEAD-IN Discussion starters © Methodology guidelines: Discussion starters, page xxi «+ What's the longest journey you have ever taken? ‘+ Which is more important: to go somewhere orto get away from somewhere? + Would you ever go on an overland journey to more than three countries? + Do you cycle? What’s the iongest bike ride you've ever done? «+ Ifyou got very, very tired of your current life, and you wanted to ‘get away’, where would you go? Do clowns make people happier? Have you heard of Doctors without Frontiers (ie a famous international aid organization that works anywhere, without paying attention to race, belief, sex, politics, etc)? + Do youthink there are any other groups of people who could be... without frontiers’? Test before you teach: present perfect & past simple © Methodology guidelines: Test before you teach, page xxi «* Ask students to think of three unusual or interesting things they have done in their life. Ask students to draw a simple picture to represent each one, eg if they have gone shark fishing, draw a simple sketch of themselves catching a shark ‘» Students now meet a partner and show a picture. The partner has to ask questions about the picture and find out, ‘what it represents and have a short conversation about ‘when or where it was, and what happened. When they've finished, students should swap and ask about one of thelr partner's pictures. Students can repeat the activity with new partners and different pictures. NB Don't specify which tenses students should use and don’t do any overt grammar work on errors or correction after the task. However, you may want to take notes and remind students of issues later in the lesson when you do focus on this grammatical point. SPEAKING a . « Pairwork. Students discuss the questions. READING ‘This article is about a Spanish lawyer, Alvaro Nell, who gave up his conventional job to cycle around the world and perform shows as a clown. 16] Alvaro was born in Oviedo in Spain in 1967. He began his biciclown journey in 2004 on behalf of the charitable initiative MOSAW (Miles of Smiles Around the World). He is still cycling. At the time of writing, he has completed ‘ver £0,000 kilometres and is in Japan. You can follow his adventures at his official website. He has made a documentary called At the Speed of Butterflies. 1 ® students look at the photos and the headline and think about the answers to the two questions. They then read the article to see if their guesses were correct. 1 The lawyer gave up his job because he realized there ‘was more to life than a nine-to-five job. 2. Hes dressed as a clown because he is going to perform as a clown. 2) ® Students read the article again to find out what the ‘numbers refer to He has travelled almost 100,000 kilometres. He has visited more than 60 countries. He has been to three continents. He has performed to more than 30,000 people. He gave up his job more than ten years ago. He has never stopped off for more than five days in one place. He has given 60 performances. 3 ‘© Students look back at the article and match the highlighted phrasal verbs to the words and phrases. 1 runsinto 4. stopped off 2 gaveup 5. bringing together 3. getting by 6 setout 4 « Pairwork. Students discuss the questions and give reasons for their answers, Cultural notes: reading «© NB There is a detailed introduction to phrasal verbs in general later in this unit on page 19. «= Ifyou give up something, you stop doing something that you have been doing regularly. Use give up + noun/ noun phrase, eg your job/eating meat/an afternoon. © When you set out, you start on a journey that has a particular aim or which you think may be long or difficult. You often say how you set out or where you set out from, eg She set out on foot/in a Volkswagen/from Victoria station, etc. You can also say what you set out t do by using set out + infinitive, eg set out to walk round: the field/to finish the essay by midnight. ++ Ifyou stop off, you interrupt a longer journey to stay ‘or a short time somewhere en route. You often say how long you stop off for, eg We stopped off for a night. The noun from this verb is stopover, a term often used when planning long fights. Ifyou get by on a limited amount of money or a limited quantity of food, then you have enough to survive and live acceptably well, even though you don't have very much,Bring together means that you combine a number of things that would normally be separate, unconnected or perhaps difficult to do simultaneously When you run into people, you meet them unexpectedly lor without planning it. MMaR: present perfect & past ple guage reference, Student’s Book page 24 thodology guidelines: Grommar boxes, page xxi students to look back at the first three paragraphs ithe article only. They underline every example of the nt perfect and the past simple that they find. ents then look back at the examples they find and er the two questions. use the past simple when the time is known. use the present perfect when the time is not ted. jents choose the correct forms to complete the spaper article, accepted 5 hashad 6 has had ost gave up 7 took ents complete the questions with the verbs in ickets in the present perfect or the past simple. - visited 5 ve... flown 6 did... fy 7 "ve...used? 8 Have ... travelled nvork, Students read the questions in exercise 