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New Language Leader Upper Intermediate Teachers Notes

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Pearson Education Ltd

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and Associated Companies throughout the world.

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© Pearson Education Limited 2014

The right of Chris Sowton and David Albery to be identified as the authors of this Work has
been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved; no part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without the prior written permission of the Publishers.

First published 2014

ISBN 978-1-4479-4842-1

Photocopiable activities only

Illustrations by: Kathy Baxendale; Beehive Illustration (Roger Wade-Walker)

The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’
according to the following conditions. Individual purchasers may make copies for their own
use or for use by the classes they teach. Institutional purchasers may make copies for use by
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NEW LANGUAGE LEADER

UPPER INTERMEDIATE

TEACHER’S NOTES INTRODUCTION

Teacher’s notes: Chris Sowton and David Albery
Course authors: David Cotton, David Falvey and Simon Kent

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INTRODUCTION
FROM THE AUTHORS
Welcome to New Language Leader. In this introduction we
outline some of our ideas about the course and introduce
you to the features of the new edition. We have done our
best to create course materials that teachers and students
will enjoy using, and to enhance the new edition with
improvements and exciting new features. We very much
hope that we share with you – as teachers – a common set
of beliefs and practices, and a common sense of purpose.
Our approach
New Language Leader is an international course with a
global focus, and is aimed at citizens of the 21st century
world – people who cross (and communicate across)
national borders. We believe that students are curious
about the modern world, and that this course engages
with it. New Language Leader enables students to be better
informed and helps them understand and express their
ideas and feelings about the world. Whilst the course
is designed for anyone who appreciates a content-rich,
intelligent approach to learning, it is particularly suited
for students in universities, other higher education
institutions, and students preparing for university study
(for example, on foundation or other ‘university pathway’
courses). New Language Leader is not a course in English for
Academic Purposes: however, it contains ‘general English
with an academic flavour’ and can help students cross the
‘bridge’ from General English to being able to use English
in a more specialised academic context.
We believe it is important to offer students stimulating
topics that engage their interest and increase their
motivation for learning. As authors, we have made use
of our diverse backgrounds, personalities and interests
to provide students with a rich variety of different
topics. Each unit contains an ‘umbrella topic’ with a
different subtopic in each lesson, allowing us to explore
a range of issues within a single topic and also to recycle
vocabulary. The intelligent approach to the topics in the
course is intended to challenge students and allow them
to develop their powers of expression and analysis – and
in particular, their critical thinking skills. New Language
Leader reflects our belief that language learning is not
merely a form of training, but should be situated in a
broader educational context. We hope that students who
use the series will not only learn English, but – through
English – will also learn interesting things about the
world and about themselves. These insights should
be transferable to the world of academic studies and
employment.
New Language Leader is based on a broadly
communicative approach, with language contextualised
in texts and a task-based approach to practice and
language exploration. Pair and group work is an
important part of the learning process. The Common
European Framework and the Global Scale of English
has informed many of the speaking activities.
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How language is developed
Throughout the units, there is careful development and
logical staging of new language, as well as substantial
recycling of previous language, enabling students to move
forward rapidly. The Language Reference and Extra Practice
sections consolidate and extend students’ learning, as do
the activities available on the MyEnglishLab.
The texts in New Language Leader not only provide
context for grammar and vocabulary, but also
systematically develop students’ reading and listening
skills. The reading texts are authentic or semi-authentic,
or at lower levels based on real sources, and are taken
from a variety of genres (for example, newspapers,
magazines, literature and publicity materials). Listening
skills are also developed throughout the course. Each
unit has a number of listening activities and there is a
wide variety of different listening texts (for example,
radio programmes, conversations, interviews, talks and
lectures), as well as a varied range of activity types.
There is considerable variety in the length of these reading
and listening texts: some are relatively short, but New
Language Leader also offers students an opportunity to deal
– in a supported way – with some longer texts. Students
who suddenly find themselves in an English-speaking
environment – whether in their home country or abroad
– often have difficulty with the large quantities of spoken
and written English that they are exposed to. This course
helps them to build up their confidence in handling
extended amounts of English. In addition, many of the
reading and listening exercises are based on exam-type
questions, including task types from IELTS (International
English Language Testing System) and PTE-A (Pearson
Test of English – Academic), major global tests of English
used in university entrance contexts.
There are constant opportunities throughout the
course for students to improve their speaking skills,
with speaking activities in every lesson. Students can
comment on the topics and discuss the issues that
arise, as well as talk about more personal experiences
and knowledge, through a variety of activities, such as
information gaps, personalised question and answer
activities, role plays and debates.
The Scenario lessons are an important communicative
feature of New Language Leader. Every unit includes a
Scenario lesson, devoted to extended speaking practice in
a real-life situation. Information has to be processed – and
decisions made – leading to a specific outcome. Students
are given support to carry out the task, including a pre-
task listening activity and a focus on key language.
The course contains comprehensive coverage of the
key English grammar. Grammar is contextualised and
students are encouraged to analyse and understand
grammar through an inductive approach with reference
to examples in reading and listening texts. The grammar
is practised in motivating and interesting activities. The
Language reference and Extra practice section at the back of
the book extends students’ knowledge of grammar and
provides further practice. These sections can be used in
class or for independent study at home.
Lack of vocabulary is one of the main problems many
students face. Consequently, students struggle to make
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sense of texts and express themselves. Put simply, they
need more words, and this need is especially acute in
a university context, with the additional demands of
subject study. New Language Leader has a wide range of
vocabulary, contextualised in texts and recycled through
the course. The Language Reference section now identifies
not only words taught in vocabulary activities, but other
vocabulary occurring in the course which is intended to
become part of the students’ active vocabulary.
Critical thinking, critical reading, and critical
listening
In the new edition, the skills work has been enhanced with
additional activities which focus on important academic
and career skills such as critical thinking, critical reading,
and critical listening. These are flagged up in the Coursebook
with a sub-heading in the task instructions, in green,
identifying the skill that students are developing: whether
that is reacting authentically to the text, identifying its
genre, exploring the assumptions made by the author,
paraphrasing key ideas, offering an alternative point of
view, and so on. These activities aim to make the students
more aware as learners of the skills they bring to texts, and
also to help learn to read and listen – even in a foreign
language – in a more personally engaged, purposeful, and
questioning way. A high value is placed on the ability to
handle texts in this way in many academic and university
contexts. Indeed, it is sometimes the case that learners finish
a university foundation course with excellent English, but
remain unable to participate meaningfully in academic life,
because they have not developed the ability to engage with
texts in this more critical fashion.
Writing skills and Study skills
Writing in English is often a student’s weakest skill. Even
with very able students, it often drags down their scores
in examinations in which they would otherwise perform
well. It is, however, an essential skill for university
students, as well as in many employment contexts. We
consider that writing is a skill in which – with a little
help – students can make significant progress. New
Language Leader has a page in every unit that is devoted
to the development of writing skills, and there are also
further writing activities throughout the course. Because
of the systematic approach to the development of writing
skills in the course, students should be able to make real
progress in their writing, and derive great satisfaction
from this. Again, there is a wide variety in the length and
type of tasks. We place considerable emphasis, even at the
lower levels, on discourse features of written English, with
frequent analysis of text models and plenty of writing
practice at both paragraph and text level. In addition, we
have included activities designed to encourage students to
be rigorous in checking their own writing.
Each unit also includes a Study Skills page, which
encourages students to be independent learners with a
high level of self-awareness. The skills that we cover in this
section are not just for students who are on educational
courses in universities, colleges and schools; they are also
transferable skills which will be useful to students in many
different contexts, including their careers and personal
lives. Study Skills are not just about the written language,
and in the new edition, three of the Study Skills sections at
each level are based on video clips (see below).
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Flexibility
Of course, we hope that your teaching context allows you
to use every page in the book! But the New Language Leader
format can lend itself to different teaching situations and
can be adapted easily depending on the length and type of
course you are teaching. Teachers are best placed to decide
on these adaptations for their own context, but for shorter
courses, you might consider setting longer reading work,
Meet the Expert video viewings, and Writing Skills work as
homework, and use classroom time to focus more on the
development of speaking skills, including the motivating,
extended Scenarios.
To conclude, we trust that you and your students will
find New Language Leader interesting, motivating and
enjoyable. We also hope that it will meet your students’
needs as well as providing something new. We welcome
your comments on the course and hope to have the
pleasure of meeting you in the future.
David Cotton, David Falvey, Simon Kent (Intermediate,
Upper Intermediate, and Advanced)
Gareth Rees, Ian Lebeau (Elementary, Pre-intermediate,
and Advanced)
COURSE DESCRIPTION
New Language Leader is a general English series for adults
and young adults. The course has a topic-based multi-strand
syllabus which includes comprehensive work on grammar,
vocabulary, pronunciation and the four skills. A significant
emphasis is placed on reading, writing and study skills
(suitable for learners in a university or university ‘pathway’
context) as well as speaking and listening.
New Language Leader has five levels and takes learners
from Elementary to Advanced. Each level offers 90 – 120
hours of work in the Coursebook, including the Meet the
Expert video materials.
COMPONENTS OF NEW LANGUAGE
LEADER
Coursebook
The twelve Coursebook units are divided into double-
page lessons, each with clear aims, which are designed to
make the course flexible and easy-to-use.
• Introduction lesson: in New Language LeaderUpper
Intermediate the first spread is where the unit topic
is presented with core vocabulary and lexis through
reading and listening texts, and where students
discuss some of the themes of the unit and activate
any previous knowledge and vocabulary.
• Input lessons: there are two further input lessons
in each unit (Lessons 2 & 3 in each unit). Here,
new language is presented through informative
texts with a balanced mix of grammar, vocabulary,
pronunciation and skills work.
• Scenario: in the fourth lesson, learners integrate
and practise the language presented in the previous
lessons through a more extended communicative
task. This major speaking activity is carefully staged;
the Key language section gives extra support by
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developing functional exponents. The final Task is As with all truly unscripted, authentic material, the
where students are really challenged to use English at language level of the interviews will be found challenging
the limits of their competence and – through careful by some classes, but we feel that the authenticity of the
preparation and post-task reflection – to become more interview is a powerful motivator to understanding,
proficient and confident users of the language and the judicious use of transcripts, and splitting the
• Study and Writing Skills: the fifth lesson consists of material into shorter chunks, will help students who are
a Study skills section, followed by Writing skills, which in difficulty. The importance of exposure to real English
helps students to write a text in a particular genre speech is clear: many users of New Language Leader will
(frequently based on a familiar academic text genre, have a pressing need to understand authentic speech on
of the kind required in exams such as IELTS). academic topics, and many others will already be familiar
with authentic English-language video online.
At the back of the Coursebook, you will find:
In Upper Intermediate the Meet the Expert clips are:
• Language reference/ Extra practice: this section
consists of one cross-referenced spread for each unit. Unit and lesson Description
The left-hand page includes a grammar summary
2 Environment Dr Andrew McGonigle,
for the unit, plus reference lists for Key language
a volcanologist, gives a
and Vocabulary. The right-hand page provides extra 2.3 Extreme environment
talk about the importance
practice for consolidation.
of understanding active
• Communication activities: supporting material for volcanoes and different ways
the information-gap, role-play and similar tasks used of preventing eruptions.
throughout the course.
• Meet the Expert: material accompanying video clips 3 Sport Dr Elizabeth Pummell, a
(see below). sports psychologist, talks
3.3 Getting to the top|
about the science of sports
• Audio scripts: transcripts of all the audio used in the Psychology and how different
course. mental techniques can
enhance athletes’ performance
Video materials and promote well-being.
New Language Leader is enhanced with two entirely new
strands of video-based content which bring topics to life 4 Medicine Dr Tina Chowdhury, a lecturer
and develop important learner skills. The video clips in Musculoskeletal Science,
4.3 Bionic Eye
for the course are available on the teacher and student talks about medical bionics
resource sites, as well as on the Teacher’s eText for IWB i.e. products that mimic the
and the Students’ eText Coursebook. functionality of the human body.

Activities for using the video in class are in the 5 Transport Monisha Rajesh, a journalist
Coursebook, and there are additional video activities on and travel writer, talks about
5.3 Great railway journeys
the MyEnglishLab. The materials in the Coursebook focus a spectacular train journey she
on the engaging content of the video, while the activities made around India.
on the MyEnglishLab explore the language further. 7 Architecture Laura Mark, an architectural
Every unit of the course contains a video clip, and there journalist, talks about one of
7.1 Iconic buildings
are two distinct strands of video material. her favourite buildings, the Sesc
Pompeia in Sao Paulo, Brazil.
Meet the Expert 8 Globalisation Richard Cook, a consultant and
In nine units, there is an authentic video interview with an coach, talks about the different
8.1 Globalisation – good or
expert from a field of work related to the unit topic. The issues involved in working in a
bad?
purpose of these interviews is to bring the topic to life, global business environment.
provide fresh angles, realistic spoken models of language
9 Art Yulia Podolska, a sculptor
use, and allow students to relate the topics they have been
studying to their possible future fields of academic study
who grew up in Ukraine, talks
9.3 Contemporary sculptors
about her work and influences.
or careers. Many of the interviewees are leading academics
in their fields giving insights into their research and others 10 Pyschology Dr Jack Lewis, a
are major authors or figures in their professions. They have neuroscientist, talks about
all been selected first and foremost for the fresh angles they
10.3 Pyschology at work
his work and experience of
can provide on the topics and because they have something studying the human brain.
to say which will be new to the learners.
11 Cultures Anna Colquhoun, a culinary
Freestanding classroom activities (approximately 45 anthropologist and food writer,
11.3 Understanding cultures
minutes of additional classroom material per clip) talks about the impact of our
are provided in the back of the Coursebook. These are cultural surroundings on our
signposted prominently at the end of the main lesson food, taste and ideas.
the clip accompanies. This is the recommended point at
which classes could use the clips, although teachers may
vary this, for example using the clip at the beginning of
the relevant lesson as a lead-in.
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Study Skills video TEACHER’S ONLINE RESOURCES

In three of the units (Units 1, 6 and 12) the video clip
accompanies the Study Skills section, and focuses on
key skills students need for English studies, academic
life and careers (listening to lectures and talks; making
presentations; understanding and taking part in group
discussions). Each of these clips provides a model for
the students to view and analyse, and the accompanying
material focuses attention on the language used and the
communication skills on display (including non-verbal
communication, such as gesture and body language). In
these units, the video material is integrated into the core
lesson, rather than being in the back of the Coursebook.
In Upper Intermediate, the Study Skills clips are:
Unit and lesson Description
The teacher’s resource site contains all the support
teachers need: detailed teaching notes which accompany
the course; extra photocopiable activities; class audio and
video; a comprehensive testing and assessment package.
Teacher’s Notes
There are warning points to alert teachers about
possible problem areas as well as teaching tips to help
them. Taking into account teachers’ busy schedules,
the Teacher’s Notes are designed as lesson plans,
with ideas for extension and adjustment, which are
especially useful for mixed ability groups. There are also
suggestions for adapting material to focus on academic
English, or on exams skills.

1 Communication Students watch a lecture about

warning points

1.5 Taking notes while

public speaking, practise taking extension
notes and reflect on the advice
listening teaching tips
the speaker gives about ways
to structure a presentation and adjustment
conquer nerves.
academic English focus
6 Literature and film Students watch a presentation
exams skills focus
at a university film society,
6.5 Making an effective
reflect on the rhetorical
presentation Testing and Assessment package
techniques used by the
presenter and then make their New Language Leader contains a comprehensive testing
own short presentations. and assessment package. Printable, photocopiable tests
are contained on the teacher’s resource site with full
12 Technology Students watch a panel instructions for their use.
discussion about plagiarism,
12.5 Following a panel There is a short Achievement Test for each unit, which
make notes about the main
discussion has grammar, vocabulary and integrated skills sections.
reasons for plagiarising and
discuss the difference between For a more developed assessment of students there is a
acceptable paraphrasing and Mid-course Assessment, to be carried out after the students
plagiarism. have completed units 1-6 of the course, and an End-of-
course Assessment, to be carried out after units 7–12. The
two major Assessments are based on descriptors from the
Audio Global Scale of English, and they test Reading, Listening,
The audio material which accompanies the Coursebook Language Use, Writing and Speaking separately. The
can be streamed or downloaded from the teacher and sections of these Assessments can be split out and used
student resource sites. over several lessons if preferred.

The class audio is also available to purchase as audio CDs.
MYENGLISHLAB
MyEnglishLab is Pearson’s easy to use Learning
Management System, now on a new, improved software
platform. The New Language Leader Intermediate
MyEnglishLab provides over 300 interactive activities,
focusing on grammar, vocabulary, pronunciation and the
four skills, in a media-rich environment, with plenty of
audio and video support. MyEnglishLab gives students
instant, targeted feedback, including answer-specific
hints and tips to help them work out language points for
themselves. Students and teachers alike can easily track
their progress through the grade book.
Teachers can assign tasks easily, monitor task completion
and performance across their classes, and create
Common Error reports enabling them to focus on class
and individual weaknesses and strengths. In addition
to the practice activities, teachers can also assign all the
course tests and assessments through the MyEnglishLab.
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For teachers using the MyEnglishLab with their classes,
the full testing and assessment package is also available
on the MyEnglishLab. This takes a significant marking
chore away from the teacher, as it is scored automatically
within the MyEnglishLab – apart from the mid-course
and end of course Writing and Speaking tests, which are
submitted to the teacher for moderation.
SYLLABUS AREAS
Topics: the units are based on up-to-date topics of
international interest or new angles on familiar subjects
and many of the texts have been substantially revised
for the new edition. Themes have been carefully chosen
to engage the learners and to provide a springboard for
their own ideas and communicative needs. The video
material is completely new for the new edition.
Grammar: New Language Leader follows an established
syllabus progression and learners are actively involved in
developing their knowledge of grammar. The Grammar
sections in the input lessons focus on the main language
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points presented through the texts and learners are ALIGNED WITH GLOBAL LANGUAGE
encouraged to work out the rules for themselves. They are
supported by the Grammar tip boxes and cross-referred to
SCALES AND EXAMINATIONS
the corresponding Language reference and Extra practice Common European Framework of Reference: the ethos of
pages at the back of the book for reinforcement. the CEFR is reflected throughout New Language Leader in a
Vocabulary: vocabulary input is derived from the unit variety of ways. For example, the outcomes of the Scenario
topics and texts, allowing the teacher to build on words lessons reflect the ‘Can do’ descriptors and help students
and phrases the students already know to create lexical use the language they have learnt effectively. Also, great
sets. Additional attention is paid to word building and emphasis is placed on the development of independent
lexical patterns. The vocabulary is recycled through learning across the course including the extensive work on
the speaking activities in each unit, revised in the Extra study skills, good study habits and self-assessment.
practice and practised further in the MyEnglishLab. The Global Scale of English: New Language Leader is
Pronunciation: regular pronunciation sections are integrated informed by the descriptors of the Global Scale of English,
with the presentation of new language or included on the which sets out detailed descriptions of language skills and
Scenario spread as part of the communicative task. The competence on a scale, aligned to the CEFR, from 10 to 90.
pronunciation syllabus covers word and sentence stress, Link to examinations: New Language Leader can be used
difficult sounds, contractions and intonation. to help prepare students for a range of common exams,
Reading: there is a wide range of reading material in especially those used internationally for university
New Language Leader and a variety of exercise types entrance. Activities in the Coursebook, the MyEnglishLab and
developing the reading skills. The informative texts have the Testing and Assessment package reflect task types used
been chosen for their interest and to provide a context for in IELTS (International English Language Testing System)
the grammar and vocabulary items being studied. The and PTE-A (Pearson Test of English – Academic). The
texts are based on real-life sources (magazines, websites, Teacher’s Notes also contain regular suggestions for lightly
etc) and related activities include comprehension, adapting course material for exams-focused classes.
vocabulary and reading sub-skills work, as well as a
strong focus on critical reading (see above).
Listening: students are given many opportunities to
develop a wide range of listening skills in New Language
Leader, both in terms of text types and activity types
(e.g. checking predictions, table and note-completion).
Students have access to class audio for additional
practice, and there is more listening practice on the
MyEnglishLab to further build the learners’ confidence.
Speaking: opportunities for oral practice of language
and freer discussion appear regularly in every lesson.
There is at least one speaking activity per lesson (and
more opportunities for speaking embedded in other
activities), and a major communicative task in the Scenario
lesson. Many of the speaking and discussion activities are
designed to engage students’ critical thinking skills.
Writing: the writing syllabus introduces students to different
genres and develops students’ writing through analysis of
models and practice in producing different text styles.
Study skills: a systematic approach to developing
study skills fosters independent dictionary use, gives
students help in approaching exams, learning outside
the classroom, taking part in discussions, taking notes in
lectures, giving presentations, and so on.

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HOW A UNIT WORKS (UPPER INTERMEDIATE)

Introduction & input lesson

The contents of 2.1

2 Environment LOCAL ENVIRONMENT

Pronunciation
each unit are 2.1 LOCAL ENVIRONMENT PRONUNCIATION
NEWS
4 2.2 Collocations Underline the main stress in each exercises cover
clearly labelled IN THIS UNIT collocation in Exercise 3. Then listen and check.
Noisy neighbours and all the
GRAMMAR READING
things that drive us mad problem areas
at the top of the • present perfect simple and
continuous
5 Work with a partner and discuss this list of
problems. Which are the worst, do you think?
related to the
BY ROSS LYDALL
• indirect questions
Can you add any others?
opening page. VOCABULARY
• local environment
• noise from traffic • graffiti
Noisy neighbours, uncollected litter and graffiti are
among the things that really annoy us, according
collocations
• the environment
• people drinking in the street
• young people/children misbehaving
• litter/rubbish
• dog mess
to a new survey. The findings come from a Mori
poll of more than 2,000 residents in three UK
vocabulary being
• abandoned vehicles • vandalism cities – London, Dundee and Newcastle.
• adverbs
SCENARIO
• noise from neighbours

6 Read the article and answer the questions.

The government-commissioned survey revealed
that other issues, such as dog mess and
studied.
Stimulating • agreeing and disagreeing
politely, polite questions 1 How many people took part in the survey? abandoned vehicles, also cause so much anxiety
that they can affect our quality of life. Designed
• attending a formal meeting 2 Which groups of people have a particular problem
to measure how people respond to noise, the
topic-related STUDY SKILLS
• designing a questionnaire
with noisy neighbours?
3 According to the survey, how many people have survey also established the extent to which we are
troubled by other anti-social problems.
protested to their local government, the police or to
While almost one in three people said noisy
quotation to WRITING SKILLS
• writing a questionnaire
their neighbours?
4 According to the article, why is transport noise not a
bigger problem?
neighbours were a problem, they placed it eighth
on a list of what troubled them most. They were
more than twice as concerned about litter and
engage learners. 7a Match words or phrases in the article with their
meanings 1–8.
rubbish – the main problem to affect their quality
of life. They said noise was a problem of similar
The environment is everything which isn’t me. Albert Einstein, 1879–1955, German-born physicist
1 results (paragraph 1) scale to abandoned cars and drinking in the
2 survey (paragraph 1) street. However, the effect of noisy neighbours
3 subjects often discussed or argued about (paragraph 2) ranked much more highly among residents already
LISTENING AND VOCABULARY 3 Complete collocations 1–20 with the words in the 4 size/level (paragraph 3) dissatisfied with their home – jumping to second
LOCAL ENVIRONMENT COLLOCATIONS boxes. Listen again to check. 5 become unaffected by (paragraph 4) place. It is also the second biggest quality-of-life
Vocabulary 1 Work with a partner and answer the questions. atmosphere hour house area pollution
6 closely connected with (paragraph 4)
7 not thinking about other people’s feelings (paragraph 4)
issue among residents in medium- or high-rise flats.
The study – carried out for the Department for
1 What sort of area do you live in? Choose words from rate environment farm points activities
8 something very important (paragraph 5) Environment, Food and Rural Affairs – found
exercises present urban
the box.

rural suburban residential traditional

1
2
detached
rush
7b Match the highlighted phrases in the article with
that loud music, shouting and banging attracted
far more complaints than noisy parties. As
functions 1–4.
smart inner-city coastal up-and-coming 3 desirable many as two in five people annoyed by noise
and practise topic- long-established recently developed 4
5
noise
natural
1 introduce who asked for the survey (2 phrases)
2 gives the purpose of the survey (1 phrase)
have complained to their council or the police,
while one in four have complained directly to
3 compare two results of the survey (2 phrases)
specific lexis. 2 How would you describe your area to a visitor? 6 wind neighbours. The survey finds that while people
4 introduce facts from the survey (3 phrases) are able to develop ‘immunity’ to traffic and
7 cultural
2 2.1 Listen to three people taking part in a survey
about their local area. Complete the table.
8
9
cosmopolitan
crime
8a Identifying similarities and differences Look again
at the facts in the article and make notes on the
trains, they see neighbourhood noise as being
synonymous with a ‘lack of consideration’. Writing exercises
10 recycling similarities and differences between the article and The Environment Minister said tackling noise
1 2 3 your country in general, and your local area. pollution was a government priority.
practise short
Type of building abandoned friendly apartment mindlesss traffic 8b Work with a partner to summarise your ideas.
Where they live
transport

11
renewable environmental urban open

neighbourhood
SPEAKING AND WRITING contextualised
What they like
12 spaces 9 Work with a partner to discuss solutions to the
Problems
13
14
connections
vandalism
problems you identified in Exercise 5. text construction.
10 Write a paragraph summarising your solution to
15 congestion one of the problems.
16 energy
17 issue
18 cars
19 block
20 environment

16 17

Input lesson (1)

The informative 2.2 CHANGING ENVIRONMENT CHANGING ENVIRONMENT 2.2 Clear

READING AND VOCABULARY Climate change impacts GRAMMAR presentation
reading text THE ENVIRONMENT
The effects of warming on our world can be
PRESENT PERFECT SIMPLE AND CONTINUOUS

provides a context
1
1
Work in groups and discuss these questions.
Can you give an example of extreme weather in
seen today
The Earth could warm between 1.1 and 6.4°C this
7a Read these sentences that describe a similar situation
and answer the questions. of grammar
your country? a I’ve been working for the US Geological Survey for

for the language

2 What are the causes of climate change?
3 What effects of global warming can be seen today?
century if we fail to reduce emissions from burning
fossil fuels and deforestation – devastating the
the last three months on a temporary contract.
b I’ve worked for the US Geological Survey for three followed by
natural world we love. months now and this is my last day in the office.

and vocabulary
2
1
Match words 1–10 with their meanings a–j.
emissions 6 habitat
Impacts on the world around us
Loss of species Coral whitening
1 Which sentence uses the present perfect simple?
Which uses the present perfect continuous?
useful practice.
2 fossil fuels 7 ecosystem Coral reefs are highly sensitive to small changes in water 2 Do both sentences refer to the same period of time?
Thousands of species risk extinction from
3 deforestation 8 glaciers temperature. Heat causes corals to lose the algae that feed 3 Do both sentences refer to a time starting three
being studied. 4
5
species
extinction
9 drought
10 famine
disappearing habitat and changing ecosystems.
According to the IPCC, climate change will put some
them, which leaves coral white. Continued warming could
cause coral whitening to become an annual event within the 4
months ago and lasting up to now?
Which sentence emphasises a completed action?
20–30 percent of species globally at an increasingly next few decades, destroying many reef ecosystems.
a a group of animals or plants of the same kind 5 Which sentence sees the action as temporary and
high risk of extinction, possibly by 2100. incomplete at the moment that it is talked about?
b when a type of animal or plant stops existing 2
c the natural environment in which a plant or animal lives 1 The US Geological Survey reports that slight changes in the
d a long period of weather when there is not enough water Arctic sea ice is the polar bear's feeding habitat. As climate may result in sudden changes in ecosystems. These
7b Underline examples of the present perfect simple
and the present perfect continuous in the article. Why
Reading e fuels such as coal or oil that are produced by
animals or plants decaying over millions of years
sea ice disappears, the death rate of bears rises. The
US Geological Survey has warned that two-thirds of
may be impossible to reverse. The Rocky Mountains in Canada
and the US have been losing their forests at a worrying rate
has the writer used these forms in each case?
f when a large number of people have little food for a the world's polar bear populations could be lost by since 2000 due to the increase of tree-killing insects. ¬¬
Language reference and extra practice, pages 126–149

exercises aid g
long time and some people die
all the animals and plants in an area and their
the mid-century as sea ice continues to retreat. Thinning ice, rising seas
Rising seas are one of the most certain effects of
8 Complete the sentences with the present perfect
relationship to each other and their environment global warming, as warming ocean waters expand and
simple or present perfect continuous form of the verbs

comprehension h
i
substances that are sent out into the air
a large mass of ice that moves slowly down a
melting glaciers, ice caps and ice sheets add more water
to the oceans.
in brackets. Sometimes both forms are correct.
1 In Iceland, the ice (disappear) at an alarming rate.
mountain valley 2 The Dead Sea (shrink) at the rate of one
3
of the text and j when all the trees in an area are destroyed

3 Read the article and complete gaps 1–8 with

Satellite images show that the extent of Arctic summer
sea ice has been melting at an increasing rate and almost
metre per year.
3 Rising sea levels mean that some reclaimed land in
9 percent of it has disappeared per decade since 1979.
low-lying areas (already/vanish).
headings a–j. There are two extra headings.
develop skills. a Melting glaciers f More wildfires 4
A recent IPCC report predicts that sea levels could rise 25–38
4 I (work) on the environmental project all year.
5 The Environment Agency (send) over 115,000
b Spread of disease g Sea level rise warnings to people at risk of flooding.
c Arctic sea ice is shrinking h Increased flooding centimetres by 2100 if current warming patterns continue. 6 The environmental lobby (try) to get the
d Decline in polar bears i More intense hurricanes 5 government to reduce CO2 emissions for ages.
e Increased drought j Threats to forests A 2005 survey of 442 glaciers from the World Glacier 7 Some scientists (question) the impact of
Monitoring Service found that 90 percent of the world's climate change.
4 Read the article again and decide what these glaciers are shrinking as the planet warms. 8 The IPCC (just/publish) their latest report.
numbers refer to.
Threats to people around the globe

Critical thinking
1.1–6.4
90
20–30
2000–2009
two-thirds
50
2005 442
Extreme weather will become more frequent – and more
SPEAKING
9 Work in groups. Talk about your environment using
Speaking
dangerous. The World Meteorological Organisation reported

tasks encourage 5 Identifying sources Underline all the sources in the

article and answer the questions.
that 2000–2009 was the hottest decade on record, with
eight of the hottest 10 years having occurred since 2000.
the present perfect simple and continuous. Discuss
some of these topics. exercises
6 • the weather • the seasons

students to
1 What information are they linked to?
2 What phrase (e.g. according to) is used?
The recent IPCC report concludes that very heavy rain has
increased in frequency during the last 50 years and that
• wildlife
• sea levels
• endangered species
personalise
global warming has been a factor. Our class has been paying a lot of attention to local
6 Work with a partner and discuss the questions.

analyse and react 1 Which of the effects of global warming do you think
7
There have also been increased periods of drought,
environmental news over the past couple of years, and
we now know that honey bees have been disappearing the language
is the most dramatic? particularly in parts of Africa and Asia suffering from at an alarming rate. A top scientist has warned that these

to the text.
2 If you could save one species at threat from
extinction (e.g. polar bears, tigers, gorillas, giant
pandas), which would it be?
famine. According to the National Centre for Atmospheric
Research, the percentage of the Earth's surface suffering
bees could be wiped out in a few years.
and encourage
drought has more than doubled since the 1970s.
3 ‘Global warming is a myth.’ Do you agree?
4 What can people do to be more environmentally
friendly?
8
Diseases such as malaria could become more difficult to
communication.
control in areas where it is currently too cold for them to
spread year round. As temperatures rise, diseases can grow.

18 19

7
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Input lesson (2)

2.3 EXTREME ENVIRONMENT

SPEAKING AND LISTENING 5c Look again at the indirect questions in Exercise 5a.
Are these statements true or false?
1 Work with a partner to brainstorm everything you
know about volcanoes in two minutes. 1 We use the word order of affirmative statements in
indirect questions.
2 Guess the answers to this quiz. 2 We use if or whether to introduce indirect
yes/no questions.
3 We do not use the auxiliary do in present simple
What do you know about Volcanoes?
Decide if these statements are true or false.
1 Volcanoes are a natural way that the Earth and
indirect questions.
4 Indirect questions always end with a question mark.
¬¬
Language reference and extra practice, pages 126–149
Yellowstone: Cross reference
other planets have of cooling off.
2 The biggest volcano on Earth is Mauna Loa in 6a Change the direct questions into indirect questions.
DANGEROUS BEAUTY directs students
Hawaii. Use introductory phrases from Exercise 5a.
3 Most volcanoes are found around the rim of the
Atlantic Ocean.
1 How high is Mauna Loa?
I’d like to know how high Mauna Loa is.
YELLOWSTONE, IT TURNS
OUT, IS A SUPERVOLCANO. 35
shaking hands when we met at the
park headquarters at Mammoth
‘So it could just blow without
warning?’
to the Language
4 There are volcanoes around the coastline of 2 How many volcanoes erupt each year? It sits on top of an enormous Hot Springs early on a lovely He nodded thoughtfully. The

5
Antarctica.
There are no underwater volcanoes.
3 What causes a volcano to erupt?
4 What is the biggest volcano in the USA? 5
hot spot, a reservoir of molten
rock that begins at least 2,000
morning in June.
70
trouble, he explained, is that
nearly all the things that
reference and
Listening 6
7
About fifty volcanoes erupt each year.
The temperature of lava flows can reach 1,250°C.
5 Which volcano has been showing a lot of activity recently?
6 When did Vesuvius destroy Pompeii?
kilometres down in the Earth
and rises to near the surface,
I asked him what caused
Yellowstone to blow when it did.
would constitute warning signs
already exist in some measure Extra practice
8 People can never go inside volcanoes. 7 When did Vesuvius last erupt? forming what is known as a 40 ‘Don’t know. Nobody knows. at Yellowstone. ‘Earthquakes
exercises guide 9 There is a large volcano under Yellowstone Park
in the USA.
8 Do a lot of people live near Vesuvius?

