Landmark

ADVANCED Teacher's Book

Date, Haines & Sayer OXPORD

Contents

page

Introduction 4

Teacher's notes
U nit 1 Influences 8
U nit 2 Infernal machines 18
U nit 3 Open questions 24
U nit 4 Danger 32
U nit 5 Dilemmas 40
U nit 6 Natural assets 47
U nit 7 Senses 54
U nit 8 Control 61
U nit 9 Music matters 68
U nit 10 From place to place 77
U nit 11 Remember 83
U nit 12 All the rage 91
U nit 13 Conflict 99
U nit 14 Work 106
U nit 15 Behaviour 112
U nit 16 Processes 1 20
U nit 17 Creativity 127
U nit 18 In the public eye 134

Extra material 140

Writing guidelines key 146

 nfluences
T hem e: fam ous an d o rd in a ry people, beliefs, an d th e ir
influence o n us
1.1 20th century people
People w ho influenced th e 20th cen tu ry
Reading: gist an d specific info rm atio n
Language focus: discourse m arkers
Listening: p ro m p t for discussion
Speaking: reaching a consensus an d presenting ideas
1.2 My influences
People talk ab o u t individuals w ho have been an influence on
th em
Listening: gist an d specific info rm atio n
E x ploring n a tu ra l speech: p ro n u n cia tio n o f unstressed
syllables
V ocabulary: tw o -p art adjectives (hard-hitting, low-flying)
Speaking: discussion
W riting: a personal profile
1.3 -isms
Influential m ovem ents an d beliefs
Reading: m atching text an d sum m ary
Language focus: all, both, either, neither, none
O th e r in p u t: co m parison language
Speaking: ‘inventing’ a new - ism
Exploring words
W hy we are like we are: personality an d te m p eram en t
Workbook
Language focus: discourse m arkers all, both, either, neither,
none
V ocabulary focus: -isms; describing people - m etap h o rs an d
idiom s
V ocabulary expansion: adjectival suffixes; adverbs
L istening: influences
8 Unit 1
1.1 20th century people p.6
Stage 1 includes a reading text w hich is a reactio n to Tim e
m agazine’s list o f 100 people w ho influenced th e 2 0th century,
an d contextualizes discourse m arkers.
Lead in
IJffii To get students thinking and talking a bout the them e o f
the lesson and, particularly w ith new classes, to break the ice
and provide an opportunity to talk about ideas, attitudes, and
beliefs.
1 -2 In tro d u ce th e activity briefly: ask stu d en ts to look at the
pictures an d th e five categories.
• Ask th e m to com plete tasks 1 and 2 in pairs.
• M o n ito r b u t do n o t in terru p t. S tudents are getting to know
each o th e r as well as finding the answ ers to th e task.
• C o n d u ct whole-class feedback to see w hich o f th e people
they know. Supply answers as necessary.
Glossary___________________________________________________
Titan - someone of great size or strength, from the Greek mythological
character. Adjective - titanic. Often used as in this text, i.e. a person of
great importance: Henry Ford was a titan of industry.
Icon - In this usage means someone who is uncritically admired.
The singer Madonna is an icon to many young people.
1 Leaders and Revolutionaries Mohandas Ghandi /
Pope John Paul II
Artists and Entertainers Picasso / Oprah Winfrey
Builders and Titans Henry Ford / Bill Gates
Scientists and Thinkers Sigmund Freud /
Albert Einstein
Heroes and Icons Marilyn Monroe / Pele
2 Albert Einstein
Note
The answers given here are those that Time magazine listed, but there
is certainly room for discussion and disagreement. Marilyn Monroe and
Pele could be entertainers; Oprah Winfrey might be considered an icon.
Encourage students to discuss and defend their answers - this is good
for their English! There is a full list of Time magazine's people on p.17.
 Reading
E H I To extend vocabulary, practise paraphrasing skills, and
encourage students to react personally to the letter, which is one
person’s written reaction to the T im e magazine list.
1 Ask students to w ork individually w ith o u t w orrying at this
stage ab o u t difficult vocabulary.
• W hen m ost have finished, ask students to com pare and
discuss th e ir answers in pairs for a few m inutes.
• T here is no need for w hole-class feedback at this p o in t.
Close up
To extend vocabulary and to focus students’ attention on
the differences between form a l and informal language.
• Ask students to do this individually o r in pairs. E ncourage
th em to m ake guesses from context rath er th an rely o n th eir
dictionaries.
• Check answers w ith th e w hole class.
1.12 figures = people (as in public figures / a cult figure)' other
meanings:
1 body shape - She's got a slim figure.
2 numbers - He earns a six-figure salary.
3 a diagram or illustration in a book - Figure 16 shows how a
computer keyboard works.
4 to think / calculate - I figure we'll arrive at about midnight,
(informal conversation and American English)
1.16 met
1.17 ethnic minority = a group within a larger population
which is a racial minority
ethnic cleansing = the policy or practice of killing or driving
out of an area the people of one race or religion by those of
another
ethnology = the comparative study of human people
1.22 Leave out the word whom
Note______________________________________________________
Whom is virtually non-existent in spoken English today. It is sometimes
used in written English to add weight or seriousness to the language:
'He was someone for whom I am sure we all had the deepest regard'
rather than 'He was someone who I am sure we all had respect for'.
2 Ask students to com plete th e task individually o r in pairs.
• C heck answers an d encourage a w hole-class discussion.
Possible answers
a most people on the lists were American / the list was
unbalanced, biased
b including a wider range of people / people from the Third
World, more from the early part of the 20th century, fewer
from contemporary pop culture
c he was ethnocentric, he didn't know much about people of
his parents' generation, he rated people he liked as more
important than those he disliked
Language focus: discourse markers p.7
E O To expose students to a wide variety o f discourse markers,
both fo rm a l and informal, and encourage them to extend their
range by practising a fe w o f them.
D iscourse m arkers help us u n d ersta n d how spoken language
or a w ritten text is co n stru cted an d so how a speaker’s or
w riter’s th o u g h ts are linked.
It is not a good idea to ask stu d en ts to practise all the
discourse m arkers presented; th is w ould be overw helm ing
an d d au n tin g . T hey need to b u ild up th eir range gradually, by
recognizing an d identifying m arkers w hen th ey com e across
th em an d by gradually using m o re themselves.
D iscourse m arkers often present difficulties, even for
advanced stu d en ts (and native speakers!). S tudents m ay n o t
u n d ersta n d w hat a p articu lar w o rd o r p hrase really m eans,
th ey m ay n o t recognize how form al o r inform al th e discourse
m ark er is, th ey m ay place it incorrectly in th e sentence, and
th ey m ay sim ply have a very lim ited range w hich they
consequently overuse. T his section will help th em becom e
m o re co n fid en t an d co m p eten t users o f these co m m o n
linguistic devices.
1 W ith books closed, ask stu d en ts w hat th ey u n d ersta n d by
‘discourse m arkers’. W rite up any th a t th ey know, an d p o in t
o u t th a t discourse m arkers can be inform al (well, anyway, I
m ean) as well as form al ( nevertheless, therefore). Ask th em to
th in k ab o u t th e discourse m arkers th ey use in th eir ow n
language, an d th o se th ey use in English.
• Explain th e aim s for this section: in Language focus, they will
look at exam ples o f language from th e context th ey have ju st
studied. T hey will th en do tasks w hich will help th em to
check an d expand th eir know ledge o f th e language area.
• S tudents answ er th is q u estio n individually o r in pairs.
• C heck answ ers w ith th e w hole class.
a Nevertheless introduces a contrast,
b Here are introduces examples.
2 -3 Ask stu d en ts to com plete task 2 in pairs. (T hey will need
to copy th e ch art in to th eir notebooks.)
• Set a tim e lim it. M onitor, b u t d o n ’t spend too long w ith each
pair. You will probably need to go over the answers w ith the
w hole class.
• C heck answ ers to 2, an d ask stu d en ts to th in k ab o u t 3 as you
go th ro u g h th e ir answers.
• Use th e Language co m m en tary o n p. 13 for fu rth er
explanations an d exam ple sentences.
Unit 1 9
 2 Purpose of words or phrases Examples Speaking
• Adding information in addition; another thing is;
as well as that; on top o f l^ l'I'l To practise listening fo r key information a n d to develop
that; what's more inform al discussion skills.
Balancing contrasting ideas whereas; while O u tlin e th e task briefly. Allow students tim e to read th ro u g h
Changing the subject anyway; incidentally
Concluding / summing up to sum up; in short th e lists an d check th a t they know w hat th ey refer to.
Pointing out a contrast however; despite this Play th e recording.
Giving examples for example; for instance
Logical consequence therefore; so Note______________________________________________________
Making something clear in other words; I mean; Throughout Landmark Advanced, recordings and transcripts are of
what I mean is; actually; as a spontaneous speech. They therefore include any grammatical slips and
matter o f fact errors which the speakers have made.
Showing your attitude to be honest; frankly; quite
honestly
Structuring and sequencing to start with; firstly; lastly; at Speaker 1 For me the key event of the 20th century would have to be
first; eventually; in the end; the erm, coming down of the Berlin Wall. ...
then
Worst idea of the 20th century must be the the motor car, I think.
3 Most of these markers could be used in informal Speaker 2 I think the most important event of the 20th century was er
conversation, although you are unlikely to use: in addition, the er breaking down of the Berlin Wall and the er union of the two
however, despite this, therefore, firstly, lastly. They would Germanies and the integration of the ex-Communist countries into
be more likely to be used in formal writing. the erm shall we say 'free world'? And I think one of the worst ideas
of the 20th century was beside Cold War was Communism, state
Exploitation socialism.
I2E2I To provide controlled practice in using some o f the Speaker 3 Erm I would say some of the key events of the 20th century
would be erm, the first things that spring to mind are the wars, so the
discourse markers.
First World War and the Second World War and the Vietnam War
O utlin e th e task. Explain th a t th e students should only add erm, man on the moon, and scientific advances, the discovery of DNA
th e discourse m arkers in bo ld type because the o th ers are which has huge implications now ...
already in th eir table. Erm I don't know if I'd call it really the worst idea of the 20th century
but I think possibly cars or or motorized transport would come would
C heck answ ers quickly w ith the w hole class. Set a tim e lim it. come fairly close ...
See table above Speaker 4 ... I think I would list all the wars - the First World War, the
Second World War, Vietnam, I think all the wars. Erm ...
Ask students to do this individually. Som etim es m o re th an Intertwined with the hundred key events, cos although the First World
o ne answ er is possible. War the Second World War were key events, they were also bad
ideas, Hitler's idea to eliminate the Jews, for example, would be one
Students check th eir answers in pairs. M o n ito r this stage so of the worst ideas ...
th a t you can give individual atten tio n w here necessary and
S tudents com pare th eir answers in pairs.
sp ot confusion o r m istakes th a t are general.
Play the recording again if necessary.
C heck answ ers w ith th e w hole class.
Speaker 1: the coming down of the Berlin Wall; the motor car
Where more than one choice is possible, the first answer given Speaker 2: the Berlin Wall; the Cold War
is the better. Speaker 3: the First World War; Second World War; the
1 To start with / At first Vietnam War; man on the moon; DNA; cars
2 However / Despite this Speaker 4: all the wars; Hitler's idea to eliminate the Jews
3 Despite this / However
4 Actually / As a matter of fact
5 Anyway Note______________________________________________________
6 so Elvis Presley - American pop singer 1935-1977, famous as a pop icon
7 At first / To start with and for making rock 'n' roll popular in the 1950s.
8 Then First landing on the moon - 1969. The American Neil Armstrong was
9 Eventually / In the end the first person to walk on the moon.
10 In the end / Eventually / So World War 11- 1939-1945. A global war was fought in the air, on
11 for instance land, and at sea. By the end of the war 45 million people had died.
12 whereas US civil rights movement - Led by Martin Luther King (1929-1968) to
13 quite honestly establish equal rights for black people. Civil Rights Act was passed in
14 As a matter of fact 1964.
15 What I mean is Prohibition - 1920-1933. Period in USA when it was illegal to
manufacture or sell alcohol. Led to huge trade in illegal, home-made
alcohol and people who sold it - 'bootleggers'.
Message T-shirts - refers to T-shirts printed with messages on them,
e.g. I V London.
Suntans - The idea that it was attractive / desirable to get a suntan
was a 20th century phenomenon.
Videophones - Refers to phones with video monitor so that you can
see the person you are talking to.
Unit 1
2 Give students five m inutes to th in k o f things to include in the
two lists.
3 Students w ork in sm all groups to agree their ‘Top 5’ lists. Set
a tim e limit.
4 Each group should choose one m em b er to present th eir list
to the class. Set a tim e lim it.
• Ask the groups listening to n o te dow n each ‘Top 5’ an d see
how m any ideas they have in com m on. (This helps to ensure
they listen to each other.)
• If y o ur class w ould benefit from som e extra inform al w riting
practice, you could use th e follow ing activity in class o r as
hom ew ork. If possible, ask students to send it by e-m ail to
o th er m em bers o f th e class.
W rite an e-m ail to the ed ito r o f Tim e m agazine com m en tin g
o n the four Worst Ideas o f the C entury listed on p.7 and
arguing for the inclusion o f o ne o f your ow n ideas.
W rite quickly an d inform ally - in other w ords, a typical
e-m ail.
Use inform al discourse m arkers o f these four types:
- P ointing o u t a contrast
- Giving exam ples
- Showing your attitu d e
- S tructuring and sequencing
W rite 80-100 words.
Give / send your e-m ail to som eone else in th e class.
1.2 My influences p.8
1 Explain th e task briefly th en play th e recording.
Stage 2 introduces listening to spontan eo u s speech, and
provides vocabulary and skills work.
Lead in
E H To encourage students to think and talk about types o f
people who have personal influence.
1 -2 Students w ork in pairs o r sm all groups to look at the
pictures and discuss the questions. Alternatively:
• In tro d u ce the them e w ith books closed. W rite th e w ords ‘My
influences’ on th e b o ard and ask students to suggest various
people / groups o f people w ho influence us. W rite up th eir
suggestions in note form , perhaps in a ‘bubble diagram ’:
w rite th e w ord influences in a central bubble, an d add the
categories they suggest such as fam ily, teachers, friends,
fam ous people in sm aller bubbles radiating from it. You then
elicit from the students the specific influences, an d also
perhaps w hen they w ere influential. W rite these o n th e b o ard
radiating o u t from the appropriate bubble (see diagram ).
• Ask students to discuss th e suggestions in pairs o r sm all
groups. Set a tim e lim it.
• It is n o t necessary to conduct a group feedback unless the
stu d ents w ould like to.
1 Possible influences:
Family: parents; grandparents; older siblings
Outside: teachers; sports personalities; pop stars; school
friends; priests; national leaders
2 They represent the kind of person you would like to be.
They lead the kind of life you'd like for yourself.
They seem happy or successful.
They are interested in you. They advise and help you.
3 A role model is someone you attempt to emulate - a very
strong influence.
Listening
To practise the skill o f listening to informal, natural
speech in order to obtain specific information.
Glossary________________________________________________
smart - intelligent, clever (US English)
1.2
Speaker 1 I'd say one person that really influenced me when I was
growing up was erm a teacher. Now I'd moved schools at a time
when not many children were moving across to a new school - it was
sort of in the middle of a, in the middle of a term, I think it was and
erm, I didn't know anyone obviously and I was feeling a little bit
unsure of myself and er the physical education teacher was called
Ralph which is my name and he was very popular - he was a really
sort of tall guy, you know, er he was er ranked in the country for his
tennis playing and I loved tennis and I really sort of admired him and
because I had the s..., the same name I thought that there may be
some connection and erm you know, I sort of you know would watch
him and see what he was up to and then he actually took me under
his wing a little bit and gave me some extra coaching, tennis
coaching, and erm it was great, but it taught me a lot about
sportsmanship and a lot of values and things that were to do with
with with sport and sport-related which was you know something I
was very much into when I was a child and er it was really useful and
very beneficial even now.
Speaker 2 ... erm well, I'm influenced I suppose by by my parents and
friends and stuff and I base, well my role model might be, I think
probably my brother because he's he's always erm really confident and
relaxed and I seem seem to get a bit stressed and I dunno, tied up and
he'll come home and watch TV and phone up his friends and stuff
and if he's got an exam he won't really care - he'll just go out and
enjoy himseif and I'm a bit more conscientious so I sort of look up to
him and I I see that he's always enjoying himself - but he's still got
time to, you know he still does well, and he's got a good job and he
he works hard, so he he is probably the person that I look up to
most ...
Unit 1 11
 Speaker 3 I'd have to say one of the people who has has had a great
influence on me would be Barbara Walters, believe it or not. Erm I just
remember as a little girl er turning on the TV and there not being a
whole lot of women er giving the news, I mean hard-hitting news,
and I remember watching Barbara Walters be right up there with all
the the other male news anchors and thinking 'Wow if she can do it
then I can definitely do it!' and er I just always loved er watching her
stories and the questions that she would ask and for me she was just
a smart woman erm that I could you know flip on the TV and see her
and she was a real inspiration and made me feel like as a woman as
a young girl I could really do whatever I wanted to do - so she was a
role model for me in that way.
• S tudents com pare th eir answers in pairs.
• If they haven’t got all the answers, play th e recording again.
T his is m ore helpful th a n m erely giving th e m th e answers; it
encourages th em to develop their ow n self-reliant listening
strategies.
a Speaker 1 - teacher
Speaker 2 - older brother
Speaker 3 - successful public figure, the American TV
newsreader Barbara Walters
b They were all inspired to improve or develop in some way
by someone older and more successful than themselves.
2 Ask students to read th e questions carefully.
• Suggest they w ork in pairs to see if there are any questions
th ey can already answer.
• Play the recording again.
• S tudents check th e ir answers an d com pare in th eir pairs.
• Repeat as necessary (probably tw o o r three tim es) and
co nduct w hole-class feedback.
Note______________________________________________________
Barbara Walters has received many awards for her broadcast journalism
and interviews. She became the first woman to co-host national
network news in the United States when she joined ABC News in
1976. She had previously worked on NBC's Today programme.
a He admired him, felt protected by him, grateful because he
learned a lot from him.
b The speaker had moved schools at an unusual time and felt
unsure of himself at his new school. He identified with the
teacher partly because they shared the same first name,
c The older brother is laid back and confident. The younger
brother is conscientious and feels more stressed,
d He enjoys himself but is still successful,
e She was a successful woman in an otherwise male world,
f The speaker realizes that if her role model can succeed, so
can she.
Exploring natural speech p.9
T his section focuses o n the so u n d ‘schwa’ h i. Students will
have com e across this before, b u t even advanced students
som etim es find it difficult to believe, o r accept, th a t n atu ral
English reduces so m any vowel sounds to this ‘schwa’. T he
aim is to help students recognize this so th a t they can focus
o n th e o th e r sounds, w hich in tu rn helps th em to m ake sense
o f faster speech.
12 Unit 1
1 O u tlin e th e task briefly an d give students tim e to read the
sentences carefully. Ask th em to predict w hat th e m issing
w ords m ig h t be an d com pare answers in pairs.
2 Play th e recording an d ask students to check th e ir answers.
(This is n o t included in th e tapescript section o f th e S tu d en t’s
Book.) You m ay w ish to explain to stu d en ts th a t th e extracts
from recordings w hich appear in th eir books are o f
un scrip ted speech, an d therefore include any ap p a ren t ‘erro rs’
w hich the speakers have m ade.
1.3
a I'd say one person that really influenced me when I was growing up
was erm a teacher. Now I'd moved schools at a time when not many
children were moving across to a new school ...
b 'Wow if she can do it then I can definitely do it!' and er I just always
loved er watching her stories and the questions that she would ask
and for me she was just a smart woman ...
c ... and she was a real inspiration and made me feel like as a woman
as a young girl I could really do whatever I wanted to do ...
d ... so she was a role model for me in that way.
a that; was; a; were; a
b can; can; and; and; that; for; was; a
c was; to
d that
• W hen th ey have th e correct answers, play th e recording again
an d ask th e m to th in k ab o u t th e question.
• Check answers an d discuss w ith th e w hole class. Explain th a t
th e ‘schwa’ is th e m o st co m m o n vowel so u n d in English.
All words in a-c contain the 'schwa' sound. The vowel sound is
unstressed.
that in d does not contain the 'schwa' sound. When that is
used as a determiner, the vowel is never weakened.
Vocabulary: two-part adjectives
r j i i i i To introduce students to some com m on tw o-part
adjectives and to develop their ability to use them descriptively.
1 In tro d u ce th e task briefly an d ask stu d en ts to lo o k at th e two
lists o f w ords. Check th a t th ey u n d erstan d them .
• Students com plete the task in pairs. Give th em en o u g h tim e
to have a go b u t n o t to reach th e p o in t w hen th ey are
struggling. Several com b in atio n s are logically possible, b u t
are n o t used in English.
• C heck answers w ith th e w hole class.
hard-hitting forceful, strong, powerful
easy-going calm, relaxed
long-suffering puts up with trouble patiently
fast-growing
slow-moving
dean-living honest, upright character
low-flying
loose-fitting fits loosely, baggy
2 Suggest that students com plete the task in pairs.
• Check answers w ith the w hole class.
hard-hitting documentary / film / speech /
easy-going company / family / patient / politician / student /
teacher / wife
long-suffering patient / politician / student / teacher / wife
fast-growing business / company / family
slow-moving film / plane / story / traffic
clean-living family / politician / student / teacher / wife
low-flying plane
loose-fitting jacket / jeans
3 Ask students to com plete th e task in pairs.
• C heck answ ers w ith th e w hole class.
a long-running e smooth-talking
b sweet-smelling
c fast-flowing
d important-looking
• For fu rth er practice you could w rite u p a selection o f
tw o-w ord adjectives from questions 1, 2, an d 3. Students
w ork in sm all groups to categorize a selection o f th e tw o-
w ord adjectives into ‘positive’, ‘negative’, o r ‘it depends’. This
will probably provoke considerable discussion (is easy-going
always positive? From w hose perspective?) an d should
therefore help students to rem em ber the adjectives.
• Check answers w ith th e w hole class.
► T here is an extra activity on p. 140 w hich practises
m etaphors to describe people.
Speaking
To give students the opportunity to practise the language
learned and discuss the them e o f the lesson more freely. It also
provides them with useful preparation fo r the writing task.
1 -2 Ask students to com plete th e tasks in pairs o r sm all
groups.
• Alternatively, do question 1 yourself first. Tell the class ab o u t
som eone w ho has been your role m odel, an d w h at influence
this person has had o n your personality, ideas an d beliefs,
career o r education. Talking to th e class yourself like this is
som etim es referred to as ‘live listening’. U sed carefully - i.e.
speaking naturally, n o t for too long, an d encouraging
reaction an d follow -up questions - it can provide extrem ely
useful and m otivating listening an d speaking practice.
• N ow ask th e students to do the sam e, in sm all groups.
• T here is n o need for w hole-class feedback as this is a personal
speaking activity. O nly ask for feedback if you feel it is
necessary to ro u n d off this stage o f the lesson.
Writing
c o m To develop students’ sem i-form al w riting skills and to
consolidate the theme.
As this is th e first u n it, you could take th e o p p o rtu n ity to ru n
th ro u g h the advantages o f th e process ap p ro ach to w riting.
This should include:
• Planning
• W riting a first d raft (quickly)
• C hecking for errors o f gram m ar, vocabulary, spelling, style
• W riting an accurate final version
M ake sure stu d en ts are aw are o f an d refer to th e W riting
guidelines at the back o f th e ir books o n p. 150.
1 O u tlin e the task briefly. It follows o n very clearly from the
speaking.
• R un th ro u g h th e o u tlin e plan w ith th e class. You could ask
stu d en ts to n o te d ow n any adjectives th ey w ould use to
describe this p erso n ’s qualities, as well as exam ples w hich
illustrate them , for example:
M y m a th s teach er
Q ualities Exam ples
p a tie n t helped m e to understand the basics o f m aths /
spent tim e w ith m e after school / never lost his
temper w ith me
kin d always encouraged m e even when I got low
marks
• Students w o rk individually to p ro d u ce th eir plan in class
tim e.
2 If th ere is n o t tim e for task 2 in class, set it for hom ew ork,
b u t m ake sure th e stu d en ts u n d ersta n d th a t a fellow stu d e n t
will be looking at it before you do. R em ind th em also th a t
this is a draft, to be d o n e quickly, an d set a tim e lim it.
3 Students w ork in pairs. Give th e m tim e to read each o th e r’s
w o rk th ro u g h . T hey m ay first need to clarify p roblem s caused
by handw riting.
• S tudents help each o th e r to im prove th eir draffs. Set a tim e
lim it, e.g. five m in u tes to read each draff, an d tim e these
stages fairly strictly.
• Clarify req u irem en ts for final profile, n u m b e r o f w ords, title,
layout.
4 S tudents discuss th eir ideas for im provem ents, th e n w ork
individually to w rite th eir profiles.
Unit 1 13

1.3 -isms p.10
Stage 3 consists o f a reading text an d w ork o n all, both, either,
neither, none, follow ed by a light-hearted design task.
Lead in
To prepare fo r the reading task by getting students
thinking about beliefs, qualities, and movements.
1 Books closed. Set th e task as a b rain sto rm in g activity w ith
th e w hole class to begin w ith, w riting up a few -isms as they
th in k o f them . T hen once the students have got the idea, they
should w ork in groups and w rite dow n as m any w ords as
they can. Set a tim e lim it.
• D o a quick oral group feedback, an d w rite u p the w ords
offered.
2 P u t th e categories o n th e b o ard and ask students to group
th eir -ism s u n d e r these headings. T hey should keep their
books closed.
Examples
Political or religious beliefs
Communism; Socialism; Conservatism; Marxism; Liberalism;
Feminism
Hinduism; Buddhism; Judaism; Sikhism
Attitudes and abstract qualities
fanaticism; radicalism; racism; sexism; cynicism; stoicism;
idealism
Creative movements
Cubism; Expressionism; Impressionism; Surrealism; Modernism;
Classicism
Reading
iiW ii To develop the them e o f attitudes, beliefs, and
movements, practise intensive reading skills, and extend
vocabulary.
1 Q uickly check th e w ords in th e list if they did n o t com e up in
Lead in, th en ask th e w hole class to look at P aragraph A an d
give th em tim e to w ork o u t w hich -ism it refers to
(m aterialism ). Show them how there are clues in th e w riting
( the only thing that really exists in the world is m a tter ...).
• Ask the students to do the rest o f the task individually, then
com pare th eir answers.
• C heck briefly w ith w hole class, going over th e p ro n u n ciatio n
o f th e -isms as you do so. It is useful to ask the students to
m a rk th e w ord stress an d th en practise saying it. If th e stress
is in the right place, the o th e r vowels will tend to becom e
sh o rter an d so u n d m o re accurate.
A Materialism /mn'tiorislizm/ B Behaviourism /bi'heivjarizm/
C Buddhism /'bodizm/ D Nihilism / nihilists /'nanlizm/
E Anarchism /'snskizm / F Pacifism /'paesifizm/
Close up
To develop and practise intensive reading skills.
• Ask students to do this individually o r in pairs. E ncourage
th em to m ake guesses from context rath er th a n rely o n th e ir
dictionaries.
• C heck answers w ith w hole class.
1.2 idealist
1.3 for example
1.4 to found
1.13 believes
1.17 the end of one century and the beginning of the next
1.21 to seek
2 Put the students into pairs for this task.
aD bB cE d F e A fC
• If you w ant to give stu d en ts an o p p o rtu n ity to talk ab o u t the
article m ore freely, w rite these discussion questions on the
board:
W hat do you personally associate w ith th e -ism s you have
read about?
W h at’s y o u r o p in io n o f them ?
Language focus: all, both, either,
neither, none p. 11
These are very fam iliar to m any stu d en ts at advanced level,
b u t they can still cause problem s, e.g. w ith w ord order, or
singular / plural verbs, so the aim here is to review b o th
m eaning an d use an d to ensure th a t stu d en ts can use th em
ap p ropriately an d correctly. C hoosing th e rig h t form o f the
verb th a t follows these w ords often m akes stu d en ts (and
native speakers!) feel insecure. (N either is / are fro m England
- ‘is’ is correct, b u t m any people say ‘are’.)
1 O u tlin e th e task briefly.
• Ask stu d en ts to w ork individually or in pairs. Refer th em to
the Language co m m en tary on p. 13.
• C heck answers w ith the w hole class.
a both
b 1 either / neither / none
2 both
3 all
2 Check answers w ith the w hole class.
all / both
Note______________________________________________________
either and neither are followed by singular verbs, which sometimes
causes difficulty. You might want to remind them that everything and
nothing are also followed by singular verbs.
3 Ask stu d en ts to com plete this task in pairs.
• Check answers w ith the w hole class.

1 a ll/a re 2 none / is 3 both / end 4 neither/is

Unit 1 rk9604an
 ► There is an extra activity o n p. 140 w hich can be used
after task 3 for extra individual practice in class.
Exploitation
To give fu rth er semi-controlled practice in using all /
n o n e, etc. in context, and also to give the students free, inform al
speaking practice.
1 a O utline th e task briefly. You m ight like to assign different
lists to different pairs o r groups o f students. Em phasize the
need to find as m any different, com plex, com parisons as
possible, and encourage th em to do so.
Paris and London are both cities. - too sim ple
Paris and London are both im portant cultural and financial
centres. They are both built on m ajor rivers, and neither o f
them is on the coast. - better
• M onitor, b u t there is n o need for w hole-class feedback.
b You can ask students w ho finish sooner to do this, o r the
w hole class if you feel they still need th e practice.
2 Focus atten tio n o n th e C om p ariso n language in the box.
• D em o nstrate th e task using yourself an d an o th er studen t,
th en ask th e class to do this in pairs.
• M o n itor an d encourage students to discuss all the areas
suggested an d to go into som e d ep th w ith th eir questions and
answers.
• W hile they are still interested an d there is still a buzz o f
activity ask th em to jo in w ith an o th er p air to find o u t w hat
they all have in com m on.
• In all speaking activities it is difficult to gauge w hen to stop
an d m ove on. As a general rule it is b etter to try an d m ove on
ju st before the level o f interest dips.
Speaking
T his activity gives som e light-hearted speaking practice
focusing on inventing a new -ism an d describing its features
to th e rest o f the class.
1 E ncourage a sh o rt general class discussion on the -ism s th at
are im p o rta n t to the students, o r the stu d en ts’ country/ies.
You m ay need to start the discussion so be prep ared w ith
som e ideas.
2 Read th ro u g h th e task w ith th e students, m aking sure they
u n d erstan d w hat they have to do.
• P u t th e students into sm all groups o f three o r four and set a
tim e lim it. M o n ito r an d help as necessary, m aking sure each
g ro u p notes dow n its key ideas.
• Give each group a set tim e (short) to present th eir -ism to the
rest o f th e class. You could ask th e class to vote o n th e best /
m ost am using / m o st original if you feel it is appropriate.
• You could also look at these sayings o r -ism s th a t becam e
associated w ith particu lar w ell-know n people, often
politicians o r com edians. W rite the follow ing exam ples on
th e b o ard an d go th ro u g h th em w ith the w hole class to m ake
sure they get the p o in t o f the hum our.
Bushism: M ore and more o f our im ports come from
overseas. (G eorge W. Bush)
G oldw ynism : A n y m an who goes to a psychiatrist
should have his head exam ined. (Sam G oldw yn)
I can answer you in two words: im-possible. (Sam
Goldw yn)
• S tudents w ork in pairs o r sm all groups to discuss w hat
these fam ous people’s -ism s tell us ab o u t th e people
them selves, an d w hether there are any typical sayings
like th em associated w ith people from th eir country.
T hey could also m ake up som e - is m s o f this k in d o f
th eir own.
• Ask stu d en ts to tell th em to the rest o f th e class,
explaining th em if necessary.
Exploring words p.12
ftfffil To extend students’ vocabulary connected with
personality and m ood and to raise awareness o f the quite subtle
distinctions between sim ilar words. There is also the
opportunity fo r students to discuss personality and so extend
their speaking skills.
1 a O u tlin e th e task quickly an d check answers. Tem peram ent
m ay be a new w ord an d th e subtle d istinctions betw een the
fo u r m ay need som e help. W h at is m ost im p o rta n t here is
th a t any possible m o th e r ton g u e interference is dealt w ith (in
som e languages, for exam ple, tem peram ent is negative).
The difference between these words is very difficult to
describe or explain. They can be seen as a difference in layers
of presentation to the world, with nature at the deepest level
and mood at the most superficial.
So nature is the way we fundamentally are; people are
described as having a nice or an unpleasant nature.
Temperament is a manifestation of this nature in the way we
behave, similar to disposition, so people have a pleasant /
calm / aggressive temperament.
Character suggests something fuller than temperament; a
combination of our fundamental nature, which gives us our
temperament, together with other qualities, so character gives
a more multi-faceted description of a person: decent /
honourable / fastidious / gregarious, etc.
Mood is used to describe the way we are feeling at a
particular moment: in a good / bad mood, irritable / relaxed,
etc.
b Ask stu d en ts to look at questions 1 -4 in th e q u estio n n aire
first. Go over any difficult vocabulary.
• Play th e recording.
1.4
1
W1 Well, I'd like to think that I'm a quite strong person, would you say?
W2 Yeah, yeah, you know your own mind.
W1 Good, I'm glad you agree with me on that. Erm I have been accused
of being I suppose, a bit self-centred sometimes.
W2 Everyone's like that though. OK.
Unit 1 15
 W1 OK. Erm, the last two. M I would edge towards carefree, b u t...
W2 Ah, you're dependable. W Right.
W1 Yeah. I'd say (definitely). I'm always there on time, aren't I? M ... that sounds a bit lacksadaisical, but no I do, I'm not feeling
W2 Yeah. terribly pensive or thoughtful.
W1 Yeah, dependable. W OK.
2 M And ...
M Er, I'd say, I'm I'm quite an excitable person actually. W And well obviously if you're in a good mood, you're probably feeling
optimistic.
W Definitely, you do get a bit overexcited at times.
M I am ...
M I do, I do get a bit carried away. I'm maybe I should try some
meditation to calm down. W Yeah.
W Maybe, what about, what about the second two? M No definitely feeling optimistic. It's it's the middle of the week,
there's lots of things happening. It's good.
M Oh all right, erm ...
W Good.
W You're quite easy-going, though.
• Students check th eir answers in pairs.
M I'm very easy-going ...
W Quite laid back. • Play the recording again if necessary.
M Yeah very laid back. I I should learn to be more difficult, really. I Glossary___________________________________________________
(should) go to difficult classes or something.
lackadaisical - not showing enough care and attention. (The speaker
W Erm. adds a redundant 's' to this word.)
M I'd like to be more passionate about things. (Yeah, yeah) I think, erm
I think more oomph ... 1 strong, self-centred, dependable
W Yeah, you lack a bit of passion. Bit of ambition. 2 excitable, easy-going, cautious
3 timid, sunny, agreeable
M I'm a bit too cautious perhaps.
4 good, carefree, optimistic
W So, I suppose cautious will do.
M Yeah. I am cautious. C O u tlin e the task briefly an d set a tim e lim it for individuals
3 to answ er th e questions.
W1 Erm ... • P u t stu d en ts in pairs to discuss an d com pare th eir answers.
W2 Well, I think that's answered it really.
d Ask stu d en ts to draw them selves a table w ith two
W1 What? Timid?
colum ns: Adjectives an d N ouns, an d to w rite th e asterisked
W2 Yes. Timid, definitely. We'll choose timid.
adjectives in th e adjectives colum n.
W1 Timid. And - er oh, I'm not gloomy.
• In th eir pairs, th ey try an d w ork o u t the related nouns.
W2 No, definitely not, you're always in a good mood.
W1 So ... Adjectives Nouns
W2 Sunny. strong strength
weak weakness
W1 Sunny.
independent independence
W2 Definitely, yeah. self-centred self-centredness
W1 OK. calm calm / calmness
W2 And, agreeable or moody? excitable excitement / excitability
cautious caution
W1 Do you think I'm moody?
assertive assertion / assertiveness
W2 Not at all, no. timid timidity
W1 Really? I'm not moody, am I? moody mood / moodiness
thoughtful thought / thoughtfulness
W2 No.
optimistic optimism
W1 No, I think I'm quite agreeable. pessimistic pessimism
W2 Definitely.
W1 OK. e T his task will w ork best if y o u r stu d en ts kn o w m o st o f the
4 adjectives here so encourage th e m to use dictionaries.
W So, what sort of mood are you in then? Alternatively, select ju st a few adjectives for th e m to w ork on
M I am in a good mood. in th e way suggested.
W Good. • Ask stu d en ts to do this to g eth er in pairs. It is probably a good
M Definitely in a good mood. idea for th em to draw u p three colum ns in th eir notebooks
W OK. an d record the adjectives u n d er th e headings positive, negative,
M I have a smile on my face. an d neutral. T hey m ay w an t an o th er colu m n it depends.
W Right, and are you, do you think you're in a carefree mood or a
Note
thoughtful mood?
Differences of opinion are a good thing! They provoke discussion,
which helps the language become more memorable.

16 Unit 1
 Possible answers
affectionate - positive
aggressive - usually negative, though when someone is
described as being an 'aggressive defender of human rights'
for example, this may be seen as a more positive attribute,
ambitious - may be positive or negative depending on context
and culture
determined - positive
emotional - often negative, carrying the suggestion of not
being in control; sometimes positive, meaning not afraid to
show one's feelings
energetic - positive
frank - generally positive
hypocritical - negative
logical - neutral
loyal - positive
malicious - negative
modest - positive, though sometimes slightly negative, e.g. a
modest salary, o f modest ability
narrow-minded - negative
obstinate - negative
possessive - negative
practical - neutral
protective - positive; over-protective is negative
rational - generally positive
reserved - neutral
selfish - negative
sensitive - can be positive or negative
truthful - positive
2 a Ask students to do this individually o r in pairs, b u t to
check th eir answers in pairs.
• T h en check answers w ith the w hole class.
affect = verb
effect = noun
open to = willing to accept an idea / suggestion
prone to = likely to do something, usually negative, e.g. prone
to accidents. Note also accident-prone.
mood = the frame of mind you are in, may be good or bad
temper = bad mood, often sudden and quick
b Ask students to do this individually first before com p arin g
answers in pairs.
• C heck answers w ith the w hole class.
1 effect (effect is a noun / affect is a verb)
2 prone (note that this is followed by the preposition to)
3 swings (mood swings collocate, mood turns do not)
4 keep (you keep your temper but hold your tongue)
5 temper (the opposite of keep your temper - you could say
Jack was in a terrible mood, but not that he lost his mood)
6 restrain (restrain is to hold back, constrain is to confine and
is more commonly used in the passive: He was constrained
by the four walls o f his room.)
7 regain (He might reclaim his lost suitcase, but not his
composure)
8 composure (to regain composure collocates; otherwise you
could say He was calm again / He became calm again / His
calmness returned)
3 a O utline th e task briefly. S tudents could m ake notes u n d er
the three headings: colleague, holiday companion, frien d an d
attrib u te five qualities to each.
• Give students enough tim e to th in k ab o u t this quietly on
th eir ow n before sharing ideas w ith their partner.
b Ask stu d en ts to discuss th e ir answ ers w ith an o th er pair
(i.e. in g roups o f four), to see how m u ch overlap / difference
th ere is in th eir ideas.
You could ro u n d up th e lesson w ith a gro u p feedback.
Complete Time Magazine list:
Albert Einstein: Person o f the Century
H e was th e iconic 2 0 th -cen tu ry scientist, th e b u m b lin g
professor w ith the G erm an accent, a com ic cliche in a th o u sa n d
films. Instantly recognizable, like C harlie C haplin's Little
T ram p, A lbert Einstein’s shaggy h aired visage was as fam iliar to
o rd in ary people as to th e m a tro n s w h o fluttered ab o u t h im in
salons from Berlin to H ollyw ood. Yet he was u n fath o m ab ly
p ro fo u n d - th e genius am ong geniuses w ho discovered, m erely
by th in k in g ab o u t it, th a t th e universe was n o t as it seem ed.
Leaders and Revolutionaries
T h eo d o re Roosevelt; V ladim ir Ilyich Lenin; M argaret Sanger;
M ao Zedong; W inston Churchill; F ranklin D elano Roosevelt;
Eleanor Roosevelt; A dolf H itler; M ohandas G andhi;
D avid B en-G urion H o C hi M inh; M artin L uther King;
A yatullah R uhollah K hom eini; M argaret T hatcher;
Lech Walesa; R onald Reagan; M ikhail G orbachev;
Pope John Paul II; T he U nk n o w n Rebel; N elson M andela
Artists and Entertainers
Pablo Picasso; M arth a G raham ; Le C orbusier; Igor Stravinsky;
C oco C hanel; Jam es Joyce; T.S. Eliot; Louis A rm strong;
C harlie C haplin; M arlon Brando; Rodgers & H am m erstein;
Frank Sinatra; Lucille Ball; T he Beatles; Bob Dylan;
A retha Franklin; Jim H enson; Steven Spielberg; B art Sim pson;
O p ra h W infrey
Builders and Titans
H en ry Ford; D avid Sarnoff; C harles M errill; W illis C arrier;
Lucky Luciano; W illiam Levitt; Leo B urnett; Ray Kroc;
Pete Rozelle; Sam W alton; Louis B. Mayer; A m adeo G iannini;
S tephen Bechtel; W alt D isney; Juan Trippe; W alter R euther;
T h o m as W atson, Jr.; Estee Lauder; Akio M orita; Bill Gates
Scientists and Thinkers
S igm und Freud; Leo Baekeland; W ilb u r & O rville W right;
A lbert Einstein; A lexander Flem ing; R obert G oddard;
Jonas Salk; E dw in H ubble; Ludwig W ittgenstein; Jean Piaget;
E nrico Ferm i; Louis, M ary & Richard Leakey;
Philo F arnsw orth; K urt G odel; Rachel C arson;
W illiam Shockley; A lan Turing; John M aynard Keynes;
James W atson & Francis Crick; T im Berners-Lee
Heroes and Icons
E m m eline P ankhurst; H elen Keller; C harles L indbergh;
Bill W ilson; T he A m erican G.I.; Jackie Robinson; A nne Frank;
Billy G raham ; E d m u n d H illary & Tenzing Norgay; Rosa Parks;
C he G uevara; M arilyn M onroe; T he Kennedys;
M u h am m ad Ali; Bruce Lee; Pele; H arvey Milk; M o th er Teresa;
D iana, Princess o f Wales; A ndrei Sakharov
© 3 BRITISH COUNCIL
Russia Unit 1
Theme: the relationship between people and m achines
2.1 Computers and cars
A h u m o ro u s com parison o f com puters an d cars
Reading: intensive - gap-filling
Language focus: the conditional - if sentences
Speaking: discussion - m aking future predictions
2.2 Computers and you
People talk ab o u t th e role o f com puters in th eir lives
Listening: gist an d specific info rm atio n
Vocabulary: m ake an d do
Language focus: em phasis
Speaking: arguing for an d against
Exploring words
C om puters an d com puting
Workbook
Language focus: the conditional; em phasis
Vocabulary focus: m ake and do
Vocabulary expansion: form al and inform al language
Listening: a sh o rt story
2.1 Computers and cars p.14
Stage 1 revises conditionals w ith in the context o f com paring
cars an d com puters.
Lead in
T O To get the students interested in the them e o f the lesson
by means o f a personalized speaking activity involving
categorizing.
• Check th a t stu d en ts kn o w th e w ords for the item s in the
photographs.
• D iscuss the first p h o to g rap h as a class to get the students
started, th en ask th em to do th e task in pairs.
• C o n d u ct a w hole-class feedback. Ask th e stu d en ts to justify
th eir ideas.
Reading
To provide practice o f intensive reading.
T he stu d en ts have to read th e text closely to in sert phrases
in to the ap p ro p riate spaces. It also previews, and creates a
context for, the use o f conditionals.
1 Start this p art o f the lesson by asking the students to read the
title and in tro d u cto ry paragraph o f the reading text. Ask them
one o r two open questions in feedback: Do you think computers
are reliable? Which are more reliable - cars or computers?

Note______________________________________________________
Bill Gates is the founder of Microsoft, the world's biggest computer
software company, and General Motors is the largest car producer in
the United States.

■ W rite these w ords o n th e b o ard an d ask stu d en ts to w ork in

pairs to p u t th em in to tw o groups: car w ords an d co m p u ter
w ords. Som e w ords can go in b o th groups.
airbags / battery / carburettor / crash / disk drive /
engine / hard drive / headlights / keyboard / m onitor /
mouse / warning lights / windows / windscreen wiper /
mirror

Glossary__________________________________________________
carburettor - the apparatus in an engine that mixes fuel and air.

Car words:
airbags / battery / carburettor / crash / engine / headlights /
warning lights / windows / windscreen wiper / mirror
Computer words:
battery / crash / disk drive / (search) engine / hard drive /
keyboard / monitor / mouse / warning lights / windows

Unit 2
• Tell the students they are going to m ake a list o f possible
com puter faults. Elicit one o r tw o exam ples, th en p u t the
students in pairs to m ake th e ir lists. You could do this activity
as a pyram id discussion: th e stud en ts m ake a list in pairs,
th en add to their list by com p arin g w ith an o th er p air in a
group o f four. Finally, pull all th e ir ideas together by w riting
a class list o n the board.
Possible computer faults:
crash / lose work / disk gets stuck / can't connect to Internet /
will not print / everything freezes / cursor disappears / get a
virus / can't open a file
2 W ith th e w hole class read th ro u g h the first p o in t in th e text
com paring cars w ith com puters. Ask students to look at the
list o f sentence com pletions a to j, an d elicit th e correct
co m pletion o f the first p o in t (b).
• Ask the students w hat clues helped th em w ork o u t the
answer. For exam ple, th e gram m atical clue is th a t would is
followed by an infinitive w ith o u t to, so only a, b, d, f, an d i
are gram m atically possible.
• Ask th e students to w ork individually to read th e text an d
com plete the sentences. Let th em check th eir answ ers w ith a
p a rtn e r before co nducting a w hole class feedback.
1b 2 i 3 g 4 d 5h 6 f 7 c 8 e
9 j 10 a
Close up
• P ut students in pairs to do th e exercise. Encourage th em to
m ake guesses from context rath er th a n rely on their
dictionaries.
• M o n ito r closely to see w hat problem s they have, b u t d o n ’t tell
th em th e answers before the w hole-class feedback at th e end.
1.14 manoeuvre is of French origin and is pronounced
/manuiva/; army manoeuvres are large-scale exercises by armed
forces.
1.26 such as is followed by a noun. Other similar expressions:
like / for example / for instance
1.28 IBM / Time / Macintosh, etc.
make is used to describe cars.
Language focus: the conditional p.15
To review and practise first, second, third (past), and
m ixed conditionals.
T his area o f g ram m ar is probably n o t new for the students.
C onsequently, th e focus o f th e exercises is to activate the
stu d en ts’ know ledge by getting them to m atch rules to
exam ples, and to encourage th em to th in k ab o u t w hy they
m ight choose to use different conditional form s. It also
checks th eir ability to use alternative conjunctions to i f
D ifficulties at this level m ay still include problem s w ith the
com plex form , in particu lar using will an d would after if, for
exam ple, * I fI will / w ould have enough money, I will / would
go on holiday. T he p ro n u n cia tio n o f I ’ll /ail/ an d I ’d /a id / m ay
be difficult for som e students. However, th e m ain pro b lem is
likely to be a confusion as to w h eth er a co n d itio n al is possible
o r im probable. P oint o u t th a t this is often d ep en d en t on the
p o in t o f view o f th e speaker. After d oing exercise 3, you could
com pare tw o sentences o n the board:
I f I get a new computer, I ’ll give you m y old one.
I f I got a new computer, I ’d give you m y old one.
Ask th e stu d en ts to tell you in w hich context they m ig h t use
each sentence. A possible answ er is th a t in th e first th e
context m ig h t be th a t he/she is p la n n in g o r saving u p to buy
a new com puter, w hereas in th e second he/she has n o plans
to change. M ake sure you w atch o u t for erro rs w ith these two
form s in th e exploitation section.
1 C om plete th e first sentence as a class, as an exam ple. To focus
th e m on the task, ask th em w hy th e second co n d itio n al form
is used here.
a was; would regularly stop
The answer is that a car is not like a PC, and unlikely ever
to be so. Consequently, we use this form to show that the
condition is purely hypothetical. There is little or no
possibility that it will be fulfilled.
• P u t th e stu d en ts in pairs to com plete th e o th e r sentence, th en
let th em check th eir answers by looking back at th e article.
b fitted; might not work
2 Ask th e stu d en ts to com plete th is task in pairs.
• C heck as a class. You m ay w ish to refer th e stu den ts to the
Language co m m en tary on p. 19.
a Second conditional
b C something unreal or hypothetical
The whole article is based on the first idea: If a car was
really like a PC ... Of course, a car is not really like a PC.
3 Ask th e stu d en ts to com plete this task individually, th en
check th eir answ ers in pairs.
• C heck answers w ith th e w hole class.
aB b A cC dD
• At this stage, if you th in k y o u r stu d en ts need rem inding, you
m ay w ish to check th e form here:
a Past perfect form / would+have+past participle
b Present simple form / w///+infinitive
c Past simple form / wou/cf+infinitive
d Past simple form / wou/cf+infinitive
Note_______________________________________________________
Tense and time are not the same thing here. The past form is used to
refer to something hypothetical about the present or future, not the
past. The past perfect form is used to refer to something hypothetical
about the past.
4 Ask th e stu d en ts to com plete this task individually, th en
check in pairs.
• C heck answ ers w ith th e w hole class.
Unit 2 19
 a The first part refers to past / second part to present
b The first part refers to present / second part topast
c The first part refers to present / second part to past
These are called mixed conditionals.
5 D o the first as an exam ple, th en ask th e stud en ts to com plete
th e task in pairs.
• C heck as a class. You m ay w ish to refer the studen ts to the
Language com m en tary o n p. 19.
a ... camera as long as / providing / provided you look after it.
b Unless I get my computer fixed, ...
c ... this programme unless you'd done the training course,
d Providing / Provided (that) / As long as you've got the
rig h t...
Note______________________________________________________
Unless may cause a problem. It generally means except if, and cannot
always replace i f ... not. Compare these examples:
If the weather isn't sunny, we'll stay at home.
Unless the weather is sunny, we'll stay at home.
In other words, we'll stay at home except if it's sunny.
If the weather isn't sunny. I'll be really surprised.
*Unless the weather is sunny, I'll be really surprised.
In other words, I'll be surprised in the situation that it isn't sunny.
Here, i f ... not does not mean except if, so cannot be replaced by
unless.
Exploitation
To test the students’ ability to use the gram m ar
accurately and fluently. They have to use their im agination,
personalize the language, and think up appropriate vocabulary
to use.
1 Ask th e stud en ts to com plete the sentences, an d com pare
th e m w ith a partner. T hey could correct each o th e r’s erro rs at
this stage.
• In th e feedback, ask one o r tw o stud en ts to give you an
exam ple for each sentence.
Possible answers
a ... you'd better start working harder,
b ... if I had checked the car brakes.
c ... I could get out and see my friends. / I hadn'tbroken my
leg.
d ... we wouldn't be having to ask you so many questions
now.
e ... we're going to go on strike,
f ... you fill it up with petrol,
g ... you let me use it from time to time.
2 S tart w ith a class b rain sto rm to generate ideas, for example:
• If children were like com puters, they w ould rem em ber
everything / they w ould do w hat we told th em / we could
sw itch th e m off.
• If the governm ent was like a com puter, it w ou ld send us
lots o f ju n k m ail / you could sw itch it off after fo u r years.
• If planes w ere like com puters, they w ould fly you to your
destination at the press o f a b u tto n , b u t you w ould have
to w ait in an in-box for ages before som eone o p en ed it
an d let you out.
20 Unit 2
• T h en p u t th e students in pairs or small g roups to d o th e
activity. M onitor, p ro m p t, and note dow n an y erro rs the
stu d en ts m ake as they speak to each other.
• D o a w hole-class feedback, eliciting and en couraging
interesting o r h u m o ro u s examples.
• D o an erro r feedback (if there were any!). W rite any erro rs
stu d en ts m ad e on the b o ard (anonym ously). Ask th e stu d en ts
to suggest corrections.
Discussion
To improve the students’ ability to express themselves
flu en tly and to practise some o f the language from the lesson.
1 P ut th e stu d en ts in groups o f three or four to do activity 1.
• D o a b rief w hole-class feedback. This activity should set the
stu d en ts up to do th e next task, w hich requires m ore
im agination.
2 If y o u r stu d en ts have difficulty in com ing u p w ith ideas, elicit
one o r tw o from th e class before getting th em to continue in
th eir groups.
• M o n ito r an d help w ith ideas.
• Students express th eir ideas as new spaper headlines.
2.2 Computers and you p.16
Stage 2 uses th e context o f people describing th e ir relationships
w ith com puters to contextualize th e way we use em phasis in
n atu ral speech.
Lead in
To get the students talking about computers by means o f
a personalized speaking activity involving a questionnaire.
• Ask th e stu d en ts to com plete b o th p arts o f th e questionnaire
individually, th e n p u t th em in pairs o r groups to com pare
th eir answers.
• D o a w hole-class feedback.
• Alternatively, do th e second p a rt o f the q uestionnaire as a
m ingle. Ask th e stu d en ts first to com plete it individually, then
circulate an d ask all th e o th e r stu d en ts in th e class w hich
things th ey use a co m p u ter for. T hey could ask follow -up
questions, for exam ple: W h a t sort o f work do you do on the
computer? O nce they have finished, you could ask students to
w ork in pairs to briefly tabulate th eir findings, an d th en
present th em as percentages, for exam ple, 80% o f the class use
computers a t work.
 Listening Speaker 1
Where? work
To listen first fo r gist, and then fo r specific information. Why? Internet
Speaker 2
• If you wish, you could do exercises 1 an d 2 o f Exploring
Where? work
words (p. 18) as a lead-in o r follow -up to the listening activity. Why? word-processing / e-mail
Speaker 3
Glossary___________________________________________________ Where? work
Word - word-processing package Why? e-mail / word processing
Where? home
1 Focus the students o n the task an d play th e recording. Why? games
Speaker 4
2.1
Where? work
Speaker 1 Erm computers really equal work in my mind, erm. That's Why? design tasks
not to say I don't like them. I do. I love, love using them and I can't Speaker 5
believe the sort of progress I personally have made in my use of it in Where? work
the last, well, two years, since working here. Erm, I would like one at Why? word-processing / e-mail
home in some ways, I mean, mainly just as an information source,
rather than having to make phone calls all the time - I'd much rather 2 Read th ro u g h th e phrases w ith th e stu d en ts a n d check
be on e-mail or the Internet, erm - I really like using the Internet vocabulary. T h en play th e recording again.
actually and would like to do it more erm. I wonder what else I'd use
it for if I had one at home. I probably would end up working at home a Speaker 4 b Speaker 3 c Speaker 2 d Speaker 5
which is not a good thing in my mind - so not in that sense erm, but e Speaker 1
yeah, I'm not really into computer games or anything like that, but I
guess I could be converted. • You could follow up this task by asking th e stu d en ts if any o f
Speaker 2 Computers - incredibly important for work erm - where I th e speakers has a sim ilar experience to them selves o f using
just completely take them for granted - if one went wrong I wouldn't com puters.
know what to do with it at all erm, but basically I just use it as a sort
of glorified typewriter and for sending e-mails to friends erm and I Exploring natural speech
have got a computer at home which probably hasn't been turned on,
I would guess for at least a year now erm and is under a blanket. E ffu l To practise I suppose in natural speech.
Speaker 3 I suppose the, most of the contact I have with computers is 1 Ask th e stu d en ts to look at th e exam ples an d discuss the
at work. Erm and they are vital for for the kind of work I do - erm
q u estio n in pairs.
communication between different people via e-mail, erm writing up
documents erm and researching on the Internet -1 suppose these are, I suppose has a similar meaning to I believe or I imagine. It is
are the main uses. I really only use Word erm when I'm creating a used frequently here as a filler, partly to give the speaker
document myself because I'm not, I'm not a computer wizard. Erm at thinking time, and partly to signal to the listener that the
home I do have a computer but I use it very little erm, I suppose erm speaker is thinking up her ideas and opinions as she goes
the most it's used for at home is is games and I'm not very good at along. She isn't sure about what she is saying - it's just what
them, so so I don't play. she thinks.
Speaker 4 Computers are very important to me, cos I couldn't do my
job without one really - I'm a designer and I basically sit in front of a 2 Play th e recording for th e stu d en ts to listen an d repeat for
computer for most of my working day and then I haven't got my own
p ro n u n ciatio n . Suppose is p ro n o u n ce d /s s 'p s o z / w ith a weak
computer at home but my housemates do and I have used them at
home as well, so my life is erm pretty much revolving round ‘schwa’ so u n d o n th e first syllable an d stro n g stress o n the
computers some of the time but I could live without one and erm second syllable. (This is n o t included in th e tap escrip t section
maybe I quite appreciate living without one some of the time. o f th e S tu d en t’s Book.)
Speaker 5 I'm not sure how important computers are to me really. I 2.2
think I need to use one at work but only really for for word-
a I suppose most of the contact I have with computers is at work,
processing. I tend not to use one at home although we've got one.
E-mail clearly is a very important part of what you can do with a b I suppose these are, are the main uses,
computer at the moment and I must say that I think it's a wonderful c Erm I suppose erm the most it’s used for at home is - is games.
invention, but if we didn't have e-mail then I'm sure I'd go back to
communicating in the ways we used to and in fact I think in a way it 3 M odel th e activity w ith a stro n g stu d en t, th en p u t the
would almost be good if if I did and chose to write letters to people stu d en ts in pairs to practise.
and telephone people rather than rely on e-mail which is very easy in
a way - it's it's a very good thing to have but it also makes you fairly • M o n ito r an d correct errors in use an d p ro n u n ciatio n .
lazy, I think. This activity requires the students' own answers, but they
should start their answers like this:
a Isuppose I mostly use it f o r ...
b Isuppose I send about ... e-mails a day.
c Isuppose I like ... / The aspects I like are ...

Unit 2 21
 React and discuss
• You could do this as a w hole-class discussion, o r in small
groups w ith a w hole-class feedback at the end.
Vocabulary: make and do
To practise the use o f m ake and do.
M ake an d do are confusing for students o f m any nationalities
because th eir use is often co n tra ry to the use in th eir first
language o r can be translated w ith one verb. If you have a
m onolingual class, try to m ake a list o f exam ples o f your
stu d en ts’ co m m o n errors before th e class. O r you could start
the lesson by eliciting confusions th a t the studen ts are aware
of.
• Read th ro u g h the rules w ith th e students as a class.
a P u t the students in pairs to com plete th e extracts.
1 made 2 make 3 do 4 do
b S tudents m ake th eir lists individually, th en com pare w ith
th eir partner. Elicit the stud en ts’ collocations an d list th em
on th e board.
Some common expressions
make: an offer, an excuse, money, sure, fun of, a decision, the
most of, room for, a go of (something), certain, a discovery, a
suggestion, a choice, an effort, an enquiry, a bed
do: an exam, (someone) a favour, damage, (your) best, (your)
duty, business, good, housework, nothing
► If your students need m ore practice w ith m ake a n d do,
there is an extra gap-fill exercise o n p. 140 w hich can be done
in class, o r for hom ew ork.
Language focus: emphasis p.17
To m ake the students aware o f how spoken English uses
extra auxiliary verbs, adverbs, word order, and specific
em phatic words and phrases to emphasize ideas.
The m ain p roblem at this level is th a t students are sim ply
unused to m an ip u latin g gram m ar, particularly auxiliary
verbs, to express em phasis in English. It requires a certain feel
an d confidence in English to do this. So be aware th a t this
m ay seem strange to students an d difficult to do. The
approach here is very m u ch one o f finding o u t how it works.
D o n ’t expect to o m u ch fluency from students. T here is
fu rth e r practice in later units.
A uxiliary verbs for em phasis in English are particularly
difficult because we use such a range, an d studen ts have to
w ork o u t w hether it is am, do, did, have, will, would, could,
etc. If you have a m onolingual class, reflect o n how
auxiliaries are o r are n o t used for em phasis in th e stu d en ts’
ow n language. In certain languages, auxiliaries are n o t used
in this way.
1 S tart w ith books closed. W rite the w ord emphasis o n the
board, and ask th e students to give you different ways th a t we
use to em phasize ideas w hen we are speaking.
22 Unit 2
• Check th e students u n d erstan d the ways listed in exercise 1
by asking for an exam ple o f each.
• P u t th e students in pairs, an d ask them to listen to a n d read
th e extracts, an d underline any examples o f em phasis. (This
does n o t ap p ear in th e tapescript section o f th e S tu d en t’s
Book.)
2.3
a Computers really equal work in my mind, erm. That's not to say I don't
like them. I do.
b They really frustrate me, computers do.
c Computers - incredibly important for work erm - if one went wrong,
I wouldn't know what to do with it at all erm, ...
d E-mail clearly is a very important part of what you can do with a
computer at the moment and I must say that I think it's a wonderful
invention, but ...
e He hasn't got a clue about what to do if his computer crashes, Paul
hasn't.
f You always accuse me of not answering your e-mails. I do reply to
them - eventually.
• D o a w hole-class feedback. Refer th e students to the
Language co m m en tary on p. 19.
a really = adverb; I do = extra auxiliary verb
b really = adverb; computers do (at end) = word order; also
the auxiliary verb do
c incredibly = adverb; at all = emphatic phrase
d clearly = adverb; I must say = emphatic phrase
e Paul hasn't = word order
f I do reply = extra auxiliary verb
2 D o th e first as an exam ple, th en p u t th e students in pairs to
do th is exercise.
a not / enjoy / do d fa ir/d o
b amazes e expect / listening / have
c say / brilliant f always / accusing / listening / say / do
3 Play th e recording for th e students to check th eir answers.
T h en stu d en ts take it in tu rn s to practise saying th e sentences
w ith th eir p artn ers. Alternatively, play the recording again,
an d pause it after each phrase for th e stu d en ts to repeat.
(This does n o t ap p ear in th e tapescript section o f the
S tu d en t’s Book.)
EQ
a That's not to say I don't enjoy driving. I do.
b It really amazes me, the Internet does.
c I must say I think they're brilliant, the latest computer games.
d That's not fair - I do work hard.
e I expect you think I haven't been listening. Well I have.
f You're always accusing me of not listening to what you say. I do listen.
Exploitation
ES3 To practise gram m atical ways o f emphasizing.
It is difficult for stu d en ts to integrate these gram m atical ways
o f em phasizing in to th eir speech. Consequently, the activities
in th is section are quite guided an d accuracy-focused, and
expect stu d en ts to com e u p w ith language from prom pts.
Give th e stu d en ts p len ty o f p rep aratio n tim e here.
 1 Put the students in pairs to prepare an d w rite responses in
each conversation. M onitor an d help w ith ideas and
corrections.
• W hen they have finished, give th e students tim e to practise
their conversations in pairs, taking it in tu rn s to be A a n d B.
• Ask som e pairs to act o u t one or two conversations for the
class. Ask th e o th e r students w hether they have em phasized
the auxiliary verbs correctly.
Possible answers
b I do (put petrol in the car occasionally),
c I do. I really like them,
d I did (remind you) but you weren't listening,
e I would.
f (Well) I am (hungry).
2 D o one as an exam ple, th en p u t the students in pairs o r
threes to prepare this exercise.
• G et som e students to say the sentences w ith different stress
for th e class to co m m en t on.
Possible answers
a You must be joking. / You are joking, aren't you?
b It really is true. / You may think it isn't true, but it is.
c They're brilliant, computers are. / Computers are really
brilliant, they are.
d I do understand, really. / I really do understand,
e I really do think it was difficult, and you agree with me, I
know you do.
Speaking
BEHnl To get the students using the functional language o f
arguing fo r and against, and using emphasis, in a group
discussion.
If you w ish, you could do exercises 3 -5 o f Exploring words
(SB p. 18) before this speaking activity.
1 M ake sure students u n d ersta n d th e instructions. Set a tim e
lim it for them to prepare th eir argum ents individually.
M o nitor and help w ith ideas.
• Give students tim e to th in k ab o u t how to present th eir ideas,
using th e expressions in th e box.
2 S tudents present th e ir ideas to th eir group. Set a tim e lim it
for this, an d also for any discussion w hich follows. M o n ito r
an d listen for errors.
3 After groups have voted, you m ay w ish to do an erro r
feedback on the board, focusing on how students used the
expressions in the box an d em phasis in th eir argum ents.
• H ere is an alternative way o f organizing this activity, w hich
should w ork well if you have a vocal class w ith strong
opinions:
• If y our class is n o t too big, p u t the statem ent on th e b o ard
an d ask w hich students agree o r disagree w ith it.
• If you get a fairly even split, p u t the students in groups o f
four. Each group has to prepare a persuasive arg u m en t fo r or
against, depending o n the gro u p ’s p o in t o f view. (If you d o n ’t
get an even split, you m ay need to persuade one o r two
stu d en ts to change th eir allegiance, from fo r to against, or
vice versa.)
• M o n ito r an d help w ith ideas as above.
• Split th e class so th a t tw o from a fo r gro u p jo in tw o from an
against group. T his results in m o re in teractio n an d a m ore
realistic o p in io n gap for th is activity.
• M o n ito r th e activity an d do an erro r feedback as above.
Exploring words p.18
To expand the students’ vocabulary around the topic o f
computers.
This lesson could be w orked th ro u g h as a w hole. It does,
however, split easily in to tw o p arts, each o f w hich could be
in co rp o rated in to th e m ain p a rt o f th e u n it. Exercises 1 an d 2
could be used as a lead-in o r follow -up to th e listening
activity in Stage 2. Exercises 3 to 5 could be d o n e before the
speaking activity at the en d o f Stage 2 to m ake a reading /
vocabulary / speaking lesson. Exercises 1 an d 4 could be set as
hom ew ork.
1 Ask th e stu d en ts to com plete th e sentences.
a send; e-mail
b surf; Web or Internet
c websites; visit
d sit; terminal; log on; Internet
e join or visit; chat room
f back up; files
2 P u t th e stu d en ts in pairs to discuss th e questions. M o n ito r
an d check th ey are using th e ap p ro p riate collocations from
exercise 1. These are deliberately avoided in th e questions.
3 Use th e o p en in g q uestion to encourage a b rie f discussion. If
your stu d en ts have experience o f using e-m ail at w ork, ask
ab o u t th eir com pany’s policy o r any p ersonal experiences.
• Set the gist question, an d ask th e stu d en ts to read th e passage.
4 Focus on th e exam ple th en ask th e stu d en ts to m atch the
words.
a derogatory / insulting / complimentary
b private / confidential / public
c informal / casual / formal
d speedy / rapid / slow
e inappropriate / improper / fitting
f scandalous / outrageous / inoffensive
g complicated / complex / simple
h legitimate / official / unlawful
5 P u t th e stu d en ts in groups to discuss the questions. M o n ito r
an d encourage th em to use th e vocabulary from this lesson.
Unit 2 23
 Open questions

Theme: questions w ith no clear answer

3.1 Caught in the rain p.20
3.1 Caught in the rain
Is it b etter to w alk o r ru n w hen it rains? Stage 1 introduces th e first ‘o pen question’, and provides an
• Listening: context-setting initial context for the Language focus (wish).
• Reading: intensive for gap-filling an d specific in fo rm atio n
• Language focus: wish Lead in
ESS To introduce the topic and prepare fo r the reading and
3.2 Time travel Language focus.
People talk ab o u t w here they w ould go if th ey could travel in 1 You could do this w ith books closed. W rite the w ords damp,
tim e soaked, an d wet up on th e b o ard an d ask students to order
■ Listening: context-setting an d specific info rm atio n them , either as a w hole class, o r in pairs.
• Exploring natural speech: contractions • You could ad d these w ords / expressions to the lists if you
• Language focus: speculating an d im agining (would, might, th in k y o u r class can cope w ith m o re vocabulary.
could, Imagine, Suppose, etc.) saturated, wet through, soaked to the skin, drenched
• Speaking: role play interview
dash, walk briskly, dawdle, sprint
• W riting: a form al letter
a damp / wet / soaked / drenched / saturated / wet through /
3.3 Saving a language soaked to the skin
b dawdle / stroll / walk / walk briskly / run / dash / sprint
C an dying languages be saved?
• Vocabulary: w ords to describe language (dialect, m other 2 Have a b rie f w hole-class discussion on this question. The
listening an d reading explore this in depth; use this
tongue)
• Reading: m atching an d specific info rm atio n o p p o rtu n ity to set th e scene.
• Vocabulary: ad jectiv e-n o u n collocations 3 O u tlin e the task briefly.
• Speaking: role play
• Play th e recording.
3.1
Exploring words
W Oh I know I got absolutely soaked - I wish I'd brought my umbrella
C rim e an d p u n ish m en t - I can't believe it, but I ...
M1 Oh - what this morning?
Workbook W Yeah yeah - but it occurred to me actually - cos I was running down
the street to try and get into the office and erm, as I say, I arrived
• Language focus: wish; i f only; o th e r ways o f expressing drenched but erm someone said to me - when I got into the office
wishes; speculating an d im agining - was saying oh well, you know, I mean you don't achieve anything
• Vocabulary focus: n o u n —adjective collocations more by by running cos you're still going to get just as w e t...
• Vocabulary expansion: adjectives to describe size; M2 Yes.
collocations - n o u n + of+ n o u n , hot and cold, etc. M1 Well it's about a ten-minute walk isn't it, so ...
• Listening: rain W Well, no no, that's not the ...
M1 ... by running you'll do it in five, so you're not going to achieve
anything - you're still going to be wet.
M2 Yeah.
W Yeah, but no the idea that, you know, you're by running in it you're,
you're still - as much rain is falling on you as if you were walking -
mind you it would have gone totally against the grain just to have
strolled down the road.
• Ask stu d en ts to check th eir answers together.
• Play the recording again if necessary.