3 (0 each and answer them. activity: instant conversations ork, Tell students that you will announce a number topics, one after the other. When you say a new topic, should talk about it until you say the next one. You only give them about one minute for each topic, ie nut 30 seconds each in a pair. The aim is to have ‘no nce’ in the room! Remind them to take care about en they use present perfect or past simple ples: Tell your partner about all the things you've done this morning, Tell your partner about some boring things you did last weekend, Tell your partner about the worst foods you've ever eaten. Tell your partner about a mistake you've made in your life. Tell your partner about the most exhausting thing you did yesterday. Tell your partner about something you've just done. Tell your partner about something you've never done (but would like to) ‘Around the world | 2a Alternative procedure + If your classtoom has movable seating, you could organize this activity by arranging two rows with seats facing each other. Sit students in pairs face to face and Introduce the first topic. + When pairs have finished talking about that, ask everyone in one row to move one seat to their left (the last person. comes back to the frst seat). When the new pairs are made, set the next topic, and so on, with a new move after each one so that students get to speak to a lot of different people. Language notes: present perfect & past simple + Acommon problem at this level comes when students ‘meet language items that they have studied a number of times before and which they think they know. I think of this as the Oh, no ~ not present perfect again! We study* that alteady! problem. * Students who complain in this way often demonstrate (like this speaker) that they may have ‘studied’, perhaps have ‘learnt’ it, but cannot yet use it accurately. ‘+ The information in this section will almost certainly not be new for students. This is perhaps the fifth or tenth reminder. But, of course, even if students know the theoretical rules, the present perfect remains a notoriously hard tense for most students to use correctly. It’s certainly useful to get your students to read and think about the grammar information, but the most important thing is to provide lots of chances to practise using the items, t's important for students to get the {dea that at and above intermediate level, there is not a large quantity of big, new grammatical items to study; the main issue is to get good at the items they already know (or hali-know). ‘+ One of the most useful things for students to become comfortable with is the two-part exchange using this patter: ‘A: Question about general experience using the present perfect. B: Yes or No answer about general experience followed by a focussed reference to a specific occasion using the past simple For example: A: Have you ever seen a Japanese film? B: Yes, Ihave. I watched a DVD of Ikra last year. It was really moving. Remind students that (a) She’s gone to Dublin is different from (b) She's been to Dublin. In (2) she’s still there, but in (b) she's travelled and returned. With students from some mother tongues you may find it helpful to ask students to literally translate some sentences to and from their own language. Students may find that the apparently similarly structured tenses have a different meaning in the two languages. IF YOU WANT SOMETHING EXTRA ... © Straightforward Teacher's Resource Disc at the back ofthis book2B | Unusual journeys WHAT THE LESSON IS ABOUT Theme Unusual journeys Speaking _Palrwork: talking about a film or book about long journey Listening ~ Three monologues/dialogue unusual joumeys Vocabulary Phrasal verbs Pronunciation Word linking IF YOU WANT A LEAD-IN .., Introducing the theme: unusual journeys «« Think of an interesting or unusual journey that you have made in your life. Write the name of a place, a person, a vehicle or object and a time which feature in your story on the board. Ask students in pairs to guess what might have happened in your story from the words. « Tell the story. Students listen carefully. Afterwards, ask students in pairs to remember the story, using the words on the board as prompts. LISTENING & READING This listening is about three unusual journeys. It includes a report about the longest Vespa journey across Europe, a TV review about a six-month driving expedition across Siberia ina Land Rover and a dialogue about a charity race by a ‘group of students who hitchhiked the length of Britain 1 16-18 + You could pre-teach key words in the recording. See Language notes: listening & reading on the next page. + Students listen to the stories and match each journey to two of the photos. 