6b Work with a partner. Ask and answer the indirect

10
superplume. The heat from the
hot spot is what powers all of
Volcanoes are strange things.
We really don’t understand 75
are generally a precursor of
volcanic eruptions, but the park spread at the
Yellowstone’s vents, geysers, them at all. Vesuvius, in Italy, already has lots of earthquakes
10 Vesuvius is a famous active volcano in Italy.
students through questions in Exercise 6a. Look at Audio script 2.3 on
page 169 to help you.
hot springs and popping mud
pots. Beneath the surface is a 45
was active for three hundred
years until an eruption in 1944
– twelve hundred and sixty of
them last year. Most of them back of the book.
magma chamber that is about and then it just stopped. It’s are too small to be felt, but they
READING
audio texts 3 2.3 Listen to someone talking about volcanoes
and answer the questions. 7 Read the extracts from Bill Bryson’s A Short History
15 72 kilometres across – roughly
the same dimensions as the
been silent ever since. Some
volcanologists think that it is
80 are earthquakes nonetheless.’

park – and about 13 kilometres recharging in a big way, which

1 What is the situation? of Nearly Everything on page 21 quickly and number the Evacuating Yellowstone would
and encourage 2 What is the relationship between the speaker and topics in the order they are mentioned.
thick at its thickest point. The
pressure that such a pool of
50 is a little worrying because two
million people live on or around
never be easy. The park gets
the listeners?
3 How many questions are asked?
a a famous Italian volcano
b the evacuation of Yellowstone
20 magma exerts on the crust it. But nobody knows.’
some three million visitors a
year, mostly in the three peak Authentic video
different styles of 4 Listen again and check your answers to the quiz.
c the width and thickness of the Yellowstone volcano
above has lifted Yellowstone
and its surrounding territory
‘And how much warning would
you get if Yellowstone was going
85 summer months. The park’s
d the author meeting the park geologist
e earthquakes
about half a kilometre higher 55 to go?’
roads are comparatively few
and they are kept intentionally interviews
listening. GRAMMAR
8 Read the extracts again and answer the questions in
25
than they would otherwise be. If
it blew, the cataclysm is pretty
He shrugged. ‘Nobody was narrow, partly to slow traffic,
partly to preserve an air of
INDIRECT QUESTIONS
5a Look at the direct questions below. Then look at
your own words.
well beyond imagining.
around last time it blew, so
nobody knows what the warning
signs are. Probably you would
90 picturesqueness, and partly
because of topographical
provide
1 What does the title, dangerous beauty, mean? ‘It may not feel like it, but you’re
Audio script 2.3 on page 169, find exactly how they were constraints. At the height of
asked and write them in the table.
2 What are the approximate dimensions of
Yellowstone Park?
standing on the largest active
volcano in the world,’ Paul Doss,
60 have swarms of earthquakes
and some surface uplift and
possibly some changes in the
summer, it can easily take half
a day to cross the park and
additional input
Direct questions Indirect questions 3 Why, if Yellowstone blew, is ‘the cataclysm pretty well 30 Yellowstone National Park
Concept-check 1 What is the biggest volcano in Can I ask what the
beyond imagining’?
4 Does Doss know how much warning would be given
geologist, told me soon after
climbing off an enormous
patterns of behaviour of the
geysers and steam vents but,
95 hours to get anywhere within it.
Extract from Bill Bryson's A Short and discussion
the world? the biggest volcano if Yellowstone was ‘going to go’? Harley-Davidson motorcycle and
65 nobody really knows.’ History of Nearly Everything
questions 2 Can people go inside volcanoes?
in the world is? 5 Why does Doss say that warning signs of an eruption
would not be easy to predict at Yellowstone? material,
6 Why would evacuating Yellowstone ‘never be easy’? SPEAKING MEET THE EXPERT
encourage 3 Is Vesuvius an active volcano?
4 Why do volcanoes stop erupting? VOCABULARY
10a Work in groups of three. Read one short text each
about a volcano and make notes on the key points.
Watch an interview with Dr Andrew
McGonigle, a volcanologist, about active
extending the
ADVERBS
Student A: look at page 155.
students to work 5 Is the Chilean Copahue volcano
safe for local people? 9 Match the highlighted adverbs in the extracts with
adverbs in the box with a similar meaning.
Student B: look at page 157.
Student C: look at page 161.
volcanoes.
Turn to page 150 for video activities. topic.
out the grammar 5b Why does the professor use a direct question (What
is a volcano?) and the students use indirect questions?
deliberately mainly
slowly and carefully
normally perhaps relatively 10b Presenting Take turns to give a one-minute
presentation on your volcano from your notes. At the
end of each presentation, ask the presenter polite
rules themselves. questions about their volcano.
20 21

Scenario

Scenario lessons
practise Key
language from
the unit through a
meaningful final
task.

2.4 SCENARIO 2.4

SPARROW HILL WIND FARM SPARROW HILL WIND FARM

The situation
SITUATION 2 2.4 Listen to a government official talking to a
power company representative. They are discussing the
TASK
ATTENDING A FORMAL MEETING
5b Hold the meeting. Ask your questions and give
your opinions. Try to persuade the other people at the
The clear,
A British power company has identified a good proposed wind farm. Answer the questions. meeting to accept your ideas.

sets up the
site for a wind farm in the north of England. The
proposal is for a wind farm of eighty turbines over
a large area. Each tower will be 60 metres tall and
1 What is the attitude of each speaker to a public meeting?
2 What is John Reynolds worried about?
5c Meet as a class. Report back on the result of your
meeting.
well-structured
3 What do they decide in the end? PUBLIC MEETING

background
have a turbine which is 35 metres in diameter. The
wind farm will cover an area of several kilometres
KEY LANGUAGE
6 What do you think would happen in your country
with a similar proposal? communicative
and take five years to complete.
AGREEING AND DISAGREEING POLITELY, POLITE

information. QUESTIONS
To discuss the Sparrow Hill wind farm proposals
Date: 15 July | Time: 7 p.m.
USEFUL PHRASES
Asking polite questions
Task enables
As fossil fuels such as coal, gas and oil are being used 3a Put words from the conversation in the correct
up, governments are keen to find alternative sources
of energy, especially those that do not emit carbon
order. Use contractions where necessary.
1 looking / one / it / way / is / but / at / that / of
Venue: Merlin Sports Centre Could you tell me (if/what) … ?
I was wondering (if/what) … students
dioxide. Nuclear power is one possible source, but All welcome
2 are / because / right / you / absolutely Putting your point of view across forcefully
many people have doubts about its safety. Renewable
energy sources include solar, wave and wind power.
3 like / I / know / to / would
4 point / you / have / but / a / think / do / not / you
I’m absolutely certain that … to practise
Students are The UK Government is keen to use these sources of
power, and hopes to generate 15 percent of its energy
5 interested / I / knowing / am / in
6 very / is / true / that / because
commited to greener energy I really believe that …
There’s no doubt in my mind that …
language in
needs from renewable sources by 2020. However, 7 go / there / I / because / you / along / would / with
I’m totally convinced that …
given preparation some people feel that onshore wind farms spoil the
landscape, particularly in countryside areas where they 3b Listen again and check your answers.
5a Work in groups of five. You are going to attend the
public meeting. Read your role cards and prepare for
Being diplomatic
a meaningful
are usually sited. Many people argue that they are the meeting. You can add your own ideas. That’s a good point, but …
4 Practise saying the expressions. Pay careful attention
for the task unpleasant eyesores which damage the enjoyment
of areas of outstanding natural beauty. Other people to pronunciation and use contractions. Student A: look at page 155.
Student B: look at page 157.
Yes, I see what you mean, but …
context.
argue that wind power is simply not reliable as an
Student C: look at page 161.
through different energy source, as wind is variable and unpredictable.
Student D: look at page 163.
Student E: look at page 163.

activities. 1 Read the situation and background information

above and answer the questions.
1 What sources of energy are mentioned? What
advantages and disadvantages are given for the
energy sources?
2 Which facts and figures indicate that the wind farm
will be large?

22 23

The Key
language of
the lesson is
presented and
practised.

8
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Study and writing skills

The Study skills

Writing Skills
section develops
focus on a
students’ ability 2.5 STUDY AND WRITING SKILLS STUDY AND WRITING SKILLS 2.5
different genre
to work on their STUDY SKILLS 4a 5a WRITING SKILLS
DESIGNING A QUESTIONNAIRE
Question types Look at extracts A–G from a
questionnaire and match them with the descriptions 1–7.
Look at these questions from a questionnaire. Tick
the good questions and cross the poor questions. WRITING A QUESTIONNAIRE of writing in each
own and in 1 Questionnaires are used to gather data for Descriptions of question types 5b Work with a partner and discuss how to improve 6 Read about the Save Our Earth organisation. What
surveys and reports. They usually provide up-to-date
information or find out people’s attitudes
1 Closed questions requiring the answer ‘yes’ or ‘no’.
2 Questions which require a respondent to indicate
the ‘poor’ questions. Suggest alternatives. issues do you think SOE will list in the questionnaire
they are going to prepare? Note down a few key
unit.
the classroom and behaviour.
1 If you have answered a questionnaire recently, what
how frequently they do something.
3 Questions requiring respondents to tick items in lists
environmental issues.
Save Our Earth (SOE) is an environmental organisation
was it about? or boxes. founded two years ago. It aims to raise awareness among
environment. 2 Which organisations frequently use questionnaires to 4 Questions requiring a choice between alternatives.
5 Questions which require a figure or limited number
ENERGY QUESTIONNAIRE young people of environmental issues and to encourage
gather information?
3 Which of the following are you most likely to of words.
6 Open questions beginning with what, who, why, etc. 1 How old are you? Tick the appropriate box.
them to take action to protect the environment.
Members of SOE are meeting to prepare a questionnaire
Students are
answer: postal, telephone, or online questionnaires? 30+  which will be sent to young people aged 15–30. The
7 Questions which require the respondent to choose a 15–20  20–30 
Why?

2 2.5 Listen to a lecturer giving a presentation

Students are about questionnaires. Answer the questions.
1 What two key points does she mention about
designing questionnaires?
given real life 2 What two types of question are mentioned?
3 Which type of question will provide more
information?
tasks. 3 Listen again and complete the sentences. Use a
maximum of three words for each sentence.
1 Short questions are better because if you ask long
ones, people won’t bother . 
2 Open questions allow people to answer
3 With closed questions, the person answering
.
has . Yes
4 It takes a lot longer to analyse the answers to
5 When using open questions, it is important to ask for
only one . 
6 Questions should be clear and well structured so
that people can see the point .
7 At the start of a questionnaire, you should
ask . 1
8 When designing a questionnaire, you need to look
ahead and consider how you’re going to
number on a scale.
2 Do you believe it is necessary to save energy
questionnaire will gather information about young
people’s attitudes to a number of environmental matters. given model texts
A What department are you in?
How many students are in your class?
in the home? Tick the appropriate box.
Yes  No 
7 2.6 Listen to the first part of an SOE meeting.
What basic information about respondents will to follow and
3 Do you have a gas boiler and is it new and SOE ask for?
B Tick the boxes which apply to you.
fuel-efficient? 8 Listen again. Note down the issues they plan to
analyse.
include in their questionnaire. Are they the same as the
 4 Do you replace light bulbs in your house/flat?
1 undergraduate
postgraduate
other

 5 Which of the following energy-saving activities
ones you chose in Exercise 6?
9 2.7 Listen to the next part of the meeting and
are you doing? Tick the appropriate boxes. tick the questions which will be included in the
2 course 
research  questionnaire.
Wearing jumpers and cardigans in the house
1 How important each issue is for them.
to keep heating at a low temperature.
C Do you feel stressed during your studies? Having fewer baths and more showers. 
2 Why they chose the most important issue.
3 What they do to protect the environment.
Students are
 4 How aware and worried respondents are about
Driving an energy-saving car (e.g. a hybrid car). 
.
No 
Using as few lights as possible and turning
each issue.
5 If respondents are able to give money to SOE.
given a guided
6 If respondents are willing to join SOE’s campaigns.
them off as soon as you don’t need them.
D Put a cross () on the scale to indicate your
level of stress.
(1 = no stress, 5 = average stress, 10 = very stressed) Installing solar panels to light and heat 10a Work in groups of four and choose one of writing task.
your house.  these tasks.
5 10 1 You work for SOE. Each student chooses one issue
from Exercise 8. Write six questions to find out the
. respondents’ attitude to your issue.
E What do you think are the main causes of stress 2 You are going to do a questionnaire about issues
for students?
in your place of study/work. Each student chooses
one issue that interests them (e.g. sports/catering/
parking facilities, how clean the building is, etc.).
F Which would you prefer?
Write six questions to find out the respondents’
a fewer course assignments and more tests and
examinations attitudes to your issue.
b   fewer tests and examinations and more course  10b Show your questions to other members of your
assignments
group. Correct the questions if there are any errors.
10c Suggest two more questions for each issue.
G How often do you feel stressed? Circle the  10d Prepare the questionnaire, adding the basic
appropriate letter.
questions about the respondents from Exercise 7.
a never
b rarely
c  sometimes 
d  often 
e always

4b Work with a partner and discuss the advantages

and disadvantages of using each type of question.

24 25

OTHER SECTIONS
Meet the Expert

Authentic video
interviews
provide
motivating, real-
life input.

MEET THE EXPERT

Carefully- 3b Watch the interview again and 3a Work with a partner. Can you 2 You are going to watch an interview with Yulia Podolska, a
7 ARCHITECTURE
complete the missing information. remember Richard’s answers to these sculptor. Before you watch, match the words in the box with their Students are
scaffolded 1 Work with a partner. Look at the three buildings in the photos 4 Work in groups and discuss the questions? Make notes. meanings 1–6 below.
and answer the questions. questions.
1 Are there any unusual buildings in your
1 What different things can working in a
global business environment mean to
carve clay maquette marble plasticine sketch encouraged to
tasks make city?
different companies?
1 a hard, white rock which becomes smooth when it is polished
2 What are your favourite buildings? Why
do you like them?
2 What big differences are there between
working in a global environment and 2
3
a simple, quickly-made drawing which does not show much detail
a small scale model, or rough draft of a sculpture
discuss, react
the authentic 3 If you could design a building for your
‘business as usual’?
4 a type of heavy, sticky earth that can be used for making pots and bricks
local area, what would you design?
3 What different ways of communicating
do the two cultures he refers to have? 5 a soft substance that comes in many colours and is used by children
for making models
and take the topic
language 8 GLOBALISATION
4 What do native English speakers do
6 make an object or pattern by cutting a piece of wood or stone

1a Match the adjectives in the box with

when they communicate?
5 How does he suggest adapting the phrase 3a 9 Work in pairs. Put the stages of the sculpting process in in new directions.
accessible. their meanings below.
3b
When in Rome, do as the Romans do?

Watch the interview again and check

order, then watch the interview and check your answers.
a She makes a bigger sculpture out of clay.
egalitarian hierarchical stifling your answers. b She has an idea in her head.
relationship-oriented task-driven c She uses that to make a cast out of plaster.
4a Work with a partner. You are going d She makes a maquette.
1 a system where people are divided into to give a short presentation on advice for e She carves the sculpture in marble.
1 The Mac 2 Park Hill 3 Sesc Pompeia
levels of importance people coming to work in your country. f She plays with plasticine or does a pencil sketch.
Interviewees 1 Where do you think each building is?
2 focused more on results
3 a belief that everyone is equal and
Make notes on these things, and think
about how you are going to present your 3b Watch the interview again and choose the correct option (a, b or c).
2 What do you think it’s used for? should have equal rights ideas. 1 What inspired Yulia to become a sculptor?
are leading 3
4
What adjectives would you use to describe each one?
Which one do you like best?
4 a situation which stops you developing
your own ideas and character
• communication styles
• what people value most
a her work as a doctor
b a visit to a museum
5 a belief that good contact with • how to get the best out of people c her university professor in Kiev
professionals 2 7 Watch an interview with Laura Mark, a journalist for a
magazine on architecture, and tick which four of the sentences (a–g)
colleagues is important
4b Give your presentation to the class.
2 Why is marble her favourite material?
a you can make detailed sculptures with it
she says are unusual about the Sesc Pompeia building. 1b Work in groups. Which words/phrases Discuss which you liked the best. b you can transform it into something very different
and academics, a It wasn’t common at the time it was built for women architects to
build large buildings.
would you use to describe the way people
communicate in your culture? Which other
9 ART
c it’s easy to use
words/phrases would you use? 3 Which of these is not a material she has used in her work?
b Lina Bo Bardi had already built many buildings like this.
providing fresh c She changed a building that was there rather than building it from new.
d Before that, concrete had rarely been used on such a large scale.
2 8 Watch the interview with
Richard Cook, who talks about working
1 Work with a partner and discuss the
a plastic toys
b rubber
questions. c ice
e She built the walls from plaster. in a global environment, and put the
angles on the f The windows look very different from the rest of the building.
g The building was popular at the time, but not now.
quotes in the order he says them.
a ‘… and this is because they maybe have
movies adverts sculpture
theatre
pottery
street performance jingles
4 Why does she refer to Renaissance and contemporary collections in
Italy and France?
a she wants to create better pieces
different ways of communicating or modern art graffiti photography
course topics. 3a Work with a partner and look at the notes below. Can you
remember the missing information? different styles of leadership.’
b ‘Well, a global business environment 1 Which of these things do you consider
b she wants to create something different
c she wants to create her own place within this world
to be art? What are the other things? 5 Where does she get most of her ideas from?
can mean different things for different
2 Which of them do you like most/least? a her emotions and political situations
companies.’
b her relationships
c ‘The biggest block for native English
in a area of Sao Paulo. c the TV
1 The Sesc Pompeia is located . speakers working globally is that they
where people can play 6 What does she say about the stone she used for The Cardinal?
2 One of its uses is as a place believe they don’t have to do anything
it, also built a it was difficult to find
3 The organisation that built differently when they communicate.’
other centres across Brazil. d ‘The implications for people working in b she knew what it would be as soon as she saw it
the local people in order to a global environment are that it cannot c it was a difficult piece to carve
4 Lina Bo Bardi worked with
. be business as usual. There are big
create a building which they 4 Work in groups and discuss the questions.
high. differences.’
5 The towers are to the 1 Yulia gives lots of examples of things that have inspired her.
were in
6 The colours of the windows Can you think of an example of something which has inspired
material of the rest of the building. you to do something?
e of the building
7 Laura describes the appearanc 2 If you were going to create a piece of art (e.g. painting, sculpture,
as . etc.), where do you think you’d get your ideas from?
when it first opened and
8 Local people loved the building 3 Do you think people are born with artistic talent, or is it something
they still it in the same way now. that can be learnt?

152 153

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Language reference / Extra practice

There is one
Language
reference and
Extra practice
spread for each
unit at the back
of the book.

Extra practice
Grammar is exercises for
1 LANGUAGE REFERENCE EXTRA PRACTICE 1
cross-referenced the Grammar,
GRAMMAR PAST PERFECT G1 1 Choose the best explanation for each sentence. KL 4 Complete the dialogue with one word in each gap.
to separate G1 THE CONTINUOUS ASPECT
Use the continuous aspect to talk about:
The past perfect looks back from a time in the past to
another time before that.
1 We were quite poor when I was growing up.
a I’m an adult now.
A: What’s the problem?
B: Well, it’s a1 situation because my boss keeps Key language
She’d applied for ten jobs before she got this one.
• an action which is in progress. b I’m still a child. asking me to work late. And the more I do, the more
grammar points Answer the door! I’m watching something.
• an unfinished action.
We can use the past perfect to describe a sequence
of events. The past perfect describes the first action.
2 She’s on a diet so she isn’t eating any ice cream.
a She ate ice cream in the past.
she expects – it’s a 2
A: Well, there’s an 3
circle.
solution. Why don’t you just and Vocabulary
She was working on a new novel when she died. When we arrived, the train had left. (First the train b She never eats ice cream. say ‘no’?
in each unit. • a temporary action.
I’m using Jo’s laptop while mine is being repaired.
left, and then we arrived.) 3 By the end of the day we were feeling quite tired.
a We got more tired as the day went on.
B: The 4
lose my job …
is that she’ll think I’m lazy and I might
studied in the
We can use just or already to show that the first
• a trend, changing action or situation. b We felt tired all day. A: One way of 5 with this could be to explain
action happened recently or earlier than expected.
Scientists say the weather is getting hotter. 4 I was checking my emails when my computer your situation to her. I’m sure she’ll understand.
Compare the present simple and continuous:
We arrived at six, but the train had just left.
When they arrived, the film had already started.
stopped working.
a I managed to check all my emails.
B:
A:
I’m not sure. It’s a very tricky 6
Well, maybe the best way to 7
.
with it is to talk
unit.
I live in a small flat. (permanent situation)
The students are I’m living with a host family for six weeks. (temporary
situation)
We can use the past perfect for repeated earlier actions.
By 2006, Deborah Tannen had written twenty books. 5
b I only managed to check some of my emails.
Michael’s doing a project on wind farms.
a Michael has finished the project.
B:
to the area manager. He’s very helpful.
OK. That might well 8 the problem.

given a summary We can also use the present continuous for repeated
actions which are happening around now.
I’m watching the new series of Breaking Bad. It’s
fantastic. (I watch it every Thursday evening.)
of the Key We often use the past continuous and the past
simple to talk about a longer background action in
language and the past when a shorter action happens during it or
interrupts it.
I was washing the car when the phone rang.
Vocabulary they We can also use the present continuous to describe
future arrangements.
We’re collecting our new car at the weekend.
have studied in G2 STATE VERBS
Some verbs describe something passive or a state.
the unit. Examples of these verbs are: agree, believe, belong, depend,
hate, hear, know, like, love, prefer, see, understand, want.
We rarely use state verbs in the continuous:
I’m not understanding this word. 
I don’t understand this word. 
G3 THE PERFECT ASPECT
Use the perfect aspect to look back from one time
to another.
PRESENT PERFECT
The present perfect looks back from now to a time
before now. There are four main uses.
• a state that started in the past and is still continuing
I’ve lived here all my life.
• a completed action in the past which has some
relevance to the present (e.g. a present result)
There has been a severe storm and the airport is
now closed.
• finished actions in a period of time that is still continuing
I’ve been there once already today.
• actions in the past which may happen again
Deborah Tannen has written several books on
communication. (She could write more books.)
! Use the past simple, not the present perfect, when
talking about a definite time in the past.
Our lesson has finished at four o’clock. 
Our lesson finished at four o’clock. 
126
KEY LANGUAGE b Michael has not finished the project yet. V1,2 5 Replace the words in italics with words from
KL OUTLINING PROBLEMS AND OFFERING 6 The family was living in a caravan at that time.
a The family lived there for a temporary period.
V1 or V2 with a similar meaning.
SOLUTIONS 1 It was great to meet my old boss by accident at the
b The family always lived there.
OUTLINING PROBLEMS
The problem is … G2 2 Make questions from the prompts. Use a
conference.
2 It’s important to maintain a relationship with your
customers.
The trouble is … continuous form if possible.
It’s a tricky situation because …
It’s a vicious circle.
1 you / prefer / chicken or fish ?
2 you / read / anything interesting at the moment ?
3 Can you help me find last year’s sales figures, please?
4 We need to know for sure how many people to cater for.
5 I’d like to tell you about the idea behind our new
OFFERING SOLUTIONS
One way of dealing with this could be …
3 this mobile phone / belong / to you ?
4 your course / get / more difficult ?
5 anyone / know / the answer to this question ?
design.
6 We can’t just say our product is the best – we need
to provide the facts to demonstrate it.
Well, there’s an obvious solution.
6 you / agree / with him ?
We could talk to …
The best way to deal with it is to … 7 the students / learn / about / pollution this week ?
8 your parents / know / how to send emails ?
V3 6 Choose a–e to continue the sentences.
1 Carol and Jim always have very different ideas.
REACTING TO SUGGESTIONS
That might well solve the problem.
That seems the best way to deal with it.
G3 3 Complete the text with the correct form of the
verb in brackets.
2
3
4
I can’t get a word in edgeways.
They spend ages talking about irrelevant things.
Can I have a quick word with the manager?
John Gray is a famous US psychologist and author. His 5 It’s important to see what they’ve actually done.
VOCABULARY best-known work is Men Are from Mars, Women Are
a After all, actions speak louder than words.
V1 PHRASAL VERBS from Venus, which he 1 (write) in 1992. By 2007,
bump into, catch up with, get in touch with, keep track b They’re just not on the same wavelength.
the book 2 (sell) over six million copies.
of, lose touch with, stay in touch with, track down c They should get straight to the point.
For over twenty years he 3 (lead) seminars and
d They never stop talking.
courses on relationships and communication, and he
V2 SCIENTIFIC STUDY 4
e It won’t take very long.
(appear) frequently on television shows,
concept, experiment, method, random, research, results, including Oprah and The Today Show.
sample, theory V3 7 Choose a–g to continue the sentences.
Gray was born in Houston, Texas, in 1951. He
analyse (v), confirm (v), prove (v), test (v) 5
(attend) high school and the University of Texas, 1 Although we want our products to look different,
they need to have
V3 IDIOMS but instead of completing his degree he 6 (decide)
to move to Switzerland. After he 7 (be) in 2 A big part of attending conferences is establishing new
actions speak louder than words, be on the same 3 Face-to-face meetings are the best way to establish a
Switzerland for nine years, Gray decided to return to
wavelength, get a word in edgeways, get straight to the 4 He didn't get the job because he didn't exhibit enough
the USA, where he 8 (complete) a doctorate in
point, have a quick word with someone, hear it on the 5 The more information you can
Psychology at Columbia Pacific University. The research
grapevine, think before you speak 6 We have been working hard to maintain our
for his PhD formed the basis of Men Are from Mars,
V4 COLLOCATIONS Women Are from Venus. a status as the world leaders in mobile technology.
display similarities, establish connections, establish Following the success of that book, Gray 9 (write) b connections with potential business partners.
rapport, exhibit knowledge, impart information, several more best-selling guides to relationships and c good rapport with your employees.
maintain status, negotiate relationships, negotiate status communication. He now 10 (live) in California e knowledge of the construction industry.
with his wife and three children. f some similarities to create a common identity.
g impart, the more your employees will trust you.
127

MYENGLISHLAB

A blended and
personalised
learning
environment with
materials that
can be assigned
at the click of a
mouse.

Rich media
activities using
audio, video, and
‘record yourself’
functionality.

Interactive
practice
exercises with
instant feedback
and automatic
gradebook.

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MYENGLISHLAB

Interactive
practice
exercises with
instant feedback
and automatic
gradebook.

Tips and
feedback that
direct learners
to reference
materials and
encourage
them to work
out answers for
themselves.

• Achievement tests for each unit, and mid-course and end of course assessments.
• Common error report that report that highlights mistakes that learners are making.

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1 Communication
Unit Objectives
Grammar: the continuous aspect; the perfect aspect
Vocabulary: phrasal verbs; scientific study; idioms; collocations
Scenario: outlining problems, offering solutions, reacting to suggestions; solving communication
problems
Study skills: note-taking from listening to a talk
Writing skills: writing and checking written communication
1.1 CONNECTIONS
IN THIS LESSON
Lesson topic and staging
Students discuss the ways they currently
communicate with other people. They listen to five
people talking about their communication habits and
learn some phrasal verbs to describe them (e.g. catch
up with). Next, students read an article entitled Six
degrees of separation and focus on vocabulary
related to scientific study. Finally, students discuss
non-verbal communication and write a list of advice
about communicating in their own country.
Objectives
By the end of the lesson, students will have:
• discussed the ways they currently communicate
• extracted specific information from a listening and
reading text
• learnt phrasal verbs related to social media
• learnt about non-verbal communication and
written a list about it relating to their own country
Timings
If short of time, omit Exercise 3 or set Exercise 11
for homework.
Possible lesson break: after Exercise 5.
WARM-UP
• Ask students to look at the main photo on page 6
and elicit what kind of communication dolphins
use (i.e. whistling, tail slapping, visual signals –
posture).
• Give students one minute to write down as many
forms of communication as they know.
• Students compare their answers in pairs. Then
create a ‘class list’ on the board.
New Language Leader Upper Intermediate Communication
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SPEAKING AND LISTENING
1 Explain to students that they are going to discuss
communication in their everyday lives.
• Give students one minute to read the questions.
Check that they understand all the language
(e.g. online/virtual friends). Then put them in
groups of three or four.
• Students discuss the questions. Allow a maximum
of five minutes for this activity.
• For feedback, ask a few students to give one or
two answers in open class.
Answers will depend on students’ opinions.
2a Check that students know communication habits.
• Students read the questions before listening to the
recording. Explain that some questions can have
more than one answer.
• Student check their answers with a partner before
you check in class.
1 People 1, 5 2 Person 3 3 Person 4
4 Person 2 5 Person 5 6 Person 2
Audio script 1.1
1 Well, I have two phones, which I‘m always
checking for messages, but actually I love
getting and making calls. It’s just more
personal than texting. I like hearing people’s
voices. I find there can be a lot of
misunderstandings with SMS and messaging
apps, even if you use emoticons. I guess I’m
addicted to my phones. They are the last
thing I check before I go to sleep and the first
thing I look at in the morning!
2 I do use social media at the university for
making arrangements with my classmates,
but I tend to send a lot of SMS messages as
well. I also like to use Facebook to keep track
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of all my friends around the world. It’s fun –
last month someone got in touch with me
who I met on holiday two years ago. It was
completely out of the blue and it was quite a
surprise after all this time, but they tracked
me down on Facebook. I also follow a few
celebrities on social media. I think it’s funny,
but I know a lot of people think it’s stupid.
3 I’m a big fan of social media and I have my
own blog, but I do send people real cards for
birthdays and at Christmas. I really don’t like
those electronic greeting cards. They are so
impersonal. A funny thing happened to me
last year. I had lost touch with one of my
friends from school, but I bumped into them
by chance when I was shopping in Paris. We
stay in contact by using one of the various
messaging apps. They’re really great.
4 I keep track of all my friends on Facebook. I
also tend to Skype a lot as I’m a student
studying abroad. I Skype with my family at
least once a week. I can catch up with all the
news from home. Sometimes the connection
isn’t very good though, which can make it
difficult. Also, the time difference can cause
problems, if I wake people up!
5 I’m afraid I’m a bit unusual as I don’t use a
mobile phone. I mean, I have one, but it’s
only for emergencies. No one knows the
number. I’m not a technophobe, I just don’t
like phones! I tend to stay in touch with
people by email, but really, I prefer to speak
to people face to face. I think technology
sometimes gets in the way of real
communication, but I suppose I’m a bit old-
fashioned. I mean, I still send real Christmas
cards to people through the post – snail mail,
I think it’s called, ha, ha!
2b Individually, students write down as many forms
of social media mentioned by each speaker as they
can remember before listening again.
• Students may not be aware of the names of the
forms of communication. Explain that they should
write down what they think they hear.
• When complete, students check their answers with
a partner and correct as necessary.
• In feedback, elicit the meaning of each answer.
Students create a table with five columns, headed
Person 1–5 and two rows. They write notes in the
relevant column.
Communication
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Person 1: phones, SMS messages, messaging
apps Person 2: social media, SMS messages,
Facebook Person 3: social media, blog,
(electronic) cards, messaging apps Person 4:
Facebook, Skype Person 5: mobile phones,
email, face to face conversation, (Christmas)
cards
3 Students reflect on the questions individually
before explaining to a partner which person they
are most like, and why.
Write the same table as described in 2b above
on the board. Ask who was most like Person 1
and add their names to that column. Do the
same for people 2–5. See which person the
class is most like.
Try and get students to explain why this is so.
VOCABULARY: phrasal verbs
4 Ask the class to explain the meaning of phrasal verb
(a verb composed of a main verb and a
preposition) and when they are commonly used
(in social, less formal English).
• Individually, students match the phrasal verb with
its definition. If they do not know the answer, they
should make a ‘best guess’ based on the
component parts of the verb.
1g 2d 3a 4e 5b 6c 7f
5 Explain that students should complete the
sentences with relevant information. Allow them
three or four minutes to complete them
individually before they compare with a partner.
• Take one or two example answers for each
question from the class.
With weaker classes, do Q1 as an example
(e.g. to write them a letter/to contact their old school).
Answers will depend on students’ opinions.
READING
6a Explain that predicting the content of a text
from its title is a useful skill, specifically in
English exams.
• Students discuss the title in pairs and guess what
the text will be about. Hold a quick class
discussion, asking each pair to explain the logic of
their prediction.
6b Give students four or five minutes to read the
article and check their prediction.
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• Take class feedback. Discuss key points of the text,
but not in too much detail at this stage.
how closely related people are
7 Ensure that students have clearly read the
instructions (i.e. no more than three words). This
is a common requirement in English language
exams, so this is good practice for exams like
IELTS and PTE-A.
• Students complete the sentences individually
before checking with a partner.
• Take class feedback.
10b Discuss this question in a whole class situation.
Ensure students are clear why it is important (it
can help to build trust, engage people, show you
are interested, etc.)
Students discuss situations in their life where they
experienced good/bad non-verbal communication
and the impact it had.
11 As students write their list, encourage them to use
empathy (i.e. to think about the perspective of the
person reading the information).
• When students have finished writing their advice,
they should circulate it to other members of the
class, who may have questions to ask.