24 Unit 3
 a She forgot her umbrella, so she ran to her office to try to
avoid getting too wet.
b No definite answer is given in the conversation. Obviously,
the woman speaker thought she would get less wet by
running, but a colleague at work told her it didn't make
any difference whether she ran or walked.
Ask students to do this in pairs.
If necessary, play th e recording again so th a t they can hear
the relevant sections.
a I suddenly realized
b but
► T here is an extra activity practising the phrases o n p. 141.
Reading
To give students practice at reading a text intensively at
word, sentence, and paragraph level.
a Read the in stru ctio n s an d ask students to w ork
individually o r in pairs. If individually, ask th em to check
th eir answers in pairs.
C o n d u ct a w hole-class feedback.
Weather / rain / problem / downpour / walk / run
b B rainstorm ideas from th e w hole class. P ut th em into
pairs to discuss their answers.
Ask for ideas from th e w hole class b u t d o n ’t say w heth er they
are right o r not. T hey will find o u t w hen they read the
article.
Give students tim e to read th e article quietly o n their own.
W hen m ost are ready ask th em to check w ith th e ir p a rtn e r
w hether th eir predictions were right.
Ask students to do this individually, th e n com pare th eir
answers in pairs. C on d u ct a b rie f w hole-class feedback.
a False. You get just as wet if you run as if you walk,
b False. It falls directly onto the top surface (head and
shoulders) and then you also run into it with the front of
your body.
c True. They used 'idealized cuboid people',
d True. If we were caught in a terrible storm, it would be a
good idea to make a dash for it.
e False. Scientists are 'baffled' by why most people prefer to
run.
Put the students into pairs.
O u tline the task briefly, m aking sure students know they
should prepare clear explanations in th eir pairs first, (w riting
b rie f notes if they w ant to), before trying to explain these to
an o th er pair.
M o nitor and help as necessary.
W hen they are ready, ask th e pairs to team up an d w ork in
groups o f four.
The pairs read their explanations to each o th e r and decide
w hich is clearer.
• You could th en co n d u ct a w hole-class feedback to find the
best answer, deciding as you are going th ro u g h why one
answ er / w ord / p hrase is b etter th a n another.
Possible answers
a It is pointless to run in the rain because you get just as wet
running as you do walking. This is because you get wetter
from the raindrops in front of you, than you do from the
raindrops that fall on your head,
b The scientists used idealized cuboid people because it was
easier to calculate the differences between the top and the
front surfaces of a cube than to use real people.
Language focus: wish p.21
i M I To develop students’ existing knowledge o /w ish and
explore alternative structures.
S tudents will have com e across wish before b u t m ay n o t be
fam iliar w ith som e o f th e alternative uses an d constructions.
This section includes th e easier uses ( I wish I was ten years
younger, I wish I had brought m y umbrella) b u t also m o re
com plicated uses ( I wish you w ouldn’t smoke, I wish the
weather would improve). It also focuses o n alternative phrases
for expressing wishes (I f o n ly ..., I t’s a p ity ...).
1 O u tlin e th e task briefly. Give the stu d en ts tim e to w ork
th ro u g h this on th eir ow n before asking th em to com pare
th e ir answers in pairs.
• Go th ro u g h th e answ ers w ith th e w hole class, clarifying as
necessary.
• Refer th e stu d en ts to the Language co m m en tary o n p .27 for
fu rth e r explanations an d examples.
a regretting something that happened or didn't happen in
the past
b desiring a change in the present situation
c expressing an impossible fantasy
d criticizing another person's actions or showing you are
annoyed with them
e hoping for something in the future
2 Ask th e stu d en ts to do this in pairs.
• M o n ito r an d help as necessary. E ncourage th e stu d en ts to
th in k o f at least th ree alternatives for each sentence. As you
m o n ito r, draw th eir atten tio n to th e different gram m atical
stru ctu res needed w ith th e different phrases.
• Elicit answers from th e w hole class. W rite these u p on the
b o ard o r an O H T so th a t everyone is quite clear ab o u t the
correct stru ctu res to use. T his is tim e-co n su m in g b u t picks
u p o n typical m istakes such as *I f only I brought m y umbrella.
*1 regret I d id n ’t ...
Unit 3 25
 Sample answers
a I'm sorry I didn't bring my umbrella.
If only I'd brought my umbrella.
Unfortunately I didn't bring my umbrella.
I regret not bringing my umbrella.
It's a pity I didn't bring my umbrella,
b I'm sorry it's raining.
I'd really like it to stop raining.
If only it wasn't raining. / If only it would stop raining.
Why won't it stop raining?
Unfortunately it's raining.
It's a pity it's raining,
c I'm sorry I'm not ten years younger.
I'd really like to be ten years younger.
If only I was / were ten years younger.
Unfortunately I'm not ten years younger.
It's a pity I'm not ten years younger,
d I'd really like you not to smoke in here.
Please don't smoke in here.
I'd be grateful if you didn't smoke in here,
e I really hope the weather improves.
I'd really like the weather to improve.
If only the weather would improve.
Exploitation
1 Ask students to do this in pairs.
• M onitor, draw ing atten tio n to th e gram m atical stru ctu re
follow ing wish.
• C o n d u ct a b rief w hole-class feedback.
a I wish I could stop smoking.
b I wish you were coming with us. / 1 wish you would come
with us. (This suggests that the other person is able to do
so but is choosing not to. 'I wish you could come with us'
suggests that the other person is not able to do so.)
c I wish you would stop telling me what to do.
d I wish I'd brought my camera,
e I wish I was / were young again.
Note
Point out the was / were choice. Both are correct nowadays. Some
people always use were with /, and was with the other persons (/ wish I
were young again. I wish he was here. Remind students of If I were
you, ...)
2 O utline th e task briefly.
• Give the students a few m inutes to th in k quietly ab o u t the
five areas before p u ttin g them into sm all groups to com pare
an d discuss.
■ M onitor, b u t unobtrusively, joining in th e discussions if
appropriate b u t n o t correcting th e gram m ar.
• M ake notes o f m istakes m ade an d co n d u ct an e rro r feedback
o n th e b o ard if this seems appropriate o r useful.
Personal answers
3.2 Time travel p.22
This stage includes tw o listenings w hich contextualize the
language o f speculating an d im agining.
Lead in
E j M To introduce the topic o f tim e travel.
Set a tim e lim it for stu d en ts to discuss the question. If th ey
need p ro m p ts, ask th em to th in k o f science-fiction films (eq
Star Trek) they know.
Listening
EM To build confidence in listening to authentic speech for
specific information.
1 a Ask th e students to lo o k at the pictures.
• Spend a few m inutes letting th e class discuss w hat / where
these places are.
• O u tlin e th e listening task an d play the recording.
Speaker 1 First of all. I'd like to go back to around the turn of the
century, 1900 I'm thinking - 1899-1900 in England cos I'd really like
to see what it was like before the First World War, before things really
started to go wrong.
Speaker 2 I'm very curious about the very very early time of the sort of
the beginnings of humans when we first came down from the trees,
if if that's how we started, so I'd be very curious to see what ... how
we lived ...
Speaker 3 Perhaps the time of the the pharaohs in a in a sort of
Egyptian - yes I I quite fancy the idea of being an Egyptian.
Speaker 4 I think I would go back to the time of Jesus, I think -
first century Palestine ...
Speaker 5 Erm, I dunno, I think the Renaissance would just be
absolutely amazing - to go to Florence and sort of walk through
those narrow streets and see the workshops, hear hear the noise of
people working on these huge canvases and furniture and stuff, I
think that would be great.
Ask stu d en ts to com pare answers in pairs. It probably w on’t
be necessary to do a w hole-class feedback as it is quite a
straightforw ard task.
a Speaker 1 Victorian England / England at the turn of the
century
Speaker 2 The time of very primitive humans
Speaker 3 The time of the Egyptian pharaohs
Speaker 4 The time of Jesus / first century Palestine
Speaker 5 Renaissance Florence
b Ask th e stu d en ts to w ork in pairs and try to rem em ber any
reason the speakers gave for th eir choices. Allow the students
som e tim e to th in k ab o u t this - they often rem em ber m ore
th a n they th in k they do!
Play th e recording again an d let th em check together.
 b Speaker 1 wants to see what England was like before the
First World War / before things started to go
wrong
Speaker 2 wants to see how people lived
Speaker 3 likes the idea of being an Egyptian
Speaker 4 no reason given
Speaker 5 wants to see workshops / hear noises of people
working / see huge paintings, furniture, etc.
2 C heck students u n d ersta n d th e task, th en ask them to do this
in pairs.
• Check th e answers w ith the w hole class. Clarify / explain
m eaning an d use as necessary.
a 3 e.g. We need to lay down the basic structures first,
b 6 e.g. Before we start, let's agree on the ground rules.
c 5 e.g. Don't make any bets - it won't happen,
d 1 e.g. It's a fly-on-the-wall documentary about families,
e 4 e.g. The field was covered in cow and sheep dung,
f 2 e.g. He finds it difficult to interact with children.
Glossary__________________________________________________
a fly on the wall - present but invisible
3 Give students a few m inutes to look th ro u g h th e questions
o n th eir own.
• Ask th em to note dow n any answers they th in k they know
already.
• Play the recording.
M1 The problem with making choices about time travel is you have to
lay down the ground rule of 'Can I change things?' - (Oh) or do you
have to leave everything - tell people not to get on the Titanic or
yeah, ... (Right, yeah) and can I make bets on, you know, can I sell
short on Wall Street just before the Crash? If you can't it's not worth
bothering to go back ...
W1 Oh no, but I think it'd be interesting to go back and just sort of be
a fly on the wall, cos it's one thing to read it, but it's another thing
to actually be there and see it and smell it and (Yeah) taste it, you
know.
M1 And yeah, you wouldn't realize like if you went back in time in New
York and you're so used to New York now that first of all there's
going to be horse dung everywhere, you know and multitudes of
flies and it must smell and the the noises the sounds you hear are
not horns - it's clip-clop, dip-clop. (Right) Things you don't
necessarily think of - you just look at photographs and you don't
get that sense of like smell and hearing. (Yeah)
W2 Oh that's true and also on a much more personal level, I would love
to go back and see my parents as children - see what their lives
were like - see how they interacted with their family.
W2 That's a scary thought to me.
M1 No, that's too personal, I wanna go back and look at strangers at a
time before anybody I know existed.
M2 I think it might be more fun to project a thousand years into
the future.
W1 You would, you'd want to go ahead?
M2 Yeah because we have books and movies to ... you know and now
the Internet is like a library in in your home, you know to to explore
the past, but er (To go into the future) the absolute unknowable ...
W1 What would it be like to come back? You know to go somewhere
and find out - yeah all this stuff to come back - do you think you'd
be able to live in today's world knowing how much it's ... I mean I
assume it's going to change a great deal.
M1 Well, if I had no choice - would I want to come back? I don't
know till I go into the future.
M2 Yeah, it might be great there. (Yeah)
W1 Or, you know what - it might not exist.
M 1 That's the thing that I'd fear, (That's scary) like - or the world ended
ten minutes (Yes) before the time I decided to visit.
• Let th em th in k ab o u t th eir answers o n th eir ow n before
checking in pairs.
• C heck answ ers w ith th e w hole class.
a You have to decide whether you are allowed to change
things you find in the past. The speaker uses the example
of whether someone who travelled back to 1912 would be
allowed to advise someone not to travel on the Titanic,
because the time traveller would know that the ship was
going to sink.
b The transport situation. New York would be full of horses,
not cars. There would be horse dung all over the place as
well as other accompanying smells and noises.
c You'd get the smells and noises rather than just
knowledge.
d She'd like to see what her parents were like as children,
and how they got on with their own families.
e We can find out about the past in various ways (films, etc),
but the future is unknowable.
React and discuss
m m To enable students to discuss and react to w hat they have
heard.
• Ask th e class to do this in sm all groups.
Exploring natural speech
To m ake students aware o f contractions (w anna, g o n n a)
in natural speech.
N ative speakers are often unaw are, an d som etim es
u nconvinced, th a t they use these co n tractio n s regularly. It
will n o t be su rp risin g if y o u r stu d en ts feel th a t such language
is ‘w ro n g ’. It is n o t im p o rta n t, o r useful, to get in to a long
debate ab o u t th e correctness o f these co n tractio n s, b u t if the
stu d en ts begin to h ear th em , th e n this will help th em to
u n d ersta n d n atu ral speech.
Note_______________________________________________________
The words are sometimes written as dunno, wanna, gotta, gonna,
gimme in informal situations (e-mails, songs, cartoons, etc.).
1 Ask stu d en ts to discuss this in pairs.
a dunno
b wanna
c gotta; gonna; gimme
2 Ask th em to check th eir answers w ith th e recording, w hich
gives co n tracted (dunno, gim m e, etc.) form s as well as
u n co n tracted form s in fast n atu ral speech. T he co n tracted
form s are h eard first. T hey (an d you) can choose w hich
form s to practise; b o th are acceptable in n o rm al
conversation. (This is n o t included in th e tap escrip t section
o f th e S tu d en t’s Book.)
Unit 3 27

a Erm, I don't know, I think the Renaissance would just be absolutely
amazing.
b I want to go back and look at strangers at a time before anybody I
know existed.
c A There's a new film at the cinema about time travel - I've just got
to see it.
B Have you decided when you're going to go?
A No, but if you can give me a lift we could go together.
• Em phasize th a t practising this p ro n u n cia tio n will also help
students to ‘h ea r’ th e item s in context.
► T here is an extra activity o n p.141 w hich practises
colloquial language.
Language focus: speculating and
imagining p.23
m To draw students’ attention to the different ways o f
speculating and im agining (would, could, m ight, Suppose,
e tc j.
1 O utline the task briefly. T hen ask students to do this
individually. Allow th em a few m inutes to th in k ab o u t it.
• Ask th em to check their answers in pairs before th ey refer to
the tapescript o n p. 141.
a would c might
b would d would; might; might
2 Ask th e stud en ts to do this in pairs.
• Ask th em w hat type o f conditional is used in the ‘a’ sentences
(the second conditional: th e situation is im aginary). Allow
th em a few m inutes to discuss o r argue ab o u t the differences
before checking w ith th e w hole class.
a would - certainty under the condition mentioned - in
other words if the other part of the sentence happened
(you travelled back in time) then the rest is certain (you
would discover your family secrets).
might - possible, not certain even if the condition
mentioned happened - in other words even if the
travelling back in time were certain, the might part
(discover your family secrets) is possible but not certain,
b There is no difference here between could and might: both
are used to express uncertain future possibility.
3 Read th ro u g h the phrases w ith th e students, po in tin g o u t the
gram m atical features.
• Elicit a few responses to each o f th e phrases (e.g. Yeah - it’d
be great / I ’d hate all that publicity!). This helps to check th at
the students really u n d ersta n d how they are used.
• Ask th e students to practise these m ini-dialogues in pairs.
Refer th em to the Language com m en tary o n p.27. M o n ito r
an d help w ith the structures as necessary.
Unit 3
Exploitation
To provide controlled practise o f the language o f
speculation.
Ask th e stu d en ts to do this individually before checking th eir
answers in pairs. M o n ito r an d help as necessary before
co n d u ctin g a w hole-class check.
• You could ask stu d en ts to practise saying the sentences /
phrases to develop th eir pro n u n ciatio n . You will need to
d em o n strate first.
a would d were; would
b could; would e would; heard; was going to
c could; had; would
Speaking
F jn n To develop the students’ ability to speak in a semi-formal
setting. It is also preparation fo r the w riting task which follows.
• D ivide the class in to As an d Bs. Ask Students A to look at
p. 157 an d S tudents B to look at th e in stru ctio n s o n this page.
• P u t pairs o r sm all groups o f As together. Do th e sam e w ith
Bs. Give th em tim e to th in k th ro u g h th e situation an d w hat
th ey are going to say.
• N ow p air u p As w ith Bs (m aking a gro u p o f 3 if you have an
o d d n u m b er) and ask th em to co n d u ct th e interview.
• M onitor, taking notes if you in ten d to co n d u ct an error
feedback, b u t d o n ’t in te rru p t.
• You m ig h t like to ask on e o r two pairs to con d u ct th eir
interview in fro n t o f th e class.
• C o n d u ct an erro r feedback if necessary.
Writing
m a To give practice in w riting a fo rm a l letter which needs to
m ake a point.
1 -3 O u tlin e th e task. C heck th a t students are clear ab o u t the
letter w riter’s m otives in w ritin g to th e ed ito r o f the
new spaper. (T heir original w ords have been changed by the
u n sc ru p u lo u s jo u rn alist.) You m ig h t refer to any oth er
situations k now n to you o r th e stu d en ts in w hich the m edia
has exaggerated o r changed th e ‘facts’ o f a story.
• Ask th e stu d en ts to discuss an d possibly plan th eir letters in
pairs.
• Set th e w riting activity as a h om ew ork task.
• M ake sure students refer to th e W riting guidelines on p. 152
w hich include a sam ple form al letter.

3.3 Saving a language p.24
This stage includes a rich reading text an d has detailed
co m prehension an d discussion work.
Vocabulary
f j i m To stim ulate interest in the subject o f languages and
prepare fo r the reading.
• W ith books closed w rite u p the w ord language.
• Elicit related w ords from th e students and w rite th em up
aro u n d language. Try to elicit th e w ords from the exercise, i.e.
m other tongue, linguist, m inority language, native speaker,
fluent, dialect, foreign language, second language, accent.
• Focus students on the exercise an d ask them to com plete it in
pairs.
• Q uickly check answ ers w ith the w hole class.
1 mother tongue 7 classical; dead
2 linguist 8 modern; living
3 minority 9 foreign
4 native 10 second
5 fluent 11 accent
6 dialect
Reading
To develop students’ ability to read fo r detail.
1 Focus students o n the questions th a t precede the text.
• Check th a t they u n d ersta n d th e questions an d the task.
• Ask th em to read th e text. Give the students plenty o f quiet
tim e for this. If app ro p riate to your class, you could set this
for hom ew ork.
■ W hen m o st o f th e class appear to have finished, p u t th em
in to pairs an d give th em enough tim e to discuss their
answers before checking briefly w ith the w hole class.
a E bD cA d C eB
Close up
• Ask th e students to do this in pairs. E ncourage them to m ake
guesses from context rath e r th a n rely o n th e ir dictionaries.
• C heck answers w ith th e w hole class.
1.6 about / approximately
1.15 suicide / homicide / matricide / patricide / infanticide
Note: insecticide / pesticide / herbicide are words which
refer to substances rather than actions, although all are
connected with killing.
1.17 inhabit / inhabitant / habitation
1.18 famine = severe shortage of food for people often
leading to illness or death
drought = long period when there is little or no rain
If there is no rain, crops cannot grow and animals die,
so food supply is damaged and famine occurs.
1.43 a nest is a warm, protective home in which animals and
birds can give birth to and look after their young.
1.50 absolute
2 W hile you’ve got th e w hole class together, ask th em question
2. E ncourage discussion an d debate an d ask th em to find
sections from the text to su p p o rt th eir p o in t o f view.
The article is generally positive in outlook (though also
realistic, not idealistic). Phrases and sections which show this
are:
Paragraph C But many languages are not in such a serious
position.
Paragraph D There are some famous cases which illustrate
what can be done.
A language can be brought back from the very brink o f
extinction.
... new government policies brought fresh attitudes and a
positive interest in survival.
Several seriously endangered Aboriginal languages o f
Australia have been maintained and revived.
Paragraph E ... in some parts o f the world (revived languages)
are attracting ... the range o f positive attitudes ... which are
the preconditions for language survival.
3 Ask th e stu d en ts to w ork in pairs o r sm all groups. Set a
realistic tim e lim it and encourage th em to p rovide fairly
detailed answers. M o n ito r an d help as necessary.
a There are only a few speakers of the language left - the
language is not being passed on from generation to
generation.
b By destroying small, isolated communities which may be
the one remaining place where a particular language is
spoken.
c First of all the community must want to save its language,
and funding must be available. There could be courses,
teachers, and materials. Linguists could record, analyse, and
document the language,
d Maori - language nests in which young children are
intensively exposed to the endangered language, so that
they acquire it naturally. They will in turn pass the
language on to their children.
Ainu - Semi-speakers were persuaded to become active
speakers again. (Semi-speakers were people who had
stopped using Ainu because of the negative attitude of
others to their language),
e In various parts of the world, there are positive attitudes
and support for attempts to save languages.
React and discuss p.25
To give students an opportunity to discuss the subject
more freely, and to round up the topic.
Students can som etim es find it difficult to discuss an issue
w ith th eir ow n ideas; either they m ay n o t have any, o r they
m ay n o t be q u ite ready to express them . In this case it often
helps to set up a discussion as an in fo rm al debate first.
• O rganize th e class in to G roups A and B. G ro u p A believes
th a t it is essential to save the w o rld ’s dying languages, G roup
B th in k s it’s a w aste o f tim e an d effort.
• Split the As an d Bs in to sm all groups o f three o r fo u r and
give th em tim e to collect som e ideas an d argum ents to
su p p o rt th eir p o in t o f view.
• Reorganize stu d en ts in to g roups o f a ro u n d four, w ith a m ix
o f As an d Bs. Give th em tim e to argue / discuss th e point.
M o n ito r if you like, b u t d o n ’t in te rru p t.
Unit 3 29
 • To ro u n d up, you can ask th em to talk about w hat they really
th ink, either still in their sm all groups or, for the m ore
confident classes, as a w hole class.
• Alternatively, for classes able to discuss freely, b u t p erhaps
w anting slightly different subject m atter, you could ask th em
to th in k ab o u t and discuss th e following:
H ow w ould students feel if th eir language were u n d er threat,
for exam ple, from a d o m in a n t dialect in th eir ow n country,
o r from a w orld language like English?
Vocabulary: adjectives and nouns
E O To help students remember certain collocations fro m the
text and extend these to other collocations using the same
words. This enables students to extend their range o f vocabulary
w ithout having to learn new words.
1 Ask stud en ts to do this first o n th e ir ow n, th en com pare w ith
a p artner. O nce they have h ad a try, let th em look back at the
text to find the answers.
active - speakers
cultural - assimilation / movements / organizations
dominant - languages
fluent - speakers
isolated - areas
local - community / organizations
natural - disasters
negative - attitudes
positive - attitudes
2 T his is a d em anding activity, so it w ould be best carried o u t
w ith th e w hole class. D o n ’t spend too long on it.
active - community / movements / organizations
dominant - community / movements / organizations / speakers /
attitudes
isolated - community / organizations / speakers
local - areas / attitudes / disasters / languages / movements /
speakers
natural - assimilation / community / speakers
negative - speakers
positive - organizations / speakers
Role play
H I Students extend and develop their oral skills, practising
argum ent and discussion w ithin a sem i-form al context.
• Ask stud en ts to keep th e ir books closed as you outlin e for
th em the context for the role play.
• D ivide th e class in to four roughly equal groups, As, Bs, Cs,
an d Ds, an d seat th em together. T he As an d Bs look at
different in fo rm atio n o n p. 157, Cs look at p. 158, an d Ds look
at p. 159. Give the groups tim e to w ork o u t th eir task
together.
• W hen they are ready, re-organize the students into ABCD
groups. T heir task now is to describe and discuss the projects
to gether an d to decide w hich tw o should be suppo rted .
• M onitor, b u t d o n ’t in terru p t.
30 Unit 3
• It’s probably a good idea to conduct a w hole-class feedback in
ord er to ro u n d o ff the discussions. You could ask each group
to n o m in ate a speaker w ho tells the rest o f th e class ab o u t
th eir decision an d the process leading tow ards it, o r you
could have a w hole-class discussion about this ty p e o f p ro ject
in general, o r you could discuss the problem s th ey h ad in
doing the task, i.e. difficulties in reaching decisions /
persuading people / finding the right kind o f language.
Exploring words p.26
To extend students’ vocabulary using an area that is rich
in lexical items.
1 E ither ask stu d en ts to w ork th ro u g h the instructions in the
S tu d en t’s Book, o r follow this alternative procedure. W ith
books closed, tell th e stu d en ts th a t you are going to be
looking at th e language o f crim e an d pun ish m en t.
• Ask th em q uestion a ‘W h at is th e w orst crim e th at you have
h eard of?’ Be p repared to discuss som ething o f your ow n in
case n o -o n e can th in k o f anything. (Usually, som eone can
after a while, b u t people often need a b it o f th in k in g tim e,
w hich y o u r ow n story can provide th em w ith.)
• E ncourage a fairly free discussion an d lead in to the second
question, b ‘H ow should som eone w ho com m its this crim e
be p unished?’
• Be prep ared for som e stro n g o pinions, w hich m ay well be
conflicting ones. E ncourage a fairly free discussion b u t d o n ’t
let it go on for to o long; th is is an in tro d u c tio n to som e
detailed vocabulary w ork.
2 a Ask stu d en ts to draw a table in th e ir notebooks. The
heading is Crimes an d th ere are three sections: crime,
criminal, verb.
• Ask th em to w ork in pairs an d to do task a (deciding w hat
type o f crim e th e various crim es are). Ask th em to w rite the
crim e in the first co lu m n o f th eir tables.
• C heck answers w ith th e w hole class.
abduction Pe (taking a person away, unwillingly)
arson Pr (setting fire to something or somewhere)
assault Pe (physical attack)
assisting suicide Pe (helping someone to kill themselves)
bank robbery Pr
bigamy Pe (being married to two different people at the
same time)
blackmail Pe (threatening to say or do something unless a
condition is met)
bribery Pe (offering something, usually money, so that
another person does something)
burglary Pr (robbing a house - not a bank, office, etc.)
drink-driving B (driving with more than a permitted amount
of alcohol in your blood)
drug-dealing Pe (buying and selling drugs)
forgery Pr (making something look real and pretending that
it is - often with paintings, money, etc.)
fraud B (deliberately trying to mislead people)
hijacking B (taking a plane / train / bus somewhere else by
force)
 kidnap Pe ( taking a person away by force) The answers may vary according to the country and culture of
manslaughter Pe (killing a person - without planning it) your students, and also from person to person.
mercy-killing Pe (killing someone who is very ill or dying) Possible answers
mugging B (attacking someone in order to steal a bag or Major Crimes Petty Crimes Minor Offences
purse) abduction assisting suicide possession of
murder Pe (planning to, and killing someone) drugs
possession of drugs Pe (having illegal drugs on you) arson bribery speeding
rape Pe (forcefully having unwanted sexual intercourse) assault burglary
shoplifting Pr (stealing from a shop) bank robbery forgery
smuggling B (bringing something into a country illegally) blackmail fraud
speeding B (driving faster than the speed limit) drink-driving mercy killing
stalking Pe (following someone obsessively) hijacking mugging
treason B (betraying your country) kidnap shoplifting
manslaughter smuggling
b N ow ask the stud ents to com plete the second colu m n o f murder stalking
th eir tables w ith the w ord for th e crim inal w ho com m its the rape bigamy
smuggling
crim e.
treason
• C heck answers w ith th e w hole class.
• N ow ask th e pairs to jo in an o th er p air to com pare th eir lists.
b and c In th eir fours th ey m u st try to agree the three m ost serious
person verb
an d th e th ree m o st m in o r offences. Set a tim e lim it.
abductor to abduct
arsonist to set fire to • C o n d u ct a b rie f feedback to see w h at everyone th o u g h t. (Try
assailant to assault to avoid a m ajo r discussion here th o u g h .)
accomplice to suicide to assist suicide
bank robber to rob a bank 4 a Ask stu d en ts to w ork in sm all groups an d to b u ild u p a list
bigamist to commit bigamy o f p u n ish m en ts. Set a tim e lim it an d discourage discussion at
blackmailer to blackmail this p o in t; th ey have a chance for this in th e next task. W rite
someone who offers a bribe to bribe
any new suggestions on th e board.
burglar to burgle
drink-driver to drink and drive Possible answers
drug-dealer to deal (in) drugs custodial sentence
forger to forge suspended sentence
fraudster; someone who to defraud; to commit fraud 'points' added to driving licence
commits fraud repossession of property
hijacker to hijack
kidnapper to kidnap
killer to kill / to commit manslaughter b Ask stu d en ts to discuss th eir ideas in sm all groups. Again,
someone who commits a to commit a mercy killing set a tim e lim it.
mercy killing
5 Set th e scene for th e task w ith th e w hole class. Refer th em to
mugger to mug
murderer to murder th e p ictu re an d give th em a few m inutes to read th ro u g h the
someone who possesses to possess drugs text.
drugs • Ask th em for th e ir first reaction to th e facts o f this case.
rapist to rape
shoplifter to shoplift Invite com m en ts b u t do n o t volunteer an o p in io n yourself at
smuggler to smuggle this stage, o r give fu rth e r in fo rm atio n . D o n ’t sp en d to o long
speeder to speed on this as there will be plen ty o f o p p o rtu n ity for fu rth er
stalker to stalk discussion.
traitor to commit treason
• N ow ask th e stu d en ts to read th e in fo rm atio n on p. 157. Give
C Ask students to com plete th e th ird colum n in the same th em a few m in u tes to read quietly.
way, po in tin g o u t th a t there m ay n o t be one verb b u t a w hole • Ask th e class if th eir o p in io n s have changed. E ncourage
phrase to describe the verb.
discussion.
• Check answers w ith th e w hole class.
• N ow p u t th e class into pairs o r sm all groups an d ask th em to
3 P ut students into pairs. You m ay w ant to change th e pairs discuss q u estio n c. Set a tim e lim it.
th a t the students have been w orking in up to now.
• T h en ask th e stu d en ts to tu rn to p. 158 to find o u t w hat
• Ask th em to do the task (grouping the crim es into m ajor actually h appened.
crim es, petty crim es, m in o r offences) and set a tim e lim it.
• Ask th e stu d en ts w hat they th in k / feel now. You can ask the
• M o nitor an d help as necessary. Be prepared for som e w hole class, o r ask th e sm all groups to finish the discussion
arg um ent am ongst th e students. Try n o t to take sides! together.

Note_______________________________________________________
The farmer's conviction was reduced, on appeal, in November 2001 to
manslaughter.
Unit 3 31
 Danger
Theme: people relate stories about dangerous situations
4.1 A near miss
A story ab o u t ro ad rage
• Listening: gist an d specific info rm atio n
• Exploring natural speech: using ‘vague’ language
• Vocabulary: phrases connected w ith danger
• Speaking: telling a TV news story
4.2 Anonymous threats
People tell stories ab o u t threatening situations
• Listening: p redicting an d specific in fo rm atio n
• Exploring natural speech: using sort o f
• Language focus: narrative tenses
• Writing: a story for a m agazine
4.3 Cyber danger
D iscussing co m p u ter viruses
• Reading: jigsaw reading - predicting an d interpretin g
• Language focus: rep o rted speech an d rep o rtin g verbs
Exploring words
N ou n -ad jectiv e collocations: fullness an d em ptiness
V e rb -n o u n collocations: dangers, difficulties, problem s
Workbook
• Language focus: narrative tenses; rep o rted speech
• Vocabulary focus: anger; v e rb -n o u n collocations
• Vocabulary expansion: travel an d tra n sp o rt
• Listening: a sense o f danger
Unit 4
4.1 A near miss p.28
Stage 1 consists o f a listening text w hich contextualizes past
tense use an d ‘vague’ language used in story-telling.
Lead in
E O To introduce vocabulary and get the students talking
about the them e o f the lesson by means o f a matching task.
1 Focus th e stu d en ts o n the first p icture and elicit as m any
dangers as th ey can th in k of. T hen p u t th e students in pairs
o r sm all groups to discuss th e rest o f the photos.
• Elicit th e ir ideas an d w rite th em o n th e board.
Possible answers
Football match: injury to players / crowd violence
Rough sea: drowning / ship sinking / flooding
Rainforest: wild animals / disease / getting lost
Disco: drugs / alcohol / crime - theft, fights, threatening
behaviour
Traffic: accidents / pollution / road rage
Kitchen: poisonous substances / electrics / heavy or sharp
objects / fire
2 Focus the stu d en ts o n th e headlines, an d check th e m eaning
o f any difficult w ords.
Glossary
striker - a football player whose main job is to score goals
• P ut the stu d en ts in pairs to m atch th e headlines to the
pictures. In th e feedback, ask w h eth er th ey p redicted the
dangers m e n tio n e d in th e headlines.
Twenty arrested in midnight drugs raid - disco
Striker hit by flying bottle - football match
Domestic accidents on the increase - kitchen
Passenger cut free after six-hour ordeal - traffic
I woke up next to a snake - rainforest
Helicopter rescues four in off-shore drama - rough sea
• W ith an im aginative class, an alternative way to do this lead-
in is to p u t stu d en ts in pairs o r sm all groups, ask th em to
m atch p h o to s to headlines, th e n get th em to choose one o f
th e stories an d briefly expand o n it. You could p u t these
q uestions o n th e b o ard to get th em thinking:
W here did it happen?
W ho did it happen to?
W h a t happened in the end?
■ Ask th e stu d en ts to tell th eir story briefly to the class. This
activity previews past tense use an d th e speaking exercise at
th e en d o f Stage 1.
 Listening p.29
To practise listening fo r gist in the first p a rt and fo r more
detail in the second p a rt o f the listening.
1 Ask the students to read th e extract an d discuss the m eanings
o f the w ords w ith a p artner. If these are new w ords for your
students, a good way to check th e m is to draw a junction and
slip road o n th e b o ard and m im e the actions o f the drivers.
2 Focus the students o n the questions an d play th e recording.
4.1
M1 ... late at night on the motorway when I was, erm, I was driving
home from London to Oxford, erm about, I don't know, about 11
o'clock at night or something like that on a Saturday night and the
motorway was quite deserted - it was a very clear night, very good
visibility and I noticed these lights coming up very very fast behind
me ...
M2 UFO!
M1 Well, it wasn't, it wasn't. I only wish it had been erm and er we were
approaching a junction and I thought well this car's coming up very
close behind me obviously he's going to go off up the slip road to
the junction but he didn’t - he came right up behind me and at the
last minute swerved out to overtake me, hit the back of my car but
not enough to to to send either of us off course, and sped off up
the motorway, so I thought well, you know, I'm not having this, so
I chased him and flashed him and he pulled over on to the side of
the road erm when I caught up with him and I pulled in behind.
M2 Do you think he hadn't noticed or something?
M1 Er well, it's difficult to imagine he couldn't have noticed cos there
was a big bang and there was actually quite a lot of damage to both
cars when we actually got out and had a look, but I got out of the
car erm and of course I could see the car in front in my headlights
and both doors opened ... (Ah) ... and two very large guys in
baseball caps and big Puffa jackets got o u t...
M2 Oh no, big Puffa jackets is fine though, T-shirts would be more
dangerous ...
M 1 ... all right well, there were two two big guys in baseball caps and
I suddenly realized that I was completely alone on this motorway, it
was just me and them and they looked extremely ...
• Ask th e students to check in pairs before giving the answer.
He was afraid that the two men in the other car might attack
him.
3 Focus th e students o n the questions an d play the recording
again. You could get th e students to try to answ er the
questions in pairs before they listen.
EH
M1 And er I suddenly realized that I was completely alone on this
motorway, it was just me and them and they looked extremely
intimidating ...
M2 Sorry were you still in your car at this stage?
M1 No no, I was out of my car but I was wishing I was backin thecar.
M2 No baseball cap I presume?
M1 No baseball cap. No baseball bat - anything like that. Erm, and they
they sort of approached me, one from either side of the car erm and
there were a couple of minutes when I thought mm yeah this was
a bad idea - I really wish I was anywhere but here, erm but in fact
they were very apologetic and and said sorry we didn't realize you
were going so slowly, erm but it's OK - here's our insurance details
and sorry about the damage to your car and everything was fine,
but just for those two seconds, you know, ...
• Ask th e stu d en ts to check in pairs before giving th e answers.
a Out of his car - he'd got out of his car when the other car
stopped in front of him.
b Terrified / apprehensive / regretting he'd got out of his car
c They apologized for the damage, said they didn't realize he
was going so slowly,
d Their insurance details.
4 Elicit suggestions from th e students.
Possible answer '
Lone driver in late-night motorway scare
• You could do exercise 2 o f Exploring words (SB p.34) at this
stage, as a n atu ral vocabulary extension.
React and discuss
• E ncourage a w hole-class o r g ro u p discussion.
• Alternatively, you could do a b rie f role play at this stage.
Im agine th e speaker decided to rep o rt th e accident to the
police. P u t th e stu d en ts in pairs. H alf th e pairs are th e driver,
an d h alf th e pairs are a police officer. T he drivers w ork
to g eth er in pairs to th in k how they are going to describe the
accident. T he police officers w ork in pairs to th in k o f
q uestions to ask ab o u t the accident. W hen th ey are ready,
divide the stu d en ts in to new pairs w ith one driver an d one
police officer in each pair. T he police officers m u st ask the
drivers questions.
Exploring natural speech
I t O To introduce students to the use o f ‘vague’ language when
telling a story.
T his so rt o f language, typical in th e speech o f native English
speakers, is used w hen th e speaker ca n n o t o r does n o t w ant
to be precise. T his could be because th ey can’t rem em b er
exact tim e o r details, because there is n o need to be precise as
it w ould d istract from th e story, o r it could be for effect -
som etim es being vague can ap p ear ‘cool’ o r laid-back.
It is o f course difficult for stu d en ts to in co rp o rate such item s
in to th eir ow n speech. It m ay seem u n n a tu ra l an d forced. But
it is fun to try, and, in trying, stu d en ts at th is level get a feel
for telling stories in English in a m o re n atu ra l way, an d it
im proves th eir ability to follow native speakers w hen th ey use
a lo t o f often m isleading ‘vague’ language. If you have a
m on o lin g u al class, it m ay be a good idea to get stu d en ts to
th in k o f w hat so rt o f vague language th ey use in th eir ow n
language.
1 Ask th e stu d en ts to u n d erlin e any exam ples o f ‘vague’
language in th e tw o extracts. Ask th em w hy th e speaker has
used these phrases an d w hat effect this has, (see A im above).
Unit 4 33
 a ... I was driving home from London to Oxford, erm about. I
don't know, about 11 o'clock at night something like that
on a Saturday night and the motorway was quite
deserted ...
Note: quite here means completely not fairly so it is not an
example of 'vague language'
b No baseball cap. No baseball bat - anything like that. And
they sort of approached me, one from either side of the car
erm and there were a couple of minutes when I thought
mm yeah this was a bad idea ...
2 Go th ro u g h the language in th e box w ith th e stud en ts and
check they u n d ersta n d these exam ples o f ‘vague’ language.
Elicit exam ples o f w ords ending in -ish:
Suggested examples
I'll be arriving at eight-ish. / He's got brownish hair. / I'd say
she's youngish, not young.
• Before asking students to create sentences for themselves,
w rite one o r tw o sentences o n the b o ard an d ask stu d en ts as
a class o r in pairs to tu rn th em into sentences w ith ‘vague’
language, for example:
I m et friends at seven and we w ent to the cinema.
T he students m ig h t suggest:
I sort o f m et a couple o f / a fe w / two or three friends at
about / j u s t after seven-ish (or) som ething like that, and we
sort o f w ent to the cinem a and stuff.
• P ut students in pairs to tell each o th e r ab o u t w hat th ey did
yesterday, using ‘vague’ language. M onitor an d correct any
m isuses o f ‘vague’ language.
Vocabulary: danger
To introduce and practise vocabulary around the key
word danger.
• W ith o u t looking at the book, ask the stud en ts to give you any
phrases they know using th e w ord danger. W rite th em on the
board.
• P ut the stud en ts in pairs to com plete the sentences an d
answ er th e questions.
a a danger to himself: he might drive his car and have an
accident, or get into a fight
b on the danger list: in hospital
c danger money: police officers; deep sea divers
d out of danger: she will get better
e hidden dangers: personal answers
34 Unit 4
Speaking
ETl'fll To practise speaking from notes.
1 C heck th e stu d en ts un d erstan d the headline language.
Glossary__________________________________________________
abandoned - left alone
deserted - empty / no people
hostages - people held captive by someone who wants money or has
political demands
• P ut the students in pairs to choose one o f the stories an d
w rite b rief notes to prepare to tell the story as if it were o n a
news pro g ram m e. M o n ito r an d help w ith ideas.
• If y o u r students need help to get started, you could
b rain sto rm th e first sto ry as a class. Ask questions like Where
was it abandoned? W hy did it look suspicious? W hat did the
bomb squad do?
2 C hange th e pairs, ideally so th a t th e students are w ith a new
p a rtn e r w ho has p rep ared a different story. M onitor the
story-telling, an d n o te errors for feedback at the end.
• You could ask one or tw o students to present th eir stories to
th e class.
• You m ay w ish to extend an d personalize this speaking stage
by getting stu d en ts to do th e following extra activity.
1 P ut th e stu d en ts in groups o f four o r five, an d ask th em to
th in k o f som ething dangerous th a t h ap p en ed to them
w hich th ey can tell th e group about. Set a tim e lim it for
th em to prepare.
2 Students take tu rn s to tell th eir stories to the rest o f the
group. (It is a good idea to m odel th e activity by telling a
sh o rt story o f y o u r ow n first.)
As th ey listen to o th e r stories, stu d en ts w rite dow n one or
tw o questions th ey w ould like to ask.
3 W hen everyone has finished th eir stories, students ask
each o th e r th eir questions.
4.2 Anonymous threats p.30
Stage 2 consists o f a listening text w hich contextualizes th e use
o f n arrative tenses.
Listening
E fffil To listen fo r specific information.
1 a Focus stu d en ts on th e pictures an d ask th em to describe
them . W h a t sort o f dangers are there in these situations?
b M atch o ne o r tw o phrases to the pictures as a class to get
th e stu d en ts started. Ask th em w hy they th in k th ey m atch.
• P u t th e stu d en ts in pairs to m atch the phrases to th e pictures.
O ne way o f approaching this activity is to get the stu d en ts to
m atch th e w ords an d phrases, th en to bu ild up predictions
ab o u t th e stories from these w ords an d th e pictures.
2 Ask th e students to listen to th e first story and check th eir enough to do that) he basically said you know if you do that again I'm
predictions in lb . Play th e recording. going to knock your head off - he was just absolutely furious, so I said
I was sorry erm ...
EO W Like you do.
W ... it was in Italy and I went to erm this er station which was well
M Like you do, yes, and he drove off and he scowled at me in a very
outside the city and erm the friend that I'd met there took me to the
nasty way. But it was quite unsettling.
station and I missed the train before last back so I was, I had to catch
a very late train back - there were two people on the platform and Correct order of events
when I got into the carriage there was only one other person in there 1 c he opened his window
and there were about eight stops on the train, erm and halfway 2 f and shouted abuse at me
through the journey the other person in the train got out so I was on 3 b I made an angry gesture
my own in this train late at night... 4 e stuck his head out of the sunroof
M With the lights on? 5 a if you do that again I'm going to knock your head off
W With the lights on, with the lights on, but I was thinking to myself, 6 d I said I was sorry
well this is all right because when I get to the end when I get to the
station it'll be fine because I can just jump out and get into a taxi and
React and discuss
I'll be back in the hotel and everything'll be fine. When I got to the
end of the, when I got to the station, erm because it was the last • E ncourage a w hole-class discussion.
train, everybody had gone home there was nobody there, it was
virtually deserted erm and I grabbed this person I said 'Where's the Exploring natural speech
taxi rank?' and they pointed over to this sort of clump of trees in the
middle of this sort of like very dark patch ... i M t To introduce and practise so rt o f as a filler or vague
language in spoken English.
absolutely furious 2
angry gesture 2
T he stu d en ts have com e across sort o f as an exam ple o f vague
clump of trees 1 language in th e E xploring n atu ra l speech section o f Stage 1 o f
dark patch 1 this u n it. Sort o f is often used as a filler w hich adds no extra
eight stops 1 m eaning. This is sim ilar to you know o r I mean. Som etim es,
on my own 1 however, it is a vague language p hrase w hich m eans
road rage 2
shouted abuse 2
som ething like. For exam ple: H e lived in a so rt o f tent. (i.e. n o t
sunroof 2 a conventional tent, b u t so m eth in g a bit like a ten t). If
taxi rank 1 som eone uses it a lo t w hen th ey are speaking, it can ju st be a
habit, b u t it could be an ind icatio n th a t th e perso n lacks
3 Focus the students on the statem ents in exercise 3 th en play confidence in w hat they are saying. P oint o u t the
recording again. p ro n u n cia tio n , /so:t3v/, as it involves tw o vowel so u n d s th a t
som e stu d en ts m ay find difficult to p ro d u ce accurately.
a F one person in train, two on platform
b F about eight stops - the speaker didn't count them exactly 1 P ut stu d en ts in pairs to discuss th e questions.
so it could have been more or less - good example of
'vague language' a Here it is vague language meaning 'it looked a bit /
c F They were on. something like ...' The speaker is being imprecise,
d F It was 'virtually deserted' (although earlier the speaker b Here it is a filler and doesn't have any meaning. The
says 'everyone had gone home, there was nobody there' speaker either lacks confidence in what he is saying, or has
she then goes on to say she 'grabbed this person'.) got into a habit of using this phrase unnecessarily.
e F It was in a very dark patch.
2 Ask stu d en ts to w ork individually to ad d sort o f to th e story.
4 Focus the students on th e list o f events before they listen to M o n ito r an d help.
th e second story, th en play th e recording.
• W h en they are ready, ask th em to read th eir sto ry to th eir
EO partner.
M My only experiences of road rage or potential road rage have been
with me on a bicycle and other people in cars which instantly puts you Sort o f can be added almost anywhere in spoken English:
at a fairly large disadvantage erm ... He sort o f glanced at me with a strange sort o f expression in
his eyes and sort o f told me to sort o f follow him. I sort o f
W Have you been knocked off?
smiled and sort o f did what he said. He sort o f took me into a
M I've never been knocked off, no, no. I made an angry gesture at a car sort o f large room. It was a sort o f dining room with an
driver once ... enormous sort o f table sort o f in the middle. I sort o f sat
W Oh did you? down but I felt sort o f uncomfortable. I sort o f didn't know
M Yes, cos I was sort of cycling along as I thought I was in the right as what to expect. He sort o f went out of the room, leaving me
cyclists always are, (Yes, definitely) erm and he didn't think I was in sort o f alone.
the right and he opened his window and shouted abuse at me, (Yeah)
erm so I made an angry gesture as they call it in the newspapers
(Uhuh) erm and he actually followed me (Oh) and pulled alongside
and stuck his head out of the sunroof while driving along which was
slightly odd, stuck his head out of the sunroof and and (He was big

Unit 4 35
 Language focus: narrative tenses p.31 Exploitation
m i l l To practise using narrative tenses in story-telling.
jjflu l To revise and practise narrative tenses: Past simple, Past
continuous, and Past perfect. 1 Ask th e stu d en ts to com plete the story, th en check th eir
T his is n o t a new area for students at this level, an d the rules answers w ith a partner.
o f use are fairly straightforw ard. T he em phasis is on
1 was walking 10 stood
practising th e tenses in th e context o f story-telling. The 2 heard 11 looked
stud en ts should be encouraged to try to m ix these tenses 3 was 12 went up
appropriately w hen telling o r w riting stories. 4 ran 13 grabbed
5 had come 14 said
Students should be very fam iliar w ith th e fo rm an d had never seen
6 burst 15
p ro n u n ciatio n . However, you m ay w ish to p o in t o u t th e use 7 lay 16 did he know
o f th e w eak ‘schwa’ so u n d in was /w sz / an d were /wo/. 8 was 17 had murdered
M o n ito r an d correct p o o r p ro n u n cia tio n w hen stu d en ts are 9 had been used
d oing exercise 2 o f the Exploitation section.
• Ask if any stu d en ts know how th e detective knew th a t the
• You could talk th ro u g h this section as a class, o r get students p o stm an was the m urderer.
to discuss questions 1 to 3 in pairs th e n feedback as a class. A
The lawyer and the accountant were both women. The
suggested approach is to do n u m b e r 1 as a class, as it is
postman was the only man in the room, and, therefore, the
straightforw ard revision, th e n give the students tim e to only person called John.
discuss 2 an d 3 in pairs before feedback. O nce the stu d en ts
are clear as to the use o f these tenses, p u t th em in pairs or 2 a Focus th e class o n th e tw o photos, an d briefly elicit w hat
sm all groups to do exercise 4. th ey show, an d w h at so rt o f stories they m ight suggest.

1 Ask the students to read th e extract an d answ er th e questions.
Past simple. It is used to tell a sequence of events in a story.
2 -3 P ut the stud en ts in pairs to discuss these questions. You
m ay w ish to refer th em to th e Language co m m en tary on
p.35.
• P ut th e stu d en ts in pairs to choose one o f th e pictures an d to
prepare a story. E ncourage th em to w rite notes so th a t they
can tell th eir story later, b u t n o t to w rite w hole sentences.
b C heck th a t th e stu d en ts u n d erstan d th e in terru p tin g
language in the box. Briefly drill the com m ents an d questions
for p ro n u n ciatio n .

The Past continuous is used for background description or
events in progress, against which the main sequence of events
takes place.
The Past perfect is used to indicate that other actions / events
took place before the main sequence of events.
The difference between the two sentences:
• everyone went home before the speaker arrived at the
station
• everyone went home the moment / at the time the speaker
arrived
4 Students rem ain in pairs to m ake u p the next p a rt o f the
stories. Elicit examples. M ake sure th e students are using the
tenses correctly.
N ote th a t the w ords and syllables in bold below are stressed:
I'm not sure I understand.
What a strange thing to do.
I'm sorry, I didn't catch that.
That's not very likely. / That's not very likely.
Why did they do that? / Why did they do that?
What happened next?
Where did this happen?
• Rearrange pairs so th a t th ey are w ith stu d en ts w ho prepared
th e o th e r story, th en m o n ito r as th e pairs take it in tu rn s to
tell th e ir stories an d be in terru p ted .
► T here is an extra chain story-telling activity on p.141.

Possible answers
• I was cycling home last night ...
... when suddenly it started to rain.
... when I had a puncture.
The Past continuous action gives the background to an
event or action.
• I cycled home last n ig h t...
... and got in about 6 o'clock. Then I had a shower, made
myself a snack, and called a taxi.
The first of a sequence of events.
• I'd cycled home last n ig h t...
... That's why I was tired and needed a rest before going to
meet my friends.
The Past perfect often provides the background to or
explanation for a more recent past event or action.

Unit 4
 Writing
To use narrative tenses in writing a story.
• Make sure students u n d ersta n d the task an d th e readers they
will be w riting for.
• Ask students in pairs to choose a story they have heard or
told earlier in th e lesson. Ask th em to w rite dow n as m uch o f
th e story as they can in n o te form . Give th em a tim e lim it to
do this - no m ore th a n ten m inutes.
• Ask th e students to divide th e story into three to five
paragraphs. P oint o u t th a t in th e first paragraph, they need
to set the scene an d will probably need to use th e Past
co ntinuous.
• Set the w riting for hom ew ork. Refer th e students to the
W riting guidelines o n p. 151 w here there are notes o n sto ry ­
telling and a m odel story.
4.3 Cyber danger P-32
In Stage 3 th e reading text contextualizes th e use o f rep o rted
speech an d rep o rtin g verbs.
Reading
HTffil This is a jigsaw reading. The students read to confirm
expectations, then share inform ation from the texts in a
com m unicative task.
Ask th e students the questions in the b o o k as a class.
c It's an appropriate word because in medicine, a virus is a
simple organism that spreads quickly to cause infectious
disease. Computer viruses spread like diseases and are
sometimes difficult to stop or fight.
2 Elicit suggestions from th e students. If they d o n ’t have any
ideas, w rite a few w ords on th e b o ard and ask th em to choose
th e w ord they th in k is appropriate, for example: shy / o u t­
going, sociable / anti-social, caring / irresponsible, popular /
lonely.
■ P ut the students into pairs, an d ask S tudent A to read the text
on this page, an d S tudent B to read the text o n p. 157.
• Briefly feedback th e answers to b.
3 Ask the students to w ork th ro u g h a - d w ith their partner,
w ho has read th e o th e r text.
• Feedback answers.
a Personal answers. Possibilities:
Melissa: David Smith admitted the crime / 10 years in
prison / $150,000 fine / he did not expect to cause so much
damage
Johnny: Johnny's lifestyle / complete dedication to virus
writing / his reasons for writing viruses / he is not anti-social
/ he has not intentionally spread a virus
b Both men admit to being virus writers / neither man
deliberately set out to cause damage
c Smith does not give a reason, except to deny trying to
cause damage
Johnny said it allowed him to play God / to pretend to be a
villain / cyberterrorist / fun to play with
d Answers to Close up tasks:
Melissa
1.17 loud
1.20 insignificant / unimportant / minor consequences
1.22 a crime without a victim, e.g. fraud or other crimes
involving large organizations rather than individuals
Johnny
1.3 done by hand: manual work = physical labour;
opposite of automatic: cars can be automatic or have
manual gears
1.8 microscope / microchip / microfilm / microphone /
microsurgery / microwave
1.12 mathematics / physics / acoustics / economics /
statistics / phonetics / politics
React and discuss
• E ncourage a sh o rt class discussion.
Language focus: reported speech and
reporting verbs p.33
Idtu^ To introduce and practise various reporting verbs, and
the reported speech verb patterns that follow them.
R eported speech is a g ram m atical area th a t th e stu d en ts will
have com e across before. T he focus here is o n th e com plex
verb p attern s th a t follow rep o rtin g verbs.
1 D o the first as an exam ple, th en p u t th e stu d en ts in pairs to
change th e rep o rted speech to direct speech.
a 'This is a very dangerous virus.'
b 'Yes, I entered user groups without authorization.'
'I admit I entered / 1 admit entering user groups without
authorization.'
c 'OK, I deliberately broke into the systems and I knew what I
was doing.'
d 'The virus has paralysed tens of thousands of computer
systems.'
e 'This is (the reason) why I am a virus writer. / Here's why ...'
2 Ask th e stu d en ts to look at th e tense o f th e rep o rtin g verb,
an d th e tense o f th e follow ing clause to help th e m answ er this
question. You m ay w ish to refer th e stu d en ts to th e Language
co m m en tary on p.35, w here th e basic rules o f fo rm are
covered in detail.
Unit 4 37
 If the reporting verb is in the present, the tense of the verb in
reported speech does not change.
If the reporting verb is in the past, the tense of the verb in
reported speech changes from Past simple to Past perfect.
Note also that -ing forms do not change in reported speech.
► If th e students find this new o r difficult, you could copy
an d set the extra activity o n p. 141 to give th e students
accuracy practice.
3 a - b Give th e stud en ts tim e to do exercises a an d b, checking
th eir answ ers in pairs before discussing the answ ers as a class.
R em ind students th a t there are m any different rep o rtin g
verbs in add itio n to the overused said.
verbs from extracts near synonyms
a states declare(s)
b admitted confess(ed)
c acknowledged concede(d)
d pointed out observe(d)
e explains spell(s) out
c Ask the students to discuss th e sentences in pairs first.
Sentences 1, 3, 4, 5 are all correct. Only 2 is wrong. Suggest
cannot be followed by an infinitive construction.
Exploitation
fitfu l To practise using reporting verbs and reported speech.
1 Check th a t th e students u n d ersta n d all the verbs, an d are
aware th a t som e require a (given) preposition. P oint o u t th at
after a p reposition th e stud en ts will need to use -ing.
N ote th a t here m aintain m eans claim o r argue.
• Ask th e stud en ts to rew rite the conversation an d com pare
w ith a p artner. M o n ito r an d help.
a Sue accused Nick of using her computer,
b Nick denied that he had used her computer and suggested
that she asked Pete.
Nick denied having used / using her computer,
c Sue asked Pete if / whether he'd been playing games on
her computer.
d Pete confessed / admitted that he couldn't even use a
computer,
e Sue apologized for accusing him.
f Pete suggested that it was probably Jon.
g Sue asked him how he knew that.
h Pete claimed / maintained that he had seen him sitting at
her / Sue's desk the previous afternoon / the afternoon
before.
i Sue asked him / Jon if / whether it was true. Had he used
her computer? (Had it been him who had used her
computer?)
j Jon admitted / confessed that is was him / had been him
and apologized,
k Sue told him / Jon not to be sorry. She congratulated him
on getting the highest game score ever.
38 Unit 4
2 P u t th e stu d en ts in pairs. Tell Student A to read th e e-m ail on
p. 158, an d S tu d en t B to read the e-m ail on p. 159.
• W hen they are ready, students tell their p a rtn e r a b o u t their
e-m ail, using rep o rted speech. M onitor for errors.
• T his is an extended activity to get students to practise
rep o rted speech. W ith slower classes, it is probably b etter to
ask stu d en ts to read th eir e-m ails carefully two o r three tim es,
th e n close th eir books an d rep o rt the key points they
rem em ber. If stu d en ts w ork th ro u g h every sentence o f th e
e-m ail, it could becom e boring.
Possible answers
A The director of the English Department said he'd recently
received complaints about some of the students in the
Advanced class. He said it seemed that a small proportion
of students had been enjoying their English lessons. He
claimed that this was just a minority who were making it
difficult for other students to concentrate.
He maintained that it had even been suggested that some
of the teachers had been making their lessons interesting.
He pointed out that this situation could not continue.
He said that in the next few days he would be visiting
classes to make sure that there was no unnecessary fun.
B The director of the English Department said he was pleased
to tell us that he had just received a letter from the British
Government about changes to the English language.
He said that the most important changes would be these.
All verbs would be regular. The verb drink would be ...
All words would be spelt in the same way as they were
pronounced.
All question tags would be replaced by a single ...
He pointed out that these changes would come into effect
from January 1st.
Exploring words p.34
EES To practise adjective-noun and verb-noun collocations.
This section is th e first o f tw o th a t looks at collocation. It
splits n atu rally in to tw o parts. Exercises 1, 2, an d 3 could be
used as an integral vocabulary lesson o n collocation.
Exercises 4 an d 5 could m ake a reading/vocabulary/speaking
lesson. Exercise 2 m akes a n atu ra l vocabulary extension to the
listening in Stage 1. Exercises 2 an d 3 could be set as
hom ew ork.
1 As a lead-in, if you th in k your students will know w hat
collocations are, elicit som e interesting collocations th at they
often use. Alternatively, w rite som e co m m o n (o r recently
learnt) collocations on the b o ard, an d ask stu d en ts w hat is
special ab o u t th e way the w ords go together. For example,
delicious food, handsom e m an, cosy flat.
• Let the students choose th e ir definition, before discussing the b P u t th e stu d en ts in pairs to com plete the sentences.
questions in groups o r as a class.
1 overcome / fears
a The best definition is 2. The others are only partly correct: 2 combating diseases
1,3: collocation applies to other kinds of words, e.g. verbs 3 overcome / problem
and adverbs. fighting / losing battle
4: collocations can involve more than 3 words and these
words are not always used together, C S tudents th in k o f collocations an d check th e m w ith th eir
b It is better to learn words in groups than to learn them partner.
separately. The idea of collocation often explains
combinations that are otherwise inexplicable. Ask th e stu d en ts to look at th e title an d guess w hat th e text
m ig h t be ab o u t, th en ask th em to read it quickly to see if they
2 a -b The students w ork individually to m atch th e adjectives were right.
w ith nou n s, th en check in pairs. Ask th e stu d en ts to u n d erlin e th e collocations an d check w ith
th eir partner.
abandoned car /village / house
bare feet / room assess the risks v-n
busy house / person / station / street / village daily lives a-n
crowded beach / house / room / station / street / village everyday situations a-n
deserted beach / house / station / street / village committing suicide v-n
empty beach / bottle / car / house / room smokes (40) cigarettes v-n
full bottle / car / house / room exposing himself to (nearly as much) danger v-n
lonely beach / person playing a game v-n
routine activity a-n
C P ut the students in pairs to com plete th e sentences. v-n
come into the same category
accidental fall a-n
1 abandoned cars 3 beaches / crowded
(be) involved in a (driving) accident a-n
2 an empty house 4 deserted streets
carrying out (household) chores v-n
d Students rem ain in th eir pairs to th in k ab o u t the pairs o f household chores a-n
phrases.
P u t th e stu d en ts in pairs to discuss the questions.
deserted = no-one is there - it's empty
abandoned = everyone has left and no-one lives there any
more
busy = a lot of trains and people are leaving and arriving
crowded = full of people
empty = there is no furniture in it
bare = there is furniture, but it is simple and basic

3 a E ither do this as a class o r in pairs.

beat an enemy
combat crime / (a) disease / a fear / a handicap /
a problem
come to terms with (a) difficulty / a handicap / a problem
confront danger / difficulty / a fear / an enemy /
a problem
defeat an enemy
face a challenge / a danger / a difficulty /
a fear / an enemy / the future /
a problem / a risk
fight crime / (a) disease / an enemy / a (losing)
battle / a problem / a war
meet a challenge
overcome a challenge / difficulty / a disadvantage /
a disease / a fear / an enemy /
a handicap / a problem
run a risk
solve a crime / a problem

Unit 4 39
Theme: moral and practical dilem m as
5.1 In the workplace
Advice and suggestions about problem s in the workplace
L istening: specific in form ation
Exploring natural speech: I ’m afraid
Vocabulary: th ree -p a rt phrasal verbs
Language focus: opinions and suggestions
5.2 A quiet Sunday bus ride
R eactions to threatening behaviour in public
Reading: specific in fo rm atio n an d in te rp re tatio n
Language focus: inversion
5.3 How far should we go?
G enetic engineering
Listening: general in fo rm atio n an d specific language
Vocabulary: a d jec tiv e-n o u n collocation ( infectious disease)
Speaking: discussion
Writing: an article for a m agazine
Exploring words
Rights, responsibilities, tru th , and lies
Workbook
Language focus: opinions and suggestions; inversion after
expressions w ith a negative m eaning; other exam ples o f
inversion
Vocabulary focus: th re e -p a rt phrasal verbs; health
Vocabulary expansion: form al style; adjectives an d verbs to
describe voices; verbs like shine
Listening: genetic engineering
Unit 5
5.1 In the workplace p.36
Stage 1 consists o f a listening text w hich introduces the language
o f o p in io n s an d suggestions.
Lead in
To get students thinking and talking about the kind o f
dilem m as (problems) th a t people m ight encounter a t work.
• Ask stu d en ts to com plete the q uestionnaire quickly on th eir
ow n, th en p u t th em in pairs o r sm all groups an d give th em
tim e to discuss th eir answers. Even if y o u r students do n ot
have experience o f w ork, they sh o u ld be able to offer an
o p in io n o n the issues raised in th e questionnaire.
• C o n d u ct a general class feedback to ro u n d up th e activity an d
focus on the next task.
Listening
To practise listening fo r specific information.
A pre-listening exercise pre-teaches som e o f the idiom atic
expressions an d collocations students will com e across in the
recording. T he recording itself is a radio p ro g ram m e w hich
asks people to give advice o n problem s e-m ailed in. Students
have to listen for specific p o in ts in th e conversations.
1 Give stu d en ts a few m in u tes to w ork th ro u g h th e exercise in
pairs.
• C heck answers w ith th e w hole class.
a Everybody / the general public.
Property owned by the government or a council, such as
roads, parks, etc. The opposite is private property,
b Note: You can also spread gossip.
c Badly: you behave as badly as the other person, sink = go
down
d If the person had asked you a question about a private
matter / a question you are not prepared to answer,
e Quickly.
2 In tro d u ce th e listening, i.e. a radio pro g ram m e giving advice
to people w ho have e-m ailed w ith problem s an d dilem m as.
• Give stu d en ts tim e to read questions a and b. They m ay need
to take notes in o rd er to answ er fully.
• Play the recording.
5.1
P All right. I have another e-mail here. This one's from Jo. Er, let's see
what you think of this. She says that somebody she sits near at work
is always on the phone - he has a very loud voice and she can hear
everything he says. Now she wants to know, does she treat his
 conversations as public property? You know passing on bits of gossip
or even interrupt his conversations - adding her own comments, you
know. So, what do you think she should do about that?
W I don't think she has the right, I'm afraid, I just don't think she has the
right - she has to put up with it. She's got to concentrate on what
she's doing and erm let him get on with it - maybe talk to him about
it, but it's absolutely not her right to get involved.
M I completely disagree. I think that erm if he is going to be so rude as to,
you know, have conversations like that - at that tone and interfere with
her work - there's no way that he can expect her to not take what he's
been saying and erm and use it or to to refer to it. I think it's it's the
most annoying thing to be in a work environment and have someone
shouting down the phone to them so ..., you know to to whoever.
W I agree, but why not rise above it? Why sink to their level?
P I would imagine it would be very distracting. What do ... when you
say rise above it, what do you think she could do to sort that out?
W Possibly try and talk to him about it, but to start gossiping and using his
conversations as public property is being absolutely no better than what
he's doing - erm I think that would be an appalling way to behave.
M But perhaps by doing that he would stop, he would get the hint. He'd
start maybe being a little more considerate with his conversations.
W But why not simply talk to him in an adult manner?
M Yeah, you're probably right. That's probably the first thing that she
should do, but erm I think that she should definitely confront it, either
by speaking to him or by just making it completely obvious that she's
heard everything he's said.
P Well, Jo, hopefully you're listening and hopefully that can be of some
help.
• Ask students to com pare th eir answers in pairs.
a Colleague has loud telephone conversations. The speaker
doesn't know whether to regard the information she hears
as private and confidential or public property to be passed
on to other colleagues,
b Female adviser says she has no right to pass on what she
hears. The male adviser disagrees. He thinks the loud
telephone caller is giving up the right to privacy by
speaking so loudly.
Both advisers agree how annoying it is to have to put up
with someone shouting down the phone when you are
trying to work, but they disagree about what should be
done about it.
3 S tudents look at questions a and b.
• Play the recording.
5.2
P Well, let's move on to our next e-mail from someone in London. They
don't give us their name and we don't know if they're a man or a
woman, so we'll call them Sam. Let's hear what Sam says. 'My boss
has asked me to book him a double room at a hotel for a conference.
The thing is he's not taking his wife with him. I feel like protesting -
but I know that if I do he'll just tell me to mind my own business.' So,
do we have any advice for Sam?
M Well Sam, erm, I think this might be a case of jumping to conclusions
because erm ...
• S tudents check their answers together.
a Boss has asked someone to book a double room for him at
a conference he is going to, but they know boss is not
taking his wife,
b They want to protest, but know they will be told to mind
their own business.
React and discuss
FflTiTl To provide a free speaking practice activity which gives
students the chance to express their own opinions.
• If you are sh o rt o f tim e, you could o m it this section because
stu d en ts have th e o p p o rtu n ity for free speaking later in the
Exploitation.
• Ask stu d en ts to com pare th eir ideas in pairs. If you w ant to
extend th e activity, you can th e n ask pairs to team u p so th a t
they discuss answ ers in fours.
• You could th e n co n d u ct a w hole-class feedback an d
discussion.
Exploring natural speech p.37
To focus students’ attention on the way the phrase I’m
afraid is used in natural spoken English in order to express
disagreement or criticism.
1 Read th e sentence alo u d to th e stu d en ts as they follow in
th eir books.
• Ask th e m w hat th e p hrase I ’m afraid m eans an d w hy it is
there. M ake sure th ey realize it does n o t m ean I ’m frightened.
2 Ask stu d en ts to w o rk on these in pairs.
• C heck answ ers as a class. N ote th a t I ’m afraid can go in
various positions, b u t tends to be used at th e begin n in g or
en d o f a sentence.
1 Your work is not good enough. You'll have to do a lot
better. I'm afraid.
(I'm afraid your work is not good enough. You'll have to do
a lot better.)
(Your work is not good enough. I'm afraid. You'll have to
do a lot better.)
2 I'm afraid the business is doing very badly. We can't afford
to keep you.
(The business is doing very badly. I'm afraid. We can't
afford to keep you.)
(The business is doing very badly. I'm afraid we can't afford
to keep you.)
3 Your behaviour at work is completely unacceptable. I'm
afraid.
(I'm afraid your behaviour at work is completely
unacceptable.)
4 I'm afraid the office was broken into last night.
(The office was broken into last night, I'm afraid.)
3 Play th e recording an d get stu d en ts to check th e ir answers.
(This is n o t included in the tap escrip t section o f the S tu d en t’s
Book.)
5.3
a Your work is not good enough. You'll have to do a lot better, I'm
afraid.
b I'm afraid the business is doing very badly. We can't afford to keep
you.
c Your behaviour at work is completely unacceptable, I'm afraid,
d I'm afraid the office was broken into last night.
• Give stu d en ts tim e to practise saying th e sentences in pairs.
M o n ito r an d help, especially w ith p ro n u n ciatio n .
D em o n strate y o u rself if necessary.
Unit 5 41

Vocabulary: three-part phrasal verbs
E S Q To draw students’ attention to the fa c t that the m ajority
o f three-part verbs are not separable and to recognize and
practise a num ber o f these.
As w ith all phrasal verbs, it is b etter to practise a few at a
tim e rath e r th a n a lot all at once.
1 Ask stud en ts to look at this o n th eir ow n. Give th em a few
m o m en ts to think, th en elicit answers from th e w hole class.
• Do n o t get draw n into a long explanation o f all th e different
kinds o f phrasal verb an d w hether o r n o t they are separable.
T his exercise is sim ply intended to draw atten tio n to the
useful generalization th a t m ost th ree -p a rt verbs are
inseparable.
The majority of three-part phrasal verbs are not separable -
the three parts always stay together.
In sentences a-c, the object of the verbs follows the verb.
In sentences d-e, the pronoun object it separates the two
parts of the phrasal verbs.
2 Ask stud en ts to do this on th eir ow n first, th en com pare
answers w ith a partner.
• Check answers w ith the w hole class.
• Faster students could be asked to w rite th eir ow n exam ple
sentences.
Possible answers
a He's (not) looking forward to it.
b No, he got away with it.
c Yes, but we've nearly run out of it. / No, I'm afraid we've
run out of it.
d They used to look down on them,
e No, I'm afraid she went back on it.
f You'll have to send off for it. / You could try sending off
for it.
Language focus: opinions and
suggestions
fJT ui To extend students’ repertoire o f language fo r offering
opinions and m aking suggestions.
Students will probably tend to use only a lim ited range o f
language, for exam ple I think an d I suggest, to express
o pinions and m ake suggestions. This gives th em an
o p p o rtu n ity to develop m ore sophisticated language, e.g. It
m ight be an idea to ... I ’d advise him to ...
1 Ask students to do this on th eir ow n first, th en com pare
answ ers in pairs. Allow th em enough tim e to try and
rem em ber o r w ork these o u t before m oving o n to 2.
2 Play the recording an d get students to check th eir answers.
(This is n o t included in the tapescript o f the S tud en t’s Book.)
E fl
a I completely disagree. I think that erm if he is going to be so rude as
to ...
b ... there's no way that he can expect her to to not take what he's
been saying ...
c I agree, but why not rise above it? Why sink to their level?
d Possibly try and talk to him about it, but to start gossiping ...
e Yeah, you're probably right. That's probably the first thing she should
do ...
f I think that she should definitely confront i t ...
• Play th e recording again if necessary.
a I completely disagree. I think if he is going to be so rude ...
b ... there's no way that he can expect her to not take what
he's been saying
c I agree, but why not rise above it? Why sink to their level?
d Possibly try and talk to him about it, but to start gossiping
e Yeah, you're right. That's probably the first thing she
should do
f I think she should definitely confront it ...
Note______________________________________________________
Students will already know the normal ways of expressing opinions and
making suggestions. This activity draws attention to some of the more
subtle ways.
b there's no way - in my opinion this is impossible. This is a colloquial
expression.
c Why not / why - is a short way of saying Wouldn't it be a good
idea to and What's the point o f ...
d Possibly is used to make the suggestion sound more tentative, less
dogmatic.
3 You could either do this in pairs o r sm all groups, or you
could do it as a w hole-class activity. W hichever you do, d o n ’t
sp en d to o long o n it o r you m ig h t lose th e focus o f the
lesson. T here are m o re exam ples in the Language
co m m en tary o n p.43.
Possible answers
If you ask me ... (he shouldn't have done it) for opinions
I'm inclined to think ...
Have you / he / she (ever) thought of ...? for suggestions
Exploitation
1 You m ig h t w ant to play th e recording again to rem in d the
stu d en ts o f th e context.
• Split th e class in to three roughly equal groups: Presenters,
Adviser Is, an d Adviser 2s an d give th e groups a few m inutes
to prepare th eir ideas together.
• R egroup so th a t you have a Presenter, an Adviser 1, and an
Adviser 2 in each gro u p (extra students can w ork in pairs o r
jo in threes to m ake fours).
■ Ask th e stu d en ts to discuss th e dilem m a. Set a tim e limit.
M o n ito r b u t d o n ’t in terru p t.
• C o n d u ct a class feedback to find o u t w hat m ost people
th o u g h t.
2 O rganize the class in to sm all groups o f three or four. Rem ind
th em o f the th ree ‘dilem m as’ from th e Lead in, or you could
use y o u r ow n o r those o f th e students. H ere are some m ore
examples:
1 Your best friend cheated in th e last test / exam. You know
he / she has been u n d er a lot o f pressure at hom e recently.
W h at sh o u ld you do?
 2 You saw som eone / a friend / the paren t o f a friend b -e S tudents can do these in sm all g roups o r you can do
shoplifting. It was only a sm all item . Should you do / say th em as a w hole-class activity.
anything to anyone?
b children / kids
3 You know th a t people have been talking ab o u t a friend o f c children (kids) / grown-up
yours, saying th a t he / she is likely to lose his / her job / be d fight / punch-up / scrap
expelled from school. Your friend seems to be oblivious to e hand: fist / knuckles
such dangers. Should you say anything? head: brains / lip

4 You saw y our frien d ’s boyfriend / girlfriend / h u sb an d /
wife in a restau ran t w ith som eone else last w eekend. W hat
should you do?
• M o nitor b u t d on’t in te rru p t. If you have tim e an d it’s
ap p ropriate, w rite u p som e exam ples th a t you heard o f
language w hich could be m ade m ore sophisticated (for
exam ple, using o th e r phrases to replace I think).
2 Ask stu d en ts to read th e questions.
• Set th em a realistic tim e lim it for reading th e article.
• Ask th em to com pare th eir answers in pairs.
a He asked the yobs to stop using bad language in front of
his young children,
b They were amazed that anyone had dared to criticize them.
Then they became abusive.