1 CandE 2 BandF 3 AandD 16-18 1 A Swedish pizza deliveryman has broken the record for the longest solo Vespa journey across Europe. Tommy Xallstrom, from Stockholm, arrived in Athens last week, after a four-month trip. Tommy visited fifteen countries on the way, including the principalities of Monaco and Liechtenstein. He kept a diary of his trip and, using his laptop computer, posted details and photos of his journey on his personal website. Tommy almost gave ital up when he had mechanical problems with his Vespa during a storm in the Swiss Alps. Fortunately, he was rescued by a farmer ina tractor who picked him up and took him to the nearest town, where he sorted the problem out, He eventually arrived in Athens on July 1*, Justin time to celebrate his| 2isbirthday! Tommy's website has won this year’s Web ‘Travel Site of the Year. 2 On TV later this week, you can see a documentary film of another incredible journey. Italian TV journalist Chiara Colucet and her husband, Luca, a wildlife cameraman, spent six months driving across Siberia in a Land Rover to make the film. They were looking for the rare Siberian tiger, (of which only about 200 still exist in the wild. However, the siar of the film is a baby bear cub, called Tizio, that they came across near the River Amur. Tizio had been injured and the Coluccis took him with them so they could look after him. When Tizio got over his injury, he didn’t want to leave the Coluccis, and the three became close friends. It’s an extraordinarily beautiful film and you will not be able to stop crying when the Coluceis finally say goodbye to Tizio at the end of thelr journey in Vladivostok. : Hey, have you seen this? What? Here, look: ‘University students hitchhike for charity’ It's Alex and Isabellel So what's the story? Well, apparently they were part of a group of students vwho have hitchhiked trom Land’s Bnd to John O’Groats to raise money for charity, s: That's a long way to hitch ... and what charity was it AA: Let’s see... yeah, a local children’s hospital .. yeah, ‘and it seems although ten of them set out together, only four of them actually arrived. B: What do you mean, only four of them arrived? Did the ‘others get lost or something? A: No, the thing was they had a time limit; they had to get to John O’Groats in less than two days. See, there's a photo here of their friends and families seeing them off from Land’s End last Friday, and it says here that they had to get to John O’Groats by midday on Sunday. ‘And they made it there in timet Yeah, not only that, they broke the record, t00 took them ten hours and 20 minutes. B: Ten hours? What did they do? Hire a helicopter or something? ‘A: Well, it says here that they were really lucky with their first lift. A van picked them up after only five minutes ‘and took them almost all the way. It dropped them off Just 20 minutes’ walk from the finishing line. ‘And what happened to the others, then? Looks like they gave up and turned for home, itonly 2 B16-18 * Ask students to listen to the recording again and answer the six questions. 1 Athens. 3. Sixmonths. 2 Afarmer rescued him 4 Rare Siberian tigers. because his Vespa 5 Ten, scooter had mechanical 6 ‘Ten hours and 20 problems. minutes.Language & cultural notes: listening & reading ++ A Vespa (brand name) is a popular Italian motor scooter (a small motorcycle). ++ Posted details on his website is when he put something on the internet so that other people could read or see it. + A tractor is a powerful vehicle with large wheels used on farms. » A Land Rover (brand name) is a powerful car suitable for use on rough land (ie on farms, hills, etc) *» Acub is a young bear, lion or other wild animal * Hitchhiking is travelling by asking for lifts from vehicles that pass you. The international sign to show that you ‘want a lift isa raised thumb, *» Broke the record is when someone went faster than, the fastest previous time. If you break a record, you do something better, faster, longer, higher, etc than anyone else. Cultural notes: listening & reading * Siberian tigers: These unusual animals live in very cold, difficult places. Most of the year there is snow. They are very hungry creatures and can eat nearly 50 kilograms of meat a day. Of course, they have to spend a lot of time hunting to get this much food! + Long-distance walks: The walk from north to south of mainland Britain (or the opposite direction) is an extremely popular long-distance walk. If you could walk in a straight line, it would be around 875 miles, but in reality (with hills, rivers and towns, etc) the walk is about 1,100 miles (about 1,770 kilometres). People who manage to finish the walk are called End-to-Enders. People don’t only walk the route: they also push prams, ride bikes, skateboards, roller skates and wear a variety of strange costumes. + Your students may be interested to hear some odd facts about these places. 1 Land’s End is not the southernmost point of the UK and John O’Groats is not the northernmost, but they are the south-westernmost and narth-easternmost points! 2. John O'Groats is named after a Dutch person, Jan de Groot, who lived there in the early 16* century and ran a ferry to the island of Orkney. 3 Jan had seven sons who always argued. So, Jan built an eight-sided house with eight doors! No one could say they were more important! 4 Both Land’s End and John O'Groats have buildings called the First House and the Last House. 