1 five to ten 2 1929 / a 1929 book 3 test the HOMEWORK OPTIONS

theory 4 job and general 5 five and seven
6 Psychology Today 7 2003 8 721 million Students do the vocabulary, listening and reading
exercises for this lesson in MyEnglishLab.
8 Do a couple of examples with the class before
students identify as many relevant nouns and Students do Exercise V1,2–5 on page 127 in the
verbs individually. In feedback, get as many Language reference.
answers as possible from the class.
Motivate students by making it a race. Allow one
minute for them to find as many as possible.

research, theory, concept, to prove, method,

to test , (random) sample, results, experiment,
to confirm, to analyse

9 Critical thinking: Reacting to the text. It is

important that students do not only read a text in
a passive way, but that they are encouraged to
actively reflect on its contents. These questions
enable them to do this.
• Students discuss in their groups before you take
one or two sample answers for each question.

SPEAKING AND WRITING

Since non-verbal communication is a key aspect of
communication, it is assessed in English speaking
tests such IELTS and PTE-A.
10a Ask the class to define non-verbal communication.
If necessary, provide your own definition (ways of
communicating without using language). Explain
that this is common in all languages, but that it is
often expressed differently.
• When forming groups for this activity, try to
ensure as good a cultural mix as possible. If your
class is multinational, this is easy. If it is not, then
perhaps try to mix people from different regions
together, to see if their answers are the same.

Communication 14

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1.2 COMMUNICATING
CONFIDENTLY
IN THIS LESSON
Lesson topic and staging
This lesson looks at ways of improving how you
communicate in different situations. Students read a
leaflet about a course on communication skills and
learn idioms related to communication. Next, they
focus on and practise using the continuous aspect.
Finally, students use the continuous aspect to talk
about current trends in communication.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• extended their range of idioms related to
communication
• revised/extended their understanding of the
continuous aspect
• practised using the continuous aspect in a
speaking activity
Timings
If short of time, set Exercise 6a as homework and
then discuss the questions in Exercise 6b next lesson.
Possible lesson break: after Exercise 5.
WARM-UP
This activity introduces the topic of communicating
in different situations and how students feel about it.
• Ask students how easy they find speaking to other
people and elicit that it depends on the situation.
• Write the following situations on the board:
to an individual stranger at a party, to an individual
student in class, to a teacher, to a police officer, to a
stranger on the phone, to ask a stranger to do
something for you, to ask someone you know if you
could borrow a large sum of money, to a doctor when
you’re feeling ill.
• Ask students to rank the situations from most to
least stressful. Put them in pairs to compare.
• Finally, ask students if they agreed on the most
and least stressful situations. If possible, get the
class to agree on the most stressful situation.
Communication
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READING
1a If you used the Warm-up activity, use this as a
lead-in to the three situations in this exercise.
• Put students in groups to discuss the situations.
Ask them to say why they feel the way they do.
• In feedback, ask two or three groups how they feel
about each situation and elicit reasons.
1b Do this activity as a whole class and elicit advice
on the board.
Answers will depend on students’ opinions.
2 Give students one minute to read the leaflet; refer
them to the ideas from Exercise 1b on the board.
• Tell students not to worry about unknown
vocabulary at this stage.
• Ask students to briefly compare with a partner
before you check answers with the class.
Answers will depend on students’ ideas in
Exercise 1b.
3 Ask students to read the five extracts before they
read the leaflet again. They can use their
dictionaries for unknown vocabulary.
• Ask students to briefly compare with a partner
before you check answers with the class.
Extract A: Week 3 Extract B: Week 11
Extract C: Week 5 Extract D: Week 1
Extract E: Week 2
4 Ask students to read the statements and check
they understand speech impediment (a problem
when speaking, e.g. a stammer – demonstrate a
stammer, but be careful not to offend anyone in
your class), assertive (being confident in what you
say), interact (communicate with and respond to
other people) and be yourself (behave naturally).
• Ask students to try to decide if the statements are
true or false before they read the leaflet again.
• Give students four minutes to re-read the leaflet to
check their ideas and answer any statements they
couldn’t do in the previous stage.
• Students compare with a partner before you check
answers with the class.
1 NG 2 NG 3 F 4 T 5 T 6 F (The word
not makes this false.) 7 T
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5 Give students two minutes to think about these
questions and then put them into pairs/small
groups to discuss. Encourage them to say why
they think they’re good at, or need to develop,
some skills.
To follow up, ask students if this is a course they’d
be interested in doing and why.
VOCABULARY: idioms
6a Elicit/Tell students that idioms may have a meaning
that is not conveyed by individual words.
• If students have good English–English
dictionaries, ask them to use these to check their
answers. Tell them to decide which the key words
are in the idioms to help them find the entry.
• Students work individually before comparing
their answers with a partner. If they don’t know
an idiom and aren’t using dictionaries, tell them to
make a best guess.
• Go through the answers with the class.
1f 2g 3d 4c 5b 6a 7e
6b Give students a minute to think about their
answers before putting them in pairs to discuss.
• Encourage them to ask each other questions to
find out as much information as possible.
• Take class feedback. Ask three students for their
feedback for each question.
• For further practice, ask students to do Exercise
V3–6 on page 127 in the Language reference.
GRAMMAR: the continuous aspect
7a Elicit how the continuous aspect is formed (be +
-ing) and any uses students already know.
• Tell students to find the six remaining examples
and underline them in the texts. Help any students
that cannot find them all.
• Put students in pairs to try to decide the time
frame for each example (in progress, changing,
etc.) before they look at Exercise 7b.
is rising, is increasing, are taking, are talking, is
carrying out, was studying, is communicating
7b Students answer the questions individually and
then compare their answers with their partner
from Exercise 7a.
• If necessary, refer students to the Language
reference on page 126.
• Go through the answers with the class and check
that they understand.
Communication
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1 yes 2 no 3 no 4 temporary 5 while she
was studying for her MBA
8 Keep students in the same pairs as for Exercises 7a
and 7b. Students will benefit from having to think
through their answers with another student, so
don’t interrupt or prompt too much while they’re
working.
• Check answers with the class.
• For further practice, ask students to do Exercises
G1–1 and G2–2 on page 127 in the Language
reference.
For weaker groups, write up some of the key
language on the board (permanent, temporary,
habitual, etc.) so students learn the correct
terminology.
1a The writing is in progress. 1b The writing
is habitual. 2a permanent 2b temporary/in
progress 3a The having dinner happened first
and was in progress when the colleague
arrived. 3b The having dinner happened
second. 4a completed action in the past
4b background situation/setting the scene
5a permanent 5b temporary/in progress
6a habitual 6b temporary
9a Ask students to predict what kind of word (i.e.
word class) will be the answer. They may be able
to guess it is an adverb by looking at the question
key word (how). Students answer the questions
individually before you check in class.
1 rapidly 2 dramatically
• Read through the Grammar tip with the class.
Elicit the word trend so that they understand the
purpose of the tip (a general change in the way
people are behaving). Also elicit collocate (when
words are commonly used with other words).
9bEmphasise that students should use the language
in the Grammar tip for this exercise.
• Individually, students think of at least one
sentence for each question 1–7.
• Students then compare their answers in pairs or
small groups. Encourage partners to ask follow-up
questions (e.g. Why do you think that? What evidence
do you have for that?).
• For each question, ask two or three groups for an
answer. Provide sample answers where necessary.
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 lOMoARcPSD|12959743
Sample answers
1 The use of tablets is increasing dramatically.
2 The web is changing our lives dramatically.
3 The universe is expanding constantly.
4 Hurricanes are occurring frequently.
5 Men are behaving differently.
6 The population is increasing rapidly.
7 Identity fraud is occurring frequently.
SPEAKING
10a Individually, students have a few minutes to
think about their ideas for some or all of the
current trends in the list.
• Put students in groups (of a maximum of four
students) to discuss the trends, saying how and
why they are in progress and/or changing.
• For feedback, ask two or three groups to tell the
class what they discussed for one of the items.
• Ask students which item they think is changing
most quickly and why.
10b Critical thinking: Considering consequences.
Understanding the link between cause and effect
is an important skill at this level – describing what
happens, but also what the result will be.
• Individually, students take two or three minutes
to decide which single trend they would like to
talk about. Emphasise that they can choose
whether it is important, worrying or interesting.
Also emphasise that they must say how this trend
affects a particular group in society.
• In groups of three or four, students then present
their opinion. They should be encouraged to ask
follow-up questions.
HOMEWORK OPTIONS
Students do the grammar, vocabulary and listening
exercises for this lesson in MyEnglishLab.
Students choose a trend in progress other than those
in Exercise 10a, research it and write a short
presentation (about 150 words) on how and why it is
changing. They can give their presentations in the
following lesson. Take the presentations in for
marking, paying particular attention to the present
continuous and present simple.
Students do Exercises V3–6, G1–1 and G2–2 on page
127 in the Language reference.
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1.3 WHO DOES THE
TALKING?
IN THIS LESSON
Lesson topic and staging
This lesson looks at the differences between men's
and women’s communication. Students listen to a
radio programme about a socio-linguist (Deborah
Tannen), which contextualises the grammar for this
lesson: the perfect aspect. Next, students read two
extracts from Tannen’s book and focus on
collocations related to communication. Finally,
students do a speaking activity to practise using the
language from the lesson.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• revised/extended their understanding of the
perfect aspect, looking specifically at the present
and past perfect, and the past simple
• extended their range of collocations in the context
of communication
• participated in extended speaking practice on
communication between men and women
Timings
If short of time, set exercise 10a as homework.
Possible lesson break: after Exercise 6.
WARM-UP
This activity introduces the topic of differences
between men’s and women’s communication.
• Write the following two sentences on the board:
Men are good communicators because … ; Women are
good communicators because …
• Divide the class in half. Tell one group to think of
three reasons why men are good communicators
and the other to do the same for women. You can
either divide the class into groups of men and
women or mix the sexes, depending on the
number of each sex in your class.
• In groups of four, allow five minutes for
discussion. Encourage students to disagree!
• Finally, ask the class to vote on which sex they
think communicates better.
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LISTENING
1 Where possible, ensure that groups for this
exercise are mixed (i.e. males and females). Do not
let this exercise take too long (unless students are
enjoying it). Take brief class feedback afterwards.
2 Get students to read the exercise instructions and
ensure that they are clear what they have to do.
• Play the recording. Students complete the exercise
individually and then check answers in pairs.
Audio script 1.2
1 Welcome to today’s call in programme. As
some of you may know, Deborah Tannen is
most famous for her books Talking from 9 to 5,
about women and men at work, and You Just
Don’t Understand, about women and men in
conversation. She has recently written a book
about how sisters communicate called You
Were Always Mom’s Favorite. However, in
today’s programme we’re focusing on an essay
she has recently written for the New York Times
about interrupting, called Would You Please Let
Me Finish? and I think a number of politicians
might like to read it.
I’ll just give a quick summary of what
Professor Tannen thinks and then I’ll take
some calls. A lot of Professor Tannen’s
research has focused on the fact that
conversation styles can vary greatly because of
different factors – for example, your age, your
gender, your culture. In this article she
concentrates on the issue of interrupting, and
how different ideas on what interrupting is
and when it is good and bad can also vary
greatly depending on gender, culture and so
on. To back Tannen up, some recent surveys
have shown that – surprise, surprise – women
tend to be interrupted more than men and that
women who interrupt others are seen more
negatively than men who do the same thing.
However, it has also been found that there are
more interruptions overall in conversations
when all the people involved are women.
Although these interruptions are often seen as
talking along with each other, rather than
talking over each other. OK, I’ll take the first
caller.
2 Rie, Mae
R: I’ve just made a nice pot of tea, Mae. Would
you like a cup?
M: Oh yes, please.
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R: How are you feeling at the moment? You said
on the phone yesterday that it’s been a bit
rough recently.
M: I don’t want to bore you, but the last few
months have been terrible, Rie.
R: I’m sorry to hear that.
M: We’ve been married for nearly five years, but
it has all gone wrong. We’ve had so many
arguments recently and he has moved out.
R: Oh, when did he leave?
M: This evening. He phoned me from a café at 5
p.m. and asked me to meet him there after
work to talk about our problems. But by the
time I arrived at the café he had left.
R: I’m sorry to hear that.
M: It was alright until he found out that I had
booked a vacation with all the girls.
R: Well, you went on vacation every year with
the girls before you got married.
M: Exactly. He’s so controlling and it’s my money.
I should have known that it wouldn’t have
worked. And his mother hates me. When he
introduced me to her, I knew I had seen her
somewhere before. She had been a classmate
of my mum and they had never been friends.
R: Oh, that’s not good.
M: And we … we just don’t do things together
anymore. I’ve always been a sociable person
but he just doesn’t like going out with me.
And when we do go out in a group, he always
dominates the conversation and shows off. He
thinks he knows everything and he’s so
insensitive. He interrupts me all the time in a
group, but when it’s just the two of us he
doesn’t talk and doesn’t listen. And he just
won’t talk about our relationship.
In extract 1 a radio presenter is talking about
an essay recently written by Deborah Tanner.
In extract 2, two women are talking together
over a cup of tea. One woman talks about how
her marriage has gone wrong.
3 Students read the questions and answer as many
as they can based on the first listening.
• Play the recording again. Students check/complete
their answers.
• Students check with a partner before you check
answers in class.
• Get students to correct each other if possible. You
should give the correct answer where needed.
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1 • Talking from 9 to 5 is about men and women
at work. • You Just Don’t Understand is about
women and men in conversation. •You were
Always Mom’s favourite is about how sisters
communicate. 2 Would You Please Let Me
Finish? is about interrupting. 3 age, gender
and your culture 4 Women tend to be
interrupted more than men. 5 nearly five
years 6 Her marriage has gone wrong.
7 very badly 8 no
GRAMMAR: the perfect aspect
4a Before students answer these questions
individually, explain that the purpose of the
exercise is to get them thinking about time (rather
than as a comprehension exercise).
• Allow students two or three minutes to complete
this individually before they compare in pairs.
• Ensure you go through the answers in class as
students will need the correct answers to do 4b.
1 no 2 yes 3 her husband 4 No 5 He left.
4b Students should discuss these questions with a
partner before you discuss with the class.
1 the present perfect 2 the past perfect
Draw timelines on the board to help students
understand the difference between the two tenses.
4c First, elicit the form of the present perfect (have +
past participle) and past perfect (had + past
participle), and a few examples of the past simple
(started, wrote, etc.).
• Then ask students to underline examples in the
audio script on page 168 and compare with a
partner before you check with the class.
• For further practice, ask students to do Exercise
G3–3 on page 127 in the Language reference.
If possible, reproduce the audio script so that the
whole class can see it (perhaps on the Interactive
Whiteboard or an OHP). When you check answers
with the class, mark the text to show examples.
5 Encourage students to think about the definitions
in Exercise 4b to help do this exercise.
• Students should complete the activity individually
before checking with a partner.
• Ensure that in class feedback, you (or the students)
clearly explain not only what the mistake is, but
also why it is a mistake.
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1 Tannen wrote has written many books.
2 In 2009, Tannen has written wrote You Were
Always Mom’s Favorite! 3 Correct 4 When
has this book been was this book published?
5 I realised that we met had met before.
6 Is this the first time she spoke has spoken in
public? 7 Last night there have been was an
all-women panel on the show. 8 When I
arrived at the conference, the main speaker
already finished had already finished.
Students may ask when a contraction of have/has
should be used. It is common after a subject
pronoun (I, you, he, she, etc.) and after the relative
pronoun who. It is not as common after a proper
noun (e.g. costs) in the written form. Generally, the
contracted form is more common in speaking.
6 Allow students a minute to read the questions and
think about (a) how they might form the questions
and (b) what responses they might give. This will
hopefully ensure a more fluent conversation.
Encourage them not to rush the conversation –
they should try and ask follow-up questions.
• Students create a dialogue in pairs. You should
monitor closely and help any groups who are
finding this difficult.
It may make the conversation more fluent and
accurate if at first you check students know the past
participle of each verb since some are irregular.
READING
7a Explain to students that they are going to read
extracts from Deborah Tannen’s book. Quickly ask
again what the book is about.
• Put students in small groups to discuss the
statements. Ask them to support their opinions.
• In feedback, ask two students their opinion for
each statement and ask others if they agree.
7b Tell students not to worry about unknown
vocabulary at this stage.
• Give students four minutes to read and highlight
the parts of the text giving the answers.
• Ask them to compare with a partner before you
check answers with the class.
• To follow up, ask students if their own experience
supports the author’s ideas.
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1 Women are believed to talk more than men
but the evidence shows the opposite. Men talk
more outside the home and in public, women
may talk more at home and in private. 2 They
don’t specifically mention sports or feelings,
but they do say women use conversation to
establish connections/negotiate relationships
(which may be connected to feelings). Men use
conversation to negotiate status and talk about
knowledge and skill (which may be connected
to sports). 3 The author claims that this is
true. See the examples given in 1 and 2 above.
8a Ask students to read the statements and try to
answer before they read the texts again.
• Allow five minutes for students to read the texts
and use their dictionaries if necessary.
• Don’t check answers with the class at this stage.
1M 2W 3M 4M 5W 6M
8b Give students two minutes to underline sections
of the text and then three minutes to compare with
their partner before you check answers.
9 Critical thinking: Identifying stylistic devices.
Stylistic devices can make writing and speech
more interesting for a reader or listener. This is a
particularly useful skill for academic presentations
because if a speaker can engage the audience’s
interest, they are more likely to enjoy the
presentation.
• Students work with a partner to find the devices in
the texts.
• In feedback, ensure you spend time explaining
each point in as much detail as needed.
anecdotes: I was sitting … question: Who talks
more, women or men? contrast: For most women,
… . For most men, … direct speech: ‘It’s true,’
he explained.
VOCABULARY: collocations
10a Give a strict time limit of two minutes for this
activity. Students should quickly scan the text for
the words listed and identify the collocations.
• Check answers in class. In feedback, check they
understand the meaning of all the phrases.
1 connections, rapport 2 relationships, status
3 similarities 4 status 5 knowledge/skill
6 information
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10b Students complete the sentences individually
and then check in pairs.
1 established connections 2 exhibit knowledge
3 negotiate relationships 4 display similarities
5 maintain status 6 impart information
SPEAKING
11a Give students a few minutes to think about what
advice they would give, then put them in pairs.
• Encourage students to give as much information
as possible and to ask each other questions. They
should also try and practise the new grammar and
vocabulary from this lesson.
• While students are speaking, monitor to note
mistakes when using the perfect aspect, the past
simple and the collocations from Exercise 10a.
• If necessary, prompt students with some of the
points noted in the initial discussions, the listening
and the reading.
11b Put pairs together. At first they should present
their ideas to each other. After that, they should
decide which three bits of advice are best.
• Finally, ask each group to present their one best
piece of advice to the rest of the class.
• If appropriate, correct some of the grammar and
vocabulary mistakes you noted earlier.
HOMEWORK OPTIONS
Students do the listening, vocabulary and grammar
exercises for this lesson in MyEnglishLab.
Students listen to conversations at home, in school,
while out with friends. They note who speaks more
(men or women) and what they speak about. They
then write a short letter or email to the producers of
the radio programme, saying whether their research
agrees or disagrees with Tannen’s claims.
Students do Exercise G3–3 on page 127 in the
Language reference.
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1.4 SCENARIO:
FLAT-SHARING
IN THIS LESSON
Lesson topic and staging
This lesson focuses on outlining problems and
offering solutions. Students are introduced to the
scenario through a student advice centre and the
service it provides. They listen to counsellors
discussing a problem one student is having with
paying his rent and then focus on the Key language.
In the Task students read about four students
sharing a flat and discuss the advice given to each
of them by a counsellor. Finally, students decide on
the best solution.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading and listening texts
• learnt useful phrases for outlining problems and
offering solutions
• used this language in a ‘real-life’ situation to
discuss problems faced by students living together
• participated in extended speaking practice
Timings
If short of time, omit Exercise 7.
Possible lesson break: after Exercise 4.
WARM-UP
This activity introduces the topic of problems.
• Ask the class what kind of problems students
(whether at university or school) often have.
• Write their ideas on the board and, if necessary,
add some of the following: can’t afford to eat
properly, can’t finish an essay, can’t find the book you
want, late handing in your work, failed an exam.
• Then write a second column containing the
following words: your parents, your best friend, your
teacher, a student counsellor.
• Tell students that they must decide which person
would be best to talk to about which problem.
Emphasise that there are no right answers, but
that students must justify their ideas.
• In pairs, students share their ideas. When finished,
ask each pair what they decided and why.
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SITUATION
1 Focus students on the poster and remind them
that one source of help suggested in the Warm-up
activity was a student counsellor.
• Put students in pairs to briefly discuss the
questions. If you think your students will find the
first part of question 2 too personal, change it to
Do you know anyone who has used a service like this?
• If you used the Warm-up activity, students will
already have listed different problems, so make
this exercise and the feedback brief.
2 Read through the introduction with the class and
get them to read the questions.
• Play the recording without pausing. Students
answer individually and then check in pairs.
1 He has been spending too much.
2 He doesn’t have a lot of money for his
everyday expenses, so he works part-time,
quite long hours, to pay for his studies.
3 talk to the owner of the flat; stick to a
weekly budget; pay his rent by direct debit
Audio script 1.3
Carol, Jean
C: I saw Marco in your office again this
morning, Jean.
J: Yeah, it was the usual thing, he needs money.
He shares a flat with two other students, as
you know, and the problem is, he’s been
spending too much money once again – he
can’t pay this month’s rent. The others aren’t
happy because they’ll have to pay more than
usual to stay in the flat.
C: Mmm, well, the way to sort it out, surely, is to
tell him to get a loan from the Student Union.
J: I’m not sure it’s the right thing to do, Carol.
The trouble is, it’s the third time he’s run out
of money. It’s always the same story. He
spends too much, can’t pay the rent and then
gets a loan from friends or the Student Union.
C: Mmm, he’s not very good at managing his
money, is he? He can’t go on like that. You
know, one way of dealing with this could be
to look at his weekly expenses. Then work out
a budget and tell him he’s got to stick to it.
J: Mmm, good idea. I’ll be seeing him again
tomorrow, I’ll suggest that. I’ve already
advised him to contact his bank to pay for his
rent by direct debit. That way, his rent will
always be paid regularly.
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C: Was he OK about that?
J: Yes, he thought it was a good idea. But
unfortunately, he has another financial
problem. You see, they have a lot of parties in
his flat and during one of them, they broke an
expensive lamp. The owner of the flat wants
to charge them to replace it. Marco doesn’t
have the money to pay his share of the cost.
C: So, what are we going to do to help him?
J: It’s not going to be easy, Carol, he’s in a
difficult situation. He doesn’t have a lot of
money for his everyday expenses, so he
works part-time, quite long hours, to pay for
his studies. But when he gets money, he likes
to spend it. I told him I’d talk to you and
we’d sort something out for him. What do
you think?
C: Well, there’s an obvious solution. We could
talk to the owner of the flat and ask her to
give Marco more time to pay for his share of
the lamp. You know the owner, she’s a
reasonable person; I’m sure she’ll be
understanding.
J: Right. That makes sense to me. You know, if
Marco sticks to his weekly budget and pays
his rent by direct debit, we may not see him
here so often.
C: Let’s hope so.
KEY LANGUAGE: outlining problems,
offering solutions, reacting to
suggestions
3a Students read the questions and, individually,
answer as many as they can based on the first
listening.
• Play the listening again. Students check/complete
their answers.
• Students check in pairs. Check answers together in
class. Get students to correct each other if possible.
You should give the correct answer where needed.
Expressions 7 and 10 are not mentioned. The
other expressions are found in the audio script.
3b Give students two minutes for this activity and
then ask them to compare with a partner before
checking answers with the class. Emphasise they
should use all the expressions (i.e. 1–10), not just
the ones which were actually in the text.
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outlining problems: 1, 4, 5
offering solutions: 2, 6, 8, 9
reacting to suggestions: 3, 7, 10
3c In pairs, students practise saying the expressions
to each other. Partners should say if they think
they got the pronunciation or emphasis wrong.
Monitor to check whether the pronunciation is
correct, and to be ‘referee’.
3dIndividually, students match the expression to the
function. They then check in pairs.
outlining problems: b, d, f
offering solutions: c
reacting to suggestions: a, d, e, g
Students practise saying these expressions, as per
Exercise 3c.
4 Emphasise that the purpose of this exercise is to
practise the expressions that have just been taught.
Also explain that there is not one answer to this
situation – students should discuss all possibilities
and decide which is best.
Identify three possible solutions discussed by
students and get the class to vote on which one
they think is best.
TASK: solving communication problems
5 Read the introduction with the class and allow five
minutes for students to read the descriptions and
discuss the possible problems. If possible, students
do this activity in groups of four.
• In feedback, elicit ideas from two or three groups.
6a If possible, keep students in the same groups of
four as the previous exercises. If you have an odd
number in your class, form groups of three and
omit the Stewart text as most information was
introduced in Exercise 5.
• Give students three minutes to read their
information and note the key points.
6bAllow five minutes in total for students to present
their information.
6c Ask students to read the questions and then
remind them of the Key language on page 12.
• Allow at least 15 minutes for the discussion and
monitor to note errors with students’ use of the
Key language.
• When they have finished, correct some of the
mistakes you noted earlier. Don’t elicit solutions to
the problems students discussed as this is done in
Exercise 7 below.
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6d This activity gives students an opportunity to use
the Key language again.
• If you have a large class, divide students into two
groups to discuss the solutions they thought of in
Exercise 6c.
• Allow about ten minutes for this activity and
when they have finished, ask the class to vote on
the best solution.
7dAllow students a short amount of time to think
about their answer before they discuss in pairs.
Emphasise that they should justify their answer.
Students could create a questionnaire, where they
ask some or all the members of the class these
questions. A ‘class response’ to the question could
then be identified.
HOMEWORK OPTIONS
Students do the Key language and listening exercises
for this lesson in MyEnglishLab.
Students use the problems and solutions they
discussed in Exercises 6c and 6d to write an advice
sheet from the student advice centre for students
sharing a flat. The advice sheet should give tips for a
harmonious life.
Students do Exercise KL–4 on page 127 in the
Language reference.
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1.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on making notes while listening
and writing/checking emails. Students focus on the
structure of talks. They watch a lecture about public
speaking, focus on techniques for note-taking and
make notes of the main points. Next, students focus
on the formal and informal register of emails before
writing one themselves. Finally, students look at
criteria for judging writing and check their
partner’s email.
Study skills video
Watch the video to hear a lecture about public
speaking.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading and listening texts
• learnt (more) about techniques for note-taking and
practised taking notes while listening
• extended their knowledge of formal and informal
register in emails and practised writing one
• learnt criteria for checking written work and
practised on another student’s work
Timings
If short of time, omit Exercise 8 or set Exercise 15 as
homework, which can be checked in pairs next class.
Possible lesson break: after Exercise 8.
WARM-UP
To lead in to the activities on note-taking, ask
students if they find taking notes while listening
difficult (the answer will probably be ‘yes’!).
• In pairs, students list their reasons.
• Explain that students are going to look at ways of
taking notes. After Exercise 4, ask students if the
techniques they have used help them with the
difficulties they listed.
STUDY SKILLS: note-taking
1 Ensure the class is clear what is meant by public
speaking. Students discuss the questions in small
groups. Take brief feedback.
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2a Structure of talks
• Read through the introduction with the class and
tell them that the examples (a–e) are ‘signposts’
(bits of language that point you in the right
direction).
• Check that students understand exemplifying
(giving an example) in item 5.
• Students match the headings with the examples
(signposts). Check answers with the class.
1b 2e 3d 4c 5a
2bStudents discuss in pairs/small groups. Then get
suggestions from the class and write them on the
board so that all students can copy them.
Suggested answers:
1 I’m going to talk about … ; This talk will look
at … 2 Secondly, … ; Then … ; Next, … ;
After that … 3 The crux of the matter is … ;
The main point is … 4 Alternatively, … ; To
put it another way, … 5 For example, … ; To
give an example, …3
Note-taking
• First ask students for a few suggestions for good
note-taking. Give general, brief feedback on these
points, but do not go into too much detail yet.
• Tell students not to worry if they find this activity
difficult. They will compare their notes with
another student.
• Refer students to the ideas discussed in Exercise 1
as this will help them predict the content.
• Play the video and get students to take notes.
Study skills video 1.1
Good evening, everyone. Did you know that in
many surveys the worst phobia for many people
is public speaking? Not spiders or rats or heights,
but having to face an audience and talk to them.
How do people react when put in this situation?
Well, there are a number of things which happen
to our bodies when we are put in stressful
situations, and making a speech is no different.
Basically, your body goes into the classic ‘fight or
flight’ response. In other words, your hands may
sweat and your mouth may go dry. Your heart
may beat faster and you may start feeling sick.
You may sound strained – for instance, the
audience will probably notice that you are
speaking fast and that your voice is weak and
with a higher pitch than normal. You will want to
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rush to the end of the talk and may even ignore
the audience. There is a strong feeling of wanting
to run away.
But making a speech to a group of people is, in
fact, a great opportunity to impress them and
really show what you can do, so why do so many
people have a phobia about it?
Well, there are several reasons. Firstly, people feel
they’ll make mistakes and lose their way.
Secondly, the speaker may fear that the audience
won’t like them personally. And finally, they may
worry that the audience will not like or really
understand what they’re trying to say. All of these
fears create a sense of looking a fool in front of
other people, which is the main reason for all of
our worries and fears – no one wants to look a
fool.
Now, this response is more than just nerves.
That’s normal and it would be strange not to feel
nervous. Nerves will keep you alert and stop you
feeling too relaxed. If controlled well, nerves can
make the difference between an average speech
and one which keeps people listening and
wanting to hear more.
4a Ask students to compare the main points and
then focus them on the questions in this exercise.
• Go through answers. Elicit useful note-taking
techniques to the board for use in Exercise 4b.
1 main points: Public speaking is the worst
phobia (much more than just nerves) for many
people. People react with a ‘fight or flight’
response. Making a speech is an opportunity to
impress/show what you can do. People worry
about making mistakes, not being liked or
understood. 2 Answers will depend on
students’ notes. 3 in other words, for instance
4bIn class discussion, talk about the techniques in the
coursebook and any other suggestions by the
students. Explain, as necessary, how each point
works. Depending on your class, they may have a
lot, or not much, understanding of these points.
Emphasise that note-taking is a personal issue and
students should make their own choices.
5 Emphasise that this is an opportunity for students
to try some new note-taking techniques.
• Play the recording and, if necessary, pause it two
or three times to allow students writing time. This
will be helpful if students are using new
techniques for the first time.
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voice and perhaps move around a bit. Don’t

main points: Rehearsal is essential. Practise
worry too much about mistakes. A few mistakes
your speech. Memorise your introduction.
are all right – they show the audience you’re
Begin with some kind of hook to get people’s
human. One way you can really engage with your
attention. Take deep breaths before you start.
audience is humour: tell a joke! If you aren’t good
Try and look confident. Focus on something
at jokes, tell a story, or draw on your personal
other than yourself. Use plenty of eye contact.
experience to connect with your audience.
Change the pace of your delivery. Change the
The main rule about public speaking is that there
volume of your voice and move around a bit.
are no rules! This seems a strange thing to say, but
Don’t worry about mistakes. Use humour.
it’s true. Everyone is an individual and so you
There are no rules – find what works for you.
have to find what works for you in terms of
delivering a speech. The most important thing is
Study skills video 1.2 to control your nerves, build your confidence and
So how can we control our nerves and become learn to enjoy it!
more confident about making a speech? Well, the
6 Ask students to tell a partner if their notes are
most important thing is to get your nerves to
clearer than the first attempt and why.
work for you rather than against you.
• If you used the Warm-up activity, ask students if
I intend to discuss a number of things you can do
the techniques helped them with the difficulties
to help. First of all, I can say that rehearsal is
they listed at the start of the lesson.
essential. Nerves are caused by fear and being
7 Tell students not to read the video script during
unfamiliar with things, so take time to practise
this exercise, but to compare when done. In
your speech to feel comfortable with what you’re
feedback, ask if their versions were similar.
going to say. Secondly, it’s a good idea to know
8 These questions would probably work best as a
your introduction by heart. You’ll feel most
short, whole-class discussion. Tell students that
nervous at the beginning and may stumble over
they are free to disagree with James, but they must
words. If you learn the beginning, this will
justify their answer if they do.
become second nature and help you get into the
main part of the speech more comfortably. WRITING SKILLS: writing and
Another good thing to do is begin with some kind
of interest hook, such as an anecdote or diagram
checking written communication
or photo. This will engage the audience and help 9 Students discuss the questions in pairs.
you get over the beginning of the speech. 10 Register. Elicit the meaning of register (the
Take some deep breaths before you start. This’ll different language/structures used in different
help control your nerves. Breathe in slowly, count forms of communication). Explain that using the
to three and then breathe out slowly. Finally, right register is very important in written
remember you will always be more nervous than communication.
you look. You can ‘trick’ your mind in a few • Give students one minute to read the emails and
simple ways to help you – try and look confident then elicit answers from the class. Do not go into
and you’ll become more confident. Stand in a too much detail as this is the focus of Exercise 11.
relaxed way, hold your head up and smile. Look
happy and enthusiastic, even if you’re not! 1 They don’t know each other. (formal register)
One other thing is to focus on something other 2 They know each other. (informal register)
than yourself. Pay attention to the environment
you’re in to distract yourself. Notice the audience. 11 Give students five minutes to complete the table
For example, how are they dressed? Who’s and then compare with a partner before you check
wearing glasses? Who’s the most attractive? All of answers with the class.
this will help to trick your mind into not noticing
the situation you’re in. The less you concentrate
on how you’re feeling, the more confident you’ll
become.
You should use plenty of eye contact, change the
pace of your delivery, change the volume of your