Note______________________________________________________

5.2 A quiet Sunday bus ride p.38 Asterisks (****) are often used in newspaper reports to avoid printing
offensive language.
A yob is a colloquial word for a young person (late teens or early
This stage includes a reading text w hich contextualizes the use twenties), usually a boy / man who behaves badly.
Road rage refers to the kind of crime committed on the roads because
o f inversion in w riting. those involved are extremely angry, in a rage. 'There was another case
of road rage on the M l 1 yesterday when the driver of a Landrover
Reading attacked a woman he claimed had come out of the slip road too fast'.
People also refer to 'air rage' to describe attacks or aggressive
u n til To develop students’ ability to read fo r general m eaning behaviour on aeroplanes.
and to extend their vocabulary.

1 a W ith books closed, w rite up the w ords from the S tu d en t’s Close up
Book o n th e b o ard o r an OHT. Tell th e students th a t these • Ask stu d en ts to do this in pairs. E ncourage th em to m ake
w ords all appear in the article they are going to read. W hat guesses from context rath e r th a n rely on th eir dictionaries.
do they th in k the article will be about? • Check answers w ith th e w hole class.
• Listen, b u t d o n ’t say w hether they are right o r w rong at this
1.6 continuous / unstoppable
stage. Explain th a t they are going to look at this vocabulary
1.39 A close shave is less serious. It means you just manage to
in greater d ep th before going on to th e reading. avoid a bad situation.
• W rite up th e colum n headings from th e S tu d en t’s Book table let alone means and certainly not. It is used after a
an d ask students to copy these into th e ir notebooks. negative statement to emphasize how unlikely a
situation is because something even more likely has
• Ask th em to group the w ords on the b o ard u n d er these never happened. I can't afford a week's holiday in
headings. T hey can do this in pairs o r sm all groups. Britain, let alone a month in the Caribbean.
1.47 a ban on expressing yourself
People Bad language Violent Parts of 1.70 to cause an increase in a quality, trendify = to make
behaviour the body more trendy / simplify = make more simple, etc.
children abuse fight brains 1.71 violent anger caused by the stress and frustration of
grown-up swear punch-up fist driving a car or, in this case, travelling on a bus.
kids scrap knuckles 1.78 making eye contact means looking someone directly in
opponent smack lip the eye.
victim spit
yob
a youth React and discuss
f a r m To provide an opportunity fo r free speaking and also act
Note_____________________________________________________ as a comprehension check fo r the article.
Children are often referred to as kids.
1 You m ight w ant to do this as a w hole-class discussion.
Smack generally refers to a light, open-palmed hit, (If you don't put it
back. I'll give you a smack) but in the language of the young, and in 2 You could start by telling th e stu d en ts ab o u t one o f y o u r ow n
this article, smack simply means hit.
personal experiences. S tudents often like this, an d find it
easier to talk them selves afterw ards. T h en organize the
stu d en ts in to sm all g roups an d ask th em to reco u n t th eir
ow n experiences. You could o m it this stage if sh o rt o f tim e.

Unit 5 43
3 In ad d itio n to being a speaking exercise this is a check on
stu d en ts’ u n d erstan d in g o f th e text as they need to have
u n d ersto o d th e reading text in order to do the task.
• O rganize th e class so th a t the As w ork together an d th e Bs
w ork together first. Give them tim e to reread th e article.
• T hen p air the As an d Bs to co n d u ct the interview . If you have
uneven num b ers it doesn’t m atter; you can have two
journalists and one interview ee, o r vice versa.
• You m ight w an t to dem o n strate w ith one o f th e m ore
confident and able stud en ts first.
• M onitor b u t d on’t in te rru p t. W rite u p som e o f th e m istakes
you’ve noticed an d ask stud en ts to correct them .
Language focus: inversion p.39
E J u I To fam iliarize students w ith the use o f som e o f these
phrases and to m ake them aware o f how pow erful they can be.
S tudents often quite enjoy practising inversion because it
m akes th eir language sou n d m uch grander. However, th ey are
often unaw are o f th e extent to w hich it is used. This is quite
an inform ally-w ritten article in m any ways, an d yet it uses
inversion a lot to em phasize th e d ram a / seriousness o f the
situation, an d the a u th o r’s shock.
1 Set this u p for stud en ts to do individually o r in pairs, o r w ith
w eaker classes, as a w hole-class exercise.
• C heck answers.
Each sentence starts with a negative or restrictive word or
phrase. This causes the subject and verb to be inverted. In
each case it is the auxiliary verb that precedes the subject and
the main verb follows it.
a N ever... did I have ...
b Nor could we trendify ...
c Not only did the boys sw e ar...
d At no time did any of the other passengers support me.
e Hardly had the bus moved off ...
2 Ask students to do this in pairs, th en check answers w ith the
w hole class.
The negative words and phrases at the beginning make these
sentences sound more dramatic or more serious.
3 It is probably a good idea to do the first one o r tw o w ith the
w hole class, to m ake sure they u nderstand.
• Ask students to com plete th e rest individually o r in pairs,
th en check answ ers w ith the w hole class.
• Refer th em to the Language com m en tary o n p.43.
Unit 5
Possible answers
a Not until three weeks later / Only three weeks later did I
find out the names ...
b Not once did I think of ...
c Hardly ever / Seldom have I felt as frightened ...
d No sooner had I got on the bus than the driver drove off.
e On no account / Under no circumstances / No way will I
take my children ...
f Under no circumstances / On no account are bus drivers
allowed ...
g Nothing / Not a thing did he hear from the police ...
h Never before have I been involved in ...
Exploitation
To give the students the opportunity to plan a story
together which includes inversion.
1 W ith books closed, tell th e students they are going to w rite a
story.
• P u t th em in to sm all groups o f three or fo u r an d ask them to
read th e instructions.
• C heck th a t th ey have u n d ersto o d w hat they have to do.
2 N ow ask th em to b rain sto rm w hat happened. Set a tim e
lim it. M o n ito r an d help w ith ideas as necessary b u t d o n ’t be
to o intrusive.
3 G o th ro u g h th e in stru ctio n s w ith them . Make sure they
u n d erstan d th a t the phrases can go anyw here in the story. Set
a tim e lim it.
• T hey d o n ’t need to w rite the w hole story o u t b u t they will
need to m ake notes. Even at advanced level, students need
guidance in m aking notes. Suggest th a t they list the m ain
events o f the story an d th e phrases th a t use inversion.
4 Each gro u p tells o r reads th eir story to the others. M ake sure
th a t th e groups th a t are listening are n o t busily trying to
finish o r am en d th eir ow n stories.
• These stories could be w ritten up neatly for hom ew ork.
5.3 How far should we go? p.40
T his stage includes a listening text w hich introduces a speaking
an d w riting topic.
Listening
E O To develop the skills o f listening fo r general and specific
inform ation and to stim ulate interest in the topic in general.
1 W ith books closed, w rite th e phrase ‘genetic engineering’ on
th e board.
• C heck w hat stu d en ts u n d ersta n d by this and ask w hat they
th in k an d feel ab o u t th e issue. Avoid a lengthy discussion;
ju st let th em get interested.
• T h en ask stu d en ts to look at the questions. Focus students o n
th e questions. You can cover tasks a, b, an d c in an inform al
 whole-class discussion o r you could ask th e students to • W hen th ey have all finished, ask th e m to com pare their
discuss them together in sm all groups. D o n ’t spend too long answers in pairs.
on this - there will be later o p p o rtu n ities for discussion.
3 Possible answers
2 Focus students o n the questions. a ... eradicate disease,
b ...p la y God.
• Play th e recording. c ... to 200 (years old) /... to a much older age.,
5.5 d ... consequences /... results / ... repercussions,
e ... choose their children's gender or eye colouring /...
M Have you read about the progress they're making with the whole
decide on their children's appearance.
mapping of the of the genes for for for humans?
W No, I mean a little bit about that it could help them solve some er
diseases and things like that or understand them ... Vocabulary: adjective-noun collocations
M Right, that's the good part ... p.41
W ... which I think is great yeah.
M Sure, I mean I guess probably like most people I have incredible m i To extend students’ vocabulary by drawing their attention
ambivalence about this, because you know we we, no matter what to collocations often used in the context o f health and illness.
your religious faith is, you know, we move into sort of playing God if
we can actually pinpoint, you know what gene in the body does what 1 Check th a t stu d en ts know th e adjectives an d n o u n s before
in effect... th ey do the task individually o r in pairs.
W Definitely, and then if we start to choose 'Well we want this or we • C heck answ ers w ith the w hole class.
want that', it's I think you're right, I think the whole issue of God and
erm creation really comes into play and I think it's actually a scary area, drastic cure / treatment
I think as as far as, you know, helping the medical field, I think that's effective cure / operation / recovery / treatment
wonderful, (Sure) but when we get into actually changing things gradual recovery
(Right) - that's a little scary to me. infectious disease
M Right - well I'm a Star Trek fan (yeah) and that's always amazing when instant cure / recovery
one of the crew people, you know, are are sent to the erm, you know, old-fashioned cure / treatment
the doctor and they just do a (Noise) you know ... painful cure / disease / treatment
serious disease / operation
W Right right and they're all better right. successful cure / operation / recovery / treatment
M Right, and they're they've been scanned and you know and somehow
they're they're better within seconds usually, you know. (Right) So in
Glossary
terms of eradicating disease, you know, that's that's a wonderful
thing, although I guess if we all lived to two hundred years old drastic - severe, serious
because so many natural cause diseases, if you will, have been infectious - passed from one person to another through the air
eradicated (Right) - that cause a natural death is what I'm trying to operation - usually happens in hospital. The word surgery is used
say (Right), then then we have economic issues to deal with, you either to refer to the place where doctors see you, or to the process of
know. having an operation.
Your knee will require surgery.
W Well, right and I guess what, what scares me is where does it all end?
The surgery is open from Monday to Friday.
(Sure) You know where does it stop and how do we control it (Right)
and I really don't know how we do. Who in the end says 'OK, 2 M ake sure stu d en ts u n d ersta n d th ey have to use ten different
enough,' or you know, what can actually happen in these labs? What a d jec tiv e-n o u n com binations.
what can they create?
M Right, right and er the expense of all of it is just astronomical and er • Ask th e m to do th e task individually o r in pairs, th e n check
it it could be very exciting to finally find cures for cancer and to and answers w ith the w hole class.
to be able to pluck out those genes or modify them so so that people
don't have these horrible diseases ... a infectious disease d effective treatment
b serious operation e old-fashioned cure
W Right, but I think choosing whether your child has blue eyes or brown c successful recovery
eyes, whether it's male or female I, I really, I don't agree with that
personally. I think you know, I think that should be left up to God.
M I agree. Speaking
• Let students check th eir answers in pairs. To give students the chance to discuss the subject
presented in the listening text. They also develop the skills o f
a Personal answer
b They have mixed feelings / they are ambivalent. They can arguing fo r and against a particular p o in t o f view, which is
see the potential advantages, but are also worried about preparation fo r the w riting task.
the speed of developments.
1 O rganize th e stu d en ts in to pairs o r sm all groups an d check
3 Give students tim e to look at th e sentences carefully. Check th a t they u n d ersta n d th e statem ents.
th a t they u n d ersta n d them . • Ask th e m to choose tw o o r three o f th e statem ents, or
• Play th e recording. allocate the statem ents to th e different groups. If you prefer,
get stu d en ts to look at only on e o r tw o statem ents, so th a t
• Give students tim e to com plete their answers individually,
they discuss th em in m ore detail.
th en play th e recording again.

Unit 5 45
 • Ask th em to discuss th eir statem ents, using as m u ch detail
an d com plexity o f th o u g h t as possible. Faster groups can be
asked to m ove on to som e o f th e o th e r statem ents as long as
th ey have discussed th e ir first one in depth.
2 C heck th a t students u n d ersta n d the task, especially th a t they
have to include the m oral, practical, and econom ic issues
involved.
• Ask them to w ork in th e sam e groups as before so th a t the
focus is o n w riting th e lists o f pros an d cons rath e r th an on
discussing the issues again. Set a tim e lim it.
• M o n ito r and help as necessary. E ncourage the stud en ts to
consider the issues in as m uch d ep th as possible.
Writing
To give students practice in writing an article about a
serious issue.
This activity follows o n directly from th e speaking activity.
1 -2 Briefly outline the task. Check th a t th e students
u n d erstan d w hat kin d o f m agazine th eir article w ould appear
in. Refer to a relevant title in th eir country, if possible.
• Let th e students stay in the sam e pairs o r sm all groups as
they were in for th e speaking exercise. Give them tim e to
w ork th ro u g h th e p lanning stages an d refer th em to the
W riting guidelines o n p. 154.
• M onitor an d help as necessary. M ake sure the stud en ts have
u n d ersto o d th e k ind o f style th a t is required here: inform al,
light, an d personal.
3 Set this as a hom ew ork task.
Exploring words p.42
C E l To extend students’ vocabulary in the context o f ethical
issues.
1 a You m ay need to help th em get started by p o in tin g o u t
som e o f th e rights you feel you have, e.g. to live in a
reasonable place (w hat does ‘reasonable’ m ean?), to express a
p o in t o f view, to have access (free?) to health, education, etc.
b Ask students to try this on their ow n first before
co m paring answers w ith a partner.
• C heck answers w ith th e w hole class.
1 for 2 of 3 in 4 on 5 of 6 on
7 in; about 8 to
C Students can do this in pairs o r individually.
• C heck answers w ith th e w hole class.
46 Unit 5
1 in two minds about
2 in the public interest
3 blowing the whistle on
4 sit on the fence
5 be laying myself open to
6 lesser of two evils
7 discussed the rights and wrongs of
8 responsible for their own actions
d If you are sh o rt o f tim e, you could leave this out. You m ay
already have discussed dilem m as earlier on in the unit.
2 a O u tlin e th e task. M ake sure they un d erstan d th at th e task
at th e m o m e n t is sim ply to m ake two lists: people they w ould
tru st / believe an d people th ey w o u ld n ’t tru st / believe.
• W hen you have checked th e list, go th ro u g h the vocabulary.
These people are trustworthy: Mike, Dave, Sue, Liz, Matt,
Kate.
These people are not: Jo, the President, Helen, Jeff.
Glossary___________________________________________________
above board - honest and open
two-faced - hypocritical, dishonest, has two different 'faces'
as good as his word - honest, no need for formal contract, the word
is the contract
came clean - confessed to something she'd done wrong
cover-up - an attempt to hide what really happened
made up - invented
sticks to the facts - only says what is definitely true; doesn't
exaggerate or guess
straightforward - honest, direct, no fabrication
telling tall stories - telling untruths, lies
tells it like it is - frank, honest
b You could do this as a w hole-group discussion, o r ask
stu d en ts to w ork to g eth er in sm all groups.
3 a -C This article provides an o th er exam ple o f a m oral
dilem m a. As it is p roviding fu rth e r practice and free speaking
on the topic o f th e section, it could be om itted if you are
sh o rt o f tim e.
• O u tlin e th e pre-read in g question, a. You m ight also w ant to
explain th a t a ‘first-class h o n o u rs degree’ is the top category
o f degree an d th a t C am bridge University, along w ith O xford
U niversity, is considered by m any to be th e best university in
England.
• Ask th e stu d en ts to read th e text, th en to discuss the answ ers
to 3a an d b in pairs before reading the end o f the story on
p. 158.
d Ask stu d en ts to consider this in sm all groups. You may
w ant to give th em a few m in u tes o f thinking tim e first, in
o rd er for th em to com e u p w ith som e ideas.
 Natural assets

Theme: talents, gifts, and abilities

6.1 Personal gifts p.44
6.1 Personal gifts
People talk ab o u t th eir talents Two listenings contextualize th e Language focus (should, etc.)
■ Listening: in te rp retatio n , specific inform ation, an d sum m ary an d in tro d u ce the them e.
• Exploring natural speech: interaction w ithin conversation
• Language focus: should, ought to, m ust, have to, need to Lead in
To introduce a useful vocabulary set to be used w ith the
6.2 Survivors theme.
W hy crocodiles have existed successfully for so long 1 -2 E ither ask stu d en ts to w o rk th ro u g h th e in stru ctio n s in
• Reading: checking ideas an d in terp retatio n the book, o r follow this alternative procedure.
• Language focus: determ iners
• Start th e lesson w ith books closed an d th e stu d e n ts’ atten tio n
• Speaking: interview
focused on you an d th e board.
• W rite up the expressions from the list an d elicit any others
Exploring words
th a t the stu d en ts m ig h t know {have a head fo r figures, be a
W ords an d th eir roots gifted artist).
• Q uickly m ake sure th a t th e stu d en ts know how to use these,
Workbook by show ing th em w hich w ords in th e phrases can be
• Language focus: m odal verbs should, ought to, must, have to, substituted:
need to, an d o th e r expressions o f obligation; did n ’t need to / a b o rn teacher / m usician / artist / athlete
needn’t have-, determ iners some, any, every, no, all, few , a few, a talen ted singer /fo o tb a ller / musician
little, a little an ap titu d e for languages / num bers /fig u res / words
• Vocabulary focus: w ords an d their roots a gift for m aking people laugh / w riting clearly / understanding
• Vocabulary expansion: n o u n s w ith take; n o u n s and other people
expressions w ith turn a(n ) musical / artistic / incredible talent
’ Listening: talented children • N ow get th e stu d en ts talking ab o u t people they know w ho
fall in to these categories. You m ay w an t to describe som eone
yourself first, th en ask th e stu d en ts to discuss in pairs or
sm all groups.
• C o n d u c t a w hole-class feedback o r go straig h t o n to the
p rep aratio n for listening.

Listening
To practise picking o ut specific inform ation fro m natural
conversation.

1 Before you set up the listening task, check the vocabulary

quickly. You can eith er do this from th e b ook, o r ask the
stu d en ts quick questions {‘W h a t do you call someone who has
a high opinion o f themselves?’ ‘Big-headed.’ ‘H ow do you
describe the way you feel when y o u ’ve done som ething really
silly?’ ‘Embarrassed.’)
• O u tlin e th e task briefly an d play th e recording.

Unit 6 47
 6.1
Speaker 1 Yes, wordgames, I'm quite good at. I'm quite quick about
words and visually, I'm good at crosswords and I can spot an anagram
very very quickly - and I always impress the children with these quiz
games on the television where you have a couple of letters and you
have to think of the word or the phrase and I always get it straight
away and they, they're open-mouthed in amazement and tell me I
ought to go on the telly.
Speaker 2 A natural asset I have which I didn't realize I had until
relatively recently is incredibly good eyesight. Erm, I haven't had my
eyes tested for about 20 years, probably more, erm but I was driving
along with a friend one day, who's got particularly bad eyesight and
we were doing the kind of classic driving-test test, where you have to
read somebody's number plate from, I dunno, X metres behind you
and erm I could see, sort of four or five cars in front on the motorway
and this friend of mine was completely astonished and then she was
testing me all the rest of the weekend as to what I could see and what
I couldn't see.
Speaker 3 Yes, bizarrely enough, I do have this ability to remember
things like phone numbers and birthdays and dates of all kinds - erm
I've no idea where the ability comes from - er it's not something I
cultivate consciously erm but I don't actually need to carry people's
phone numbers around with me - I've got them in my head.
Speaker 4 Erm I've always been, I've always been fiendishly fiendishly
good at mental arithmetic erm, which goes back an awfully long way,
erm I mean even when I was at at primary school at the age of eight
I used to come erm sort of top in the mental arithmetic tests, which
were probably, just things like you know eight plus seven and you'd
have a roomful of seven-year-olds scratching their heads and I would
get 1S straight away.
• Let stud en ts check answers together in pairs.
• C om pare answ ers w ith th e w hole class. T here m ay be som e
discussion here as there are n o specifically right o r w rong
answers; it’s a question o f interp retatio n .
Possible answers
1 matter-of-fact = not showing any emotion
2 amused / mystified
3 mystified
4 mystified / amused / big-headed
2 Allow stud en ts a few m inutes to try an d com plete th e ch art
o n th eir ow n before com paring w ith a partner. Give them
enough tim e to attem p t this before playing the recording
again. S tudents often rem em ber m ore th a n they th in k they
do, especially w hen they talk to som eone else ab o u t it.
• Play recording again an d let students check th eir
answers together.
a Speaker's talent
S1: word games, crosswords; S2: good eyesight; S3 memory;
S4: mental arithmetic
b Example given by speaker
S1: TV quiz games; S2: reading car number plates;
S3: telephone numbers, dates, birthdays; S4: came first in
class at primary school
c Other people's reactions
S1: children amazed; S2: friend astonished; S3: no answer;
S4: no answer
3-4 T his speaking activity can take as m u ch o r as little tim e as
you w an t it to; the im p o rta n t th in g is to decide beforehand
Unit 6
how m uch o r little speaking you w ant at th is stage o f the
lesson an d organize th e class accordingly.
• Ask th e stu d en ts to w ork in small groups to discuss the
questions in 3 an d the beginning o f 4 an d set a tim e lim it.
M onitor, b u t d o n ’t in terru p t.
4 a Check th a t stu d en ts know w hat the phrases m ean a n d ask
th em to predict w hat m ig h t be said.
Glossary___________________________________________________
an affinity for something - a liking and an understanding for
something
inclination - tendency, aptitude
environment /in'vaiamnmant/ - note the spelling and pronunciation
influence - the speaker uses unusual stress: influence, rather than the
standard stress 'influence.
b Play th e recording an d let students check th eir ideas.
6.2
W1 Oh gosh there are all kind of gifts that people can be born with -
you know mental gifts, intelligence, physical attributes - beauty -
strength
W2 Definitely, yeah. Talent ...
W1 Talent absolutely, musical inclination.
W2 And I definitely believe that people are born with certain talents - I
think that they can can also, er you know they can grow depending
on the environment that they're in, but ...
W1 Yeah, but I think you either have an affinity for something or you
don't.
W2 Definitely.
W1 Two children take piano lessons - one's going to be amazing and the
other...
W2 ... the other is just OK, I agree and I ...
W1 Do you think it comes from the parents?
W2 I think, you know, maybe partly, like I said, I think that it can
influence a talent, but I think I think some people are born with
certain talents and some people aren't.
W1 And the people that are born with it, is it because their parents, like
were their parents musically gifted so they have an inclination?
W2 I think so, yeah ...
C Ask stu d en ts to sum m arize the m ain ideas orally w ith a
p a rtn e r an d check th e ir answers together.
Main ideas
People are bom with talents. Talents are from parents. They
can be affected by environment.
React and discuss
To give students the opportunity to develop their free­
speaking skills.
• Ask stu d en ts to w ork in pairs o r sm all groups. M o n ito r b u t
d o n ’t in terru p t.
• C o n d u ct a w hole-class feedback to ro u n d up the activity.
Exploring natural speech
O n e o f the features o f n atu ra l speech is th e way in w hich
people in te rru p t each other, finish off sentences o r th o u g h ts
for each other, or sim ply p u n ctu ate th e conversation w ith
apparently m eaningless phrases ( Yeah, Definitely).
A lthough it is extrem ely difficult for non-native speakers to
in teract in this way them selves, it is im p o rta n t th a t th ey can
recognize th e way conversation proceeds because it helps
th em to follow the flow o f n atu ra l speech. This section draws
th eir atten tio n to som e o f these conversational devices so th at
they can develop th eir listening skills.
Talk to th e students briefly ab o u t the way people connect
w ith each o th e r in conversation. In a m onolingual class, you
could discuss th e w ords an d phrases used in th e stu d en ts’
ow n language.
Ask the students to look at th e tran sc rip t o f Q 9 and follow
it as they listen. D o n ’t w o rry ab o u t the task ju st yet.
Play the recording.
N ow focus th e stud en ts’ atten tio n on th e task. M ake sure they
u n d erstan d w hat they have to do and th a t som e answers are
used m ore th a n once.
Play the recording again.
Ask students to check their answers together, th en check w ith
th e w hole class.
1 B shows agreement
2 B/A shows agreement and adds to an idea
3 E shows slight disagreement
4 B shows agreement
5 C finishes an idea
6 D replies to a question
7 A adds to an idea
8 D replies to a question
Language focus: should, ought to, must,
have to, need to
E E 3 To focus students’ attention on the som etim es subtle
distinctions between expressions o f obligation (1 have to do a
test / I m u st do a te st) and encourage them to use them more
accurately and confidently.
Students will have com e across all the structures dealt w ith
here (should, ought to, must, have to, need to) b u t are still
likely to have som e difficulty in using th em appropriately.
You could sta rt this section w ith th e books closed. W rite up
the w ord obligation on the b o ard and see w hich w ords the
stu dents com e u p w ith.
Accept any verbs and phrases th a t the students offer b u t only
w rite up th e ones th a t will be dealt w ith here: should, ought
to, must, have to, need to and elicit m eaning and use as you
deal w ith each one. Ask students to refer to the Language
co m m en tary o n p.49 if they are having specific difficulties.
Note_____________________________________________________
Pronunciation and spelling of ought to /'o:t ta, 'o:ta / can cause
problems. Note too the ' f in have to /'hrefta/
p.45 1 It will p robably be a good idea to do the first one o r two
to g eth er w ith th e w hole class. T h en ask th e stu d en ts to w ork
individually or in pairs. Give th e m en o u g h tim e to w ork
th ro u g h all th e extracts.
• M o n ito r an d help as necessary, b u t be careful n o t to give too
m u c h help too quickly. It is useful for stu d en ts to have to
th in k ab o u t language an d articulate th e ir reasons for using a
p articu lar w ord.
• C heck th e answers w ith th e w hole class.
a ought to / should
b have to
c need to / have to
d should / ought to
e should have / ought to have
f don't have to / needn't / don't need to
g needn't / don't need to
h must
2 C heck th a t stu d en ts u n d ersta n d w hat is required here, an d do
the first on e w ith the w hole class.
• Ask th e stu d en ts to co n tin u e in pairs, th e n check th e answers
w ith th e w hole class.
a advice / recommendation
b rule
c necessity (in this case absence of necessity)
d duty / responsibility / advice
e advice / recommendation about the past
f rule or law
g necessity (in this case absence of necessity)
h advice or order that the speaker gives to themselves.
3 H ad better is likely to be m o re fam iliar to stu d en ts th a n the
expressions supposed to an d m eant to, th o u g h in n atu ral
English all th ree phrases are heavily used. H a d better
som etim es causes p roblem s because o f th e c o n tr a c te d ’d: I d
better do it now w hich is som etim es d ro p p ed altogether in
spoken English so th a t w hat you h ear is I better do it now.
• Look at th e exam ple w ith th e students, th e n ask th em to do
th e exercise in pairs. M o n ito r an d help as necessary b u t, as
before, give th em tim e to w ork it o u t before offering help.
• C heck answ ers w ith th e w hole class a n d get th em to practise
saying the sentences in o rd er to im prove p ro n u n ciatio n .
Possible answers
a You're not supposed to / meant to park here without a permit.
You're supposed to / meant to have a permit to park here.
You'd better not park here without a permit,
b You're not supposed to / meant to travel without a ticket.
You're supposed to / meant to have a ticket if you want to
travel.
You'd better buy a ticket if you want to travel,
c You'd better not tell him you've seen me.
4 Ask stu d en ts to do th is to g eth er in pairs. M o n ito r an d help.
Som e stu d en ts m ay n o t be aware o f any difference at all
betw een th e sentences. W ith o u t telling th em th e answer, you
can ask th e m to th in k ab o u t w ho has decided on th e action
in each sentence; th e p erso n them selves o r an outsider?
(W hat is som etim es referred to as an internal o r external
agent.)
Unit 6 49
• Check answers w ith the w hole class. N ote th e stress in the • N ow ask th e stu d en ts to take it in tu rn s to talk to each oth er
sentences and get the students to practise saying them . ab o u t th eir topics. Again, set a tim e lim it. M onitor, b u t d o n ’t
in te rru p t. M ake notes ab o u t any mistakes m ade, p articularly
a 1 I have to means the obligation is external - my manager
those to do w ith th e target language.
has told me to work. Note: /'hsefta/
2 I must means the obligation is internal - I personally feel • W rite up th e errors th a t you hear and ask the stu d en ts to
the need to work. Note: must is stressed, correct them .
b 1 You don't have to means you are not obliged to / you
needn't (if you don't want to). ► T here is an extra discussion activity on p.142 w hich leads
Note: needn't tends to sound more formal. in to a letter-w riting exercise - b o th practising th e use o f
2 You mustn't is a prohibition - you are not allowed to. these structures.
Note: /’mAsnt/, i.e. T at end of must is dropped,
c 1 I needn't have means I wore a suit but it wasn't
necessary. Note: / ‘nkdsntsv/ may need some drilling to
make it sound like one word.
2 I didn't need to means it wasn't necessary, so I didn't 6.2 Survivors p.46
wear a suit. Note: 't' at end of didn't tends to be
dropped.
This stage continues the th em e o f n atu ral talents, in th is case
Exploitation survival, to provide a context for reading co m prehension and
th e Language focus, determ iners.
To give students the opportunity to practise using som e o f
these expressions in short, functional contexts.
Lead in
1 T he students m ay find it difficult to com e u p w ith
H flnl To prepare students fo r the text by getting them to think
appropriate, n atu ra l-so u n d in g language straight away, b u t
about crocodiles and m ake their own questions fo r the text.
given tim e an d encouragem ent, they should be able to
p roduce som ething th a t sounds realistic. This is a useful way o f p rep arin g for reading texts,
particularly factual ones; it arouses interest by m aking
• Give th em a few m inutes to read th ro u g h the situations.
stu d en ts focus o n th e text in a way th a t is personal to them .
Check any u n k n o w n language, e.g. day off.
• W rite up th e w ord crocodile.
• Go th ro u g h the first situation w ith them . Ask for suggestions
an d ideas, an d refine o r elaborate as necessary. • P ut stu d en ts in groups to n o te dow n all they know , o r th in k
they know, ab o u t crocodiles u n d er th e two headings.
• Ask th e stud en ts to do th e rest in pairs. M onitor an d help as
necessary. • Ask th e class w hat they know ab o u t crocodiles.

• Ask students to read o u t th eir sentences, using app ro p riate • W rite u p any facts an d ideas th ey com e up w ith, w h eth er or
in tonation. n o t you k now th em to be true.
they live in Africa; they live fo r a long time; they are bigger
• If you w ant to extend the exercise, you can ask stu d en ts to
than alligators; they have different names in different parts
develop th em into m ini-dialogues:
o f the world, etc.
A You shouldn’t have taken m y car w ithout asking.
B I know, I ’m sorry. The thing is, it was an emergency and you Reading
weren’t around and I ju st had to go.
A W hat do you mean emergency? W hat kind o f emergency? ... 1 Ask stu d en ts to read th e text to check th eir answers. (N ot all
th eir ideas will necessarily be confirm ed by th e text.)
Possible answers
• N ow let th em answ er th e q uestion ab o u t th e survival o f
a You shouldn't have borrowed my car without asking.
You should have asked before borrowing my car. crocodiles. T hey sh o u ld find four o r five m ain reasons.
b You needn't have bought me a present. / You didn't need
to buy me a present. Basic design / have adapted to environment / tough and
You shouldn't have ... robust / effective immune system / adapt to changes / learn
c I don't have to go to work tomorrow. / 1 don't need to ... quickly / intelligent (according to some people)
d I didn't have to go to the meeting. / 1 was supposed to /
meant to go to the meeting but it was cancelled. Close up
2 H ere th e students are given th e o p p o rtu n ity to talk quite • P ut th e stu d en ts in pairs to do th e exercise. E ncourage th em
freely ab o u t relatively serious issues. Because o f th e n atu re o f to m ake guesses from context rath er th a n rely on th eir
th e task, students will need to use som e o f the m odals an d dictionaries.
related expressions presented.
• P ut the stud en ts in pairs o r sm all groups an d ask th em to
choose tw o o r three o f th e topics. Tell th em to m ake notes
ab o u t these, paying particu lar atten tio n to needs, obligations,
an d responsibilities. Set a tim e lim it.
 1.28 frogs, toads, salamanders
1.32 only enough - check the pronunciation of the other
words with them: though /Sou/; through /0ru:/;
thorough /'0Ara/; cough /kof/
x.40 in captivity (in zoos and in a cage are correct, but the
phrase used is in captivity)
1.78 emerge from an egg; birds hatch
2 Again, suggest th a t stud en ts w ork together on these. Set a
tim e lim it, b u t allow th e students tim e to grapple w ith the
answers. M o n ito r and help as necessary, b u t avoid giving
answers too quickly.
a Human beings represent the greatest threat there has ever
been to crocodiles and other wild animals,
b Modern day crocodiles are very similar to fossils of
crocodiles that lived in the past,
c The reason appears to be that crocodiles learn very quickly
to avoid dangerous situations and have adapted to the
devastating effect of humans on their environment,
d This is an interpretation question to which there is no right
or wrong answer. Dr Ross probably associates the word
intelligence with humans rather than animals; he may feel
that intelligence is multi-faceted whereas the rapid
learning referred to is only to do with learning to adapt to
the environment.
Language focus: determiners p.47
EU To introduce students to more sophisticated and subtle
use o f determiners.
Students will be very fam iliar w ith the determ iners some, any,
every, an d can probably use th em accurately an d fluently.
However, in this section m ore sophisticated an d subtle uses
are introduced, som e o f w hich m ay appear to con trad ict
w hat the students have already learned (as is often th e case
w hen students get to an advanced level).
For exam ple, studen ts will have learnt th a t some is used in
affirm ative sentences, w hilst any is used in th e negative and
interrogative. Here, however, they will be show n any used in
th e affirm ative, I like a n y wildlife programmes.
Differences o f em phasis are also illustrated: There isn’t any
food in the house an d There is no food in the house-, There were
a fe w people at the party an d There were fe w people at the
party.
Rem ind students to refer to the Language co m m en tary on
p.49.
1 Go th ro u g h these different m eanings w ith the w hole class to
m ake sure th a t everyone understands. T he distinctio n
betw een a proportion an d a quantity is small, b u t n o t difficult
to use.
a proportion o f = p a rt o f a whole, like a percentage
a quantity o f = a num ber of.
• Som e w ith th e m eaning o f approxim ately m ay well be new.
You can drill students in it quite quickly by giving th em o th er
n u m bers (always large, always ro u n d ) w hich they rephrase
using some, e.g.
about 150 million people - some 150 million people
approxim ately 10,000 dollars
around 500 visitors
about 25,000 years ago
approxim ately 50 kilometres wide
around 60 m illion inhabitants
a approximately
b a proportion (not all) of
c a quantity of
2 Ask stu d en ts to discuss an d do the exercise in pairs, th en
check answ ers w ith th e w hole class.
a some programmes = not all / a proportion
any programme = all / it doesn't matter which
b some money = the speaker assumes the person has some
money to lend
any money = the speaker isn't sure whether the person has
money or not
c Every 18-year-old = All 18-year-olds
A ny 18-year-old = No 18-year-old is banned from going to
university. The implication is that they have to meet certain
criteria; the sentence could well continue with provided that
they... .
3 Ask stu d en ts to do th is together, th en check th e answers w ith
th e w hole class.
• Ask stu d en ts to practise saying th e sentences w ith th e correct
in to n atio n .
a The sentences with no sound more negative and therefore
more emphatic,
b Uncountable nouns like food; plural countable nouns like
friends; singular countable nouns like passport: in other
words, all types.
4 It’s p robably a good idea to do th is w ith th e w hole class. This
is on e o f th o se exercises w here stu d en ts either know o r d o n ’t
know th e answer, an d discussing it in pairs o r groups does
n o t really help.
• Ask th e stu d en ts if they know th e answers. If th ey do, w rite
th em up. If not, tell th em an d explain the difference to the
w hole class.
a few and a little sound more positive or optimistic.
Note______________________________________________________
few and little are formal and are mainly used in written English. In
speech people more often say not much and not many, which sound
more obviously negative or pessimistic.
Exploitation
E H To give the students some controlled and semi-controlled
practice in using determiners.
1 You m ay w ant to do th e first question w ith th e w hole class
an d th en get stu d en ts to w ork on th eir ow n o r in pairs.
• Give th em tim e to check th eir answ ers w ith a p a rtn e r before
checking w ith th e w hole class.
a any b no c some d any e No f Some
Unit 6 51
 2 Check th a t th e stud en ts u n d ersta n d the task, i.e. th a t they
only have to w rite dow n th e second p a rt o f the sentence.
• Ask th em to do this individually.
• N ow p u t th e m in sm all groups. Students take it in tu rn s to
read o u t their endings, w hile th e others in th e ir gro u p try to
guess w hich beginning phrase they go w ith.
• You m ay w ant to co n d u ct a w hole-class feedback o f som e o f
th e m o re am using / the best sentences.
• You could vary this activity by asking students to w ork in
sm all groups th ro u g h o u t. D o the first sentence w ith the
w hole class, eliciting an d d em o n stratin g various possibilities:
live in Igloos; have worked w ith crocodiles and still have fo u r
limbs; do not lie.
• N ow ask th e students in th eir groups to p roduce th e best
sentences they can. Set a tim e lim it. M onitor and help as
necessary.
• At th e end o f th e activity, ask for som e exam ples from the
groups. You m ay w ant to w rite u p an exam ple for each
p hrase so th a t the stud en ts can copy them .
Personal answers
Speaking: interview
I d 11'! To give students freer speaking practice around the theme
o f the unit.
• O u tlin e th e task. Explain th a t it’s a radio / TV interview
ab o u t th e ability o f h u m a n s to survive in th e w orld.
• D ivide th e class in to tw o halves: journalists and m edia
p u n d its. (If the class is uneven it is easier to have m ore
p u ndits.)
• T h en p u t the class into pairs, journalists together an d p u n d its
together. Give th em tim e to prepare th eir p a rt o f the
interview . M o n ito r an d help as necessary. You m ay need to
encourage th em to be m ore adventurous, m o re expansive,
m o re ‘advanced’ in th eir ideas.
• N ow split the class in to groups o f four, tw o jo urnalists and
tw o pu n d its. O ne o f th e journalists conducts an interview
w ith one o f th e m edia pu n d its. T he others are, for th e
m o m en t, th e audience. You probably w on’t need to set a tim e
lim it, b u t will need to encourage th e students to keep going,
to extend a line o f questioning, to p robe further, to stop the
interview dying. You could d em o n strate this w ith on e o f the
m ore able stud en ts first.
• W hen the interview is finished, the pairs swap over an d the
fo rm er audience m em bers co n d u ct th eir interview.
• You m ay w an t to ro u n d up th e activity by asking on e o f the
pairs to dem o n strate th eir interview w hile th e rest o f th e class
is the audience.
• S tudents could w rite u p th e interview for hom ew o rk as a
m agazine article. Refer th em to th e W riting guidelines o n
p. 154.
52 Unit 6
Exploring words p.48
QJJJ] To give students practice in recognizing a n d fo rm in g
words fro m their roots, and also to highlight potential pitfalls in
over-generalizing the basic rules.
It is extrem ely useful for stu d en ts b o th to be able to try an d
w ork o u t th e m ean in g o f an u n k n o w n w ord by looking at
how it’s m ade up, an d to be able to make new w ords from a
know n base.
1 a Ask stu d en ts to draw a table in th eir notebooks w ith the
headings Adjective, Adverb, N oun, Verb.
• D o th e first on e o r tw o w ords w ith the w hole class, ju st to get
th em started, th en ask th e stu d en ts to w ork in pairs o r sm all
groups. M o n ito r an d help as necessary.
• C heck th e w ords w ith th e w hole class. (If you have access to
an overhead projector, a transparency w ith th e com plete table
will save tim e in w ritin g up th e answers.)
• As you check th e w ords, pay atten tio n to p ro n u n cia tio n an d
w o rd stress. It’s a good idea to get stu d en ts in to th e h ab it o f
m arking the stress o n w ords as they w rite th em dow n; very
often if you get th e stress in the rig h t place, th e rest o f the
p ro n u n cia tio n follows an d th e w ord will so u n d right.
a Adjectives: a stonished / beautiful / dangerous /
fearsome / im pressive / musical / natural / prehi storic /
scratching
Note: fearsome is not a very common adjective,
'frightening is more usual.
Adverbs: suc cessfully
Nouns: a bility / a mazement / bi'ologist / extinction /
incli nation / 'modesty / musical / re searcher / sur'vivor /
toughness
Verbs: a risen / a stonished / ’scratching
b Again, it is probably best to start stu d en ts off as a w hole
class, so th a t they’re clear w hat to look for, th en allow th em
tim e to w ork together in pairs. M o n ito r an d help as
necessary.
• C heck w ith th e w hole class, b u t d o n ’t w orry ab o u t everyone
w riting everything dow n. It’s m o re im p o rta n t th a t they get
th e general idea o f w hat we look for, rath er th an getting stuck
on th e differences betw een -ible an d -able endings, for
example.
Adjectives: -ed / -ful / -ous / -some t -ive / -a/ / -ic / -ing
PLUS -able / -ible / -less / -ly / -ish / -y
Adverbs: -ly (some are adjectives)
Nouns: -ity / -ment / -ist / -tion / -ation / -y / -er / -or / -ness
PLUS -ee / -ism / -hood / -ship / -th
Verbs: -en (past participle) / -ed / -ing
PLUS -ize or -ise / -ify / -en
C You could ask stu d en ts to do this individually, for a change
o f focus, an d th e n com pare answers w ith a partner, o r sim ply
co n d u ct a w hole-class check.
 1 smaller is a comparative adjective (the others are nouns for 3 Q uickly check th a t th e stu d en ts know th e ro o t w ords and
people / occupations). u n d ersta n d th e task (i.e. th a t they m ay need to use derivatives
2 roomful is a noun (the others are adjectives). o f these w ords to com plete the p arag rap h , n o t ju st th e w ords
3 critic is a noun (the others are adjectives).
them selves).
4 table is a noun (the others are adjectives).
5 outlive is a verb (the others are adjectives). • Ask th em to com plete exercise 3 individually. M o n ito r and
help as necessary.
2 a O utline the task briefly, th e n do th e first one or tw o w ith • Put stu d en ts in to pairs to check th eir answers, th e n check
the w hole class. M ake sure they realize ju st how m any w ords quickly w ith th e w hole class.
they can m ake, by including opposites and negatives:
disagree, disagreement, disagreeable as well as agree, agreement, 1 seriously 6 faultless
agreeable. 2 predictions 7 impossible
3 accompanying 8 difference
• You could ask students to do this individually o r in pairs, b u t 4 distinctive 9 entertainment
let th em com pare answers in pairs. M onitor an d help as 5 symmetrical 10 perfectly
necessary.
4 T his activity provides free speaking practice so it’s u p to you
• Check answers w ith the w hole class. M ake sure th e students
how m u ch tim e you w ant to sp en d on this.
are able to p ro n o u n ce the w ords correctly.
■ B rainstorm som e personal qualities / personal descriptions
Noun Verb Adjective o n to th e b o ard , e.g. beautiful, intelligent, conscientious, hard­
a adaptability. adapt adaptable
working, punctual, ethical, moral, sensible, sensitive, etc. G et as
adaptation, adapter
b agreement. agree, disagree agreeable m any as you can, b u t do this activity quite quickly.
disagreement disagreeable • Split th e class in to at least fo u r groups o r pairs. Give each
c amusement amuse amusing,
gro u p a different subject a, b, c, o r d. Tell th em w hat letter
unamusing
d art X artistic, unartistic th ey are.
e base base basic • Ask th em to discuss an d decide o n th e qualities n eeded to be
f danger endanger dangerous successful in th a t p articu lar profession. Set a tim e lim it, b u t
9 description describe descriptive.
encourage stu d en ts to discuss th e issue properly, e.g. I think
nondescript
h injury injure injured, uninjured y o u ’d have to be really p a tie n t to be a teacher - it m u st get so
i reliability, unreliability rely reliable, unreliable frustrating when people don’t learn or do their hom ew ork ...
j truth, untruth X true, untrue rath e r th a n sim ply to list different qualities.
• M o n ito r an d jo in in th e discussions as ap p ro p riate, b u t d o n ’t
b It m ay be best to do this as a w hole-class activity in o rd er
in te rru p t o r correct. This is a free-speaking activity, n o t a
to m ake it m ore focused. Students either know som e
g ram m ar o r vocabulary exercise.
collocations o r they d o n ’t; unlike m any o th e r activities, they
d o n ’t get better at it by discussing it w ith a partner. • Just before th e groups ap p ear to be ru n n in g o u t o f steam ,
stop th e activity an d regroup. M ake new groups o f four, each
• W h at is im p o rta n t here is th a t they get a few w ords to use
w ith an a, b, c, an d d in them .
w ith each adjective, so d o n ’t spend too m u ch tim e on
w hether o r n o t certain w ords collocate. • N ow ask th e stu d en ts to talk to each o th e r ab o u t the qualities
th ey felt th eir profession needed. E ncourage th em to ask and
Possible answers answ er questions, to agree an d disagree as m u ch as possible.
a adaptable person / piece of furniture / position
b (dis)agreeable person / food / disposition: both words tend • A gain m o n ito r by going aro u n d th e g roups an d jo in in g in
to sound rather old-fashioned, w here ap p ropriate. Stop th e activity before stu d en ts start to
c (un)amusing person / story / situation lose interest.
d (un)artistic person / film / culture
• You can co n d u ct a w hole-class feedback if you feel the
e basic instinct / truth / life
f dangerous water / person / cliffs / situation activity needs to be ro u n d e d off.
g nondescript story / paragraph / person
descriptive story / paragraph / film
Note: descriptive and nondescript are used rather
differently; nondescript means something so ordinary and
uninteresting that there is nothing about it worth
describing, and so cannot be used merely as the opposite
of descriptive.
h (un)injured player / footballer; injured (but not uninjured)
lover
i (un)reliable witness / source / person
j true (but not untrue) identity / love / life; (un)true story

Unit 6 53
 Senses

Theme: the senses, intuition, and com m on sense

7.1 Gut feelings
A discussion ab o u t in tu itio n an d a survey o f beliefs
Listening: gist and developing in terp retatio n skills
Exploring natural speech: incom plete sentences
Language focus: degrees o f agreem ent
Speaking: co nducting a survey
Writing: rep o rtin g a survey
7.1 Gut feelings p.50
Stage 1 consists o f a listening text w hich contextualizes phrases
used w hen expressing agreem ent an d disagreem ent.
Lead in
To introduce vocabulary and get the students talking
about the them e o f the lesson.

1 P u t th e stu d en ts in pairs to ask th e questions an d com plete

7.2 Don't stare - it's rude! th e table.
A scientific study o f how people know w hen they are being • Feed back to a table on the b o ard , o r prepare an O H T w ith
stared at th e answers.
Vocabulary: verbs o f seeing
a Senses b Parts of body c Sensitive to d Adjectives
Reading: gist an d specific info rm atio n
hearing ears noises; sounds audible; aural
Language focus: Present perfect
sight eyes movement; light visible; visual
7.3 Common sense touch skin; texture; tactile; tangible
fingers; temperature
C o m m o n sense in business m anagem ent all body
Reading: intensively to com plete a questionnaire taste tongue tastes: sweet; tasty
(taste buds) sour; bitter; salt
Vocabulary: v e rb -n o u n collocations
smell smells; odours; smelly; odorous;
Language focus: m aking generalizations
scents scented
Speaking: talking ab o u t th e best way o f learning English
2 In pairs, o r as a class, check th e vocabulary an d discuss the
Exploring words questions.
Colloquial w ords an d expressions Possible answers
sixth sense = an awareness of something you can't see or hear
Workbook gut feelings = feelings based on instinct rather than thought
(gut = stomach)
Language focus: Present perfect; m aking generalizations intuition = ability to know or understand something without
Vocabulary focus: senses - sight and sounds; n o u n -v e rb the need to think, learn, or reason
collocations deja-vu = the feeling that you've been somewhere or done
Vocabulary expansion: idiom s with keep; co m p o u n d something before even though you 'know' you haven't.
Other possibilities: second sight / telepathy / mind reading /
adjectives
being clairvoyant or psychic
Listening: deja-vu
• You could personalize th e lead-in at this stage. Ask the
stu d en ts in sm all groups to discuss the follow ing questions.
Which is the m ost im portant o f our senses and w hy?
Do you believe in a sixth sense or in deja-vu?
H ave you ever had a psychic experience?
 Listening
To listen fo r gist and develop interpretation skills.
1 Focus th e students on the questions an d play th e recording.
7.1
M1 Well now, you see, the thing, what I think is, is the reason that the
five senses are called senses is because they are in effect tangible in
that there's something that we can either agree on or disagree on -
if you start talking about erm intuition or instinct as a sense, you're
into a vaguer area, you know - your instincts - your both your
instincts are different to mine, whereas if I say 'Do you think this
feeis like cat's fur' or whatever, then there's a point that we can
agree on - we can use our tangible senses, but 11 don't think instinct
and intuition is something that's - I think some people have more
intuition than ...
W I was going to say - there does seem to be, which is is peculiar, I
mean why that should be.
M2 There's a heck of lot we don't know about the human mind though,
isn't there, (Yeah) when you you go into the situation where you
think 'I've been here before, I know I've been and I know what's
going to happen next.' How can you explain that?
M1 Well exactly - it's a vague area. I mean it's the way I always feel
about, you know, psychology and therapy and psychiatry because,
you know, you're supposed to be dealing with something that is
tangible or recognizable, but there's nothing to go on and I think
instinct and intuition is much the same thing - it's different for all of
us, you know.
W Would you agree that there is such a thing as female intuition?
M2 We know there is.
M1 Well if I do, I could only take that, I could only accept it as a female
point of view, so we could, yeah, we could debate that all night. I
mean, yes, I'm prepared ... Convince me.
W Well, I have to say I feel that there is, but erm I might just be just a
little bit biased.
a instinct, intuition, deja-vu, female intuition
b Yes
2 T he students listen again and answ er th e questions. Let them
check in pairs before checking w ith th e w hole class.
a They are concrete / provable / definite / undisputed /
everyone experiences the same,
b They are unprovable / people experience them differently
and to differing degrees / some people think they don't
exist.
c As an example of something tangible - everyone can feel
it.
d Persuade him of the existence of female intuition,
e Because she is a woman. She may feel she is more likely to
believe in female intuition than a man would.
Exploring natural speech p.51
E S I To expose students to unfinished lines o f natural
conversation and to get them to m ake guesses about the missing
words.
In n atu ral speech, people often fail to finish w hat th ey in ten d
to say. This m ig h t either be because it’s obvious to th e listener
w hat they are ab o u t to say next, o r they can’t th in k o f the
rig h t w ord, or because they choose to rephrase w hat they are
going to say. T he aim o f th is exercise is to expose stu d en ts to
th is feature o f speech, an d get th e m to m ake guesses ab o u t
the m issing w ords. It is an exercise in guessing vocabulary
from context, b u t it sh o u ld also im prove th e stu d en ts’ ability
to follow n atu ral speech.
• Put th e stu d en ts in pairs to com pare th e ir guesses. Play the
extract from th e recording. (This is n o t included in th e
tap escrip t section o f th e S tu d en t’s Book.)
MEM
M1 ... Whereas if I say 'Do you think this feels like cat's fur' or whatever,
then there's a point that we can agree on - we can use our tangible
senses, but I I don't think instinct and intuition is something that's
(?) - I think some people have more intuition than (?)...
M1 Well if I do, I could only take that, I could only accept it as a female
point of view, so we could, yeah, we could debate that all night. I
mean, yes, I'm prepared (?)... Convince me.
Possible answers
• so definable / measurable / definite / concrete
• others
• to be convinced / persuaded
Language focus: degrees of agreement
lu ll'il To introduce and practise phrases used to express
different degrees o f agreement and disagreement.
1 D iscuss l a as a class, th en p u t the stu d en ts in pairs to discuss
b -d .
• As a strongly-stressed p ro n u n cia tio n is im p o rta n t to express
th e strength o f feeling w ith these phrases, you m ay w ish to
drill th em briefly before m oving on to exercise 2.
a I agree
b Agreement phrases: Absolutely / Indeed / O f course /
Quite / Sure / You're right
The others are expressions of disagreement: I don't know /
I'm not so sure / Nonsense
c Absolutely / Indeed / Quite are stronger than O f course /
Sure / You're right, although it can depend on how strongly
you say these expressions. Nonsense is stronger than / don't
know, which is stronger than I'm not so sure.
2 M odel the activity w ith a quick stu d e n t - th ey read o u t the
first sentence, an d you agree using one o r tw o strongly-
stressed expressions.
• In pairs stu d en ts take it in tu rn s to practise. M o n ito r and
correct as necessary.
Unit 7 55
 Speaking
To practise expressing agreement and disagreement by
doing a class survey on the them e o f the lesson.
1 W rite: Female intuition, The significance o f dreams, The special
relationship between twins, an d D eja-vu o n th e board. Ask the
stud en ts w hich o f these they believe in, o r have experience of,
a n d encourage one o r tw o to briefly share their views.
• P u t th e students in pairs o r sm all groups to discuss the
statem ents ab o u t the beliefs listed.
• Have a b rie f feedback.
2 Ask students, in th eir pairs o r groups, to prepare questions to
ask o th e r students in th e class ab o u t tw o o f the ideas. Focus
th e students o n th e exam ples, and elicit one o r tw o m ore
from them to get th em started.
3 W hen the stud en ts are ready, get th em to circulate an d ask
th e ir questions. T hey should ask as m any students as they
can, an d should note th eir answers. Set a tim e lim it: five to
ten m inutes.
4 P u t the students back in their original groups to discuss the
results o f th e ir survey. Ask th em to select a spokesperson to
present th eir findings.
• You could p u t som e language o n th e b oard to help th em
present th eir findings statistically, for example:
We fo u n d t h a t ...
O ur research has shown t h a t ...
...% o f the class ... whereas ...
M ost o f the class ...
The m ajority o f the class ...
Som e o f the class ...
A fe w m embers o f the class ...
A sm all m inority ...
• An alternative way to do this is to divide the studen ts into
fo ur groups, depending o n w hich belief they w ere m ost
interested, in at th e lead-in stage above. Ask each gro u p to
prepare a questionnaire ab o u t th eir belief to ask other
stud en ts in th e class. T hen conduct the survey as above.
Writing
To write a report sum m arizing the class survey above.
1 -3 Let th e stud en ts w ork in th e sam e groups they prep ared
th e survey in.
• Read th ro u g h th e in fo rm atio n w ith the students, refer th em
to the W riting guidelines on p. 155 o f th eir books, an d
m o n ito r an d help as they w rite th e rep o rt. M ake sure they
th in k ab o u t the audience they are w riting for.
• You could do the p rep aratio n in class, an d let th e stu d en ts
w rite th e rep o rt for hom ew ork.
56 Unit 7
7.2 Don't stare - it's rude! p.52
Stage 2 consists o f a reading text w hich contextualizes uses o f
th e Present perfect.
Vocabulary
E S I To introduce and practise verbs o f seeing.
• If you prefer a m o re teacher-focused start to a lesson, w rite
look o n th e b o ard an d try to elicit synonym s for look from the
students. You could m im e som e o f th e words, and see if the
stu d en ts can tell you w hich w ords you’re m im ing. O r ask:
W hat do you call it when you look quickly / in an angry way /
fo r a long tim e / because y o u ’re in love, etc.
• P ut th e stu d en ts in pairs o r sm all groups to w o rk th ro u g h
q uestions a-f.
a They are all to do with looking.
b watch = look at something for a length of time, especially
something changing or moving
watch a TV programme / a football match / someone's
every movement
look at = to point your eyes in a direction to see something
look at a clock / a book / newspaper headlines
c Probably embarrassed or uncomfortable,
d gaze = look at someone or something for a long time (e.g.
because they are beautiful or interesting) often without
realizing - gazing is not deliberate.
gaze at someone you love / the stars / the sky
stare = deliberately look at someone or something for a
long time without moving your eyes (e.g. because you are
angry or interested)
stare at someone you dislike / a road accident
e glare = stare angrily at someone for a long time, often to
intimidate them
f glance = look at something very briefly
Reading
To read fo r gist and specific information. The text also
contextualizes uses o f the Present perfect.
1 As a lead-in, ask th e stu d en ts w h eth er th ey can tell if they are
being w atched o r stared at. Have th ey ever been in a situ atio n
w here they felt som eone was w atching them , even th o u g h
th ey co u ld n ’t see them ? Alternatively, you could do the
ex p erim en t described in th e text as a lead-in.
• Focus stu d en ts on th e questions an d ask th em to read th e
text.
a He is trying to show that some people have an instinctive
awareness of when they are being stared at. (In other
words he wants to prove the possible existence of some
kind of sixth sense.)
b She thinks that the people who do experiments only submit
positive results and that in these cases some kind of
cheating may be going on.
Close up
P u t th e students in pairs to do the exercise. E ncourage th em
to m ake guesses from th e context rath er th a n rely o n th eir
dictionaries.
1.2 so-called is used to introduce a word or phrase that the
readers may not be familiar with. It draws attention to
the name. It can also cast doubt on a fact.
1.25 The children would have an equal chance of being wrong
or right. / There's an equal chance that the children could
be wrong or right.
1.35 Such a high success rate
1.47 roughly / approximately / about / more or less
1.61 sceptical
Let the stud en ts rem ain in pairs to answ er the questions.
These questions require th em to read the text closely and
in terp ret th e im plied m eaning o f w ords and phrases, so
encourage th em to spend tim e discussing the answers, an d be
p rep ared for different answers in the feedback.
a In wartime conditions pilots would be under great stress
and might imagine all kinds of strange things,
b To prove that his first set of experiments were valid. / To
counter accusations of fraud. / To tighten up the conditions
of the tests - to make sure children were not picking up
sounds.
c To make sure no sound got through,
d That children are very skilled at cheating and had in fact
cheated in the first set of experiments.
At this stage, you could do the follow ing extra activity to
practise the variety o f ways used by th e w riter to convey
d o u b t ab o u t th e study. These include:
- referring to D r B lackm ore as a controversial biologist, an d
in tro d u cin g a sceptic to counter his view.
- referring to th e th eo ry as so-called, an d m en tio n in g
accusations o f fraud.
- using ‘casting d o u b t’ phrases: claim (ing) / (even) claimed /
seems to be /A ccording to D r Sheldrake / he believes / His
own theory
W rite these sentences o n th e board. D o the first as an
exam ple, th en p u t th e students in pairs to rephrase th e rest in
a way w hich im plies doubt.
1 A flying saucer landed in N ew York last night.
2 H alf o f E urope will be u n d er w ater by th e year 2100.
3 Eating three apples a day will help you live to the age
o f 100.
4 Sm oking is good for you.
5 Exercise kills m ore people th a n it helps.
React and discuss
P u t th e stu d en ts in sm all g roups to discuss th e question.
S tudents m ig h t like to try o u t the ex p erim en t described in
Paragraph 2 o f th e article w ith o th e r stu d en ts in th e class. It’s
n o t necessary to use blindfolds unless th e stu d en ts w ant to.
Language focus: Present perfect p.53
To revise and check various uses o f the Present perfect
and Present perfect continuous.
A lthough stu d en ts will have com e across this tense m any
tim es before, th ey are still likely to have problem s. T his is
because th e concept o f th e P resent perfect - a tense th a t in
som e way links past to present - is p robably n o t easily
tran slated in to th e stu d e n t’s language. In m any languages the
form o f th e Present perfect in English is th e sam e as th e form
used to refer to th e past. T his leads to errors such as: *1 have
worked in London last year. At this level, it is w o rth looking at
‘perfect’ in term s o f aspect - w hat connects all th e uses o f the
Present perfect an d Present perfect co n tin u o u s discussed is
th a t th ey h ap p en ed o r started in the past an d lead up to or
have som e so rt o f result now.
Elicit th e answ er to th e first q u estio n as an exam ple. Ask the
students: Are the stories still circulating now, or are they
finished? C heck th a t th e stu d en ts are aw are o f th is basic idea
th a t th e Present perfect is co nnected to th e present, before
d oing th e rest o f th e exercise.
P u t th e stu d en ts in pairs to choose th e correct form s, and
th e n to check in th e article.
a have circulated (Clue: for years is often used with the
Present perfect - although you could
use it with the past)
b has completed (Clue: Now)
c sat (Clue: In the experiments - completed
past events)
d I've never seen (Clue: never)
e organized No clue in the sentence itself.
2 P ut th e stu d en ts in pairs to look at th e exam ples an d answ er
th e questions. You m ay w ish to refer th e stu d en ts to the
Language co m m en tary o n p.57.
The Present perfect always connects the present in some way
with the past.
The Past simple refers to completed past actions which we
have no interest in linking with the present.

Possible answers 3 P ut th e stu d en ts in pairs to m atch th e tim e expressions w ith

1 It is claimed that a flying saucer... th e correct tense.
According to one controversial scientist...
3 D r ... seems to believe that ... yesterday PS recently PS/PP
4 ...'s own theory seems to be that ... since 1997 PP just PP
5 This so-called expert claims that ... in 1999 PS already PP
for 22 years PS/PP several times PS/PP
when I was 15 PS It's the first time ... PP

Unit 7 57
4 P u t the students in pairs to discuss the form s.
7.3 Common sense p.54
a I've done three experiments - these are completed
experiments. Emphasis on achievement / product / quantity
I've been doing experiments - the experiments may not yet Stage 3 consists o f a reading text w hich contextualizes the
be complete. Emphasis on process / activity language used w hen m aking generalizations.
b I've been carrying out experiments - repeated action in
time leading up to the present
He's been staring at me - continuous action in time leading Lead in
up to the present To introduce the them e o f the lesson and get students
talking.
5 Ask th e stud en ts to discuss th e sentences in pairs.
1 Check th a t stu d en ts have u n d ersto o d common sense. You
Possible answers
could check by asking questions like:
a I know both sides of the argument. / Now I can make up
my own mind about the theory, If you always forget your key, w hat w ould be a com m on sense
b So I don't know what it feels like to be in the dark, solution?
c And now I am qualified. / So I know what I am talking - p u ttin g it in som ething th a t you never forget, like y o u r
about.
w allet or purse
- n o t d oing anything
Exploitation - sticking it to y o u r forehead
• P ut th e stud en ts in pairs to com plete the article w ith the
2 Ask the stu d en ts to discuss th e problem s in pairs.
correct tenses. D o th e first as an exam ple.
Possible answers
1 There are many possible answers here. A couple of possibilities
1 has won for the first are that you should stay at home and try not to
2 did spend too much, or that you should try to get a part-time job.
3 have done / have been doing For the second, you should try to share cars to work with
4 have spent other colleagues, or introduce a scheme where you allocate
5 have won parking spaces on the basis of who has furthest to travel or
2 needs their car most for their job, etc.
6 has dropped
7 fell
8 told Reading
9 have ever had
10 have been looking forward Hffnl To read intensively to complete a questionnaire.
11 joined
3 1 Ask stu d en ts to discuss the questions in pairs. T he w ords in
12 left italics are from th e text. T his is a way o f checking in advance
13 rang th a t stu d en ts are fam iliar w ith th eir m eaning.
14 have now passed
15 saw Possible answers
16 I have been telephoning a / b Personal answers. Challenging often collocates with job
17 I've contacted or career and means difficult and hard work, but in an
18 has seen interesting and stimulating way. Here, goal means
19 (has) heard ambition.
20 has just disappeared c Working conditions / pay / attitude of management /
whether the company is growing or shrinking / staff
• To give the students som e fluency speaking practice at this relations. Morale means the state of confidence and
stage you could do the follow ing extra activity. enthusiasm felt by a person or group of people,
d Between employees or unions and management over, for
1 S tudents w ork in groups o f three to th in k o f three
example, working hours / pay and conditions / job
interesting events th a t have occurred in class this week. descriptions. Negotiations means discussions aimed at
For exam ple, a stu d en t has do n e th e ir hom ew ork, o r the coming to an agreement,
fire alarm has gone off. e This depends on the kind of job. By sales figures / exam
results / productivity. Your performance is how well you do
2 Explain th a t students are going to read th e news. They the job.
should prepare to read o u t th e three sh o rt news stories by f Soldiers are reprimanded by officers.
adding a few details, an d be careful ab o u t using the Drivers are reprimanded by police officers.
Present perfect o r Past simple. Prisoners are reprimanded by prison officers.
Reprimand means tell off / criticize.
3 S tudents choose one person from th e ir group to read the
news to th e rest o f the class. 2 a Ask th e stu d en ts to read an d tick True o r False.

b Students com pare in pairs th en listen an d check.