3&4 BO16-18 * Students work on their own, They find two mistakes in each text and correct them, + Students listen again and check their answers. He won the Web Travel Site of the Year competition {not the Web Travel Site of the Month competition). | 2. There are only about 200 (not 300) Siberian tigers in | the wild, They found a baby (not fox) bear cub. | University students (not teachers) hitchhiked for charity, They raised money for a local children's hospital (not for the charity Oxfam). “1. Tommy's home town is Stockholm (nat Uppsala). . ; * Pairwork. Students discuss the questions and give reasons for their choices, Unusual journeys | 28 VOCABULARY: phrasal verbs © Language reference, Student's Book page 24 1 «Students match the phrasal verbs in bold to the definitions, 1b 2e 3a 4f 5c 6d, 2 ‘ Students find the two phrasal verbs that are inseparable. ‘came across and got over are inseparable 5) * Students read the sentences and then put the word it in the correct place. sorted it out before I left work. ‘I'm sure you'll get over it soon. T've never come across it before. I've tried to give it up many times. ‘Why don’t you pick it up on your way home? 4 Students replace it in each sentence with a noun of their choice. Possible alternative answers are shown in brackets. 1. the problem (difficulty) 2 the illness (unhappy experience) 3. anew word (an unknown website; something very rare) 4 smoking (drinking: chocolate) 5 something that you have left with a friend (some shopping) 5 © Communication activities, Student’s Book pages 126 & 129 * Pairwork, Students turn to their respective pages. + Students first complete the questions, using the phrasal verbs in exercise 1. + Students then discuss the questions with their partner. 1928 | Unusual journeys Language notes: phrasal verbs + Nowadays, most teachers use the term phrasal verbs to refer to all the multi-word verbs that used to be divided up as phiasal verbs (that use adverbs) and prepositional verbs (that use prepositions). At intermediate level very important that students become familiar with these verbs and get a good idea of how they can be formed and used. There ate many potential problems, which can bbe summarized as: : 1 Form: phrasal verbs differ in the sentence structures they need. Students need to learn which verbs follow which patterns. 2. Meaning: phrasal verbs sometimes extend the original meaning of the main verb in some way, but: + many phrasal verbs do not have literal or guessable ‘meaning, and need to be learnt individually. ‘+ many phrasal verbs have more than one (often completely different) meaning. + Let's look a bit more closely: Form ‘The word particle refers to the little word(s], eg up, ‘about, into, ete that follow the first verb. These particles can be either adverbs or prepositions, though the ‘Teachers need to watch out for such avoidance as much. as for real errors, +» The past perfect simple allows us to break out of this linear time line. To use it we start by telling our story in sequence, beginning at a focus point of our choice. If we want to say that something happened before that focus point, we use the past perfect simple, NB There is a difference between the chronological sequence that events happened in and the order in which we state them in the story. 49an | Twists of fate ‘The diagram below analyzes the following sentence (letters in brackets refer to timeline): We left (b) the grounds and walked (c) towards the tube station. We reached (d) it at exactly 7.00. But then Mike suddenly realized (e) that he had left (a) his bag on the terraces. lt was (f) a long walk back. focus point | ah be aoe r ae Eso # Aswe tell a story, we can keep making new focus points (almost like new litle restarts of the story). Now everything before each new focus point will be in the past perfect simple. Notice howr this works if we extend our earlier story: We left (b) the grounds and walked (¢) towards the tube station. Wie reached (@) it at exactly 7.00. But then Mike suddenly realized (e) that he had left (a) his bag on the terraces. It was (f) a long walk back. We finally got back (h) to che tube station at 8.30. Mike hadn't been able (g) to find the bag immediately in the darkness. That night we weren't (i) home tll very late! focus points | focus point 2 Beeb asad oe + Notice, that in this dlagram the events could alternatively be talked about in the past simple, if we chose to continue describing events in the sequence forward from focus point Te was (f) along walk back. Mike wasn’t able (g) 10 find his bag immediately in the darkness, We finally got Dack (h) t0 the tube station at 8.30 + Tense usage isn’t just a matter of correct and incorrect ‘There is a large element of choice involved in how you want to describe something. In the sentences we have looked at, the writer chose to use the past perfect simple: + to reveal something (a) to the reader that was only revealed to the participants ata later point in the story. ‘+ togive a reason (g) why something else happened (h) and (i). 50 « Itcan be helpful to analyze the past perfect simple use with students in the way described above. {Focus point: | Language notes: past perfect simple focus point 2 [ had had fortunate as ea had asleep decied Note that had in Grammar exercise 1 item 5 is NOT past perfect simple. It is have used as a main verb. 2 @132 * Students read the text quickly. Ask, What was his name? Why did people recognize him? When and where did he live? ‘ Stucents think of answers to the questions in pais. « Elicit a few ideas. Then play the recording so that students can check, 1 because he had been so successful at choosing horses in horse races, 2 because he had been cut with a knife and his eye had. never recovered because he had made a lot of money because he had killed about 500 people because he had been arrested and was in prison because he had been made to leave by the Governor cf New York in exchange for his freedom. 