Communication 25

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 lOMoARcPSD|12959743
Greeting: Dear Mr Hammond (F/N); Hi James
(I) Request: I would like to invite you to
speak (F/N); Fancy giving a talk (I) Mention
of attachment: Please find attached a
document (F/N); See attached for the (I)
Additional information: Should you have any
further questions, please do not hesitate to
contact me (F/N); Any problems or queries,
just let me know (I) Future contact: I look
forward to hearing from you (F/N); Hope to
hear from you soon (I) Ending: Yours sincerely
+ full name (F/N); Best + first name (I)
Students may find this easier if they do it in two
stages: first they identify which sentences are
formal/informal and then put them in order.
Email 1: a, i, d, k, c, m, g
12 Give students five minutes for this activity. Ask
them to compare with a partner before you check
answers in class.
Email 2: h, l, b, e, f, j, n
13 Students complete the table and then compare
with a partner. Check answers with the class.
Thanking: Thank you for your / inviting me to
(F/N); Thanks for the invite to (I) Giving bad
news: I am afraid that I will be unable to (F/N);
Sorry, but I won’t be able to (I) Offering help:
If you wish, I could (F/N); If you want, I can
see if (I) Apologising: Once again, I would
like to apologise (F/N); Anyway, sorry again
for (I) Future contact: Please do not hesitate to
contact me (F/N); Please let me know about (I)
14 Students think about this question individually
before discussing in pairs. Ensure all the answers
noted below are mentioned.
Communication
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Informal language: more contractions;
shortened words (e.g. invite for invitation) and
abbreviations (e.g. Mon for Monday, prog for
programme); elision: missing out words to
shorten (e.g. (It was a) Great talk on …); more
colloquial (e.g. let me know); informal form of
words (e.g. want, not wish; can, not could); more
similar to spoken language; short expressions
and sentences; vague language (e.g. stuff,
things); little use of passive voice. (Note: The
opposite is true of formal language.)
15a Tell students they cannot choose the same email.
• Give 20–30 minutes to write the email and monitor
to help with vocabulary. Emphasise that they
should use the models in the book as necessary.
15b Peer checking.
• Elicit the benefits of peer checking.
• Read through the introduction and GRASP. Tell
students that the same procedure can be used
when they check their own work.
• Give students five minutes to read each other’s
emails and note the corrections that are necessary.
• Ask them to return the email to the student who
wrote it, who then makes the necessary changes.
• Students give their corrected emails back to their
partner to use in Exercise 15c.
15c Give students 20 minutes to write the reply. Tell
them to pay attention to the type of mistakes they
made in exercise 15a. Students then give the reply
to their partner.
HOMEWORK OPTIONS
Students do the vocabulary, listening, writing skills
and academic collocations exercises for this lesson in
MyEnglishLab.
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2 Environment
Unit Objectives
Grammar: present perfect simple and continuous; indirect questions
Vocabulary: local environment collocations; the environment; adverbs
Scenario: agreeing and disagreeing politely, polite questions; attending a formal meeting
Study skills: designing a questionnaire
Writing skills: writing a questionnaire
2.1 LOCAL
ENVIRONMENT
IN THIS LESSON
Lesson topic and staging
Students listen to three people talking about their
local area and learn a set of vocabulary related to
local environment. Students discuss local
environment issues and read an article about
noise/pollution. Students summarise similarities
and differences between the text and where they
live and write a solution to one of the problems.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from listening and reading texts
• extended their range of vocabulary in the context
of local environment issues
• discussed urban and local environmental issues
Timings
If short of time, set Exercise 9 as homework.
Possible lesson break: after Exercise 4.
WARM-UP
This activity introduces the topic of urban versus
rural environments.
• Divide the class into Group A and Group B.
• Group A list three advantages of living in an urban
environment and three disadvantages of living in a
rural environment. Group B do the opposite.
• Put students in A–B pairs. Give them five
minutes to persuade each other that their
environment is better.
• Take a class vote on which environment they
would prefer to live in.
Albert Einstein quote: This means that when
compared against the wider environment, an
individual is not very important.
New Language Leader Upper Intermediate Environment
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LISTENING AND VOCABULARY:
local environment collocations
1 Check students know all the words in the box.
They should know, or be able to guess, the
majority.
• If possible, put students together who live in
different areas (though this may be time-
consuming or not relevant to your class).
• Students discuss the questions in pairs. Ask
three or four pairs to feed back to the class.
2 Depending on your class, you may need to check
they understand the concept of a survey.
• Tell students not to worry about vocabulary at
this stage as it is covered in Exercise 2. They
should be able to guess most vocabulary from
the context.
• Play the recording without pausing. Individually,
students complete the table.
• Students compare with a partner before you
check answers with the class.
• Finally, ask students if any of the points made by
the different speakers were similar to their own
(or their partner’s) situation.
Type of building: 1 detached house 2 farm
cottage 3 apartment block
Where they live: 1 suburb of a major city
2 countryside, edge of a very small village
3 city centre
What they like: 1 access to facilities and
shops, local area is green, good public
transport connections 2 peace and quiet,
fresh air, no traffic congestion, little noise and
light pollution, pace of life is slower, fantastic
views 3 cosmopolitan atmosphere, plenty to
do, wide range of shops, get whatever I want
any time, liveliness, surrounded by people all
the time, loads of police so feel very safe
Problems: 1 mindless vandalism 2 wind
farm for some, abandoned cars 3 litter
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Audio script 2.1
1 Well, I live in a detached house in a suburb
of a major city. Mmm, what do I like about
it? Mmm, well, for a start it’s a friendly
neighbourhood. I also like the access to all
the facilities and shops, but what I really
like is the fact that my local area is very
green – you know, lots of parks and open
spaces for the kids. The public transport
connections are very good too, so I can be in
the city centre in a very short time if I avoid
the rush hour. So I guess you could say I
have the best of both worlds! I suppose it’s
what people call a ‘desirable area’. The only
real problem, I think, is the mindless
vandalism that goes on, you know, damage
to cars and bus stops, which we all have to
pay for in the end. It’s bored young people
with nothing to do. I suppose it’s the price
you pay for living in a city.
2 I live in a farm cottage on the edge of a very
small village, almost a hamlet, really, in the
countryside. It really is very rural – about 25
kilometres to the nearest town. It’s the peace
and quiet I like really, and the fresh air.
There aren’t many vehicles on the roads – so
no traffic congestion … the air’s very clean,
and there’s very little noise and light
pollution. The whole pace of life is much
slower – no one rushes anywhere. Oh yes,
and the fantastic views. The beautiful
natural environment with the hills means
I’m surrounded by magnificent scenery.
There’s a bit of trouble with a wind farm
which could spoil it for some people, but I
guess renewable energy is the future. The
main environmental issue we have at the
moment is abandoned cars. People are
dumping old cars they don’t want any more
in the village at night. We then have to wait
for ages before they’re taken away.
3 I live in an apartment block in the city
centre. It’s the cosmopolitan atmosphere I
like. There’s always plenty to do and such a
wide range of shops. I can go out at any
time of the day or night and get whatever I
want, either food and drink or
entertainment. The cultural activities are
endless. I love the liveliness of the city and
being surrounded by people all the time –
you know, that constant buzz of activity.
Environment
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People talk about the crime rate in the city,
but where I live there always seems to be
loads of police, so I feel very safe. The one
thing that gets me down is the amount of
litter people drop on the streets. It’s so
unnecessary and just makes me feel
depressed. Most of it could be recycled, it
seems to me, if there were more recycling
points. I guess a lot of people don’t really
care about the way the urban environment
looks. I sometimes feel like saying to them,
‘I have to live here with all your rubbish.’
The council could do more to keep the
streets clean as well, I suppose, but we all
have to pay for it in higher taxes.
3 Students make as many combinations as they
can before they compare with a partner.
• Tell students to try to guess the meaning from
the context and then play the recording again.
• Check answers with the class and provide the
meaning of unknown words if necessary.
• For further practice, ask students to do Exercise
V1, 2–6 on page 129 in the Language reference.
(Stressed words/syllables are underlined.)
1 detached house 2 rush hour 3 desirable
area 4 noise pollution 5 natural
environment 6 wind farm 7 cultural
activities 8 cosmopolitan atmosphere
9 crime rate 10 recycling points 11 friendly
neighbourhood 12 open spaces 13 transport
connections 14 mindless vandalism
15 traffic congestion 16 renewable energy
17 environmental issue 18 abandoned cars
19 apartment block 20 urban environment
PRONUNCIATION
4 Critical thinking: Collocations. Understanding
words that commonly collocate with other
words will help students to sound more like
native speakers.
• Do the first item with the class. Agree the system
for marking stress (e.g. underlining), then put
them in pairs to mark the others.
• When finished, play the recording, pausing after
each item to allow students to check the stress.
• Write the collocations on the board and mark
stress as you check answers with the class.
See answer key to Exercise 3 above.
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In compound nouns (e.g. noise pollution, crime rate)
the stress is usually on the first word or the first
part if it is written as one word (e.g. whiteboard). If
the phrase is adjective + noun (e.g. detached house,
abandoned cars), the stress is mostly on the second
word (i.e. the noun). However, this is dependent
on context.
READING
5 Put students in pairs to discuss the list and add
other examples. Monitor to help with vocabulary
if necessary.
• Elicit answers and write useful additions on the
board so all students can copy them. Students
must justify their answers in each case.
This exercise may work best if you ask groups to
rank the problems 1–9 (where 1 = worst and
9 = least worst).
6 Focus students on the photo and the title of the
article and elicit what they think it is about.
• Tell students to read the questions before they
read the article and not to worry about
vocabulary as this will be covered in Exercise 7a.
• Ask them to compare with a partner before you
check answers with the class.
• Finally, ask students which ideas they discussed
in Exercise 5 were mentioned in the article.
1 more than 2,000 2 residents who were
already dissatisfied with their home,
residents in medium- or high-rise flats
3 two in five (local council/police), one in four
(neighbours) 4 because people are able to
develop ‘immunity’ to it; they consider it part
of the environment
7a Give students five minutes to find the
vocabulary. They compare answers with a
partner before you check with the class.
1 findings 2 poll 3 issues 4 scale
5 develop ‘immunity’ (Note: ‘immunity’ is in
inverted commas because it is normally
associated with disease.) 6 synonymous
7 lack of consideration 8 priority
7b Students work individually and then compare
answers with a partner before you check with
the class. Ensure they note that for questions 1, 3
and 4 more than one answer is needed.
Environment
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1 The government-commissioned survey, The
study – carried out for 2 designed to
measure 3 was a problem of similar scale,
ranked much more highly 4 according to a
new survey, the survey also established, the
survey finds
8a Critical thinking: Identifying similarities and
differences. Put students in small groups to
identify the main facts of the article. Elicit the
facts from them and write them on the board
(e.g. Dog mess affects the quality of life. Noisy
neighbours are not that much of a problem.).
• Students make two sets of notes, about their
country as a whole and their local area. Ask them
to note if some points are the same for both.
8bWhen making pairs, put students from different
countries (or different local areas) together.
• Take feedback from a sample of the class.
Students could write their own newspaper story
for their own area, based on the model on page
17 and using the language in Exercise 3.
SPEAKING AND WRITING
9 Ideally, students should work with the same
partner as in Exercise 5.
• If time allows, put two pairs together to compare
their answers. Encourage students to identify
what they think is the best answer in each case.
If possible, give students a sheet of paper which
lists the nine points in Exercise 5 in a two-column
table. This will make it easier for them to add
their solutions next to each problem.
10 Encourage students to choose the problem which
is most relevant to their particular country.
• Ensure students plan the paragraph before
writing it.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students do exercise V1, 2–6 on page 129 in the
Language reference.
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2.2 CHANGING
ENVIRONMENT
IN THIS LESSON
Lesson topic and staging
Students look at language connected to the
changing environment and then read an article
about the effects of global warming. Next, students
look at the use of the present perfect simple and
continuous in the article and practise using these
tenses. Finally, they use this grammar to discuss
environmental changes in their local environment.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from a reading text
• expanded their range of vocabulary in the
context of environmental change
• revised/extended their knowledge of the present
perfect simple and continuous
• discussed changes in their own environments
Timings
If short of time, omit Exercise 6. Exercise 8 could be
set as homework.
Possible lesson break: after Exercise 6.
WARM-UP
This activity introduces the topic of environmental
change.
• Write the folllwing on the board:
recycle, use public transport, fly less, become
vegetarian, insulate your house, buy food grown
locally. Check students understand each term.
• Students work in groups to discuss which things
they already do, which things they think they
should do and which things they think are a
waste of time.
• Finally, ask students to vote who is the ‘greenest’
person in their group.
READING AND VOCABULARY:
the environment
1 Students work in groups of three or four and
discuss the questions.
• Set the activity. Encourage students to use clues
in each word to guess meanings (e.g. the word
Environment
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forest in deforestation, the prefix ex- in extinction).
• Students check their answers with a partner.
They can use a dictionary if necessary.
• Check answers with the class.
1 h 2 e 3 j 4 a 5 b 6 c 7 g 8 i 9 d 10 f
3 Explain that this kind of ‘matching paragraph
headings’ activity is common in many English
reading exams such as the IELTS Reading test.
• Ask students to outline the best strategy for
answering this kind of question (i.e. read all ten
headings, read the paragraph, identify the main
theme of the paragraph, choose heading).
• Students match the headings individually before
checking answers with a partner.
• Check answers with the class.
1d 2j 3c 4g 5a 6h 7e 8b
4 Ask students to scan the text for the numbers
and underline them.
• Individually, students find the numbers in the
text. and then write down briefly what they refer
to. Do 2005 as an example.
1.1–6.4 degrees centigrade that the earth
could warm this century
20–30 % of species that climate change will
put at risk
two-thirds amount of the world’s polar bears
that could be lost by mid-century
2005 the year a glacier survey was published
442 number of glaciers surveyed in 2005
90 % of the world’s glaciers that are shrinking
2000–2009 hottest decade on record
50 number of years in recent time very heavy
rain has increased in frequency
5 Critical thinking: Identifying sources.
Sources are very important in formal writing,
since they provide authority and strengthen
your argument.
• Check that students understand what is meant
by source by identifying the first one together.
• Students do this exercise in stages. First, they
underline the sources and then answer the
two questions.
• Students compare answers in pairs before you
take class feedback.
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 lOMoARcPSD|12959743
(source: underlined; key phrases: in bold)
According to the IPCC, climate change will
put some 20–30 percent of species globally at
an increasingly high risk of extinction,
possibly by 2100. The U.S. Geological Survey
has warned that two-thirds of the world’s
polar bear populations could be lost by mid-
century as sea ice continues to retreat.
The U.S. Geological Survey reports that slight
changes in the climate may result in sudden
changes in ecosystems. A recent IPCC report
predicts that sea levels could rise 25–38
centimetres by 2100 if current warming
patterns continue. A 2005 survey of 442
glaciers from the World Glacier Monitoring
Service found that 90 percent of the world’s
glaciers are shrinking as the planet warms.
The World Meteorological Organisation
reported that 2000–2009 was the hottest
decade on record. The recent IPCC report
concludes that very heavy rain has increased
in frequency during the last 50 years.
According to the National Centre for
Atmospheric Research, the percentage of the
Earth’s surface suffering drought has more
than doubled since the 1970s.
6 Students work in pairs to discuss the questions.
Take two or three sample answers for each
question in class. Encourage students to justify
their answers.
GRAMMAR: present perfect
simple and continuous
7a First, ask students to read the sentences and
emphasise that they should focus on the small
differences between them.
• Students answer the questions individually.
• Put students in pairs to check/agree on answers.
• Go through the answers carefully with the class.
Students often find the distinction between these
two tenses very difficult, so careful explanation
may be needed. You might also explain that in
reality, there is often not much distinction
between the two.
1 a = present perfect continuous; b = present
perfect simple 2 yes 3 yes 4 b 5 a
7b Individually, students find as many examples of
the two tenses as possible in two minutes.
Environment
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• Students compare answers in pairs, discussing
why each form is used in each case.
• Take class feedback for all the examples.
• Refer students to the Language reference on
page 128 if they need further help.
present perfect simple: used because the
action is completed; examples: has warned,
has disappeared, has increased, has been, has
more than doubled
present perfect continuous: used because the
action is ongoing – started in the past and is
still continuing; examples: have been losing,
has been melting
8 Make sure students are aware that both tenses are
possible for two of the questions. They complete
the task individually, then check in pairs.
Students may use the wrong form of have as an
auxiliary. They need to check whether the
subject is singular or plural in this exercise.
1 has been disappearing 2 has shrunk/has
been shrinking 3 has already vanished
4 have been working 5 has sent 6 has
tried/has been trying 7 have questioned
8 has just published
SPEAKING
9 Put students in small groups for this activity.
• Elicit the pronunciation for contracted have (’ve)
and tell students to try to use this in their
discussions. They can refer to dictionaries for
unknown vocabulary.
• Monitor to note common mistakes using the
present perfect or continuous.
• Finally, take class feedback and correct some of
the mistakes you noted earlier.
HOMEWORK OPTIONS
Students do the grammar, reading and vocabulary
exercises for this lesson in MyEnglishLab.
Students write a letter to their local newspaper
describing the changes they have noticed in their
local environments, saying either how concerned
they are or if they think the changes aren’t a
problem. They can use the ideas they discussed in
Exercise 9.
Students do Exercises G1–1, G1–2 and V3–7 on
page 129 in the Language reference.
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2.3 EXTREME
ENVIRONMENT
IN THIS LESSON
Lesson topic and staging
Students check their knowledge of volcanoes before
listening to a related lecture. They then look at
indirect questions used in the listening text and
practise using the grammar themselves. Students
read about Yellowstone Park in the USA and focus
on adverbs contained in the text. Finally, students
read/take notes on different texts about volcanoes
and give a short presentation on the topic.
Meet the expert video
Watch the video to hear from a volcanologist.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from listening and reading texts
• revised/learnt about indirect questions and
practised using these
• revised and/or extended their range of adverbs
• given a short presentation about volcanoes
Timings
If short of time, omit Exercise 6b.
Possible lesson break: after Exercise 6b.
WARM-UP
This activity introduces extreme environments.
• Write on the board:
Group 1: volcanoes, sea/water, land, air, forest
Group 2: lava, flood, hurricane, blaze, earthquake,
tsunami, eruption, tornado.
• Put students in pairs and tell them to match the
words in Group 1 with the words in Group 2.
Note that multiple answers may be possible.
• In feedback, check answers and vocabulary. Ask
the class if anyone has experienced any of these.
volcanoes, lava, eruption
sea/water, flood, hurricane, tsunami
land, earthquake
air, tornado, hurricane forest, blaze
Environment
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SPEAKING AND LISTENING
1 Ensure that books are closed for this exercise. In
feedback, get students to explain how they know
that their suggestions/facts are true (i.e. what is
the source).
2 Give students three minutes to guess the answers.
They then compare answers with a partner.
• Answers will be checked in the listening.
3 Ask students to read the questions. Play the
recording and get the students to listen for the
answers. Explain they will get a chance to listen
again and check their answers to Exercise 2 later.
Audio script 2.3
Professor, Students
P: Finally, to check you’ve all been listening,
I’m going to ask you a question. So, what is a
volcano? Yes, the young man in the red shirt.
S1: Erm, volcanoes are a natural way that the
Earth has of cooling off … well, the Earth
and other planets.
P: Yes, that’s right. OK. Do you have any
questions for me? Yes, the woman in the
green jacket.
S2: Professor, can I ask what the biggest
volcano in the world is?
P: Right, that’s easy. The biggest volcano on
Earth is Mauna Loa in Hawaii and it’s about
8.5 kilometres high – that’s from the bottom
of the ocean to its top. It’s interesting that
most of the volcanoes on Earth are found
around the rim of the Pacific Ocean. But
there are volcanoes around the coastline of
Antarctica and there are even volcanoes
underwater. There are probably more
volcanoes and eruptions than people think.
Out of an estimated 1,500 active volcanoes
around the world, 50 or so erupt every year.
Another question … yes, you.
S3: Umm, is it true that people can go inside
volcanoes?
P: That’s an interesting question. Obviously,
you can’t go inside an erupting volcano. As
I told you, extremely high pressures under
the Earth cause volcanoes to erupt – the
pressure forces very hot lava up out of the
volcano. Lava flows can have temperatures
up to 1,250 degrees centigrade. But actually,
the answer to your question is yes. You can
go inside volcanoes. Some people live inside
volcanoes as some of them don’t erupt for a
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long time. In the USA people live in three
volcanoes, the most famous being the large
volcano under Yellowstone National Park,
which, incidentally, has been showing a lot
of activity recently. Yes, the young man
with the beard.
S4: Could you tell me if Vesuvius is an active
volcano?
P: Well, an active volcano is one that has
erupted in historical time. Vesuvius, which
is east of Naples in Italy, famously
destroyed Pompeii in AD 79 and it is the
only volcano on the European mainland to
have erupted within the last hundred years –
I think it was 1944. So yes, it is an active
volcano; and a lot of people live near it. In
fact, one in ten of the world’s population
live within volcanic danger zones. Another
question ... yes?
S5: I’d like to know why volcanoes stop
erupting.
P: That’s a good question. There are three
possible reasons. Maybe the heat runs out
when the rocks are melted. Or the hot rocks,
which, if you remember, we call magma,
solidify on their way up. Or the magma
can’t generate enough pressure to crack the
rock above it. OK, last question … yes?
S6: Do you know whether the Chilean Copahue
volcano is safe for the local people?
1 the end of a lecture, when students ask the
professor questions 2 professor–students,
therefore quite formal 3 five
4 Students work with the same partner as in
Exercise 2. They correct any of their answers
based on the first listening. They then listen
again and correct any as necessary.
1 T 2 T 3 F 4 T 5 F 6 T 7 T 8 F 9 T 10 T
GRAMMAR: indirect questions
5a Remind students about the relationship
discussed in Exercise 3.
• Before students read the audio script, ask them
to discuss with a partner how they think the
questions in the table were asked.
• Give them four minutes to check the audio script
and fill in the table before checking answers.
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2 It is true that people can go inside volcanoes?
3 Could you tell me if Vesuvius is an active
volcano? 4 I’d like to know why volcanoes stop
erupting. 5 Do you know whether the Chilean
Copahue volcano is safe for the local people?
5b Students discuss this question in pairs before
you elicit ideas from the class.
Due to the relationship between the professor
and the students. Direct questions are less
formal and therefore show the professor is in
a ‘powerful’ position. Indirect questions are
more formal/polite/tentative and show the
students are in a less powerful position.
5c Students work individually, using examples in
5a. You may need to explain grammar words.
• Ask students to compare with a partner and use
the Language reference on page 128 if they need
extra help.
• Check answers with the class and elicit the
relevant examples from Exercise 5a.
1 T 2 T 3 T (except where the indirect
question begins with Do you know 4 F (we use
a question mark only when the introductory
sentence is a question, e.g. Do you know …?)
6a Re-elicit the introductory phrases from 5a (Can I
ask, Is it true, Do you know, Could you tell me I’d like
to know) and go through the example with the
class.
• Students work individually and then compare
answers with a partner. Encourage them to use
the examples in Exercise 5a, the information in
Exercise 5c and the Language reference if they
need help. Try not to correct students yourself.
• While they are working, write the direct
questions on the board. When checking answers,
write the indirect versions to show the changes.
Example answers:
2 Can you tell me how many volcanoes erupt
each year? 3 Could you tell me what causes a
volcano to erupt? 4 Can you tell me which is
the biggest volcano in the USA? 5 Do you
know which volcano has been showing a lot of
activity recently? 6 I’d like to know when
Vesuvius destroyed Pompeii. 7 Could you tell
me when Vesuvius last erupted? 8 Can you tell
me whether a lot of people live near Vesuvius?
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6bPut students in pairs to ask and answer the
questions, referring to the audio script on page
169 if they don’t know the answer.
• For further practice, set Exercises G2– 3 and G2–4
on page 129 in the Language reference.
1 about 8.5 km 2 about 50 3 high pressures
under the Earth 4 the one under Yellowstone
National Park 6 AD 79 7 1944 8 yes
READING
7 Focus students on the photo and title on page 21
Ask if any of them have been to Yellowstone Park
and if they have heard of Bill Bryson or read any
of his books (see background information below).
• Allow two minutes for this activity. Students
read the text quickly and highlight the five topics
before working out the correct order.
1c 2d 3a 4e 5b
8 Set the activity and check students understand
cataclysm (a huge and terrible disaster).
• Ask students to read the extracts again. Emphasise
that they should answer in their own words.
• Students compare with a partner before you
check answers with the class.
• Finally, ask students if they are interested in
visiting the park and why/why not.
Yellowstone Park is located mostly in Wyoming,
USA and was the world’s first national park (1872).
Bill Bryson is a best-selling writer of humorous
travel and language books. In 2003 he published
A Short History of Nearly Everything, which
explains areas of science in everyday language.
1 It means Yellowstone Park is a beautiful
place but is also very dangerous because of the
volcanic activity. 2 about 72 km across, i.e.
from one side to the other, and about 13 km
thick 3 Because the explosion would be
enormous but nobody can predict exactly how
bad it would be. 4 No. Nobody was there the
previous time it exploded, so they don’t know
what the warning signs are. 5 Because there
are already all the usual warning signs
(earthquakes, etc.) but nothing has happened
yet. 6 Because more than three million people
visit it each year, the roads are narrow, which
slows traffic down, and it can take half a day
to drive across the park.
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VOCABULARY: adverbs
9 Introduce this exercise by eliciting the function
of adverbs (to modify the meaning of verbs and,
occasionally, adjectives and other adverbs).
• Give students three minutes to match the
adverbs. Then allow them to use dictionaries if
necessary (e.g. after 90 seconds).
• Students compare with a partner before you
check answers with the class.
• For further practice, ask students to do Exercise
V4– 8 on page 129 in the Language reference.
deliberately – intentionally; mainly – mostly;
normally – generally; perhaps – possibly;
relatively – comparatively; slowly and
carefully – thoughtfully
SPEAKING
10a Put students in groups of three (similar ability
if possible). Ensure they turn to the correct page
and do not see the other texts.
• Allow students two to three minutes to read the
text and make notes. Tell them that these notes
will be used to give a presentation. Monitor to
help with language or content as needed.
If you are concerned that your students might find
the texts difficult, put together groups of students
in As, Bs and Cs so that they can compare notes on
the text before they go on to Exercise 10b.
10b Critical thinking: Presenting. Ensure that
students read the instructions and that they are
clear they must ask questions afterwards.
• In turn, students give their short presentations
and the other students ask questions.
MEET THE EXPERT
1 In pairs, students briefly discuss the questions.
• Take class feedback.
2 Individually, students read the topics and
predict the order they might come in.
• Students watch the video and check their
answers with a partner.
• Take class feedback.
e, b, d, a, c
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Meet the expert video
Andrew McGonigle, volcanologist
Uh, my name is Andrew McGonigle, I’m an
academic scientist at the University of Sheffield
and my specialism is in volcanism. I study
volcanoes to try and understand how they work
in order to help us predict eruptions.
Volcanoes have a very great appeal to me as a
scientist in the sense that they provide us an
almost unique possibility to look down at, into
processes occurring within the centre of the
earth. They’re like a keyhole or a window if you
like through which we can, we can understand
these, these otherwise entirely hidden processes.
Volcanoes affect us in so many ways. Uh an, an
excellent example of this was the, the 2010
Spring eruption of the volcano in Iceland, which,
of course, caused such big disruption to, to air
travel, really all across the world, but especially
between North America and Europe. It seemed
as if almost everyone knew someone who’d had
their travel plans disrupted as a consequence of
that and I think for a lot of people that was a, a
real shock to realise that even if we don’t live
right next to a volcano, we can still be very
affected by an eruption.
There are a number of ways of, of studying
volcanic gasses. Um the, the, the traditional
approach has been for scientists to climb to the
summit of volcanoes, descend into craters to
active vents, then collect gas samples in, in glass
bottles, take them back to the laboratory and
analyse them to gain subsequent information.
Whilst this provides very detailed information
the clear drawback is that it’s exceptionally
dangerous and in fact a number of scientists
have died uh collecting these, these forms of
data. So my work and that of a number of my
colleagues has been to try and pioneer remote
methods of doing these measurements i.e. safe
ways of, of, of doing this.
One of these has involved um some work that
I’ve been involved in using remotely controlled
helicopters which carry gas sensors from a safe
distance from the volcano. We then fly these into
the crater. They collect gas samples. They do
measurements and then they return back to us,
all the while with the scientists remaining at safe
distances from source.
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I’ve worked on approximately fifteen of the
world’s active volcanoes. I’ve worked in various
different locations; in Central America, the
Caribbean, uh, Papua, New Guinea.
Most of my work there was focussed on Italy, in
particular Etna and uh Stromboli. Both of these
volcanoes have got fascinating eruptive styles.
Etna has these uh large lava flow eruptions
which happen once a year or once every few
years or so, where Stromboli erupts every ten
minutes or so creating these wonderful natural
fireworks if you like, these, these jets of, of
molten red rocks which are, which are shot up
into the sky, a few hundred metres into the air.
And these are particularly spectacular to
view at night time.
Another important Italian volcano is, is
Vesuvius which is potentially Europe’s most
dangerous volcano. We’re aware of this from the
archaeological record because of what happened
in ad 79 during the very famous eruption during
the Roman period, during which the towns of
Pompeii and Herculaneum were destroyed.
Those styles of eruption didn’t just happen
there, they’ve happened many times
subsequently and the people living within the
Bay of Naples region uh of whom there are
millions are potentially at risk for these kind of
eruptions happening again in the future.
Italy is subject to a number of natural disasters;
for instance, earthquakes and volcanoes.
Therefore, the Italian government has set in place
an agency which is responsible for responding
to those, the Department for Civil Protection.
In the case of Vesuvius where, where an
eruption is due to take place the Department for
Civil Protection is responsible for the evacuation
plans, which I believe at present takes seventy-
two hours, although there are constant efforts to,
to improve upon those and to get that time
down even further.
Within science, we can apply probabilities to
various future events taking place, and that’s the
information that we will then provide to uh civil
protection agencies and policy making agencies
as well. Therefore, there’s a real need for
dialogue between the scientists who are telling
us about what’s happening underground and
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then the policy makers who need to make
strategic decisions about remo-, about getting
people out from the volcano.
There have been some excellent examples of this
dialogue going very well. For instance, uh,
during the last big eruption, uh, in 1991 Mount
Pinatubo eighty thousand people were
evacuated successfully. Equally, in the past there
have been examples where this dialogue hasn’t
gone so well. So there’s a constant need to make
this, this dialogue where these two parties often
speak quite different languages to work very,
very well.
3a In pairs, students complete as many of the gaps
as they can. Do not take feedback at this stage.
3b Students watch again and check/complete.
• Take class feedback.
1 predict 2 centre of 3 affect 4 detailed
information 5 remotely controlled
helicopters 6 erupting 7 hundred metres
8 dangerous volcano 9 72 hours 10 policy
makers
4a The same pairs guess/look up the meaning of the
words and match the pairs.
1c 2e 3a 4d 5b
4b In pairs, students discuss which job they think
would be most interesting and explain why.
HOMEWORK OPTIONS
Students do the grammar, listening, reading and
vocabulary exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students do Exercises G2–3, G2–4 and V4–8 on
page 129 in the Language reference.
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2.4 SCENARIO:
SPARROW HILL
WIND FARM
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of agreeing/
disagreeing politely and asking polite questions.
Students are introduced to the scenario of a
company who wants to build a wind farm. They
listen to a government official and a company
representative talking about the farm, which leads
to a focus on the Key language. Finally, in the Task,
they take part in a meeting to discuss the proposal.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from a reading and a listening text
• learnt useful phrases for agreeing, disagreeing
and asking questions politely
• used this language in a ‘real-life’ situation to
discuss a proposal to build a wind farm
Timings
If short of time, omit Exercise 4, but make sure you
model pronunciation and monitor its use during
Exercise 5.
Possible lesson break: after Exercise 4.
WARM-UP
This activity introduces the topic of renewable
resources.
• Write on the board: fossil fuels (gas, oil, coal), wind
energy, solar energy (sun), wave energy (the sea),
nuclear energy.
• Put students in pairs and give one resource to
each pair.
• Ask students to think of as many advantages of
their resource as possible and one disadvantage
for each of the other resources.
• Put students in groups of three to six so that each
student in a group represents a different
resource. Ask them to argue why their resource
is better than the others and to disagree with
other students.
• Monitor and note the language they use for
disagreeing.
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• Ask students which resource had the most