 Language focus: making generalizations
Number 1 is false. Paying someone to do something they already like to
do will not lead them to enjoy the task more. To introduce language used in m aking generalizations.
Number 2 is false, too. The majority of employees prefer non­ T his section looks at generalization expressions such as on the
challenging jobs that allow them to socialize. whole an d broadly speaking; th e use o f th e zero an d first
Number 3. Again, this is false. Most people get upset about inequity in co n d itio n al to express general tru th s; an d th e use o f the
pay rather than their own low pay. People can be happy with low pay Present sim ple w ith frequency w ords an d expressions w hen
when everyone in the company is the same. generalizing.
Number 4. False again. It is better to start with the most extreme
position you can take. Most negotiations end up in the middle of 1 Start by eliciting from th e stu d en ts as m any generalization
where the two parties started. The more extreme your starting point expressions as they can th in k of. W rite th em up o n th e board.
the more likely you are to end up with the better side of the bargain.
• Ask th e stu d en ts to look back at th e q u estio n n aire an d
Number 5. This is true. The essence of leadership is sticking to a position u n d erlin e o r highlight any o th e r expressions. Let th em check
despite appearances. By changing their position too often, leaders
in pairs before feedback. You m ay w ish to refer th e students
create confusion in the organization.
to th e Language co m m en tary o n p.57.
Number 6 . True again. Groups do not bring out the best in people unless
they are well-structured and individual contributions are clear. Most If you pay someone ..., they w ill... Statement 1
people, it seems, need to be held accountable. If you have to reprimand .... it is better Statement 10
Number 7. False. The data does not support the idea that happy workers Most people ... Statement 2,3
are necessarily better, more productive workers. Unfortunately, while (it is) usually (best) Statement 4
angry workers may be unproductive, satisfied workers are not In most cases Statement 5
necessarily productive. they tend to Statement 6
Number 8 . Once more, this is false. Employees do better when they are almost always (improves) Statement 7
told what is expected. often Statement 8
In general Statement 9
Number 9. False again. All the data shows that groups can make more
extreme and less accurate decisions than individuals.
2 Ask the stu d en ts the question.
Number 10. This one's true. Give your feedback immediately. Don't wait.
This has been shown on mice and men alike. Tell them what's wrong The Present simple
right away.

1, 2, 3, 4, 7, 8 , 9 are False Exploitation

5, 6, 10 are True
React and discuss
1 -2 P ut th e students in pairs o r sm all groups to do this
exercise. If your students have a business background,
encourage them to talk ab o u t th e ir personal experiences in
the feedback.
Vocabulary
fSlfffil To check verb-noun collocations around the topic.
• D o th e first subject to g eth er o n th e b o ard to check th a t the
stu d en ts can m an ip u late th e various form s. Elicit sentences
from stu d en ts an d w rite th em u p on th e board. C o rrect any
erro rs as a class.
• P ut the stu d en ts in pairs o r sm all g roups to m ake
generalizations. O ne way o f d oing this is to ask stu d en ts to
w rite generalizations for b an d c w hile you m o n ito r an d
check. T h en ask th em to do d, e, an d f as a speaking activity.
p.55 T his way you com bine som e co ntrolled accuracy w ork w ith
som e m o re creative fluency work.

1 Ask th e students to w ork in pairs to m atch verbs w ith nouns. Speaking

T hey could refer back to the reading text w here som e o f the
E S 3 To practise using generalizing language.
collocations are contextualized.
1 E ither ask stu d en ts to w ork th ro u g h th e in stru ctio n s in the
express an idea
give a decision / feedback book, o r follow this alternative procedure.
make a decision / an effort • Ask th e stu d en ts to w ork individually o r in pairs to
put in an effort b rain sto rm th eir ow n list. You could start th em o ff by
stick to a decision / an idea
eliciting from th e class three o r fo u r ideas for the first
take a decision
category, Learning new words and phrases, an d w riting th em
2 Ask the students to com plete th e sentences on their own. on th e board. M o n ito r an d p ro m p t ideas.

• Check the answers as a class, th e n p u t the students in small 2 Put th e stu d en ts in groups o f fo u r to agree on a ‘Top 10’ list.
groups to ask each oth er the questions. Feed back som e o f
3 Ask th e stu d en ts to th in k ab o u t how they are going to present
th e interesting com m ents as a class.
th eir ideas using generalization language. Give th em som e
a making / taking c express tim e to prepare, th en ask a spokesperson from each gro u p to
b give d made / taken; stick to present th eir ‘Top 10’ tips.

Unit 7 59
 Exploring words p.56 C P ut th e stu d en ts in pairs to answer the questions.

jm jjj To introduce and practise colloquial words and Personal answers

expressions.
4 a D o th e first w ith th e w hole class as an exam ple, th e n p u t
S tudents usually enjoy learning inform al expressions an d
th e stu d en ts in pairs to guess th e answers to th e rest.
slang - an d pick th em u p quickly. M ake sure they n o te the
degrees o f inform ality an d pay particu lar atten tio n to 1 person; any man's name
expressions th a t should only be used if they are sure the 2 thing; the name of any object (probably with an unusual
people they are talking to will accept their use o f them . name); corkscrew / stapler / battery charger
3 thing; like 2
1 P u t th e stud en ts in pairs to m atch the w ords w ith the 4 person; a man
pictures. 5 thing; like 2
6 person; any woman's name
clockwise from top left: Note: These are all words we use when we can't remember a
ciggie cigarette word or a name.
pickie picture (photograph)
cardy cardigan b -C P u t th e stu d en ts in pairs to th in k ab o u t the
woolly pullover (woollen garment) p ro n u n ciatio n , th e n listen, check, an d repeat. (T his is n o t
zapper TV remote control included in the tapescript section o f the S tu d en t’s Book.)
sarny sandwich
wellies Wellington boots EQ
telly television 1 Where's what's-his-name?
hanky handkerchief 2 Pass me that thingummyjig, please.
specs spectacles / glasses
3 There's a blue and red whatchamacallit in my case.
2 a P ut th e students in pairs to decide w hether the 4 There's this bloke in our street ...
expressions m ean a lot o r a little. 5 I can't find that little doodah.
6 I saw thingy the other day.
c, d, e, and g mean a lot
a, b, and f mean a little d P u t stu d en ts in groups. Give th em a sh o rt tim e to th in k o f
th eir d escription, th en take tu rn s to describe th eir people an d
3 a Ask th e students to m atch the tw o parts o f the questions things, w hile the rest o f the gro u p guesses.
th en check th eir answers in pairs.

1 c boiling = very hot

2 d parched = very thirsty
3 e peckish = a bit hungry
4 a shattered = very tired
5 f gutted = very disappointed
6 b sozzled = drunk

b Play the recording so th a t the students can check th eir

answers. (This is n o t included in th e tapescript section o f the
S tu d en t’s Book.)

EQ
1
A It's boiling in here.
B Take your coat off, then.
2
A I'm parched.
B Do you want some of my Coke?
3
A I'm feeling a bit peckish.
B We'll be having lunch soon.
4
A It's been a hard day - I'm shattered.
B Have an early night, then.
5
A I failed the exam and I'm gutted.
B Don't worry. You can take it again.
6
A He can't walk. He's completely sozzled.
B Hardly surprising - he's been drinking all night.

60 Unit 7
Theme: family pressures on children to succeed, gun control,
and waste control
8.1 Family pressures
H ow far parents push th eir children to succeed early in life
Reading: prediction, specific inform ation, and in terp retatio n
Vocabulary: take up
Language focus: reference w ords (1)
8.2 Gun control
A rep o rt o n gun control in th e USA
Listening: prediction an d note-taking
Exploring natural speech: co nsonant linking
Language focus: w hat and it clauses for em phasizing
Speaking: a discussion o n gun control
8.3 Waste control!
T he dam age th a t plastic waste can do to the environm en t
Reading: gist and sum m arizing
Language focus: talking ab o u t the future
Writing: a m agazine article ab o u t the future
Exploring words
C ountable an d u ncountable nou n s
Workbook
Language focus: w hat an d it clauses; sim ilar constructions;
the future
Vocabulary focus: crim e
Vocabulary expansion: the prefix anti--, Latin phrases
Listening: parental control
8.1 Family pressures p.58
Stage 1 consists o f a reading text ab o u t fam ily pressures w hich
contextualizes reference w ords like they a n d those.
Lead in
fitfu l To get the students talking about the them e o f the lesson.
• Focus th e stu d en ts o n th e p ictu re an d ask th em w hat they
know ab o u t th e W illiam s sisters. D o th ey th in k it’s a good
th in g th a t th eir father p lan n ed th eir career from an early age?
Note_______________________________________________________
Richard Williams, the father of Venus and Serena, planned his
daughters' tennis careers from an early age. He consulted psychologists
and coaching videos, and the girls lived and breathed tennis. The girls
are both ranked in the top ten in the world. Venus Williams has won
both the US Open and Wimbledon titles twice and is currently ranked
number one.
■ Put th e stu d en ts in sm all g roups to discuss th e questions.
E ncourage stu d en ts to express th eir views o r even experiences
in feedback.
Reading
1 2 3 To give practice in prediction, reading fo r specific
inform ation, and interpretation.
1 Read th e in tro d u c tio n as a class, th en p u t th e stu d en ts in
pairs to do th e task. T his p re-read in g activity is designed to
p re-teach som e o f th e key w ords an d phrases from th e article.
E ncourage th e stu d en ts to guess th e m eanings o f w ords
before using dictionaries.
• Elicit on e o r tw o p red icted stories before d oing th e reading.
Glossary___________________________________________________
young prodigies - young people with exceptional intelligence or
abilities
accelerated learning - learning more intensively than in mainstream
education
insular family - a family that tends not to meet other people
The other difficult words are dealt with later in the Close up section.
2 Ask stu d en ts to read th e article an d check th eir ideas.
Sufiah's father says she has been led astray by 'nasty socialists
and boyfriends' and has been brainwashed. He says this was
against her will.
Sufiah's own explanation is that she has finally succeeded in
escaping from a stifling home environment in which she
suffered from physical and emotional abuse.
Unit 8 61
 Close up 1 P ut the students in pairs to consider the extracts briefly, th en
discuss th e answers as a class.
• P ut the students in pairs to do the exercise. E ncourage them
to m ake guesses from the context rath er th a n rely on th eir a the same = passed A level maths at grade A at the age
dictionaries. of 13
b A ll this = the effort Mr Yusof has made to speed up his
1.17 naive is pronounced /nai'i:v/. The noun is naivety. children's education
1.19 has it ever occurred to you ... c They = Sufiah's parents
1. 29 , 31 spies / espionage / war d those = the things that Sufiah said about her family in her
1.46 choose / select e-mail
1.46 If you want to push your children
2 Let th e stu d en ts com plete this individually th en check th eir
3 Ask the students to answ er th e questions in pairs. T hey will answers w ith a partner. D o th e first as an example.
need to refer back to the text.
• In th e feedback, ask the stu d en ts to say why th ey have chosen
a That the learning process in children can be accelerated, each reference w ord. In particular, check the rules for using
b 1 Sufiah talking about her parents having chosen to one, discussed in th e A im section above. Check th a t the
publicize her disappearance. stu d en ts u n d erstan d th a t then refers here to the tim e w hen
2 Sufiah talking about why she disappeared.
Venus an d Serena were b orn.
3 Sufiah comparing her experiences at Oxford with her
brother's fate as a competitive tennis player. 1 him 2 them 3 then 4 one 5 all this
4 Mr Yusof expressing his pessimism about the future of 6 The man 7 they 8 that
the family's relationship with Sufiah.
c She supports Sufiah's rebellion and does not approve of
how her parents treated her. Vocabulary
4 Ask the stud en ts to look at th e descriptions, and discuss w ith To check and practise the different meanings o f the
a p a rtn e r w hich fit(s) Sufiah. N ote th a t parent-bashing m eans m ulti-w ord verb take up.
constantly criticizing o r shouting at her parents. 1 P ut th e stu d en ts in pairs to m atch m eanings w ith examples.
• Discuss as a class in feedback.
a accept b start c adopt d continue
e occupying f moved into
React and discuss p. 59
1 -2 P ut th e stud en ts in small groups to discuss these 2 a -C P ut th e stu d en ts in sm all groups to discuss the
questions, th e n do a b rief class feedback. questions.

Language focus: reference words (1)

liffiil To revise and practise the use o f reference words in
w ritten English.
8.2 Gun control p.60
This section looks at the use o f reference w ords in w ritten
Stage 1 consists o f a listening text ab o u t gun co n tro l w hich
English. In particular, it looks at subject p ro n o u n s like he, she,
contextualizes w hat a n d it clauses for em phasizing.
they, an d object p ro n o u n s like him, her, them, w hich refer to
a n d replace a n o u n , and it looks at definite (or dem onstrative)
p ro n o u n s like this, that, those w hich refer to a clause. Lead in
In the practice section, it checks the use o f one as a reference or To get the students talking about the theme o f the lesson.
substitute word. The use o f one is quite difficult to get right. In
1 If you have a class o f stu d en ts from the sam e country, do this
the exam ple here it is used to replace o r avoid repeating the
as a class discussion. If th e stu d en ts com e from different
noun. But the following basic rules are w orth noting:
countries, p u t th em in sm all groups to talk ab o u t the
You can only use one to replace countable, n o t u n co u n tab le differences before discussing briefly as a class.
nouns.
2 T his activity introduces the stu d en ts to the subject o f the
C om pare, for exam ple:
listening to follow. Read th ro u g h the extract and discuss the
I enjoy film s, especially the one on last night.
questions as a class. N ote th a t bear m eans carry, an d here to
I enjoy dancing, especially the dan cin g we did last night.
infringe m eans to interfere w ith or restrict.
You can use articles before one, b u t you can only use a / an if
there is an adjective. a Carry guns for self defence
b There are too many guns around. They can easily get into
C om pare, for exam ple: the wrong hands. One of the results is an increase in the
I like that shirt. Could you get m e one? number of deaths from guns - especially massacres in
a blue one? schools and other public places.
the one over there?

Unit 8

Listening
To give practice in prediction and note-taking.
1 Ask students to w ork in pairs to guess th e answers. Elicit a
few thoughts, b u t d o n ’t give the answers yet.
2 Play th e first p a rt o f the rep o rt so th a t the students can check being brought.
th eir guesses.
8.1
Presenter Gun control is a subject which concerns most people in the
United States - whether they want to defend their right to own and
use weapons - or whether they see them as the curse of modern
America. And it's easy to see why it's such an emotive issue when you
study the statistics. Each year half a million gun-related crimes are
committed in the US - including thirteen thousand murders. And with
nearly two hundred and fifty million firearms in circulation it's clearly
not an easy task to keep track of who has a gun and why they want
to keep it.
a B - 500,000 (half a million)
b C - 13,000
c C - 250 million
3 a Make sure the students know w hether they are A o r B,
and w hat they are listening for, th en play th e recording - the
com plete report.
8.2
Presenter Gun control is a subject which concerns most people in the
United States - whether they want to defend their right to own and
use weapons - or whether they see them as the curse of modern
America. And it's easy to see why it's such an emotive issue when you
study the statistics. Each year half a million gun-related crimes are
committed in the US - including thirteen thousand murders. And with
nearly two hundred and fifty million firearms in circulation it's clearly
not an easy task to keep track of who has a gun and why they want
to keep it.
[Radio extract The Million Mom March flooded the national mall today
with a call for tougher gun control. 'I was eight years old when my
father...']
Presenter The Million Mothers' March, when tens of thousands of
people converged on Washington to call for tighter gun laws, was an
example of how strongly many campaigners feel about the issue. But
while tragedies like Colombine - when two teenagers shot dead
twelve of their classmates and a teacher - have heightened public
concern about guns, many people want to keep their right to own
one. Trish Gregory is a member of the NRA - the National Rifle
Association.
Trish Gregory I am a law-abiding American - I've never broken a law.
I'm a single woman who lives alone and I feel like I have a right to
defend myself. For instance if someone was stalking me or I was
fearful about myself or my family, I have a right to own a firearm.
Presenter The gun lobby argues that the second amendment gives
everyone the right to carry a firearm. But as with most things to do
with the gun debate, it's not that simple. The amendment is open to
a variety of interpretations - as Yan Vernick, the Assistant Director of
the Centre for Gun Control in Baltimore, explains.
Yan Vernick One of the primary controversies is whether the second
amendment protects an individual right to own a gun, or whether,
instead, the second amendment protects only some kind of collective
right, that's closely related to the old-fashioned idea of state militias -
groups of citizens who collectively were there to help to keep the
peace.
Presenter And while campaigners on both sides of the argument will
continue to put as much pressure on politicians as possible the battle
is increasingly being fought in the courts. Not only are people testing
out what the second amendment actually means, but more than
thirty cities and states are trying to sue gun manufacturers for medical
costs that stem from the misuse of firearms. Barbara Holt of the group
New Yorkers against Gun Violence explains the basis of the cases
Barbara Holt When you are making and distributing a product that is
particularly dangerous, you have a duty as a manufacturer to take
particular care in how you distribute it - whose hands it gets into. And
what they're arguing is that the gun manufacturers have not
taken care
Presenter While similar law suits have been successful against other
industries, it's far from clear what the results of the ones against the
gun manufacturers will be. What is certain is that the process is
being watched closely by campaigners and politicians alike, to see
what it will mean for the future of gun law in America.
b S tudents exchange in fo rm atio n from th eir notes in pairs.
Student A
• The NRA supports citizens' right to own guns (a firearm).
The association also teaches people how to use guns safely
and responsibly.
• NYAGV believes that the gun manufacturers have direct
responsibility for how the guns they produce are used or
misused.
Student B
• The Million Mothers' March called for tighter gun control
laws.
• The gun lobby thinks the 2nd amendment gives individual
citizens the right to carry a gun.
C P ut the stu d en ts in sm all g roups to discuss.
Exploring natural speech
To get students to recognize and practise the way words
run into each other in natural speech.
T his section looks specifically at th e linking th a t takes place
w hen a co n so n an t so u n d at th e en d o f on e w ord m erges w ith
a co n so n an t so u n d w hich starts th e next w ord.
1 If y o u r stu d en ts haven’t d o n e th is so rt o f activity before,
w rite th e first line on th e b o ard, read it out, an d ask the
stu d en ts w here they h ear exam ples o f linking.
Gun control is a subject which concerns m osif^eople in the
United States.
• P oint o u t th e exam ple o f th e loss o f th e / 1/ so u n d in most.
• Ask th e stu d en ts to w ork in pairs to m ark w here th ey th in k
th ere are sim ilar m erged consonants.
2 Play th e recording an d ask th e stu d en ts to check w here they
have m arked th e m erges. You m ay need to play an d pause to
let th e stu d en ts h ear these m erges (This recording is th e sam e
as b u t is recorded again for convenience.)
• Check as a class. If you have access to an OHP, w rite the
answers below on a transparency.
Unit 8 63
 Gun control is a subject which concerns mos(bg)eople in the
United States - whether they wan<0b defencTtheir ri gh@ o
own and use weapons - or whether they see them as the
curse of modern America. And it's easy to see why it(0)uch an
emotive issue when you study the statistics. Each year half a
million gun-related crimes are committed in the US - including
thirteen t h o u s a n f L n f u r d e r s . And with nearly two hundred and
fifty million firearms in circulation it's clearly not an easy
tas(0 o keep track of who has a gun and why they wan|0 b
keep it.
• P ut th e stud en ts in pairs o r threes to take tu rn s reading o u t
th e passage w ith the correct linking.
• M o n ito r an d correct.
Language focus: what and it clauses p.61
K O To introduce and practise w hat and it clauses.
As discussed in the Language co m m en tary o n p .65, these
structures, som etim es referred to as cleft sentences, are used
to ad d em phasis to th e speaker’s key in fo rm atio n by
effectively giving p rom inence to th a t inform atio n . It’s
im p o rta n t th a t the students are aware th a t this is very m uch a
feature o f spoken English. M anipulating the com plex form o f
th e structures is difficult, so spend tim e checking this w hen
d oing th e tran sfo rm atio n exercises in th e E xploitation
section. You m ay also need to in tro d u ce som e drilling w ork
so th a t th e students have an o p p o rtu n ity to practise p u ttin g
th e stress in th e right place.
1 Do this as a class. Elicit answers from th e students, an d w rite
th e correct answers o n th e board. P oint o u t th a t in a, W h a t is
replacing th e object, w hereas in b it replaces it, th e subject.
a What they're arguing is that the gun manufacturers have
not taken care.
b What is certain is that the process is being watched closely
by campaigners.
2 Read th ro u g h the exam ples and explanations w ith the
students.
• P ut th e stud en ts in pairs to change the sentences.
a What the gun lobby argues is that people have the right to
carry guns.
b What their opponents say is that so many guns on the
streets lead to serious crime.
3 - 4 Read th ro u g h th e exam ples and explanations w ith the
students.
5 Ask th e stud en ts to do this in pairs, th en check th e answers
w ith the w hole class.
a her father, not her mother, her friends or anyone else,
b the increase in crimes of violence, not crime in general,
theft or fraud, etc.
c the Columbine High School killings, not any of the previous
shooting incidents, or the general level of shootings,
d the Million Mothers' March, not what politicians or any
other individuals or groups said.
Exploitation
To practise w hat and it clauses fo r adding emphasis.
1 You could do th is orally. Elicit a few suggestions from the
class for th e first sentence stem , th en give th e stu d en ts a few
m in u tes to th in k o f ideas for the others. P ut th e stu d en ts in
sm all groups to share th eir ideas.
• Alternatively, you could ask th e students to w rite sentences,
th en ask th em to read o u t a few.
Possible answers
a the warm weather / holidays / eating outside / having time
off work
b having to get there so early / my boss / getting home so
late / the low pay
c resign / reduce taxes / put up taxes / improve the health
service
• Before th e stu d en ts read o u t th eir sentences, o r talk in
groups, it is a good idea to drill th e stru ctu re for
p ro n u n ciatio n . P oint o u t th a t th e m ain stress in these
sentences is o n best, most, really, an d should, an d on th e key
in fo rm atio n w o rd th a t follows. M odel it, an d ask th e students
to repeat:
• •
W h at I like best ab o u t su m m er is the holidays.
• C heck th a t th e stu d en ts try to get th e p ro n u n cia tio n correct
as th ey speak.
2 Ask stu d en ts to th in k o f sentences th en com pare th em w ith a
partner.
• M o n ito r an d correct th e key stress.
3 D o th e first as an exam ple, th en ask stu d en ts to com plete this
exercise in pairs.
b It was in 1980, not 1990, that John Lennon was shot,
d It was his wife, not his sister, who was with him when he
was shot.
e It was a single gunman, not a group of three gunmen, who
killed John Lennon.
f It was Mark Chapman, not John Chapman, who shot John
Lennon.
Note: In each of these sentences, the not phrases can be
put at the end.
a It was in 1980 that John Lennon was shot, not 1990.
b It was his wife who was with him when he was shot, not
his sister,
etc.
 Speaker 2 Rubbish that we regularly get rid of in our household, erm
Speaking is normally paper, erm paper packaging and plastic packaging for
To practise speaking flu en tly by encouraging a discussion food, cardboard, newspapers, bottles, tins, and we do sort them into
different types. Erm we sort out the bottles and the paper which we
on the them e o f the lesson.
leave out for recycling and that's collected once a week. We probably
1 You will need to decide w hether this is a relevant subject for use about three to five bags a week, I should say, for getting rid of
actual rubbish, er but that obviously depends - over Christmas we
stu d en ts in your country. If n o t, o r if you have a m ix o f
certainly got rid of a lot more. The rubbish is taken away by the local
nationalities in your class, you could get them to discuss the council refuse collectors or dustmen, whatever you like to call them,
U nited States. and the recycling is also taken away on a weekly basis by the same
• D ivide th e students into groups o f three o r four to discuss council. I would imagine that the rubbish goes to landfill sites and is
buried there and the bottles and the paper are taken away and
th e topic for a few m inutes. Ask th em to draw u p a five-point
recycled into some other form.
action plan - five things th a t should be done to im prove the
situation. Speaker 1 Speaker 2
• food, packaging, paper, paper, packaging,
2 Ask one person from each group to present th eir five-point cardboard, plastic, plastic, cardboard,
plan. You could encourage the use o f w hat and it clauses for newspapers, bottles newspapers, bottles,
em phasizing by w riting on the b oard som e language for the tins
students to use to organize th eir presentations: • She says 'Not really,' Yes: bottles and newspapers.
but she does sort bottles
W hat we should do is ... and newspapers
The first thing we should do is ... • Yes: 1 large bag Yes: 3-5 bags
It is vital/im perative that we ... • Local council Local council: refuse
• T he follow ing extra activity could be set for hom ew ork. collectors, dustmen
• Rubbish dump Landfill site
• Students w rite a m agazine article p u ttin g forw ard th eir ow n Sorted, then rest goes Some sorted and
ideas ab o u t th e causes o f violence in m o d e rn societies and into landfill site. recycled, the rest buried.
w hat could be done to reduce it in the future. Refer th em to
W riting guidelines p. 154. Reading
E O To practise reading fo r gist and sum m arizing.

1 P u t th e stu d en ts in pairs to answ er th e questions. In the

8.3 Waste control! p.62 feedback, m ake sure th ey u n d ersta n d these m o re technical
w ords.
Stage 3 consists o f a reading text ab o u t th e dam age th a t plastic a landfill site b biodegrade c recycle d fossil fuel
can do to the environm ent. It contextualizes fu tu re form s. e disposable

Lead in 2 Focus th e stu d en ts on the headline an d th e picture, an d ask

To get the students talking about the them e o f the lesson,
to practise listening fo r specific information, and to prepare the
students fo r the reading to follow.
1 -2 You could do this as an open class discussion.
A lternatively, let the students do th e survey by them selves,
th en p u t th em in pairs o r sm all groups to com pare answers.
th e class to p redict tw o o r th ree exam ples o f dam age th a t
plastic w aste can do to th e sea an d to anim als.
• Ask th e stu d en ts to read th e passage an d answ er the
questions.
a litters sea bed and coasts in ever-increasing quantities
b can get inside animals like turtles and seabirds

3 Play the recording. T he students listen an d note answers to

Close up
th e questions in 1.
• P ut th e stu d en ts in pairs to do this exercise. E ncourage th em
8.4
to m ake guesses from th e context rath e r th a n rely on th eir
Speaker 1 The rubbish in my house consists of food, packaging, paper, dictionaries.
cardboard, plastic, newspapers, bottles, that kind of thing. Erm, I
don't really sort into different types, I'm afraid. I'm not a very green 1.32 make
person - I try to put the bottles in the bottle bank er when I've got 1.49 ingest = to take food into stomach
the energy and I do put the newspapers into a a collection box that digest = to process food in the stomach
we have for newspapers, but apart from that I don't sort the rubbish. 1.59 negative. It means the negative side.
Erm I use about one large plastic bag a week, not very much, because 1.63 refuse here is a verb /ri'fju:z/. The noun refuse /'refju:s/
I live by myself, and the local council takes the rubbish away. I don't means rubbish.
know where it goes. I presume it goes to a local rubbish dump. Erm,
I presume that when it gets there - I hope they sort the newspapers
3 Ask th e stu d en ts to read th e text again an d m atch the
and the bottles and things like they say they do, but I'm not
convinced and I think the rest of the rubbish just goes to erm fill in sum m aries to th e paragraphs, th en check in th eir pairs.
the land.

Unit 8 65
 aD b E cA d C eB
• An alternative way o f doing this activity, if it is new an d
difficult for your students, is to get th e students to w ork in
pairs to try to rem em ber o r guess answers to the
sum m arizing questions (a -e ) first, before reading th e text
again. T his way they create a prediction task, so th a t w hen
they read to m atch th e p aragraphs w ith th e sum m aries, they
will be reading for th e key in fo rm atio n they have predicted.
React and discuss p.63
• E ncourage a w hole-class discussion.
Language focus: the future
To revise and practise fu tu re form s.
L earners at this level often still have problem s w ith accurate
use o f different future form s. T he aim o f this revision section
is to get stud en ts to m atch form to use, an d to discuss the
difference betw een use o f one form an d use o f another. T he
m ost im p o rta n t an d difficult confusion is betw een will and
going to, and it is w o rth taking tim e to check th a t the
stud en ts grasp th e differences checked in 3a and b, an d 5a
an d b. T he rules o f use are covered in the Language
co m m en tary on p.65.
If you have a m onolingual class, you could appro ach this
lesson by th in k in g ab o u t how th e ir ow n language is different
from English, and by asking students to translate exam ple
sentences. It is also w o rth p o in tin g o u t th a t uses often
overlap, an d th a t u n d erstan d in g th e basic rules an d th en
developing som e so rt o f ‘feel’ for w hich one to use is all the
students need w orry about.
1 -2 Ask th e stud en ts as a class o r in pairs to label th e tenses
an d m atch th eir uses.
a Future simple (or will future) future fact or certainty
b Future continuous prediction or expectation
c Future passive prediction or expectation
3 Ask the students to discuss in pairs, th e n feedback as a class.
a This prediction, using going to, is based on observable
present evidence,
b There is no concrete evidence for this prediction. It is
simply an expectation.
4 Ask the students to discuss in pairs, th en feedback as a class.
a At some point in time before 2020 we will stop using
plastic bags. By means at or at sometime before this time.
This sentence uses the Future perfect,
b We will stop using plastic bags in, but not before, the year
2020 .
5 Ask the students to do the m atching task in pairs.
• Be p repared to discuss the answers as a class, an d deal w ith
stu d en ts’ queries here. You m ay w ish to refer th e stu d en ts to
th e Language co m m en tary o n p.65. The im p o rta n t p o in t to
m ake is th a t th e choice o f tense depends o n the p o in t o f view
Unit 8
o f th e speaker. Consequently, you could use going to m eet in
c, for exam ple, b u t th en you w ould be stressing your personal
in ten tio n , rath e r th a n th e m ore n eutral fact th a t this is all
p re-arranged. Similarly, you could say w ill retire in d, b u t
th e n you w ould be stressing a prediction, y o u r personal p o in t
o f view, rath e r th a n th e fact th a t this is a general social trend.
a an intention (or plan) d a future trend
b an offer e a scheduled event
c an arrangement
Exploitation
HITnl To raise awareness o f com m on errors in fu tu re form s, and
to improve the students’ accuracy.
1 D o th e first as an exam ple, th e n p u t th e stu d en ts in pairs to
correct th e sentences.
a I'll send you a postcard, (a promise)
b I'm going to give up smoking ... (an intention)
c ✓
d My sister is going to have a baby, (a prediction based on
evidence now)
e I'll pay. (an offer)
f I'm having lunch ... (an arrangement)
• You m ig h t like to w rite o n th e b o ard (or on a h an d o u t) five
o r six typical erro rs w ith fu tu re form s th a t y o u r students
have m ade recently, o r errors th a t speakers o f your stu d en ts’
first language typically make. T hen ask the stu d en ts to correct
in pairs. This will focus o n the problem s y o u r p articu lar
stu d en ts are m o st likely to have.
2 M odel th e activity w ith tw o quick students.
• D ivide th e stu d en ts in to groups o f three, an d allocate th eir
roles if they can’t agree.
• M o n ito r an d n o te errors th a t th e students make. They should
m ostly be using th e F uture sim ple an d continuous.
• W ith a quiet class, it is b etter to set this u p m o re th o ro u g h ly
- it usually results in m o re an d m o re accurate language
p ro d u ctio n . First o f all, divide th e stu d en ts in to roughly
equal groups o f optim ists, pessim ists, an d realists, w ith three
stu d en ts to each group. Ask th em to w rite as m any
pred ictio n s as th ey can for each subject in five o r six m inutes.
Insist on a strict tim e lim it, b u t m o n ito r an d help w ith ideas.
Finally, re-divide th e groups so th a t there is an optim ist, a
pessim ist, an d a realist in each group. T hen in stru ct the
discussion as above.
 Writing
fJfH I To write a m agazine article.
• D iscuss this task in class, before setting the actual w riting for
hom ew ork. H ere is a suggested way o f approaching it:
• P u t th e students in pairs, an optim ist w ith an optim ist, a
pessim ist w ith a pessim ist, etc.
• Ask the students to note dow n five o r six views th a t they
expressed in th e discussion, th en to p u t them in a suitable
o rd er for an article. You m ight suggest th a t they p u t th eir
m ost strongly-held o r interesting p o in t first or last.
• Ask them to decide o n a headline for the article, and to
decide on the tone. H ow are they going to start th e article?
Contem platively, perhaps: W hat will life really be like a
hundred years from now?
• Refer them to the W riting guidelines on p. 154.
Exploring words p.64
i^ O I To introduce and practise countable and uncountable
nouns.
1 W rite on the board: Where would you norm ally fin d piped
music or muzak? Do you think it is a good thing or bad thing?
Why? E ncourage a b rief class discussion. T his introduces the
text and creates a pred ictio n task.
• Ask the students to read th e article and u nderline n o u n s th a t
can be both countable an d uncountable.
’ T he students should w ork w ith a p a rtn e r to discuss lb , an d
th in k o f sentences to illustrate different m eanings.
■ P ut the pairs together to share th eir ideas, th en w rite up
som e o f th e best sentences in the feedback.
2 D o on e as an exam ple, th en ask th e stu d en ts to com plete the
exercise in pairs.
a Crime; crimes; violence
b means; traffic; places; cars
c rubbish; food; paper; packaging; newspapers; card; bottles;
facilities; metal; plastic
d people; control; information; Internet
e parents; abuse
f music; form; pollution
always countable: places; cars; bottles; facilities; people;
parents
always uncountable: violence; traffic; rubbish; packaging;
information; music; pollution; Internet
can be countable or uncountable: crime; food; paper;
newspaper; card; metal; plastic; control; abuse; form
singular words ending in -s: means
plural words which do not end in -s: people
3 P u t th e stu d en ts in sm all groups to discuss th e subjects.
• Give th em a few m in u tes to decide w hich subjects th ey w ish
to talk ab o u t, an d w hat th ey are going to say. T h en start the
activity, m aking sure th a t they take it in tu rn s to speak. Ask
on e stu d e n t in each gro u p to tim e th e speaker carefully.
H aving to speak for tw o m in u tes m akes it m o re d em anding.
• M o n ito r an d n o te errors, especially w ith th e use o f the
n o u n s, for feedback.
• An alternative is to play The 60 seconds game. See explanation
o f th e rules o n p.103. To m ake it even tougher, you could
allow challenges if speakers m ake g ram m ar m istakes, or
m isuse a n o u n .

Nouns that can be countable (C) and uncountable (U):

organization
Pipedown is an organization which fights against muzak. (C)
He's good at organization. (U)
life
Cats have nine lives. (C)
My granddad's 85 but he's still got a lot of life in him. (U)
sound
Who's making those funny squeaking sounds'? (C)
Sound travels more slowly than light. (U)
noise
Stop the car. There a rattling noise coming from the engine. (C)
Modern cities are full of noise, even at night. (U)
conversation
That was one of the most interesting conversations I've ever
had. (C)
To be successful at conversation, you've got to be a good
listener. (U)

Unit 8 67
 Music atters

Theme: styles, effects, and reactions to m usic

9.1 My music p.66
9.1 My music
This stage includes a listening w hich contextualizes adverbs o f
People talk ab o u t th e m usic they like
degree.
L istening: specific inform ation
Exploring natural speech: adjectives ending in -y
Lead in
Language focus: adverbs o f degree {quite, really, particularly,
etc.) To get students thinking about music as an introduction
Speaking: reaching a consensus to the them e o f the unit.
It will probably m ake a change for the stu d en ts to listen to
9.2 The player and the listener m usic in class. Because th is is a com pletely different area
from language learning, you m ay find th a t the dynam ics o f
A n extract from The Piano describing the effect o f m usic
y o u r class change quite dram atically. Previously quiet
Vocabulary: w ords describing m usic an d people
stu d en ts m ay have a lot to say, they m ay be passionately
Reading: specific in fo rm atio n
interested in an obscure m usic type, w hile previously
Language focus: form al and inform al style (choice o f
articulate stu d en ts m ay have little to say. Be prepared!
vocabulary, com plex sentences, etc.)
• Before playing th e m usic, w rite th e w ord music o n th e b o ard
an d elicit from th e stu d en ts all the different types o f m usic
9.3 The good and the bad
th ey know. M ake sure you have th e ones listed in the
Reactions to an d reviews o f m usic S tu d en t’s B ook ( ballroom dance, Celtic, choral, classical,
Vocabulary: m usic country, disco, folk, heavy metal, la tin ,ja zz, opera, pop, reggae,
Listening: context-building, specific inform ation, rock ’n roll, soul, traditional ja zz {trad ja zz), world music).
in terp retatio n D o n ’t spend too long o n this th o u g h , an d try to avoid at this
Reading: jigsaw; sum m arizing stage any d raw n -o u t discussions. T he p o in t is to d em o n strate
Writing: a review how w ide the variety o f m usical styles is.
• N ow tell th e stu d en ts they are going to listen to som e
Exploring words snippets o f m usic. Tell th em there will be 17 quick b u rsts o f
m usic, each lasting ab o u t 20 seconds, and get th em to w rite
C ollocation (2): a rt an d m usic
dow n n u m b ers 1-17 in th e ir n otebooks before they listen.
You d o n ’t have to play th em all, ju st as m any as you o r your
Workbook
class w ant to do. T he w hole 17 take ju st u n d er five m inutes.
Language focus: adverbs o f degree; form al and inform al style • Play th e recording an d ask stu d en ts to identify th e types o f
Vocabulary focus: adjectives w ith sim ilar form s
music.
Vocabulary expansion: w ord-building; adjectives w ith the
9.1
prefix un-
Snippets of different kinds of music
Listening: m usic
• Ask th em to com pare answers w ith a p artn er, th en play the
recording again so th a t the stu d en ts can check.
• Go th ro u g h th e answers w ith the w hole class, playing the
recording again, pausing after each section an d checking th a t
they all know w hich type o f m usic it is.

1 Rock 'n' roll 7 Ballroom dance 13 Soul

2 Traditional jazz 8 Jazz 14 Pop
3 Classical 9 Choral 15 Disco
4 Opera 10 Reggae 16 World music
5 Celtic 11 Country 'n' western 17 Heavy metal
6 Latin 12 Folk

Unit 9
 Listening Speaker(s)
1 Classical 1; 3
( 2 E I To pick out specific inform ation from a conversation Pop 2
between a group o f speakers. Jazz 2; 4
Dance 2
1 -4 Ask students to read questions 1-4. Check th a t they Film music 3
un d erstan d how m any speakers there are (four) an d th at 2 Mozart 1; 3
there m ay be m ore th a n one answ er to each question. Ella Fitzgerald 2; 4
MichaelJackson 2
• Check th e p ro n u n cia tio n o f th e nam es in 2 (M ozart Bach 3
/'m a o ts a it/, Bach /b a :k /, Ella Fitzgerald /'e ls fits 'emerald/, 3 1; 4
M ichael Jackson /'m a ik o l 'd y ek sa n /), otherw ise they m ig h t 4 4
n o t ‘h ear’ the nam es.
• Play th e recording. Exploring natural speech
9.2 To draw the students’ attention to the fo rm o f certain
Speaker 1 I have quite specific music tastes. If I'm working, I have to adjectives in inform al English, (poppy, cheesy, catchy).
listen to classical music because ... anything with words I start singing
It is quite easy, an d useful, for stu d en ts to create th eir ow n
along and then I can't work. So I like Faure's Requiem and Mozart's
Requiem and depressing things like that - a bit of Debussy. Er, adjectives in th is way (papery, leathery), an d can really help to
otherwise I like acoustic rock, as everybody laughs at me. I like develop in fo rm al speaking skills.
acoustic guitars and Jeff Buckley and Tom Waites because it's fairly
depressing but very soothing kind of music. I like Radiohead, makes 1 -3 Ask stu d en ts to read th e tran sc rip t briefly.
me quite mellow cos otherwise I am quite an intense person. So my • Play th e recording and give the stu d en ts tim e to com plete the
music calms me down. blanks. (This does n o t ap p ear in th e tap escrip t section o f the
Speaker 2 I've always loved Michael Jackson music and sort of really S tu d en t’s Book.)
poppy stuff - everything that's in the charts. I know that it's cheesy
but it's erm, I don't know, it's fun to dance to and it's catchy - you you 9.3
hear it once and I dunno next time you hear it, you sort of know know I've always loved Michael Jackson music and sort of really poppy stuff -
the lyrics and you want to sing along. And then when you go to night everything that's in the charts. I know that it'scheesy butit's erm, I don't
clubs or wherever, it's fun to dance to. Erm, but more serious stuff, I, know, it's fun to dance to and it's catchy - you youhear it once and I
I really like Ella Fitzgerald and jazzy stuff but yeah, that's about it. dunno next time you hear it, you sort of know know the lyrics and you
Speaker 3 Well I'm actually a bit of a classical music buff myself and I want to sing along. And then when you go to night clubs or wherever,
like all the Classic FM Standards by sort of Mozart and Elgar, and it's fun to dance to. Erm, but more serious stuff, I, I really like Ella
people like that. The really sort of cliched ones. I think my favourite Fitzgerald and jazzy stuff but yeah, that's about it.
piece of music is probably Bach's Brandenburg Concertos. Erm, I like • Ask th em to com pare answers w ith a partner.
listening to that and it helps me unwind and relax at the end of a day,
something like that. Erm, I also quite like erm, erm classical music • N ow ask th em to do 2 an d 3 together.
when it's adapted in films, I particularly like the way someone like • Briefly check th e answers.
Stanley Kubrick uses it sort of in an undermining way, sort of, in A
Clockwork Orange - the Beethoven scenes in that, I think that 1 All the adjectives end in -y. The suffix -y means like. (Similar
there ... that's very clever and very moving and erm, yeah. to -ish.)
Speaker 4 Erm, my favourite music is kind of older music. The sort of 2 poppy root = noun pop + -py
erm, the sort of standards, I think they're called - jazz standards, catchy root = verb catch + -y
which are sung by people like Ella Fitzgerald and er people like that. I cheesy root = noun cheese -0 + -y
like it because erm, I like singing it myself. Erm, I used to sing in a jazzy root = noun ja zz + -y
band where we did a lot of stuff like that. Erm, I find it very relaxing, 3 a poppy (like pop), jazzy (like jazz)
erm and it's just very calming music. It's it's something that you can b catchy
just sort of lie down and listen to. Erm I like having it on in the car cos c cheesy
I sing in the car a lot which is quite embarrassing at traffic lights
because it's quite obvious that I'm singing very loudly. Erm and er it's 4 You m ay w ant to do th e first on e quickly w ith th e students.
just nice - it's nice music to go to sleep to, it's nice music to sort of T h en set th e o th e r th ree for th em to do in pairs.
just relax to, it's nice music to drive to, erm and they're just they're
they're classic pieces, they're sort of classic melodies. • C heck th e answers. You m ay w an t to extend th e activity and
ad d som e o th e r adjectives, e.g.
• Give students a few seconds to com plete w riting their
like rub b ish rubbishy
answers, if necessary, th en ask th em to check w ith a partner.
(tastes) like w ood (tastes) w oody
• If there are any do u b ts or queries, play th e recording again.
• If necessary, check the answers w ith th e w hole class once they a This meat tastes rubbery.
b I hate chewing gum that tastes fruity.
have checked w ith th eir partners.
c Fle's worked as a builder all his life - that's why his hands
are leathery.
d I don't like that camera. It looks plasticky.

Unit 9 69
 React and discuss
12321 To allow the students to talk about the music they like.
It’s u p to you how m uch tim e you spend o n this, b u t it is
likely th a t all students will w ant to spend at least a few
m inutes talking fairly freely ab o u t their m usic.
1 -2 If you th in k the stud en ts m ay find it difficult to get
started, it som etim es helps to do the activity yourself, in front
o f th e w hole class. Talk to th em quite freely, naturally, an d
fully ab o u t your favourite kinds o f m usic, w hy they ’re your
favourite, how they m ake you feel, w hen you ten d to play
th em , w here, an d w hether you play o r have played m usic
yourself. Let the students ask you questions if you like and
th en p u t th em into sm all groups to do the sam e themselves.
• M o n ito r by listening an d contrib u tin g , if appropriate, b u t
d o n ’t in te rru p t o r correct.
they see fit. D em o n strate these examples yourself, o r write
th em on the board.
I am q u ite an intense person, (very)
I am quite an in te n se person, (fairly)
I really like Ella Fitzgerald, (extra em phasis)
I really like Ella Fitzgerald, (maybe o th er people d o n ’t)
3 Ask stu d en ts to do this in pairs. Make sure they realize th a t
th ere m ay be m o re th an one answer.
• M o n ito r b u t d o n ’t do th e w ork for them .
• Check th e answers w ith th e w hole class.
a quite; really; particularly; very; fairly; slightly; rather
b as for a
c quite; really; particularly; rather
d quite; rather
e really; particularly; very; fairly; slightly; rather

4 O u tlin e the task. Ask students to copy th e table headings into

Language focus: adverbs of degree p.67
th eir books, th en w ork in pairs to do th e task.
To raise awareness o f and practise using adverbs o f • M onitor, b u t again, d o n ’t do the w ork for them . Struggling
degree. slightly to w ork o u t th e answers will m ake th e language m ore
S tudents will be very fam iliar w ith m ost o f th e adverbs m em orable.
illustrated {quite, really, fairly, rather, slightly) b u t m ay n o t • C heck th e answers w ith the w hole class.
realize the extent to w hich they are used in n atu ra l speech
a n d will probably n o t be able to use th em fluently an d Note: Full degree adverbs are used with non-gradable
n aturally them selves. In this section students practise p u ttin g adjectives.
Full degree High degree Medium degree Small degree
adverbs in the correct place in a sentence an d using th em in a
particularly really fairly slightly
freer speaking activity. quite (#2) very quite (# 1) a little
1 O utline th e task briefly, th en do th e first one o r two sentences absolutely rather
OTHERS OTHERS OTHERS OTHERS
w ith th e w hole class. totally awfully somewhat a bit
• N ow ask the students to do the rest in pairs. entirely terribly
dreadfully
• C heck th e answ ers w ith the w hole class.
rather
• Refer students to th e Language com m en tary on p.73.

a quite f a lot; quite; quite; very Exploitation

b really g fairly
c quite h slightly
d particularly i rather; absolutely
e very (x 2)
2 It’s probably best to do this w ith the w hole class, since it’s a
single question.
Meaning 1 quite em barrassing = fairly, but not very - quite is
not stressed.
Meaning 2 quite obvious = completely / absolutely - here the
word quite and the following word have equal stress.
• For p ro n u n cia tio n practice, it w ould be useful to ask students
to go back to exercise 1 an d practise saying th e sentences
aloud. A lthough there is often no rig h t o r w rong way o f
saying a sentence - the w ords we choose to stress d ep en d on
o u r p o in t o f view, o r o u r m ood at the tim e o f speaking -
students often find it difficult to read o r say a longer sentence
w ith a certain degree o f fluency. It is useful to give th em
o p p o rtu n ities to practise.
m To give fa irly controlled speaking practice which gives the
students the chance to personalize the language.
This can also be extended in to a freer speaking activity if you
feel th a t this w ould be useful for y o u r students.
1 Briefly check th e m eaning o f any w ords you th in k the
stu d en ts m ig h t n o t know.
Glossary___________________________________________________
impulsive - doing things on impulse, without considering / thinking
about them first
inquisitive - curious, or wanting to know everything
moody - describes someone whose mood changes, easily gets in a bad
mood
• N ow ask th e stu d en ts to m ake up sentences ab o u t themselves,
using an adverb o f degree w ith each adjective.
• Students can th en com pare w ith a partner, o r in a sm all
group, o r you could elicit a few exam ples from th e w hole
class.

• Ask th em to w ork together in pairs. E ncourage th em to read

th e sentences w ith fluency, stressing the adverb o r n o t, as

70 Unit 9
• If you w ant to extend the activity you can ask th e stu d en ts to W2 Yeah.
p rep are to talk ab o u t tw o o r three o f the qualities, giving W1 Really?
exam ples to explain th eir choice o f adverb. You could start by M So we can rock out ...
talking yourself, e.g. W2 Yeah, maybe some classics.
I ’m extrem ely stubborn; when I ’ve set m y m ind on something, I W1 Yeah maybe a bit of Queen classics. What else?
stick to it and I don’t let anyone or anything change m y mind. W2 How about some classical stuff?
There was one occasion when .... M /W 1 Hmm.
• N ow ask the students to do the sam e, in sm all groups o f W2 OK. Write that off. That says it all.
three o r four. M Not too sure. Maybe.
W1 Erm.
2 P ut students into sm all groups and ask th em to discuss tw o
W2 How about some songs from the musicals? Come on we all love
o r three things from th e list.
that...
• M o nitor and encourage - particularly encourage th e use o f W1/M No, No.
the adverbs. W2 ... we can all sing ...
W1 No we don't want ...
Speaking W2 Pleeese.
To round up the section by asking students to discuss, M1 We should have some Motown.
explain, and defend their choice o f music. W1 Yeah, definitely.
1 Set the listening task briefly by asking students to read the W2 Some Diana Ross, some Stevie Wonder, ...
questions. M Stevie Wonder, yeah stuff like that.
W1 Jackson Five, we'll have some of the old ...
Glossary___________________________________________________ M Ah, (I) like (the) Jackson Five, very good.
trip-hop - a style of music, usually slow, that combines other styles - W1 Yeah, definitely.
hip hop, reggae, and ambient sounds.
M That'll keep us awake.
• Play the recording. W1 Sing along with that.
EH W2 Yeah, sing along with Stevie, that would be good ...
W1 Right, well. I've got to have my boys - my Backstreet Boys. W1 ... show off your musical voice.
M Oh no. W2 It passes the time, doesn't it?
W2 Oh Ellie. W1 All right, OK what else, what have we got here?
W1 We've got to have some pop in the car to sing alongwith. W2 Eminem?
M OK, but just short bursts of that, please. W1 Could have a bit of that.
W1 Oh all right. Well what do you want? W2 Yeah, we like that.
W2 Well, I like to sing in the c a r... W1 Yeah.
W1 Exactly! W2 You don't like that, do you?
W2 So, I think some sort of, I dunno, girl with a guitar, some Joni M Well, no, it's all right. I don't mind.
Mitchell, Suzanne Vega. W1 You'll just start getting all political, and contro ..., d'you know what
W1 Yeah but nobody knows them. I mean?
W2 I know it. M I'll bite my tongue.
W1 God, Mum and Dad'll probably know that more than you. W1 Controversial.
W2 Shut up. It's better than Backstreet Boys. M It's fine.
M I definitely want ... I want some quitechilled-out stuff, some W2 So, so far we've got Joni Mitchell, the Backstreet Boys ...
instrumentally kind of trip-hoppy stuff, so when we've got the nice M Yeah.
vistas, the nice things to look at through the window ...
W1 All right.
W1/2 All right. OK
W2 Some chill-out stuff,
M ... we can all feel very relaxed.
M Yeah.
W1 Well Backstreet Boys do a really chilled-out one on their album.
W2 Some Queen ...
W2 No.
M Some Queen, some Motown ...
M Leave the Backstreet Boys, honestly.
W1 OK.
W2 You wanna bring Kylie as well, don't you?
W1 No.
W2 You did last time.
W1 That was last year.
M Do we want any rock?

Unit 9 71
• Ask students to com pare th eir answers.
• Play again if necessary.
• C heck answers w ith th e w hole class if you th in k it’s
necessary.
a They are choosing music to take with them on holiday,
b Personal answer
2 O utline th e task carefully an d check th a t students u n d erstan d
th e scenario.
• N ow p u t th e m into groups o f three o r four an d give th em
tim e to speak.
• M o n ito r and join in if appropriate, b u t d o n ’t in te rru p t. Take
notes o f m istakes m ade.
• W rite th e m istakes u p (d o n ’t say w ho m ade them !) an d ask
th e students to correct them themselves.
• You m ig h t like to ask each group to choose som eone to
present th e ir group choice o f album s to the rest o f the class.
Reading
To practise intensive reading o f a literary text.
T his is a dense, richly descriptive text w hich im m erses the
reader in th e heavily-charged atm osphere o f th e scene. You
will need to prepare y o u r students for this, n o t o nly in term s
o f language, b u t in term s o f th e atm osphere an d em o tio n
th a t th e text creates.
1 Set the scene briefly first. You could either ask if anyone has
seen the film / video o f The Piano o r heard the m usic and
discuss w hat th ey th o u g h t ab o u t it, o r you could ask the
stu d en ts to look at th e pictures. W h at im pressions do they
evoke? W h at k in d o f film / b o o k do you th in k it is?
• N ow ask the stu d en ts to read questions a-c.
• Give th em q u iet tim e to read P art 1, th en ask th em to answer
th e questions an d com pare in pairs.
• C heck w ith th e w hole class if necessary. D o n ’t w o rry ab o u t
individual vocabulary questions at this stage - rem in d
stu d en ts th a t there will be a Close up stage later o n w hen
th eir questions will be answered.

9.2 The player and the listener a To give him piano lessons,
b She played with George's dog, Flynn,
p .6 8 c To play the piano for her own pleasure.

2 -3 Repeat the sam e procedure for Parts 2 an d 3.

T he extract from a piece o f literature d em onstrates the use o f a
form al w ritten style. 2
a It was completely different.
b It awakened emotions in him. Fie could listen to her
Vocabulary forever. Fie enjoyed watching her and listening to the
1 2 0 3 To prepare the students fo r the text that follows. music.
3
• O utline th e task briefly. D o n ’t let students quiz you ab o u t the a She couldn't understand why he was satisfied by just
m eaning o f th e w ords yet - th a t’s w hat they are going to listening and not playing,
w ork o u t themselves. b Possible answers: to concentrate on the music / to see
images created in his mind by the music,
• Ask th em to do th e task individually o r in pairs. c She wasn't sure about his motives / what he really wanted.
• Let th e m com pare answers in pairs before checking w ith the
w hole class. Close up
Note______________________________________________________ • Put stu d en ts in pairs to do th e exercise. E ncourage th em to
Pronunciation of discerning /di's3:nir)/ and insatiable /in'seijabl/ m ake guesses from context rath e r th a n rely o n their
dictionaries.
a People: absorbed; discerning; engrossed; insatiable; longing • Check th e answers w ith th e w hole class. If there are oth er
Music: harmony; melody; rhythm
b absorbed; engrossed questions o r queries ab o u t language, this is th e tim e to deal
c insatiable w ith them .
d discerning
e rhythm; melody; harmony 1.12 a stick
f longing 1.28 and not
not refined and not discerning (either)
1.38 piano keys
Other meanings: key for a door / key to a puzzle or a
problem
1.40 bow /bao/ noun = front end of a ship
bow /bao/ noun = 1 weapon that shoots arrows;
2 loop: tie your shoelaces with bows / bow tie
bow /bao/ adjective = rounded: bow-window / bow-
legged
1.55 further
1.61 so / therefore / consequently

Unit 9
 Glossary___________________________________________________
Part 1
mongrel - a dog without a pedigree, a dog of mixed parentage
torment - tease / bother
complied, comply - agreed to, agree
whereupon literary or old-fashioned - meaning when this happens /
happened
at once - at the same time (not immediately here)
Part 2
ports - harbours
whirled, whirl - turn fast
counter rhythm - a rhythm that beats against the first rhythm
cessation - stopping
parlor - a sitting room
jig - a kind of dance
Part 3
presently - soon
shifted, shift - moved, move
supple - flexible
tapered - slim, narrowing to a point
suffused - filled
Language focus: formal and informal
style p.69
E U JI To use the form a lity o f the text the students have ju st
read to highlight some o f the m any differences between fo rm a l
and inform al text.
Students will have already seen m any differences betw een
form al and inform al text. However, this section will
in troduce them to som e quite sophisticated differences, som e
o f w hich are likely to be quite challenging even for advanced
students. M ake sure they refer to the Language com m en tary
o n p.73.
1 O utline th e task. You m ay w ant to talk briefly ab o u t general
differences betw een form al and inform al styles.
• Ask students to w ork together to com plete the task th en
check the answers w ith the w hole class.
a 2 long sentences
b 4 participle clauses to link
c 5 formal grammar (whom is rarely used in spoken English
nowadays, but is still quite common in written English.)
d 1 precise vocabulary
e 3 uncontracted verb forms
2 Set the task briefly. It is probably a good idea to do th e first
one o r tw o exam ples w ith th e class to start th em off. R em ind
th em th a t they are finding fu rth e r exam ples from th e text.
• T he task requires intensive reading an d u n d erstan d in g o f the
text. Allow students enough tim e to com plete it. M o n ito r an d
help as necessary.
• A general feedback stage m ay be too tim e-consum ing , so you
m ay w ant to ask students to h a n d in th eir answers, o r if you
have a sm all enough class, m ake sure th a t you have seen
everyone’s w ork as you m onitor. Alternatively, if you have
access to an OHP, prepare the answers o n a transparency.
More examples of formal features from the extract
1 precise rather than everyday vocabulary
torment (tease); complied (went along with); taking refuge
(hiding); weapon (stick); dropped all efforts (stopped
trying); whirled (went round and round); observed
(watched); cessation (pausing / stopping); presently (soon);
conscious (aware); suffused with (full of / filled with);
longing (desire)
2 long sentences with several clauses
1.15 Inside, George Baines ... insistent.
1.17 She had dropped all efforts ... beneath his gaze.
1.21 Baines had heard ... whirled gaily.
1.40 Baines kept his head ... eyes to watch.
1.53 She became engrossed ... closer to the keys.
1.60 From this position ... emotion on her face.
3 uncontracted verb forms
All verb forms are uncontracted.
4 use of participle clauses to link ideas
1.11 Flora tried to force him out into the driving rain by
pushing her weapon through a hole in the veranda
floor, her excited leaping and shouting keeping tempo
with her mother's rhythmic melodies.
1.17 She had dropped all efforts to teach Baines, and now
played for her own pleasure, stealing time for herself
from beneath his gaze.
1.42 He sat at a far corner o f the room, enjoying the whole
vision o f this woman at her piano.
1.57 Again Baines shifted his chair, carrying it round the back
and to the other side o f the piano.
5 formal rather than conversational grammar
whereupon 1. 11; thus 1.61
Exploitation
ES3 To provide some semi-controlled practice in rewriting
fo rm a l and inform al texts.
1 O u tlin e th e task briefly. T his is often an enjoyable task for
stu d en ts as it gives th em a real sense o f being able to
m an ip u late quite difficult language.
• Ask stu d en ts to do this individually o r in pairs. M o n ito r an d
help as necessary, b u t give stu d en ts th e space an d tim e to try
to w ork so m eth in g o u t for themselves.
• Elicit possible answers from the w hole class. You m ig h t w ant
to give th em a possible answ er to copy out.
Suggested rewriting
Baines kept a friendly mongrel dog (that) he called Flynn, and
Flora loved to tease Flynn with a stick. The dog went along
with her games passively. Fie hid under the hut when she got
too enthusiastic / excited. When he did this Flora tried to force
him out into the pouring rain by pushing her stick through a
hole in the veranda floor. As she did this she jumped and
shouted with excitement in time with her mother's piano
playing / rhythm on the piano.
2 a You m ay w ant to ask stu d en ts to com plete the w ritin g
tasks w ith a p a rtn e r before going o n to p a rt b, so m ake up
pairs o f As and pairs o f Bs an d o u tlin e the task.
• D irect th e As to p. 158 an d th e Bs to p. 159. It is essential th a t
everyone w rites o u t th e text, n o t ju st on e person in each pair.
Set a tim e lim it, an d m o n ito r an d help as necessary.
• N ow ask stu d en ts to form AB pairs.
Unit 9 73
 b T hey com pare their w ritten texts - and should find they’ve
w ritten each other’s starting text! Look back at pp. 158-9 and
check.
C Let students discuss th e differences in th eir pairs, th en
feedback briefly w ith the w hole class on w hat they fo u n d
difficult / easy.
• If you w ant to give th e students fu rth e r w riting practice o f
th is kind, you could set u p this sim ilar w riting task.
1 Give different stud en ts different topics, e.g.
A great night out
The worst day o f m y life
A good frien d
M y first English lesson
The first CD I ever bought
an d give th em a few m inutes to th in k ab o u t the topic,
w ith o u t w riting anything.
2 N ow ask th em to w ork individually to w rite, inform ally
a n d quickly. Set a sh o rt tim e lim it, e.g. five m inutes, after
w hich tim e they exchange th eir pieces o f w riting w ith a
partner.
3 Give the students a m in u te o r tw o to read each o th e r’s
w riting, to clarify handw riting, etc.
4 N ow ask th em to rew rite the piece using form al language.
Again, set a tim e lim it - a little longer for this one, e.g.
seven m inutes.
5 W hen tim e is up, students retu rn the form al piece to the
stu d en t w ho w rote th e original inform al piece.
9.3 The good and the bad p.70
T his section extends the them e o f m usic an d looks at the
language an d style o f m usic reviews.
Lead in
B O To extend students’ music vocabulary and prepare them
fo r the recording they are about to hear.
1 You could ask stud en ts to do this in th eir books, w orking in
pairs, o r alternatively you could do it as a w hole class
w orking from th e board. Either way, you will need to do the
first one o r tw o w ith the w hole class to set th em off.
• If you are w orking from the board, you could set this o u t as a
spidergram / bubble m ap, w riting th e w ord m usic in a central
bubble, w ith the o th e r categories, music people, instruments,
musical features, types o f music an d types o f recording w ritten
in sm aller bubbles radiating from it.
• You th en elicit w ords from th e students an d w rite th em on
the board, radiating o u t from the app ro p riate bubble.
■ C heck the p ro n u n cia tio n o f th e w ords as you w rite them ,
m arking th e w ord stress as you do so. Som e w ords are often
74 Unit 9
referred to in th e ir abbreviated form e.g. sax, w hile cello is
h ardly ever referred to by its full nam e violoncello.
Possible answers
• Music people: band; group; orchestra; musician;
instrumentalist; violinist; pianist; guitarist; drummer; singer;
vocalist; choir
• Instruments: drum; guitar; trumpet; clarinet; flute; piano;
violin; accordion; cello; double bass; synthesizer; keyboard;
sax(ophone); trombone; percussion
• Musical features: tune; note; rhythm; harmony; melody;
chord; major; minor; arrangement; key
• Types of music: rock; heavy metal; folk; classical; choral;
country
• Types of recording: album; CD; vinyl record; single; tape;
cassette; minidisk; MP3
2 O u tlin e the task briefly an d play th e recording.
9.5
Speaker 1 (A) piece of music that I was actually given, not a piece of
music that I bought recently erm was a CD by someone called Badly
Drawn Boy, which I'd heard of but I assumed that I wouldn't like and
in fact it's one of the best CDs that I've heard in a very long time -
and the reason why I like it is that it's got some excellent tunes and
some very sensible and meaningful lyrics which I think is quite a rarity
nowadays and since we were given it at Christmas we've played it
non-stop, so we obviously like it very much.
Speaker 2 I went to this concert in Oxford a couple of months ago. It
was Elgar's the Dream of Gerontius, which is a choral piece and I'm
not a big fan of choral music but it surprised me. It was fantastic. It
had some really really surprising stuff in it that I didn't expect - it
sounded like erm a movie soundtrack ...
Speaker 3 I went to a concert last year which I thought was really
fantastic, erm it was a violinist who I'm quite keen on in any case and
it was just really good to see him perform. He was conducting the
orchestra as well so as well as seeing him perform I can't remember
what piece he did, erm as well as seeing him perform that, we were
able to get an idea of how he felt erm music should be interpreted.
The atmosphere was really nice erm it was at the Albert Hall which is,
er, an interesting place to go to a concert - although the acoustics
aren't that good the actual atmosphere in the audience is is excellent.
• Ask stu d en ts to com pare th eir answers in pairs. You m ay need
to play th e recording again.
• Check th e answers w ith th e w hole class.
a Speaker 1 a CD by Badly Drawn Boy
Speaker 2 choral music (Elgar’s The Dream o f Gerontius)
Speaker 3 orchestral music with a violinist
b Speaker 1 excellent tunes; sensible and meaningful lyrics
(words)
Speaker 2 sounded like film music
Speaker 3 violinist who also conducted; interpretation
of the music
atmosphere in the concert hall;
acoustics (not very good)
3 Read th ro u g h the questions w ith th e students before listening
to the recording again.
• Let students check answers w ith a partner.
a She has played it non-stop since being given it as a present,
b Because he is not usually a fan of choral music,
c Because the violinist, who was also conducting, was
someone she already knew she liked.

Reading
Itffffl To fam iliarize students w ith the language and style o f
reviews and practise reading fo r gist.
Reviews have a very particu lar style and for som e reviewers
th e cleverness o f the review becom es m ore im p o rta n t th a n
the subject they are review ing. It can be quite difficult to read
th ro u g h the sophisticated language to extract the basic sense
o f w hat th e review er is trying to say. But w ith
encouragem ent, students often enjoy reading reviews an d are
quite m otivated to try to p roduce their own.
1 Focus students o n th e questions. Read quickly an d check
there are no problem s o f m eaning.
• Ask students to discuss the questions in sm all groups. Set a
tim e lim it. M o n ito r b u t d on’t in terru p t.
• C o n d u ct w hole-class feedback if you feel it’s app ro p riate to
ro u n d the discussion off.
2 O u tline the tasks. Check th a t the star system in b is clearly
u n d ersto o d (unm issable = it is excellent, so good th a t you
sh o u ld n ’t miss it; m ediocre = it’s n o th in g special, n eith er
good n o r bad, unexceptional)
• You m ay w ant to pre-teach som e o f the vocabulary th at
com es up in the reviews, if you feel th a t it will seriously
detract from their un d erstan d in g o f the text. At this stage
th o ugh, only provide one o r tw o item s o f vocabulary p er text
an d do n o t let yourself get draw n into discussions or
q uestions ab o u t m eaning. T he students will probably be able
to w ork o u t quite a lot o f th e m eanings from the contexts.
Glossary___________________________________________________
Genesis text
I'd trailed down to Earl's Court - I'd gone down to Earl's Court. Trail
suggests a long, not very pleasant journey. Earl's Court is an area of
London, and in this case, a very large hall used for international trade
fairs, concerts, etc.
thrilling - exciting
provocative - arousing anger/ sexually exciting
lighting pods - pods are what peas and beans grow in, a lighting pod
is therefore a section of lights, in a pod-like structure.
a trip down ... memory lane - commonly-used expression meaning to
remember, as if going down a lane (small road) to your memories.
aversion - extreme dislike
plonk - an unmusical noise, hitting keys without any skill or musicality
aimlessly - without direction
huff and bluster - make huffing sounds, as when you are trying to
defend yourself but can't think of the right words to say.
blue in the face - from lack of oxygen. Usually used about a pointless
activity: You can argue until you're blue in the face. The answer is still
no.
El Hadj N'Diaye text
has created quite a stir - has caused a lot of interest
elsewhere - in other places (only used in written texts, quite literary)
little known elsewhere - note the use of little (cf. Unit 6 little vs. a
little)
suffused - filled (literary / poetic language)
stirring voice - a voice which stirs the emotions
Besides - as well as (Beware confusion with beside, meaning next to)
outstanding - stands out from the rest, i.e. well above average
intriguing - mysteriously interesting
gripping - grips / holds your attention
haunting - mysterious
utterly - completely, very
compelling - forces you to pay attention, irresistible
• Ask h alf th e class to read th e G enesis text, h alf th e El H adj
N ’Diaye text. Give th em tim e to read quietly. Try n o t to
answ er any questions at this stage, b u t reassure th em th a t
there will be a tim e w hen you will deal w ith any w ords they
still d o n ’t un d erstan d .
• W h en m o st o f the class has finished, p air th em up w ith
som eone else w ho has read th e sam e text. You m ay need to
m ake up som e threes.
■ Ask th e stu d en ts to com pare th eir answers to 2a an d b.
E ncourage th em to u n d erlin e o r highlight all th e w ords o r
phrases th a t gave th em th eir answers.
• M o n ito r an d help as necessary.
• You can deal w ith any u n k n o w n vocabulary now, an d you
could in co rp o rate task 4 here (adding th e w ords to the
colum ns o r bub b le m ap o f th e Lead in exercise) o r after the
next, paired discussion activity.
a Genesis
Likes production: lighting; animation; the group
computer graphics; video
Dislikes the music itself
El Hadj N'Diaye
Likes music: emotional intensity; arrangements;
N'Diaye's voice; musician; lyricist; love songs
Dislikes nothing
b Suggested rating
Genesis 1-2 stars
El Hadj N'Diaye CD 4-5 stars
3 W hen th e stu d en ts have discussed th eir texts sufficiently, ask
th em to re-p air / regroup in AB pairs.
• N ow ask th e stu d en ts to do tasks a an d b.
4 T his can be d one now, in c o rp o ratin g all th e o th e r u n k n o w n
vocabulary, if you haven’t already d one so.
Unit 9 75
 b Ask stu d en ts to com plete th e task in pairs, th en check the
Writing p.71
answers w ith the w hole class.
ISflnl To give students practice in w riting a review.
1 depressing meeting 4 relaxing shower
H aving read the reviews an d discussed th em quite fully, the 2 catchy tune 5 calming influence
stu dents should feel well prep ared for this task. 3 moving story
a O u tlin e the task. It is im p o rta n t to give th e stud en ts a few
C O u tlin e th e task. You m ay w an t to do th e first on e for
m o m en ts o f q uiet tim e to think ab o u t w hat they are going to
th em to get th em going. Try to th in k o f a depressing an d a
review.
m oving film yourself first!
b N ow p u t the stu dents in to pairs o r sm all groups to talk • M ake sure you give stu d en ts a couple o f m inutes to collect
ab o u t w hat they are going to review. T his is a very im p o rta n t th eir th o u g h ts, th e n set th em u p to com plete th e task in pairs
stage in prep arin g for the w riting. For a lot o f people, talking or sm all groups.
ab o u t so m ething helps th e m gather their th o u g h ts an d ideas,
as well as check th e m o u t w ith a colleague before co m m ittin g 2 Ask all th e stu d en ts to look at th e first p air o f sentences. Elicit
th em to paper. answers an d check / confirm w ith the w hole class.
• N ow ask th e students to do th e rest o f the task in pairs or
Ask the stud en ts to w ork on th eir ow n again now as they
individually, th en check answers w ith the w hole class.
m ake th eir parag rap h plan. Refer th em to th e W riting
guidelines on p. 156). Note______________________________________________________
You could ask th e students to show th eir p arag rap h plans to Even native speakers confuse these two adjectival forms, e.g. comic =
each other, and to talk th eir p a rtn e r th ro u g h th e ir in ten d ed intended to be funny / comical = funny because it is silly, strange, etc.
review.
a 1 classical 2 classic
Set the activity to be done as hom ew ork, o r in class if you b 1 economic 2 economical
have th e tim e. c 1 historical 2 historic
d 1 comical 2 comic
It’s a nice idea to ask the students to follow up the paired
w o rk they did earlier by show ing each o th e r the final version,
3 Ask stu d en ts to com plete the task individually o r in pairs,
either before o r after you have m arked it. B ut check w ith the
th e n to com pare th e ir answers together.
stu dents first; som e people are very sensitive ab o u t th eir
w ritten w ork becom ing m ore public. • C heck w ith the w hole class w hether there are any problem s.
If n o t, you can m ove on to th e next activity.