132 Lucky Luciano was one of America’s most famous {gangsters and, for a time, he was even more powerful than Al Capone. He got his name when he was a young man because he had been so successful at choosing horses at the horse races, People recognized him immediately because he could not control one of his eyes. In 1929, rival gangsters had kidnapped him and cut his face with a knife. His eye never recovered. In the 1930s, Luciano became famous. He hhad made so much money that he could go anywhere and do anything. People were frightened of him, but everyone ‘wanted to be his friend. Not surprising when you think that he had been responsible for the murders of about 500 people, In 1940, the Americans joined the Second World War, but Luciano did not have to fight. The police had arrested him four years earlier and he was in prison, He stayed there for fen years. Ther, in 1946, he was put on a boat for italy. The Governor of New York had given him his freedom - on condition that he left the country. Luciano stayed in Italy until he died in 1962. aune Cultural notes: American gangsters + American gangsters of Italian origin first appeared on the streets of New York in the 1880s. However, it wasn't until the era of prohibition in the 1920s (when alcohol ‘was made illegal in the US) that they became really important and violent as they fought over the lucrative illegal trade in alcohol. Al Capone ran a syndicate that controlled Chicago in the 1920s. Charles ‘Lucky’ Luciano ran ‘the Commission’ which allowed the most powerful Mafia families to have a say in who controlled what area of Mafia business.HAT THE LESSON IS ABOUT Bad luck stories Pairwork: inventing a bad luck story Three news stories that tell bad luck stories Time linkers lyou know? Superstitions in Britain YOU WANT A LEAD-IN ... froducing the theme: bad luck stories ‘Ask students to think of two or three pieces of bad luck they have had in the past week or month. For example, they may have lost something, or missed a bus or a night jout or a phone call. Ask students to tell their partner about their bad luck. If anybody has a particularly interesting story, ask him or her to share it with the class. Alternatively, write An unlucky day on the board. Ask students to think of a day when they were really unlucky. Ask them to tell other students about it in pairs or groups. EADING ese are three fairly humorous bad luck stories from espapers. The first is about a German man who lost his for missing days off work ~ he was lost in the Alps at the . The second is about a woman who was accidentally ‘ked out on her own balcony by her young son. The third about a mother who had to pay to repair the damage to teacher's car alter her son threw an egg at it and, in high peratures, it fried on the car and damaged it ‘Ask students to guess what the stories are about from the headlines. Elicit ideas. Students read the stories and match them to the headlines. Let them check answers in pairs before discussing as a class. Cc 2A 3B Language notes: reading « If something is frostbitten, itis so cold that it has, become seriously damaged. It is usually your toes, fingers, ears or nose that get frostbitten. ‘* A balcony sticks out from the outside wall of a building above ground floor level. Balconies have a door that allows you to walk onto them from the main building, + A hiker isa person who goes for long walks c | Bad luck stories 2 ‘* Students read the stories again and answer the questions. five days He shouted for help and he was heard. the mountain rescue services ‘two hours to hang out some clothes to dry eighteen months, 4675 ‘The woman’ son threw it there. two hours eevousune 3 * Whole class, Students discuss the questions. Web research tasks © Methodology guidelines: Web research tasks, page xxi Luck ‘* How do people help themselves to be lucky? Find some things that people DO or BUY in order to improve their Tuck. Web search key words ‘+ lucky people or unlucky people Vocasutary: time linkers © Language reference, Student's Book page 44 1 ‘ Students work on their own and underline the wrong time linker in each sentence. + Pairwork. They can then work with a partner and explain to him/her why the time linker is wrong, before you check with the whole class. 1._Afteris not possible because the two actions happened at the same time. 2. As soon as is not possible because he had already been climbing when it started to snow. 3. The moment is not possible because the rescue did not happen immediately. 4. Assoon as is not possible because the womnan had to wait for two hours. 5 After is not possible because the two actions happened at the same time. 6 The moment is not possible because the egg had ‘burnt before it was found, 514c | Bad luck stories Language notes: time linkers * As with many language points, diagrams showing time sequences may help clarify things: ‘Things happen at the same time | was walking down the street. Ablack cat crossed my path, Two things happen at the same time. Often one action, is longer in duration (and this is shown by a continuous tense) in contrast to the past simple for the shorter (possibly interrupting) event. One action follows another

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