Audio script 2.4 and answer key to Exercise 3b
advantages in their group and write some of the
Switchboard, Deborah Rydell, John Reynolds
phrases they used for disagreeing. Tell students
that they will be looking at other phrases for S: Good morning, Power Gas and Electricity,
disagreeing (as well as agreeing) in this lesson. how can I help you?
DR: Good morning. Can I speak to John
SITUATION Reynolds, please?
S: Certainly. Who’s calling, please?
1 Focus students on the photo on pages 22–23 and DR: It’s Deborah Rydell, from the Department of
elicit that this is a wind farm. Pre-teach turbine. Energy.
• Ask students to name some other kinds of S: Putting you through now.
alternative power (e.g. wave, solar). Then elicit DR: Hello, is that John?
renewable sources from wave and solar. JR: Speaking.
• Explain that students are going to discuss DR: Hi, John. It’s Deborah from the Energy
building a wind farm later in the lesson. Department. I wanted to have a chat with
• Ask students to read the questions before they you about the wind farm proposal – you
read the text, using their dictionaries if necessary. know, the one at Sparrow Hill.
• Students compare answers with a partner before JR: OK, Deborah. You’re still in favour of it, I
you check with the class. hope. You’re not going to cancel it, are you?
• Finally, ask the class if wind farms are common DR: Well, it’s not really my decision, John.
in their country and/or what kind of renewable Personally, there’s no doubt in my mind
sources of power are used or could be used. that wind farms are the future, although
some of my colleagues seem to think we
1 Sources of energy and advantages (+) and should be doing more with nuclear power.
disadvantages (–) mentioned: fossil fuels It’s much more cost effective at the moment,
(+ none mentioned, – being used up, emit they say.
carbon dioxide); nuclear power (+ none JR: Well, that’s one way of looking at it, but we
mentioned, – doubts about safety); solar need to think long term. We just can’t go on
(+ renewable, – none given); wave in the same old way.
(+ renewable, – none given); wind power DR: You’re absolutely right, because oil and gas
(+ renewable, – spoil the landscape, not will run out, eventually. Well, really, my
reliable) 2 80 turbines, 60 metres tall, reason for calling, John, is that I’d like to
turbine of 35 m diameter, an area of several know when you think we should have the
kilometres (Students may also say that the fact first public meeting about Sparrow Hill –
it will take five years to complete is evidence you know, to stop any rumours.
that it will be large. Accept if suggested, but JR: Well, it’s a bit too early. I’m totally
don’t give this as an answer yourself.) convinced that we should wait until we get
further with the process, as there’s likely to
2 Read the introduction and questions with the
be a lot of trouble about this.
class. Tell students that Deborah is the
DR: You have a point, but don’t you think we
government official and John is the power
should have a meeting and put our case
company representative.
early? I mean, I’m sure we’ll be able to get
• Play the recording without pausing. Give
some supporters to attend. I was wondering
students two minutes to compare answers with a
if holding a public meeting sooner rather
partner before you check with the class.
than later could really help.
JR: Mmm, I see what you mean, but I’m just
1 John is initially against the idea, but
worried that it could get very noisy – you
changes his mind as it will show how people
know a lot of people feel strongly about this
in the areas feel. Deborah supports the idea.
sort of thing. Though, thinking about it, I’m
2 He thinks it’s too early and that it’ll cause
interested in knowing what sort of local
trouble; it could get out of hand. 3 They
support you think we’re likely to get. It
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could also be a great chance to see how
people who live in the area really feel.
DR: Yes, exactly. I just think if we want it to get
public approval, we need to persuade
people it’s right for the area from the start,
and this would be a good opportunity.
JR: That’s very true, because without local
support, we’re probably not going to get
much further very quickly.
DR: OK, I’ll sort out a venue for some time in
July and organise some publicity and
security. I think that’s important in case
things get out of hand.
JR: I’d go along with you there, because some
of these environmental groups can get quite
violent. But don’t worry, I’m sure it will be
OK. I really believe all the really great ideas
are unpopular at first.
DR: Yes, OK, John. Goodbye.
JR: Goodbye.
KEY LANGUAGE: agreeing
and disagreeing politely,
polite questions
3a Tell students to guess/work out the order from
their knowledge of grammar if they are unclear.
They will hear the recording again in Exercise 3b.
• Students work individually and then compare
with a partner. Monitor to make sure students
have used contractions when possible.
3b Play the recording without pausing and then
ask students to compare their answers.
• When you check answers, write the sentences on
the board so that students can see the order.
• Finally, ask students to decide if the phrases are
used for agreeing (sentences 2, 6, 7), disagreeing
(1, 4) or asking polite questions (3, 5).
• For further practice, ask students to do exercise
KL–5 on page 129 in the Language reference.
4 Put students in pairs to practise while you
monitor to correct pronunciation.
TASK: attending a formal meeting
The kind of language and skills practised in this
task are very useful preparation for university
life, e.g. seminars and tutorials, where this kind
of language is common.
5a Divide the class into five groups, As, Bs, Cs, Ds
and Es. Tell the As to look at their role card on
page 155, the Bs to look at page 157 and so on.
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• In their groups, students prepare what they want
to say at the meeting and brainstorm any other
ideas. Monitor to help with vocabulary and
prompt with ideas if necessary.
5b Put students in five new groups so that there is
one of each student (A–E) in each group.
• Ask students to look again at the Key language
in Exercise 3. Go through the Useful phrases box,
checking pronunciation.
• Give the groups 20–30 minutes to have their
meeting, emphasising that they must ask
questions, give opinions and persuade others in
their group that their opinion is right.
• Monitor and note mistakes. These will be
corrected in Exercise 5c.
5c The groups have five minutes to summarise the
results of their meeting and elect a spokesperson.
• Give each group’s spokesperson two minutes to
report to the rest of the class.
• The class votes on whether they think the wind
farm should be built or not.
• Finally, correct some of the more common
important mistakes you noted in Exercise 5c.
6 Put students in groups. Give them five minutes
to discuss the question. Encourage them to ask
questions and give reasons for their answers.
• Ask two or three students to say what would
happen in their own country.
HOMEWORK OPTIONS
Students do the Key language, listening,
vocabulary and pronunciation exercises for this
lesson in MyEnglishLab.
Tell students that they are a journalist who
attended the meeting in Exercise 5b. Ask them to
write a short article on the different opinions at the
meeting and what was decided.
Students do exercise KL–5 on page 129 in the
Language reference.
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2.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on designing and writing a
questionnaire. Students listen to a lecturer giving
advice on designing a questionnaire before looking
in detail at different question types. Next, students
read about and listen to members of an
environmental organisation who want to design a
questionnaire. Finally, students design the
questionnaire for the organisation.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt about techniques for designing
questionnaires and the types of question to use
• designed and written a questionnaire for use by
an environmental organisation
Timings
If short of time, set Exercise 10d as homework.
Possible lesson break: after Exercise 5b.
WARM- UP
• Tell students that they are going to ask each
other one question. It must get the most
interesting answers possible.
• Give students two minutes to think of their
question. Help with topic areas if necessary (e.g.
life, favourite things, happiest memory).
• Students ask their question to as many other
students as possible.
• When they have finished, ask three or four
students to tell the class what they found out.
• Finally, ask the class to vote on the most
interesting/the best question.
STUDY SKILLS: designing a
questionnaire
1 With books closed, write questionnaire on the
board. Ask students what it is and what it does.
• Pre-teach data (the information you get) and
analyse (study and think about the significance
of data).
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• Students read the introduction to this activity.
Put students in pairs to discuss the questions
before eliciting ideas from three or four students.
To motivate students and show the relevance of
this lesson, point out that students at university
often have to design and use questionnaires as
part of their research.
Answers depend on students’ own ideas and
experiences.
2 Set the context and ask students to read the
questions. Then play the recording without
pausing.
• Students compare with a partner before you
check answers with the class. Their answers do
not need to be too specific as they will listen
again and answer more questions in Exercise 3.
1 ask the right questions to get the information
you want, get enough data to analyse 2 open
and closed questions 3 open questions
Audio script 2.5
Lecturer, Student
L: It’s not easy to design a good questionnaire,
Paula. I’m not surprised you’re having
problems. How can I help?
S: Well, a few tips would be useful. I mean,
what are the key points?
L: Erm, OK, when you design your
questionnaire, remember two things. Firstly,
you need to ask the right questions so you
get the information you’re looking for. And
secondly, you want to make sure you get
enough data to analyse. You need as many
questionnaires as possible to be completed
and returned to you. OK?
S: OK, so I have to choose good questions and
get as many responses as possible.
L: Exactly. Now would you like me to give
you a few tips about the wording of
questions? Of course, the type of question
depends on what the aims of the
questionnaire are, but there are certain
rules, I’d say.
S: Oh, yes?
L: Mmm, first of all, use simple, short
sentences. And avoid questions which are
too long. Some people just won’t bother to
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answer them if they’re long, and other
people just won’t understand them.
S: OK, short and snappy questions, I’ve got it.
L: Another thing, Paula. Try to use open and
closed questions in your questionnaire. Mix
them if possible.
S: Hold on, can you explain, erm, open and
closed questions?
L: Sure. Open questions, well, they allow
people to answer as they wish, for example,
if you ask people, ‘How do you feel about
the quality of the teaching you received?’ ,
it’s an open question. You’ll probably get a
variety of answers. But closed questions are
questions to which the answers are given, so
the person answering has a limited choice.
For example, a question like, ‘How satisfied
are you with your course? a) satisfied, b) not
satisfied, c) don’t know. Circle the
appropriate answer.’ Well, that’s a closed
question; the choices are given to you. OK?
S: Right. I suppose you get more information
with open questions.
L: Yes, you do, but it takes a lot longer to
analyse all the answers!
S: Yeah, I can see that.
L: Oh, a word of warning about open
questions: ask for only one piece of
information at a time. For example, if you
ask, ‘What is your opinion of the course
materials and teaching method?’, that’s not
really a good question. It’s really two
questions and it would be better to use two
separate questions, not one, to get your
information.
S: I see, OK.
L: Another thing about questions. All
questions should be clear and well
structured. In other words, respondents
should be able to see the point of the
question; they shouldn’t be thinking, ‘What
on earth does that mean?’ Also, it’s good to
start with fairly simple questions which
people can answer easily. This encourages
them to complete the questionnaire.
S: Yes, I see! OK, I’ve got all that.
L: One final piece of advice: before designing
your questionnaire, you need to look ahead
and think carefully about how you’re going
to analyse the data. People often forget to
do this when they design a questionnaire,
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and they find out they can’t analyse the data
very easily. It’s too late then!
3 Individually, students try and complete the
sentences based on the first listening.
• Get them to listen again, pausing after each
sentence so they can check/complete.
• Take feedback in class.
1 to answer them 2 as they wish 3 a limited
choice 4 open questions 5 piece of
information 6 of the question 7 fairly
simple questions 8 analyse the data
4a Question types. Set the activity. Give students
three minutes to complete it.
• Students compare with a partner before you
check answers with the class.
1C 2G 3B 4F 5A 6E 7D
4b Elicit brief answers from the class as most points
have already been covered in Exercise 3.
Open questions
Advantages: people can answer as they wish,
get a variety of answers, get more
information; Disadvantages: takes a long time
to analyse data
Closed questions
Advantages: easier to analyse; Disadvantages:
they limit the responses
5a Give students a few minutes to decide if they
think the questions are good or poor. Some
questions may have good and poor elements.
• Students compare with a partner before you
check answers with the class. (Note: The answers
below are the ideal ones. However, you should
accept reasonable answers and suggestions.)
1 good: it’s easy to tick and put respondents
into an age category; poor: categories are
uneven and respondents to this questionnaire
are more likely to be over 20; suggestion:
20–30, 30–40, 40–50, 50–60, 60–70, over 70
2 good: (Students from some cultures may
say this question is too obvious because the
accepted answer in their culture is yes.)
3 Poor: there are three questions; first part is
fine, but ‘is it new and fuel-efficient’ may lead
to a lot of ‘don’t knows’ 4 poor: does not
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provide useful information as everyone

E: Exactly. And I’d add a question about their
replaces light bulbs 5 a good question
nationality – that could be very useful for us
5b Put students in small groups. Give them five to know.
minutes to discuss why they labelled some D: True, let’s get that as well. OK, the next
questions as ‘poor’ and to suggest alternatives. thing is … what issues do we want to
• Elicit ideas and one alternative for each question include? Sophie, I think you’ve got some
labelled as ‘poor’ in Exercise 5a. ideas about that.
S: Yeah, I’ve done a bit of research. The key
The following are better questions: issues are … let’s see … in no particular
3 Do you have a gas boiler? order: nuclear power, climate change, air
Yes No pollution, real food; in other words, there’s
Tick the appropriate box. a lot of concern about genetic engineering of
If you have a gas boiler, is it: food products – GMOs. Those are the four
new? fuel efficient? key issues. OK?
Put a tick () for ‘Yes’ and a cross (×) for ‘No’. D: It’s a good list. How about protecting
4 How often do you replace your light rainforests?
bulbs? S: It’s an important issue, I agree, but I think
four issues are enough.
WRITING SKILLS: writing a D: OK, we’ll go with those. Now, what other
questionnaire questions …

6 Set the context and read through the 8 Students note down as many issues as they can
introduction with the class. Students note their recall from the first listening. They listen again
ideas and then compare with a partner. and note down any remaining issues.
• Elicit ideas to the board so that students can refer • In feedback, get them to compare their notes
to them in Exercise 8. with the ideas written on the board in Exercise 6.
7 Ask students to read the question. Then play the
recording without pausing. nuclear power, climate change, air pollution,
• Students compare with a partner before you real food (i.e. not genetically engineered)
check answers with the class.
9 Ask students to read the questions. Then play
the recording without pausing.
age, marital status, sex, educational
• Check answers with the class or ask students to
qualifications, nationality, employment status
check the audio script on page 170.

Audio script 2.6 The following should be ticked: 1, 2, 4, 6

Donna, Eduardo, Sophie
D: OK, let’s talk about the questions we’ll put Audio script 2.7
in our questionnaire. Eduardo, you’ve done Donna, Eduardo
some work on this. What have you come
D: Now, what other questions shall we
up with?
include? Any suggestions, Eduardo?
E: OK, well, I think we all agree that we need
E: Yes. We’ll need to know how important
to get some basic data about the
each issue is for our respondents; that’ll be
respondents in our sample. You know, we’ll
the first question. So, I think we should ask
need to know their age, sex, marital status,
them to rank the issues in order of
that sort of thing. And their educational
importance, with one being the top issue.
qualifications, of course.
And then we should have a second question
D: Yes, and also get something about their
asking them to give reasons for their choice.
current employment situation. Are they
Of course, that would be an open question
employed or still students?
and the answers might be more difficult to
analyse.

Environment 41

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D: Yes, but it’d be a useful question, so let’s

include it. Anything else?
E: We’ll need to find out how aware they are of
all the issues and how worried they are
about them. Those could be questions three
and four. Probably, for question four, they
could fill in a chart with headings like ‘Very
worried’, ‘Fairly worried’, ‘Not worried at
all’, and they put ticks in the appropriate
boxes to show their opinion.
D: Great idea. Just one final point: I’d like to
have a question asking if they’re prepared
to help us – you know, by working in the
office, interviewing people, taking part in
campaigns or raising money for us – that’s
very important. Let’s put one in – a final
question – to find out if they want to join us.
Right, time to get started writing the
questionnaire.

10a Put students in groups of four and set the

activity. Make sure each student chooses a
different issue.
• Give students 15–20 minutes to write their
questions and refer them to Exercises 3 and 4 to
remind them of features of good questions.
• Monitor to point out mistakes and help with
vocabulary.
10b Give students a maximum of five minutes to
correct each others’ mistakes.
10c Give students five minutes to add suggestions
to each others’ questionnaires.
10d Students elect one member of their group to
write the questionnaire. Other students give
ideas and suggestions.
• When they have finished, ask students to show
their questionnaire to others in the class.
• Finally, get students to vote on the best
questionnaire, based on how good the
questions are.

HOMEWORK OPTIONS
Students do the writing skills and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.

Students use their questionnaires on groups of

respondents they select themselves (e.g. family,
friends, another class in the school). They then
write a report for the class analysing the results.

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3 Sport
Unit Objectives
Grammar: quantifiers; definite and zero articles
Vocabulary: idioms; self-, abstract nouns
Scenario: using emphasis and comparison; giving a presentation
Study skills: understanding essay questions
Writing skills: a for and against essay

3.1 FAIR PLAY SPEAKING

IN THIS LESSON
Lesson topic and staging
Students brainstorm what they know about different
sports. They read an article about football and extract
vocabulary about different aspects of sports, focusing
particularly on idioms (e.g. be on the ball). Finally,
students practise this language to talk about their
own experiences.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• extended their range of vocabulary and idioms
related to sport
• practised this language in group discussions.
Timings
If short of time, set Exercises 7a and 7b as homework.
Possible lesson break: after Exercise 6.
WARM-UP
• Write on the board: prefers rugby to football (soccer),
doesn’t like tennis, likes watching football but can’t
play, understands the rules of baseball, used to play
basketball at school.
• Students have to find someone for whom the
statements are true by asking questions. Encourage
them to ask follow-up questions (e.g. Did you play
in a team at school?).
• In feedback, ask students to tell you any other
information they found out.
George Orwell quote: This quote suggests that
when played at a high/professional level, sport
becomes a very serious matter and people are only
interested in winning.
1a Read the instructions and list of prompts. Focus
students on the photo on page 26 as an example of
a sport (downhill skiing) in which people compete
against the clock (question 8).
• Put students in pairs and set the time limit.
1bStudents compare ideas with a different partner.
• If students don’t know the name of the sport in
English, tell them to draw a picture or say how
and where the sport is played.
• Elicit students’ ideas to the board so that the class
can copy the vocabulary they want to keep.
Students’ own answers.
2 Check students know complicated (a lot of rules,
hard to understand) and take up (start doing).
• Put students back in their pairs from Exercise 1a.
Give them five minutes to discuss the questions.
• Elicit one answer from six different pairs. For
question 3, elicit/give cricket as this appears in the
article in Exercise 3.
Take this opportunity to revise which verb (play,
do or go) collocates with each sport (e.g. play
football, do judo, go swimming). Ask students to label
each of the sports on the board with one of the
verbs and then check answers with the class.
Students’ own answers.
READING
3 Ask students whether anyone knows the person in
the picture on page 27 (Charles Miller) or what the
beautiful game is. If not, see if they can guess.
• Ask students to read the headings (a–h) and give
them two minutes to read the article and match.
• Ask students to compare with a partner before
you check answers with the class.

1f 2d 3c 4a 5h 6e

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4 Give students five to eight minutes to read the
article again and answer the questions. They can
use their dictionaries if necessary.
Ensure students understand the not given option as
this is a common source of confusion.
If appropriate for your class, remind students that
this exercise is similar to the IELTS Reading task,
where there are true/false/not given options.
• Ask students to compare with a partner before
you check answers with the class.
1 F (He was amateur.) 2 T 3 NG 4 F
(Argentina) 5 NG 6 NG (Although they’ve
won more times than any other country.) 7 T
(the chaleira) 8 F (The club already existed,
but played mainly cricket.)
Pelé was given the title Athlete of the Century by
the International Olympic Committee and was
awarded the title of Greatest Ever Player by the
International Football Association (FIFA).
5 Give students a maximum of two minutes to
underline all the relevant words they can find.
• Put them in pairs to match the words with the
categories (1–5), using dictionaries if necessary.
• Check answers with the class and check students’
pronunciation of amateur.
1 spectator 2 fan 3 coach 4 referee
5 amateur
6 Critical thinking: Justifying opinions. Giving
reasons and justifying opinions is a good habit to
establish, especially at the higher levels.
This is a key skill in many academic and exam
tasks.
• In pairs, students discuss the questions. Try to
ensure that at least one person in each pair knows
about football. If this is not possible, do as group
or class discussion.
• Remind students that they should explain/justify
their views for each question.
VOCABULARY: idioms
7a Ask or tell students what an idiom is (a phrase
that has a meaning not necessarily given by the
individual words in the phrase).
• Check that students understand goalposts (draw
this on the board), field (a flat area of grass), level
(flat) and score (get a point; in football = kick the
ball through the goalposts).
Sport
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• Do question 1 as an example. Give students two
minutes to complete the gaps and tell them to
guess if they don’t know.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, ask students if they know the meaning of
any of the idioms, but don’t give the answers as
these are checked in Exercise 7b.
1 ball 2 goalposts 3 eye 4 field 5 game
6 goal 7 ball
7b Students do this activity in pairs before you check
answers with the class.
• Tell students that these idioms are used in many
situations, not just sport, and give examples to
reinforce the meaning (e.g. in business, start the
ball rolling means ‘start something/a process).
• For further practice, ask students to do Exercise
V1– 5 on page 131 in the Language reference.
a5 b1 c7 d2 e3 f6 g4
SPEAKING
8 Put students in groups of three. Emphasise that
they should practise some of the idioms from
Exercise 7.
• Students should take a moment to consider their
experiences before sharing with their group.
• In feedback, ask one member from each group to
share one of the experiences with the class.
HOMEWORK OPTIONS
Students do the vocabulary exercises for this lesson
in MyEnglishLab.
Students research a famous sportsperson and write
an article similar to the one in this lesson.
Students do Exercise V1–5 on page 131 in the
Language reference.
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3.2 MARTIAL ARTS
IN THIS LESSON
Lesson topic and staging
Students listen to a karate teacher talking about his
experiences and then read a leaflet for a karate club.
Next, students focus on vocabulary contained in the
leaflet: combinations with self- and abstract nouns.
Finally, students study the grammar focus
(quantifiers) and practise using these to discuss true
statements about exercise in their country.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a listening and a reading text
• extended their range of word combinations
beginning with self- and abstract nouns
• revised/extended their knowledge and use of
different quantifiers (none, almost none, etc.)
Timings
If short of time, set Exercise 13 or 14 as homework.
Possible lesson break: after Exercise 8.
WARM-UP
This topic introduces different martial arts (along
with other sports/exercises).
• Write on the board:
Group 1: t’ai chi, karate, kick boxing, cricket, boules,
curling, bullfighting, lacrosse
Group 2 : Japan, Thailand, China, Scotland, Spain,
France, India, Canada/the USA.
• Students work in pairs and match the sport/
exercise with the country it’s most strongly
associated with. Each country can only be used
once. They can use their dictionaries if necessary.
• In feedback, use karate as a lead in to Exercise 1.
t’ai chi: China; karate: Japan; kick boxing:
Thailand; cricket: India; boules: France; curling:
Scotland; bullfighting: Spain; lacrosse: Canada/
the USA
LISTENING
1 Focus students on the photos on page 28. Elicit
karate and martial arts.
• In pairs students think of other martial arts (e.g.
t’ai chi, judo) and reasons for doing them. Get a
few ideas from the class.
Sport
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Students’ own answers.
2 Introduce the context. Ask if any students do
karate or would like to. Check they understand
belts (show the black belts in the photos).
• Play the recording once, then check the answer.
He is a karate teacher and fifth level black belt.
Audio script 3.1
Interviewer, Mr Cole
I: How long have you been doing karate?
C: OK. My time in karate is just over 32 years
now. I started back in 1981 in my final year at
university down in Bath and I’ve been
training ever since on the basis of something
like between two and five times a week. So, 32
years in karate. Like, we say it takes about
five to six years to get to black belt – that’s
what we say is the beginning of karate. So I
achieved my black belt in 1987 and since then
I’ve been working my way as a black belt
through the various levels and I’m now at the
fifth level of black belt.
I: What gives you the most satisfaction in
teaching karate?
C: Well, I think I’m going to sum it up with one
word. Impact; having an impact on people –
our students – students who now these days
range from four to … I was going to say 64,
but we’ve had someone of 73 in one of our
clubs. We can measure progress through
different belts – something which was
introduced in the West. These days people
need to measure their achievement and that’s
good. It’s a way to distinguish different
levels. And when students achieve their new
belt, I take tremendous joy in seeing their
reaction – you get smiling faces, you get some
children coming up and saying, ‘Wow, it’s
the best day of my life!’ I mean, for the adults
it may be simply an expression of relief – the
fact that they’ve got through an exam 20
years after having left school and not taking
anything of this like before.
But I’d like to take that a step further. I take
greatest satisfaction from witnessing the
change in a student’s approach and attitude.
When I see students who cross a barrier from
just doing movements to feeling or living
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their karate, then I feel great – we’ve made a
change somewhere and I can think of a
number of incidences where I’ve had, say,
children who are floppy and not really with
it, and after a certain level something snaps –
all of a sudden they are down in their stances,
they’re breathing, they’re concentrating,
they’re looking, things are working and for
me that’s a case of, well, between us, them
and me, we’ve made a change.
3 Play the recording. Students put the topics in order.
• Play the recording again. Students check/complete
their answers. Get them to compare answers with
a partner before you check with the class.
c, b, a, g, e, f, d, h
4 Ask students to read the questions and then play
the recording without pausing.
• Students compare with a partner before you check
answers with the class.
Follow up by asking the class which of the
question 2 points are the best reasons to do karate.
1 a hobby 2 attracted by glamour/excitement,
they see it on TV or on Playstation, parents
encourage them to do it, they believe it gives
discipline and control, child can learn things
that help them protect themselves physically
Audio script 3.2
Interviewer, Mr Cole
I: Is it a hobby or is it more of a way of life?
C: Yeah, this is a classic question, really. I mean,
for most people who do it these days it’s
undoubtedly a hobby. Mmm, for some,
lessons learnt in karate can be part of their
life, it can become part of their life if they do
it for longer and longer.
I: Why do people start karate?
C: The majority of the new starters these days
are children and either they are attracted
themselves by the glamour and excitement of
karate, the martial arts, they’ve seen it on TV,
they’ve enacted it on their Playstation games,
they see the noise, the excitement, they see
the fast-flowing kicks and so on. Or it may be
because their mum or dad has encouraged
them to attend. And there could be the twin
attractions there of karate instilling discipline
and control in their children. As is
Sport
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increasingly the case these days, maybe
things don’t work at home, parents are out at
work more often. Maybe the school doesn’t
instil discipline. Very often these days
teachers are restricted in terms of what they
can say and do and parents bring their
children and say, ‘Sort them out.’ And the kid
can also – from a parent’s perspective – their
child can also learn stuff which enables them
to look after themselves and that’s an
admirable aim in itself because everyone’s
fearful of their child being out of their sight.
5 Critical thinking: Reacting to the topic. Students
discuss the questions in pairs.
• Ask a few pairs to share their ideas with the class.
READING
6 Give students 90 seconds to read the text. Make it
clear that they are not reading for detail, but just to
get an idea of what it is about.
• Take general feedback in class, but do not go into
too much detail at this stage.
to attract people to the karate club
7 Individually, students answer as many of the
questions as they can.
• Students read again, to check/complete answers.
• Ask students to compare with a partner before
you check answers with the class.
1 F (do not come easily or overnight) 2 T 3 T
4 NG 5 T 6 NG 7 NG 8 T
8 Read the instructions with the class. Emphasise
that students should cross out the options that are
not correct. Tell students that if an item is not
mentioned, they should cross it out.
• Do not pre-teach vocabulary because students will
study it in Exercises 9 and 10a.
• Students re-read the text and complete the
activity. Allow a maximum of five minutes.
• Ask students to compare with a partner before
you check answers with the class.
These should be crossed out:
1d 2a 3d 4c
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VOCABULARY: self-, abstract
nouns
9a Students do this activity individually and then
compare answers with a partner.
• In feedback, write each word on the board and
mark the main stress (underlined in the answer
key below). Tell students that in compound nouns,
both words are stressed.
1 self-respect 2 self-confidence 3 self-control
4 self-defence 5 self-discipline
6 self-development
9b Students do this activity individually, referring to
the meanings discussed in Exercise 9a if necessary.
• In feedback, correct pronunciation if necessary.
• For further practice, ask students to do Exercise
V2–6 on page 131 in the Language reference.
1 self-defence 2 self-control 3 self-respect
4 self-confidence 5 self-discipline
10a Students scan the text to find the abstract nouns
connected to the adjectives.
• Check answers with the class and model the
pronunciation, asking students to repeat.
agility, calm, coordination, courtesy, flexibility,
tolerance
10b Students can use their dictionaries to do this
exercise if necessary. Check answers with class.
The body: coordination, flexibility, agility
Polite behaviour: courtesy, tolerance
GRAMMAR: quantifiers
11a Ask students what a quantifier is (tells you the
amount/quantity of something) and elicit one or
two examples from the class.
• Put students in pairs to find and underline the
quantifiers in the text. Set a time limit.
11a/11b
last few years (C), some ability (B), a lot of
simple and effective techniques (B), Far too
many people (B), a lot of respect (B), at all
times (B), many benefits (C), Some of you (B),
a few of you (C)
11b Elicit examples of countable (e.g. cars, people) and
uncountable (e.g. money, sugar) nouns and elicit/
Sport
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tell students that many can go with cars and people,
but not with money or sugar.
• Students divide the other quantifiers into groups.
Refer them to the Language reference on page 130
if necessary. Tell them to write U (uncountable), C
(countable) or B (both) next to each quantifier.
• Check answers and then read through the
Grammar tip with the class.
U: little, much, far too much B: hardly any,
none; almost no
12 Put students in pairs to discuss the questions.
In feedback, explain that context can influence the
meaning of quantifiers.
1 a few means some (positive meaning – I’m
pleased to say) 2 few means not many
(negative meaning – unfortunately) 3 little
means not much (negative meaning), not some.
(Note: To give a positive meaning to this
sentence, we would use a little, not little.) 4 a
little means some
13 Students do this exercise individually and refer to
the Language reference on page 130 for help.
• Check answers with the class. Ask students to tell
you why the sentences they corrected are wrong.
1 Several of my friends 2 Far too much many
3 a little help 4 A little Few/A few of the
parents 5 Hardly any of the spectators
6 a few tickets 7 a little information
14 Do the first sentence with the class, using your
own country as an example. Tell students why
you used the quantifier you did and encourage
them to ask follow-up questions.
• Students have three minutes to make the sentences
true for their country. Put them in pairs to
compare and ask follow-up questions.
• In feedback, encourage more follow-up questions.
HOMEWORK OPTIONS
Students do the listening, grammar, vocabulary and
pronunciation exercises for this lesson in
MyEnglishLab.
Students use the internet to research one of the
sports/exercises from the Warm-up and write a fact
sheet about it.
Students do Exercises V2–6 and G1–1 on page 131 in
the Language reference.
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3.3 GETTING TO 2 Give students two minutes to individually answer

the questions. They should not read for detail at
THE TOP this stage.
• Students compare with a partner before you check
IN THIS LESSON answers with the class.