1 gripping 2 intriguing 3 thrilling 4 poignant

5 remarkable 6 haunting 7 impressive
Exploring words p.72
4 T his is a free-speaking activity an d students will need tim e,
an d m ay need som e extra stim ulus to begin.
KffiTB To extend students’ active and passive vocabulary
connected with music, focusing particularly on adjective-noun • Focus stu d en ts o n th e subjects an d give th em a few m o m en ts
collocations. to read th ro u g h them .
• S tart by talking ab o u t on e o f th e subjects to th e w hole class
a C heck th e w ords w ith th e w hole class, paying atten tio n to
yourself (live listening). Speak freely an d n aturally giving
w o rd stress an d thereby p ro n u n cia tio n (N ote to o th e silent T
p len ty o f detail, w hether central o r incidental, thereby
in calming).
show ing stu d en ts th e k in d o f th in g th ey m ig h t do themselves.
Ask th em to com plete th e task in pairs o r sm all groups, th en Let th e stu d en ts co m m en t or ask questions as they wish.
check the answers w ith th e w hole class.
• N ow ask th em to w o rk in pairs o r sm all groups to choose one
These are the most likely collocations - others may be o f th e subjects a n d talk ab o u t it to th e group. T he others
possible but would be less common. listen, ask questions, an d com m ent.
calming influence
catchy slogan / title / tune
cheerful book / film / person / smile / story
depressing look / comments / film / influence / person / story
lively book / film / influence / meeting / person / tune
loud person / tune / comments
moving book / film / story
relaxing holiday / swim / shower
romantic book / film / holiday / person / smile / story / title /
tune
soothing influence / shower

76 Unit 9
 From place to place
Theme: travel - adventure holidays and first im pressions o f
a place
10.1 Travel
The increasing p o p u larity o f adventure holidays
• Listening: specific info rm atio n
• Exploring natural speech: ju st
• Vocabulary: vague language used to refer to people’s ages
• Language focus: as an d like
• Speaking: planning an adventure holiday
10.2 First impressions
First im pressions o f the South Pole
• Reading: gist, in terp retatio n o f tone, specific in form atio n
• Language focus: historic present in story-telling
• Writing: an account o f a first visit to a tow n o r city
Exploring words
C o m p o u n d nou n s
Workbook
• Language focus: as an d like, story-telling - the H istoric
present; perform ative verbs
• Vocabulary focus: co m p o u n d nou n s
• Vocabulary expansion: similes; adjectives ending in -ous
• Listening: travel im pressions
10.1 Travel p.74
Stage 1 consists o f a listening text a b o u t adventure holidays
w hich contextualizes uses o f as an d like.
Lead in
o a To get the students talking about the them e o f the lesson.
1 You could do th is in sm all groups, or, if y o u r class is n o t too
big an d if space allows, as a m ingle.
• C heck th e stu d en ts u n d ersta n d remote, (far away an d difficult
to get to ), an d landm ark (an easily recognized building, often
sym bolic o f a place - e.g. th e Eiffel Tower in Paris, or th e Taj
M ahal in India).
• Ask stu d en ts to th in k ab o u t w hich o f th e places in th e list
they have been to.
2 Ask th e stu d en ts to stan d up, w alk ro u n d an d talk to as m any
people as possible ab o u t w here they have been. Set a sh o rt
tim e lim it - five o r six m inutes. M o n ito r o r jo in in yourself.
• Do a b rief feedback, an d find o u t w ho has been to th e m ost
interesting place.
Listening
To listen fo r specific information.
1 P ut th e stu d en ts in pairs to discuss th e questions, th en do a
b rie f w hole-class feedback.
• Alternatively, before d oing th e discussion an d instead o f
exercise la , you could build som e vocabulary o n th e th em e o f
extrem e sp o rts an d activities.
• Elicit an d teach som e vocabulary aro u n d th e them e. E ither
b rin g in som e pictures o f extrem e sports an d activities, or
b rain sto rm as m any as th e stu d en ts can th in k o f to the board.
Suggested vocabulary sh o u ld include w ords m e n tio n e d in the
rep o rt, i.e. trekking an d cam el-riding. O th er suggested
activities include: white-water rafting-, scuba- o r deep sea-
diving, climbing, bungee jum ping, canoeing, rally driving,
windsurfing, waterskiing, potholing (clim bing into
u n d erg ro u n d caves); abseiling (ju m p in g dow n a m o u n ta in ,
push in g against th e sides, in a special harness).
Unit 10 77
 2 Play the recording. T he students listen an d check th eir b 14-79; people in their eighties; all different types of people
answ ers to th e questions in 1. c discover other cultures; get to know a place properly;
10.1 get away from the 'safe life'; experience more than what
they already know; keeps people lively
Presenter You work hard all year and your few weeks of holiday are
d boredom; people want to find out about how other
precious - so surely the last thing you'd want to do during them
nationalities live their real lives
would be to give up your creature comforts. But in fact that's exactly
Deep-sea diving, trekking, and camel-riding are all
what a growing number of people are choosing to do. Travel
mentioned.
companies which specialize in anything from deep-sea diving or
trekking to camel-riding are reporting a year on year growth in
customers. Michelle Cook, who's worked as a tour leader with an React and discuss
adventure holiday firm for more than ten years, says the interest
doesn't just come from students or twenty-somethings. 1 -2 D o th is in sm all groups o r as a class discussion.
Michelle Cook We actually take people from fourteen to seventy-nine • N ote th a t a traveller is som eone w ho likes to m ake th eir ow n
years old. In the past I've led tours with people in their eighties and way from place to place a ro u n d a country, often carrying a
they've been the life and soul of the group. And the people that travel
with us are people that have the right attitude, a sense of adventure, backpack an d seeking o u t m o re rem ote places, w hereas a
a sense of humour - they're people that want to go on holiday, have tourist p re-books a holiday, stays in hotels, goes on organized
some fun, but they also want to learn about the country they're excursions. T here is also a difference in attitude: th e traveller
travelling in. They really are all different types of people, from enjoys th e challenges o f th e difficulties such as th e language
different backgrounds, different nationalities, all ages. barrier, o r public tran sp o rt, w hereas to u rists expect to have
Presenter Michelle's company regularly holds information evenings for everything arran g ed for them .
people who want to find out more about their holidays. Some of the
potential clients explained why they were interested in trying out
something different. Exploring natural speech p.75
Woman 1 I think because I want to be a traveller rather than a tourist na To introduce and practise the use o f ju st in natural
- or I want to believe that I am and I want to understand a bit about speech.
the culture and where I'm going to - and lying on a beach is kind of
boring by comparison. 1 -2 Read th ro u g h th e explanation o f th e use o f ju st w ith the
Woman 2 I'm just really interested in getting to know exactly what's students, th en play the recording so th a t they can hear the
going on in the country and really seeing the place rather than going p ro n u n ciatio n . (This is n o t included in the tap escrip t section
out and just having a relaxing time. I just think this gives a more o f th e S tu d en t’s Book.)
comprehensive look at a country rather than just going to relax really.
10.2
Man You're not staying in a you know always a British or in an
American mentality, I mean anyone can be a tourist - see all the I'm just really interested in getting to know exactly what's going on in
pictures you know when you get home, but to really experience the the country and really seeing the place rather than going out and just
food, and the experience and and the way they dress and how they having a relaxing time. I just think this gives a more comprehensive look
treat one another... at a country rather than just going to relax really.
Woman 3 Cos life's too safe at times. I mean I'm not going to be doing Just is almost always pronounced /ct;As/ before a consonant.
anything very adventurous but I think riding a donkey is going to be
adventurous for me and for the donkey so urn I think it's a challenge • Play th e recording again so th a t th e stu d en ts can listen an d
cos, yeah, we live very safe lives, and it keeps you lively if you try
something new. repeat.
Presenter And as tour leader Peter Crane points out, this trend • If you w ould like to give your stu d en ts fu rth e r practice using
towards adventurous holidays is likely to continue. As people's just, ask th em to th in k o f three o r fo u r things they expect
disposable incomes increase, more are encouraged to experiment
from a holiday. P ut th em in pairs, an d ask th em to tell th eir
with their holidays - just as with the first foreign holidays a generation
ago. p a rtn e r ab o u t them . E ncourage th em to include the w ord ju st
Peter Crane The beach holiday in itself is a relatively new several tim es, for exam ple: I ju st like to get away fro m - ju st
phenomenon - it began in the nineteen sixties with the advent of air relax, you know, ju st have fu n .
travel. It may be the case that after a generation of beach holidays
people are just finally getting a little bit bored with lying on beaches.
It's not as fulfilling and as exciting as erm as many people want their
holidays to be. They want to know what happens away from the
tourist hotels, how the local people live their lives, where the children
go to school - really just understanding the real country as opposed
to the tourist version of it.
Presenter So it looks as if the quest for challenge and excitement and
the desire to be a traveller rather than a tourist, will continue to shape
the kind of holiday many people decide to take.

78 Unit 10
 Vocabulary Exploitation
To introduce and practise vague language expressions • Elicit th e first answ er as an exam ple, th en p u t th e students in
used when referring to ages. For example, m id-tw enties, late pairs to com plete the news story.
teens, etc. 1 as
2 As
1 P ut the students in pairs to find an d underline the
3 like (We can also say unlike anything he had ever done
expressions in the extract. before.)
• Alternatively, you could try to elicit expressions from the 4 as if (like)
students. W rite 25 on the board , an d ask students to th in k o f 5 Like
6 As
as m any ways as they can o f expressing that age. O r p u t one
7 as (= because)
o r two photos o f people on the b oard and ask students to
predict th eir ages. Ask questions like, H ow old do you think
she is? Are you sure? Speaking
twenty-somethings / from fourteen to seventy-nine years old / H fffl To develop spoken fluency in a group work activity based
people in their eighties on the them e o f the lesson.

1 -2 P ut th e stu d en ts in pairs o r sm all groups to discuss the

2 Students rem ain in pairs to discuss w hich expressions use
p o in ts an d plan the holiday. M o n ito r an d help w ith ideas and
vague language.
vocabulary.
All the expressions in the list are vague except the first Pete is • Ask on e o f th e stu d en ts from each g ro u p to present their
twenty-five. holiday plan to th e w hole class. You could ask stu d en ts to
vote on w hich holiday they th in k is best.
3 S tudents w ork in pairs o r sm all groups to talk ab o u t people
in th eir family. • If you w ish, you can do this alternative to th e speaking
activity above.
Language focus: as and like 1 P ut stu d en ts in groups o f four an d ask th em to im agine
they w ork for an adventure holiday firm . Ask th em to
To revise and practise as and like.
discuss the so rt o f holiday th eir firm is selling, using the
Students often confuse th e use o f as an d like. In this section, questions in Speaking 1.
th e subtle differences in m eaning betw een the tw o w ords are
2 Give th em a sheet o f A3 p ap er an d coloured pens, an d ask
contrasted, an d the inform al use o f like as an alternative to as
th em to design a p o ster to illustrate th eir holiday. T he
or as i f is focused on. T he rules are discussed in detail in the
p o ster sh o u ld have a head in g to attract atten tio n , a picture
Language com m en tary o n p79. Basically, though, the rules
to illustrate th e holiday, an d features listed in bullet
are as follows:
points.
as m eans in the role/function of. For exam ple, H e works as a
3 W h en they have com pleted th eir poster, ask th em to p in it
secretary.
to th e wall b eh in d them . Two o f th e fo u r stu d en ts stay
It is often used as a conjunction followed by a clause,
w ith th e poster to describe it, w hile th e o th e r tw o stu d en ts
m eaning in the same way as, because, o r while,
walk aro u n d th e class, V isiting’ th e o th e r holiday firms.
like m eans sim ilar to o r in the same way as. For exam ple, He E ncourage th e ‘visiting’ stu d en ts to ask questions ab o u t
looks like his father. th e holiday in each p o ster th ey visit.
It is a preposition an d therefore followed by a n o u n or
4 At th e end, ask th e stu d en ts to say w hich adventure
p ro n o u n .
holiday was best an d why.
In inform al English, like can be used as a conjunction , an d as
an alternative to as o r as if.

1 P ut th e students in pairs to discuss the paired sentences.

a 1 Michelle was a tour leader.

10.2 First impressions p.76
2 Michelle worked in the same way as a tour leader,
b 1 My function / purpose when I travel is to see ... Stage 2 consists o f an extract from a b o o k w hich uses and
2 I am not a traveller, but in a similar way to a traveller, I
contextualizes the H istoric present.
like to see ...

2 P ut th e students in pairs to decide in w hich sentences like can Lead in

be used. iS C T To get the students talking about the them e o f the extract.
Like could be used instead of as if in b. 1 -2 P ut th e stu d en ts in pairs o r sm all groups to discuss the
In everyday informal language some people might also use questions. You could start by asking th em to describe the
like instead of as in c and as if in d.

Unit 10 79
 pho to s in the book. Alternatively, ask w hat they know ab o u t
the Poles an d ask th em to share in fo rm atio n w ith the class.
Reading
To read fo r gist, interpretation o f tone, and specific
information.
1 P ut th e stud en ts in pairs to do this exercise. T he aim here is
to focus o n som e key vocabulary, so allow the stu d en ts to use
th eir dictionaries. You m ay n o t w ant to tell studen ts the
answers before they read the article; ask th e m to check th eir
p redictions as th ey read for the first tim e.
scudding to a halt describes the plane as it lands on the snow
runway.
scud means to move quickly and smoothly.
in a dream describes the writer as he is walking from the
plane to the base camp.
brightly-lit describes the canteen at the base at the South
Pole.
almost paralyzing the low temperature
numb-faced the effect of the low temperature
short o f breath the effect of the low temperature
anoraked figures people walking about at the South Pole
wearing anoraks to keep warm
2 Focus students o n the questions, th en ask th em to read the
extract. Let th em check in pairs before going th ro u g h the
answers. You could also check th e ir vocabulary pred ictio n s
from 1 at this stage.
a He feels as if he's in a dream; walking makes him feel tired;
he feels confused (7Ve completely forgotten why we are
here.')', he's very cold,
b Factual: he describes the site, the Pole.
Impressionistic and personal: he describes the effect of the
place on him: after what seems like a lifetime, ... we
trudge .... ... we all stand together at the bottom o f the
world. Or the top.
Impersonal: no examples
Close up
P ut th e stud en ts in pairs to do this exercise. E ncourage th em
to m ake guesses from context ra th e r th a n rely on th eir
dictionaries.
1.26 a collection of things which are left behind, no longer
useful
1.43 proffer is similar to and sounds like offer. Literally it
means to hold something out for someone. It is also
used with these collocations: to proffer advice, help,
opinions, your resignation.
1.44 walk slowly and with heavy steps because you are tired
or depressed
1.67 crunch normally describes a sound. Here it refers to the
sound of footsteps on the snow.
1.86 This can have two meanings: either, literally, it depends
whether you look at it from above or below, or, it
depends on your point of view.
3 Read th ro u g h the questions w ith the students, th en ask th em
to read th e text again an d find th e answers. Let th em check in
pairs before doing a w hole-class feedback.
Unit 10
a The US Government is not prepared to take responsibility
for the safety of everyone who arrives at the South Pole.
The air traffic controller is telling the pilot that he must
take this responsibility; both of them know that the plane
intends to land,
b Because of the weather conditions (cold, wind) and maybe
because the visitors have to walk through deep snow,
c It has to be thick and therefore heavy to keep out the cold
and to keep in the warmth,
d He has become so involved in the routines of their arrival
that he has forgotten the main purpose of the trip, which
is to see the South Pole,
f He can cross all the lines of longitude by walking in a small
circle around the small bronze post which marks the South
Pole.
React and discuss
1 -2 P u t th e stu d en ts in sm all groups to discuss th e questions.
Language focus: story-telling
To introduce and practise the Historic present.
W h en telling stories set in th e past, th e Present sim ple,
Present co n tin u o u s, an d Present perfect can be used. Using
present tenses has th e effect o f m aking the listener (o r reader)
feel as th o u g h they are w itnessing th e events o f th e story as if
th ey are h ap p en in g now. It m akes th e story m ore im m ediate
an d dynam ic. Using present tenses to tell stories is m ore
co m m o n in spoken English, w hen telling anecdotes an d
jokes, for exam ple. However, it is also used in w riting, as here,
for d ram atic effect, to involve th e reader an d give th e w riting
a sense o f im m ediacy. It is n o t a difficult area for stu d en ts to
grasp - you use the Present sim ple instead o f th e Past sim ple,
th e P resent co n tin u o u s instead o f th e Past co n tinuous.
Effectively, th e present tenses are used in th e sam e way as
narrative past tenses. T here are som e exam ples in the
Language co m m en tary o n p.79.
1 P u t th e stu d en ts in pairs to u n d erlin e the m ain verbs in the
extracts.
Present simple: a wait / shake; c realize / are; d it's / set out
Present perfect: c I have completely forgotten
Present continuous: b is piling
2 -4 D iscuss these questions as a class.
2 Past tenses: simple, perfect, continuous.
3 The use of the present tense makes the sentence more
immediate. The intended effect is to make readers feel that
this is happening now. The past tense emphasizes the fact
that the event took place in the past and is over.
4 You can use past tenses to tell any story that happened in
the past. Present tenses are usually used when you want to
make a story conversational, dynamic, and immediate, so
you can use it in anecdotes and jokes, but also in novels,
short stories, and personal letters.
 Exploitation
1 D o this as spoken practice. P ut the students in pairs to
p rep are the story. Ask th em to u n d erlin e all the past verbs,
b u t n o t to change them . T h en tell th e m to take it in tu rn s to
tell th e story to each other, changing the tenses as they go.
It's Tuesday and I'm driving to work when my mobile phone
rings. The traffic's very busy and by the time I pick up the
phone to answer it, it's stopped ringing. It's my girlfriend's
number, so I call her back. While I'm waiting for her to
answer, a police car overtakes me and flags me down. I stop
the car and open my window. The police officer points out
that it's an offence to use a mobile phone while driving and
fines me £40 on the spot. As soon as I get to work, I ring my
girlfriend to find out why she was calling. I ask her why she's
phoned. She says she's missing me and wants to check I'm OK.
• If n o b o d y can th in k o f a joke, tell th e joke below, (o r on e o f
y o u r ow n), th en w rite th e p ro m p ts w hich follow o n the
bo ard . Ask the stu d en ts to retell th e joke using th e p rom pts.
A m an runs into a pub, and says to the barman, ‘Quick, give
m e a beer before the trouble starts!’ The barm an pours a glass o f
beer and gives it to the m an who drinks it quickly. ‘Q uick,’ says
the man, ‘g ive m e another one before the trouble starts!’ The
barm an pours another, and gives it to the m an, who drinks it
quickly. The barm an is starting to get worried now. ‘W h a t’s
happening?’ he asks. ‘W h a t’s the trouble?’ ‘I haven’t got any
money,’ says the man.
M an / p u b / say / b a rm a n / beer / tro u b le / p o u r / d rin k /
an o th er / quickly / w o rried / h ap p en in g / m oney
• Feedback any erro rs m ade w ith th e H istoric present.

• W hen telling an anecdote, it is im p o rta n t to th in k ab o u t

stress an d pausing. A n alternative way o f approaching this
practice is to do th e follow ing exercise.
1 Ask the students to change the past form s to present
form s.
2 Read o u t th e passage so th a t students can check th eir
answers.
3 Let the students listen to the passage again, and this tim e
m a rk strong stresses an d w here there is a pause.
4 C heck th e answers w ith the w hole class, th en ask the
students to practise retelling th e story in pairs. T his way,
w hen they tell th e stories, they are m ore likely to stress
an d pause correctly, an d th u s m ake th e anecdote m o re
n atu ra l an d interesting.
5 You m ay w ish to record the anecdote on to a cassette
before th e lesson, and provide the answers below on a
h a n d o u t o r OHT.
It’s 'Tuesday / an d I’m driving to 'w ork / w hen m y m obile
'p h o n e rings. / T he 'traffic’s very busy / an d by th e tim e I
pick up the 'p h o n e to 'answ er it, / it’s stopped 'ringing. /
It’s m y 'girlfriend’s num ber, / so I 'call her back. / W hile
I’m w aiting for h er to 'answer, / a po'lice car over'takes m e
/ and 'flags m e dow n. / 1 'stop the car / an d 'o p en m y
window . / The po'lice officer / p o in ts o u t th a t it’s an
o ffe n c e to use a m obile 'p h o n e w hile 'driving / an d 'fines
m e 'fo rty p o u n d s on the 'spot. / As soon as I get to 'w ork, /
I ring m y 'girlfriend to find o u t 'why she was 'calling. I ask
h er w hy she’s 'phon ed. / She says she’s 'm issing m e / an d
w ants to 'check I’m OK.
Writing
yjiTii To write an account o f a first visit to a place.
1 Read th ro u g h th e in stru ctio n s w ith th e students.
• Ask th em to th in k o f a place, th en to w rite d ow n ideas u n d er
th e follow ing headings: Images and arrival; A description o f
the place; W h a t I saw/did.
• Ask th e m to w rite a parag rap h , linking th e ideas th ey have
com e u p w ith, an d using th e H istoric present. You co uld give
th em th e op en in g line for each o f th e headings above:
Before com ing to , I think o f it as ...
I arrive, and it’s ...
As I w alk into the centre, I see ...
• You could set this for hom ew ork. Refer th em to th e W riting
guidelines on p. 151.
2 Ask th e stu d en ts to exchange th eir parag rap h s w ith a partner.
T h eir p a rtn e r sh o u ld read th e story, th e n th in k o f questions
to ask ab o u t th e visit.
• You could also ask th e stu d en ts to suggest im pro v em en ts an d
correct each o th e r’s w ork. T hey discuss th e im provem ents
w ith each other, th e n rew rite th e paragraphs.
• If you set this for hom ew ork, you could p u t th e corrected
accounts o n the wall, if th is is OK w ith y o u r students. The
stu d en ts have to w alk ro u n d and read each p erso n ’s piece o f
w ork, th en find som ebody w ho has w ritten ab o u t a place
th ey are interested in. T h en th ey have to interview th a t
perso n ab o u t th e tow n.

© O xford U niversity Press PHO TO CO PIA BLE

2 Read th e joke as a class, and m ake sure all th e students have

got it.
• S tudents often can’t th in k o f a joke. It is a good idea to ask
ro u n d th e class an d find a few students w ho can th in k o f a
joke. T hen divide the class into groups o f three w ith at least
on e person w ith a joke in each group. Give th e group a few
m in utes to prepare th e joke to tell the rest o f the class.

Unit 10 81

Exploring words p.78
To introduce and practise com pound nouns, with
particular emphasis on fo rm and stress.
This section could be w orked th ro u g h as a w hole. It does,
however, split easily into tw o sh o rter lessons. Exercises 1 an d
2 could be do n e as an in tro d u c tio n to fo rm an d stress, w ith
exercises 3 and 4 done a lesson or two later as an extension
w ith th e em phasis o n fluency.
As a lead-in to co m p o u n d no u n s, you m ay w ish to do the
following:
First, elicit w hat a co m p o u n d n o u n is. (It’s a n o u n fo rm ed by
p u ttin g tw o or m ore w ords together). T hen divide the
stud en ts into team s o f three o r four an d ask them to w rite
dow n th e follow ing categories: Travel, Sport, Clothes, Work,
School. T he team s m u st th in k o f an d w rite dow n one
co m p o u n d for each category. T he first team to th in k o f a
co m p o u n d n o u n for each category is th e w inner.
Som e suggested com pounds:
Travel: flight attendant, air traffic, railway
Sport: tennis court, football boots, w indsurfing
Clothes: raincoat, sweat shirt, sw im suit
W ork: job interview, lunch hour
School: playground, exercise book, head teacher
a - b Read th ro u g h th e rules w ith th e students, th en p u t
th em in pairs to m atch the rules w ith the exam ples, an d
th in k o f o th e r examples.
A noun + noun: beach holiday; hotel room; town centre; car
engine
B noun + verb + -e r dishwasher; window cleaner; sheep
farmer; cigarette lighter
C noun + verb + -ing: bullfighting; housekeeping;
windsurfing; town planning
D adjective + noun: grandparents; greenhouse; highway; easy
chair
E verb + particle: break-in; checkout; take-away; passer-by
F particle + verb: bypass; input; outbreak; uptake
C D o the first as an exam ple, th en p u t the studen ts in pairs
to m atch the verbs and nouns.
2 sports commentator
3 antique dealer
4 interior decorator
5 bus driver
6 fire fighter
7 clothes manufacturer
8 portrait painter
9 road sweeper
10 piano tuner
2 a-b P ut the stu d en ts in pairs to th in k a b o u t the stress, th en
play th e recording for th em to listen an d check. (This is n ot
included in the tap escrip t section o f th e S tu d en t’s Book.)
1 I really like horse-riding - I can't stand bullfighting.
2 He's a window cleaner not a fire fighter.
3 Let's go on a beach holiday this year, not an adventure holiday.
4 This is a hotel room not a campsite.
5 Use the dishwasher, not the washing machine.
6 Can I work on the checkout instead of in the storeroom?
The stress goes on the first word or part of most compound
nouns.
3 Put th e stu d en ts in pairs to th in k ab o u t w hy th e stress is on
th e second word.
1 In this group the first word specifies where something is.
2 In this group the first word specifies what something is
made of.
4 C reate a p red ictio n task by asking stu d en ts to look at the
picture o f th e m arket. Ask th em to tell you w hat so rt o f
things they m ight find in such a place. T h en ask th em to read
to see if they w ere right.
• P ut the stu d en ts in pairs to find an d u n d erlin e the
co m p o u n d no u n s, an d decide w hich type o f co m p o u n d n o u n
each is. N ote th a t m o st are n o u n / n o u n co m p o u n d s, the
m ost co m m o n type.
eye-opener B drinking coconuts A
lemon grass A scorch marks A
lime leaves A coconut juice A
weekend market A street markets A
rubbish bag A flyscreens A
a Put th e stu d en ts in pairs to w rite the paragraph. Ask them
to decide w hat so rt o f place they are going to w rite about,
th en m ake sure they are clear th a t th ey have to use at least
five co m p o u n d no u n s.
M o n ito r an d help w ith ideas an d vocabulary.
b -C W hen th ey are ready, ask one perso n in each p air to
read o u t th eir parag rap h . Ask th e class to vote on w hich place
sounds th e m o st attractive w hen all th e students have
finished.
If you have a large class, you m ay w ish to p u t students into
g roups to read o u t th eir paragraphs, o r you could p u t the
parag rap h s on th e wall or circulate th em so th a t th e students
can read th em before voting.
 Remember

Theme: m em ories, m em ory, and rem em bering to do things

11.1 Memories p.80
11.1 Memories
In this stage a reading text introduces th e topic and a listening
C h ildhood m em ories
contextualizes m u st have an d can have.
• Reading: gist
• Listening: specific inform ation
Lead in
• Exploring natural speech: reference w ords
• Language focus: m ust, can, can’t (+ have): certainty an d i i O To prepare students fo r the them e o f the u n it by reading a
ded u ction highly descriptive account o f an Irish w riter’s childhood
• Speaking: m em ories memory. It is a fu ll and rich description; yo u m ay w a n t to
• Writing: an account o f an early m em ory explore it as a reading passage, not ju s t as a lead-in.

1 Ask stu d en ts to look at th e pictures an d th e title o f th e u n it,

11.2 Memory an d p redict w hat it is about.
D ifferent types o f m em o ry • Focus o n questions a an d b.
• Vocabulary: remember, remind, recall, etc. • Give the students quiet tim e to read the passage, or read it
• Reading: gist an d m atching paragraphs to descriptions aloud to the class. (Pronunciation o f C noc on Oir:
• Language focus: relative clauses /n D k o n 'u ir/)
• Speaking: a m e m o ry test • If th ey are ju st listening to you, teach som e o f th e u n k n o w n
vocabulary first.
11.3 Help! 2 Ask th e m to com pare th eir answers in pairs. It isn’t necessary
W h at people rem em ber an d forget to go in to detailed explanations o f vocabulary, b u t th ere m ay
• Listening: gist be som e questions.
• Reading: general in form ation
Possible answers
• Language focus: articles a It's his first memory of the country. It's very clear,
• Speaking: devising an online service b Sights - great detail: donkey and cart / fuchsia and bramble
/ empty milk churn / metal casing / pasture: snipe grass and
Exploring words dark loam of the bogs
Sounds - tapping fingers / clicked tongue
Loan w ords used in English Smells - new-mown hay / ripening blackberries / sea salt

Workbook Note_______________________________________________________
fuchsia - flower, usually pink / purple / red, ballerina-like
• Language focus: m odals must, can, can’t + have, relative brambles - thorny bushes, often in hedges
clauses; articles creamery - place which makes butter and cream, not very common
• Vocabulary focus: m e m o ry and m em ories; w ords often today
confused milk churn - the large metal container in which milk used to be
transported
• Vocabulary expansion: rise, raise, arise, arouse, the prefix re
reins - the guiding ropes from the horse / donkey for the rider to hold
• Listening: earliest m em ories pasture - field for animals to graze on
snipe grass - type of spiky grass
loam - rich, dark soil
bogs - marsh, wet ground

Unit 11 83
 G good ones?
Listening
B Erm, not ...
Q £ j] To listen fo r specific inform ation in natural conversation. G So we've both had really bad childhoods.
1 O u tlin e th e task an d play th e recording. B I think I think you tend to remember the bad things, more than the
good things.
11.1
G Yeah.
B Okay, so what are your earliest memories?
• Ask stu d en ts to com pare th eir answers.
G Erm, well, I think probably one of my very earliest memories was
when I was in Canada. Erm, I must have been about five or six years
1 five or six
old at the time... 2 In Canada, on a family holiday at an uncle's house
B Right okay... 3 mother, father, brother, uncle, aunt
G ...and erm, basically, I was on a family holiday with my mum, my dad
and my brother and we were staying with erm my uncle and his wife
and they erm had some very strange rules of their house that you had
Exploring natural speech
to abide by if you stayed with them and I was quite sort of fussy as a | 2 E | To raise awareness o f reference words in natural speech.
kid. Anyway they had these rules and we had to stick to them, as we
were staying there, and we sat down to dinner one one night and one 1 Focus stu d en ts o n th e task.
of his rules was that you had to eat everything that was on your • Play th e recording an d ask stu d en ts to follow this section in
plate ...
th eir books.
B No!
• Ask th em to decide w hat th e w ords in b o ld refer to. T hey
G Yeah, you had to completely finish your food.
could w o rk individually o r in pairs.
B What if you didn't like it?
• Let th em com pare th eir answers in pairs.
G Well, you weren't allowed to not like it, basically.
B O K ... 1 we = my mum, my dad, my brother and I
G Erm, and anyway I was quite fussy and my mum had made sure that 2 they = my uncle and his wife
he did make something that I liked, so I had this hamburger. Anyway, 3 them = my uncle and his wife
I was talking to my uncle, telling some kind of story and basically I was 4 them = the rules
putting ketchup on my hamburger and I was talking and I didn't 5 there = in my uncle's house
basically realize how long I was talking for, and turned to look at my 6 his = my uncle's
meal and there was ketchup everywhere all over my plate. 7 it = the food
B Oh no!
2 Deal w ith this q uestion quickly as a w hole class; elicit guesses,
G And, basically, I had to eat everything that was on my plate and my
uncle, cruelly, actually made me sit there and finish it, and I was sick th en provide th e answers.
afterwards for about two days.
Unlucky for some is a common expression used when talking
B Oh my. about the number thirteen. Another example might be 'We
G So, yes, that's mine ... had our meeting in room 13.' 'Unlucky for some'.
B Well, let me see.
G ... not a pleasant one. React and discuss
B No, I don't think mine was good either, erm. To give students a chance to talk about w hat they’ve been
G Go on then. listening to.
B I can only have been about four, maybe slightly older. • O u tlin e th e task an d ask stu d en ts to discuss th e questions in
G Yeah. pairs o r sm all groups. Set a sh o rt tim e lim it.
B And, er, I was in my mum and dad's house and I was messing about
on the stairs and of course my mum was, like, you know'Be careful, Language focus: must, can, can't (+
you'll fall down the stairs.' (Yeah) But I didn'treally listen to her, and
of course I did, fell down the stairs and tumbled all the way down the have): certainty and deduction p.81
stairs and cracked my head open on the radiator at the bottom of the
To extend students’ recognition o f advanced constructions
stairs.
with modal verbs.
G Oh dear.
• Students will be fam iliar w ith the use o f m odal verbs to
B Yep. So of course I was crying and screaming ...
express certainty and ded u ctio n b u t they will probably have
G Did you go to hospital?
difficulty w ith the m ore un u su al uses (I m ust have been about
B Yeah, my head was bleeding andI had to go tohospital and have
thirteen stitches. six years old) an d w ith can have in the affirmative (I can only
have been about three years old).
G Err!
B 'Unlucky for some,' my mum said.So that's another badmemory as 1 Ask th e stu d en ts for different ways o f show ing th a t w e’re
well. certain o r u n certain ab o u t som ething. T hey’ll probably
G Yeah. suggest things like I ’m sure ... / I ’m not quite sure. Accept these
B Can you think of any ... answ ers an d th e n ask th em to look at th e sentences. You m ay

84 Unit 11
 w an t to do the first one w ith them , an d also refer them to the
Language com m entary o n p.87.
• N ow ask them to do the o thers in pairs or individually, th en
check the answers w ith th e w hole class.
a must have been = almost certain
b probably = almost certain
c I know = certain
d no doubt = certain
e I might have been = uncertain
2 Focus students o n th e task. You m ay w ant to do this as a
w hole-class activity.
• Give students a few m o m en ts to read th e sentences.
• Ask them why they th in k can has been used here, and why it
is possible.
Can to express deduction is only used in questions and, as
practised here, in sentences with never, hardly, and only - all
of which have a negative connotation.
Using can gives greater emphasis, making the situations sound
more surprising.
3 O utline the task and go through the example w ith the students.
• Ask th em either to w ork in pairs, o r to w ork individually and
th en to check their answers in pairs, th e n check th e answers
w ith the w hole class.
3 Possible answers
a never liked using phones. / never phoned me before,
b the only one who knows my phone number,
c because there was water all over the roads,
d There are empty bottles all over the place.
Note______________________________________________________
Pronunciation: The students will need practice of the double
contraction can't Ve. / 'kantav/ It is also a good idea to get students to
practise saying the sentences aloud, with the right emphasis or stress,
as this is a crucial part of the meaning.
Try a ‘Mumble drill'.
Focus students on the problematic part of the phrase (must Ve
/nustsv/, can't Ve / ’ka:ntav/, etc.) Provide / elicit a model for the
phrase. Allow students to mumble - practise saying the phrase
(must Ve been, must've been) quietly and repeatedly to themselves -
before trying to say it out loud.
• Very often w hen teachers dem onstrate sentences they change
th e way they say th em w ith o u t realizing. T his is obviously
confusing for students, so it’s a good idea to decide first
w hich w ord you are going to stress, in other w ords how you
are going to say the sentence, and th en stick to it.
M odel these sentences for students to copy w ith th e stress as
show n in bold.
a Som eone p h o n ed w hile I was out, b u t it can’t ’ve been my
brother.
b It can o n l y ’ve been m y sister,
c It m u s t ’ve rained very h a rd there,
d S om ebody m u s t ’ve been having a p a rty here.
4 O utline the task th en ask students to try and w ork o u t the
differences in pairs.
• Check the answers w ith the w hole class.
a 1 This whole episode is in the past.
2 This is happening in present time. She's on her way but
she hasn't arrived yet.
b 1 This is happening now.
2 This refers to a past event - for which there is present
evidence.
Exploitation
To give the students some relatively controlled speaking
practice using the structures learned.
• Ask stu d en ts to look at th e pictures.
• C hoose one, an d elicit com m en ts ab o u t it, steering stu d en ts
tow ards using th e stru ctu res learned an d away from easier
structures, e.g. maybe, it could be that, I think. T h en recap
yourself, using th e stru ctu res an d vocabulary you are
expecting from th em , e.g. The wom an ju m p in g m ight have
won the Lottery / passed an exam / had good news.
• N ow ask th e stu d en ts to w o rk in pairs o r sm all g roups an d do
th e sam e. M o n ito r an d help as necessary, encouraging th em
to extend th eir language an d use a w ider range o f stru ctu res
and language th a n th ey m ig h t otherw ise be te m p te d to.
• R o u n d u p by asking different pairs o r groups to talk ab o u t
th e different pictures.
Speaking
I B To give the students some guided speaking practice to
prepare them fo r the w riting task th a t follows.
• O u tlin e th e task. You m ig h t like to try th e follow ing
technique, called G uided V isualization, to encourage students
to im m erse them selves in th e subject th ey are going to speak
and w rite about. It can be very useful in allow ing stu d en ts to
rem em b er o r im agine som ething in greater descriptive or
em o tio n al depth.
• Ask th e stu d en ts to close th eir eyes. If they haven’t d o n e this
before in class, th ey m ay feel self-conscious ab o u t d oing it.
Reassure th em , b u t d o n ’t m ake a big issue o f it.
• N ow ask th em to th in k back to an early ch ild h o o d m em ory.
Ask th em to try an d rem em b er how old th ey were, w here
th ey were. Ask o th e r questions for th em to th in k ab o u t b u t
n o t answ er o u t loud: Was there anyone else around? W ho?
Can th ey rem em b er any smells? Sounds? H ow did th ey feel?
• As you ask these questions, allow p len ty o f q u iet tim e for
stu d en ts to do w hat you are asking th e m to do, i.e. cast th eir
m in d s back to an o th er tim e an d place.
• W hen you feel you have asked en o u g h questions an d given
th em en o u g h tim e, tell th em to really focus on th a t tim e an d
feeling in th e ir m in d ’s eye.
• T h en ask th em to o pen th eir eyes slowly an d com e back to
th e present tim e.
• W hen th ey are ready, ask th em to w ork in pairs o r sm all
groups an d tell each o th e r ab o u t th e ir m em ory, in as m u ch
detail as possible. R em ind th em to use m o d al form s from the
Language focus an d expressions from th e box.
Unit 11 85
 • M o n ito r an d join in, if appropriate, taking notes o f m istakes
m ade if you like, b u t d o n ’t correct now. Allow en o u g h tim e
here; rem em ber th a t this is n o t only speaking practice b u t
p rep aratio n for w riting.
• C o n d u ct a correction session if necessary, w riting u p the
m istakes m ade an d asking students to correct them .
Writing
To give students practice in w riting a descriptive
paragraph.
1 -2 Follow ing o n from the speaking activity, ask stu d en ts to
m ake a few notes ab o u t th e m e m o ry they described (o r a
different one), using th e aspects listed.
• Ask th e m to list a few phrases o r p articu lar w ords th ey m ig h t
use. R em ind th em o f th e richness o f d escription used in the
Lead in text an d refer th e m to th e W riting guidelines o n
p. 151. Set a tim e lim it for note-m aking.
• M o n ito r a n d help d u rin g note-m aking.
3 Ask th e stud en ts to w rite th eir paragraph. You could do this
in class o r set it as a hom ew o rk activity.
4 Ask students to exchange paragraphs an d read ab o u t each
o th e r’s m em ories. As well as asking m ore questions, they
could also be asked to co m m en t o n w ords o r phrases they
p articularly liked in th e description.
Note______________________________________________________
It is useful for students to realize the importance of an 'audience' in
writing activities; too often they view writing as an exercise to satisfy
the teacher. Asking other people to read their work and respond to it,
rather than merely correct it, can be a useful way of helping students
realize that writing is written to be read!
Tell them before they actually start writing that someone in the class as
well as you will be reading and commenting on their work.
11.2 Memory p.82
The reading text o n m em o ry in this stage contextualizes relative
clauses.
Lead in
To get the students thinking about m em ory by doing a
m em ory game. This also serves as preparation fo r the reading
text that follows.
1 Ask students to do th e task o n th eir ow n, th en to check
quickly w ith a p a rtn e r to m ake sure there are no problem s
w ith vocabulary.
From left to right:
p82: zip, ticket, pipe, screw, lipstick, duck, rose
p83: sunglasses, pill, mousetrap, biscuit, shoe, match, boy,
rhino
86 Unit 11
2 -3 M ake sure stu d en ts close th eir books. Explain th a t they
can use th eir ow n language, if they like, to w rite dow n all the
objects they rem em ber.
• Students th e n com pare th eir lists w ith each o th e r before
checking w ith th e book.
• Students m ay w an t to talk ab o u t w hat th ey rem em b ered /
forgot, w hat was difficult, an d why, so h o ld a b rie f feedback
session.
4 T his q u estio n checks th e d istin ctio n betw een an im p o rta n t
vocabulary set. Set u p th e task quickly, p erhaps d oing the first
sentence w ith th e students as an example.
• Ask th em to w o rk th ro u g h th e others o n th eir ow n o r in
pairs, th e n check th e answers w ith th e w hole class.
a remember / recall d memorize
b reminds e Remind
c remember / recall f recognize
Reading
To develop students’ ability to read fo r general
inform ation (gist) and also to read intensively.
• T his text is quite a detailed factual account o f w h at we m ean
by m em ory. A lthough it is quite long an d fairly dense, the
language used is relatively straightforw ard, w ith few new
w ords th a t are n o t explained in th e text itself.
1 Explain to the stu d en ts th a t th ey are going to read a text
ab o u t m em ory. Tell th em th a t th ey will be reading it in detail
later, b u t for th e m o m e n t you w ant th em to focus on
questions a an d b. Ask th em to keep questions ab o u t
vocabulary u n til later.
• Give th em a strict tim e lim it an d ask th em to find the
answers to th e tw o questions as quickly as they can.
• W h en m o st o f th em have finished reading, ask th em to
com pare th eir answ ers in pairs, th en check th e answers w ith
th e w hole class.
a There are 7 types of memory mentioned:
short-term / long-term / working / procedural / declarative /
eidetic or photographic. A distinction is also made in the
article between recognition and recall (though these are
not necessarily different types of memory.)
b how all the different brain processes combine to produce
coherent conscious experience
Close up
• Ask stu d en ts to do these individually an d th en to com pare
answers in pairs, before checking w ith th e w hole class.
• At this stage th e stu d en ts m ay well w ant to know o th e r item s
o f vocabulary. D eal w ith these as you see fit, try in g to balance
th e stu d en ts’ w ish to u n d ersta n d every single w ord, w ith your
need to focus on co m p reh en sio n o f a text, a great deal o f
w hich is possible w ith o u t know ing every word.
 I . 2 - I .3 There are 10 centuries in a millennium.
10 years is a decade.
1.3 hardly / scarcely
1.44 photo'graphic / pho'tographer / 'photograph
Note______________________________________________________
Here are two tips on how to deal with being pestered for vocabulary:
Tell students you will only explain a limited number of words (say 3),
and they can decide which ones.
Tell students to try to find the meaning of new vocabulary at home.
Reassure them that you will help with anything they couldn't find at
the beginning of the next lesson.
Glossary___________________________________________________
saddles - place where you sit on a bicycle or a horse
handlebars - things you hold on to on a bicycle
Alzheimer's disease - illness affecting the brain which causes people
to lose memory
myriad - any immense number (quantity)
2 Ask students to do this individually o r in pairs, th e n check
the answers w ith the w hole class.
a C bD cF d A eG fB g E
Language focus: relative clauses p.83
To practise use o f relative clauses.
■ Students will have studied relative clauses before. It is an area
o f g ram m ar w hich they do n o t generally find particularly
difficult w hen analysing. However, even advanced students
are often quite p o o r at actually using relative clauses, w hether
in speaking o r in w riting. It is im p o rta n t therefore, to keep
rem inding students ab o u t this feature o f language,
highlighting it in texts th a t they read and show ing th em how
th eir ow n w riting, an d speaking, could be m ade m ore
sophisticated by th e use o f relative clauses. Som e students
m ay be concerned ab o u t th e difference betw een which an d
that. T hey can m ostly be used interchangably (see the
Language com m en tary on p.87) as subject o r object o f
relative clauses w hen referring to things. However, to
sum m arize the Language com m entary;
1) which is used (n o t that) w hen referring to an idea
expressed by a clause: There was absolutely no-one there,
w h ich was terrifying.
2) which is used (n o t that) as th e subject o f a n o n ­
defining relative clause: Pelota, w hich is a Spanish ball
game, is quite popular in Japan.
3) that can refer to a person as well as a thing, w hereas
which can only refer to a thing: H e’s the m an th a t I was
telling you about.
1 a Before you begin th e exercise, you m ay w ant to
b rain sto rm w ith th e students th e various relative p ro n o u n s:
who, which, whom, whose, that, when, where, what, why.
• N ow ask th e m to do task l a on th eir ow n o r in pairs, then
check their answers w ith th e article.
1 who 2 which 3 what 4 by which 5 with which
1 b Ask th em to identify th e relative p ro n o u n s th a t haven’t
been used.
whom; whose; that; when; where; why
2 - 3 Students can probably w ork these o u t together, in pairs. If,
however, you feel they need greater teacher control, you
could lead th e tasks yourself, eliciting answers from the w hole
class an d dealing w ith any queries o r p roblem s as th ey arise.
Students som etim es find it difficult to see th e difference
betw een defining an d n o n -d efin in g relative clauses (task 2)
an d feel th a t it isn’t really im p o rta n t anyway. T he sentences in
2b show how there can be a real difference in m eaning
betw een th e two. You m ay w ant to explain th a t in speech we
ten d to use pauses to show th e difference, as well as to use a
m o re ro u n d a b o u t way o f expressing th e sam e idea: M y
daughter, you know, the one who works as a teacher, well she
has a photographic memory. S tudents can also find it quite
difficult to identify a relative clause, especially w hen there is
n o relative p ro n o u n (task 3a).
2
a The relative clauses in the first two sentences of 1a are
non-defining clauses. The others are all defining. (Non­
defining clauses can be taken away without changing the
sense of the main clause. They are separated by commas.)
b 1 I have more than one daughter. The one with the
photographic memory is the one who works as a
teacher, (defining relative clause)
2 I have only one daughter and she works as a teacher,
(non-defining relative clause)
3
1 photos that / which they have seen before and new ones
2 a person that / whom you met yesterday
b A relative pronoun which is the object of a defining
relative clause can be left out.
Relative pronouns can never be left out of non-defining
relative clauses.
4 Ask stu d en ts to do th is in pairs o r individually, th e n check
th e answers w ith th e w hole class.
a which refers to the house.
b which refers to the act of remembering going past the
white house.
Note the use of the comma in b.
Exploitation
1 It’s a good idea do th e first sentence w ith th e class as an
exam ple, th en ask th e stu d en ts to do th e rest in pairs or
individually.
• C heck the answers w ith th e w hole class.
a the apartment that / which we're in now
b the person to whom this parcel
c the one that / who has just come
d people whose opinions I despise
e her job which surprised me
f by which time people had already left
Unit 11 87
 2 Ask the stud en ts to do this o n th e ir ow n, th e n check answers
quickly together.
The relative pronouns could be left out in a and b.
b ... the person this parcel is addressed to ...
3 O utlin e the task, th e n w rite the follow ing exam ple definitions
o n the board.
a A n ad u lt is a person over the age o f 18.
b A n ad u lt is som eone w ho is m entally an d em otionally
m ature.
c A n adult is som eone w ho has stop p ed getting taller an d
started getting fatter.
• Ask stud en ts to w ork in sm all groups to w rite th eir ow n
definitions. M o n ito r a n d help as necessary. Since th is is a very
focused activity, it w ould be app ro p riate to correct too, in
o rd er to ensure th a t students really u n d ersta n d the
structures.
• S tudents m ay w an t to read o u t som e o f th eir sentences to the
w hole class. You could ask for com m ents on the clearest,
m o st am using, etc.
Speaking
B O To round up this section o f the u n it in a light-hearted
way by referring back to the beginning o f the u n it and checking
their own memories again.
1 Ask students to close th e ir books.
• N ow ask th e m to try an d rem em ber th e pictures an d objects
th ey tried to rem em b er in Lead in. Give th em a sh o rt tim e to
w rite dow n as m any as they can rem em ber, using th eir ow n
language if they w an t to.
2 P u t th em in pairs to com pare th eir lists. H ow m any d id they
rem em ber? H ow sim ilar are they? W h at did they b o th
rem em ber? Why?
3 N ow ask th em to open th eir books an d lo o k at th e pictures
o n pp. 82-3. Still in th eir pairs, ask th em to talk ab o u t w hy
th ey th in k th ey d id n ’t rem em ber certain objects.
• You will probably w an t to conduct a b rie f class feedback
sim ply to ro u n d u p the activity an d this stage o f th e lesson.
88 Unit 11
11.3 Help! p.84
T he lig h t-h earted reading text in this stage contextualizes the
use o f articles.
Lead in
m tttI To introduce the topic.
1 -2 These tasks can either be d one as a w hole-class activity
w ith books closed, w ith you asking the questions an d
eliciting answers, o r as a discussion in pairs o r sm all groups.
• You m ig h t w an t to ask th e class briefly if th ere is anything
th ey always rem em b er o r never rem em ber.
• T here is no need for group feedback.
3 Ask stu d en ts to read questions a an d b.
• Play the recording an d ask stu d en ts to com pare th eir answers.
11.3
Speaker 1 I think I'm at the age when I'm starting to for... realize that
I'm forgetting more things than I used to. Erm, I cert..., I've always
found it very difficult to remember directions how to get to places.
Erm, but I've now, I've had to start to use a diary which is an
admission I think that I'm forgetting more than, than I used to or
maybe I'm just doing more things, erm, so using a diary really is how
I try to remember things as much as possible - maybe repeating
things to myself that are very important just so I realize how important
they are.
Speaker 2 I'm very good actually. I don't forget many things - I'm one
of these people that's quite good at remembering birthdays,
anniversaries, friends and family. I tend to remember most things and
I remember because I am a compulsive list-writer, which is very tragic
in my life ...
Speaker 3 I'm quite proud of never forgetting anything - erm I have a
system erm which revolves around post-it notes erm which,
depending on what I have to remember, I'll write it down on a post-
it note and stick it to the inside of my front door, erm so I never forget
anything - amazing.
Speaker 4 I always forget when I have to pay my bills, and I always
forget to water the plants. With bills I have to leave them sitting in
front of me so that I actually remember to pay them, but most other
things, birthdays, names, phone numbers, useful things I can
remember, but just not the bills, the serious stuff.
Speaker 5 My memory's getting worse and worse and worse and it's
very difficult to say what kind of things I forget because I forget
everything, erm I used to have an extremely good memory for
numbers and faces and dates and people and general information
and now that's just got worse and worse and because it is something
that I didn't use to have problems with, I actually find it quite difficult
to find a good way to remember things. I, I write lists and keep books
and leave myself notes, but none of those works as well as actually
having a memory that works and unfortunately mine doesn't do it so
well any more.
• If necessary, play th e recording again before checking the
answ ers w ith th e w hole class.
Speaker 1 a directions to places b keeps diary
Speaker 2 a nothing b writes lists
Speaker 3 a nothing b post-it notes
Speaker 4 a pay bills, water plants b leaves things visible
Speaker 5 a everything b lists, books, notes
 Reading Language focus: articles p.85
E353 To extend students’ abilities to extract essential To review the use o f articles.
inform ation from a piece o f writing. This section reviews th e use o f articles an d gives stu d en ts the
T his is an article ab o u t an In tern et service w hich enables o p p o rtu n ity to prepare a su m m ary o f use.
people to rem em ber im p o rta n t personal events. It is quite
1 Ask students to do th e tasks in pairs, th en check th eir
ch atty an d colloquial and contains a lot o f info rm atio n in
answers by referring back to th e article on p .84.
relatively few words.
• Refer stu d en ts to th e Language co m m en tary o n p .87 w hich
1 O u tline th e task an d ask students to look at th e text together. can be used to check th eir answers to 1 an d 2, an d also to
• Check the answers w ith the w hole class. check th e Exploitation exercise w hich follows.

It is a sample e-mail reminder sent by Rememberlt.com. a 1 the 2 the 3 a 4 a 5 the

b 6 a 7 an
2 Ask students to read the article quickly in order to answ er the c 8 the 9 the
questions. Set a tim e lim it. d 10 A 11 A 12 a 13 A

• Ask th em to com pare their answers in pairs, th e n check w ith 2 Ask stu d en ts to do th is task in pairs, using th e extracts in 1 to
the w hole class. help them . T h en check answers w ith th e w hole class.
a birthdays; anniversaries; special occasions; appointments; Examples, from extracts where used
goals (ambitions) a a(n): a loved one's birthday (3); a quick e-mail (4); A new
b gift shop; wish list; personal calendars; New Year's survey (6)
resolutions; losing weight; saving for an important b the: the solution to your dilemma (5)
purchase c A (no examples)
d the: the most unforgettable public events (9)
e a (no examples)
React and discuss
f the: the White House (2)
1 -3 Ask students to discuss th e questions in sm all groups. g the: the survey polled (8)
h a: a loved one's birthday (3); a quick e-mail reminder (4)
M o nitor b u t d o n ’t in te rru p t, except to join in if appropriate.
i a(n): an information management and online reminder
■ You could extend this topic by asking students to b rain sto rm service (7)
th e kin d o f rem inders people m ight need in relation to these j A: offers, online tools ( 10 ); help, users ( 11 ); such as,
categories: birthdays (13)
Auto, Entertainm ent, Health and Beauty, Fam ily and
Friends, Finance, Holidays, H ome, Pet Care, School, Travel Exploitation
and Vacation, Work. To practise and test w hat students have learned fro m the
previous activity.
Close up • Ask stu d en ts to do this individually, th en com pare answers in
• Ask students to do th e tasks in pairs. Give th em tim e to w ork pairs.
o u t th eir answers before checking w ith the w hole class. • M o n ito r an d encourage, referring th em to th e ap p ro p riate
l.i /fsm fte1tael/ Woman who is attractive in a mysterious section in th e Language co m m en tary on p.87, b u t avoid
way, leading men into danger and causing their giving th em the answers.
destruction. Example: Marilyn Monroe • Finally check answers w ith th e w hole class. M ake sure
1.9 forty-six point seven / twenty-seven point five everyone is clear ab o u t w hy the answers are correct.
Note: You may want to do a quick check here of
pronunciation of other numbers, dates, times, e.g. 3,672, 1989 1 the 2 the 3 a 4 the 5 A 6 a 7 A
(the year), 12/05/01 (both the American way - month, day, 8 the 9 a 10 the 11 A 12 A 13 the
year; and the British way - day, month, year); 10:25 (both 14 A 15 a 16 A 17 a 18 a 19 A
analogue and digital ways, i.e. ten twenty five and twenty- 20 A
21 the 22 the
five past (British) / after (American) ten
1.11 birthday is the day on which you were born; anniversary Speaking
is the day each year when something (but not a birth)
happened, for example wedding anniversary. i f f O To give the students some free speaking and writing
1.20 the site which was easy to use. (note no hyphens) practice.

1 P ut stu d en ts in to sm all groups to discuss th e q u estio n and

m ake a list. If y o u r stu d en ts have n o t used In tern et services,
o m it this question.

2 Ask g roups to discuss w hat th e sites m ig h t do; you could

have a quick feedback session to com pare ideas.

Unit 11 89
 M ake sure groups first decide w hat th eir service is to be, th en
choose a catchy n am e for it, th en w rite a tw o-line description
for it. M o n ito r an d m ake suggestions as necessary.
W hen they are ready, p u t th em in larger groups, o r a w hole
class, an d let them try to ‘sell’ th eir service to th e others.
People like living in cul-de-sacs because they're usually quiet and
traffic-free, cul-de-sac
We have two duvets - a light one for the summer and a heavier one
for the winter, duvet
Paul Getty was one of the twentieth century's most successful
entrepreneurs, entrepreneur
I'd love a slice of that chocolate gateau, gateau
Novels and poems belong to different literary genres, genre

Exploring words p .8 6 a bouquet

b bourgeois
collection of flowers /bu'kei/
belonging to or typical of the middle class
/'ba:3wa:/
To extend students’ knowledge o f com m only-used loan c cache secret hiding place /kaej/
words. d cliche an expression or idea which is overused
/'kli:Jei/
M ost languages b o rro w w ords from o th e r languages, b u t e creche place for pre-school children /kreJY
English is unu su al in the huge q u an tity o f w ords it has f cul-de-sac a road which is blocked off /’kAl da sask/
borrow ed. Students generally find it useful an d interesting to 9 duvet bedding /'du:vei/
h entrepreneur someone who starts and runs a business
look at these w ords an d this section extends th eir know ledge
/D n t r a p r a 'n a :/
o f com m only-used ‘foreign’ w ords. i gateau large rich cake /'g stsu /
1 Read th e in tro d u c tio n w ith the class. T he process has been i genre particular type / '3 a :n r a /
going o n for m an y years! bungalow com es from H in d u stan i,
C Ask stu d en ts to try this in pairs o r sm all groups if you feel
village an d fe m m e fatale from French.
th ey know en o u g h French w ords. O therw ise go th ro u g h
• Ask students to w ork in pairs to com plete the tasks. som e w ith th e w hole class.
• C heck th e answers w ith th e w hole class.
Possible answers:
• If relevant, you could ask if there are any w ords from th eir ending in -e(e) cafe; papier mache; resume; fian$e(e)
ow n language th a t are used in English. ending in -et ballet; beret
ending in -eau bureau; plateau
junta: government formed by group of military officers ending in -eur de rigeur; raconteur; bon viveur
following a coup d'etat - Spain Others: cuisine; contretemps; rapport; carte blanche; fait
ballet form of classical dance - France accompli; faux pas; savoir faire
paparazzi: photographers who specialize in spying on famous
people in order to get photos of them in unguarded moments 3 Ask stu d en ts to com plete th e task on th eir ow n before
- Italy
co m p arin g answers w ith a partner. T here is no need to
Czar: ruler, usually used negatively today, a despot - Russia
robot: automaton - Czech m onitor.
pizza: bread-like food with topping - Italy • C heck the answers w ith the w hole class.
trekker: person who walks on a long, hard journey - Holland
cafe: place where you can eat or drink - France hoi-polloi /hnipo'bi/ - poor, common people
menu: list of food available - France siesta /si'esta/ - short sleep
tandoori: style of cooking, in a clay pot - India sauna /'soma/ - hot steam bath
sauna: steam room - Finland patio /'paetwu/ - paved area
blitz /blits/ - violent attack
2 O u tlin e th e task an d ask th e students to com plete it in pairs. crescendo /kn'Jendoo/ - peak in volume
macho /msetfou, 'maskao/ - aggressively masculine
• Ask th e m to try an d guess the p ro n u n ciatio n . D on’t let th em
spiel /Jpi:l/ - persuasive speech
sp end too long o n this.
• Listen to th e recording, check p ro n u n cia tio n an d practise 4 Focus stu d en ts on th e questions an d m ake sure they
saying th e w ords. (This is n o t included in the tapescript u n d ersta n d them .
section o f th e S tu d en t’s Book.) • Give th em a few m in u tes to discuss th e questions in sm all
groups o r pairs.
After the performance the star was presented with an enormous • C o n d u ct a feedback session to ro u n d o ff the activity.
bouquet of roses, bouquet
Many of the friends I was at university with now live very bourgeois
lives, bourgeois
It took undercover police officers three months to find the terrorists'
cache of weapons, cache
The televised debate between the two presidential candidates was full
of political cliches, cliche
It's very convenient - they're going to start a new creche at the place
where I work, creche

90 Unit 11
 All the rage

T hem e: crazes, fashions, an d favourite film s

12.1 Crazes p.88
12.1 Crazes
Past an d cu rren t crazes Stage 1 consists o f a listening text ab o u t past crazes w hich
contextualizes uses o f used to an d would.
Listening: gist an d in terp retatio n
E xploring n a tu ra l speech: rep etition an d th e use o f
whatsoever
Lead in
Language focus: used to and would G J J I To define craze, and get the students talking about the
Speaking: talking ab o u t childhood interests them e o f the lesson.

1 Read th e d efinition o f craze w ith th e students, and ask them

12.2 Fast food fashions to look at the pictures. P u t th em in pairs to guess w hat they
T he rise o f th e h am burger are.
Reading: prediction an d in terp retatio n
From left to right: Lego®, hand-held computer games, diabolo,
Language focus: ellipsis skateboarding, pogo sticks, in-line skating, soft toy collecting
What they have in common is that they are all crazes, past
12.3 Films and present.
W hat m akes a successful film
• You could personalize the discussion by asking th e students
Listening: gist an d specific info rm atio n w hich crazes they are / were into. O r talk ab o u t c u rren t
E xploring n a tu ra l speech: contrasting n atu ra l speech w ith a crazes sw eeping th e co u n try you are in.
form al talk
V ocabulary: phrasal verbs w ith o ff Listening
Speaking: describing a scene in a film
yjfMi To listen fo r gist and interpretation.
Exploring words 1 Read th ro u g h th e questions as a class, and check th e w ords
Fashion taste, (personal preference) and obsession (in this case, a sp o rt
o r ho b b y th a t you can’t stop d oing - for exam ple, spending
Workbook ten h o u rs a day on co m p u ter gam es).

Language focus: used to an d would; o m ittin g w ords Glossary___________________________________________________

V ocabulary focus: phrasal verbs w ith o ff
V ocabulary expansion: verbs like throw, idiom s w ith back
Listening: childhood p ursuits
Lego® - system of building bricks for children, with which they can
make intricate constructions.
• Play th e recording.
12.1
Speaker 1 When I was a girl I suppose I was completely ballet-mad -
erm I used to go to ballet classes two or three times a week, erm used
to get books about ballet from the library, used to read novels about
ballet and always wanted to be a ballerina and of course never
managed to do that - but I was absolutely obsessed with ballet and
all my friends were as well.
Speaker 2 Actually one time, I had a birthday party and I invited about
twenty kids and I told them all what I wanted was a stuffed animal
and every single one of them got me a stuffed animal and my mother
was so mad and it was like 'What are you doing?'
Speaker 3 Slightly embarrassing childhood, not exactly an obsession,
but I used to be a great fan of heavy metal music erm which now
seems incredibly embarrassing - I was about 14 years old and wore
blue jeans and a sort of blue anorak with a grey rabbit fur hood and

Unit 12 91
 went around listening to what now seems to be the most awful music
in the world ...
Speaker 4 When I was really young I was really keen on playing with
Lego® and I had to have every set and I really wanted to go to
Legoland in Denmark, but never made it and then I was too old and
when it came over here and there was one in Windsor, but erm I was
a member of the Lego® club and I had lots of sets and I used to play
for hours and hours with it making different buildings and houses and
cars ...
Speaker 5 I think probably from about the age of 7 or 8 until 11 or 12,
I was completely obsessed with football - erm all my spare time was
spent playing football with friends. Every break time every lunchtime
at school we would play football in the playground. Erm it had a
disastrous effect on my shoes - my mother was having to buy me
shoes, I remember, every, every three or four months or so cos I wore
them out so quickly erm I used to buy regularly a football magazine
which I would read avidly every Saturday morning - 1knew the names
of all the teams in the football league, I knew their grounds, I knew
their colours, I knew the names of most of the players in all the teams
- it was a complete obsession and the odd thing is that now I have
absolutely no interest in football whatsoever...
• Let th e stud en ts check in pairs before going th ro u g h the
answers w ith th e w hole class.
a 3 the music he listened to and the clothes he wore
b 4 Lego® club
c 1 ballet-mad girl
d 5 football-crazy boy
e 2 girl with the stuffed toys
2 Focus th e stud en ts o n th e question, th e n play the recording
again. Let th e m check in pairs before going th ro u g h the
answers w ith th e w hole class.
Possible answers
Speaker 1 - sounds a little sentimental
Speaker 2 - sounds amused, perhaps nostalgic
Speaker 3 - sounds amused and embarrassed
Speaker 4 - sounds nostalgic
Speaker 5 - sounds factual, unemotional
► A n atu ra l follow -up here is to focus o n som e o f th e
language involved w ith talking ab o u t crazes. You m ay w ish to
do th e E xtra activity o n p. 142 at this p oint.
Exploring natural speech
This activity looks at tw o features o f n atu ra l speech: firstly,
th e way th a t the rhetorical rep etition o f a phrase can add
em phasis to w h at you’re saying. Secondly, th e use o f
whatsoever at th e end o f a sentence for em phasis.
1 -2 P ut th e stud en ts in pairs to discuss the questions.
• You m ay w ish to read th ro u g h the extract as th e stu d en ts
listen an d read, o r re-play th e last extract from th e recording.
N o t only will this help th e students to w ork o u t how th e two
features in q u estion w ork, it will also show how the w ords are
strongly stressed to show em phasis.
Every break time every lunchtime at school we would play football in
the playground. Erm (It) had a disastrous effect on my shoes - my
mother was having to buy me shoes, I remember, every three or four
months or so cos I wore them out so quickly erm I used to buy regularly
a football magazine which I would read avidly every Saturday morning
- I knew the names of all the teams in the football league, I knew their
92 Unit 12
grounds, I knew their colours, I knew the names of most of the players
in all the teams - it was a complete obsession and the odd thing is that
now I have absolutely no interest in football whatsoever ...
1 The effect of the repetition of the phrase I knew is to
emphasize how obsessed he was with football.
2 Like at all, whatsoever follows no + noun, none, and
nothing to emphasize what is being said. It is a little
stronger than at all.
React and discuss
E ncourage a w hole-class discussion, o r let th e students
discuss the questions in sm all groups, th en present th eir ideas
to th e class.
Language focus: used to and w ould
p.89
Eff!H To revise and practise used to and w ould to talk about
p a st states and past habits.
T he assu m p tio n here is th a t stu d en ts have com e across used
to an d would before. Consequently, th e fo rm and use are
initially checked in a quiz, w hich encourages th e stu d en ts to
discuss th eir u n d erstan d in g o f th e structures.
At this level, stu d en ts m ay still have problem s rem em bering
th e com plex form o f used to, m aking m istakes like *1 d idn’t
used to live in London, o r *1 was used to live in Paris. In the
latter case, they m ay still be getting confused w ith the sim ilar-
looking stru ctu re to be used to + -ing. These are all checked in
th e quiz.
T he stu d en ts m ay also have problem s w ith p ro n u n ciatio n ,
an d it is w o rth including som e rep etitio n w ork to practise the
correct p ro d u ctio n o f /ju:sto/.
T he m ajo r problem s, however, are w ith use. Students te n d to
avoid th em , b u t it is im p o rta n t to encourage th em to start
using th em w hen talking ab o u t m em ories, or being nostalgic,
as it so u n d s u n u su al an d dull n o t to in English. A lthough the
basic rules are straightforw ard, an d stu d en ts usually grasp the
idea th a t used to is for habits an d states th a t are no longer
tru e, b u t you ca n n o t use would for states, w atch o u t for errors
o f th e follow ing types:
*W hen I used to be twenty, I used to live in a bedsit.
(T he second p a rt o f the sentence, used to live, is fine, as it is a
past state th a t is n o longer true. In th e first p a rt used to be
tw enty m ay look like a past state th a t is no longer tru e, b u t
the w ord when suggests th a t th e speaker sees it as one event
in tim e. Consequently, it should be W hen I was twenty.)
*1 used to live in Bristol fo r seven years.
(You can’t use used to to say ho w long.)
*1 use to play tennis all the time.
(You can’t apply th e form to present habits.)
*I would live in London when I was younger.
(You can’t use would for states, an d here live is seen as
a state.)
 It is also w orth n oting th a t we tend to focus o n used to, Speaking
b u t th a t would is a very frequent form w hich learners
o ften avoid. To get the students talking about crazes and using used
to and w ould, and ‘enthusiasm ’ expressions.
• P u t th e students in pairs to do th e quiz. If there is a lot o f
debate, let them double check th e ir ideas w ith an o th er pair 1 -2 Set th e scene by eliciting a few things th a t th e stu d en ts
before feedback. You m ay w ish to refer the students to the were interested in as children. T h en ask th em to w ork
Language com m entary o n p.95 to check their answers. individually an d w rite a list, th e n use th e list to say how
interested they were in each activity.
Quiz answers
1 True 3 P u t th e stu d en ts in sm all groups to discuss th e ir lists an d find
2 False - we use the Past simple. o u t w hether anyone shared th eir interests.
3 False
4 a - implies that this habit has been stopped. • If you d id n ’t do a m ingle activity in th e Exploitation, you
5 False (would can't be used to refer to a habitual past could ask stu d en ts to w alk ro u n d an d find people w ho shared
state.) th eir interests.
6 a is correct, b is an example of the rule in 5 above.
7 b
8 If a time or length of time is specified used to cannot be
used.
9 a could mean I went once or / went more than once - no 12.2 Fast food fashions p.90
indication is given.
b means I went more than once.
10 a = / am accustomed to Stage 2 consists o f a reading text ab o u t th e rise o f th e burger. It
b = I did this several times in the past, and don't any more. looks at ellipsis, i.e. o m ittin g w ords unnecessary to m ean in g in
English.
Exploitation
Lead in
1 Ask students to w ork individually to com plete the extract,
th en check th eir answers in pairs. I J E l To get the students talking a bout the them e o f the lesson,
fa st food, in a personalized discussion.
Note: Usually, but not always, there is a choice of forms. The
important thing to impress upon students is that they should 1 -3 P ut th e stu d en ts in sm all g roups to discuss th e questions.
vary the forms they use so that the text as a whole does not
sound repetitive. Reading
1 was
2 used to collect / collected I d fi'l To develop prediction and interpretation skills.
3 were [Note: used to be would imply that they are no
longer free - which is not true; so although grammatically 1 P u t th e stu d en ts in pairs o r threes to do questions a - d . D o n ’t
possible, could only be used if you now have to pay for give th e answers at this stage. T he aim here is to get the
cheese labels and stones.] stu d en ts interested in th e topic, an d to create a p red ictio n
4 was task for th e first reading.
5 moved
6 went 2 Ask the stu d en ts to read th e article an d check their
7 used to go / would go / went predictions.
8 would take / used to take / took
9 became a B (1904) b B c C d C (7%)
10 used to insist / would insist / insisted
11 went
12 I'd remove / used to remove Close up
13 had • P u t th e stu d en ts in pairs to do th e exercise. E ncourage th em
to m ake guesses from context rath e r th a n rely o n th eir
2 Read th ro u g h th e exam ple w ith th e students, th e n ask th em
dictionaries.
to w rite sentences. M o n ito r an d help. M ake sure they are
varying the use o f used to and would.
• Ask som e students to read o u t som e o f th eir sentences for the
class. Alternatively, p u t th e students in sm all groups to use
th e sentences as a basis for discussion, o r do a m ingle activity
if space in th e classroom allows. Ask th e students to walk
ro u n d an d try to find people in the class they have som ething
in co m m o n w ith. You could also set this task for hom ew ork.