Lesson topic and staging 1 a triathlete 2 You need to be obsessive

This lesson looks at women in sport. Students read about sport and give up a lot to get to the top.
an article about a triathlete and focus on vocabulary 3 a blog 4 the triathlete
from the text. Next, students study definite and zero
articles in the text and finally, they discuss important 3a Ask students to read the questions. Elicit what kind
characteristics for being successful in sport. of answers they would expect (e.g. a: a reason,
because it includes why; c: a yes/no answer). This
Meet the expert video will help students think more deeply about
Watch the video to hear from a sports psychologist. questions forms.
• Students match the questions with the gaps in the
Objectives
text. They compare answers with a partner.
By the end of the lesson, students will have: • Take class feedback and explain the answers.
• extracted specific information and language items
from a reading text
1b 2d 3a 4c
• revised/learnt about the use of definite and zero
articles and practised using these 3bIf helpful for your class, get students to find the
• discussed the most important characteristics for other questions in the text before thinking about
being successful in sport this question. Discuss together as a class.
Timings
to gain our attention and interest and to make
If short of time, omit Exercise 5.
us think about the answers before we read on;
Possible lesson break: after Exercise 6b.
questions can motivate the reader
WARM-UP 4 Critical thinking: Inferring. Some of the points
This activity introduces the topic of famous women. made in listening and reading texts are not always
• Write the following on the board: clear. Inferring meaning (i.e. predicting whether
1 Marie Curie a art certain statements are true or false based on their
2 Indira Gandhi b science understanding of other parts of the text) is
3 Martina Navratilova c writing therefore an important skill. It is also a particularly
4 Doris Lessing d sport important exam skill, e.g. in PTE-A listening and
5 Sarah Bernhardt e politics reading exams, where it is identified as a specific
6 Rachel Whiteread f acting micro-skill which may be tested.
Students work in pairs to match each woman to • Give students 90 seconds to answer the questions
her field. Give one point for each correct answer. based on their first reading. Tell them to guess an
• Students can use these women for the topic of an answer to all six questions in the time if necessary.
article in the Homework options. • Allow a further 90 seconds to check predictions.
• Students check in pairs, and come up with a
‘consensus’ set of answers.
1b 2e 3d 4c 5f 6a
• Check answers with the class. In each case, get
students to justify and explain their answers.
READING
1 Students discuss the questions in pairs. If 1T 2T 3T 4T 5F 6F
necessary, prompt them with Jessica Ennis-Hill
5 Students discuss the questions in pairs. Take
(British Olympic athlete), the Williams sisters
feedback from three or four pairs.
(American tennis players), etc.

Sport 48

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6a Give students five minutes to find the words/
phrases individually. Emphasise that two of the
answers are more than one word. They should
then check with a partner.
• In feedback, ensure students’ pronunciation of the
target language is correct.
1 make sacrifices 2 intensity 3 extremes
4 determination 5 to set someone apart
6 obsessive
6bStudents answer individually and then check in
pairs. They should refer to Exercise 6a for help.
• Take class feedback.
With weaker classes, it may help initially to get
students to predict what kind of word should go
in each gap.
1 determination 2 made a lot of sacrifices
3 obsessive 4 set him apart 5 intensity
6 extremes
GRAMMAR: definite and zero
articles
7a Give students one minute to find and underline
the phrases.
7bAsk the class what the definite and zero articles
are (the and no article used).
• Tell students to use the underlined phrases from
7a to help them complete the gaps.
• Students compare with a partner before you check
in class. Ensure you clearly explain all the
grammatical language.
1 the only girl 2 the best 3 the table 4 push
to the limits 5 Johannesburg 6 birthday
parties 7 drive
8 Focus students on the photo in the article on page
31 and ask them if they know who this is.
• Set the activity as follows: 1 Students brainstorm
what information they expect to find in the text.
2 Students read the text quickly to compare their
ideas. 3 Ask students for the most interesting piece
of information they read.
• Set the task and give students a maximum of ten
minutes to edit the text.
• Students compare with a partner and give reasons
for making the corrections. They can refer to
Exercises 7a, 7b and the Language reference on
page 130 if they need help.
Sport
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• Check answers with the class and elicit the reasons
for the corrections.
According to Richard Krajicek, Esther Vergeer
‘maybe the most successful athlete of all the
time’. The wheelchair tennis champion from the
Netherlands retired in 2013 after going over ten
years unbeaten, ending one of the most amazing
careers in any sport.
The Llast time she lost was on 30 January 2003
in the Sydney. She went on to win the next 470
matches.
She took the number one spot in her sport in
1999 and won the first of her four gold Olympic
medals in Sydney in 2000. She won her last
Olympic gold beating Aniek van Koot in the
Paralympics final in the London in 2012. She
will not now surpass the longest run of wins in
sport – 555 by the Pakistani squash legend,
Jahangir Khan.
Vergeer started playing the wheelchair tennis at
the age of eight after losing the use of her legs
following the spinal surgery.
She is an ambassador of the Laureus foundation
for the children with disabilities. The children
are encouraged to develop and express
themselves.
Roger Federer praised her, ‘She is an astonishing
athlete, a huge personality, and she has achieved
one of the most amazing feats in our sport.’
PRONUNCIATION
9 Weak forms of the. Tell students that the definite
article is often difficult to hear because it is weak
(not stressed). However, we can often use the
context of a sentence to decide if there is a definite
article or not.
• Ask students to read the nouns in 1–5 and check
that they understand captain (leader of a team)
and wrist (point to your wrist).
• Play the recording, pausing after each sentence,
and tell students to tick the noun if there is a
definite article and put a cross if not.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, play sentences 1 and 2 again and highlight
that the article in 2 is weak. Ask students to repeat
the sentence to practise saying the weak form.
1 × 2  3 ,  4 ×, × 5 ×, ×
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SPEAKING
10a Students read the instructions in pairs.
• Elicit a definition of each word from the class.
• Ensure students are clear about the two parts of
this exercise. First, they identify the four most
important characteristics. Secondly, they rank
them 1–4 (1 = most important). Tell them that
there is no right or wrong answer – it is a matter
of opinion.
10b Put two pairs together and get them to compare
their answers. Explain that pairs should try and
change the mind of the other pair.
• In feedback, ask if anybody changed their mind
based on the discussions.
MEET THE EXPERT
1 In pairs, students briefly discuss the questions.
2 Get students to read the questions and answer any
questions about vocabulary that they have.
• Students watch the video and answer the
questions individually. They then check in pairs.
• Check answers with the class.
1 a and c 2 very important 3 how important
concentration is
Meet the expert video
Elizabeth Pummell, sports psychologist
I’m Doctor Elizabeth Pummell. I’m a sport
psychologist. I work with athletes to help them to
enhance their performance and I’m also a lecturer at
Kingston University in London. So I teach students
about sport and exercise psychology and I also
conduct research in important topics in sport and
exercise psychology, so things like athlete well-being
and promoting physical activity. And there are two
main focuses in sport psychology. The first one is
how we apply psychology to sport to help athletes to
enhance
their performance.
So we try to educate athletes about psychological
skills and how they can benefit them when they’re
participating. And often athletes will have specific
areas that they want to work on, so perhaps they get
very nervous before competitions or perhaps they
get frustrated when they aren’t playing very well.
And we try to teach them skills to help them to be
able to cope with those problems and to enhance
their performance.
Sport
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A second focus in sports and exercise psychology is
how taking part in activity can benefit mental health.
So we know now that taking part in exercise can be
good for self-esteem and also exercise is sometimes
now used as a treatment for depression. So it’s really
critical that we promote physical activity amongst
the population, but we do need to be careful that
when people take part in sport or exercise, that it’s
structured in such a way that it promotes self
esteem, especially in youth sport. It’s really
important that the
environment is enjoyable for the young athletes.
The mind is really important in sport. We know not
just from scientific research how important it is, but
also from athletes themselves. So all athletes will talk
about how critical their mental skills are, and
particularly at the top level. Athletes will say that
their mental skills made the difference between
winning and losing, or perhaps getting a medal at
the Olympics or
missing out on a medal in such a situation.
Other reasons why the mind is so important in sport
is because every sport has a set of psychological
demands which the athlete has to meet in order to
succeed in that sport. So, for example, if we look at
something like tennis, it’s a sport which is played
over an extended period of time. So a match,
particularly at the top level in a grand slam event,
might last five hours or even more sometimes; so the
athlete has to be able to keep their concentration
point after point, for that duration of time. It doesn’t
matter how good they are at hitting the ball if they’re
not able to focus
for that period of time.
One aspect of sport psychology which is often talked
about is mental toughness. Now this is something
which isn’t necessarily well understood, but the
research now does seem to suggest that it’s made up
of a number of factors which give an athlete a
psychological advantage. So there are things like
being confident, being focussed, being determined
and being in control under pressure. In terms of how
it’s developed, we’re not really sure whether it’s
something that’s innate or whether it’s something
that has to be worked on, but it does seem to
fluctuate through an athlete’s career, which suggests
that it’s
something an athlete has to work at.
An example of a mentally tough athlete is Roger
Federer. So he’s an athlete who, throughout his
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career, has always been able to cope with pressure
situations. However, he wasn’t always like that. As a
teenager there are lots of reports that he used to get
very frustrated and he used to throw his racquet. So
it’s certainly something that he’s had to work on.
So one of the techniques which sports psychologists
use to help athletes to cope with pressure is imagery.
So leading up to an important competition, the
athlete can feel quite uncertain about whether they
can cope with the demands of the situation. So we
would encourage them to imagine themselves
successfully dealing with those demands in order
that they can feel
more confident leading up to that competition.
One of the other techniques we use in sports
psychology is helping athletes with their
concentration. So it’s really important that they’re
able to stay in the present moment. So not thinking
too much in the future about whether they’ll win or
lose, or thinking in the past about
mistakes that they’ve made.
So we start to help athletes to develop their
concentration skills away from sport. So in a quiet
room we would give them something to focus on
which could be their tennis racquet, for example,
and they continually bring their attention back to
that focus, regardless of any irrelevant thoughts.
And we gradually move that into the sport situation.
So into training where they’re trying to bring their
attention back to what they’re doing, perhaps it’s the
next serve that they’re making. And then gradually
into competition so that they’re able to focus on the
present moment in
competition.
So a lesson that we can all learn from top athletes is
how important concentration is. So all athletes at all
levels will have negative thoughts while they’re
playing. So it’s really important that athletes realise
this and that they work on their concentration skills,
so that they don’t believe the thoughts that they’re
having in their head are true. So they need to be able
to focus on what they’re doing while they’re playing,
rather than on those negative thoughts.
Show students the following images from the
video and ask them what they were used to
illustrate: 1:08 (coaching), 1:32 (teamwork), 1:43
(young people participating), 2:30 (concentration).
3a Check the difference in meaning between mental
toughness (where someone has a strong mind),
mental skills (the ability to make logical decisions
Sport
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and think clearly) and mentally challenging (when
something is difficult to understand).
• Put students in two groups, A and B. Tell them
that each group will answer different questions.
Explain that they need to listen in detail and note
down as much information as possible.
• Groups read through their questions. Check that
they are clear what they should be listening for.
• Play the video again. Students take notes.
3bStudents compare notes in their groups. Ensure
that they understand what task 3c is, so that they
get as much accurate information as possible.
3c Put students in pairs, A and B. They exchange
answers to their questions. Encourage students to
ask related follow-up questions.
Group A: 1 getting nervous before competitions,
getting frustrated when they aren’t playing well
2 They can make the difference between winning
or losing, or getting a medal or not at the
Olympics.
3 being confident, being focused, being
determined and being in control under pressure
4 dealing with the demands of the situation
Group B: 1 enjoyable 2 The athlete has to be able
to focus for a long time. 3 He wasn’t always like
that; it’s something he’s had to work on. 4
staying in the present moment
4a Give students five minutes to prepare. Ensure
they don’t write a whole speech. Notes are fine.
4b Students exchange their ideas in small groups.
HOMEWORK OPTIONS
Students do the grammar, reading and vocabulary
exercises for this lesson in MyEnglishLab. They can
also do the MyEnglishLab video activities after this
point.
Students use the internet to research another famous
woman and write a short article about her.
Students do Exercises G2–2, G2–3 and V3,4–7 on
page 131 in the Language reference. (Note: Exercise
V3,4–7 includes vocabulary from Exercise 6 in
Lesson 3.2.)
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3.4 SCENARIO: WHO
IS THE GREATEST?
IN THIS LESSON
Lesson topic and staging
Students are introduced to the scenario of a TV
sports channel competition to decide the greatest
modern sportsperson. Students discuss criteria for
choosing this person and then listen to a woman
talking about her own choice. Finally, in the Task,
students practise the Key language and give a talk
about their choice for the greatest sportsperson.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• learnt useful phrases for emphasising and
comparing information
• used this language in a ‘real-life’ situation to give a
talk on the most outstanding modern sportsperson.
Timings
If short of time, cut the options in Exercise 3a.
Possible lesson break: after Exercise 6.
WARM-UP
This activity focuses on different sports and the
people who do them.
• In pairs, students look at the photos on pages 32
and 33 and discuss the following questions:
1 What’s the name of these sports? 2 Have you tried
any of them? 3 Which are popular in your country?
4 Which do you think is the most dangerous?
• Put two pairs together to compare their answers.
• Get a few ideas for each question from the class. If
students are interested in this topic, ask more
specific questions about the people, such as:
1 Who won ten Olympic Medals (nine gold)? 2 Whose
nickname was ‘the Greatest’? 3 Who won a record 20
Wimbledon titles? 4 Who scored a record 1281 goals
in their career? 5 Who hit 714 home runs in their
career? 6 Who has never finished lower than third in
their career?
1 Carl Lewis 2 Muhammad Ali 3 Martina
Navratilova 4 Pelé 5 Babe Ruth 6 Yuna Kim
Sport
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SITUATION
1a Set the activity. Tell students the famous
sportspeople they think of do not need to be
currently doing the sport.
• If they can think of none or only one name in a
sport, they should move on to the next one.
• Give students a time check after one minute and
stop them at exactly two minutes.
1bPut pairs together to compare, then elicit answers
from the class and write them on the board
(students can use these in Exercises 7 and 8).
• Award one point for each sportsperson named.
The pair with most points wins.
Students’ own answers.
2 Tell students to read the questions and check they
understand channel (i.e. a TV channel).
• Allow three minutes to read the situation and
answer the questions. Elicit answers from the class.
1 to attract viewers’ interest – it’s a new
channel 2 the greatest in the last ten years
3 viewers write an email about a sportsperson,
selected writers take part in a TV debate, the
audience will vote on the greatest sportsperson
3a Read through the instructions and criteria and
check that students understand charisma
(characteristic which makes people love or respect
you), status (how others think/feel about you), role
model (an example for others to follow), fame
(being famous), overcome (find solutions to).
• Put students in groups of three or four. They must
agree on which six criteria to choose.
3bElicit answers for Exercise 3a from each group.
Discuss with the class which six they think were
most popular.
4 Focus students on the photos of Yuna Kim. Tell
them/Elicit that she’s a Korean ice skater.
• Students read the questions. Play the recording
without pausing.
• Ask students to compare with a partner before
you check answers with the class.
1 There were not many public ice skating rinks
in South Korea. 2 Very successful – she won a
gold medal. She was given the highest ever
scores. 3 She is a very good singer.
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Audio script 3.4 and answer key to Exercises
5b and 5c
Yuna Kim is a South Korean figure skater. She
was born in Gumpo, South Korea in 1990. She’s a
truly remarkable sportswoman and some people
say she’s the greatest modern sportswoman. Let
me tell you about her.
When she was still very young, her coaches
noticed she had the perfect body for skating.
However, she had to overcome difficulties to
develop her talent. There’s no doubt she’s a very
determined person because at that time, there
were not many public ice rinks in South Korea, so
she had to practise very early in the morning or
late at night. The rinks were so cold that she
risked injuries. In spite of this, at the age of
twelve, she won the senior figure skating title in
the South Korean championships. An outstanding
achievement for such a young person. She was
the youngest woman ever to win the
championship. After that, she won many
international championships. She won her first
World Championship title in 2009 and at the 2010
Olympic Games she won a gold medal. Yuna
Kim’s skating programmes were given the highest
scores since the International Skating Union had
judged the competition.
You can watch her astonishing performance in
the competition on YouTube. Experts have
described it as ‘amazing’, ‘breathtaking’ and
‘phenomenal’. She seemed to skate faster than the
other competitors, her jumps were higher and
more artistic. She moved more elegantly and more
athletically than the other skaters in the
competition and she appeared to hear the
rhythms better than everyone else.
After her success in the Olympics, she worked
hard to promote ice skating in South Korea and
also to ensure that her country won the bid for the
Winter Olympics in 2018. She presented television
programmes and also wrote books on her sport,
giving advice to young skaters.
In 2013, she took part in the South Korean Ladies
Championship. She won the competition and,
once again, people admired her extraordinary
technical skills, her artistry and elegance.
She is a role model not only for young people in
South Korea, but also for skaters all over the
world. She is one of the highest-paid female
Sport
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athletes in the world. Because of her fame, her
beauty and, above all, her admirable personal
qualities, she is asked to endorse all kinds of
products. She was a UNICEF Goodwill
Ambassador and often represents South Korea at
international events. What’s also extraordinary
about her is that’s she’s so versatile. She’s a fine
singer and has recorded a number of songs
written by Korean pop stars. There seems to be
no end to Yuna Kim’s remarkable talents. She is
undoubtedly a superstar.
KEY LANGUAGE: using emphasis
and comparison
5a Read through the instructions and examples with
the class. Play the recording again.
• Pause after each paragraph to give students time
to note down any relevant language.
• Students compare the language they have found.
adjectives: remarkable sportswoman; greatest
modern sportswoman; youngest woman ever;
highest scores; astonishing performance;
amazing; breath-taking; phenomenal;
extraordinary technical skills; highest-paid
female athletes; admirable personal qualities;
remarkable talents.
adverbs: truly remarkable; more elegantly;
more athletically; better than everyone else
expressions: above all; no end to Yuna Kim’s
remarkable talents; undoubtedly
5bIn the same pairs, students check the audio script.
They should note down any emphatic words/
phrases they missed under the correct heading.
• In feedback, do not go through all the language,
but ask students if there were any points they did
not understand and need clarified.
5c Students identify as many comparative words or
phrases as they can and then check with a partner.
Finally, check answers with the class.
6 Students do this activity individually, then
compare with a partner. In feedback, write the
answers on the board so that everyone can check.
• Ask students if they’ve heard of any of these
people. If possible, elicit a few facts about each.
Students may want to talk about one of these
sportspeople in Exercises 7 and 8 later.
1 Pelé was a truly fantastic Brazilian footballer.
2 Jessica Ennis is an incredibly talented and
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versatile sportswoman. 3 Mia Hamm is
considered to be the best female soccer player
in history. 4 What’s extraordinary about
Serena Williams is her determination. 5 Usain
Bolt is perhaps the greatest athlete in modern
times. 6 Compared to Federer, most other
tennis players are not as versatile. 7 Lionel
Messi is far more skilful than most other
footballers. 8 Li Na played unbelievable tennis
to win the US Open Championship. 9 What
was remarkable about Yuma Kim’s performance
was its elegance. 10 What’s so amazing about
Li Shewen is her youth. 11 Babe Ruth was
arguably the greatest baseball player of all time.
12 In my opinion, Ayrton Senna/Michael
Schumacher was a far better driver than
Michael Schumacher/Ayrton Senna.
TASK: giving a presentation
7a Remind students of the situation outlined earlier
in this lesson. Students work individually. Give
them four minutes to decide which sportsperson
they want to talk about.
7bTell students to think about the structure of their
presentation, how to make it interesting and
persuasive, how to engage their listeners and how
to introduce and conclude.
• Remind students to include the Key language.
• Give students 20–30 minutes to make their notes
and monitor to help as necessary.
8a Set the activity. Check that students understand
the scoring mechanism below the table. Remind
them to complete all the six criteria agreed in 3b.
• In turn, students give their presentations. One
student should also be timekeeper. Other students
ask questions at the end.
• Monitor to note mistakes using the Key language.
8bAsk each group who their winner was.
• To extend the discussion, ask whether students
were surprised at the sportspeople who won.
• If appropriate, go through any mistakes you noted
during the presentations.
HOMEWORK OPTIONS
Students do the reading, listening and Key language
exercises for this lesson in MyEnglishLab.
Students use their notes from Exercise 7b to write a
fact sheet about the sportsperson.
Students do Exercise KL–4 on page 131 in the
Language reference.
Sport
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3.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on understanding essay questions
and writing a for and against essay. Students discuss
what makes a good essay and analyse the language
used in essay questions. Next, they listen to a lecturer
giving advice about essays and analyse a question.
Students read an essay and focus on the content,
organisation and the language used (e.g. formal
expressions) before writing their own essay.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a listening and a reading text
• learnt (more) about the language used in essay
questions, how to write an essay and the structure
and language of a for and against essay
• written a for and against essay.
Timings
If short of time, students plan their essay together in
Exercise 11b, but write it individually for homework.
Possible lesson break: after Exercise 4.
WARM- UP
This activity introduces the topic of how much
sportspeople should be paid.
• Write on the board: tennis player, surfer, motor
racing driver, mountaineer, boxer.
• Check that students understand the terms. They
then rank them according to who should be paid
the most (1) to who should be paid the least (5).
• Put students in pairs to compare and give reasons
for their lists. Then elicit a list from two or three
students and ask the class if they agree.
STUDY SKILLS: understanding
essay questions
1 Explain that students are going to write an essay
later in the lesson.
• Set the question, focus students on the example
and then put them in pairs to make a list.
• Elicit a few ideas from two or three pairs and ask
the class if they agree.
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2a Understanding key words. Put students in pairs
and ask them to underline the key words in each
question as they discuss it.
• Elicit the key words from the class, but not what
each question word means as this is checked in
Exercise 2b.
1 Analyse 2 Compare, contrast 3 To what
extent 4 Account for 5 Outline 6 Discuss
7 Describe
2bStudents do this activity individually. They then
compare with a partner before you check answers
with the class.
• In feedback, check students understand to what
extent and how far by explaining question 3 in
Exercise 2a (e.g. Is winning the most/least important
thing or is it somewhere between?).
1c 2g 3d 4a 5f 6e 7b
3a Essay writing. Set the activity and play the
recording without pausing. You might point out
that there are six questions in total.
• Individually, students write down the questions,
then check with a partner. Take class feedback.
If you think your class might find this exercise hard,
get students to paraphrase the questions rather than
try and write them down word for word.
Audio script 3.5 and answer key to Exercise 3a
Lecturer, Students
L: Right, thank you very much for coming and I
hope you found the session useful. Now, if
there are any questions, I’ll be here for a few
minutes if anyone wants to discuss anything.
S1: I have this essay to write and I’m finding it a
real struggle. Could you give me a few tips?
L: Sure. Gosh, where do I start? OK, well, a
common mistake new students often make is
about the purpose of an essay. An essay is
basically a question which needs an answer.
Erm, I mean, it isn’t an opportunity for you to
show how much you know about a particular
subject. So, if you don’t actually answer the
question, you’ll fail the task, however good
your writing is. A lot of people forget this.
S1: I see, that makes sense. So what’s the best way
of preparing to write an essay, do you think?
L: Well, the first thing I would do is analyse the
title. I think it’s helpful to underline any key
words and work out what you’re actually
Sport
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being asked to do. Then decide what kind of
structure the title indicates to you. For
example, is it a for and against essay or are
you being asked to compare and contrast or
even offer solutions to a problem?
S1: OK, thanks. That’s good. Then, what do you
recommend I do next?
L: Well, then I think you should make some
notes. Start by writing the exact title at the top
of a new sheet of paper to focus your
attention and then brainstorm your ideas. I
find it’s helpful for students to get into the
habit of starting with the topic area and just
noting down any topic vocabulary which
comes to mind.
S1: Oh, OK. That’s a good idea. What next?
L: Well, I suggest that you ask yourself questions
such as ‘What do I already know? What do I
need to find out?’ Get all your ideas down on
paper, however crazy they may seem. Then
organise your notes – it’s really important
that you have a clear and logical structure in
your mind before you start writing.
S1: Yeah, I think that’s one of my problems,
getting to that. Thank you very much.
L: That’s OK.
S2: I was wondering if you could give me some
advice on how I should go about actually
writing the essay?
L: Sure. A good approach to writing is what I
call ‘the beginning, middle and end
approach’. I think that good essays tend to
follow this.
S2: Oh, right. What does that mean?
L: Right, I’ll explain. I think at the beginning or
in the first paragraph you should restate the
question in your own words and introduce
the topic. The next two, three or four
paragraphs are the middle or main part of the
essay, where you state the arguments for and
against the proposition or offer solutions to
the problem. The third part and final
paragraph is a conclusion where you should
refer back to the question and offer your own
opinion if that is appropriate.
S2: That’s useful, thanks very much. Is there
anything special about academic writing that
we should think about?
L: Mmm, let’s think. Yes, firstly, most questions
involve some kind of comparison and
contrast, if only looking at the for and against
of something, or assessing which solution to a
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problem is better. Secondly, good academic
writing will have a logical argument and
guide the reader through the argument, using
examples and supporting the points you
make with examples where necessary and
appropriate. You should also put similar
ideas in a single paragraph – you know, all
the reasons for a particular thing, that sort of
thing.
S2: OK, great, thanks.
S3: Could I ask about the language itself?
L: Mmm, good point. Most important: academic
writing tends to be neutral in tone.
S3: Neutral? What exactly do you mean?
L: Well, you need to stand back and to appear to
look at the question from a distance – to be
emotionally detached. A good way of
achieving this is to leave yourself out of your
writing; don’t keep writing I think, but
instead use phrases like it is clear that and it is
obvious that, this shows that, it is true that and
so on. You can put in your own experience,
but it’s often better to make this sound more
general by introducing personal opinions and
experiences with phrases like for many people
and a lot of men, women, younger people find … .
Passive structures are often used because they
help to give that distance and objectivity.
Finally, you should avoid abbreviations and
contractions if it’s a formal academic essay.
S3: Well, thanks very much. You’ve really been
helpful. I think I’m ready to make a start now.
L: No problem, I hope it helps.
3bStudents complete as many of the gaps as they can
based on the first listening. They then listen again
to check/complete the gaps. It may be useful to
quickly discuss with your class what type of
words should go in the gap.
• Students do the activity individually and then
check in pairs.
• Check answers with the class and check that they
understand brainstorm (note ideas quickly in no
particular order), restate (say/write again) and
abbreviations (shortened words).
1 Analyse 2 underline 3 Decide 4 Make
5 Brainstorm 6 Ask 7 Organise 8 middle
9 end 10 restate 11 introduce 12 refer
13 offer 14 neutral 15 yourself 16 Passive
17 abbreviations
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4 Give students five minutes for this activity.
Remind them that Exercise 2b will help them
analyse the question they choose.
• If necessary, give students a few ideas of the kind
of thing they might include in an essay (examples,
arguments for and against, your opinion, others’
opinions, etc.).
• For feedback, ask students how many chose each
of the questions in Exercise 2a. Then ask for a few
ideas of what might be included in each.
WRITING SKILLS: a for and against
essay
If you have students preparing for IELTS or
PTE-A, highlight that a for and against essay is a
common essay type in the exam. Set a time limit of
40 minutes for the essay in Exercise 11b.
5 Explain that students are going to read an essay
about how much sportspeople earn.
• Ask students who the people in the photos are
(Jenson Button, a motor racing driver, and Anna
Kournikova, a tennis player). Ask why Button has
logos on his clothes and why Kournikova is in
front of a Porsche. Use this to pre-teach sponsorship.
• Give students a few minutes to discuss this
question and then elicit some ideas from the class.
6 Students read the questions. Allow four minutes
to read the essay and answer the questions.
• Ask students to compare with a partner before
you check answers with the class.
1 football, golf, tennis, boxing, motor racing
2 salaries, prize money, sponsorship deals,
advertising contracts 3 The writer thinks that
sportspeople should be paid what they are –
they’re worth it.
7 Students work individually, then compare with a
partner before class feedback. Explain that the
points refer to the structure of an essay.
a4 b5 c1 d3 e2
8a Introductions. Put students in pairs to discuss this
question. Answers are checked in Exercise 8b.
Students should base their discussions on
articles/essays they have read before and also
articles/essays they have written.
8bGive students a maximum of one minute to read
and check, then elicit answers from the class.
2, 3, 4
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9a Ask students to read the introduction and then • Monitor to help with vocabulary or provide
give them three minutes to answer the questions. prompts if necessary.
You should explain that getting to know time • Allow 30–40 minutes for students to write their
words/phrases can significantly improve the essays.
quality of their writing. If you have students preparing for IELTS, set a
• Ask students to compare with a partner before limit of 240 words and a time limit of 40 minutes.
you check answers with the class. • Take essays in for marking, paying attention to
structure and use of expressions from this lesson.
To talk about changes: 1 (present perfect), Alternatively, ask students to edit each other’s
3 (present perfect), 4 (present perfect), work and then rewrite the essays with corrections
6 (present perfect) before you take them in for marking.
To generalise: 2 (present), 5 (present)
7 (present) HOMEWORK OPTIONS
(Note: the tenses for all items can be simple or
Students do the study skills, dictation, writing skills,
continuous.)
reading and academic collocations exercises for this
All the expressions under To talk about changes can lesson in MyEnglishLab. This is also a good time to
also be used to introduce generalisations: it do the MyEnglishLab video activities.
depends on the noun phrase that follows (e.g. In
Refer students to the Warm-up activity, in which
the past decade, most people have …).
they decided which kind of sportsperson should be
9bGive students ten minutes to write three or four
paid more than others. Write the following on the
opening sentences while you monitor to correct.
board: X should be paid more than all other sportspeople.
• Elicit two or three good examples to the board as a
Discuss. Students then write a for and against essay
model for the class.
for homework.
10 Formal expressions. Tell students to underline the
expressions in the essay. They may find two for
question 3.
• Ask students to compare with a partner and then
elicit answers from the class.
• Ask students why this is a good essay and refer
them to the ideas they had in Exercise 1.
• Finally, ask students if they agree with the writer’s
opinion and why/why not.

1 The objective of this essay is to decide

2 for instance 3 Many people argue, It can
also be argued that 4 In simple terms 5 In
contrast 6 It is also clear that 7 In conclusion
8 On balance

11a Put students in pairs. Ask them to spend four

minutes discussing each question and give regular
time checks. Depending on time, you might take
general class feedback from a few of the pairs.
11b Ask students to decide which title they found
most interesting or which generated most
discussion in Exercise 11a. Advise them to choose
this title for their essay.
• Give the pairs 15–20 minutes to plan their essay
and emphasise that they should only make notes
on content and structure, not write full sentences
at this stage. Both students need a copy of the notes.

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4
Unit Objectives
Grammar:
Medicine
future continuous, going to, present continuous; future perfect simple, future simple
Vocabulary: personality adjectives; medical terms; illness and medicine; dependent prepositions
Scenario: discussing implications; making difficult decisions
Study skills: evaluating resources on the internet
Writing skills: a short report

4.1 MEDICAL SPEAKING AND LISTENING

BREAKTHROUGHS
IN THIS LESSON
Lesson topic and staging
This lesson looks at important advances in medical
science. Students listen to an interview with a doctor
and look at the meaning and pronunciation of a set
of medical terms. Next, students read different texts
about medical advances and swap information with
a partner. Finally, students discuss a set of important
issues about medicine and the medical profession.
Objectives
By the end of the lesson, students will have:
• extracted specific information from listening and
reading texts
• extended their range of vocabulary related to
medicine and the medical profession
• participated in group discussions to express their
opinions on different aspects of medicine
Timings
If short of time, omit Exercise 8.
Possible lesson break: after Exercise 5.
WARM-UP
This activity focuses on medical breakthroughs.
• Write this list of medical breakthroughs on the
board: 1 vaccinations 2 blood transfusion
3 anaesthetics 4 invention of microscope.
• In pairs, students put the events in date order.
• Take class feedback and discuss why each
breakthrough was so important.
4 (1590) 1 (1796) 3 (1800) 2 (1907)
1 Set the activity and put students in pairs.
• Students have two minutes to decide which three
qualities are the most important.
• Take feedback from two or three pairs on which
qualities are the most important and why.
Students’ own answers.
2 Students read the sentences. Clarify vocabulary as
necessary, particularly everyday language (the kind
of words ‘ordinary’ people use) and alternative
treatments (non-medical forms of health care).
• Play the recording. Individually, students tick the
points which are mentioned.
• Students check in pairs. Take class feedback.
1, 2, 3, 5, 7
Audio script 4.1
Well, yes, there is certainly a lot of training and it
takes a long time to become qualified. There’s a
lot to learn. You do need to be good at science,
there’s no doubt about that. Oh, and not mind the
sight of blood! Seriously though, I think many
people forget that it is after all a job about people
and being able to deal with people. There is a very
human side to being a good doctor. It’s a sociable
job. For me, well, I try to make a real effort to
engage with patients – simple things like
remembering names. Some of my colleagues
think I spend too long with patients and that I’m
not efficient. Sometimes it can be difficult with
certain cases – you know we call them
hypochondriacs – they like to come to the doctor,
but are not really ill. It can be difficult to be
sympathetic sometimes as they are time wasters,
and doctors are busy people, you know!