Unit 12 93
 1.2 person - hero / heroine Suggested answers
quality - heroism a It's easy and quick to make and cook / It was brilliantly
1. 1- 1.8 galloped - to gallop describes how horses run fast marketed / Because no one got a trademark on the word,
saddle - the thing a horse rider sits on anyone could make it so there were many people selling it /
1.26 Hamburgers are people from the German city of Children particularly like food of this kind,
Hamburg. b They're cheap, quick, and you can buy one at all hours of
hamburgers are the flattened circles of minced beef you the day.
eat in McDonald's. c These foods seem to have no connection with meat. They
1.48 one can refer to people in general or the speaker / certainly don't look like meat,
writer in particular. The writer of this article uses the d He is saying that when we call them cheap hamburgers
phrase to show that he has no evidence for the what we really mean is poor quality hamburgers. The word
'information' he is giving us. anonymously means that they have no brand name,
1.50 potato e Because of various diseases connected with meat, specifically
1.65 quickly new variant CJD - the human form of mad cow disease.
to scoff also means to mock I speak with contempt.
Stop scoffing. You're always scoffing at me. Glossary
T his reading text has a lo t o f difficult vocabulary. If you th in k CJD - Creutzfeld-Jakob's disease
mad cow disease - bovine spongiform encephalopathy (BSE)
y o ur students are having difficulty, the follow ing exercise
extends the Close up an d will help the students to u n d ersta n d Note
th e text. Since there are so m any w ords, you m ay w ish to deal Creutzfeld-Jakob's disease (CJD) affects the brain of sufferers, causing
ju st w ith the ones you th in k your stud en ts will have m ost damage to all functions, and eventually death. The development of
p roblem s w ith. BSE, which affected cattle, and its link to new variant CJD, began to be
explored in 1990, with the first cases of nv CJD being found in 1994.
W rite these w ords an d phrases on the b o ard an d ask the
These cases in humans were linked to the consumption of beef from
stu dents to w ork in pairs to find w ords in th e passage w ith a infected cattle - hence the danger of eating meat from a source you
sim ilar m eaning: don't know.
1 flat, grassy plains
2 attacking an d robbing React and discuss
3 tried for th e first tim e E ncourage a w hole-class discussion.
4 places in a m arket o r fair w ith special perm issio n to sell a
p ro d u ct Language focus: omitting words p.91
5 new idea o r invention
6 pressed into shape w ith y o u r fingers To introduce and practise the use o f ellipsis - leaving out
7 a tightly-packed ball words and phrases which are unnecessary to the m eaning - in
8 very h o t cooking surface spoken and written English.
9 an A m erican coin w orth five cents This section looks at the way subject p ro n o u n s, auxiliary
10 really enjoy verbs, articles, an d others, are left o u t in o rd er to avoid giving
11 buying a n d selling o r repeating in fo rm atio n th a t is already clear from the
12 unskilled w orker context. Conceptually, this is quite a straightforw ard idea.
13 salesm an However, som e stu d en ts at this level often avoid ellipsis w hen
14 sell th ey ’re speaking in favour o f being ‘gram m atically co rrect’. It
15 a com pany w ith perm ission to sell a p ro d u ct is difficult to ‘feel’ w hen an d w hich w ords to leave o u t. T he
16 n o t considered properly em phasis here is o n recognition rath er th a n practice - getting
17 likely to stu d en ts to th in k ab o u t w hich w ords to leave o u t an d why.

1 steppes 10 relish 1 Put the students in pairs to look at the sentences and answer
2 pillage 11 merchandising the questions. Refer them to the Language com m entary on
3 pioneered 12 menial p.95.
4 concessionaire stalls 13 vendor
5 innovation 14 peddle
6 kneaded 15 franchise 1 It's / They're Subject pronoun and verb
7 pellet 16 glossed over 2 Q Have you Subject pronoun and auxiliary verb in
8 hotplate 17 prone to question
9 nickel A No, I'm Reply to question; subject pronoun and
verb
3 Ask stud en ts to look back at th e text an d answ er the I haven't. Short answer
q uestions in pairs. Expect som e discussion in th e feedback as 3 The article
th e task necessitates in terp retin g th e w riter’s w ords, so the I’ve Subject pronoun and auxiliary verb
4 / Subject pronoun
stu d en ts m ay have m ore th a n one possible answer. Are you Subject pronoun and auxiliary verb in
question

94 Unit 12
2 Read through the exam ples as a class.
Exploitation
1 D o the first as an exam ple, th e n ask th e students to w ork in
pairs to cross o u t th e unnecessary words.
• After checking th e answers, you could get the students to
practise the conversations w ith th eir partners.
a Q Is there any chance of you g iving mo a lift?
A Sure I can g ive you o lift. Get in.
b Q Navo you seen my dad recently?
A Yes, I have soon your dad recently. I saw him this
morning.
• To give th e students m ore fluency practice in this area, you
could do th e follow ing extra activity.
1 P ut th e stud en ts in pairs. W rite a list o f q uestions on
the board . You could use the list below, or m ake up
your ow n to reflect your stud en ts’ interests. S tudent A
m u st ask S tudent B the questions, using ellipsis, and
S tudent B m u st give sh o rt answers, also using ellipsis.
2 G et the stud en ts started by eliciting suggested sh o rt
answers th en m odelling th e activity.
Exam ple:
D one your hom ew ork?
N o t yet. No. You? Too busy. H aven’t had time. Sort of.
Couldn’t be bothered.
Suggested questions:
H ave you done your homework?
Are you tired?
Do you fancy a coffee?
H ave you got a pen?
Are you coming to the party on Friday?
2 D o the first sentence as a class, th en ask students to w ork
individually to do the first exercise.
• Ask the students to com pare their versions in pairs, an d do
exercise c.
Possible answers
Since last Friday been from Perth to Adelaide then to Mount
Gambier, a remote farming town. Climbed a volcano, saw
koalas and kangaroos in the wild. Tuesday hired a car and
Tina and I drove along Ocean Road past rocks in the picture.
Views really breath-taking. Never seen anything like it.
Planning to visit rainforest tomorrow. (57 words)
• As a follow -up o r hom ew ork activity, ask students to w rite
th e ir ow n postcard ab o u t an adventurous holiday they have
been on.
• Alternatively, give students in pairs a postcard w ith an
interesting p icture o f a w ell-know n place o n the front, and
ask th em to w rite ab o u t th e place using ellipsis. O r you could
ask each pair to w rite the text in w hole sentences, then give
th e ir text to an o th er pair w ho have to cross o u t unnecessary
words.
12.3 Films p.92
Stage 3 consists o f tw o listening texts: one in w hich a speaker
describes successful films, an d an o th er in w hich people describe
a frightening scene in a film.
Lead in
K I O To get students to describe their favourite film in a
personalized speaking activity.
1 -2 Elicit as m any different types o f film as you can from the
students. T hen p u t th e stu d en ts in pairs to tell th eir p a rtn e r
w hich is th eir favourite type o f film an d why.
Suggested answers
thrillers; horror films; romantic films; sci-fi; animated; comedy;
action; classic; westerns; gangster
3 C heck th a t stu d en ts u n d ersta n d th e language in th e box, th en
give th em a few m in u tes to prepare how to describe th eir
favourite film. D ubbed m eans tran slated in to an o th er
language an d recorded over th e original so u n d track .
Listening
ftH ni To listen fo r gist and specific information.
Note_______________________________________________________
Crouching Tiger, Hidden Dragon (2000) - film directed by Ang Lee,
starring Chow Yun-Fat and Michelle Yeoh. A beautiful blend of martial
arts and romance which won four Oscars and was nominated for six
more.
Julia Roberts - American actress who won an Oscar for her role in Erin
Brockovich (2000), and received nominations for Steel Magnolias (1989)
and Pretty Woman (1990).
Michael Douglas - actor and producer. Son of actor Kirk Douglas and
one of only two people ever to have won Oscars both for best picture
(One Flew Over The Cuckoo's Nest, 1975) and best actor (Wall Street,
1987).
Braveheart (1995) - film directed by and starring Mel Gibson, about
13th century Scot William Wallace who united the Scots in a battle to
overthrow English rule. It won five Oscars, including Best Film and Best
Director, and was nominated for five more.
1 O u tlin e th e task, th en play th e recording.
12.2
I think in the past obviously classic films, things like Casablanca, things
that have endured over the years, but I think also films in the past that
were popular were very strict to their genre, things like Westerns, which
had a very strict set of rules that were always followed. They were based
around the same thing - that actually have a fairly universal appeal. I
think a Western is actually an example of a sort of myth, a legend, almost
like a fairy tale - the good guy and the good guy always wins, and the
bad guy. But the good guy never quite integrates into society - the good
guy always goes off riding into the sunset and these rules are very very
strict, but I think that that's part of the appeal, but that that genre really,
I think, has had its day, erm I think it's being eclipsed by other things and
I think an example of that is Crouching Tiger, Hidden Dragon, which is a
similar sort of thing actually, in some ways.
Looking at things in the cinema at present and I think there's the two
main types of film erm there's blockbusters, box-office smash films,
romantic comedy, there's, you know, things, I don't know, any Julia
Unit 12 95
 Roberts film, anything, you know, some of the Michael Douglas films, React and discuss
whatever, erm and then there's the big action films, things like
Braveheart. D o this as a class discussion o r in sm all groups.

a classic; Western; romantic comedy; action Vocabulary: phrasal verbs with o ff

b Julia Roberts; Michael Douglas
I f l O To introduce and practise phrasal verbs w ith off.
Play the recording again an d ask students to com plete the This section introduces a n u m b e r o f phrasal verbs by looking
sentences. at th e different m eanings o f o ff w hen used as a particle.
a classic film 1 D iscuss th e sentences as a class.
b a myth, legend, or fairy tale
c the good guy; the bad guy a goes riding - this describes a simple activity
d the good guy riding into the sunset b goes o ff riding - this means he is leaving on horseback, and
probably not coming back.
3 Play th e second p a rt o f the recording.
2 a - b Ask stu d en ts to w ork in pairs to m atch the phrasal
verbs w ith the m eaning groups, an d say w hich single verb
As for where films are going, I think the idea that the genre is no longer
applied as strictly as it was once that erm genre is something which is could be used as an alternative.
increasingly you know that and a good example of that is Crouching
Tiger, Hidden Dragon, that what kind of movie is it? Well it's a feminist, a b
art house, martial arts movie - very very difficult to pigeonhole. It comes 1 call off B cancel / postpone
across much more like something like a computer game than a film in 2 spark off C start / begin / cause
some ways, the fighting scenes and the flying scenes and the treetops 3 divide off D separate
and the canopy of the forest, you know it's an incredible mixture of of 4 set off A begin / start
different influences and yet it's got this nineteenth-century China, star- 5 kick off C start / begin (The football match starts
crossed lovers erm, and the honour code and you know this this amazing with a kick off.)
story behind it that it's a really interesting film and I think what's 6 break off B end
interesting about it is that it doesn't fit into the rules of any one genre. 7 block off D close
8 blast off A leave
I think that actually is the key to what makes a good film is if it really
carries you into that film and involves you in it and has you somewhere
C Students rem ain in pairs to categorize th e phrasal verbs
else for two hours and I think that's what film does probably better than
any other art form. A book does but you're still having to read it and yeah an d illustrate the m eanings. M o n ito r an d help, an d get som e
I love books, don't get me wrong erm, but I I feel that a film really can stu d en ts to read o u t th eir best sentences in the feedback.
do that - it transports you it's the, the whole atmosphere, the music and
that especially when you see it at the cinema and you have to go and close off D ring off B
make an effort to go see it, erm and you sit there in the dark and this drive off A seal off D
massive movie is is playing - and you know there's the music and the lead off C take off C
effects and the sound and the pictures and it's just the whole experience. put off B wave off A
I really think that's the essence of a good movie is a movie that carries Some possible sentences
you away that takes you from your normal life for a couple of hours - it's The police closed off the area after the accident.
an escapist thing. He drove off at top speed.
The captain led the players off the pitch to collect the trophy
A good film is one which involves and absorbs the audience. after their victory.
It provides an escape from real life. They decided to put off the race meeting because of the bad
weather. / Don't put me off when I'm trying to concentrate.
She was so angry that she rang off without answering his
Exploring natural speech p.93 question.
To contrast natural speech w ith the language used in a Because of the gas leak, we will have to seal off the factory so
fo rm a l talk. that no-one can enter.
The plane took off. (beginning a journey) The craze for micro
Read th ro u g h th e in tro d u c tio n as a class, th en p u t stu d en ts in scooters took off very quickly.
pairs to tu r n the passage in to a form al talk. Their families waved them off as they left for Australia.

Possible answer
A film transports you. It's the whole atmosphere and the Listening and speaking
music. That's especially true when you see a film at the
E ffn i To listen fo r gist, and to practise describing a scene in a
cinema; probably because you have to make an effort to go
see it. You sit there in the dark with this massive movie film using the Historic present.
playing. There's the music, the effects, the sound and the
1 Set th e scene by asking th e stu d en ts w hat was the m ost
pictures. It's the whole experience which makes a film
successful or not. frightening film th ey have ever seen, an d w hy it was so
frightening.

96 Unit 12
 Note_____________________________________________________
Psycho (1960) - classic thriller directed by Alfred Hitchcock and starring
Anthony Perkins as the deranged Norman Bates who famously stabs a
young woman in her motel room shower. Nominated for four Oscars.
Misery (1990) - film directed by Rob Reiner, starring Kathy Bates (who
won an Oscar for Best Actress) and James Caan. A famous novelist is
first rescued from a car crash and then held prisoner by an obsessed
fan.
• O u tline the task and play th e recording.
• Ask th e stu d en ts to th in k o f a frightening scene, an d take five
o r six m in u tes p lan n in g how to describe it. Ask th em
questions a an d b, an d use som e o f th e language in
exercise 2, p articu larly th e H istoric present. Refer th e m to the
Language co m m en tary o n p.79.
• If y o u r stu d en ts find it difficult to be creative, th ey could do
th is in pairs, an d th in k how to describe a frightening scene
th ey have b o th seen.

12.4 • W hen th ey are ready, p u t th e stu d en ts in groups o f fo u r or

five to describe th e ir scenes. M o n ito r for errors.
T There's that bit in Psycho when I think there's a girl hiding under the
staircase, isn't there, and whoever it is, is coming in, he runs up the • A n atu ra l follow -up for hom ew o rk is to ask th e stu d en ts to
stairs and you're you're not quite sure if he's noticed her or not and w rite a film review. Refer th em to th e W riting guidelines on
he's sort of looking around the house and you know that he's about
p. 156.
to come down and find her and then obviously the shower scene.
R Hitchcock is always good for suspense really.
K Definitely.
R I love the bit in I think it's Misery, is it called Miseryl with Kathy Bates
(Yes) where where she's she's gone out for a drive and he's in the
Exploring words p.94
house and he has to try and get out of the room which she's locked
him in and, you know, he gets all the way ... E m u To introduce and practise phrases based around the key
K (Does it) with hairpins or something? He finds ... word fashion, and adjectives used to describe clothes.
R Yeah, he has to unlock all sorts of doors and of course he's
wheelchair-bound as well and then she ... you see the car coming 1 Ask stu d en ts to w ork alone o r in pairs to com plete th e gaps.
back and the camera keeps cutting to the car coming back and he's
a fashion-conscious d fashion victims
got to get back into the position that she expects to find him in.
b the latest fashion e went out of fashion
J And obviously, he just makes it. c come (back) into fashion f unfashionable
R Just in the nick of time.
J In an amazingly short period of time. Apart from the fact that when 2 a Ask stu d en ts to divide th e adjectives in to three lists.
she comes back in, one of her china erm ornaments is the wrong way
round. Positive:
cool; elegant; flattering; posh; smart; snazzy*; special; stylish;
R That's right, she notices something's just slightly been moved.
tasteful; trendy
J Total psychopath because she's noticed that. Negative:
R Picks up the sledge hammer and breaks his legs. conservative; dressy*; dull; flashy; naff*; ordinary; shocking;
J That is an absolutely horrible scene. unflattering
Neutral:
a Personal answers bright; casual; classic; formal; neat; neutral; presentable;
b Suspense: characters and audience not quite sure what's sensible; sporty; traditional
going to happen next. * snazzy = very fashionable
* dressy = too smart or elegant for a particular occasion
2 Put th e students in pairs to read th e extracts and discuss the * naff = bad taste / unfashionable
questions.
b - c S tudents w ork in pairs o r sm all groups to look at the
Extract A pictures, describe th em , an d discuss th e questions in c.
• bit = part of the film / scene M o n ito r an d help.
• The speaker is trying to get the agreement of the people
with him. He is assuming they have seen the film and will d O u tlin e th e task an d play th e recording.
support his opinions.
• Present tenses are used to make the action come alive. 12.5
(Compare with the text. Welcome to the Pole! in Unit 10.) 1
• you = the cinema-goer, the person watching the action, M1 This looks kind of office wear.
everyone
W1 Quite conservative, isn't it?
Extract B
• where refers to the bit in Misery. When could be used W2 Yeah. It's a bit sensible.
instead. M1 I like her red dress though.
• The Present perfect is used in combination with Present W2 Really?
tenses. If the main narrative had been in the Past simple
W1 Yeah, but you wouldn't actually wear it. I wouldn't.
and Past continuous, this verb would be in the Past perfect.
W2 Remind me not to go shopping with you.
3 Elicit from the class w hat m akes film scenes frightening. M1 No I wouldn't wear it either, actually, funnily enough.
Some suggestions include: dram atic m usic, so u n d effects, M2 I prefer the one in the middle - she looks kind of ...
lighting, rap id editing, unusual cam era shots. W2 Yeah, she's a bit more snazzy.

Unit 12 97
 M2 Yeah, definitely. 5
W1 Yeah, OK. W2 OK, let's move on to her.
M2 Whereas the one on the right - not very flattering. W1 Ooh.
W2 No. M2 Right. Action.
M1 Well, she's chosen pale colours, hasn't she, ... W1 I like the colour.
2 M2 It's bright.
W2 Right what about him? Now that's very office. W1 I know.
M2 Very office. M1 It's sporty-ish.
M1 But it's kind of casual office. M2 Yeah. That's what I'm thi ... I'm thinking outdoor wear.
W1 It works. All Yeah / Definitely.
W2 It's kind of special, but in a stylish way. M1 Could be good snowboarding ...
W1 I think he looks neat. W2 All weather, all weather.
M1 Nice tie. M2 Yeah it's kind of got that snowboard look, hasn't it, it's sort of ...
M2 Presentable. W1 Yeah - it's still trendy, it's cool.
W2 Definitely - if you're going for an interview, you know - it's fine. M2 Yeah.
W1 You could take him home to your mum ... W2 Like the boots.
3 M2 Yeah good boots.
W1 Ooh look at her! W1 Hiking.
M1 Now that's saucy secretary, isn't it? M1 Sturdy boots. She's got sunglasses on her head, as well.
W2 That's kind of air hostess actually, isn't it? W2 Has she?
W1 It's quite scaring. M1 Yeah. I think she's thinking she's ...
M2 She looks quite powerful - you know bit of a power suit there, W1 She's quite trendy.
powerful su it... M2 She could be going sailing. ...
W2 It is powerful definitely - yep, she knows where she's going - she
knows what she's doing ... Adjectives in bold are not from the list in 2a.
4 *office(wear); conservative; sensible; snazzy; (not) flattering;
casual; special; stylish; neat; presentable; *saucy secretary; *air
W2 So, what about this guy?
hostess; scaring; powerful; classic; neutral; uncomplicated;
W1 Hello. smart; bright; sporty(-ish); trendy; cool
W2 No, he does look pretty fit, do you know what I mean? *These are nouns used as adjectives, i.e. clothes such as might
W1 Yeah, but what about the clothes? be worn in an office (dull, boring), or by a 'saucy' secretary
(too sexy, maybe a bit cheap) or an air hostess (smart suit,
W2 OK, let's look at the clothes.
formal elegance).
M2 That's classic.
M1 Chinos, black T-shirt. 3 P u t th e stu d en ts in sm all groups to look at th e questions in
M2 Yeah. th e tw o lists, an d decide w hich ones they are going to discuss.
W2 Casual again. • M o n ito r th e discussions.
W1 Quite neutral.
• W hen th ey have talked ab o u t fo u r questions, ask th e students
W2 Yes. to stan d up, if possible, w alk ro u n d th e class, an d find an d sit
M2 Uncomplicated. do w n w ith o th e r stu d en ts w ho have discussed th e sam e
W2 Definitely. questions. T hey can th e n com pare answers.
M1 Smart.
W2 Classic.
W1 Yeah.
M1 That's it, really, isn't it?
W2 Yeah.
M1 And I think everyone likes it.
W2 You could wear that anywhere, really, couldn't you?

98 Unit 12
 Conflict
Theme: how people deal w ith different kinds o f conflict
13.1 Personal and professional
People talk ab o u t how they deal w ith conflict in their
personal an d professional lives
• Listening: m atching an d specific inform ation
• Exploring natural speech: ‘echoing’ for em phasis
• Listening and speaking: role play - a conflict situation
13.2 Only a game
An article ab o u t conflict in the playground
• Reading: gist and specific in fo rm atio n
• Language focus: -ing form s
• W riting: a story
13.3 Families at war
R elationships an d conflict w ithin families
• Listening: causes o f argum ent w ithin families
• Reading: gist, analysis, in terp retatio n
• Language focus: singular o r plural?
• Speaking: form al discussion
Exploring words
C onflict
Workbook
• Language focus: -ing form s; adjective + p reposition + -ing
form ; verb + (object +) preposition + -ing form ; singular or
plural?
• Vocabulary focus: conflict - collocations an d idiom s
• Vocabulary expansion: idiom s w ith big; idiom s w ith
word / words
• Listening: tro u b le at w ork
13.1 Personal and professional
p.96
T his stage includes tw o listenings w hich look at th e topic o f
conflict in different ways.
Lead in
To get students thinking and talking about conflict in
people’s lives.
Note______________________________________________________
Throughout this unit, and particularly in the speaking and discussion-
based activities, it is important to remember that different cultures
define and resolve conflict in very different ways.
1 You could elicit ideas from th e w hole class before asking
stu d en ts to discuss th e q u estio n in pairs o r groups.
2 C heck vocabulary, th en ask stu d en ts to do th e task. D o n o t
get feedback at this p o in t as this can be d o n e after Listening 1.
Listening
C O To practise extracting the m ain idea o f w hat is being said
(the gist) fro m different speakers talking quite informally.
1 O u tlin e th e task an d play th e recording.
13.1
Speaker 1 Well it's very different in personal and professional, but erm
I think I probably find it easier to deal in a professional context
because you have some sort of structure that you can you have
recourse to, but in personal life I find it very stressful.
Speaker 2 Conflict - I'm getting better at it - much better than I used
to be, but it's not enjoyable, it's never enjoyable having to deal with
conflict, erm but I can stay much calmer now than I used to be in
those kinds of situations, which always helps, because then you can
step back from it and decide what's really happening without getting
upset or excited or angry or any of those things.
Speaker 3 Absolutely impossible I would always avoid conflict
whenever I possibly could, which I think is always, if if you want to
avoid conflict badly enough you can avoid it. Which is cowardly I know,
and I see it as a a failing I think, because I think some people can make
something constructive out of conflict but I can't. I don't like it at all.
Speaker 4 In my personal life I find it erm probably a bit easier than in
my professional life. I would say that, erm I like to deal with it absolutely
immediately and er can't rest until it is dealt with whereas professionally
although I would like to do that it's not quite as easy to do that.
Speaker 5 I find it very difficult, but you need to be able to deal with
conflict in order to to progress.
So how do you approach it - what do you do about it?
You've got to be sure of your facts before you start, and I think you've
also got to be aware of some position of compromise.
Unit 13 99
 Speaker 6 ... I feel professionally I deal with it pretty well, but
personally that's a whole nother ball-game for me - I really have a
problem with it personally - when someone yells at me, even if it's
totally unjust, rather than argue back or yell back, I cry which isn't
very helpful in resolving the conflict, but I just, I get so upset I ...
Speaker 7 Well conflict - I'd rather not talk about it, that's basically
how I deal with conflict. I'm I'm very uncomfortable with conflict
quite honestly and - personally and professionally - and I'll do just
about anything to avoid it. I like to be an easy-going laid-back kind of
person and it really takes a lot for me to confront someone on
something even if they've treated me badly - it's actually an area that
I'd like to get better at, but erm I have a boyfriend who is, loves
conflict so we actually make a great pair because ...
• Ask stud en ts to com pare th eir answers. Play the recording
again, if necessary.
• C heck answers w ith th e w hole class, you m ay w an t to h o ld a
b rief feedback on th e ir ow n answers at this p oint.
a 3/7 b 1/6 c 5 d 2 e 6 f4
2 Ask students to read the statem ents a-g .
• Go th ro u g h any difficult vocabulary w ith them , for example:
step back = to try to becom e m ore objective ab o u t a
situation, by ‘stepping back’
fa iling = a w eakness, a character fault
laid-back = having a relaxed attitu d e
• C heck stud en ts u n d ersta n d th e task.
• Play recording | Q | again. It is probably a good idea to
pause after each speaker to give students tim e to w rite th eir
answers.
• After th e w hole recording, ask students to com pare th eir
answers before checking w ith th e w hole class.
Possible answers
a There is a structure for dealing with conflict at work. /
There is a structure to fall back on.
b She stays calmer if she is able to step back from the
situation. / She tries to step back from the situation and see
what's actually happening,
c He thinks it's a failing. / He see it as a failing.
d He can't rest (relax) until he has dealt with the situation,
e You have to be prepared to compromise. / You have to try
to think of a compromise position,
f It doesn't help him to resolve the conflict. / Crying and
being upset makes it more difficult to resolve the conflict,
g She is more laid-back than her boyfriend.
React and discuss p.97
To give students a chance to talk about themselves and
how they have dealt w ith conflict.
Be p repared by having a conflict situ atio n o f your ow n th a t
you are w illing to talk about. Tell th e stud en ts y o u r sto ry in
as n atu ra l a way as possible.
Exploring natural speech
Edful To draw students’ attention to fronting, the way in which
natural, spoken English often has a different word order fro m
the one the students are taught.
100 Unit 13
In n atu ra l speech th e subject o f the discussion, an d o f the
sentences, can be b ro u g h t to th e front o f th e sentence (see
U nit 15 Language co m m en tary on p. 116) in o rd er to add
em phasis an d / o r to give th e speaker tim e to th in k ab o u t
w h at th ey w an t to say ( C o n flic t... I ’m getting better a t it).
A lth o u g h stu d en ts are given th e chance to practise som e
fro n tin g them selves, the m ain aim here is to increase
aw areness o f it so th a t they are th e n b etter able to follow
n atu ral speech. S tudents will have m ore o p p o rtu n ity for
practice in U nit 15.
1 E ither play excerpts a an d b from recording Q Q or read the
sentences yourself, in as n atu ra l a w ay as possible. T h en ask
stu d en ts to th in k ab o u t th e question.
There are two possible explanations:
They are deliberately 'fronting' the key idea to give it
emphasis.
They are giving themselves time to think of what they want to
say.
In either case, starting with the word conflict focuses the
listener's attention.
2 You could go th ro u g h these w ith the w hole class first, eliciting
possible answers so th a t students are sure o f the w ord order,
th en ask th em to practise in pairs o r sm all groups.
Possible answers
a Family rows, can't say they worry me too much,
b Well, war, now that's a big question,
c Disappointments, well I guess you've just got to put up
with them, haven't you?
d My neighbours, now there's something I could talk about
all night!
Listening and speaking
To identify and practise language used to calm people
down.
1 O u tlin e th e task briefly.
• Play th e recording. Give th e stu d en ts a few m in u tes to
com plete any notes th ey m ig h t b e m aking.
13.2
M1 What do you think you're doing?
M2 I was following you. I wasn't that, I wasn't that far behind - you
stalled ...
M1 You, yeah, you wait till I move off, right? The lights turned green.
You are behind me and you wait till I've moved off.
M2 Yeah, all right, all right.
M1 Look at this.
M2 I know, well look at my headlight mate.
M1 Well look at my rear lig... They're not even working.
M2 All right. We're not going to get anywhere by shouting, are we?
(I've got to go) We're not going to get anywhere by shouting.
M1 I've got to go and pick my kids up and it's getting dark.
M2 All right. You gonna get, all right look I've got a mobile phone if you
wanna use it. It's fine, you can call, you can tell em you're gonna be
late.
M1 I don't believe this.
 M2 Look there's no point getting upset. Look - you've lost a bit out the
back. I've lost me headlight. It's fine. It's not serious. It's absolutely
not serious. If you've got your insurance ...
M1 It's your fault mate.
M2 I don't ...
W Excuse me.
M2 I don't think it's right to start blaming people.
M1 It is.
M2 I mean this is, this is it's easily remediable.
W Look, excuse me, but you're really causing quite a tailback, back here.
M1 What's it got to do with you?
• Ask th em to com pare th e ir answers in pairs, th en play the
recording again so th a t they can check and add to th eir notes.
a A minor road accident. One car has driven into the back of
the car in front. There is damage to the headlights of one
car and the rear lights of the other,
b The driver in front is very aggressive, rude, and angry. The
other is polite, conciliatory, and ready to compromise,
c all right, all right
We're not getting anywhere by shouting, are we?
there's no point in getting upset
It's not serious
I don't think it's right to start blaming people
It's easily remediable.
2 Before starting th e role play, spend som e tim e practising the
p ro n u n cia tio n o f th e expressions in th e box.
• It is usually a good idea to spend som e tim e setting up a role
play; if students are really involved an d feel they can im agine
the situation an d th eir role quite well, they generally have
m o re to say.
• Taking S ituation 1 as an exam ple, ask the students to look at
th e p icture and describe th e scene to you, then try to get
th em to fill in som e details. W hat day is it? W hen is it?
(W hen is rush hour?) H ow do they th in k the people are
feeling? T he cyclist? T he pedestrian? T he oth er pedestrians?
Check som e vocabulary w ith them : Walkman; mobile phone;
knock someone over / down; hit / hurt; in a rush; dashing across
a road.
• W hen you feel th a t the situation has been well described
from a variety o f angles ask students to divide up th eir roles:
cyclists, pedestrians, and probably tw o different oth er
pedestrians.
• If any groups decide to practise th e o th e r situation, ask th em
to follow the sam e procedure: th in k ab o u t th e situatio n an d
fill in details before assigning roles.
■ G roup the students so th a t they are sitting w ith o th e r people
o f the sam e role (all the cyclists together, th e pedestrians
together, etc.).
• N ow ask th em to th in k ab o u t w hat hap p en ed from th eir
perspective. Ask th em to consider how they feel now. G et
th em to decide w hich language from the box an d expressions
they n o te d from 1 they m ight w ant to use. Set a tim e lim it
for this (probably a few m inutes only).
• Regroup the students so th a t each role is represented in each
group. Tell them they have a few m inutes to practise th eir
role play. This is a rehearsal. As they rehearse, go a ro u n d an d
m o n ito r, n o tin g any problem s o f language an d especially
in to n atio n .
• Stop th e rehearsal. Give th em a few general tips as a w hole
g ro u p based o n y o u r observations an d th en get th em to do
th e role play again, th is tim e as well as th ey possibly can.
M o n ito r an d take notes.
• If ap p ro p riate, ask on e o f the b etter groups to d em o n strate
th e ir role play to th e w hole class.
• Ask th e listeners / observers to co m m en t o n th e k in d o f
language used, th e effectiveness o f th e p articip an ts, w hat
w orked / d id n ’t w ork, an d how well th e situ atio n was
resolved.
13.2 Only a game p.98
T his stage includes a reading w hich contextualizes -ing form s.
Lead in
ES3 To start the students thinking about childhood conflict
and to prepare fo r the reading text th a t follows.
1 -3 Read th ro u g h th e questions quickly w ith th e students,
dealing w ith any p roblem s th a t arise.
• Ask th em to w ork in pairs o r sm all g roups to discuss th e
questions.
• You m ig h t like to share th e answers to 1 to help lead in to the
reading.
Reading
E ffn l To develop the students’ ability to read a sem i-form al
text, extracting the m ost im portant points and argum ents from
fairly dense writing.
1 Briefly o u tlin e th e task an d check th e vocabulary w ith the
w hole class.
a bully = to frighten or hurt a weaker person. Bullying can be
mental as well as physical.
fight = to struggle against physically
Bullying may include fighting, but fighting isn't necessarily
bullying.
b hit = to strike
hurt = to damage, possibly as a result of hitting. You can
hurt someone psychologically as well as physically,
c uncoordinated = not good at controlling your movements,
clumsy
unfit = unhealthy or not fit due to lack of exercise
2 O u tlin e th e task an d give students quiet tim e to read th e text.
• W hen m o st o f th e class has finished, ask th em to com pare
th e ir answers in pairs, th e n check w ith th e w hole class. Avoid
dealing w ith o th e r com p reh en sio n o r vocabulary questions
here - they m ay com e u p in the Close up section o r in
q u estion 3.
Unit 13 101
 • Children's identities are formed through competition and
conflict.
• Fighting is a form of role play. It allows children to see the
effects of their actions.
• Fighting helps children to become aware of the need for
rules and compromise.
Close up
• P u t the stud en ts in pairs to do the exercise. E ncourage th em
to m ake guesses from context rath e r th a n rely on their
dictionaries.
1.6 climb
1.6 hang (dangle = to hang loosely)
1.17 water
3 Ask students to answ er these questions in pairs o r sm all
groups, referring to th e text as necessary.
• W hen you have checked th e answers, you can ask the
stu d ents if there are any o th e r w ords they w ant to know.
Even if it is n o t necessary for general u n d erstan d in g o f the
text, som e students, especially at advanced level, like to feel
th ey u n d ersta n d every w ord o f a reading text. Be careful to
avoid w ord-for-w ord tran slatio n th o u g h , as this is generally
u n helpful for b o th com prehension an d vocabulary
developm ent.
a Children are bored, unfit, uncoordinated, and depressed,
b They make their own rules (in order to make the outcome
more unpredictable).
c Fie thinks children should not be left alone (unsupervised).
If they are not supervised, he says, there will be bullying,
d The experiment supports Flemmen's ideas.
Glossary__________________________________________________
tyres - the rubber outside of wheels
presided - ruled, governed
intervene - physically interrupt
thrilling - exciting
React and discuss
■ Ask stud en ts to share th e ir ow n ideas an d discuss in small
g roups w hether they agree w ith A sbjorn F lem m en’s views.
• You m ay find th a t th e w hole class w ant to talk ab o u t the
article. Give th em tim e to do so, as th e kin d o f speaking th a t
will h ap p e n here is different from th a t practised earlier.
Language focus: -ing forms p.99
Students will have com e across th e -ing form s before (and
th ey m ay have learnt th e term s geru n d o r participle).
However, even at advanced level, stud en ts often m ake
mistakes w ith the -ing form s, tending to use th e infinitive
instead (*H e’s a m an who thinks to fig h t is good fo r children.)
o r using a w hole phrase (A fter the boy fell o ff his bike, he had
to go to hospital.). In this section th e various uses o f th e -ing
form are reviewed an d students th en practise using som e o f
the m ore difficult ones. You m ay w ish to refer th em to th e
Language co m m en tary on p. 103.
102 Unit 13
1 Give stu d en ts tim e to do the task on th eir ow n to begin w ith;
long en o u g h to read th e task properly an d to try to separate
th e different types.
• After ab o u t five m inutes, let th em com pare th e ir answers in
pairs before checking w ith the w hole class.
Use Extract
a 5 (were fighting)
b 3 (boring)
c y
c.
d 1 (saying after listen); 3 (sitting after keep); 5 (hitting
after started)
e 4 (interacting after while)
f 1 (Listen to the designer who is saying ...); 6 (adults
who were supervising)
2 G o th ro u g h th e exam ple sentence w ith the w hole class. You
m ay also w ant to do th e next sentence w ith th e class to
d em onstrate.
• Ask th e stu d en ts to com plete the task in pairs, th en check
answers w ith the w hole class.
a Fie ran out of the playground, slamming the gate behind
him.
b Parents don't let their children play in the street, thinking
they may get into trouble,
c She sent a text message, not realizing the teacher was
watching her.
d The woman was interviewed several times before being
arrested.
Note______________________________________________________
-ing forms are often used after conjunctions in participle clauses (use e
in 1). They tell us when actions took place in relation to each other.
Examples
Children should be careful when crossing the road.
While travelling in Scotland, I met someone I used to play with as a
child.
Since studying abroad, he's been much better at looking after himself.
The subject of the verb in these participle clauses is the subject of the
main clause: when (they are) crossing; while (I was) travelling.
Exploitation
• O u tlin e th e task briefly.
• S tart th e first passage o ff w ith th e w hole class, going th ro u g h
th e first o ne o r two w ith all th e stu d en ts un til they are sure o f
w hat they have to do. You m ay decide to do th e w hole o f the
first text together. Som e o f th e sentence linking m ay be quite
difficult to begin w ith b u t the stu d en ts sh o u ld soon get better
at m an ip u latin g language in this way.
• Ask th e students to do the second text on th eir ow n o r in
pairs, an d to check th eir answers together.
 1 Passengers travelling (1) on a flight from Miami to Puerto
Rico were amazed when a deranged passenger walked to
the back of the plane and then started to run up the aisle,
slapping (2) passengers' heads along the way. He then
kicked a pregnant flight attendant and bit a young boy on
the arm. Cabin crew restrained the man by jumping (3) on
him and holding (4) him down. He was arrested when the
plane landed.
2 On another flight, for some unknown reason, a passenger
who had been drinking (1) started throwing peanuts at a
well-built man sitting (2) with his wife minding (3) his own
business. When the first peanut hit him in the face, he
ignored it. After being struck (4) by a second peanut, he
looked up to see who had thrown it. He gave the man a
dirty look, expecting (5) him to stop immediately. When a
third peanut hit him in the eye, he'd had enough. 'Do that
again' he said, 'and I'll punch your lights out.' But the
peanut-thrower couldn't resist throwing (6) one last
peanut. Getting out of his seat, the victim (7) punched the
man so hard that witnesses heard his jaw break.
Writing
E S I To give students practice at writing short texts fo r a fairly
inform al context.
1 D raw stu d en ts’ atten tio n to th e W riting guidelines o n p. 151.
• P ut th e students in sm all groups an d ask th em to tell a
conflict story o f their ow n, o r to talk ab o u t a story w ith one
o f the suggested endings in b.
• M o n ito r an d join in if appropriate, b u t d o n ’t correct.
2 N ow ask the students to plan th eir stories. Give th e m a few
m in utes to note dow n the key p o in ts an d to ask you for any
vocabulary o r phrases they m ight need.
• Give th em tim e to w rite th eir stories in class o r set for
hom ew ork.
The 60 seconds game
If your students are confident speakers, you could do this
extra speaking activity w here students have to speak for
60 seconds ab o u t som ething w ith o u t repetition,
hesitation, o r deviation from the subject. (You will need
to dem o n strate it yourself first.) These are th e rules:
1 S tudents w ork in groups an d take tu rn s to start
talking ab o u t one o f these subjects:
• Sm oking in public places
• Sending an d receiving e-m ails
• Buying birth d ay presents
• L earning to drive
• G etting m arried
• Leaving school
2 O ne m em ber o f th e group should keep tim e.
3 T he student talking m u st try to speak fluently w ithout:
• repeating a w ord o r phrase
• hesitating
• changing the subject
4 T he other students in the group should listen an d
in te rru p t th e speaker if they break any o f these rules.
T he stu d en t w ho notices th e m istake con tin u es w ith
th e sam e topic for the rem ain d er o f th e 60 seconds.
5 T he stu d e n t speaking at the en d o f 60 seconds w ins
th e ro u n d .
D em o n strate the gam e yourself first.
Act as the speaker, (m aking sure you d o n ’t speak too
fluently!) an d ask th e stu d en ts to in te rru p t you if you
repeat, hesitate, o r change th e subject.
N ow co n tin u e th e activity w ith the w hole class. W hen
th ey have got th e idea, th ey could do it in groups.
O nce th e rules are clear, an d if th ey enjoy it, this can be a
good w arm -u p o r filler activity for subseq u en t lessons.
M ake sure you have som e topics handy.
13.3 Families at war p.100
This stage includes tw o reading texts, w hich provide an initial
context for th e Language focus, singular o r plural.
Lead in
1 Set u p th e task w ith th e w hole class th e n ask th e stu d en ts to
discuss th e questions in pairs o r sm all groups.
2 Tell stu d en ts th a t th ey will now h ear five people discussing
th e sam e subjects. T he stu d en ts need to m ake notes o f th eir
answers. (T hey m ay find it useful to draw up a ch art o r grid
to m ake notes - see Answers below.)
• Play th e recording.
13.3
Speaker 1 Mess, I think is the biggest cause of arguments in our house,
erm, who made it, whose turn is it to clear it up, who makes more
mess, who clears up more mess, erm, can't think we argue about
anything else really, just general tidiness, organization and mess.
Speaker 2 Me and my family have argued about very few things really.
Erm, I mean, I suppose the only things I can remember would be
playing Scrabble and arguing over whether a word was actually a
word, but that's always sorted out by getting the dictionary, and
occasionally what to watch on TV, but that's pretty much it really.
Speaker 3 Erm - my family and I have argued a lot about food, erm.
My mother likes meat and my sister's a vegetarian so often we have
to cook more than one meal - causes a lot of problems.
Speaker 4 We tend to argue about really silly things, I think. It's very
often something and nothing and the argument is is basically simply
because somebody feels in a bad mood and just needs to have the
release of possibly picking a fight of some kind, so erm we can argue
about anything and everything. It really is impossible to say whether
there is anything specific that we we argue about.
Speaker S My family always argue about holidays. My mum always
wants to go abroad, but my dad doesn't like to fly, so he always wants
to stay in the country. My brother and sister like a seaside-type
holiday, but my mum likes to do sightseeing and I always argue,
because I never get an opinion.
• Ask stu d en ts to com pare th eir answers in pairs. Play the
recording again if necessary.
• C heck answ ers w ith th e w hole class.
Unit 13 103
 a b Glossary__________________________________________________
S1 mess; tidiness; organization not mentioned about to - very useful, very common phrase meaning 'on the point of
S2 wordgames; TV family doing'
S3 food mother; sister blew his top - got very angry
in the wrong - wrong
S4 bad moods; anything and not mentioned
slunk out (to slink out) - left quietly, in a cowardly way
everything
I'd cracked it - I'd solved the problem. Colloquial
S5 holidays mother; father; sister; brother

Language focus: singular or plural? p.101

Reading
E i a To provide students w ith texts they can compare and
contrast in terms o f style and attitude, and to give them fu rth er
intensive reading practice.
1 Go th ro u g h th e task w ith the w hole class. M ake sure they
realize they have to read b o th texts. Tell th em n o t to w o rry
ab o u t u n k n o w n vocabulary at this stage b u t to focus on the
questions.
• Give students tim e to read th e texts quietly.
• Ask th em to com pare th e ir answ ers in pairs, th e n check w ith
th e w hole class.
E H To focus on nouns which can be considered as either
singular or plural.
Students will, o f course, be very fam iliar w ith singular and
plural verb form s an d they m ay have little difficulty in using
th em appropriately. However, they m ay be unsure o f w hich
form is correct after certain n o u n s (fa m ily, the government,
etc.). This section aim s to p o in t o u t any distinctions th a t exist
an d provide practice in using the form s correctly. It also shows
the flexibility in English w here it is acceptable, w ith certain
n ouns, to use a plural verb w ith a singular subject. You m ay
w ish to refer students to the Language co m m entary o n p. 103.

a A father 1 Go th ro u g h the th ree sentences w ith the w hole class.

B mother E ncourage discussion. T he p o in t here is th a t these n o u n s can
b A had three sons / school teacher / very old-fashioned / he be used w ith either a singular o r a p lu ral verb.
used to shout at his children
B black hair / small ears / looks after son a is / are b has / have c has / have

2 Go th ro u g h th e task w ith the students, m aking sure th a t th ey
are clear ab o u t w h at th ey have to do. (Again, u n k n o w n
vocabulary is n o t im p o rta n t yet).
• Ask students to com plete th e task in pairs, th e n check
answ ers w ith th e w hole class.
Possible answers
Focus
Text A focuses on single event. Son makes a remark to
father who demands apology. Son refuses and walks out.
Text B Here the focus is on the developing relationship
between the son and his mother.
Attitude
A The son feels sorry / pity for his father. He has just
refused to continue being subservient to him, so he also
feels proud to have asserted his independence.
B Mother amuses son / he's fascinated by her / feels
protected by her / feels he knows her better as time goes by.
Style
A is more conversational, i.e. I suppose, I'd say, blew his
top, slunk out
B is more formal, literary, especially because it includes a
poem.
3 Ask students to answ er th e questions o n th eir ow n, th en
check th e ir answ ers in pairs.
• Briefly check answ ers w ith th e w hole class.
Key points from text
a1 (He blew his top)
b3 (I'd cracked it. He's never behaved like that to me again.)
c2 (Our eyes are locked together)
2 Again, this is p robably best d o n e as a w hole class. Try to get
th e stu d en ts to w o rk o u t th a t these are all collective nouns.
T hey are singular in fo rm b u t refer to a gro u p m ad e u p o f a
n u m b e r o f individuals, so can be th o u g h t o f as either
singular o r plural.
Possible answers:
audience; class; club; committee; company; congregation (in
church); council; crowd; gang; group; jury (in court); staff;
team; union
3 Ask stu d en ts to look at th is in pairs, th en check w ith the
w hole class.
A singular verb tends to be used if the group word is thought
of as a single, unified entity. If we think of the group as a
collection of individuals, then a plural verb is more likely to be
used.
4 Again, ask stu d en ts to do this quickly in pairs, th en co n d u ct a
quick feedback.
Possible answers
Organizations: NATO; The EC; The BBC; The World Bank;
Companies: Sony; Benetton; Shell; BMW; Coca-Cola
Exploitation
To give students the chance to practise using singular and
plural verb form s in a less controlled context.
1 O u tlin e th e task briefly. You m ay w an t to do th e first sentence
together to show stu d en ts w hat to do. N ote th a t b o th singular
an d p lu ral verbs are possible; it depends o n w h eth er you are
th in k in g ab o u t th e subject as a singular en tity (the w hole o f

104 Unit 13
th e older generation) o r th e m ass o f individuals (all the
v arious old people).
Ask students to com plete th e task in pairs.
C o n d u c t feedback an d check answers.
Possible answers
a In my experience, the older generation is / are more
conservative than the younger generation,
b The local council is / are working hard to repair the
damage caused by the latest floods,
c My favourite football team is / are going to win the cup.
d The government in my country has / have just cut taxes by
5%.
Ask students to w ork in pairs. E ncourage th em to be
adventurous w ith language an d to speak at length ab o u t each
subject, w heth er or n o t they agree w ith w hat they are saying.
M o nitor an d m ake notes o f m istakes m ade w ith singular and
plural verbs.
W rite th e m istakes up o n th e board, an d ask students
w h ether the correct verb was used / w hether you could use
singular o r plural.
Speaking
To develop the students’ sem i-form al oral English in the
context o f a debate.
O u tline th e task, checking th a t students u n d erstan d the
language an d w hat they have to do.
P ut th e m in sm all groups to gather th eir th o u g h ts ab o u t the
issues and prepare for the discussion. Set a tim e lim it.
R e-organize the groups so th a t they are now sitting w ith new
people.
O u tline th e task, m aking sure everyone know s th e pro ced u re
an d th a t this is a fairly form al discussion. You m ay need to go
th ro u g h the characteristics o f a form al discussion, i.e. the
im p ortance o f tu rn -tak in g and suitable language. (N ot
‘R ubbish!’, ‘N o way!’, ‘Yeah!’, etc.)
C o n d u ct the discussion. M o n ito r b u t d o n ’t in te rru p t. You can
m ake notes for som e erro r correction later.
At the end o f the activity (stop it ju st before you th in k they
will ru n o u t o f steam ) ask the class to vote o n th e statem ent.
D o som e erro r correction from th e b oard, using exam ples o f
m istakes heard in the discussion.
If you have tim e, you could get students to discuss the
follow ing statem ents:
- Extended families have less conflict th a n nuclear
families.
- T he generation gap has a serious effect on family
relationships.
Exploring words p.102
ES3 To become fa m ilia r w ith the adjective-noun and
verb-noun collocations th a t are typical in the vocabulary o f
conflict.
1 Briefly check the m ean in g o f th e verbs w ith th e w hole class.
• Ask stu d en ts to w ork individually an d th en com pare answers
w ith a p artn er, o r if you feel they will n o t be able to w ork o u t
collocations, it w ould be b etter to do this as a w hole-class
exercise.
a reach b quell c spark off d settling / resolving
e avoid / create f avoid
2 a Ask students to w ork in pairs to find the w ords an d phrases
in the headlines, th en check answers w ith th e w hole class.
fury fight rioting challenge row /rau/
wins battle attacks rival expels clash
b Ask stu d en ts to w o rk in groups. C heck th a t they
u n d ersta n d th e task.
• C heck answers as a class.
Possible answers
Passengers (probably) with those who have increased the rail
fares (government or rail companies)
The government and those who impose / use child labour
Soldiers.with civilians
An ex-spy and those who have introduced laws about secrecy
(presumably the government)
Presumably the government which owns the plane that was
spying and the country in which / over which it was spying
A supermarket and the government (who allow cheap imports)
The leader of a political party and his / her rival
The USA and the ten diplomats
The managers of various top European football clubs
C Show th e stu d en ts w hat th ey have to do by going th ro u g h
th e first exam ple w ith th e w hole class. T he language o f
new spapers an d new spaper headlines is quite difficult, so be
p repared to offer assistance. M o n ito r an d help.
• You could set this task for hom ew ork, after you have done
o ne o r tw o w ith th e w hole class.
Possible answers
There was fury among passengers on the south-east network
at the proposed 23% fare increase.
Governments of all the EU member countries said that they
are fighting to end child labour in their countries.
A former UK spy is to challenge the secrecy laws of the country
after being arrested at his home in South London.
British and American leaders argued fiercely that the plane shot
down over British waters last night had no right to be there.
The ASDA supermarket chain has won a historic battle to have
the right to refuse to stock cheap European imports.
Michael Portillo launched a bitter attack on his rival Kenneth
Clarke at the Conservative Party Conference yesterday.
The US government has expelled 10 Chinese diplomats accused
of spying in Washington.
The UEFA cup will be decided when AC Milan and Benfica play
next Saturday.
Unit 13 105
 Work

Theme: the world o f work

14.1 Time management
Im proving tim e m anagem ent
• Reading: in te rp re tatio n and sum m arizing
• Language focus: ability o r possibility
• Speaking: plan n in g a w ork schedule
14.2 The big wide world
Young people talk ab o u t getting a job
• Listening: gist an d specific in fo rm atio n
• Exploring natural speech: th e use o f colloquial adjectives
• Vocabulary: phrasal verbs w ith out
• Language focus: someone, everybody, anything
• Speaking / writing: a job description o f th e ideal job
Exploring words
E uphem ism s
Workbook
• Language focus: ability and possibility; indefinite p ro n o u n s
• Vocabulary focus: the prefix co-; phrasal verbs w ith out
• Vocabulary expansion: expressions w ith time, expressions
w ith come
• Listening: career choices
14.1 Time management p.104
Stage 1 consists o f a reading text ab o u t tim e m anag em en t w hich
contextualizes th e language o f ability an d possibility.
Lead in
E H To get students talking about the them e o f the lesson,
tim e managem ent, by means o f a personalized quiz and a short
listening exercise.
1 S tart by asking th e stu d en ts w h eth er they th in k th ey are good
o r b ad at m anaging th eir tim e. Ask questions like:
Can you do two things a t once?
Do you p u t o ff until tomorrow w hat yo u can do today?
Do you m ake lists, and tick things o ff when you do them?
Do you often leave tasks unfinished?
• If you have a class th a t are used to this subject - business
people p erhaps - ask th em to share experiences o f occasions
w hen p o o r tim e m anag em en t has resulted in fu n n y or
disastrous situations.
• Let th e stu d en ts do th e quiz, th en check answers w ith a
partner.
• Talk th ro u g h the quiz as a class, encouraging discussion.
2 a Ask th e stu d en ts to listen to Lorna, th e m anagem ent
trainer, an d answ er q u estion 2a.
14.1
I think one of the most common problems people have is that they simply
just try to do too much. They have too many tasks on the go at once.
Rather than concentrate on one task at a time. So at the start of the day
they might have several things on their 'to do' list but they'll try and do
a bit of everything all in one go. So they'll try and be writing a report and
answering the phone and talking to people at the same time. Secondly I
think we tend to take on too much in the first place because we are not
very good at saying no to other people. Particularly it is hard to say no if
it's our boss or other managers asking us to do a task and that doesn't
help because we're too quick to give their task priority over our own.
Thirdly I think interruptions are a big time management problem for
people. There's two types of interruptions, firstly, interruptions caused by
other people either dropping in for a chat or dropping in to get some
information, or ringing you up to see if you've got their e-mail. And the
second type of interruption is the interruptions that we cause ourself, so
procrastination, which is the art of putting off till tomorrow the things
that we should be doing today. And we are our own worst enemy
because we tend to put off particularly large or difficult tasks and instead
we do easy short tasks to avoid doing the long ones.

She mentions 1, 2, 4, 7.

106 Unit 14
 b Ask the students to listen to th e second p a rt o f the Close up
recording and answ er q u estion 2b. • P u t the stu d en ts in pairs to do th e exercise. E ncourage them
• If y o u r class are used to this subject, you could ask th em to to m ake guesses from th e context, rath e r th a n rely on
p red ict w hat advice for im proving tim e m anagem ent Lorna dictionaries.
m ig h t give.
1.8 whoever; whenever; wherever
14.2 1.12 personal answer
What would be your top tips for improving time management? 1.16 colleague
Lorna Well I think leading on from what I was just saying about using 1.22 coffee break / tea break / drinks break
your time well, is is first of all to be really clear about what it is you
want to achieve. Not only at work but in your home life as well. And 3 Ask th e stu d en ts to read th e passage again and m atch a
then focus your time and effort on those things. The principle being su m m ary to each parag rap h . Let th em check in pairs before
that if you don't know what you want to achieve, it's very much, it's feedback.
much more easy to get side-tracked. Secondly I think, be realistic
about how long things really take. When we are planning tasks I think a 3 b 5 c 1 d 4 e2
we assume that they'll only take an hour or two hours, when in
reality, once you have been interrupted several times they might
actually take three or four hours. And then, once you have decided Language focus: ability and possibility
how long tasks really will take, put them in your diary. I think people
could use their diaries more effectively to make appointments with p.105
their tasks not just appointments with other people. And my last tip I To revise and practise the language o f ability and
think, is to break down big tasks into manageable chunks. It makes it
much more easy to get started if you if you break it down into short possibility.
steps and then start with an easy one to get the ball rolling. Can, can’t, an d could are n o t as easy to use as th ey m ay
appear. In m any languages, different w ords an d phrases are
Suggestions:
1 Be clear about what you want to achieve. Focus your time used to express th e n o tio n s o f ability an d possibility.
and effort on those things. C onsequently, alth o u g h fam iliar w ith can, can’t, an d could,
2 Be realistic about how long things are going to take. m any stu d en ts at this level avoid using them , instead using
3 Write down what you are going to do in a diary. convoluted stru ctu res such as ‘it is possible to ’, an d overusing
4 Break down big tasks into manageable chunks.
‘m aybe’ an d ‘p erh a p s’.

C P ut the students in pairs to discuss, th en feedback as a
class.
• W ith younger, pre-w ork students, elicit an d list som e areas o f
th eir lives w here they could apply tim e m anagem ent
suggestions. For exam ple, doing th eir hom ew ork, doing a
school project, revising for their exams, w riting
com positions.
Reading
To read fo r interpretation and sum m arizing.
1 C heck th a t th e students u n d erstan d the w ords in italics, th en
p u t them in pairs to discuss th e questions.
• T he aim o f this activity is to pre-teach som e o f th e key
phrases from the text. You m ay w ish to get th e studen ts to
use th e ir dictionaries to check u n k now n w ords, o r explain
th em yourself.
Glossary___________________________________________________
collect your thoughts - take a few minutes to regain control of
yourself and what you think - after a shock, perhaps
onerous - very hard
impending - approaching, coming up soon
O th er confusions include th e fact th a t could refers to a past
ability, b u t refers to present o r fu tu re w hen talking ab o u t
possibility. Could is also used to talk ab o u t a general past
ability, for exam ple, I could sw im when I was five, b u t is n o t
used w hen referring to a specific past ability in the
affirm ative, in w hich case manage to o r be able to are used, for
exam ple, I m anaged to open the door. However, it is possible
to use couldn’t to talk ab o u t a specific past ability in the
negative, for exam ple, I couldn’t get in last night.
N ote th a t can and could are m o d al verbs, an d have o th e r uses
th a n those dealt w ith here. See th e Language co m m en tary on
p. 109 for exam ples.
1 -2 P ut th e stu d en ts in pairs to discuss w hich extracts refer to
ability an d w hich refer to possibility. D o th e first as an
exam ple. Tell th e stu d en ts to check by try in g to rephrase each
sentence w ith ‘is / are possible to ’ o r ‘is / are able to ’.
1
Ability b
Possibility a, c, d
2
Ability a, b, d
Possibility c

2 Ask th e students to read the text an d answ er th e gist 3 S tudents discuss th e questions in th e ir pairs. You m ay w ish to
refer th em to the Language co m m en tary o n p. 109 at this
question.
stage.
humorous

Unit 14 107
 3 •
Sentences b and c can be rephrased:
b I had so many interruptions I couldn't reply to your e-mail.
c If left with many hours on your hands you could compose an
uplifting ...
Sentence a cannot be rephrased because can / could, etc.
cannot be used to refer to ability in the future.
Sentence d cannot be rephrased because could cannot be used
to refer to specific abilities in the past.
Exploitation
1 C heck the stud en ts u n d ersta n d pu m p , puncture, an d touch
(his) toes. Use m im e (blow ing u p a tyre an d to uchin g y o u r
toes - if you can!) to get across the m ean in g o f these w ords.
• D o the first as an exam ple, th e n ask th e students to w ork
individually to com plete the rest o f the text. P ut th em in
pairs to check th e ir answ ers before doing a w hole class
feedback.
1 haven't been able to get / can't get / haven't managed to
get / haven't succeeded in getting
2 can still ride / is still able to ride
3 I'll be able to cycle / can cycle
4 couldn't ride i wasn't able to
5 managed to stop / succeeded in stopping / was able to stop
6 could / was able to (general not specific ability)
7 couldn't do it / can't do it / wouldn't be able to do it
8 can still touch / is still able to touch
9 haven't been able to touch / haven't managed to touch
Speaking
A group discussion in w hich the stud en ts plan a weekly
schedule. It ro u n d s off th e them e o f tim e m anagem ent.
You m ay w ish to do this sh o rt discussion activity, either as a
lead-in to th e Speaking, to get the stud en ts th in k in g ab o u t
how little tim e office w orkers take off, or as an alternative
sh o rt group discussion. W rite the survey findings o n the
bo ard.
1 Read these findings from a survey o f 2,000 British people.
• Less than one in five British people take an hour o ff fo r
lunch.
• M ost people take only 20 m inutes fo r lunch and m any ju s t
grab a bite to eat while sitting at their desks. 14% o f workers
skip lunch altogether.
• B ritain’s sandwich market, worth 3.2 billion p ounds a year,
has become the largest in Europe.
2 H ow do you react to these facts? H ow does this com pare
w ith th e situation in your country?
1 D ivide the stud en ts into groups o f three o r four.
• Give one stu d en t in each group an A4 sheet divided in to five
boxes headed M onday, Tuesday, W ednesday, T hursday, Friday.
O r get th em to copy th e headings from the board. This helps
the students do th e activity because they have a fram ew ork to
fill in w ith th eir ideas. Ask one stu d en t to play the role o f
‘secretary’, taking responsibility for n o tin g dow n the o th er
stu d en ts’ ideas.
108 Unit 14
Read th ro u g h th e factors w ith the students an d elicit a few
ideas to get th e m started. For example, flexi-tim e so th at they
can d ro p o ff o r pick up th eir children fro m school.
• Ask th e stu d en ts discuss th e factors an d com plete the
schedule. M o n ito r an d help.
• W hen th e stu d en ts have finished, exchange th e schedules
am ong th e groups, o r ask the ‘secretaries’ to p resen t the ideas
to th e rest o f th e class.
14.2 The big wide world p.106
Stage 2 consists o f a listening text in w hich young people discuss
th eir fu tu re plans. It revises indefinite p ro n o u n s.
Lead in
Kfflif To get the students talking about different types o f jobs in
preparation fo r the listening text.
• As an exam ple, elicit from th e class th e plus an d m inus
p o in ts o f being an office worker. Some suggestions include:
P lus p o in ts a clean, w arm w orking en vironm ent, regular
h o u rs, n o t dangerous.
M inus p o in ts a lack o f fresh air, a lack o f exercise, having to
w ear a suit, office-related illnesses like stress, headaches.
• P u t th e stu d en ts in pairs o r threes to discuss the o th e r jobs.
M o n ito r an d help w ith vocabulary, th en elicit som e o f the
best ideas to p u t on th e board.
• Alternatively, choose one o f the jobs - teacher, perhaps - and
divide the class into two halves. H alf the class, in pairs, have to
think o f as m any reasons as they can why teaching is a great job.
The other half have to think why it is a terrible job. Redivide the
students into new pairs w ith opposing views, and ask the
students to persuade their partn er why teaching is a great /
terrible job. This creates an opinion gap, and mixes the students.
Listening
To listen fo r gist and specific information.
1 P u t th e stu d en ts in pairs to discuss th e m eaning o f the
phrases. Ask th em to guess from th e context before checking
in a dictionary. T he aim here is to pre-teach vocabulary, and
in tro d u ce th e subject o f th e listening passage, before playing
th e recording.
a get stuck = become unable to move or leave
b get kicked out = be forced to leave
c get sucked into = attracted to (almost against your will)
d get head-hunted = be offered a job with a high salary
without having applied for it. Often used to refer to the
habit of attracting senior, key, or bright people already in
work to change jobs,
e fund yourself = pay for yourself / pay your own fees and
living expenses.
The use of the verb get in sentences a-d shows that the
speakers do not feel in control of their situation. These things
will happen to them, whether they like it or not.
 2 Focus the students o n the questions, th en play the
recording.
14.3
T I'm just worried that I'll get stuck in some sort of boring job or that I
won't get a job and I won't have enough money and that I'll have to
pay off my student debts and it will be impossible and stuff like that.
Hopefully something more exciting will happen.
K Meaning what?
T I'll get a great job, I don't know, maybe, I don't know something in
theatre or TV, or something fun but everyone wants to do that.
R Everyone's dream.
T Totally.
K It's everyone's real hope, isn't it? To be able to be paid for something
that they really enjoy doing.
R Yeah.
T A hobby.
K Yeah.
J I can't work in an office. I mean at the moment my major hopes and
fears are that I won't get kicked out of university but beyond that, I
could not work in an office. (Yeah)
K You might have to.
J I have to do something where I stand up.
K Where you stand up?
J Or move around at least.
T You are allowed to move around in an office, you can go to the
photocopier, get some tea.
K Yeah, (Four walls) it is those first sort of couple of years of making tea,
isn't it that just seem a bit ...
R It's just immediately what you are going to do once you leave
university really, what really scares me - the big wide world.
K I work in a cafd - I make coffee all the time.
J You make coffee all the time?
T We keep on getting leaflets at college or posters and things saying
wouldn't you just love a job in the city? - which is not what you want
at all.
K Well, (It's a lot of money) everyone I know who's started working in
the city within a year they absolutely hate it.
J But it's the kind of thing that you don't need to really love, I mean it
would be amazing to do it for a year. It, it's hard work but it's an awful
lot of money.
T But once you start having that sort of lifestyle, like a really nice flat
and a mobile phone and everything then you want to keep it.
R And you probably get sucked into it, don't you?
T Yeah, you stay there for two or three years.
J Everybody says that and maybe it's just very naive ofme not to believe
it but why can't you just save?
K Because you are so miserable, your work makes you so miserable that
you you are desperate to go out.
J Because it's the perfect way, yeah but you can go out I mean it's not
as if anyone's saying that you can't spend any money. You've got
double the amount of money that you'd have in any other job.
T I think that if you tell yourself that it's just going to be for a year or
two and that you've got better things you want to do.
K Yeah.
J Everybody says that, though, don't they?
T It's dangerous.
J And then stays there.
R And then you get head-hunted. (Yeah)
J Yeah, and that's probably very flattering but it's the perfect way to
make a lot of money and then go and be anactor. Doyou know what
I mean? Because, you know ... (You make it sound so ...)
K Yeah, and then I'm going to go and be an actor.
J No, but you, but you've sorted out enough money to ...
R Fund yourself.
J Yeah, to be able to maybe go to drama school or to not have to worry
about things.
K Yeah. Someone said to me a couple of months ago, 'Oh isn't it so
scary you know going out and going into your first real grown-up job
in a couple of months' - and I was ... 'Well it's actually more scary that
I'm not going into my first adult grown-up job in two months because
I don't have a job at all.'
J What are you gonna do?
R What are you doing at the moment?
K Well, I am working at the moment but I'm saving up to go away over
the summer. (On holiday) Yeah. Six weeks in China.
All Wow!
K That's what I am hoping to do.
a They worry about jobs being boring. / They don't want
office jobs. / They worry about money. / They think once
they have a well-paid job they may not be able to give it
up because they have come to depend on the money. /
They worry about not being able to get a job at all.
b A creative job - 'something in theatre or TV'.
3 Allow th e stu d en ts tim e to read th ro u g h the questions, th en
play th e recording again.
a Having to sit down all the time.
b They would hate it, but would find it difficult to give up
the high salary,
c They think you might get trapped by the lifestyle
associated with jobs of this kind,
d Your job makes you so bored you just want to go out. Go
out here means going to clubs, pubs, shopping, etc. and
inevitably spending money,
e Making a lot of money quickly would allow them to do
what they really want to do - become actors.
Exploring natural speech
ESS3 To explore the use o f colloquial adjectives in natural
speech.
D o th e first as an exam ple, th en p u t the stu d en ts in pairs to
com plete th e exercise.
a rewarding (both the salary and the job satisfaction)
b comfortable / pleasant / attractive
c more challenging / more satisfying
d serious
e frightening / worrying / alarming
React and discuss
1 D iscuss as a class.
2 Allow th e stu d en ts tim e to th in k ab o u t th e so rt o f job they
w ould like, th en p u t th e m in sm all groups to discuss.
Unit 14 109
 Vocabulary: phrasal verbs with out p. 107 Exploitation

KOI To introduce and practise phrasal verbs w ith out. 1 D o on e o r tw o exam ples to get the stu d en ts started, th en give
th em a few m in u tes to prepare sentences ab o u t th eir family
T his section introduces a n u m b e r o f phrasal verbs by looking
and friends. M o n ito r an d correct errors.
at the different m eanings o f out w hen used as a particle.
• P u t the stu d en ts in sm all groups to discuss th e ir answers, or,
1 Read th ro u g h the in tro d u c tio n as a class, th e n p u t the if you have a sm all class, ask the students to w alk ro u n d an d
stu d ents in pairs to m atch th e verbs w ith th e m eanings. D o find o th er people w ith sim ilar answers.
th e first as an example.
2 If y o u r stu d en ts are o f th e sam e nationality, p u t th em in
1 cut out C 6 locked out C pairs to p rep are generalizations. M o n ito r an d correct, th en
2 deal out A 7 run out B
ask pairs to tell th e class som e o f th eir sentences.
3 died out B 8 shared out A
4 stamp out B 9 voted out C • If y o u r stu d en ts are from different countries, let th em m ake
5 handing out A th eir ow n sentences, th e n share ideas w ith o th er students in
sm all groups.
In the feedback, you could check u n d erstan d in g by asking
stu d ents to try to th in k o f single-w ord verbs th a t could be • Alternatively, ask stu d en ts to use the phrases to m ake
used instead o f these phrasal verbs. controversial generalizations, for exam ple: H ardly anyone
nowadays votes in elections, so we should abolish them.
Suggestions:
• P u t th e stu d en ts in sm all groups to read o u t and discuss th eir
cut out exclude
deal out distribute controversial statem ents.
die out disappear
stamp out eradicate / eliminate Speaking and writing
hand out distribute
lock out exclude / bar / ban To describe an ideal job, and write a job description.
run out expire
N ote th a t a jo b descrip tio n is a form al, official d o cu m en t
share out distribute / divide
vote out reject w hich defines th e lim it a n d responsibilities o f a post. This
will affect th e style.