Some doctors go a lot further and like to lecture

people about their lifestyles. I don’t think you can

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do that too much, but you can chat to patients and
find out what is going on in their lives. It is a
good idea to be open-minded as far as treatments
are concerned. I’m constantly surprised by what
does and doesn’t work with different patients.
Some patients respond to treatments which have
no effect on others. In my experience, some of the
alternative treatments really do work and doctors
should consider them, although western science is
sometimes still very sceptical.
One thing I do feel, is that doctors today need to
think about money. You can’t just keep giving out
tablets and medicine all the time. They are very
expensive. Another thing which …
3 Emphasise that students can disagree with the
doctor in the listening, but should justify their
view. In each case, students should focus on cause
and effect, i.e. why it is a good thing for a doctor
to know the name of their patients. Monitor and
identify any particularly controversial points.
• Take feedback from three or four groups. In
particular, focus on points which divided opinion.
VOCABULARY: medical terms
4a Put students in pairs. They can help each other with
vocabulary if necessary or use their dictionaries.
• In feedback, check the pronunciation of any
difficult sounds (stressed syllables are focused on
in Exercise 5).
• Tell students that Alzheimer’s has a capital letter
because it is someone’s name.
1 anaesthetist, midwife, pharmacist,
psychiatrist, radiologist, surgeon 2 antibiotic,
injection, morphine, painkiller, physiotherapy,
transplant 3 Alzheimer’s, arthritis, cancer,
chest infection, diabetes, heart disease
4b Ask students to work individually. They can use
their dictionaries to check unknown vocabulary
(e.g. insulin).
• Students compare with a partner before you check
answers with the class.
• In feedback, model the words so that students can
hear them again. This is useful for Exercise 5.
1 pharmacist 2 physiotherapy 3 transplant
4 diabetes 5 psychiatrist 6 injection 7 heart
disease
PRONUNCIATION
5 Stressed syllables. Tell students that they should
have heard most of the words a few times in
previous exercises.
• Read the instructions and do one example
(anaesthetist) with the class, eliciting the main
stress and the pronunciation of the stressed
syllable (/əniːsθətɪst/).
• Give students a few minutes to mark the stress
and think about the pronunciation individually.
• While students are working, write the words on
the board for use in feedback later.
• Students check answers with a partner, saying the
words for each other to provide a model.
• Play the recording and pause after each item to
give students time to check and correct their work.
• Play the recording again, pausing after each item,
and elicit answers from the class. Mark the stress
on the board, model the stressed vowel sound and
ask students to repeat.
Audio script 4.2 and answer key to Exercise 5
Alzheimer’s diabetes pharmacist
anaesthetist heart disease physiotherapy
antibiotic injection psychiatrist
arthritis midwife radiologist
cancer morphine surgeon
chest infection painkiller transplant
READING
6 Elicit breakthrough (important medical advance/
improvement) and use the photos as examples.
• Put students in pairs and ask them to discuss what
they know about the four advances mentioned.
Elicit some ideas to the board.
If your class do not know much about these
advances, either give them some key facts or allow
them one minute to look up information on their
electronic devices.
7a Keep students in the same pairs as Exercise 6 and
make sure that they only look at their own text.
• Read through the instructions with the class.
Give them five minutes to read the texts and
answer the questions.
Students may take better notes if they write down
the questions in the coursebook, and make notes
underneath each of them.
• Do not go through answers as a whole class until
the end of Exercise 7b.

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7bAsk students to take it in turns to tell their partner
about one of the breakthroughs (i.e. Student A
talks about aspirin, then Student B talks about
X-rays; A then does anaesthesia and B penicillin).
• Tell students to ask each other questions to get as
much information as possible. They should use the
question words in the coursebook as prompts.
• Monitor while students are speaking.
• After the activity, do not go through all the
answers with the class, but focus specifically on
any points you identified while monitoring.
8a Critical thinking: Ranking by importance. This
exercise gives students practise in evaluating the
relative merits of different medical advances,
thinking about them deeply and saying which
they think is more important.
• Keep students in the same pairs as Exercise 5.
• Explain that whilst all four advances are
important, it is also interesting to compare them
with each other. Emphasise there are no correct
answers, but in discussion students should justify
their answers.
8b Ask students to read the question and check that
they understand thermometer (mime using this)
and scalpel (a surgeon uses it for cutting skin, etc.).
• Give students five minutes to discuss these
inventions and any others they know. Tell them to
use the items you wrote on the board in Exercise 6
as more examples.
8c Join pairs together to share information.
• When students have finished, elicit answers from
three or four pairs and ask for the reasons. Ask the
rest of the class if they agree and why/why not.
SPEAKING
9 Put students in small groups.
• Allow ten minutes for the discussion and give
students a time check every two minutes to
remind them to move on to the next question.
• In feedback, ask two or three groups to give their
ideas for one or two of the questions.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students use the internet to research one of the
medical advances they discussed in Exercise 8. They
then produce a fact sheet for other students in the
class to read.
Medicine
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4.2 MALARIA
IN THIS LESSON
Lesson topic and staging
This lesson looks at the global killer disease malaria.
Students listen to a talk by a medical professor about
why some people don’t get treatment. Then they read
two texts about malaria and focus on vocabulary
taken from the texts. Next, students study the future
continuous, the present continuous and going to, and
practise using these forms. Finally, students plan a
fundraising day to support a malaria charity.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• extended their range of vocabulary related to
illness and medicine
• revised/extended their understanding of the use of
the future and present continuous
Timings
If short of time, omit Exercise 8.
Possible lesson break: after Exercise 9.
WARM-UP
This activity introduces the topic of transmitting
diseases and provides relevant vocabulary.
• Focus students on the photo on page 38 and elicit
mosquito and that these insects transmit malaria
(a disease carried by mosquitoes, a serious
problem in Africa, Asia and South America).
• Write the following on the board: blood, coughing
and sneezing, water, food, insects.
• Put students in pairs. Give them two minutes to
think of illnesses transmitted in these ways.
• Elicit answers from the class and give one point
for each illness correctly identified.
• Write the illnesses on the board and ask students
to explain or tell them to use their dictionaries.
Possible answers:
blood: HIV/AIDS, hepatitis
coughing and sneezing: TB, flu, colds
water: cholera, typhoid, hepatitis, diarrhoea
food: diarrhoea, hepatitis
insects: malaria, Lyme disease
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LISTENING
1 Students discuss the questions in pairs or small
groups before you elicit answers from the class.
• If you did not use the Warm-up activity, take this
opportunity to elicit malaria.
2 Read through the instructions with the class and
check that students understand drugs (medicine).
• Play the recording without pausing and ask
students to briefly compare answers with a partner.
• Check answers with the class and check that
students understand pharmaceutical companies
(companies that develop and sell drugs).
Diseases: high blood pressure, asthma, diabetes,
malaria People who pay for drugs: insurance
companies, state health services International
agencies: the World Health Organisation, the
World Bank, the European Union
Audio script 4.3
John Dodge
The pharmaceutical industry has a problem at the
present time because the very common diseases
throughout the world such as high blood
pressure, asthma, diabetes and so on have huge
markets with potentially very large profits for
successful drugs, but the people who are paying
for the drug, such as insurance companies and
state health services, do not wish to pay more
than they have to for an effective treatment. That
is why so much money goes into marketing as
well as into development and testing of drugs.
There are still very large areas of medicine where
new drugs are desperately needed. For example,
it would be wonderful if we had more anti-
malarial drugs because many of the existing
preparations have become less effective as time
has gone on and the malaria parasite has become
resistant to them. Ideally, we need a vaccine
against malaria so that all the people in a
particular malarial country can be immunised and
thereby protected. This, of course, needs to be
combined with measures to reduce mosquitoes
and so on. But these countries, where there are
huge needs for effective new treatment, are
generally poor and can’t afford the huge cost of
new drugs. So the pharmaceutical companies are
less keen to develop new treatments which will
not be very profitable. This type of development
really depends upon support from international
Medicine
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agencies such as the World Health Organisation,
the World Bank, the European Union and similar
organisations. Working in partnerships with
university departments, the agencies can try to
produce treatments and develop them to a stage
where a pharmaceutical company would be
interested in bringing them to the market.
3a Briefly discuss the headings/key points which
students might takes notes about.
• Play the recording again. Students take notes.
Emphasise that they should focus on the main ideas.
3bMake sure that you say Swap! after 30 seconds to
ensure that both partners get to contribute.
• Take brief class feedback on the main points.
4 Put students in small groups. Explain that there
are no correct answers to these questions, but
students should justify/explain their points.
• Take feedback from three or four groups.
READING
5 Students discuss the question in small groups.
• Take brief feedback.
6 Pre-teach parasite (the small creature that causes
malaria, carried by the mosquito).
• Give students no more than four minutes to scan
the information in the texts.
Tell students to write the question number next to
the relevant information in the text to save time
(e.g. write 1 next to Imperial College London and
University of Washington).
• Students compare with a partner before you check
answers with the class.
1 Imperial College London, University of
Washington, Seattle 2 Alexander the Great,
Genghis Khan 3 Africa, (Central and South)
America 4 Andrea Crisanti 5 plasmodium
6 Nature 7 25 April 8 Latin
7 Tell students that they can read more efficiently
by deciding first which text will contain the
information.
• Give students two minutes to read the texts again.
• Students compare with a partner before you check
answers with the class.
1F 2 NG 3 NG 4 T 5 NG 6F 7F
8 Students discuss the questions in pairs or small
groups. This should be a relatively quick activity –
no more than three minutes. Take brief feedback.
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VOCABULARY: illness and S: Then we’ll be filming the celebrity interviews

medicine for the fundraising appeal all Monday
morning and then we’ll be distributing the
9 Students work individually and then compare first batch of mosquito nets with the
answers with a partner. celebrities on Monday afternoon. Tom and I
• In feedback, check that students can pronounce will be working in Uganda all next month,
symptoms, fever, contract (verb) and vaccine. helping with the distribution of the rest of
• For further practice, ask students to do Exercise the nets.
V1–3–5 on page 133 in the Language reference. J: Great! And what are the celebrities doing?
(Note: This exercise also contains vocabulary from S: Some of the celebrities are going to spend a
Exercise 2 in lesson 4.1.) few days sightseeing, but no arrangements
have been made yet.
1 infection 2 parasite 3 symptoms 4 fever J: Well, everything’s looking good. And based
5 contract 6 vaccine 7 diagnosis on the money we’ve raised so far and the
8 complications support we’ve had, I think we’re going to
raise a lot more money than last year.
GRAMMAR: future continuous,
10b Students work in pairs to identify the future
going to, present continuous form being used. Check answers with the class.
10a Give students 90 seconds to read the sentences.
• Play the recording for students to complete the a present continuous b future continuous
gaps with the appropriate form of the future. c going to
• Students compare their answers with a partner.
10c Students may find the language used to describe
• Replay the recording if necessary, then take class
the tenses difficult to understand. Paraphrase
feedback. Do not give specific feedback about the
these sentences if necessary, or draw timelines to
name/usage of the future forms at this stage.
help them understand.
Audio script 4.4 and answer key to Exercise 10a • Students work in pairs to identify the correct form
Jan, Tom, Susan being described in each case.
• Check answers carefully and ensure that students
J: So, Tom, you’re in charge of arrangements. understand the exact meaning in each case.
Can you give us the details?
T: Sure, Jan. All the support team are flying out 1 present continuous 2 future continuous
to Kampala at 5 p.m. on Friday. We are flying 3 future continuous 4 going to 5 going to
from Heathrow. We’re all meeting at check-in
at 3 p.m. Everyone has been emailed and all These forms have subtle differences in meaning/
the arrangements have been made. use. Explain that the meaning/use of this grammar
J: Thanks, Tom. OK, Susan, how’s it going with (like so much grammar in English) is not
the support team in Uganda? necessarily to do with the action itself, but with
S: Well, they’ve purchased half a million the speaker’s intention when using a form. Always
mosquito nets and these are the long-lasting advise students to decide what message they want
insecticide-treated nets. to convey before they choose the grammar.
J: Great! And what’s happening with the • Tell students to look at the Language reference on
celebrities? page 132 if they need more help.
S: The Ugandan team will be waiting for the 11 Students work in pairs. Encourage them to justify
celebrities in the hotel reception on Monday their answers.
morning at 9 a.m. when the celebrity bus • In feedback, ask students to give reasons for the
arrives. choices they made (see notes in brackets in the
J: So the Ugandan team are getting to the hotel answer key below).
at nine?
S: No they’ll be there before nine. 1 I’m going to study (This is probably not a
J: OK. Good. fixed arrangement because they don’t know

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where yet. It’s an intention.) 2 Will you be
passing (They are asking someone about a plan
because they want them to do something.)
3 I’ll be starting (stating a fact about an action
in progress at a time in the future) 4 Both
forms are possible. (The context does not tell us
if this is a plan or an intention.) 5 I’ll be
operating (an action in progress at a particular
time in the future) 6 Both forms are possible.
7 we will be landing (a fact about an action
happening in the future) 8 I’ll be recovering
(a fact about an action happening in the future)
9 We will be waiting (stating a fact about an
action in progress at a time in the future)
As you go through answers, model the
pronunciation of the future continuous form
(contractions: I’ll, he’ll, she’ll, etc., the weak form of
be and the stress on the -ing verb).
• For further practice, ask students to do Exercise
G1–1 on page 133 in the Language reference.
SPEAKING
12a Put students in groups of four to brainstorm
ideas for a fundraising day. Direct them to the
prompts given. Emphasise that they should focus
on using as many future forms as possible.
• Monitor to help with ideas and vocabulary if
necessary. If you hear mistakes in using the future
forms, correct them and explain the error.
12b To ensure a good mix when forming new
groups, give each student a number, 1, 2, 3 or 4.
Students then reform in these groups.
In their new groups, students identify the best bits
of each plan and create a new one.
HOMEWORK OPTIONS
Students do the vocabulary, reading, listening and
grammar exercises for this lesson in MyEnglishLab.
Students use the internet to research the illness they
discussed in Exercise 1 and write a fact sheet, using
the text on page 38 as a model.
Students do exercises G1–1 and V1–3–5 on page 133
in the Language reference.
Medicine
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4.3 BIONIC EYE
IN THIS LESSON
Lesson topic and staging
This lesson looks at future medical developments.
Students use a listening with medical professionals
discussing this topic to focus on dependent
prepositions. They then study the future perfect
simple and future simple. Next, students read about
one specific development, the bionic eye. Finally,
they discuss their hopes for the health of their
home country.
Meet the expert video
Watch a video by a scientist – an expert in bionics.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• revised and/or extended their range of verbs and
dependent prepositions
• revised/learnt about the future perfect simple and
the future simple, and practised using these
Timings
If short of time, omit Exercise 4 or 6b. Alternatively,
set Exercise 10 as homework.
Possible lesson break: after Exercise 10.
WARM-UP
This activity introduces the topic of medical
developments.
• Write the following list of recent medical
developments on the board: stem cells, targeted
cancer treatment, face transplants, microsurgery.
• Give students five minutes to work in pairs and
discuss what they know about each of these topics.
LISTENING
1 Students discuss the question in small groups.
Take brief class feedback. Write some of the
predictions on the board.
• Encourage students to try and revise some of the
future tenses looked at in the previous lesson.
2 Ask students to read the introduction to the
listening. Quickly elicit/teach the meaning of each
of the terms. Also check that they understand
medical researcher (a person who investigates
medical problems and tries to give solutions).
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• Play the recording and get students to answer
individually. Check answers with the class.
Blindness, cancer and radiation are mentioned.
• Ask students if any of the suggestions they made
in Exercise 1 were mentioned.
Audio script 4.5 and answer key to Exercise 8
1 Well, in terms of sight, I think 100 years from
now we will probably have 2, 3 a genetic way
to fix diabetes, which is the number one cause
of blindness in this country. And as diabetes
accounts for ten percent of the health budget,
it’s a good area for researchers to focus on. I
also think we’ll have succeeded 1 in
preventing some eye diseases – maybe with
a pill. I think we’ll definitely be able 2, 3 to
transplant the optic nerve and the area at the
back of the eye and will possibly be able 2, 3 to
clone eyes from skin cells. People ask me if
scientists will make 2 a bionic man or
woman soon. Well, they have already made
a bionic eye.
2 By 2120 engineers will have developed 1 a
‘smart suit’, or a sort of special ‘airbag’, and
when you’re skiing or doing other vigorous
activities and you start to fall, then the suit
would quickly adjust to help to protect you.
3 I believe that in the not too distant future
scientists will have created 1 personal virtual
computer models that will be constantly
updated 2 to record injuries, accidents or
diseases or illnesses that you suffer from. It
will be kept 2 in cyberspace and your doctor
will probably be able to 2, 3 access it from
anywhere in the world. I also think they will
have invented 1 tiny robots that you swallow,
which will perform 2 surgery. The robots
would go right to the problem area and use
lasers or stitches or produce a healing
material which will help patients recover
from their injuries quickly.
4 I think cancer will be treated 2 differently.
Instead of trying to totally destroy the cancer
from the outside, I think we will have found 1
something very small that can get into the
cell. Mind you, I think we’ll probably have 2, 3
a whole different set of diseases that we’ll be
worrying about. I agree with those who say
that cancer probably won’t be 2, 3 a big
problem in 100 years.
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5 In terms of imaging technology, I guess that
in 100 years, three-dimensional imaging (and
I mean things like CAT scans and three-
dimensional ultra sound) will be 2 huge. X-
rays and radiation will certainly not
disappear 2, 3 completely, but we will have
found 1 ways to use lower amounts of
radiation.
6 100 years … well, in 100 years people will
probably be living on other planets or out in
space. I think by then we will have
developed 1 a way to protect astronauts from
radiation exposure, and those methods could
be used to help prevent damage in people
exposed to radiation and it will be 2 easier to
care for them.
3 Give students one minute to read the nine
sentences in the text. Ask them to remember/
predict which three statements are not mentioned.
• Play the recording and get students to answer
individually. They should write a number (1–6)
next to the statement or put a cross (×) if it is
not mentioned.
• Students compare answers with a partner.
• Take feedback and ask the class to provide as
much information as they can remember.
a2 b4 c× d3 e6 f× g1 h× i6
4 This can be a quick or longer activity, depending
on the students’ level of interest. They should
focus on the six points which were mentioned.
With the whole class, discuss the three statements
not mentioned and whether they think they are
true or not. If true, do they consider them useful?
VOCABULARY: dependent
prepositions
5a In pairs, students briefly discuss the functions and
importance of prepositions in English (they show
the relationship between content words such as
nouns and verbs).
• Ask students to turn to the audio script on page
172 and identify which prepositions go with
which verbs. Explain that this is a scanning
activity and they should quickly identify the verb
and the preposition which follows.
• Take class feedback. Get students to briefly
explain the meaning of each verb.
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1 on 2 in 3 from 4 from 5 about 6 with 7 from
8 for
5b Individually, students complete the gaps verbs
and prepositions from Exercise 5a.
• Students compare with a partner before you check
answers with the class.
1 recovered from 2 suffer from 3 caring for
4 protect from 5 worried about 6 agreed
with 7 focus on 8 succeed in
Ask students what other nouns might follow these
verbs (e.g. caring for + children).
6a If students do not know which preposition goes
with which verb, encourage them to guess. They
should then check with a partner, and/or in their
dictionary. Then check in class.
1 about 2 with 3 for 4 in 5 on
6b Encourage students to answer these questions
honestly. Students take it in turns to ask and
answer the questions.
GRAMMAR: future perfect simple,
future simple
7a Students read the examples in the book and then
look at the Grammar tip. Individually, they should
decide which of the statements is correct.
• Take a vote on the answer. Give more explanation
if necessary.
completed before a point in time in the future.
7bStudents complete the gaps individually.
• Check answers with the class and elicit that
won’t = will not. Elicit a few more example past
participles (regular and irregular).
• Elicit the contractions of will (e.g. I’ll, he’ll, you’ll)
and then model the pronunciation of these
contractions and won’t. Then elicit/model the
pronunciation of I’ll’ve and I won’t’ve. Ask
students to repeat. Tell them that they shouldn’t
use these contractions in formal writing.
will/won’t + have + past participle.
8 Students have three minutes to look at the audio
script on page 172 and find as many examples as
they can of each form. Tell them that they should
look for both active and passive forms.
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• In pairs, students compare their findings and add
to their own.
To speed this exercise up, divide students in
threes and give them each one topic to find.
• Go through a few (but not all) examples in class.
See audio script 4.5.
1 = future perfect simple
2 = future perfect
3 = adverbs of certainty
Adverbs come after will/won’t (i.e. between
auxiliary verb and main verb).
9 Write Anderson Bio-Sciences on the board. Direct
students to the text by asking them to predict what
the company does. They quickly read to check.
• Ask students to underline three words they don’t
know in the text and use their dictionaries to find
the meaning. Put students in pairs to teach each
other the words.
• Students read the instructions. Give them seven
minutes to fill the gaps.
• Ask students to compare with a partner before
you check answers with the class.
1 will form 2 will have expanded 3 will
have become 4 will publish 5 will
revolutionise 6 will give 7 will include
8 will permit 9 will have made
10 Give students five minutes to write the sentences.
They then give them to a partner, who checks that
the future forms are being used correctly.
READING
11 Students discuss the questions in small groups.
They may need guidance with some of the
language and concepts. Take class feedback.
12 Ask students to look at the four questions and
to predict what they think they might refer to
(e.g. Dianne Ashworth = a name).
• Give students two minutes to quickly scan the
article for the information and identify the
answers. Take class feedback.
1 She had some sight restored with a bionic eye.
2 an eye and ear hospital where Dianne had
her sight restored 3 a group of researchers
supported by the Australian government who
designed the bionic eye 4 a specialist surgeon
who implanted the bionic eye
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13 Students read sentences 1–5 and then decide,
individually, which could be used with the article.
Ask them to identify which paragraph each
subheading should go before.
• Students check in pairs. Take class feedback.
1 (before para 2 or 3) , 3 (para 3) and 4 (para 7)
Subheadings are found in many types of academic
writing. You could talk about some of their
features at this point (e.g. should be short, clear
and provide a clear summary of what follows).
14a Students may benefit by creating a three-column
table with the headings in the coursebook. This
will ensure they take good notes about each topic.
• Allow them five minutes to take notes. Emphasise
that they should only write down key information.
14b Critical thinking: Retelling a story. In pairs,
students take turns to tell the story, referring to
their notes. Allow a maximum of 90 seconds per
student to ensure they focus on key information.
Students repeat the task. Such ‘task repetition’ is a
good way for students to learn from mistakes.
SPEAKING
15 Give students two minutes to think about this
question with regard to their own country. Ask
them to focus on three specific areas. If they can
look up information on an electronic device
beforehand, the discussion may be improved.
• Where possible, group students who are from
different countries.
MEET THE EXPERT
1 Elicit/Teach the meaning of implanted (inserted
something artificial into a body).
• Students discuss in pairs. Take brief feedback.
2a Encourage students to guess the meaning of each
phrase using language clues in the words.
Guessing the meaning of unfamiliar words based
on your existing knowledge is a useful exam skill
and is tested in the IELTS/PTE-A Reading and
Listening exams.
2bStudents read the sentences and predict which
definition goes with which phrase.
• Play the video. Students answer individually.
• Students check with a partner before you check
with the class. Ensure pronunciation/stress is
correct.
1b 2e 3a 4d 5c
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Meet the expert video
Tina Chowdhury, scientist
So my name’s Tina and I’m a scientist. I work at
Queen Mary University of London. And for the
last ten years I’ve been working in the field of
Information Biology. And what that means is I’ve
been trying to understand why tissues within the
joint break down, and trying to develop
therapeutics that can help to repair the joint tissues.
Bionics is a really exciting field. Um, Bionics, what
that means is it’s trying to develop products that
mimic the functionality of the human body. So let
me give you an example. If you’re a person,
you’re only eighteen years old, old and you’re
cycling along a High Street, you get hit, knocked
down by a car, you end up in hospital. And the
emergency medicine team, they can’t save your
limb, what are you going to do? How is that going
to affect your future? Well, this is where Bionics
come into play. There are bionic devices that can
mimic the functionality of the limb or the organ.
And the idea is that these devices can help you,
um, to carry on with your life. Another example is
the bionic heart – this is something that is used
clinically at the moment – and the idea is that the
bionic heart is able to mimic the functionality of,
of the normal heart.
There are lots of material challenges involved in
heart bionics, um, for example, um, there’s the
functionality of the device – it has to be strong
enough to allow the liquids, the pressures of the
blood flowing through the device – if it’s not strong
enough, then the device is just gonna collapse.
Um, the materials need to be very clever as well,
um, what I mean by that is that if you place the
device into the human environment, you don’t
want it to degrade, you want it to be compatible
with the environment. And, um, this is – bio-
compatibility is very, very important, because it
allows the device to stay within the host
environment, so within the patient.
The technology is available at the moment, but
unfortunately, there is a problem with costs. It’s,
to have a bionic heart, you’re looking at two to
three hundred thousand pounds and
unfortunately, hospitals cannot afford this sort
of technology.
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use our engineering tools to try and squash the

So the engineers need to go back to the drawing
tissues or stretch the tissues in order to stimulate
board, with the material scientists and try and
these cells to grow.
come up with a cost effective approach. There are
cost-effective approaches and, and this includes, So we can use these tissue engineered products to
for example, the microchip technology. Um, there replace the damaged tissues in the human patient.
are some really clever researchers out there who
are developing microchips to try and enhance, 3 Students answer the questions based on their first
um, a person’s ability to, um, to have better listening .They then watch the video again and
memory, to have better cognitive thinking. check their answers.
And this could be, um, utilised in patients who • Take class feedback. Ensure students explain why
have problems within the brain. For example, a an answer is false.
patient who has Alzheimer’s or neurological, um,
problems, such as Parkinson’s, essentially the 1 T 2 F (They are used clinically at the
brain is shrinking. So if we were to insert a, a moment.) 3 F (It’s getting smaller.) 4 F (only
bionic microchip, then the chip could aid in the, in patients) 5 T
the improving the communications within the
4 Students discuss in groups. Paraphrase the
brain and help the person to, um, um, have better
questions with students if necessary. Take class
memory, to have better cognitive thinking and
feedback.
actually help this person engage, um, more
efficiently in life.
HOMEWORK OPTIONS
There are ethical concerns, um, with this sort of
Students do the reading, grammar and vocabulary
technology; I mean, I could use, uh, a microchip
exercises for this lesson in MyEnglishLab. They can
inserted into my brain, and perhaps use it to help
also do the MyEnglishLab video activities after this
me remember things, um, more efficiently – to
point.
have better cognitive thinking, to have better
intelligence – and I think, yeah, that would be Students do Exercises G2–2 and G2–3 on page 133 in
fantastic. But really, um, the, the technology the Language reference.
should be used to help patients rather than
improve the functioning of the human person
who is actually very healthy. And I think this
raises some important ethical considerations.

In my field, in joint disease, there are some really

exciting opportunities. And the field is called
tissue engineering. And what this term means is
that we can take tissues from the human body
and we can grow these tissues in a three
dimensional material environment – and we can
do this in the lab.

And we are currently doing this in the lab, and

the idea is that we can engineer these tissues, um,
so that they mimic the functionality of what’s
going on in the human body. For example, we are
working very closely with mechanical engineers
and this is because they have developed
engineering tools, which allows us to squash cells
or stretch cells, which is very important in
tissue engineering.