Language focus: someone, everybody, 1 C heck th a t th e students u n d erstan d the vocabulary in the
headings, an d elicit one o r tw o suggestions from th e class to
anything get th em started. Alternatively, you could describe your perfect
1221 To revise and practise indefinite pronouns. job as a m odel o f the so rt o f th in g you w an t th em to say.
S tudents at this level are probably clear a b o u t the basic uses • Give th e stu d en ts a few m in u tes to prepare w hat they are
o f some a n d any. Problem s th a t arise are confusions ab o u t going to say.
w h ether indefinite p ro n o u n s are used w ith singular o r plural
2 Put the students in pairs to describe their ideal jobs to each other.
verbs, o r used in positive negative statem ents. C o m m o n
Tell them to rem em ber as m uch as they can, or to write notes.
errors, for exam ple, are:
*Everybody like chocolate. 3 Read th ro u g h th e headings for th e job descrip tio n w ith the
*No one can’t come to the party. students, an d elicit th e so rt o f in fo rm atio n req u ired u n d er
*7 haven’t done nothing today. each heading. P oint o u t th e stru ctu res used in a job
description. You m ay w ish to m ake a list on th e b o ard, an d
O th er problem s include th e often subtle difference betw een
elicit o th e r phrases th e stu d en ts m ig h t use. For example:
any a n d every, an d som e o f th e m o re com plex constru ctio n s
involving indefinite p ro n o u n s. See the Language com m en tary You will spend ...
o n p. 109 for details o f these. You will be expected to ...
You will have to ...
Read th ro u g h the extract as a class, th en p u t th e stud en ts in
The ideal candidate should be / have / be able to ...
pairs to answ er the questions.
• Ask the stu d en ts to w o rk individually to w rite b rief job
a 1T d escriptions for th eir partner.
2T
3F • M o n ito r an d help as necessary.
4 T - Note that some grammars may say that they should
4 W h en th e stu d en ts have finished, ask th em to exchange job
have singular pronouns, but now it is acceptable to use
'they' rather than 'he.' or 'she'. d escriptions w ith th e ir p a rtn e r an d ask th em if th ey w ould
5F like to apply for th e job.
6T • You could extend this activity in to a role play by telling the
b Sentence 4 is incorrect. Nothing cannot be used with a
stu d en ts th a t th ey are going to do a job interview based on
negative verb,
c any job - one but it doesn't matter which one o ne o f th e job descriptions. Ask each p air to choose one. The
every job - all the jobs perso n w ho w rote the jo b descrip tio n has to th in k o f five or

110 Unit 14
 six questions to find o u t w h eth er th eir p a rtn e r is suitable for 2 a Focus th e stu d en ts o n the q uestion an d play th e recording.
th e job. The p artn e r has to th in k o f five o r six questions 14.4
a b o u t the job to check th a t it is th e job they really w ant. 1
• W h en they are ready, ask th e stud en ts to roleplay the A If anything happens to me. I'd like you to take over the business.
interview . M onitor an d listen for errors. B I'm sure everything will be OK - it's only a minor operation.
2
A The papers accuse you of being tired and emotional after the party,
Minister. Is that true?
B No, certainly not.
Exploring words p.108 3
A The figures clearly show that the economy is doing very well. Incomes
are up and inflation is down.
T his section looks at euphem ism s. It divides into tw o sets o f
B Yes, but everyone knows that figures can prove anything. Our party
vocabulary. Exercises 1 an d 2 look at euphem istic thinks the government has been involved in creative accounting here.
expressions. Exercise 3 looks at using negative w ords to create 4
a euphem ism . C onsequently, you could do all four exercises A I was sorry to hear about your grandmother. Had she been ill long?
in one lesson, o r split it into tw o shorter lessons com prising B No, only a couple of weeks - she's always been very healthy.
exercises 1 and 2, an d th e n exercises 3 an d 4. 5
A You wanted to see me, Mr Birch.
1 a Read th ro u g h th e in tro d u c tio n an d th e categories as a B Yes, John. I'm afraid your work has not been satisfactory recently.
class. Ask the students if they can th in k o f any euphem ism s We're going to have to let you go at the end of the month.
th a t could be p u t in any o f th e categories m entioned.
1 death
• P ut the students in pairs to m atch th e euphem ism s w ith the 2 alcohol
subjects. 3 dishonesty
4 death
A Wealth and poverty 5 employment
comfortably o ff rich
from a deprived poor b -C Ask th e stu d en ts in pairs to m ake a n o te o f the
background euphem ism s th e speakers use, th e n discuss w hat they th in k
hard-up poor
each on e m ig h t m ean. D o the first as an exam ple.
B Death, illness, etc.
to pass away to die 1 If anything happens to me = If I die
to slip away to die 2 tired and emotional = drunk
C Dishonesty 3 creative accounting = false accounting / fraud
disinformation rumours and lies to confuse and 4 I was sorry to hear about your grandmother = I'm sorry
mislead your grandmother has died.
(to be) economical to be a liar 5 to let you go = to sack you / to fire you
with the truth
imaginative journalism lies published in a newspaper 3 a Read th e in tro d u c tio n as a class, th en stu d en ts in th eir
D Ability pairs discuss th e m ean in g o f th e negative expressions.
hard o f hearing deaf or almost deaf
less able unintelligent / academically slow 1 no scholar = dull / unintelligent / non-academic
visually handicapped blind or almost blind 2 non-industrialized = poor / underdeveloped
E Age 3 not all there = of low intelligence / old, with failing mental
in your golden years old abilities
mature old 4 not as young as you were = quite old / middle-aged
F Alcohol 5 no longer with us = dead
to enjoy a drink to be a frequent, probably heavy 6 not the most sociable o f people = unsociable / unfriendly
drinker
to have a drink problem to be an alcoholic b S tudents in th eir pairs th in k o f som e negative
G Employment euphem ism s o f th eir ow n.
between jobs unemployed
economically inactive unemployed Possible answers
unwaged unemployed 1 not particularly bright / not the most intelligent person
2 not the clearest of thinkers
b P ut th e students in pairs to m atch the euphem ism s w ith 3 not unaccustomed to alcohol / no stranger to the bottle
the contexts. 4 not in work
5 not easy to make friends with / not easy to get to know
1 He / she is economical with the truth. 6 not very well / not in the best of health
2 They're a less able class.
3 He / she is between jobs / economically inactive. 4 P u t th e stu d en ts in sm all groups to discuss th e questions.
4 She enjoys a drink. / He has a drink problem.
5 He / she is comfortably off.
6 He's mature. / He's in his golden years.

Unit 14 111
 Beha our

Theme: unusual behaviour - strange com petitions, attitudes

to cheating, avoiding work 15.1 Why do they do it? p.110
15.1 Why do they do it? This stage includes a reading text - a new spaper article w hich
C om petitiveness an d strange com petitions contextualizes alternatives to relative clauses.

• Listening: gist
• Reading: jigsaw - retelling
• Language focus: alternatives to relative clauses (‘reduced
relative clauses’)
• Speaking: designing a strange com petition
15.2 Honesty?
People talk ab o u t w hether they have ever cheated
• Listening: m atching an d specific info rm atio n
• Exploring natural speech: auxiliaries to add em phasis
• Language focus: fronting
15.3 How to skive
A light-hearted article ab o u t avoiding w ork
• Reading: gist, m atching, and specific in fo rm atio n
• Language focus: -ing form s an d infinitives
• Speaking and writing: ‘H ow to . . pr esenting ideas and
w riting an article
Exploring words
C om petitions
Workbook
• Language focus: alternatives to relative clauses; fronting; -ing
form s an d infinitives
• Vocabulary focus: the prefix out-
• Vocabulary expansion: dishonesty - w ords an d expressions;
ways o f laughing
• Listening: stories o f dishonesty
Lead in
IdfiTI To start students talking about competitiveness in general
as an introduction to the listening and reading which follow.
1 Focus stu d en ts o n th e task, an d p u t th em in pairs to discuss
an d com pare ideas. Set a tim e lim it.
2 a Let th e stu d en ts stay in pairs. M ake sure they u n d erstan d
th e listening task.
• Play th e recording.
15.1
Speaker 1 I don't think I'm a particularly competitive person. I suppose
like most people I don't like it if I feel something good or worthwhile
that I've done hasn't been recognized, but I'm not actually
competitive. I'm not particularly bothered about being the best or
being number one or getting to the top, being the star and being the
boss and all those sorts of things ...
Speaker 2 I don't think I'm very competitive, although I find lately that
in some ways I am, but I never did any sports I never got into the habit
of beating other people or being defeated. I always just try to achieve
things or be good at what I do on my own and not compete with
others.
Speaker 3 I'm very, very, very competitive - having an older brother
definitely is why, erm. We had a pool table - it was my brother's and
he could always beat me - he's three years older. I thought 'Right! I'm
going to beat him,' and I used to practise on the pool table, for like,
three hours a day and I beat him finally - it was brilliant and now I'm
quite good at pool actually.
Speaker 4 I wouldn't say I'm particularly competitive - only at things
like games and quizzes where I do like to win, but that's just showing
off ...
• Ask stu d en ts to com pare th eir answers. Play th e recording
again if necessary.
Suggested answers
From most competitive to least competitive: 3, 4, 2, 1

b Ask th e stu d en ts to discuss th e question.

Reading
E S u l To give students practice a t extracting sufficient
inform ation fro m a short newspaper article to be able to tell a
partner about it.

1 Ask stu d en ts to look at th e pictures an d to guess o r predict

w hat th ey will be reading ab o u t (strange co m petitions).

112 Unit 15
• Split th e class into two; h alf th e class are As, the other half Bs.
Tell th em they are going to read different stories b u t their
task is the same.
• Ask th em to read th ro u g h the task an d questions a and b,
m aking sure they have u nderstood.
• Now ask the As to tu rn to p. 159, read the news story there
an d m ake notes o f the key facts.
• Ask the Bs to read th e story o n this page an d m ake notes.
• W atch the class carefully to gauge w hen m ost students have
finished, then ask them to p air up w ith som eone w ho has
read th e sam e passage, and to com pare answers.
• At this stage you m ay need to m onitor, trying to get ro u n d
the pairs quickly to m ake sure they have all understood.
Student A
a Geoff Smith had himself buried alive for 5 months (147
days) in a wooden box.
b He wanted to get into the Guinness Book of Records.
Wanted to make himself and his family world famous. (His
mother had held the world record for human endurance
until 1968 and then lost it.)
Ironically while he was under ground the Guinness Book of
Records removed the human endurance category for safety
reasons.
Student B
a A Polish woman became world screaming champion with a
scream of 126 decibels.
b World fame. / Attention-seeking.
Close up
• Ask students to w ork th ro u g h their Close up questions w ith a
p a rtn e r w ho read the sam e text. (S tudent A’s questions are
w ith the text o n p. 159). You will need to check th e ir Close up
answers at this p o in t, either orally w ith each group, o r you
could p roduce a h a n d o u t o f the answers an d give th em to
each pair for final checking. Encourage th em to m ake guesses
from context rath er th a n rely o n th eir dictionaries.
Student A
1.2 a coffin
1.13 supporting
1.14 lunacy
Student B
1.11 outrun = to run faster than; outlive = to live longer than;
outnumber = be more in number than; outplay = play
better than
1.6 25-year-old Dagmara Stanek / Dagmara Stanek, who is
25 years old, ...
1.12 35-year-old Pawel Dabrowski / Pawel Dabrowski, who is
3 5 years old, ...
1.28 Each o f the winners took home a colour television set.
The winners took home a colour television set each.
2 Ask the students to close th eir books now an d pick up th eir
notes. Regroup th em so th a t they are in AB pairs.
• Tell th em they are going to tell each other th eir stories. The
person listening has to m ake sure they u n d ersta n d it, so can
ask questions for clarification.
• T he stu d en ts can th e n sp en d a few m in u tes discussing the
strange b ehaviour they have read about.
• If you have tim e and feel it w ould be useful, you could th en
ask th e stu d en ts to read the text th ey haven’t read yet.
React and discuss
To give students a chance to discuss w hat they’ve read
and to round up this stage o f the lesson.
D iscuss these questions briefly as a w hole class.
Language focus: alternatives to relative
clauses p.111
To show students how to m ake their writing more concise
or clearer by using alternatives to relative clauses.
1 You will p robably w ant to do this w ith the w hole class so th at
you can talk th em th ro u g h alternatives to relative clauses.
Give th em tim e to read th e in tro d u c tio n an d th e exam ples,
th en elicit an d discuss possible answers.
Relative clauses can sound clumsy and sometimes confusing if
several are used in the same sentence (as in sentence b).
Leaving them out (as in sentence a) means that more
information can be conveyed in relatively few words. In
newspapers space and immediacy are important factors.
2 -3 You m ig h t w an t to start th e stu d en ts o ff by d oing the first
on e w ith th e w hole class, an d th en ask th em to w ork on th eir
ow n o r in pairs. Refer th em to the Language co m m en tary on
p. 116.
• If stu d en ts are having difficulty, you could provide the
relative clauses (or th e relative p ro n o u n s) on th e b o ard an d
ask th em to w o rk o u t w here th ey go. A lternatively you could
tell th e stu d en ts how m any relative clauses there are in each
sentence if you th in k th ey ju st need a little help.
• Give th em tim e to com pare th eir answers, if th ey have w orked
o n th eir ow n, th en check answers w ith the w hole class.
a Dagmara Stanek, who is 25, and who comes from the
Baltic resort of Sopot, emitted a scream of just over 126
decibels, which is equivalent to the noise of a racing car
which is travelling at top speed,
b Europe's only vocal noise competition, which is modelled
on an annual screaming festival in Japan, took place in the
town of Goldap ...
c The judges measured the highest scream level of each
contestant with equipment which is normally used to check
noisy workplaces and neighbours,
d Mr Sokolowski is also behind Poland's first kissing
championship, which is to be held in October.
All these added relative clauses are non-defining.
Unit 15 113
 Exploitation Speaking
To extend the practice that students have had and get them to
ilW ii To round o ff this stage o f the u n it a n d give students some
work on alternatives to relative clauses at text rather than
free, light-hearted oral practice.
sentence level.
1-2 O u tlin e th e task. M ake sure th at the stu d en ts u n d erstan d
In doing exercise 1 they are also practising th e skills o f
th a t th ey are to th in k o f crazy, lunatic ideas for a record-
su m m arizing an d w riting, w hich they will need for the
b reaking co m petition.
follow ing w riting task.
• Ask th em to w ork in sm all groups an d set a tim e lim it for
1 a Give stud en ts a few m inutes to read the story, th en outline getting ideas. M o n ito r an d encourage.
th e task.
• N ow ask th e groups to present th eir ideas, either to th e w hole
• You could start the students off by doing th e first line o r
class o r to o th e r groups.
sentence w ith them , th e n ask th em to w ork in pairs. M o n ito r
an d help as necessary.

b -C W hen they have finished, outline this n ext task.

• Set a tim e lim it for this an d encourage th em to enjoy the
activity - it’s quite fun slashing a text dow n! M o n ito r and
help, as before. If pairs are having trouble, draw their
atten tio n to th e phrases w hich can be reduced, e.g. addiction
to gambling.
• W hen m ost pairs have finished, ask th em to exchange th eir
final text w ith an o th er pair.
a John Philips, who is 37, years old and comes from the North
West, said his wife who is called Edwina had left him
because of his 10-year addiction to gambling. Philips, w be
works as a senior accountant with a company which is
based in the centre of Manchester, appeared in court,
where ho was accused of dangerous driving. Colleagues
and others who ore close to Mr Philips say he is heart­
broken. Tim Roberts, who has been a friend of Philips since
the two were at school together said he can't stop thinking
about his wife, 'John's doing everything he can to win
Edwina back.'
[104 words originally / 82 words with cuts]
b John Philips, 37, from the North West, said his wife Edwina
had left him because of his 10-year gambling addiction.
Philips, a senior accountant with a central Manchester-
based company, appeared in court accused of dangerous
driving. Colleagues and close friends say he is heart-broken.
Old schoolfriend Tim Roberts said he can't stop thinking
about his wife. 'John's doing everything possible to win
Edwina back.'
[64 words]
2 T his is a sh o rt w ritin g activity so you can do it in class w ith
stu dents w orking together in pairs, w hich they usually find
m o re enjoyable. Alternatively, if you are sh o rt o f tim e, you
could set it as a hom ew ork task. E ither way, try to get
stu dents to choose quickly w hich story they are going to
w rite.
• C irculate th e stories and ask students to decide w hich is the
clearest, funniest, m o st interesting. Strong classes could be
asked to w rite in exactly 80 w ords.
15.2 Honesty? p.112
T his stage includes a listening text w hich provides an initial
context for fronting.
Lead in
To start students thinking about cheating and w hat kinds
o f actions they consider right or wrong.
1 Ask stu d en ts to look at th e p h o to g rap h s an d th in k w hat the
co n n ectio n is.
The three pictures are all connected with cheating. The
student is cheating, possibly in an exam; the painting shows
someone cheating at cards; the photograph of the race shows
Ben Johnson, who was stripped of his Olympic medal in 1988
for having taken anabolic steroids.
2 O u tlin e the task, focusing o n th e questions.
• Give stu d en ts a few m in u tes to read, th en ask th em to
com pare th eir answers in pairs or sm all groups.
• C o n d u ct a class feedback so th a t th e focus is back o n the
w hole group.
Possible questions
Would you lie, cheat, or sleep with your boss if it helped you
to get on?
How would you define success?
Would you sleep with your boss if it advanced your prospects?
Would you be willing to do something ethically or morally
wrong if it advanced your prospects?
Would you be willing to be dishonest if it advanced your
prospects?
3 Go th ro u g h th e task w ith th e w hole class.
• Ask th e m to w o rk in sm all groups. M onitor, b u t d o n ’t
in te rru p t.

114 Unit 15
 Listening
EEI To develop students’ ability to m atch information and to
listen fo r detail.
1 O utline the task. D raw stu d en ts’ atten tio n to th e fact th at
there are five speakers a n d six statem ents, i.e. one statem ent
doesn’t m atch any o f the speakers.
• Play the recording.
15.2
Speaker 1 Yeah, I did cheat once - it wasn't an exam exactly - it was
a course I was doing - a sort of training course where in preparation
for the exam we had to do a timed essay - like a like a little mock
exam and we had one hour to do this timed essay and I wasn't very
well prepared for it and I decided that I would get more out of it if,
instead of writing an essay that was complete rubbish - because I
hadn't particularly studied the topic we were writing about - if I took
a little crib sheet in with me and wrote a very good essay - and so
that's what I did - I mean it was one of these subjects where there are
basically ten major points, so rather than desperately try to remember
them in the two minutes before the exam, I just wrote them down on
a little piece of paper about the size of cigarette packet and took it in
- it wasn't it wasn't sort of (a) sneaky childhood thing - I was
probably in my mid-twenties and and cheated in a very sort of mature
kind of a way and wrote quite a good essay - not surprisingly ...
Speaker 2 Cheating, erm, have I ever cheated in anything? I think as a
very young child I found it very hard to lose at Monopoly and I did
cheat once and my family has never forgotten erm - they mistakenly
put me in the bank and I must have been about seven and I thought
the bank was there to give me money and erm I took it. I think apart
from that I'm too cowardly to cheat. In an exam I was given a very
stern warning at age seven that my exam would go in the bin if I
smiled or talked to the person next to me and since then I, I haven't
risked it. Sports I don't want to win that badly and competitions I'm
probably not competitive enough.
Speaker 3 I haven't actually cheated in anything that I can remember
- the only very very small thing I did was in the first year there used
to be about four of us who sat round a table and we had a science
test - and (we'd) all sort of copy each other, sort of - that's the only
sort of thing I can remember but erm, no I've never tripped anybody
up in a sports event or anything - would have liked to, would have
broken my ankle or something.
Speaker 4 I haven't ever cheated in an exam or any other kind of
competition and I think the main reason for that is that I haven't really
had an opportunity to do that but I probably wouldn't if it came to
the crunch.
Speaker 5 I've never cheated in an examination and never would erm
but that I think is to do with the fear of being found out as much as
anything else. I occasionally slightly cheat at sport, I think, and in fact
I don't know anybody who doesn't, so when you're playing a game
where it's a very close decision where something is 'in' or 'out' -
depending on how I'm feeling and whether we're winning or losing
- I might say something was 'in' when it was 'out' or vice versa, but
not very often - maybe once in every five or six games and it doesn't
worry me at all - I think it's part of the game.
• Ask students to com pare th eir answers, th en check w ith the
w hole class.
a Speaker 2
b Speaker 4
c Speaker 5
d Speaker 1
e Not mentioned by any of the speakers
f Speaker 3
2 a-b G o th ro u g h the questions.
• Play th e recording again.
• Ask stu d en ts to com pare an d check th eir answers in pairs.
Four of the speakers admit having cheated:
Speaker 1 took notes into an exam. (These notes are
sometimes called a crib-sheet.)
Speaker 2 cheated at a game (the board game Monopoly).
Speaker 3 cheated in a school test - she and her friends copied
from each other.
Speaker 5 cheats slightly at sport.
C Ask stu d en ts to do this in th eir pairs. Set a tim e lim it.
Exploring natural speech p. 113
To raise awareness o f the correct use o f extra auxiliaries
fo r emphasis and to give students controlled practice in using
them.
T he use o f auxiliaries for em phasis was in tro d u ced in U nit 2
- you m ay w ish to refer stu d en ts to th e Language
co m m en tary o n p. 19.
1 Focus on th e extracts from th e recording.
• Ask stu d en ts to answ er th e questions quickly in pairs, th en
check w ith th e w hole class.
They use the auxiliary for emphasis.
2 N ow ask stu d en ts to do th e sam e them selves. You could do
the first on e w ith th e m if you feel th ey need an o th er
exam ple, th e n ask th em to do th e others individually o r in
pairs.
• Let th em com pare answ ers briefly.
a I have to confess, I did take a crib sheet into the exam with
me.
b I'm ashamed to say, I did copy from my friend in a science
test.
c I must admit, I did write a very good essay,
d It's hard to believe, but she does occasionally cheat at
sport.
3 Play th e recording. (This is n o t included in th e tapescript
section o f th e S tu d en t’s Book.)
15.3
a I have to confess, I did take a crib sheet into the exam with me.
b I'm ashamed to say, I did copy from my friend in a science test,
c I must admit, I did write a very good essay,
d It's hard to believe, but she does occasionally cheat at sport.
• Ask th em to check th eir answ ers w ith the recording. Students
can use the recording to im prove th eir ow n p ro n u n cia tio n by
im itatin g th e em phasis p u t on th e auxiliary verb. By getting
stu d en ts to em phasize, even over-em phasize, the auxiliary
verb you can often get th em to sm o o th o u t th e rest o f the
sentence, so th a t it sounds n atural. Som e stu d en ts will ten d
to em phasize o r stress every o th e r w ord, w hich can so u n d
very jum py, w hile others m ay use too little stress o r em phasis.
N ow play th e recording section by section, draw ing stu d en ts’
atten tio n to the way th e speakers said th e sentences.
Unit 15 115
 • Ask th em to repeat the sentences aloud after each section,
paying p articu lar atten tio n to th e em phasized auxiliary.
• W hen they have practised all four sentences together ask
th em to w ork in pairs and to practise reading the sentences
to each other.
• You can call on individual students to say th eir sentences,
em phatically, to th e w hole class.
4 Focus on th e first p a rt o f the sentences in a -d :
I have to confess ...
I ’m asham ed to say ...
I m ust a d m i t ...
I t’s hard to believe ...
• Ask students w hat they have in com m on.
These phrases prepare the reader for some important or
surprising information. What follows includes the use of the
auxiliary verb did for emphasis.
• If you have tim e, ask stud en ts to practise saying them .
D em onstrate yourself first, th e n ask th em to practise
altogether, before getting them to w ork in pairs to practise
w ith each other.
• You could extend th e activity slightly by asking the students
in th eir pairs to th in k o f o th e r ways o f co n tin u in g th e first
p arts o f the sentences in a-d.
Language focus: fronting
To draw students’ attention to the com m on practice in
spoken English o f starting a sentence w ith a key word - the
object or the com plem ent - instead o f the subject.
1 Go th ro u g h th e task w ith the students. You m ight w ant to
read sentences a -d aloud as these are exam ples o f spoken,
n o t w ritten, English.
• Ask stud en ts to rew rite th e sentences, using m o re no rm al
w ord order, individually o r in pairs. Refer th e m to the
Language co m m en tary o n p. 116.
• C heck answers together.
a I don't want to win sports that badly, I'm probably not
competitive enough for competitions,
b I absolutely hate doing washing up and ironing when I'm
tired.
c That was a brilliant film!
d I don't mind eating in pubs, but I can't stand fast food
restaurants.
Note_____________________________________________________
You may want to point out that when we front a sentence with a
singular countable noun + adjective we often leave out the indefinite
article necessary in a sentence with more 'normal 'word order. This is
another way of bringing the important idea to the very beginning of
the sentence:
Great guy, your father! (Your father is a great guy.)
Terrible song, that is! (That is a terrible song.)
116 Unit 15
2 O u tlin e the task briefly an d ask students to do this in pairs.
Point o u t th a t these phrases are possible in w ritten English as
well as spoken English an d th a t inversion {N ot once did I
cheat at anything) is actually m ore co m m o n in th e w ritten
form . You m ay w ish to refer th em to the Language
co m m en tary on p.43, w hich covers inversion.
• Check together.
a We visit friends or relatives nearly every weekend,
b There's a bus stop at the end of the road.
3 You can discuss this q u estio n together as a w hole class.
The effect is to emphasize particular information in the
sentence, information that would not be highlighted if the
normal word order was retained.
Exploitation
1 3 0 To give students the chance to practise fronting.
T his is n o t necessarily difficult for the stu d en ts b u t it may
well feel slightly strange an d unco m fo rtab le for them . D o n ’t
w o rry at this stage; w hat is m o re im p o rta n t is th a t by
practising saying sentences like this, they actually learn to
h ear th em w hen th ey are used by others.
1 Briefly ru n th ro u g h the phrases in the w ord list and explain
th e task quickly.
• Ask th e stu d en ts to do th e task individually o r in pairs, th en
to check th eir answers w ith each other.
• Check answers w ith th e w hole class.
• O nce th ey have all got correct sentences, ask th em to practise
saying th e m to each other.
Possible answers
a Opposite the library there are tennis courts,
b Most o f the time she sits staring into space,
c (An) awful accident I saw on the way to work,
d My next-door neighbour I've only spoken to two three
times in the last ten years,
e (The) best meal I've had for ages, that was.
f Dates, times, and phone numbers I just can't remember.
2 Ask stu d en ts to w ork o n th eir ow n sentences in pairs.
• As before, give th e m th e chance to practise saying th em once
they have th e ideas an d language in place.
3 Go th ro u g h the task w ith the students an d m ake sure they
u n d erstan d th e questions.
• N ow p u t th em in pairs or sm all groups and ask th em to do
the task, co n tin u in g or extending th e conversations in any
way th ey see fit. E ncourage th em to speak freely and
confidently, n o t w orrying too m uch ab o u t th e exact sense o f
w hat th ey m ight be saying!
• If you w an t to, ask som e o f th e m ore confident students to
d em o n strate th eir conversations to th e w hole class.
 Possible answers
a (On) Friday evenings, I don't do a lot.
b Taking exams I absolutely hate,
c TV game shows I think are a load of rubbish,
d Writing letters I don't mind actually,
e My first day at school I remember almost nothing about,
f Football I play most of the year. Volleyball I play a bit in
the summer,
g On holiday I like to take it easy.
15.3 How to skive p.114
In this stage the reading text ab o u t skiving (getting o u t o f o r
avoiding doing som ething) contextualizes -ing form s and
infinitives.
Lead in
E E 3 To get students thinking and talking about excuses.
1 Go th ro u g h the task w ith the students. You could do this
w ith books closed.
• Give th e students a few m inutes to talk to a p a rtn e r ab o u t the
excuses they m ade.
2 O utline th e task briefly and ask the students to com pare th eir
excuses in groups.
• Ask each group to choose th eir ‘best excuse’ to present to the
w hole class.
• C o n d u ct a w hole-class feedback session to discuss answers
together.
Reading
To extend students’ reading skills by asking them to read
a fairly long article written in a particular tongue-in-cheek
style. In other words, it appears to be serious but is in fa c t light­
hearted and is m aking fu n o f the whole subject.
1 Set the task; m ake sure the students u n d ersta n d they are only
going to read the first paragraph.
• Ask th em to com pare their answers in pairs, th en check w ith
the w hole class.
skive = to avoid work
Glossary__________________________________________________
skive - a very colloquial term to describe getting out of work or school:
He skived (off) the last days of term, or generally avoiding work: She
manages to skive out of the things she doesn't want to do. It is very
informal; students need to be made aware of this.
2 Ask students to read the rest o f the article quickly. T hey are
only going to answ er the tw o questions. Set a sh o rt tim e
lim it. You d o n ’t w ant them to get too involved in th e text yet.
Possible answers
a People in work, fairly educated people
b ironic / humorous / tongue-in-cheek / light-hearted
3 Give stu d en ts tim e to read th ro u g h th e p arag rap h
sum m aries. Ask th em to do th e task individually an d check in
pairs.
Key phrases
a Paragraph 2 has a long history / Trojan wars / 1960s and
70s
b Paragraph 4 A more creative approach was called for
c Paragraph 5 The day o f return
d Paragraph 3 An employee could be absent for up to
8 weeks
e Paragraph 6 ensure a tool o f your trade ... walk briskly ...
leave a jacket
f Paragraph 1 Skiving is a skill. The good skiver... attracts no
attention, etc.
4 Give stu d en ts tim e to read th ro u g h th e questions, th en ask
th em to com plete th e task o n th eir ow n o r in pairs.
• Ask th em to check th eir answers w ith each other, th e n check
w ith th e w hole class.
a At school and at work.
b It sounds serious and is impossible to prove or disprove,
c Employees did not need to get a doctor's note until they
had been off work for eight weeks (so-called self-
certification).
d To give the impression that the illness is serious. To
intimidate employers and discourage them from
questioning the illness,
e The scarf is a sign that the skiver has not fully recovered.
The paper bag would contain medicines still being taken,
f These are signs that the skiver is actually busy.
Glossary___________________________________________________
flourish - to do well / succeed, thrive
fit the bill - to suit the circumstance well
flagged up - signalled for attention
tucked - put neatly, folded
slung - thrown casually
Note_______________________________________________________
Paragraph 2
• National service (military service) lasted in Britain from 1945 to 1961.
• The 'spectacular results in the 1960s and 1970s' refers to a period
when militant trade unions frequently called their workers out on
strike.
Paragraphs 3/4
• Until the 1970s, you could only be off work for two days (later
extended to three) before having to get a certificate from your
doctor, confirming to your employer that you were unfit for work. It
was sometimes possible, by claiming to have a 'bad back' or
another ailment equally difficult to diagnose, to obtain a doctor's
certificate under false pretences, and so avoid returning to work.
Unit 15 117
 Close up
• P u t th e stud en ts in pairs to do the exercise. E ncourage th em
to m ake guesses from context rath e r th a n rely o n their
dictionaries.
Check answ ers w ith th e w hole class.
t.4 personal = adjective: to do with an individual person
/'p3:s3nsl/
1.54 personnel = noun: people employed by an organization
/p3:s3'nel/
1.30 is refined
1.83 the main basis: bread and butter stands for basic foods,
staple diet
Language focus: -ing forms and
infinitives p.115
To give the students fu rth er exposure to and practice o f
these form s.
S tudents will have been in tro d u ced to - i n l a n d infinitive
form s before, b u t it is an area th a t they contin u e to find
difficult. O ne o f th e problem s is th a t they sim ply have to
learn w hich verbs take w hich verb form . A n o th er is th a t som e
verbs can be used w ith either fo rm w ith a difference in
m eaning ( remem ber to do / rem em ber doing).
1- 2 Set u p th e tasks quickly an d ask stud en ts to com plete
th em in pairs.
• Ask th e m to check th e ir answers w ith th e article.
1 1 P u t th e stu d en ts in to sm all groups.
a forgetting to tidy
b managed to bunk off
c need to produce
d start questioning
2 2 Go th ro u g h th e phrases in th e language box.
in extract d the -ing form or the infinitive would be equally
correct: start questioning or start to question.
3 Go th ro u g h th e task w ith th e w hole class to m ake sure they
u n d e rsta n d w hat to do. You m ay w ant to do th e first exam ple
w ith them .
• Ask stud en ts to com plete th e task in pairs. M o n ito r an d help
as necessary.
a the infinitive without to. Examples: m ust / should / m ight /
can / could / would, etc.
b the -ing form. Examples: loathe / enjoy / hate / can't stand /
dislike
c the -ing form. Examples: give up / end up / take up / look
forward to / p u t o ff
d the infinitive with to. Examples: teach som eone / tell / ask /
order / persuade
► There is an extra exercise o n p. 142 w hich gives som e useful
practice o n the different m eanings som e verbs have, depending
o n w hether they are followed by the -ing form or the infinitive.
If you have n o t taught this before, m ake sure you are very well
prepared! Check the Language com m entary o n p. 117 an d make
sure you are confident about the differences between each o f
the tw o sentences in this task. D raw ing a tim e line o n the
b o ard w hen you com e to check th e answers can be helpful.
118 Unit 15
Exploitation
To give free practice o f using -ing or infinitive forms.
1 Give stu d en ts tim e to com plete the sentences o n th eir own,
th en p u t th em in pairs an d ask th em to tell each o th er their
sentences.
• If the stu d en ts k now each o th er quite well, you could ask
th em to guess ho w th eir p artn e rs w ould com plete the
sentences.
Possible answers
a I wish I could afford to take a trip to the moon.
b There's no way anyone will ever persuade me to do a
parachute jump,
c I'd really like to give up smoking.
d I'll always be grateful that my parents taught me to cook.
e I'm not looking forward to taking m y final exams.
2 Go th ro u g h the task quickly w ith th e stu d en ts an d check th a t
th ey know th e m eanings o f th e key phrases:
p u t o ff = p o stp o n e
give up — stop d oing som ething
• Give th em som e q u iet th in k in g tim e to prepare for th e task.
• N ow ask th e stu d en ts to stan d u p an d m ove aro u n d the class,
try in g to find people w ho have som e o f the sam e responses.
Speaking and writing
i l l ' l l To give an opportunity to develop an article in a similar
‘tongue-in-cheek’ style.
• Give th em tim e to p rep are th eir ideas. M o n ito r an d help the
g roups as necessary.
• Give th e groups a few m in u tes to finalize th eir presentations,
th e n ask th em to m ake th eir p resentations either to the w hole
class o r to o th e r groups.
• M o n ito r an d m ake notes o f m istakes m ade.
• Go th ro u g h som e o f th e m istakes w ith the w hole class,
choosing to focus o n language they m ig h t w an t to use for the
w ritin g activity.
3 Set u p th e w riting activity. Check th a t stu d en ts realize th a t it
is im p o rta n t to try an d use th e sam e ‘to n g u e-in -ch eek ’ style,
i.e. using quite form al, in stru ctio n al language ab o u t a trivial
subject.
• Ask th e stu d en ts to w rite th e article in 150-170 w ords as a
ho m ew o rk activity. Refer th em to th e W riting guidelines on
p. 154.
 3 a C om plete th e first line w ith th e w hole class as an example.
Exploring words p.116 • S tudents com plete th e rest o f the ch art in pairs. M o n ito r an d
help as necessary.
E O S To look at the language o f sport and competition and b Ask stu d en ts to check h o w they th in k th e w ords are
extend students’ vocabulary through word families. p ro n o u n ced . T hey sh o u ld m a rk th e stress o n each w ord.
1 Briefly set up the task, m aking sure the students read the
Person Other noun Verb Adjective
questions before you play th e recording. It m ay be helpful to 1 competitor competition com pete competitive
tell them th a t there are eight speakers, an d eight different 2 champion 'championship X X
com petitions. 3 rival 'rivalry rival X
4 defendant defence defend defensive
• Play th e recording. (This is n o t included in th e tapescript 5 contestant 'contest contest X
section o f th e S tu d en t’s Book.) 6 winner win win X
15.4
C Play th e recording for stu d en ts to check an d practise the
1 This year's top prize, a cheque for £5,000, has gone to a first-time
correct p ro n u n ciatio n .
novelist.
2 For the third year running, David Jones has taken the title of 15.5
champion jockey with 25 wins in 30 rides. 1 Twenty competitors went in for the race.
3 The race was abandoned after three cars skidded off the track and 2 The competition was won by the youngest athlete.
burst into flames. 3 All athletes should compete hard.
4 This year's competition was held in Paris. In addition to the first prize 4 The winner was by far the most competitive of the lot.
of £20,000, Miss Europe was awarded a modelling contract with a
5 The contestants were all under 30.
top agency.
6 The contest was held in London.
5 All you have to do is complete this sentence in no more than ten
words: 'Hi there' is my favourite magazine because ... . Got any 7 The winner will be too old to contest the race next year.
ideas?
1 competitor /kam'petita/
6 If you're ambitious and you've got talent, just complete the form and 2 competition /kDmpa'tifn/
send it with a video of one of your performances. Fifty lucky
3 compete /kam'pi:t/
contestants will compete in a series of 10 weekly programmes and 4 competitive /kam'petatrv/
the final winner will be awarded a recording contract. 5 contestant /kan'testant/
7 Brazil is through to the final after beating Norway 5-4 on penalties. 6 contest /'kDntest/
The match went into extra time and ended in a penalty shoot-out. 7 contest /kan'test/
8 The winning yacht, captained by Richard Merryweather, came in
nearly two days ahead of its nearest rival. 4 T his exercise checks a n u m b e r o f co m m o n collocations. Ask
• Ask students to com pare answers in pairs, th e n check w ith stu d en ts to do this individually o r in pairs, th e n check
the w hole class. answ ers w ith th e w hole class.

Speakers Types of competition 1 set 2 beat 3 broke 4 holds 5 wins

1 literary / writing / book
2 horse-racing 5 D ivide th e class in to pairs o r sm all groups.
3 motor-racing
• Go th ro u g h th e task and set a tim e lim it.
4 beauty contest
5 magazine competition • M o n ito r an d help, b u t d o n ’t interfere o r in te rru p t to o m uch.
6 TV talent contest • Ask stu d en ts to present th eir co m p etitio n ideas to th e rest o f
7 football competition, e.g. The World Cup
8 yacht race / sailing th e class, w ho could th e n vote o n th e m ost original / the
Least dependent on skill or ability is the beauty contest. funniest / th e m o st practical.

2 Ask th e students to read sentences a - h . Give th em a few

m in utes to try an d rem em ber or guess the m issing w ords in
pairs.
• Play the recording again and ask stud en ts to check th eir
answers in pairs.

a prize; gone to
b taken; title
c race; abandoned
d held; awarded
e complete
f winners; compete; final; awarded
g beating
h winning; rival

Unit 15 119
 Processes

Theme: how people do things / how things are done

16.1 Getting to sleep p.118
16.1 Getting to sleep
T he listening text contextualizes the range o f stru ctu res used to
Talking a b o u t sleeping habits
describe hab its an d predictable behaviour.
• Listening: m atching an d specific info rm atio n
• Exploring natural speech: thing an d s tu ff
Lead in
• Language focus: habits and predictable behaviour
• Speaking: designing a survey itTfiTB To introduce the topic o f sleep, and prepare fo r the
listening tasks which follow.
16.2 Animation • Ask stu d en ts to com plete th e survey o n th eir ow n first, then
T he process o f anim atio n p u t th em in pairs to com pare an d discuss answers.
• R ound o ff th e activity by asking th e stu d en ts to rep o rt back
• Reading: checking predictions
to th e class any u n u su al b ehaviour o r situations they have
• Listening: specific in fo rm atio n
discussed.
• Language focus: th e passive
• Writing: a rep o rt
• Speaking: discussion Listening
E O To listen fo r detail and match information.
16.3 Interviews
1 Focus stu d en ts’ atten tio n on th e task. M ake sure they know
D os an d d o n ’ts for interview ees th a t som e speakers m en tio n m ore th an o ne thing.
• Reading: general in fo rm atio n an d m atching • Give th em tim e to read th ro u g h th e list.
• Vocabulary: applying for a job
• Play the recording.
• Language focus: verb + object + to + infinitive
16.1
• Role play: interview
• Writing: a personal profile o r a letter o f application Speaker 1 If I don't go bed when I'm completely and utterly exhausted
like when your head is about to, you know, just drop off regardless of
where you are - if I don't go to bed at that time, then I will actually
Exploring words stay awake for an awful lot longer when I actually do go to bed. I
have to make sure that I'm completely relaxed, and completely
British an d A m erican English unwound before I actually go to bed, otherwise then, you know
I'll just be lying awake for ages. Erm my mind starts to wander and
Workbook I start thinking about all the things that I haven't done or that I've got to
do, so I have to sit in front of the television for an hour or something or
• Language focus: habits and predictable behaviour; the two hours and er just make sure that I'm completely exhausted and
passive; verb + object + infinitive; verbs w ith o th e r p attern s completely tired and my eyes are closing before going to bed, otherwise
• Vocabulary focus: applying for a job I just stay awake for hours. In terms of position, well, I mean, if I'm that
tired I, I just go to bed in any position and I'll probably sleep anywhere
• Vocabulary expansion: -ing adjectives; dream an d sleep -
when I get to that stage - on a bus on a train, you, you name it erm and
w ords and expressions if I can't get to sleep, well, I dunno I try all sorts of things of, try to think
• Listening: dream s of erm, relaxing thoughts of you know waterfalls and fields ...
Speaker 2 I don't have a fixed routine of going to bed - I panic if I'm
going to get less than about eight hours - 1always have done and always
will. I sleep always on my left side - I start off always on my left side
er but that can switch. And what keeps me awake is usually either
hunger or anxiety, so if I can't sleep I'll either eat something or I'll
usually e-mail now actually which'll, which is very bad because then I
definitely get at least an hour less sleep than I should have, but I'm
addicted to it, or I'll read a novel or listen to Radio 4 and yes I can sleep
absolutely anywhere, if I'm knackered enough, but er also feel terribly,
terribly vulnerable doing that and get off at wrong stops and drool and
stuff so try not to but er if I can't sleep I can panic because I do have a
thing about getting enough hours - and it'll affect me the whole next
day - so it's a psychological thing probably more than a physical.

120 Unit 16
Speaker 3 To be honest, being an English student sleep isn't really
much of a problem for me - I spend a lot of time sleeping. Erm I often
lie in till about 2 o'clock in the afternoon when I'm supposed to be
writing an essay or making notes or something and then just end up
working really late - so get into sort of bad patterns anyway. If ever
I can't sleep - which as I say isn't really often the case, I often
listen to music to try to get to sleep or I'll just sit up and read a
book if, basically if I can't sleep, then I don't try.
Speaker 4 I tend to drink quite a lot of coffee, so sleeping is often
quite difficult, and it drives me mad. If I can't sleep I tend to get up
and read or watch TV. Some nights I just don't go to sleep at all,
which is very bizarre and then just continue the next day as if I have
been to sleep, cos once it gets light I then can't get back to sleep -
like I went to a ball the other day and we didn't go to sleep all night
and then by nine o'clock the next morning as far as I was concerned
it was the next day so I just carried on which is quite bizarre.
Note______________________________________________________
Radio 4 is a BBC radio channel which is devoted mainly to news,
current affairs, and other fairly serious documentary programmes.
Ask students to com pare answers in pairs, then check w ith
the w hole class.
a Speaker 3
b Speaker 2
c Speakers 2 / 3 / 4
d Speaker 2
e Speaker 1
f Speaker 4 (Speaker 1 also watches TV to make himself tired
enough to go to bed.)
Give students a couple o f m inutes in pairs to see if th ey can
rem em ber any o f th e answers, b u t tell th em th a t you will play
th e recording again so they can check their answers.
Play recording | £ J | .
Ask students to check their answers together, th en check w ith
the w hole class.
a He lies awake for a long time. His mind starts to wander
and he thinks of things that he hasn't done or that he has
to do in the future.
He has to make himself completely exhausted, by watching
TV, etc.
b Hunger or anxiety may keep her awake. She eats
something, sends e-mails, reads a novel, listens to the
radio.
c Because he often stays in bed until late (2 p.m.) and then
has to finish his work,
d On nights when she doesn't sleep, she just continues on
into the next day.
► If you feel your students w ould benefit from som e
ad ditional sleep vocabulary w ork, there is an extra exercise
on p .143.
Exploring natural speech
The vague words th in g and stuff are extrem ely common
in spoken English (they came across sort o f in Stage 2 o f Unit
4). This section aims to fam iliarize students with these words
and give them some practice in using them.
1 It’s p robably a good idea to go th ro u g h this w ith the students.
Make sure they u n d ersta n d th e key words:
knackered - extrem ely tired - a very colloquial w ord
vulnerable = able to be h arm ed , exposed
drool = to w ater at th e m o u th , salivate
stuff = other embarrassing things like these (getting off at the
wrong stops / drooling)
thing = obsession / fixation
thing = issue / matter / problem
2 Ask stu d en ts to answ er th e questions in pairs, th en check
w ith th e w hole class.
Possible answers
a things possessions / belongings
b thing problem / dilemma / difficulty / point
c Things activities / business / matters
d stuff material / substance
e stuff belongings / possessions (the same here as things)
• T he follow ing activity provides speaking practise o f the
w ords thing an d stuff. It is probably a good idea for you to
d em o n strate it first.
1 P ut students in groups.
2 Each stu d e n t thinks o f an object o r a substance an d th en
describes it to the rest o f th e group using only the w ords
thing an d stuff. T hey m ust n o t use the nam e o f th e object
o r substance. T he o th e r m em bers o f the grou p have to
w o rk o u t w hat is being described.
Language focus: habits and predictable
behaviour p.119
liffifl To focus attention on the frequency with which will is
used in preference to the Present sim ple in inform al speech to
refer to typical or predictable behaviour.
T he language here is n o t difficult in itself, b u t th e stu d en ts
m ay sim ply find it strange th a t will can be used in this way
w hen th ey will have previously learn t to use the Present
sim ple.
1 Ask stu d en ts to read th ro u g h extract a an d to try to
rem em ber, o r guess, w hat th e verb form s were.
• C heck w ith th e w hole class, highlighting th e fact th a t will is
som etim es used, n o t the P resent sim ple. (But give the
answers yourself, w ith o u t letting th e stu d en ts refer to the
tap escrip t them selves yet).
a . . . if I don't go to bed at that time, then I will actually stay
awake for an awful lot longer when I actually do go to
bed. I have to make sure that I'm completely relaxed, and
completely unwound erm before I actually go to bed,
otherwise then, you know I'll just be lying awake for ages.
Erm my mind starts to wander.
• N ow ask stu d en ts to try b and c in pairs.
• W hen th ey have finished, refer th em to th e tapescript on
p. 148 to check th eir answers.
Unit 16 121
 b I start off always on my left side er but that can switch.
And what keeps me awake is usually either hunger or
anxiety, so if I can't sleep I'll either eat something or I'll
usually e-mail now actually ...
c If ever I can't sleep - which as I say isn't really often the
case, I often listen to music to try to get to sleep or I'll just
sit up and read a book.
• At this p o in t it m ight be useful to do som e extra practice o f
th e contracted will. A dvanced students usually have no
problem w ith I ’ll, he’ll, she’ll, we’ll, b u t still find it difficult to
say yo u ’ll, we’ll, they’ll, an d usually find contractio n s like it’ll,
w h a t’ll a n d who’ll very bizarre an d unreasonable! T hey need
to be able to recognize these contractions, an d if they are able
to use th em them selves, th eir speech will so u n d m o re fluent
an d natural.
3 You could do this task w ith th e w hole class, o r ask stu d en ts to
do it in pairs.
• C heck answ ers w ith th e w hole class.
a future b predictable c predictable d predictable
e predictable f predictable
4 T his is p robably best do n e w ith th e w hole class.
typical behaviour
recent / temporary habit
• Refer stud en ts to th e Language co m m en tary o n p. 125 for
m ore in fo rm atio n on habits an d predictable behaviour.
Exploitation
IJT771 To give students the opportunity fo r som e freer speaking
practice using will to describe habitual or predictable behaviour.
1 Focus stud en ts o n th e pho to s an d o utline the task,
em phasizing th a t they will need to use th eir im agination.
• P ut the stud en ts in to groups to talk ab o u t th e pictures.
M onitor an d correct as necessary. In te rru p tio n and
co rrection is ap p ro p riate here because th e stud en ts are being
asked to practise a p articu lar language structure.
2 O u tlin e the task an d look at th e exam ple together,
m e n tio n in g th e ad d itio n o f possibly o r probably.
’ Ask stud en ts to w ork in pairs. Again, m o n ito r and correct as
necessary, helping particularly w ith pro n u n ciatio n .
Speaking
lifffil To give the students free speaking practice w ith a task
outcome.
1 Ask students to w ork in sm all groups o f three o r four.
• Tell th em they are going to design a survey. M ake sure th a t
th ey all w rite dow n th e questions. E ncourage th em to follow
th e p attern o f th e Sleep Survey on p .l 18.
• Set a tim e lim it. M o n ito r an d encourage as necessary.
2 R egroup the stud en ts so th a t they w ork in pairs, w ith
som eone they were n o t w orking w ith before.
122 Unit 16
• Ask one p erso n in th e p air to try o u t th eir survey on their
p artn e r(s). Set a tim e lim it.
• N ow ask th em to change over. They can try o u t th eir survey
on as m any o th e r stu d en ts in the class as tim e perm its.
• At the end o f th e activity, ask th e students to go back to their
original g roups to rep o rt back to each o th e r o n w h at they
fo u n d o u t from th e ir survey.
• C o n d u ct a general class feedback o n th e stu d en ts’ findings.
16.2 Animation p.120
T he reading an d listening texts in this stage contextualize the
use o f th e passive.
Reading
To develop students’ ability to read a fairly detailed text
in order to extract information.
1 S tart w ith books closed.
• Before th e class find o u t th e nam es o f som e an im ated films
y o u r stu d en ts will know o r have heard of. W rite th e titles on
th e b o ard o r tell the class th e titles, an d ask th em to tell you
w h at th ey have in co m m o n . O nce they have som e concrete
films in m in d th ey will find th e b rain sto rm in g easier.
• You can either ask stu d en ts to b rain sto rm w hat they know
ab o u t an im ated films in groups, o r you can do it w ith the
w hole class. E ither way, m ake sure th a t they w rite dow n
an y thing an d everything th ey com e up w ith, w h eth er o r n ot
th ey can agree it’s true.
• Set a tim e lim it.
2 N ow tell th e m th ey are going to to read an article ab o u t
m aking an im ated films.
• Ask th em to read and find o u t w h eth er the ideas they
b rain sto rm ed are correct o r not. T he article m ay n o t answ er
o r deal w ith all th e p o in ts they raised - th is is n o t im p o rtan t.
• W hen th e stu d en ts have finished reading, ask th e m to w ork
in pairs to check th eir ideas, o r those o f th e group.
• C o n d u ct a feedback if this is appropriate.
Close up
• P u t stu d en ts in pairs to do the exercise. E ncourage th em to
m ake guesses from context rath e r th an rely o n th eir
dictionaries.
• C heck answers w ith the w hole class.
 1.1 optical - concerned with the sense of sight
optics noun - the scientific study of sight and of light in
relation to it
optician /op'tifn/ noun - person who makes and sells
glasses (spectacles) and contact lenses. Note
pronunciation and word stress.
1.2 live /laiv/ = adjective. (Note the different pronunciation
from live /lw/ the verb.) It means living as opposed to
inanimate. The same adjective can be used to refer to TV
or radio programmes that are broadcast as they happen,
not sometime afterwards as a recording.
1.12 bones
1.19 manually
Listening
Language focus: the passive p.121
EH To review the fo rm and use o f the passive.
1 Ask th e stu d en ts to do th e task in pairs, th en check w ith the
w hole class.
para 2 has to be changed; needs to be repeated
para 4 will be used
para 5 have been made; has been decided
2 You could com plete this task to g eth er as a w hole class in
o rd er to check th a t everyone is as fam iliar as th ey need to be
w ith the form o f th e passive. You m ay w ish to refer th e m to
th e Language co m m en tary on p. 125.

To practise listening fo r very specific information. a Present simple b Past simple c Present continuous

• O u tline th e task an d play th e recording.

3 -4 Ask th e stu d en ts to answ er these questions in pairs.
16.2
• M o n ito r an d help as necessary.
So, once rough sketches of the character have been made and it’s been
decided how the character will move, the modelling process begins. • C heck w ith th e w hole class.
First of all a detailed drawing is made showing the model's armature or 3
skeleton. a Reasons: A / E
Then the armature is made using twisted wire or ball and socket joints. b Reasons: B / C / D / E
This enables a basic clay model to be created and this in turn becomes c Reasons: C / D / E
the finished character. 4
a News report: radio, TV, or newspaper
Next the storyboard is filmed and the voices are added, allowing the b An encyclopaedia
director to check that the scenes, and the movie as a whole, work. This c Public notice - in a shop
stage is followed by a very simple animation known as a 'blocking d Academic textbook
rehearsal' where the director checks characters' movements and how
they look on set.
Once the voices of the characters have been recorded the animators are Exploitation
able to match the shape of the mouth to the dialogue. The mouth forms Hfffil To raise awareness o f the use o f the passive fo rm in
different shapes depending on what sound is coming from the character.
fo rm a l or official contexts.
This process is called lipsynch.
Then finally there's the actual filming of the movie. This is a painstaking 1 O u tlin e th e task briefly.
process. The final action may be fast and furious but Chicken Run took
• Ask stu d en ts to w rite th e sentences together, in pairs.
four years to make. Every aspect of the character has to be carefully
adjusted for each frame, 1,400 times to produce one minute of film time. • C heck w ith th e w hole class.
This means that actions like the blinking of an eye can take hours to film.
a Smart formal clothes must / have to / should / be worn for
• Ask students to check th eir answers in pairs, th en check w ith meetings.
the w hole class. b The party leader was blamed for the election defeat,
c The new town hall was opened on 15 September 2001.
The correct order of illustrations: B / C / A / E / D / F d The boy was sentenced to six months in prison for
'borrowing' his father's car.
► T here is an extra vocabulary exercise on p. 143 w hich Note: the judge does not need to be mentioned: it is only
could be done as hom ew ork w ith students using th eir ow n judges who sentence people,
dictionaries. e The government cannot be blamed for the recent increase
in the price of petrol.

2 Set u p the task carefully. It is im p o rta n t th a t stu d en ts choose

a process th ey have som e know ledge of, alth o u g h th ey should
also be encouraged to use th eir im ag in atio n to fill in any gaps
in th eir know ledge. T he im p o rta n t p o in t is th a t th ey are able
to describe a sequence o f actions involved in th e process they
choose.
• Ask stu d en ts to w o rk in pairs. T hey are speaking, n o t w riting
at this p o in t.
• M o n ito r an d help w ith vocabulary as necessary.

Unit 16 123
 Writing
To use the ideas they have ju s t been talking about to
write a report about a process, using the passive voice.
This is a second o p p o rtu n ity for students to w rite a rep o rt
(the first was in U nit 7).
1 -3 Refer students to the description o f the task an d m ake sure
th ey know exactly w hat is required.
• Refer students to th e W riting guidelines o n p.155.
• You could ask the stud en ts to do the p rep aratio n w ork in
class an d th en to w rite the rep o rt at hom e. If they have
p repared th e w riting together, they m ight th en like to read
each o th e r’s final w ritten versions.
Speaking
Efffil To give the students the opportunity fo r some free
speaking. I t also serves as a fin a l round up fo r the unit.
• If you have a fairly confident, com m unicative class, you could
discuss these questions w ith th e w hole class, w ith you leading
and directing the conversation to m ake sure th a t th e p o in ts
are discussed as fully as possible.
• If n o t, it is probably b etter to p u t th e stud en ts into sm all
groups. You could ask different groups to discuss different
p oints, give th em a tim e lim it, an d th en ask them to switch
over.
• As usual in this sort o f activity, m o n ito r and jo in in, if
ap propriate, b u t d o n ’t in te rru p t o r correct.
16.3 Interviews p.122
A lig h t-hearted text ab o u t interview s contextualizes verb +
object + infinitive.
Lead in
C S 3 To prepare the students fo r the article they are going to
read.
1 O u tlin e th e task and give stud en ts a tim e lim it to com pile
th eir lists.
• C o n d u ct a b rie f class feedback.
2 Ask students to do this in pairs. W hen they have decided o n a
‘w orst th in g ’, the pairs could th en team up to m ake fours, an d
com pare th eir ‘w orst things’.
• Ask th e m to decide, in th eir fours, on one ‘w orst th in g ’, th en
jo in th e fours together so th a t you have groups o f eight an d
again ask th em to com pare th eir ideas and th en to decide on
on e ‘w orst th in g ’. (This w ay o f building up groups for
discussions is som etim es called a ‘pyram id discussion’.)
• Eventually the w hole class decides o n a w orst interview
mistake.
124 Unit 16
Reading
To give students practice at reading and responding
personally to a text before analysing it, and then to help them
develop their detailed reading skills through a m atching task.
1 O u tlin e th e tasks briefly. You m ay w ant to p o in t o u t th a t the
text is in A m erican English from a US new spaper.
2 W h en m o st o f th e stu d en ts have finished, ask th e m to
com pare th eir answers in pairs. This becom es a discussion
p o in t, as th ere are n o rig h t o r w rong answers to a or b, b u t in
discussing th eir o p in io n s it is likely th a t th e stu d en ts will
actually im prove th eir com prehension.
• You could co n d u ct a b rief w hole class feedback if needed.
3 Now focus stu d en ts o n th e questions a - h . Give th em tim e to
re-read th e text an d answ er th e questions individually.
• Ask th em to com pare th eir answers in pairs, th en check the
answ ers w ith th e w hole class.
a F-
he didn't know what the company did
b G-
doesn't like working with people
c H-
couldn't answer questions
d B-
'not a nickel less'
e C-
thought references were people (confusion with
'referee')
f A - 'I asked him not to eat it until later'
g E - wearing a bathing suit
h D - The only evidence of 'organizational skills' was being
able to pack a suitcase.
Vocabulary: applying for a job p.123
T he stu d en ts will probably kn o w several o f th e vocabulary
item s here, so this section serves as a review an d a rem in d er
o f som e vocabulary associated w ith interviews.
• Ask stu d en ts to do th e task in pairs, th en check answers w ith
th e w hole class, paying atten tio n to p ro n u n cia tio n an d w ord
stress.
1 applicants /'aeplikants/
2 personnel /p3 :s3 'nel/
3 C.V. /si:'vi:/
4 referees /refa'ri:z/
5 shortlisted /'Joalistid/
6 interview
7 candidate
Language focus: verb + object + to +
infinitive
To review and categorize verbs which use this structure
and which do not.
Students will have com e across m any o f th e verbs th a t use
this p attern b u t are unlikely to be aware th a t they ten d to fall
in to certain categories ( influencing, causing, wanting). They
m ay also overuse the stru ctu re so th a t they apply it to verbs
th a t use a different stru ctu re, saying things like *She insisted
m e to do it.
1 Give students a few m inutes to do this task quickly.
• C heck answers - there is m o re th a n one possibility.
Possible answers
a asked/told
b asked/told
c get / persuade / convince
d remind
2 a Set up the task. Go th ro u g h th e verbs in the list quickly,
checking m eaning an d p ro n u n cia tio n as necessary.
• Give one or two exam ples o f th e Influencing category, to
show students w hat is w anted. T hen ask them to do the rest
together in pairs.
• C heck answers w ith the w hole class.
A Influencing: ordering / requesting
advise; ask; beg; encourage; forbid; invite; order; persuade;
tell
B Causing / helping
allow; enable; get; help; permit; teach
C Wanting / liking
want; wish; would like
b Ask students to w ork in pairs to do this task, th en check
answers w ith th e w hole class. You m ay wish to refer th em to
the Language com m entary on p. 125.
discourage someone from doing something
insist on someone doing something / that someone does
something
let someone do something
make someone do something
prevent someone from doing something
prohibit someone from doing something
suggest that someone does something
Exploitation
i i O To give the students som e free speaking practice using the
verb + object + to + infinitive structure.
• Give students a few m inutes to prepare th e ir sentences. (They
d o n ’t need to w rite th em dow n, b u t they will need tim e to
think.)
• N ow ask th em to team up w ith one o r tw o others an d to
com pare th eir answers.
• M onitor, b u t d o n ’t in te rru p t. Make notes o f m istakes for a
later correction task.
• After th e speaking activity, conduct a correction task in
w hich the students correct the m istakes you noted.
Role play
E H To develop the students’ oral English skills w ith a fairly
fo rm a l role play.
• Tell th e stu d en ts th ey are going to prepare for a role play.
• D ivide th e class into two halves, As an d Bs. Ask th e As to read
th e notes on p. 158 an d th e Bs to read th e notes o n p. 159.
• Give th e As som e tim e to prepare th eir roles together, an d the
Bs th e same. E ncourage th e groups to be adv en tu ro u s rath er
th a n safe w ith the language.
• N ow reg ro u p the stu d en ts in to AB pairs.
• Elicit / clarify the k in d o f language an d b eh av io u r expected at
a jo b interview . You are try in g to ap p ear professional,
organized, m ature, responsible, etc.
■ Ask th em to co n d u ct th e role play. E ncourage th em to say as
m u ch as th ey can, to experim ent w ith the language by
practising w ords / phrases / stru ctu res th ey m ay n o t be
entirely com fortable w ith yet. If ap p ro p riate, give th em two
stages; a rehearsal, w here they can experim ent, ask for help,
etc., an d a ‘real’ ru n -th ro u g h .
• M onitor, b u t d o n ’t in te rru p t. M ake notes. This tim e you
could focus on w ords / phrases / expressions you hear th at
are good.
• At the end o f th e role plays you could ask one o r tw o pairs to
d em o n strate to th e w hole class.
• Finish w ith a feedback session w here you tell th em o r w rite
up th e good things you n o ted , explaining w hy they were
good.
Writing
i s o To provide w riting practice based on the them e o f
interviews.
S tudents are given a choice here o f w riting an inform al
personal profile o r a m o re form al application letter.
• Ask the students to decide o n th eir type o f w riting (unless
you are m aking the choice for th em ).
• You could gro u p th em so th a t those w orking on th e profile
sit together, an d those d oing th e form al letter are together.
• Refer th em to th e ap p ro p riate W riting guidelines on p. 152.
• Give the groups som e tim e to decide o n th e key ideas, w ords,
a n d phrases they w ant to use.
• Set th e task for hom ew ork.
Unit 16 125
 British American Other examples - British English
Exploring words p.124 words
1 centre center theatre; fibre; sombre; litre
2 rumour rumor favour; flavour; humour; labour
S tudents are often very interested in th e differences betw een 3 offence offense defence; licence; pretence
British and A m erican English an d enjoy finding o u t ab o u t 4 dialogue dialog catalogue; monologue
them . It is also useful for stud en ts at an advanced level to be 5 travelled traveled jewellery
able to recognize som e o f the m o re co m m o n differences so
th a t they are able to fu n ctio n in either language setting. Speaking
1 Briefly in tro d u ce the topic o f this section an d ask stu d en ts to To round up the u n it with a free-speaking activity which
do th e quiz on th e ir own. gives students a chance to talk about the different fo rm s o f
• Ask th em to com pare th eir answ ers w ith a partner. English that exist.
• N ow play the recording w hich will confirm th e answers. • You could co n d u ct th e discussion in pairs, sm all groups, o r as
16.3 a w hole class. E ncourage stu d en ts to discuss th e questions in
OK, here are the answers to the quiz. Give yourself a point for each as m u c h d ep th as possible.
correct answer.
A. How many more speakers of American English than British English are
there? The answer is C - there are actually four times as many speakers
of American English.
B. The most noticeable difference between British and American English
is in fact B - pronunciation. There are relatively few differences in spelling
and vocabulary.
C. The statement 'Where words are spelt differently in British and
American English, the American spelling is usually shorter', is true.
D. The statement 'There are no differences in grammar between British
and American English', is false. But there are only a few, for example in
American English it is possible to use the time adverbs already and yet
with the Simple past.
E. This statement is false. Pairs of words with different spellings in British
and American English are usually pronounced in the same way.
And finally F. It is true that most British people understand American
English without any problem. This is probably because British people are
used to seeing lots of American films and TV programmes.

A c
B b
C TRUE (Examples: color (colour) / traveled (travelled)
D FALSE (Example: American English uses Past simple with
already / yet)
E FALSE
F TRUE - this is partly because British people are constantly
exposed to American films and TV programmes.

2 Ask stud en ts to try this in pairs. Between them , they will

probably be able to w ork o u t m o st o f these.
• C heck answers w ith the w hole class.

a 5 b 9 C IO d 8 e 2 f7 g 4 h i
i 6 j 3

3 You could begin by asking students if they know o f any

differences in spelling betw een British an d A m erican English.
• T h en ask th em to com plete the table in pairs an d n o te any
o th e r exam ples.
• Go th ro u g h it w ith the w hole class.

126 Unit 16
 ty

Theme: the arts

17.1 Mr Gormley's Angel
A fam ous sculpture
• Listening: gist, listening for specific w ords, an d sum m arizing
• Language focus: d ep e n d en t prepositions
• Speaking: talking ab o u t oneself using d ependent prepositions
17.2 But is it art?
A rt created by gorillas
• Vocabulary: to describe a painting
• Reading: gist an d specific in form ation
• Language focus: reference w ords (2)
• Speaking: a discussion ab o u t how we exploit anim als
17.3 Women in the arts
17.1 Mr Gormley's Angel p.125
Stage 1 consists o f a listening text in w hich a scu lp to r describes
his work. It contextualizes uses o f d ep en d en t prepositions.
Lead in
ESZI To get the students talking about the them e o f the lesson,
and to introduce key vocabidary used to describe the sculpture,
T he Angel o f th e N o rth .
1 Ask th e stu d en ts to look at th e sculptures ( The Angel o f the
North, A nother Place, an d The Iron M an) in th e photos, an d
discuss th e questions as a class.
• Ask w h eth er th ere are any large, fam ous ‘m o to rw ay ’
sculptures near th e stu d en ts’ h o m e tow ns. If so, ask the
stu d en ts to describe th em , and say how th ey feel ab o u t them .

T he role o f w om en in the arts ■ A lternatively you could get th e students to w ork in pairs to
describe an d discuss th e sculpture The Angel o f the North in
• Listening: gist and interp retatio n
detail. T his should preview som e o f th e language used in later
• Vocabulary: m ale an d female w ords
activities. W rite these questions o n th e board:
• Speaking: discussion ab o u t the roles o f m en an d w om en in
th e w orkplace H ow would you describe T he Angel o f th e N o rth to
someone who hasn’t seen it?
Exploring words H ow do you think it was made?
W hy do you think it was placed near a motorway?
M etaphorical language
2 Focus the stu d en ts on the questions, th en ask th em to read
Workbook th e factual in fo rm atio n .
• Put th e stu d en ts in pairs to discuss th e ir answ ers before
• Language focus: dep en d en t prepositions; reference w ords
feedback.
an d phrases
• E ncourage th e stu d en ts to m ake guesses at these questions,
• Vocabulary focus: m ale an d female w ords
• Vocabulary expansion: criticism w ords; idiom s w ith run b u t d o n ’t tell th em w h eth er th eir ideas are rig h t o r not. T hey
will get m o re in fo rm atio n ab o u t th e scu lp tu re w hen they
• Listening: public art
listen to th e scu lp to r talking.

a The Angel o f the North is located very close to a major

road and so can be seen by thousands of passing motorists
every day.
b It is made of steel which will corrode after 100 years of
exposure to the weather.

• Check th a t th e stu d en ts u n d erstan d th e m o re difficult

vocabulary in the text. M ound, wingspan, an d steel can be
checked by referring to the p icture on p. 126.
Plaster is the m aterial used to im m obilize broken bones w hile
they heal.

Unit 17 127
 Listening p.127
E J J l To listen fo r gist and fo r specific words, and practise
sum m arizing.
1 Read th ro u g h the questions w ith the students, an d p o in t o u t
th a t each o f the four sh o rt extracts they are going to listen to
is a response to one o f the four questions a -d . Play the
recording. (This recording was m ade in A ntony G orm ley’s
studio, an d so th e so u n d quality is less good - there is a slight
‘echo’ effect.)
17.1
Extract 1 Well it's a long process, but I think it starts always with the
place, the location. The actual piece came about from a conversation
that I had with councillor Pat Murphy who had been a miner himself
- he was Irish - and er he said 'What we need Mr Gormley is is one
of your angels,' and I said 'Well if you're serious about this, Pat, it's
going to have to be 65 foot tall,' and that was the beginning of the
whole thing.
Extract 2 I had told the people that I wasn't interested in making
motorway art erm rather snobbishly - but, as it turned, out this
relationship between this mound and the road got me very intrigued.
There is always cars on it and we know that 90,000 motorists pass
that point a day.
Extract 3 You would expect a work of that scale to perhaps express
some heroic ideal or anyway monumental certainty and it doesn't, - I
think it expresses as much anxiety as it does succour.
Extract 4 Not at all. Couldn't matter less. I mean I think these are the,
these are the thoughts and feelings that I had in the process of
making it, having made it er looking at it as a work amongst my other
works erm, but for the average person I wouldn't even imagine they
would begin to think in these terms, so that you know an ex-ship
builder or an ex-miner or a housewife or the train driver or the
schoolboy that passes every day - each of them will have their own
particular relationship with this with this work.
a 4 b 1 c 3 d 2
2 a P ut the students in pairs and play the recording so th at
they can com plete th e extract. You m ay need to play an d
p ause w hile they w rite dow n the words.
What I'm more interested in is tripping people up you know on their way
to the supermarket because I think that part of the problem with our
culture at the moment is that we deal in a culture of you know snacking
basically, er of highly-articulated highly-hyped, almost predigested
experience. I hope the Angel makes you aware of the time of the day, of
the shape of the landscape, your speed, erm, also, even though people
wouldn't recognize that perhaps as part of their response to a work. The
only value of art, I think, is as a instrument of reflexivity to makeus feel
more alive - there's no intrinsic value to art.
128 Unit 17
Note: The words omitted from the extract are important to
the understanding of Gormley's ideas.
1 tripping - Gormley means that he wants people to be
taken by surprise when, by chance, they come across his
sculptures. This is quite different from taking the decision
to go to an art gallery to look at art.
2 culture
3 snacking - Gormley seems to disapprove of the modern
approach to art where the public is told what to expect
from and what to think about art. (Snacking usually means
eating small things like crisps, biscuits, and chocolate bars
between meals.)
4 experience
5 aware
6 landscape
7 value
8 alive - Gormley sees art not as a commodity with a cash
value, but as a means of making people aware of the
natural world and their place in it.
b D iscuss th e questions as a class.
3 is the best summary.
• T here are vocabulary exercises o n th e use o f m e tap h o r in the
Exploring words section o n p. 132, w hich you could in tro d u ce
at this stage if you wish.
React and discuss
• P ut th e stu d en ts in sm all groups to discuss the questions.
Language focus: dependent prepositions
I flO l To revise and practise dependent prepositions.
T his stage looks at various form s:
Verb + p rep o sitio n + n o u n : to believe in ...
Verb + object + p rep o sitio n + n o u n : to arrest (someone)
f o r ...
N o u n + preposition: a contrast between ...
Adjective + preposition: I ’m afraid o f ...
In particular, it explores different possible com b in atio n s o f
adjectives w ith prepositions, good fo r a n d good at, for
exam ple, an d exam ines th e change o f m eaning.
It is a difficult area for students, because unless the
d ep en d en t p rep o sitio n h appens to be th e sam e as th a t in
th eir ow n language it is very difficult to rem em b er w hat it is.
In o rd er to im prove th eir accuracy in this area, th ey need to
revise, m em orize, and practise. If you have a m onolingual
class, it is a good idea to look at th e list o f dep en d en t
p rep o sitio n s on p. 133 an d decide w hich ones have a
confusingly different form , an d are therefore likely to cause
problem s for y o u r students. C o n cen trate on these.
1 -2 P u t the students in pairs to com plete th e extracts, an d
check their answers in th e tapescript on p. 148.
a with b with c about d between e with
Note: One person / thing has a relationship with another.
There is a relationship between two people / things.
3 Ask th e students to com plete th e sentences and discuss th eir
answers w ith a partner. You m ay w ish to refer the students to
the Language com m en tary on p. 133, particularly to check
how the choice o f p reposition affects the m eaning.
1 angry with the driver
angry about the length
2 good with learner drivers
good at parking in small spaces
good for you to drive
3 sorry for him
sorry about the damage
Exploitation
1 It is best to do this in sm all groups o f three o r four.
• Give the stud en ts a few m inutes to th in k ab o u t w hat to say.
Let th em m ake a few notes, if they w ish, b u t n o t w rite full
sentences.
• Ask the students to take it in tu rn s to talk ab o u t each subject.
M o n itor and note errors m ade w ith d ependent prepositions.
• Alternatively, you could m ake this a little m ore com petitive
by playing T he 60 Seconds G am e. See p. 103 o f this bo o k for
details o f how to play.
2 E ither ask students sim ply to test each other, o r do the
following:
1 D ivide the studen ts into groups o f three o r four an d ask
them to look at the lists o f d ep en d en t preposition s in the
Language com m en tary o n p .133.
2 T hey should w ork together to w rite five sentences using
nouns, verbs, or adjectives from these lists w ith the
d ependent preposition m issing.
3 W rite an exam ple o n th e board: I ’m so tired I can’t
concentrate m y work.
4 M onitor and help. W hen they are ready, ask the students
to exchange their sentences w ith an o th er group.
5 Ask th e students to fill th e gaps w ith o u t looking at the list
in the book, th en check their answers w ith the group w ho
prepared the sentences.
17.2 But is it art? p.128
Stage 2 consists o f a reading text ab o u t gorillas creating abstract
pictures. It is used as a context for looking at reference w ords
like this an d these.
Lead in
E H To introduce and practise vocabulary used to describe a
painting.
1 C heck th e stu d en ts u n d ersta n d an d can p ro n o u n ce th e art
vocabulary.
A good way o f checking th e styles is to find and b rin g in
som e pictures o r p ostcards o f various styles o f art. You could
check th e techniques an d m aterials by draw ing o r m im ing
th e w ords. A p icture o f an artist p ain tin g on canvas w ould be
useful. Depict m eans show, portray, represent. For exam ple, the
p a inting depicted the president as a lion.
N ote the stress o n th e w ords in th e style section:
'ab stract / 'classical / 'm o d ern - o n th e first syllable
ex'pressionist / im 'p ressio n ist / su rre a list / sym 'bolic - on
the second syllable
rep resen 'tatio n al - p rim a ry stress on the fo u rth syllable.
• P ut th e stu d en ts in pairs to discuss th e questions and
describe th e painting.
Possible answers
a abstract / expressionist / modern / symbolic
b you can see the brushstrokes / the colours are bright / it’s
probably done with oil paints / the painter has used a large
paintbrush
2 Ask th e stu d en ts to discuss th e statem en t as a class.
Reading
To read fo r gist and specific information.
1 Focus th e stu d en ts on the gist question, th en ask th em to
read th e text.
It was painted by an ape: Michael.
It was inspired by a bouquet of flowers.
It is called Stink Gorilla More.
Unit 17 129
 Close up Speaking
• P ut th e stud en ts in pairs to do th e exercise. E ncourage th em E H To discuss and extend the issues raised by the lesson.
to m ake guesses from the context rath e r th a n rely on th eir
dictionaries. 1 -2 Put the stu d en ts in groups to discuss th e questions. Ask
on e m em b er o f each gro u p to m ake notes o f th e g ro u p ’s
1.4 to dress = to put on clothes / to get dressed conclusions to q u estio n 2 an d rep o rt back to th e w hole class.
to dress up = to put on clothes which are intended to
make you look like someone or something you are not.
1.10 finding it difficult to make money / poor and
commercially unsuccessful
to struggle also means to fight 17.3 Women in the arts p.130
1.18 primates - animals like monkeys, apes, gorillas,
chimpanzees
Stage 3 consists o f a listening text in w hich people discuss the
2 Read th ro u g h the questions w ith the class th e n ask th em to role o f w om en in th e arts.
read the text again. Let th em check in pairs before feedback.

a The paintings have received critical acclaim. They have

Lead in
been successful, To get students talking and thinking about the role o f
b They are considered to be representational, not merely m en and wom en in the arts.
random or abstract,
c Similar characteristics to humans. The ability to joke, lie, 1 C heck th a t th e stu d en ts u n d erstan d th e vocabulary. You
get embarrassed, to represent reality through signs or could ask check questions like: W hich word describes people
symbols.
who write m usic? (composer); W hich word describes people who
d Both are symbolic representations,
e Personal answers m ake art fro m materials like clay or m etal? (sculptor). T hen
p u t th e stu d en ts in pairs or sm all groups to th in k o f two
fam ous people in each category. Have a w hole-class feedback.
Language focus: reference words (2) p. 129 You could b u ild up a list on th e bo ard . If stu d en ts m en tio n
To revise and practise reference words and phrases. any artists w ho are n o t well k now n by the o th e r students, ask
T his section looks at how reference w ords a n d phrases like th em to give the class a little in fo rm atio n ab o u t them .
this, these, an d there refer forw ards an d backw ards to 2 Ask th e stu d en ts briefly to discuss th e tw o questions. It is
in fo rm atio n m e n tio n e d in a text. It contextualizes p ro n o u n s likely th a t there will be few w om en in th eir list. If so, you
like it, mine, which, and both, an d tim e an d place w ords like could briefly preview the th em e o f th e listening by asking
th at time, then, an d here / there. w h eth er they have any ideas w hy there are so few w om en.
• P u t the students in pairs to discuss th e use o f reference
3 Ask th e stu d en ts briefly to discuss the pairs o f artists.
w ords. Refer th em to the Language co m m en tary on p. 133.
• C heck answ ers w ith th e w hole class. Picasso and Morisot: Visual arts
Schumann and Mozart: Music
a this tale the story told in the first paragraph Dickens and Austen: Literature / writing novels
their of the struggling artists in California
they the struggling artists in California 4 Ask the stu d en ts in pairs o r sm all groups to tell each o th er
These great apes Michael and Koko w hat they know ab o u t the pairs o f artists.
b when in the late 1950s
Their of chimps in the late 1950s • Refer th e stu d en ts to p. 158 to check w hat th ey have said
at that time in the late 1950s ab o u t th e fam ous people.
that the price • If you feel th a t y o u r class will n o t have m u ch to say o n this
c This the occasion when Koko drew a glass, etc.
subject, o r will be ig n o ran t o f th e people m en tio n ed , you
d By then by the age of three
could approach this lead-in differently.
• Start by eliciting fam ous people in th e categories in question
Exploitation
1 as a class, o r b rin g in pictures o f fam ous m usicians, w riters,
• Ask th e stud en ts to com plete th e article w ith reference w ords, an d artists you th in k the stu d en ts m ig h t know, an d ask them
th e n check in pairs. to tell you w hat they do know ab o u t them .
1 they 2 them 3 they 4 the same 5 this • In tro d u ce th e stu d en ts to the artists m en tio n ed in q u estio n 3,
6 these similarities 7 them 8 she 9 their th en divide th em in to groups o f six. Refer th em to the
10 something 11 who
in fo rm atio n on p. 158 ab o u t th e six people m en tio n ed in 3
an d ask th em to read ab o u t on e o f th e people, m aking sure
th a t each perso n in th e gro u p reads ab o u t a different person.
W hen th ey are ready, they share th ree or fo u r pieces o f
in fo rm atio n ab o u t th eir fam ous perso n w ith th e rest o f the
group.

130 Unit 17
 Listening
To listen fo r gist and interpretation.
1 Focus th e students on the questions, then play the recording.
17.3
W1 But, you know, it's a question of if you ask, are there more famous
men in the arts than women - famous in the sense that we probably
know about more men than women in the arts, do you know what
I'm saying?
M Well as far as classical painters, you know, you certainly don't think
of women.
1/1 (That's true,) but does that mean they didn't exist?
1/2 Good point...
1 They may have been edited, who knows?
i/2 ... or not had, you know, the kind of exposure that a male painter
had.
1 Well, look at authors like Georges Sand - women traditionally for a
good number of years had to put a male pseudonym on their books
(Right, exactly, yes) or they were not going to sell.
i/2 Smart women who did that, boy.
1 Yeah, also women were not historically given the educational
advantages that men were - women were to, you know, grow up
and marry off and men were sent to the universities where they
were exposed to art. (Right)
i/I Do you think it's changing, now? Do you think more women are
getting positions of prominence in the arts?
1 Not in the business of art.
72 Yeah, I mean what do you mean - in what field of art are you
talking about?
71 Well all different fields - let's talk about the media - what do you
think about like film and TV? Do you think more and more women
are ...
72 I think more and more although I heard a statistic in this
documentary that, I think last year, out of the 200 or so sort of
feature films, you know big feature films not independent films that
were made, maybe 20 of them were directed by women.
71 Wow!
a (classical) painting / writing (authors) / TV and film
direction
b Historically women were not given the same educational
advantages as men. Women were expected to get married.
Men went to university and were more likely to be exposed
to art.
2 P ut th e students in pairs to discuss th e statem ents.
a edited - omitted from the records, perhaps because they
were considered to be less worthy than men
4 P u t th e stu d en ts in pairs to discuss the statem ents.
b Women had to give themselves a man's name to hide the
fact that they were women.
3 Focus th e stu d en ts on th e questions, th en play the recording.
17.4
J It's funny, though. If you look at say, composers, directors, theatre
directors, film directors, how many of those could you name who are
women?
K You mean the people who are in charge?
J Yeah. How many female composers? There are, I would say there are
less female ...
R (I can) Think of a few directors, a few producers.
J There are very few female, well-known female theatre directors or
film directors.
R Oh yeah, comparatively.
J Comparatively.
R Of course you're right.
J Which is bizarre, because that is nothing that need be dominated by
men, (No) but it just is. And I mean, even I feel th a t...
R But that's you ... There's a parallel there with sort of I don't know, sort
of business as well, do you know what I mean?
K Except that busi...
R Like the director is sort of the head of the theatre business in a sense,
or the director and the producer.
J But that's become quite controversial and there are therefore a lot
more women who have risen to the top because a few years ago
there were a lot of people who made a lot of fuss about women being
on average being paid less, and a lot of women did go to the top of
businesses. But going back to art, er musicians, what about
musicians? How many famous female musicians do you know?
T There are just thousands. Do you mean ...?
J Of female?
T Umm.
J Female famous musicians?
R That can play instruments or singers?
K Classical musicians?
J Classical musicians ...
K Well it's interesting, isn't it because ...
J ... or jazz musicians.
K Well I don't know I think classical music is always perhaps, well not
always but is rather more balanced. It's just no one is that high profile.
I mean I could, you could name classical musicians, you could name
Vanessa Mae, you could name Jacqueline Du Pre, you could name,
you know, there are quite a lot of people.
a music (composers / classical and jazz musicians) / film and
theatre directors
b In both the arts and business it is men who are the
organizers, the controllers, the bosses.
a reached senior positions in their profession or in the arts
b no one is that well known
Unit 17 131
 React and discuss 2 D o th e first as an exam ple, th en students rew rite the
sentences in th e ir pairs.
1 B rainstorm fam ous w om en artists to th e board, o r p u t
stu dents in pairs and give th em tw o o r three m inutes to th in k a Human beings are ... creatures
o f as m any w om en artists as they can, th e n b rain sto rm to the b staff
c artificial
b o ard as a class. D o n ’t w o rry if th ey can’t th in k o f m any -
d People / Human beings have
this sim ply illustrates the p o in t. H ere are a few possible e staffed
artists:

Visual arts: Frida Kahlo (Mexican artist), Barbara Hepworth Exploitation

(British sculptor), Bridget Riley (British artist)
Literature: Emily Dickinson, Sylvia Plath (poets), George Eliot,
Simone de Beauvoir, Agatha Christie, Virginia Woolf, Maya
Angelou (novelists)
Music: Maria Callas (opera singer)
Popular arts: Edith Piaf, Marlene Dietrich, Madonna, Whitney
Houston (singers), Marilyn Monroe, Brigitte Bardot, Meryl
Streep, Julia Roberts (actors), Anna Pavlova, Margot Fonteyn
(ballet dancers), Martha Graham (choreographer), Jodie Foster
(actor and film-maker)
2 P u t the stud en ts in groups to do this, th e n feedback as a
class.
Exploring natural speech p. 131
To look at different expressions used in conversation to
check that the other person is following, or to show agreement
with w h a t is being said.
• P u t th e students in pairs to discuss the w ords an d
expressions.
a do you know what I'm saying? means do you understand
the point I'm making? - do you follow my argument? It is a
way of checking that the listener understands and is in
broad agreement.
Good point means I agree completely, or it could be a way
of saying that is a point that I hadn't considered before.
b Right, exactly means that you agree completely with the
point just made.
Smart women is a way of expressing approval for what the
women did.
c Wow! expresses astonishment at the statistic just
mentioned.
Vocabulary: male and female words
I t O To look at the use o f non-gender specific language in
English.
• Read th ro u g h the in tro d u c tio n as a class. You could ask
w h ether this change to neutral, non-sexist language has taken
place in the stu d en ts’ ow n language.
• S tudents rem ain in pairs to rew rite the news reports.
1 Four police officers went to a club in central London last
night after a bartender / one of the bar staff had phoned
to report a disturbance.
2 A meeting took place yesterday between a group of flight
attendants and representatives of the management. The
chairperson / chair reported that there was overstaffing in
the company and that redundancies were inevitable.
3 Before leaving, the manager of the shop made a thorough
search of the burning building to check that all the staff
were safely out. Firefighters who attended the blaze
praised her for her bravery. A spokesperson said: 'Lives
could so easily have been lost.'
Speaking
EO To discuss the issue o f male a n d fem ale roles in the
workplace.
N aturally, this is a controversial area, an d it is w o rth
considering w h eth er y o u r stu d en ts m ay have strongly-held
views here, especially in a m u lti-cu ltu ral classroom . If it is a
concern, ju st do q u estion 1, an d appro ach this discussion as
an exchange o f cu ltu ral views, rath e r th a n asking people to
agree o r disagree w ith each other.
1 P u t th e stu d en ts in groups to discuss, b u t d o n ’t have class
feedback at this stage.
2 In th e sam e groups, ask stu d en ts to decide w hether they agree
o r disagree, an d to th in k o f tw o o r three reasons why. You
could ap p o in t one perso n in each g ro u p as a ‘secretary’.
• E ither th e secretary o r th e gro u p as a w hole presents the
results.

1 P u t th e stud en ts in pairs to do th e exercise.

a bar tender / barperson

b chair / chairperson
c author
d firefighter
e police officer
f business executive / business person
9 head / head teacher
h camera operator
i flight attendant / member of cabin crew
j (senior) politician

132 Unit 17

Exploring words p.132
T his section looks at m etaphorical language. Exercise 1 looks
at w ords used m etaphorically in the listening passage in Stage
1; consequently, you could insert it as a follow -up
vocabulary-in-context exercise, perhaps extending it w ith one
o f the o th e r exercises in this section. Exercises 2, 3, an d 4
in troduce m etaphors u n d e r th e headings o f topic, cu rren t
use, an d conversational use.
1 Read th ro u g h the in tro d u c tio n as a class, th en p u t the
students in pairs to w ork o u t th e literal m eanings. This
exercise w orks well w ith learners’ dictionaries. Ask the
students to use th eir dictionaries to find b o th the literal and
m etaphorical m eanings.
Trip up literally means deliberately put your foot in the way to
make someone fall. Gormley means that he wants people to
be taken by surprise when people come across his work by
chance.
Snacking means eating between meals - usually biscuits or
chocolate. Snack is usually a noun. Snacking tends to be an
American usage. Gormley means that we live in a culture
where thought is not required, in the way that we are fed
experiences which have little intrinsic value.
2 Students rem ain in pairs to identify th e m etap h o rs and
discuss the m eanings.
1 flared up = suddenly and violently started
2 s e t ... alight = excite
3 blaze (of publicity) = enormous amount
4 burning (ambition) = very strong
5 spark off = start
6 blazing (rows) = very strong, violent
smouldering (discontent) = literally burning slowly, so here
it means that although it doesn't show itself, the
discontent is there quietly under the surface
Note that the words in brackets are very common collocations
with the 'fire' words.
• Ask th e students to stay in the sam e pairs to th in k o f
different situations in w hich to use th e m etaphors.
3 a P u t the students into different pairs to discuss the
m eanings.
1 poaching = taking from in an underhand way (literally,
hunting illegally)
shore up = support (literally, from construction, to support
a building or wall with a beam (a shore) to stop it
collapsing)
crumbling = failing / falling apart (literally, breaking into
small pieces)
2 savaged = heavily criticized (literally, attacked by a wild
animal)
3 launched = started / opened (literally, put a new ship into
water, or sent a rocket into space)
4 feverish = hectic / very busy (literally, suffering from a fever
- a very high temperature)
turned the spotlight on = placed attention on (literally,
from the theatre, the beam of light that can be directed
onto a particular small area of the stage)
hole = error / problem (literally, an empty space)
5 drop their guard = stop being vigilant (literally, from
boxing, to lower your hands, allowing your opponent to hit
you)
b-c S tudents rem ain in pairs to rew rite th e extracts.
Possible answers
1 The attracting of nurses ... to support Britain's failing
health service ...
2 ... was heavily criticized yesterday ...
3 A murder enquiry has been started ...
4 In an extremely busy day ... the opposition focused
attention on ... a £10 billion deficit in their finances.
5 ... not stop being vigilant about / to continue to watch
carefully for foot-and-mouth disease ...
The versions with metaphorical language are more dramatic
and colourful.
4 Play th e recording, check th a t stu d en ts have identified the
m etap h o rs, th e n let th e m discuss the m eanings an d th e effect
in th eir pairs. (This is n o t included in th e tap escrip t section
o f the S tu d en t’s Book.)
17.5
1 It was a great day out - the children were bubbling with excitement
the whole time.
2 I've never seen him so angry. He absolutely thundered at us that we
must do the whole job again, right from the start.
3 I'm fed up with the way he tiptoes round the issue. I just wish he'd
come out and say what he really means.
4 We spent the whole afternoon kicking ideas around until we found
something we could all agree about.
5 It was a really useful meeting. At least we managed to squash that
ridiculous suggestion of Tony's.
1 bubbling with excitement = jumping up and down (like
bubbles)
2 thundered = shouted (noisily, like thunder)
3 tiptoes round = carefully avoids (tiptoeing, walking very
carefully)
4 kicking ideas around = discussing ideas in an unsystematic
fashion (you can kick a football around)
5 squash = stop (like treading on an insect)
Unit 17 133
 n the public eye

Theme: different sorts o f fame

18.1 Infamy p.134
18.1 Infamy
Stage 1 consists o f a reading text ab o u t how crim inals seek
H ow crim inals deliberately seek n o to riety
notoriety. It contextualizes th e use o f com plex an d co m p o u n d
Vocabulary: abstract n o u n s connected w ith fa m e
sentences.
Reading: p rediction, specific info rm atio n , an d sum m arizin g
Language focus: sentence stru ctu re
Vocabulary
Speaking and writing: describing a favourite villain
UJJuJ To introduce and practise vocabulary around the topic o f
18.2 A year in the public eye fam e.

T he Castaway 2000 experim ent o n TV 1 P ut th e stu d en ts in pairs to look at the n o u n s an d do the

tasks. T hey could use a d ictio n ary to do this.
Listening: gist an d specific in fo rm atio n
Exploring natural speech: being tentative a positive: celebrity / fame / glory / heroism / renown
Language focus: th e verb get negative: infamy / notoriety / villainy
Speaking: pla n n in g a new reality TV p ro g ram m e neutral: reputation (a reputation can be good or bad)
b celebrity / fame / renown
c heroism / villainy
Exploring words d celebrity celebrated
G etting away from it all - vocabulary a ro u n d th e topic o f fame famous
glory glorious
places heroism heroic
infamy infamous
Workbook notoriety notorious
renown renowned
Language focus: sentence structure; get; phrasal verbs reputation reputable
w ith get (Note: this has a positive meaning)
Vocabulary focus: fam e villainy villainous
Vocabulary expansion: collocations - parts o f th e body;
In th e feedback, check th e difference betw een th e w ords in
verbs - ways o f looking for som ething
each group. You m ay w ish to p o in t o u t the following:
Listening: getting away from it all
Fame is greater and more long-lasting than celebrity. For
example, a great film star has fame, but a soap opera actor
has celebrity.
Infamy is worse and longer-lasting than notoriety. Hitler, for
example, is infamous, whereas a soap opera star in a sex
scandal might be described as notorious.
You achieve renown as a singer or an artist, for example. In
other words because of something you are good at.
You achieve glory through war or revolution. You must be
brave and victorious.
Heroes, traditionally, do good, brave things. Villains do bad,
cowardly things. Nowadays, we tend to use hero to describe
people we look up to or admire - a footballer who wins a
match, a film star in the lead role in an action film, a
firefighter who risks his / her life to save a child. We use villain
to describe someone we boo and hiss - a footballer
responsible for losing a match, the bad guy in a film.
A good way of checking further is to ask students for
examples of people, and what word you would use to describe
them. For example, Picasso is a renowned artist. Napoleon was
a glorious leader.

Unit 18
• Alternatively, you could do this as a b oard presentation. W rite
th e w ord fa m e on the b oard an d try to elicit as m any w ords as
you can from the students connected w ith fame. Or, find
pictures o f a w orld-fam ous person, a m in o r celebrity, and an
infam ous killer or crim inal th a t you th in k your students will
know. P ut the pictures on th e b oard and ask the students to
describe them o r m atch th em to the w ords in the book.
2 Discuss this as a class. T h in k o f a few infam ous people -
historical an d co n tem p o rary - relevant to your learners.
Reading
I 2 E I To practise prediction skills, reading fo r specific
information, and sum m arizing.
1 -2 Elicit ideas from th e students, th en ask them to read the
passage to see if they were correct.
According to the article, the writer doesn't want to give killers
notoriety because they are committing their crimes in order to
be famous. They want their moment of glory - they want
society's attention.
Close up
• P ut the students in pairs to do the exercise. E ncourage th em
to m ake guesses from context rath e r th a n rely o n th eir
dictionaries.
1.3 just / proportionate / equitable
1.29 poisonous - a toxic idea might have a dangerous,
negative effect
x.47 You can't make up your mind.
3 P ut th e students in pairs to answ er the questions.
a Sentence 2
b They all sought attention by committing crime. They are
infamous for this reason as much as for the crimes
themselves.
c He committed crime for attention, but this is not his real
name. He was probably called this in order to deny him
public attention.
Language focus: sentence structure p.135
To introduce and practise complex sentences in written
English.
T his section contrasts th e use o f sim ple, co m p o u n d , and
com plex sentences. C o m p o u n d sentences are tw o clauses
in d ep en d en t o f each o th e r joined by a conjunction. C om plex
sentences, as their nam e suggests, consist o f a m ain clause,
and one o r m ore o th e r clauses w hich are d ep en d en t or
subordinate to th e m ain clause. T here are various types o f
d ep en d en t clauses - relative clauses, conditional clauses, and
clauses in tro d u ced by an adverb, an infinitive, o r a participle.
Look at the Language com m en tary o n p. 139 for m o re detail.
The students are introduced to these ideas in a series of
recognition exercises, then given lots o f practice in
transform ing simple to com plex and com plex to simple
sentences.
1 D iscuss sentences a - c as a class.
Simple sentences have one part (clause), one verb, one main
idea.
Compound sentences have two clauses connected by a linking
word.
Complex sentences have more than one part and more than
one verb and clauses. One or more of the clauses are
dependent on the main clause.
2 D o the first as an exam ple, th e n ask th e stu d en ts to un d erlin e
th e m ain clauses in th e o th e r sentences. Let th e m check in
pairs before feedback. You m ay w ish to refer th e stu d en ts to
the Language co m m en tary o n p. 139.
The main clauses are underlined.
a Since he wasn't a great warrior, or creative person, his best
chance was to gain infamy bv destroying something,
b To punish his selfish act and deter others, the citv banned
speaking of him,
c By harming innocents, you're only destroying vour own
name.
d Some of those anqrv ones out there, who are teetering in
indecision with each desperate day, may even decide that
it's better to help lav a few bricks,
e If they choose to join us, we should try to welcome them.
3 C heck th a t th e stu d en ts can recognize these sorts o f clauses
by asking a few questions: W h a t kin d o f clause begins with
‘who’ or ‘which’? W h a t kin d begins with ‘to’? W hat kin d begins
w ith ‘i f ’?
• P ut th e stu d en ts in pairs to label th e d ep en d en t clauses in
task 2. You m ay w ish to let th em check by referring to the
Language co m m en tary o n p. 139.
2a Since he wasn't a great warrior = d an adverb clause
expressing reason
2b To punish his selfish act and deter others = e an infinitive
clause
2c By harming innocents = b a clause introduced by a
participle expression
2 d who are teetering in indecision with each desperate day
= a a relative clause
2e If they choose to join us = c a conditional clause
► T here is an extra exercise on the effect o f com plex vs.
sim ple sentences o n p. 143.
Unit 18 135
 Exploitation
• Give the stud en ts tim e to read th ro u g h th e profiles o f fam ous
film villains first, an d check vocabulary. T hen, for fu rth er
practice o f com plex sentences, ask th e students to w ork
individually to rew rite th e profiles. M o n ito r an d help.
• W h en the students have finished, ask a few to read o u t th eir
profiles, o r p u t th e stud en ts in groups to read o u t th eir
profiles to each o th e r an d to m ake com m ents.
Possible answers
a Catwoman from Batman
Protected by her nine lives, this sexy, feline queen of crime
constantly has her evil eye on Batman. If she can get him to
turn to crime, then he will be hers forever!
b Cruella De Vil in Disney's 101 Dalmatians
Cruella De Vil lies, cheats, and steals to get what she wants,
which is the fur of Dalmatian puppies. When their owners,
Roger and Anita, say the pups are not for sale, Cruella is
angry and swears she she will get her hands on the dogs
somehow.
Speaking and writing
To describe favourite villains, and write a profile using
complex sentences.
1 If possible, b rin g in som e pictures o f w ell-know n villains.
Alternatively, w rite u p as m any nam es o f villains as you can
th in k of, o r elicit th em from th e students.
• Ask th e students to choose a favourite villain an d th in k o f
five o r six interesting things to say ab o u t h im o r her. You
co uld give th em headings to consider. For exam ple, W hy is he
or she a villain? W hat does he or she look like? W hat villainous
things have they done?
• P ut the stud en ts in sm all groups to describe th eir villains.
2 Ask th e students to w rite a 40 -6 0 w ord profile using th eir
ideas in 1, an d rem in d th en to use com plex sentences. Refer
th em to th e W riting guidelines o n p. 150.
• You could set this for hom ew ork.
136 Unit 18
18.2 A year in the public eye
p.136
Stage 2 consists o f a listening text ab o u t the reality TV
p ro g ram m e, Castaway 2000. It contextualizes th e m an y uses o f
th e verb get.
Lead in
To get the students talking about the them e o f the
listening text, and explain w hat Castaway 2000 is about.
N ote_____________________________________________________
4,000 people applied to join the Castaway experiment - 28 adults and
8 children were chosen. The castaways spent a year on Taransay, a
small, uninhabited island in the north of Scotland. TV programmes
followed their progress. The castaways slept in 'pods' designed to
provide shelter from 160kph winds. They had to grow their own
vegetables and keep farm animals.
The Adventures of Robinson Crusoe is a famous novel about a man
who runs away to sea and asks to be left on an uninhabited island and
rescued five years later. The Swiss Family Robinson is a similar story
about a family who leave Switzerland to start a new life in New Guinea.
On the way they are shipwrecked and land on an uninhabited tropical
island. In both stories the theme is survival through hard work and
inventiveness.
• Read th ro u g h th e advertisem ent as a class.
• C heck th e m ean in g o f W ant o u t o f the rat race? (Do you w ant
to escape fro m the competitive struggle o f city life?). You could
refer back to ellipsis in U nit 12 Stage 2.
• Ask th e stu d en ts if they w ould be interested in taking part.
Listening
To listen fo r gist and specific information.
1 Ask th e stu d en ts to read th e questions an d listen to the
recording.
18.1
P So what did you think about that Castaway 2000 documentary - have
you seen anything of it?
R Yeah - it was scary.
K I think it's awful.
J Yeah, I couldn't do that.
K No way!
J Never! Just to be thrown on to an island in the cold north of Scotland
with a whole group of people that you don't know.
K Awful people, though, awful people!
P Is it the idea of being filmed? Is that the problem? Or, or just the
experience?
J It's the fact that you can't choose who you're who you're spending
time with - I think that's what I would find difficult.
K Then it's too late because you're stuck there - and there's no going
back - and it's such a risk.
a The general reaction is negative, but in this first part it is
only the women who express opinions,
b Being with people you haven't chosen to be with.
2 Ask th e students to read th e questions an d listen to the
recording.
18.2
R I did two years of agriculture at my school.
K Did you?
R Because the choice was agriculture or Latin.
K Wow!
R And my father said in his very practical Dutch way 'You'll never
learn need to learn Latin - why learnLatin - learnabout sheep.'
J So can you, do you know about farming? - I mean would you know
how ...
R I did then.
K But I'm sure that must still be there.
R Yeah, I'm sure it's all there, yeah.
K I think we need a therapist as well - a group therapist. (Yes)
R And do you think that you could bring that to the group?
K That would be a laugh, I'd love to try that, yes absolutely.
R I thinkyou'd need one.
K I think definitely - definitely something.
R So we've got farming, we've got therapy covered.
J I'm very good at DIY.
P Yeah, me too.
K/R Well, that's fantastic! / Great!
R So we don't eat anything, though at this stage.
J Eat?
R Mmm. (Can) anyone cook?
K Oh yeah, yeah, cooking - I'm sure we can all cook,can't we, I can
cook, (Yeah) yeah. Grow things, I mean grow vegetablesand - (Yeah)
we could do that.
P Did they ... Did they have to do that? Grow their own food?
K I think so, I'm sure.
R / J I don't know.
K I'm sure they did.
a farming (agriculture) / therapy (psychologist) / DIY (Do It
Yourself = practical skills - mending, building, making.) /
cooking / growing food
b Personal answers
3 P ut the students in pairs o r threes to th in k ab o u t how they
w ould organize people in the experim ent.
• Play the recording so th a t they can check th eir answers.
18.3
R So, if we're on the island - we're all faced with having to deal with
new people and we all are faced with the fact that we're going to be
with these people for the next, I don't know, six months, where do
you start? I mean how do you, how do you put everyone into their,
into their sort of hierarchal positions, and, and does it happen by itself
or do you think it ...?
K I don't like the sound of hierarchical - I think that would be one of
the things you'd want to try and avoid, don't you think? To try and
find some sort of er some sort of society that isn't built on hierarchy
- that's built on skill maybe.
R Yeah - I suppose that's, that's an ideal, but maybe things would just
happen.
P I think they would. I think the idea would be to perhaps all sit down,
have a meeting and I suppose talk about what skills you have and try
and share out certain responsibilities based on that.
J Yes.
K And there are natural leaders and natural followers which would
inevitably happen - and some people might not like that, they might
not like being a follower o r ...
J ... or being led by somebody that they don't particularly like.
K Absolutely and how many leaders do you have? And ... that could be
very difficult.
R But what if you were in a situation where there were, you know, six
people - three people considered themselves or felt that they were
natural leaders, I mean, there's immediately a conflict there with the
three of them and three people underneath not really knowing what
to do, I mean - in some ways it's almost better to say 'OK - you're our
spokesman or spokeswoman'.
P What elect somebody?
R Yeah ...
a Students' own ideas. Possibilities: election of leader/
everyone takes turns to be leader / ask for a volunteer,
b They'd have a meeting and elect someone.
Exploring natural speech
FJTul To explore ways o f expressing opinions in a tentative way.
1 -2 Read th ro u g h th e in tro d u c tio n as a class, th e n ask the
students to com plete th e ex tract w ith tentative w ords. D o one
as an example.
• Let the stu d en ts check in pairs th en play th e recording so
th ey can check th eir answers. (This does n o t ap p ear in the
tap escrip t section o f th e S tu d en t’s Book.)
18.4
R So, if we're on the island - we're all faced with having to deal with
new people and we all are faced with the fact that we're going to be
with these people for the next, I don't know, six months, where do
you start? I mean how do you, how do you put everyone into their,
into their sort of hierarchal positions, and, and does it happen by itself
or do you think it ...?
K I don't like the sound of hierarchical - I think that would be one of
the things you'd want to try and avoid, don't you think? To try and
find some sort of er some sort of society that isn't built on hierarchy
- that's built on skill maybe.
R Yeah - I suppose that's, that's an ideal, but maybe things would just
happen.
P I think they would. I think the idea would be to perhaps all sit down,
have a meeting and I suppose talk about what skills you have and try
and share out certain responsibilities based on that.
1 I don't know 5 maybe
2 I mean 6 maybe
3 sort of 7 perhaps
4 don't you think? 8 certain
Unit 18 137
 Language focus: get p.137
iif f f l To revise and practise uses o f the verb get.
T his section looks at get as a m ain verb, th e use o f get plus
th e past participle in causative constructions, an d get as a
p hrasal verb. As a m ain verb, in inform al, spoken English, it
is regularly used as a vague alternative to m ore specific verbs
like achieve, arrive, o r catch. O ne way o f u n d ersta n d in g its
use is to see it as a verb th a t expresses som e so rt o f change,
w h ether th a t is a change o f state, (get thinner), change o f
po sition, (get home), o r change o f possession, (get a present).
Get som ething done m ay be used causatively like have
som ething done, for exam ple, I got the w indow fixed, (= I
d id n ’t do it, b u t I was responsible for causing som eone else to
fix it). N ote th a t it can also be used non-causatively, for
exam ple, I got stuck. Look at the Language co m m en tary on
p. 139 for m o re detail.
1 O ne way o f startin g is to b rain sto rm as m any phrases
involving get as the stud en ts can th in k of. W rite th em on the
bo ard, an d ask th e stud en ts w hat different m eanings an d uses
th ey th in k th e w ords m ay have.
• Look at th e tw o exam ples from the tapescript w ith the
stu d en ts an d ask th em to explain the m eaning o f get in those
contexts.
• You could use the follow ing extra activity to ro u n d off w ork
o n th e verb get w ith som e prepared speaking practice.
1 W rite these subjects up on the b o ard a n d tell students th a t
th ey are going to talk for a m inute ab o u t each one.
• A perso n you get on well w ith
• A perso n w ho som etim es gets at you
• H ow you th in k you’d get by if you took p a rt in a
p ro g ram m e like Castaway
• T hings you used to do to get o u t o f going to school or
doing hom ew ork
• T hings you used to get up to as a child (things your
parents d id n ’t approve of)
• T hings you never get ro u n d to doing
2 Give th e stu d en ts a few m in u tes p rep aratio n tim e to read
th ro u g h th e subjects an d th in k w hat to say. T h en p u t
th e m in pairs o r threes to talk for a m in u te ab o u t each
topic.
3 M o n ito r an d check th a t th ey are using get correctly.
Speaking
To get the students to discuss, plan, and present a new
reality T V programme.

a Get means receive. 1 You could set this u p by asking stu d en ts as a class to describe
b Get on is a phrasal verb meaning have a good relationship. reality p ro g ram m es th a t have been on TV recently.
• P u t th e stu d en ts in to sm all groups to plan th eir ow n
2 P u t th e students in pairs to m atch the uses.
pro g ram m e. Ask th em to discuss th e questions. Set a tim e
a becoming b caught c arrive d fetch lim it - ten o r fifteen m inutes is realistic.
e achieved f buy g catch h understand
2 W hen th ey have finished, ask o ne stu d en t from each gro u p to
present th eir ideas.
3 D o th e first as an exam ple, th en p u t the students in pairs to
discuss the sentences. • Alternatively, rath e r th an ju st presenting th eir ideas, you
could tell th e stu d en ts th a t they have to p rep are a persuasive
a get it cleaned = arrange for another person to clean it p resen tatio n o f th e ir p ro g ram m e to th e b o ard o f a TV
clean it = clean it myself
have it cleaned = the same as get it cleaned, but a little com pany. Ask th em to include reasons w hy th eir p ro g ram m e
more formal is special. W hen th ey present th eir ideas, you could n o m in ate
b I must finish it = this is me telling myself about an a panel, m ade u p o f on e m em b er from each group, w ho have
obligation to briefly discuss an d decide on th e m o st persuasive
I must get it finished = implies difficulty or slight panic on presen tatio n at th e end.
the part of the speaker
c I got my finger trapped = this was a misfortune that ► As a follow -up, o r for hom ew ork, you could do th e extra
happened to the speaker activity on p. 143. Refer th e stu d en ts to th e W riting guidelines
My finger was trapped = neutral statement of fact o n p. 151 o f th e S tu d en t’s Book.

4 Students rem ain in pairs to replace the verbs w ith phrasal

verbs.

a ... get on very well with my boss,

b ... getting at me.
c ... getting up to.
d ... managed to get by.
e ... get round to answering ...
f ... get out o f (doing)
Note: The -ing form is used after get round to and get out of.

138 Unit 18
 T his is an o p p o rtu n ity for th e stu d en ts to practise the
Exploring words p.138 vocabulary in tro d u ced in exercises 1 an d 2.
Let th em rem ain in pairs to prepare things to say, an d ask
m o l To introduce and practise vocabulary around the topic o f th em to try to use as m u ch o f th e new vocabulary as possible.
places. T hen divide the stu d en ts in to sm all groups, splitting the
pairs, to discuss th eir ideas.
T his section has tw o stu d en t-cen tred activities w hich
in troduce vocabulary, an d tw o extended speaking activities to A way to create m o re o f an o p in io n gap is to ask th e students
practise it. to argue for o r against living in th e city o r th e country.
A lternatively, you could do this as a class p resentation. Ask
a-d P ut th e stud en ts in pairs to categorize th e w ords an d
stu d en ts to prepare a sh o rt talk in pairs, th e n ask one
discuss the questions. T hey could use dictionaries to do this
m em b er o f each p air to deliver th e talk to th e class.
exercise.
T his so rt o f activity w orks best if you break it in to stages,
Possible answers
City life Country life giving the stu d en ts p len ty o f tim e to prepare w hat they are
bright + backward - going to say.
bustling + bad transport - Read th ro u g h th e in tro d u c tio n as a class, th en divide the
dangerous at night - close to nature +
stu d en ts in to g roups o f four.
exciting + conservative - / +
lonely - cut off - / + Ask th em to th in k o f three o r fo u r reasons w hy each o p tion
noisy - dull - m ig h t be a good idea. You could divide the fo u r in to two
overcrowded - isolated - / + pairs, an d ask each p air to p rep are arg u m en ts for on e o f the
polluted - lonely -
poor public services - no nightlife - / + o ptions.
poverty - peaceful - / + Ask th e stu d en ts to discuss th e o p tio n s an d decide w hich one
stressful - poor public services - th ey are going to choose.
traffic - poverty -
unreliable public transport -- relaxed + Give th e stu d en ts a few m in u tes to th in k ab o u t how they are
secure + going to present th eir o p tio n , th e n ask on e m em b er o f the
tranquil + g ro u p to m ake a p resen tatio n to th e class.
uncrowded +
unpolluted +
unreliable public transport -
Opposites
bright / dull
bustling / tranquil or peaceful
dangerous / secure
exciting / dull
overcrowded / uncrowded
polluted / unpolluted
stressful / relaxed

S tudents rem ain in pairs to m atch the words.

1 agricultural land (country)

2 farming communities (country)
3 high-rise blocks (city)
4 multi-storey car parks (city)
5 narrow lanes (country)
6 one-way systems (city)
7 open fields (country)
8 parking restrictions (city)
9 shopping malls (city)
10 traffic congestion (city)

Unit 18 139
 Extra materia

Unit 1 sb p.9 ■■Unit 2 SB p.16

Metaphors to describe people make and do
T he th ird speaker in refers to B arbara W alters as a C o m p le te th is le tte r w ith a n a p p ro p ria te fo rm o f m ake o r
news anchor. T his is a nam e for the presenter o f a new s or do.
cu rren t affairs program m e, especially o n TV in the US.
I’ve b e e n in th is jo b fo r a m o n th now . A t first I d id n ’t
a M a tc h th e b eg in n in g s a n d en d in g s to fo rm sen ten ces really en jo y th e w o rk a n d th o u g h t a b o u t leaving, b u t n o w
w h ich d escrib e c e rta in k in d s o f peo p le. I 1 q u ite w ell a n d I’ve d ec id e d t o 2 a go o f it.
B eginnings E ndings
1 E m m a’s a real w et a - she reorganized o u r A ctually, since I sta rte d h ere, I 3 am a z in g p ro g ress. T h e
blanket office in h er first week c o m p a n y p a id fo r m e t o ....... 4 a c o m p u tin g co u rse, w h ich
here. w as really h elp fu l, a n d ....... 5 a b ig d ifferen ce to m y self-
A nnie’s a m ine o f - she’s been w onderful co n fid en ce.
inform ation since Paul and I split up. U n fo rtu n a tely , to s ta rt w ith , w o rk in g a t th e c o m p u te r gave
~f\ Paula’s a com plete - she’s w orried ab o u t m e a b ack ach e. B ecause I c o u ld n ’t c o n c e n tra te , I 6 lo ts
bag o f nerves everything at the m om ent. o f m istak es. N o w I ’ve g o t a special chair, a n d t h a t 7 th e
Jo’s a real live wire - I w on’t go o n holiday
tric k - n o m o re backache!
w ith h er again.
~f\ Suzy’s m y shoulder - I’ve never m anaged to W h a t I ’d really like n o w is to b e c o m e a c o m p u te r
to cry on get really close to her. c o n s u lta n t like m y b ro th e r. H e ’s really w ell p a id - in fact
f] Julia’s a b it o f a - if you w an t to know he 8 an ab so lu te fo rtu n e !
cold fish anything ab o u t cars, ask
her.
b W h a t k in d s o f p e o p le d o th e p h rase s in italics describe?
D o y o u k n o w an y o n e y o u w o u ld d escrib e as a cold fish,
a live wire, etc?

■ Unit 1— —— —— sb p.11
Language focus practice
C om plete this conversation w ith all, both, either, neither, or
none.
Jo I’m late for w ork. C a n ' o f you drive m e to the
station?
Amy I can.
S am So can I.
Jo Well you can’t 2 - there’s only one car. B ut I
d o n ’t m in d w ho takes m e 3 o f you will do - as
long as I get to the station o n tim e.
Amy We’l l 4 go. I’ll drive - you sit in the front, Jo,
an d Sam can go in th e back w ith th e dog.
S am I do n ’t w ant to sit w ith th e dog!
Jo Well, we can’t 5 sit in th e front. We m ig h t crash
an d t h e n 6 o f us w ould get to the station.

140 Extra material Lan dm ark A d va n ce d © Oxford University Press PHOTOCOPIABLE

■ Unit 3 m ■— i— in in in ini- sb p.20 ■ Unit Am m m m m m m m m m m m m m m m m SB p.31
It's (just) occurred to me and mind you Story-telling
W o rk in pairs. M ake c o n v e rsatio n s ad d in g th e p h rase s in W o rk in g ro u p s o f four. M ake u p sto ries b e g in n in g w ith
b rac k ets to B’s replies. o n e o f th e se lines. Take tu r n s to a d d th e n ex t line.
1 A D on’t you w an t to w alk into town? 1 T h e stu d e n ts w ere d rin k in g , c h a ttin g , a n d w aitin g for
B Yeah, b u t I haven’t got an um brella, ( it’s ju st th e n ex t lesso n to b eg in .
occurred to me) 2 She clim b e d o n to th e w in d o w -sill a n d lo o k e d d o w n .
2 A It’s really cold, isn’t it? 3 I h a d n ’t seen m y b r o th e r fo r n ea rly seven years.
B Yes, an d we haven’t got any w arm clothes w ith us.
( it’s occurred to me) Take tu r n s to a d d th e n ex t lin e o f th e story.
3 A W asn’t it fantastic o n th e beach yesterday? E x am p le
B It was to o h o t for m e. I’ve never enjoyed A The bell h a d ru n g fiv e m in u tes earlier a n d there were still
sunbathing. (M in d you) ten m in u te s’ break.
4 A I hate snow an d ice.
B T he P rincipal w a lked in a n d w e n t stra ig h t to the m id d le
B M e too. I enjoy skiing. (M in d you)
o f the room.
C She looked round, a n d ...
■ U n i t 3 nnmmmmmnmmmmmmmmmmm SB p.22
Colloquial language ■ Unit 4 _ h ^ _ h i k S b p.33
W ork in pairs. Take tu rn s to be Student B, w hose replies
Reported speech
sh o u ld include everyday speech versions o f th e w ords
underlined. Rewrite these sentences in rep o rted speech.
1 A Hi. Are you ready to leave? 1 ‘I’ll see you o n Friday,’ she said. (It’s no w the
B (You are n o t quite ready. Ask your friend to give follow ing Tuesday.)
you tw o m o re m inutes).
2 A W here’s John?
B (You’re sorry, you d on’t know ). 2 ‘I’m busy at th e w eekend,’ he said (It’s th e W ednesday
3 A Shall we go out this evening? before th e w eekend.)
B (You are tired. You w ant to stay in an d relax).
4 A D o you fa n cy a gam e o f squash?
B (You can’t. You’ve got to w ork late). 3 ‘I still love you.’ she said. (T he speaker still loves him !)
5 A H ave you seen M andy recently?
B (You haven’t, b u t you’re going to see h er this
evening). 4 ‘We m ay go to Florida for o u r holiday,’ she said.

5 ‘I o u g h t to stay in an d w ork this evening,’ I said.

6 ‘I m u st take m y car to th e garage,’ he said.

7 ‘W ould you like to com e ro u n d for th e evening?’ she

asked.

8 ‘C an you com e w ith us?’ she asked.

9 ‘Are you w o rried ab o u t losing data?’ she asked me.

10 ‘W ork h ard er!’ she said.

Landm ark A d van ce d © Oxford University Press PHOTOCOPIABLE Extra material

 1 c p.45 ■ Unit p.88
G ivin g advice Craze vocabulary
1 W ork in groups. D iscuss o n e o f th e se le tte rs to a m ag azin e. 1 C om plete each sentence w ith an ap p ro p riate w o rd from this
W h a t advice w o u ld yo u give? list.
A
My younger brother is a very talented footballer. He'd like to about in into mad of on with
play professionally w hen he's older, but he doesn't thin k he's
good enough to be considered by the local football club and a I was com pletely b allet-.........
is too shy to apply for a trial. W hat can I do to help? How b Iw as anim als.
can I build up my brother's confidence? c I used to be a great fan heavy m etal m usic.
B d I was really k e e n playing w ith Lego®.
My younger sister is a brilliant singer. I think she's good e I was com pletely o b se sse d ......... football.
enough to become a professional - but she's not very f I was always very in te re s te d m usic.
ambitious and says she just wants to sing for fun. W hat should g I’m absolutely c ra z y scuba diving.
I do to persuade her to think again about singing as a career?
2 W ork w ith a p artn er. Talk ab o u t activities you are n ot
2 Use som e o f the ideas you have ju st discussed to w rite a reply interested in o r actually dislike.
to the w riter o f one o f th e letters. Refer to the W riting
U se so m e o f th e se expressions:
guidelines o n p. 152.
1 M ake a parag rap h plan, for exam ple: really a n n o y s m e.
Para 1 Show u n d erstan d in g o f the w riter’s • I ca n ’t sta n d / lo a th e / d e t e s t .
situation and p o in t o f view. • I ’m (co m p letely ) in d ifferen t to / u n e n th u s ia s tic a b o u t
Para 2 M ake practical suggestions th a t the
w riter can follow up im m ediately.
Para 3 Say w hat m ight h ap p en if the w riter
does n o t follow your advice.
■ Unit 15 m m m m m m m SB p.1 1 5
Para 4 E nd on a reassuring note, expressing
Lan gu age focus practice
your ho p e th a t things tu rn o u t well.
2 W rite a first draft letter. Keep a clear im age in your Som e verbs have different m eanings d ep en d in g o n w hether
m in d o f th e person you are w riting to. W rite in a they are follow ed by th e -ing form or th e infinitive. W hat is
sim ple, friendly style w hich will convince th e reader th e difference in m ean in g betw een these pairs o f sentences?
o f your sincerity an d concern. 1 I forgot to m eet h er at th e station. / I’ll never forget m eeting
3 Exchange letters w ith a partner. Read each o th e r’s h er at th e station.
letters from th e p o in t o f view o f th e person w ho asked 2 O n th e way h o m e I stopped to buy a new spaper. / 1’ve
th e question. D oes the advice m ake sense to you? stopped buying new spapers - th ey ’re so expensive.
4 C o m m en t o n y o u r p a rtn e r’s letter. Say how you 3 I d idn’t m ean to offend you. / I’ve got to say this, even if it
w ould react to th e advice an d co m m en t on th e style. means offending you.
5 W rite the final draft o f your letter. 4 Rem em ber to phone m e as soon as you get back. /
I distinctly remem ber phoning h er as so o n as I got back.
5 D espite his in ju ry he w ent on playing football. / H aving
started playing football at school, he w ent on to play for
his country.
6 I regret to tell you th a t you’ve failed y o u r exam. / 1 really
regret telling you the exam result.

Extra material Lan dm ark A d va n ce d © O xford University Press PHOTOCOPIABLE

-Unit 16 SB p.118 -Unit 18 SB p .135

Sleep vocabulary Complex sentences

1 W h at are the differences in m ean in g betw een these sets o f
sleep w ords and phrases? Use a d ictio n ary to help you w ith
w ords you’re n o t sure of.
a exhausted / tired / knackered / sleepy
b to go to bed / to go to sleep
c to fall asleep / to get to sleep / to drop off
d to lie dow n / to lie in
e have a nap / to doze
f to stay up / to be awake
2 C hoose the m o st appropriate w ord o r phrase.
a After th e exam s we w ent to a club an d danced all night.
T he next day we were com pletely exhausted / sleepy.
b I d id n ’t go to bed / go to sleep until 1 a.m . even th o u g h I
w ent to bed / w ent to sleep early,
c I’d only been o n the plane for 10 m inutes before I got to
sleep / dropped off.
d O n Saturday m ornings I often lie down / lie in until
midday.
e D o n ’t w o rry ab o u t distu rb in g him - he’s ju st having a nap
/ dozing in fro n t o f th e TV.
f W e h a d so m u c h to ta lk a b o u t th a t w e stayed up / were
awake all n ig h t.
- U n it 16 II if -Ill HIP SB
Pairs of adjectives
1 In recording | £ 2 J the final action o f Chicken R un is
described as fa st and furious. W hat do you th in k this means?
2 H ere are som e m ore sim ilar expressions. W hat do you notice
ab o u t them ?
rough and ready / prim and proper / bright and breezy / cold
and calculating / w et and w indy
3 W hich o f the expressions m ight you use to describe:
a a w in ter’s night
b a cheerful person
c a secon d -h an d car repaired in a h u rry
d the behaviour o f a refined young w om an
e an am bitious politician
W hy do we use com plex sentences? W h at effect do they have
com pared w ith sim ple sentences? Read these tw o texts an d
com pare ideas w ith a partner,
a W hich text so u n d s m o re exciting?
b W hich text con tain s m o re com plicated ideas?
c W hich text explains th e conn ectio n s betw een facts?
d W hich text is easier to understand?
A
Guy Burgess w orked fo r the British secret service at a time
when British power in the w orld was decreasing. Blam ing the
upper classes for this situation, he became a Marxist who
believed that the future of Britain was as a communist
country. He w orked as a Russian spy until the mid-1950s
when, realizing the authorities suspected him, he fled to
Moscow.
B
The radio crackled. It w ent quiet. He tried the phone. That
was dead too. Was he being watched? He looked out of the
window. He tho ugh t he saw a m ovement by the gate. He ran
downstairs. Maybe he could escape through the back of the
house. He took the revolver out of his pocket. He opened the
back door. Instantly, he was blinded by a strong light.
- Unit 1 Q sb p. 137
p. 1 2 0
Writing and speaking
You have decided to apply to take p a rt in a p ro g ram m e like
Castaway. You can apply for a real p ro g ram m e you know
a b o u t o r on e o f th e p ro g ram m es presented to the class.
1 W rite a letter o f application, saying w hy you th in k you
sh o u ld be chosen for the p ro g ram m e. Include th e follow ing
inform ation:
• Say w h y y o u are ap p ly in g . W h y d o es th e p a rtic u la r
p ro g ra m m e ap p e al to you?
• W rite a b o u t y ourself. D escrib e y o u r p erso n ality . List
y o u r skills a n d abilities. M e n tio n an y rele v an t
ex p erien ce y o u have alre ad y h ad .
• E n d w ith a s u m m a ry o f w h a t y o u co u ld c o n trib u te to
th e p ro jec t.

2 Exchange letters w ith a p a rtn e r w ho is applying for th e sam e

p ro g ram m e as you.
a R ead each o th e r ’s letters carefully,
b Take tu r n s to in te rv ie w each o th er. A sk f u rth e r
q u e stio n s a b o u t y o u r p a r tn e r ’s ch aracter, ex p erien ce
a n d skills.
c Finally, d ecid e w h e th e r y o u r p a r tn e r is a su itab le
ca n d id a te fo r th e p ro g ra m m e .

Landm ark A d v ance d © Oxford University Press PHOTOCOPIABLE Extra material

 Extra material key

Unit 1 ii" h i Metaphors m Unit 12 wmmmmmmmmmmmCraze vocabulary

a l d 2 f 3 c 4 a 5 b 6 e 1 a mad b into c of d on e with f in g about
b Personal answers 2 Personal answers

Unit 1 s Language focus

1 either 2 both 3 either 4 all 5 all
6 none

Unit 2 i make and do

1 am doing 5 made / has made
2 make 6 made
3 have made 7 did / has done
4 do 8 makes / has made

m Unit 3 ■ h b h m h b h m i Colloquial language

1 B Not quite - can you gimme two more minutes?
2 B Sorry, I dunno.
3 B No, I'm tired. I wanna stay in and relax.
4 B Sorry, I can't. I've gotta work late.
5 B No, but I'm gonna see her this evening.

■ Unit 4 Reported speech

1 She said she'd see me on Friday.
2 He said he's / he was busy at the weekend.
3 She says she still loves you.
4 She said they might go to Florida for their holiday.
5 I said I ought to stay in and work that evening.
6 He said he had to take his car to the garage.
7 She asked if / whether we'd like to go roundfor the
evening.
8 She asked if / whether I could go with them.
9 She asked me if / whether I was worried about losing data.
10 She told me to work harder.

144 Extra material key Lan dm ark A d van ce d © O xford University Press PHOTOCOPIABLE
 Unit 15, i Language focus practice ■ Unit 16 Sleep vocabulary
It might be useful to draw a time line on the board.
1 forgot to meet her = I didn't meet her because I forgot exhausted
forget didn't meet go to sleep, went to bed
-----------------------X ------------------------ X --------------------------------- dropped off
forget meeting her = I met her and I' never forget about it lie in
meet forget dozing
X ----------------------------------- X ----- stayed up
2 stopped to buy = broke my journey in order to buy
stop buy
— X--------------- ------------- Unit 16, Pairs of adjectives
stopped buying = I didn't buy (newspapers) any more
1 The action is quick and energetic.
stop
-X - 2 The adjective pairs have the same initial letter.
buy 3
I didn't mean to offend you = this wasn't my intention a wet and windy
even if it means offending you = involves offending you b bright and breezy
(time line not relevant here) c rough and ready
Remember to phone = don't forget d prim and proper
remember phone e cold and calculating
x ------------------------ X ------ -— -----------------------
I remember phoning = I recall the occasion
phone remember
--------------------X ------------------------ X---------------
Unit 18, Complex sentences
went on playing = continued Complex sentences allow us to express the links between facts
went on to play = progressed to do something else or ideas in a way which simple sentences do not. On the other
(time line not relevant here) hand, we may choose to use simple sentences to make what
we write more immediate and dynamic.
I regret to tell you = I'm sorry but I have to inform you (the
aB b A cA d B
speaker is going to tell)
regret tell
-X -
I regret telling you = I wish I hadn’t told you (the speaker
has already told)
tell regret
..............— X-------------------------- X—-----------------------------------

Landm ark A d v ance d © O xford University Press PHOTOCOPIABLE Extra material key
 Writing guidelines key
Personal profiles Stories and narratives
Analysis - suggested answers Analysis - suggested answers
Profile A 1 c
1 A reference 2 A Factual b o o k / article ab o u t Salvador Dali
2 To su p p o rt a stu d e n t’s application for a course B Letter / e-m ail
3 A teacher / ex-teacher 3 E xtract A
4 A dm issions officer / tu to r at a college T he effect is to give th e reader a vivid im pression o f places
Profile B a n d people.

1 A letter / e-m ail a By th e use o f sh o rt snappy sentences an d exclam ation

m arks [!!!]
2 As p a rt o f inform al co m m u n icatio n betw een friends / to keep
som eone u p to date By th e use o f ‘extrem e’ vocabulary: You probably w o n t believe
this... / fantastic / it was absolutely fantastic
3 A friend
4 A friend Useful language - suggestions
P rofile C E xtract A
1 A CV / resum e D riving along a coast road, we passed / N e xt m orning /
2 In su p p o rt o f a jo b application Suddenly / Then
3 An applicant for a job E x tract B
4 A p o ten tial em ployer Then
Profile D E xtract C
1 A bio g raphy / o b itu ary D uring the first weeks a t school she had ru n g ! N ow
2 To record details o f o r celebrate som eone’s life
3 A professional w riter o r jo u rn alist (possibly an acquaintance
o f th e subject) Letters
4 A general readership - e.g. new spaper readers
Analysis - suggested answers
Useful language - suggestions L etter A

Profile A 1 In fo rm al letter a b o u t fam ily m atters

highly-m otivated student I o f an excellent standard / is rather 2 F ather to son

quiet and reserved / flu e n t and colloquial / to com m unicate 3 Least form al
effectively / worked hard / the slight accent / w ide vocabulary t 4 • W riter is father (or perh ap s older bro th er). M att is his
an excellent student son. T ina is a friend o f M att. Becky is M att’s sister. Val is
Profile B th e w riter’s wife (probably second wife - therefore M att’s
nothing special to look at - tall and slim w ith short dark hair / step m o th er).
such a lovely personality / so kind / I t was am azing • Possible endings: Love / Take care / W rite soon
Profile C L etter B
All w ords an d phrases are useful. 1 Letter o f com p lain t
Profile D 2 C ouple w ho stayed in hotel to hotel m anager
a professional m usician / polished m usicianship / rarely o ut o f 3 -
work 4 • T he first p arag rap h states th e p u rp o se o f th e letter. The
final p arag rap h states w hat action the w riter w ants to
follow.
• Ending: Yours fa ith fu lly

146 W riting guidelines key

 Letter C
1 Letter o f application (for place o n m usic course) Articles
2 P otential course m em b er to course adm in istrato r Analysis
3 M ost form al 1 Article A: Public interest in n atu re as show n by p o p u larity o f
4 • Topics o f the five paragraphs: TV survival program m es
1 States the p u rp o se o f the letter A im ed at general readers

2 T he w riter says w hy his application is appropriate
3 T he w riter’s qualifications an d suitability for the course
4 T he w riter’s reassurance th a t this is a serious
application
5 A concluding sentence
• Possible beginning: Dear M r X / Dear M s Y (a perso n ’s
nam e)
Letter D
1 Reply to a request
2 U niversity teacher to ex-student
3 -
4 ■ Possible ending: Best wishes / All the best
Useful language - suggestions
Letter A
Informal language: All verb contractions, plus: H i M a tt / very
kind o f her / we fancy / loads o f fantastic big houses / all cost a
fo rtu n e / Better stop now
Letter B
Formal language: to com m ent on / satisfactory / the following
m orning / appealing / In addition to this / your response
Letter C
Formal language: In response to 11 wish to apply / to be held /
achieved Grade 8 / lim ited / I f accepted on the course I would
be a com m itted and enthusiastic participant / contribute /
consider m y application favourably
Letter D
Sem i-formal language: good to hear from you / m aking use o f I
received / challenging / In answer to your request / you require /
your project / Everyone sends their regards
Article B: H uge tidal wave th reaten in g Britain
A im ed at general readers
Article C: W hat attracts w om en to certain kinds o f m en
Aim ed at general readers - perhaps m ore for w om en
Article D: Problem s w ith com puters
A im ed at users o f M acintosh com puters
2, 3 Personal answers
4 Article A: Q u estio n in headline needs an answ er
Article B: Provocative / in trig u in g q u estio n in headline needs
an answ er
Addresses th e reader directly - YOU
Article C: N am es o f fam ous people used in the first
p arag rap h
Article D: T he w riter w arns readers ab o u t problem s th ey m ay
have w ith com puters. T he article will help th em
w ith these.
5 E xtract E is th e en d o f A rticle B. T he w riter leaves the reader
w ondering, m aybe w orry in g ab o u t fu tu re threat.
Useful language - suggestions
Article A
• T he use o f interesting w ords in the title question: Is this
paradise or a hell o f a challenge?
• I am definitely a four-star hotel kind o f girl
Article B
• D irectly addressing th e reader: I f yo u ’ve read this fa r / B u t
don’t relax too m uch
• Strong stating o f case: there’s no question that
Article C
• A ddressing th e reader in a conversational way: D o n ’t ask
m e w hy / Yes, th a t’s right
Article D
• Conveying th e idea th a t problem s are inevitable: Sooner or
later
• Reassuring th e reader: This isn’t unusual a n d it certainly
isn’t som ething to panic about
Article E
U sing direct speech to qu o te an expert

© 3 BRITISH COUNCIL
Russia

Writing guidelines key 147

 Reports Reviews
• In com parison w ith articles, reports are m ore factual and
Analysis - suggested answers
objective. T he em phasis is on conveying inform ation clearly ^
a Review C (H a rry Potter)
an d effectively, so there is n o t the sam e need for reports to
capture the reader’s attention or to be interesting. b Review A (R adiohead)
N arratives usually involve a n u m b e r o f events in sequence. C Review B ( Titanic)
• Personal answers d Review C is th e m o st form al. Review A could be described
as very inform al o r ‘conversational’.
Analysis - suggested answers 2 P ersonal answers
1 T he p u rp o se is to rep o rt o n a survey o f stu d en t attitu d es to
th e eating facilities at th eir college. Useful language - suggestions
It could have been w ritten by an outside research Review A
organization; m o re likely to have been a gro u p o f stud en ts at som ething completely new and magnificent. I fir m ly believe that
the college. It was probably w ritten for college m anagem ent, this is one o f the best album s ever released / i f you haven’t
o r o utside caterers responsible for th e resta u ran t facilities. bought it yet, then you should / listen to it again / it’s not long
2 Variety / Range o f food available enough! I love the variations in tim e signature, and the
overlapping rhythm s / I ju st can’t w ait fo r their next album
3 Personal com m ents by th e w riter com e in the conclusion,
w hen a rec o m m en d atio n is m ade: I suggest that the college Review B
m anagem ent fin d a w ay... Titanic is a disappointm ent / The m ain problems are / Too
m uch tim e is spent on / W h a t the audience really wants to see
Useful language - suggestions is / the special effects are incredible / this film will n ot sink
This report outlines / The m ajority o f students were satisfied / Review C
Sandwiches were criticized / There was support fo r the idea /
a highly readable and im aginative adventure story / this is the
not a m ajor concern / M any reported / There is a widespread
book you have been waiting fo r
feeling that / college m anagem ent fin d

148 Writing guidelines key

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