A skin is a very stretchy tissue, joint is, the joints

are very, um, um squashy type tissues. And we

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4.4 SCENARIO:
MEDICAL DILEMMAS
IN THIS LESSON
Lesson topic and staging
This lesson looks at medical dilemmas. Students read
a text where a doctor has behaved inappropriately in
a medical trial and discuss the implications of this
misbehaviour. They are introduced to the Key
language through the listening, where two people in
the drug company are discussing the same problem.
Finally, the Task asks students to focus on various
medical dilemmas and identify the best possible
solution for each.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• learnt useful phrases for discussing implications
and making difficult decisions
• used this language in a ‘real-life’ situation to
discuss medical dilemmas
Timings
Possible lesson break: after Exercise 3c.
WARM-UP
This activity introduces the idea of dilemmas (moral
problems which may not have easy solutions).
• Put students in small groups and give them the
following dilemma to discuss. In the newspaper, you
see a photo of a man who the police are looking for
because he robbed a bank. You recognise the man.
However, you also know that he recently made a large
donation to a local orphanage, presumably using the
money he stole. If you report the crime, the money will
be taken away from the orphanage and the children
will go without food and clothing. Should you report
the crime?
• Take class feedback and a vote on this issue.
SITUATION
1a Students should read the two sentences first (so
they are aware of the situation). Also check that
they understand pharmaceutical company (usually a
large company which makes medicines and drugs).
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• Individually at first, students make brief notes or
highlight key parts of the text, which they will use
to explain their viewpoint.
• Students discuss the questions in pairs. Emphasise
that they do not have to agree with each other.
1b Try and match pairs so that they are of roughly
the same ability. Allow them two or three minutes
to share their viewpoints.
• Monitor carefully to get an idea of the different
opinions within the class.
• Finally, present three or four options (coming
from the student discussions) and get the class to
vote on which option they think is best. This
represents the ‘class decision’.
KEY LANGUAGE: discussing
implications
2 Set the activity and explain any language which
students do not know.
• Put students in the same pairs as before. They
compare these solutions with their answers from
Exercise 1b.
• Play the recording. Individually, students identify
which of the points are mentioned.
• Students compare with a partner before you check
answers with the class.
In many listening (and reading) exams, questions
paraphrase the actual language used in the text.
Exams like IELTS and PTE-A do this to check
whether students have understood the language
used and whether they can manipulate it
accordingly. A useful strategy is to predict what
they think the language in the original might be
(e.g. good qualities of the doctor = popular with
patients.)
Solutions 1, 3 and 4 are mentioned.
Audio script 4.6
Sandra, Hans
S: I know the doctor well, Hans, he’s very
popular with all his patients. He’s a good
listener, very sympathetic, knowledgeable,
up-to-date with treatments – just what you
want for a family doctor.
H: Yeah, that’s what I’ve heard, too. And he did
some great work for us when he was trialling
our new products for arthritis and diabetes.
We’ve used him a lot for our research – he’s
very reliable and writes good reports.
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S: We’ve got to be careful how we deal with
this. We want to support him, but we need to
look at the implications of doing it. If we
support him too strongly, the press may get
hold of the story. They’ll start digging around
and perhaps suggest we do this sort of thing
all the time, I mean, not informing patients,
using them as guinea pigs.
H: Yeah, it could be really bad for our
reputation. What do you think we should do,
then?
S: Well, I don’t know. I suppose we could offer
the patient some sort of financial
compensation and persuade her not to make
a fuss. But it’s a risky option. One
consequence could be she’ll start negotiating
with us. Asking for more cash. We don’t want
to get into that scenario, do we?
H: No, we certainly don’t. How about if we meet
her, say we’re really sorry and explain that
the doctor was trying to give her the very best
treatment available? We could say it’s a
wonderful drug and it’s had great results in
clinical trials. The doctor was very busy at the
time and he simply forgot to tell her that
the drug was still being trialled.
S: It might work, but it has a serious
disadvantage.
H: Oh, what’s that?
S: Well, will she believe it’s a wonder drug? It
seems she had some bad side effects when
she took it. She often felt dizzy and her blood
pressure went up. According to her, she
didn’t feel at all well.
H: Mmm, that could be a big problem for us. It
would have a huge impact on our profits if
that information was made public. It would
also result in other patients coming forward
with complaints.
S: Yes, it would be very damaging. But let’s face
it: all drugs have side effects; she’s just been
unlucky. I think we need to go softly with this
one. We should talk to her, be very honest.
And remind her that she has a wonderful
doctor to treat her. I think she’s been with
him for some years.
H: True, but she’s not very happy with him at
the moment.
S: It’s understandable, I suppose.
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3a Individually, students predict the order based on
the first listening. Get them to think about how
the sentences might connect with each other
(e.g. e cannot be first because of the word but).
• Play the recording again. Students check/complete
their answers and then compare with a partner
before you check with the class.
c, a, d, e, h, I, g, b, f
3b Put students in pairs. Ask them to read the
scenario in the book and elicit/teach dose (amount
of medicine to be taken).
With weaker groups, brainstorm two or three
possible actions so that they have a starting point.
• Students discuss what actions are possible. Ask
them to come up with a consensus decision.
Encourage students to continue practising the
language used in previous exercises.
• Take class feedback from three or four pairs.
TASK: making difficult decisions
4a Divide students in groups of three or four.
Together, they decide which of the situations on
page 165 they are going to work on. Alternatively,
tell students which problem to work on.
• Students read their problem and make notes about
the content. Emphasise that these should be notes,
not word-for-word transcriptions.
4b Allow around four minutes per problem – one
minute for the summary and three minutes for
discussion. Ensure that students understand the
meaning of implication (a conclusion which can be
drawn) and that they discuss the implications.
• Go through each of the problems and take brief
feedback from two or three groups about the
action they would take in each case.
4c These evaluation questions are important as they
allow students to reflect on the process they have
just gone through. Take class feedback on each
question.
HOMEWORK OPTIONS
Students do the vocabulary, pronunciation, Key
language and academic collocations exercises for this
lesson in MyEnglishLab.
Students do exercise KL– 4 on page 133 in the
Language reference.
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2 In class, ask students to predict some of the ways
4.5 STUDY AND
WRITING SKILLS
• Play the recording. In feedback, ask students to
IN THIS LESSON
Lesson topic and staging
This lesson focuses on evaluating resources on the
internet and writing short reports. Students listen to
a lecture on evaluating internet resources and use
suggestions they have considered to evaluate three
websites themselves. Next, students read and
analyse a website report on homeopathy. Finally,
they write a report of their own.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• extended their range of techniques for evaluating
internet resources
• learnt (more) about the organisation and language
used in report writing
• written a short report for a website
Timings
If short of time, set Exercise 8 or 13 as homework.
Possible lesson break: after Exercise 8.
WARM-UP
This activity introduces the topic of evaluating
internet resources.
• Give students three minutes to think about their
favourite website and make notes on why they
like it.
• Put students in pairs to compare ideas.
• Encourage students to ask each other questions to
get as much information as possible.
• If any students have chosen the same website, ask
them to compare why they like it and see how
many of their reasons are the same.
• Finally, ask students if they are interested in
looking at any of the websites they heard about.
STUDY SKILLS: evaluating
resources on the internet
1 Ensure that groups focus on one question (rather
than getting stuck) by giving one minute per
question. After each minute say, ‘Move on.’
• Take brief class feedback – get two or three
comments per question.
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in which Jeffrey Davies might use the internet.
Write these on the board.
identify the three reasons he uses the internet for
work. Ask them to say whether these reasons were
predicted or not.
research, networking, keeping up-to-date
Audio script 4.7
My name is Jeffrey Davies and I’m a business
consultant. My job is to advise individuals and
companies on ways in which they can improve
their performance in terms of work processes, team
building and better customer and client service.
I use the internet all the time – for research, for
contact-building and networking and generally
for keeping up-to-date with trends and issues in
areas of business that are relevant to my work.
In terms of research, I read a lot of studies and
articles written by academics and researchers on
topics that are linked to what I do – workplace
efficiency, staff training and development and so
on. There is a huge amount of material out there,
of course, and the hard part is finding out what I
need to learn about and not spending time
reading through what I already know. I follow a
number of management professionals online –
their blogs and articles – and I often look up the
reading which they recommend. I also often use
an RSS news feed. This lets me know if there are
any new and relevant blogs, articles and other
publications that’ll be useful to me.
As far as networking goes, services like LinkedIn
and more specialised professional sites are very
useful for making new contacts, letting people
know what I do and sharing information with
other professionals. In some cases, it leads to new
working relationships – working with other
consultants in order to share our experience and
offer an expanded service to potential clients. You
can learn a great deal from fellow professionals in
this way.
It’s so important to keep up-to-date with trends
and issues in business and the internet offers so
much with its truly global reach. The problem,
always, is the sheer amount of information and
the lack of time to wade through it. So people
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who can design really good information selection
systems – which filter out key content and let you
access it quickly and easily – are going to make a
lot of money in future, I’m sure!
3a Students read the sentences and quickly recall any
information they can remember.
• Students may find it easier to make notes if they
draw a five-column table in their books, headed 1,
2, 3, 4, 5, and make notes accordingly.
If students find this difficult, play the recording
again. You can also prompt with the sample notes.
Sample notes:
1 He follows a lot of management professionals
online and looks up the reading the recommend.
2 He uses an RSS news feed to learn about new
blogs, articles and other publications. 3 He uses
LinkedIn and more specialised professional sites.
He shares information with other professionals
and sometimes works with them. 4 It is difficult
to keep up-to-date because there is so much
information and he lacks the time to read it all. 5
People will make money by designing good
information selection systems.
3b Students work in pairs to discuss each point (1–5)
in turn. They should clarify what Jeffrey Davies
says in each case, before discussing whether his
use is similar or different to their own.
• In feedback, ask the class to identify three
similarities and three differences between
themselves and Davies.
3c Briefly discuss this question with the whole class.
4 With books closed, elicit any techniques students
have for evaluating the websites they look at. Try
and elicit the term domain suffix and explain.
• Students open their books. Give them two minutes
to complete the gaps individually.
• Take class feedback.
1 .com, .co 2 .org 3 .net 4 .edu, .ac 5 .gov
Students can discuss websites they know with
these suffixes.
5 Before introducing this activity, ask students to
close their books (so no team can get a head start).
Paraphrase/Read out the instructions. Then tell
students that they can only make one guess per
suffix, and that they will get one point per
correct answer.
• Teams should have no more than four people.
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If you think your class will find this difficult,
allow them to refer to an atlas/world map.
.ru Russia .de Germany .tr Turkey
.us United States .cz Czech Republic .fr France
.ch Switzerland .cn China .dk Denmark
.uz Uzbekistan .in India .jp Japan .ar Argentina
.br Brazil .ua United Arab Emirates
.sg Singapore .th Thailand .vn Vietnam
.hu Hungary
6a Ask students to read the sentences and mark them
with a tick, cross or question mark according to
how useful they think they are.
• Students compare their ideas in groups of three
and identify the six most useful suggestions.
6b Join the original groups together to make groups
of six. Appoint one student as chair in each group
to ensure decisions are reached in a timely fashion.
• Each group chair reports back to the class.
• Discuss the merits of each strategy with the class.
When students have decided which suggestions
they agree with, ask them to rank them from 1 (=
most useful) to 6 (= least useful).
7 Play the recording and get students to note down
the six key points made.
• In the same groups as in Exercise 6a, students
agree upon the six points the lecturer makes.
• Check in class that students have correctly
identified the six points before the groups
compare these answers with their own.
1 Consider who has made the website 2 Find
out why the website was created and what its
purpose is. 3 Decide whether the website is
providing facts or giving the author’s opinion.
4 Check the age of the website – how old it is and
if it has been well maintained. 5 Check the
information you find and try to locate other
sources of the information. 6 See if the website
provides links to other relevant information and
check that the links work.
Audio script 4.8
Remember, anyone can create a website, so there’s a
lot of information out there and it’s not easy to know
if your source of information is reliable and
appropriate for your research. But I can give you
some tips to help you.
First, consider who has made the website. Is the
author a recognised authority on the subject? Can
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you trust the person behind the website? So, look for
clues which point to the credibility of the writer
or the organisation who created the website.
Secondly, you need to know why the website was
created and what its purpose is. For example, if you
want to find factual information about a new drug,
you’ll want to know if the webpage is produced by
the company making the drug or by an independent
research group. The information from the
independent research group may be
more trustworthy.
Thirdly, you need to consider whether the website is
providing facts or if it is clearly giving the author’s
opinion. If it’s providing facts, ask yourself what
evidence the author gives to back
up his or her facts.
My next tip is about the age of the website. You’ll
want to know how old the website is and if it’s been
well maintained. It’s important that the information
you obtain is up-to-date. You don’t want to use out-
of-date information in your
research.
My fifth tip concerns the need to check the
information you find. Does the writer indicate where
their information comes from? Can you check the
information from other sources, for example, from
an encyclopaedia, an authoritative
report or article or from some published statistics?
Finally, see if the website provides links to other
relevant information. And if it does, check that all
the links work. You may also want to check if the
website has a real postal address and telephone
number so that you can respond to the author or
organisation.
You know, evaluating website information is all
about critical thinking. You need to be constantly
asking yourself questions while you read a webpage
so that you can decide if you want to use the
information in your research.
8 Write hypnotherapy on the board and ask students
to check the meaning in their dictionaries.
• Ask students if they know anyone who has tried
hypnotherapy, what for and why.
• Students read the instructions for this activity.
• If you have computers and an internet connection
in the school, ask students to use this to find their
three websites – or to use their personal electronic
device. If not, ask students to use the connection
they have at home or in an internet café.
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• Tell students to use the suggestions from Exercises
1, 2 and 3 to help them evaluate the sites and to
make notes.
• When students have chosen, ask them to compare
their findings with two or three others in the class.
• Finally, ask the class which websites seem to be
the best for researching hypnotherapy. (Note:
students can use this information for the second
homework option at the end of this lesson.)
WRITING SKILLS: a short report
9 Focus students on the report and the photo on
page 45 and ask what they think the report is
about. Students don’t need to be specific.
• Ask them to read the introduction to this activity
and check that they understand alternative therapies
(alternative medicine and treatments, not
common/standard medicine).
• Individually, students read the report and answer
the questions. Allow a maximum of five minutes.
• Students compare with a partner before you check
answers with the class.
1F 2F 3 NG 4 T 5 F 6 NG 7 F
10 Give students four minutes to read the report and
identify each section.
• Ask students to compare with a partner before
you check answers with the class.
• To follow up, ask students if they would be
interested in trying homeopathy.
d, c, b, e, a
11Critical thinking: Making recommendations.
Elicit from students what is meant by an impersonal
style (a style which is not subjective, which
introduces information in a neutral way). Ask the
class to quickly to identify the phrase which
introduces the recommendations.
It is recommended that patients …
12 Read through the instructions and alternative
grammatical structures with the class.
• Elicit that the passive uses be + past participle and
that if to is used, it is followed by the infinitive.
• Elicit which alternative grammatical structures are
strong or weak (strong: must + verb, It is vital that;
weak: It is advisable to, should/might/could + active/
passive verb, It is a good idea to).
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• Read through the example with the class and elicit

that must understand has been used because the HOMEWORK OPTIONS
recommendation is strong and must + verb is a
Students do the writing skills, reading and listening
strong alternative grammatical structure.
exercises for this lesson in MyEnglishLab. This is also
• Give students ten minutes to rewrite the other
a good time to do the MyEnglishLab video activities.
recommendations from the report, making any
necessary adjustments to the original sentence. Students write a short report on two of the websites
• Monitor to check that students are using a weak/ they looked at in Exercise 8, evaluating how useful
strong alternative structure to rewrite a weak/ these are.
strong recommendation and make sure that the
grammatical form is used correctly.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, write the answers on the board so all
students can see the structure.

Answers depend on the grammatical structure

students use to rewrite the recommendations.

13 Read through the instructions with the class and

ask them if they have tried herbal remedies (you
may already have discussed hypnotherapy in
Exercise 8) .
• Elicit any facts students know about herbal
remedies/hypnotherapy and ask them to read the
notes on page 166 to compare their ideas.
• Tell students to choose either 1 or 2.
• Remind students of the organisation of the report
in Exercise 10 and the structures used for weak/
strong recommendations.
• Give students 20–30 minutes to write their reports.
• Monitor to prompt with ideas and correct
grammatical structures if necessary.
14 When students have finished, ask them to swap
reports with a partner and give them five
minutes to note any suggestions for improvements
(e.g. grammar, vocabulary, organisation).
• Students explain the suggestions to their partner
before giving the report back for any necessary
changes.
• When students have finished, take the reports in
for marking, paying particular attention to the
organisation and use of structures for weak/
strong recommendations.
Alternatively, post the reports around the room
so that all students can read them and decide
which is the most useful, most complete report.

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5 Transport
Unit Objectives
Grammar: modal verbs and ways of expressing ability, possibility and obligation (future and past)
Vocabulary: transport; safety features; collocations; words from the text
Scenario: the language of meetings – summarising; evaluating proposals
Study skills: using graphs, charts and tables
Writing skills: describing information in a table
5.1 GETTING FROM
A TO B
IN THIS LESSON
Lesson topic and staging
Students listen to people talking about the different
transport they use and learn vocabulary connected
with transport. Next, they read an article about road
accidents and focus on safety-related vocabulary.
Finally, students discuss how to make roads safer
before writing a report with recommendations.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a listening and a reading text
• extended their range of vocabulary in the context
of transport and road safety
• discussed their opinions on road safety
• written a set of recommendations for a report on
improving road safety
Timings
If short of time, set Exercise 12 as homework.
Possible lesson break: after Exercise 5.
WARM-UP
• Write the word transport and the following on the
board: nairt, cra, alnep, pish, ceylbci, ahcco, ramt.
• Tell students that the items are all forms of
transport with the letters mixed up. They have
two minutes to put the letters in the correct order.
train, car, plane, ship, bicycle, coach, tram
New Language Leader Upper Intermediate Transport
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LISTENING AND VOCABULARY:
transport
1 Focus students on the photo of the plane on page
46 and ask them if, and how often, they fly.
• Give students two minutes to discuss in pairs.
2a Give students three minutes to write as many
words on the word web as possible.
• Draw the word web on the board and elicit ideas.
2bDivide the class into as many groups as the types
of transport you identify and get each group to
discuss the advantages/disadvantages of that type
of transport.
• Get one spokesperson from each group to report
back to the rest of the class.
3 Set the activity. Remind students to take notes.
• Play the recording. Students compare notes with a
partner and answer the questions. Take feedback.
1 air (dislikes) 2 rail (likes) 3 road (mixed
feelings – likes and dislikes) 4 sea (likes)
Audio script 5.1
1 I’m afraid I’ve had a lot of bad experiences and
this was more of the same. It’s not that it’s
inefficient, it’s just for me; there is too much
waiting around. The last time was a nightmare.
Admittedly, it did involve a stopover and a
missed connection, but even so, it seemed like
everything went wrong. I’m just glad I didn’t
use one of the budget carriers – it could have
been even worse. The weather started it all. A
fogbound runway meant nothing was leaving,
and it’s true you couldn’t see a thing. When we
were finally cleared for departure, it took almost
fifteen minutes to walk to the gate! I had
priority boarding and I’d booked an aisle seat,
so that was OK, but there was a lot of
turbulence shortly after take-off, which scared a
lot of people. Then the transit lounge was closed
due to a security alert and when I finally arrived
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at my destination, guess what. Lost baggage!
My luggage had gone to Hong Kong instead of
Jakarta!
2 It’s a great way to travel, really. You can work
easily on board and the fares are reasonable if
you can book early enough. I know a lot of
people complain and for some people it has a
bad image. You know, they are always going on
about the delays because of signalling problems
and engineering work, but I guess I’ve been
lucky. Having said that, the last journey I made
was almost a disaster as there was a last minute
platform alteration, so I had to run like crazy,
but luckily, I made it. It seemed to be something
to do with the change to the winter timetable
and some late running due to the weather. It is
supposed to be a high-speed line, but it wasn’t
that day, I’m afraid. It hasn’t put me off though.
Given the choice, it’s how I like to travel.
3 The main problem is it is very unpredictable as
a way to travel – sometimes it’s fantastic, fast
and door-to-door, but other times it can be
awful, although getting out of the city is better
since they introduced the congestion charge. It
just depends. Last week I had a terrible journey.
There was a long tailback due to a big accident.
They talked about it on the news – a multi-
vehicle pile-up, so that really delayed things.
Because of the lane closures, it caused a
bottleneck, so the traffic was very slow. You
know, crawling along – slower than walking –
and very stop-start. After about 45 minutes we
started to move properly again, but then there
was another problem. Someone had a
breakdown. It looked like a puncture and was
blocking the carriageway, and right near a
junction as well! I don’t know – some days
nothing goes my way, but as I say, at other
times it’s just the best way to travel!
4 It’s not something I have used often, but a few
times, and generally, I like it. It can be very
relaxing and comfortable. The last time was a
bit different though. Well, there had been
engine trouble on the previous crossing, so
everything was delayed. The captain was very
apologetic and we did get an upgrade to a first
class cabin. Of course, by this time it was low
tide and we had to wait again – delayed sailing,
they call it. Once we finally left the harbour,
there was more rough weather, because of the
time of year. Most of the passengers and crew
were ill. It wasn’t pleasant, I can tell you. We
Transport
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docked about twelve hours late and I was glad
to get
back on dry land. As voyages go, it was one of
the worst!
4a Give students five minutes to match the words
with the correct method of transport.
4bPlay the recording again. Students check their
answers and then compare with a partner. They
can use a dictionary if necessary.
• In feedback, ask students for the meaning of each
problem and check pronunciation.
• For further practice, ask students to do Exercise
V1–4 on page 135 in the Language reference.
fogbound runway: air lane closure: road
low tide: sea platform alteration: rail
engineering work: rail (but can be used for road
as well) lost baggage: air delayed sailing: sea
rough weather: sea signalling problems: rail
long tailback: road turbulence: air
congestion charge: road
5 Elicit the meaning of the criteria. Allow students
two minutes to think and make notes.
• Students compare their answer in pairs.
• Get feedback from two or three students.
READING
6 Students discuss the questions in small groups.
Take brief class feedback.
7a Set the activity. Check they understand crash
(vehicles hitting each other or an object).
• Individually, students choose the three causes
they think are most important.
• Students compare ideas in pairs and agree on the
three most important causes.
Students’ own answers.
Encourage students to give reasons for each
answer (e.g. for 1: Younger drivers may cause more
crashes because they are inexperienced and are more
likely to suffer from peer pressure.).
7b Students have two minutes to read the article. Tell
them not to worry about vocabulary at this stage.
• Check answers with the class.
The writer feels the most important cause is the
psychology of drivers. (paragraph 4).
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8 Students read the methods listed and try to
remember if any were mentioned in the text.
• Then give them five minutes to re-read the article
and tick the methods mentioned.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, check that students understand traffic
signals (draw on board), speed cameras (cameras that
take your picture if you’re driving too fast),
anti-lock brakes (when using brakes, the wheel
slows down gradually, not suddenly). Do not
write these items on the board because this will
help students too much in Exercise 10a below.
The following methods are mentioned
(examples in brackets):
1 (The Locomotive and Highways Act of 1865
introduced the idea of speed limits – paragraph
2) 2 (traffic signals, speed cameras –
paragraph 2) 4 (seat belts, traction control,
anti-lock brakes, air bags – paragraph 3)
5 (fines for breaking motoring laws –
paragraph 2) 7 (compulsory driver testing
and licensing – paragraph 2)
9 Critical thinking: Analysing arguments. Students
think about the questions by themselves before
comparing with a partner.
• Discuss the answers in class. Ensure students refer
specifically to the text to support what they say.
This is a particularly useful skill in academic
reading, where it is necessary to ‘go under the
surface’ to understand what the author is saying.
Some of the main points:
Travelling by road is dangerous. Fatalities on
the road in the UK are decreasing. Many driving
controls have been increasingly introduced.
Cars have become safer. Drivers feel safer in
their cars. It is surprising that the number of
crashes is not decreasing. Since drivers feel
safer, they drive more aggressively. To make
driving safer, cars should be more dangerous.
VOCABULARY: safety features
10a Students should not look back at the article again.
• Give students one minute to complete as many of
the safety features as they can remember.
• Ask students to compare with a partner and then
read the article again to check their answers.
Transport
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• Students can use their dictionaries to check
meaning if necessary.
• Check answers with the class and (re-)elicit the
meaning of each item.
• For further practice, ask students to do Exercise
V2–6 on page 135 in the Language reference.
1 speed limits 2 one-way streets 3 traffic
signals 4 speed cameras 5 seat belts
6 traction control 7 anti-lock brakes 8 airbags
10b Students discuss the questions in pairs. Take
brief class feedback on the main points raised.
SPEAKING AND WRITING
11a Divide the class into As, Bs and Cs. Ask students
to read the information given on the relevant page.
• Tell students to summarise the main points in
their information and help each other with
vocabulary if necessary.
11b Put students in groups of three with an A, a B
and a C student in each group.
• Give students fifteen minutes to swap their
information and decide the most effective method.
11c Ask a student in each group to report their
decision and the reasons for it. Write the decisions
on the board. Do not encourage other groups to
disagree or argue at this stage.
11d If you have a very large class, divide students
into two groups.
• Ask the class to discuss the decisions on the board,
decide which recommendations they should make
and how strong these should be.
12 Remind students of the structures for writing
recommendations in lesson 4.5.
• Give students fifteen minutes to write their
recommendations.
• Monitor to help with ideas and language if asked.
• Ask students to compare recommendations with a
partner and correct each other’s work if necessary.
HOMEWORK OPTIONS
Students do the vocabulary exercises for this lesson
in MyEnglishLab.
Students write a short newspaper article reporting
the recommendations they decided on in Exercise 12.
Students do Exercises V1–5 and V2–6 on page 135 in
the Language reference.
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5.2 TRANSPORT IN
THE FUTURE
IN THIS LESSON
Lesson topic and staging
This lesson looks at how transport might change in
the future. Students listen to a news report about
space tourism. After that, they read the introduction
to an article on changes in transport, then read two
more extracts and swap information. Next, students
develop their understanding of future modal verbs,
focusing on meaning and form. Finally, students
predict how transport might change in the future.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• extended their range of collocations
• revised/learnt how modal verbs of ability,
possibility and obligation are used in the future,
and practised using these
• discussed their predictions on changes to
transport in the future
Timings
If short of time, set Exercise 8c or 10 as homework.
Possible lesson break: after Exercise 7.
WARM-UP
This activity gets students talking about different
types of energy, an issue that will be very relevant
over the next 50 years, especially with regard to
transport.
• Elicit the names of as many different forms of
energy as possible and write them on the board
(e.g. coal, oil, gas, ethanol, solar, wind, tidal,
hydroelectric).
• In pairs, students discuss the advantages and
disadvantages of each type of energy. You could
do one as an example (e.g. Coal is affordable,
abundant and profitable, but it is also finite (= won’t
last forever) and causes global warming.).
• Take class feedback on the other sources of energy.
Transport
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LISTENING
1a Elicit ideas in class about what students think the
news report will be about.
1b Play the recording. Afterwards, discuss with the
class whether their predictions were correct. Do
not discuss or take other feedback at this stage.
space tourism: space train and space elevator
Audio script 5.2
Space tourism using ordinary rocket ships has
been talked about for a number of years. We’ve all
heard about Virgin’s plans to send rich people
into space. But recently a range of new
technologies to help people into space has been
suggested. In today’s technology report, we’re
going to look at two of them.
The first is the space train or Orbital Maglev. A
train carriage would be levitated by magnets and
would be contained inside a vacuum tube. The
final 20 km of the 1,609 km-long track would
point upwards, launching the carriage into space.
The space train is the idea of Dr George Maise
and Dr James Powell, who is one of the inventors
of the superconducting Maglev. It is hoped that
this system could significantly reduce the cost of
putting space tourists and commercial cargo
into space.
Let’s move on to another idea to get people into
space. Let’s look at the space elevator, which was
first talked about over 100 years ago. The idea is
to use a cable tied to a base station to send
elevators climbing into space at a fraction of the
cost of rocket-based launch systems. A thin cable
made from light material would stretch from a
base station near the Equator to a point 95,560 km
into space. The Earth’s rotation and a weight on
the upper end of the cable would keep the line
tight and elevators travelling as fast as trains
would be sent up into space. Tokyo-based
construction company Obayashi Corporation is
hoping to have a space elevator capable of
carrying 30 passengers a time working by 2050.
2 Students answer as many of the questions as they
can based on their first listening.
• Play the recording again. Students then check/
complete their answers.
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• Students check their answers with a partner.
Allow dictionaries for words they do not know.
• Take feedback, focusing on both content and
vocabulary (e.g. conventional, vacuum).
1F 2T 3T 4 NG 5 T 6 F 7 NG
3 Put students in pairs for this activity and
emphasise they must give reasons for their ideas.
• Elicit possible developments and reasons for these
from the class and write them on the board.
READING
4 Focus students on the picture on pages 48–49. Ask
them if they can guess what it might be.
• Give students one minute to read the introduction
and remind them that their ideas from Exercise 3
are on the board.
• Elicit reasons from the class and write them on the
board for students to refer to in Exercise 5.
• Students compare with their ideas from Exercise 3.
• Check that students understand pander to (provide
someone with anything they want) and thrill-
seeking (looking for excitement).
we will need to depend less on fossil fuels (e.g.
oil); society is getting faster; some people want
more excitement; need to reduce traffic
congestion; need to reduce traffic accidents;
need to save on wasted commute time
5 Divide the class into As and Bs. Tell them to read
their text only.
• Remind students that the six reasons are on the
board and give them one minute to read the text
and answer the question.
• Tell students not to worry about vocabulary at
this stage.
• Elicit answers from the class.
A reduce traffic congestion, depend less on
fossil fuels B reduce traffic accidents, save on
wasted commute time
6a Students may find note-taking easier if they create
a table with three columns. They then take notes
under the relevant headings. Explain that they will
use the notes to tell their partner about their text.
If you think your class would benefit, put students
who have read the same text in pairs and get them
to check their understanding of their text.
Transport
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6bEmphasise that students should be brief (only 30
seconds) and must only look at their notes.
• In feedback, ask the half of the class who did not
read the text to tell you the key facts. Then do the
same for the other half of the class.
Get students to repeat their presentation. Task
repetition is a way of ensuring improvement.
Text A: 1 a giant bus which runs on wheeled
legs that cars can drive underneath 2 China
3 reduces traffic congestion; reduces fuel use;
carries 300 passengers; reduces traffic jams
Text B: 1 driverless cars 2 USA 3 no drinking;
no distractions; better reflexes and awareness
of other vehicles; reduces traffic accidents and
commute time; reduces human error
7 Critical skills: Evaluating projects. Here, students
practise thinking for themselves, assessing the
strengths and weaknesses of the information.
• Allow about ten minutes (two minutes per
question) for this exercise. Take brief class
feedback on each question.
VOCABULARY: collocations
8a Explain that all the collocations were given in texts
A and B in Exercise 5.
• Without looking, students try and remember the
collocations and make a note in their books. Do
not take feedback at this stage.
8bGive students two minutes to individually check
their answers. In feedback, elicit the meaning of
each collocation.
1 significant contribution 2 traffic congestion
3 preliminary findings 4 automated system
5 carbon emissions 6 rush hour
7 technological advances 8 distant future
9 significant impact 10 human error
8c Individually, students complete the gaps. Tell
them that two collocations will not be used.
• Students compare in pairs before you check
answers with the class.
For weaker classes, tell students to focus on the
grammatical clues which are in the text to help
them (e.g. question 3: must be a singular countable
noun because of a).
• For further practice, ask students to do Exercise
V3–7 on page 135 in the Language reference.
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1 preliminary findings 2 carbon emissions
3 significant impact 4 distant future 5 traffic
congestion 6 rush hour 7 technological
advances 8 human error
GRAMMAR: modal verbs: ability,
possibility and obligation (future)
9 Elicit the meaning of ability, possibility and
obligation. Then ask students to work with a
partner and search both texts for examples. When
they find them, they should underline them.
• Go through the answers and notes below with the
class and elicit the negative forms of each.
• Students should refer to the Language reference
on page 134 for more support.
Ability: will be able to (A), won’t be able to (B)
Possibility: could, might, may (A), could,
may (B)
Obligation: will need to, will have to (A), will
have to (B)
Be able to and have to are modal in meaning, but not
in form, e.g. they have a past form (was able to) and
are inflected in the third person (he has to), unlike
pure modals, which do not (musted and he mights
are wrong). Need can be used as a modal (e.g. he
needn’t go) or as a main verb (e.g. he needs to go).
10 Before students do this activity, ask them to read
the Language reference on page 134 for
information on form.
• Give pairs five to ten minutes to find and correct
the grammar errors in six of the sentences.
• Monitor to point out mistakes, but encourage
students to refer to the Language reference and
self-correct if necessary.
• Check answers with the class.
1 Security will must improve 2 correct
3 We might have to/will have to work
4 we will all have to be able to travel 5 many
of us can will be able to travel 6 I’ll be able to
I’ll have to drive 7 We will need to find
8 correct
11 Tell students to complete the sentences so that
they are true for themselves.
• Monitor to help with vocabulary or ask students to
use their dictionaries.
Transport
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• Put students in pairs to discuss their sentences and
ask each other follow-up questions (e.g. Why do
you think that might happen?).
• Monitor to note mistakes when using the different
form of modals.
• In feedback, ask students the most interesting/
surprising thing they heard.
• Finally, correct some of the more common or
important mistakes you noted earlier.
• For further practice, ask students to do Exercise
G1–1 on page 135 in the Language reference.
SPEAKING
12 Put students in pairs and give them five minutes
to discuss the statements and agree on how to
complete them.
• Put students in groups of four (i.e. two pairs in
each group) and ask them to compare.
• Tell students to give reasons for the modal they
have used and to disagree with each other if
necessary.
• Finally, elicit one idea for each statement from the
class and ask other students if they agree and
why/why not.
HOMEWORK OPTIONS
Students do the listening, reading, grammar and
vocabulary exercises for this lesson in
MyEnglishLab.
Students write a letter to a local newspaper
complaining about transport in their city and making
suggestions/recommendations for improvements.
They can use their ideas from the Warm-up and
elsewhere in this lesson.
Students do Exercises G1–1 and V3–7 on page 135 in
the Language reference.
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5.3 GREAT RAILWAY
JOURNEYS
IN THIS LESSON
Lesson topic and staging
Students read an article about three famous railway
journeys and focus on vocabulary from the text.
Next, students look at past modal verbs in the text
and then study the form and meaning of these.
Finally, students use this grammar to describe a
journey they made to another student in the class.
Meet the expert video
Watch a video about a travel writer talking about an
Indian train journey.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• revised/learnt about how modal verbs of ability,
possibility and obligation are used in the past and
practised using these
• talked to another student about a journey they
made in the past
Timings
If short of time, omit Exercise 6.
Possible lesson break: after Exercise 6.
WARM-UP
This activity focuses on the advantages and
disadvantages of travelling by train on holiday.
• Focus students on the photos on pages 50–51. Ask
if anyone has travelled by train to go on holiday.
• Students work in pairs and list the advantages/
disadvantages of travelling by train rather than
by plane.
• Finally, elicit ideas from the class and ask students
to vote on whether they prefer trains or planes
when they travel on holiday.
READING AND VOCABULARY:
words from the text
1a Encourage students to use visual clues in the
photos to make their predictions. Discuss in class.
1b Give students one minute to read the article and
find the journeys mentioned.
Transport
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Tell students to look for words with capital letters
to help them find the answers more quickly.
the Orient Express, the Trans-Siberian Express,
the Quinghai–Tibet line
2 Read through the list (1–8) and check that students
understand ruler (e.g. a king or queen) and
luxurious (very comfortable and expensive).
• Give students three minutes to find the items in
the list and underline them in the text.
• Ask students to compare with a partner before
you check answers with the class. Go through the
notes in brackets in the answer key below.
1 China, Russia, Japan, Mongolia, Italy, Austria,
Switzerland, France 2 Agatha Christie (a British
crime/thriller writer), Graham Greene (a British
writer of fiction) 3 Tsar Alexander the Third (he
ruled 1881–1909) 4 Lake Baikal 5 the Orient
Express 6 the Trans-Siberian Express (9,198 km)
7 the Quinghai–Tibet line (5,072 m above sea
level) 8 the Fenghuosha Tunnel (4,905 m above
sea level)
3 Give students five to eight minutes to read the text
again and note their answers.
• Tell students to use their dictionaries to help them
answer question 4 if necessary.
• Students compare with a partner before you check
answers with the class.
1 to prevent it freezing 2 the views of the
Himalaya mountains, the scenic Lake Baikal
3 only the wealthiest, rich and famous, writers,
royalty 4 unmatched comfort, extravagantly
elegant, opulence, restaurant and saloon cars
with ladies’ drawing rooms, we didn’t need to
lift a finger, food was out of this world
4 Give students one minute to scan the text to find
and underline the words in the box.
• Give them three minutes to complete the gaps.
• Encourage them to use the context of the article to
help with meaning, and then use their dictionaries
if necessary. Students compare answers in pairs.
• In feedback, check students’ pronunciation of any
difficult words (e.g. gruelling).
• For further practice, ask students to do Exercise
V4–8 on page 135 in the Language reference.
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1 gruelling 2 impeccable 3 era 4 opulence
5 altitude 6 nomads 7 icon 8 nostalgia
5 Critical thinking: Identifying attitude. Ask
students to read the first paragraph and identify
any words/phrases which show the writer’s
attitude. Go through a few examples with them
and explain why they are positive.
• Give students three minutes to look through the
rest of the text and find more examples.
• Get 5–10 examples in feedback.
When students read academic texts, understanding
the tone and attitude as well as the content is
important. How people write is often as important
as what they write, because of the importance of
subtext.
The writer loved all the journeys as indicated
by: golden era, nostalgia, romance, beautiful
views, absolutely breathtaking, live long in my
memory, stylish and luxurious sleeping
carriages, impeccable service and cuisine,
scenic, my memories will always stay with me,
unmatched comfort, railway heaven, stylish,
finest window seats, icon of passenger rail,
extravagantly elegant, opulence, food was out
of this world
6 Put students in small groups. They discuss the
question and give reasons for their answers.
• Take feedback from three or four students, then
ask the class to vote on the most popular choice.
GRAMMAR: ability, possibility and
obligation (past)
7a Tell students to find all the ways of talking about
ability, possibility and obligation in the past, not
just the modal verbs.
• Give students three minutes to find and underline
the examples.
• Ask students to compare with a partner and say if
each one expresses ability, possibility or obligation.
• Go through the answers and write each example
on the board for analysis in Exercises 7b and 7c.
Check that students understand managed to (it was
difficult, but we succeeded).
If possible, reproduce the article so that all
students can see it (perhaps on an interactive
whiteboard or an overhead projector). When you
check answers, underline the examples in the text.
Transport
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Ability: wanted to go, as we did, we couldn’t
get, we succeeded in, they didn’t speak, we
managed to communicate
Possibility: were able to eat, could afford
Obligation: we had to get, had to be heated
7b Check that students understand the language
used in the instructions.
• Students individually check their answers from
Exercise 7a and then compare with a partner.
• Take class feedback.
couldn’t, could
Was able to and had to are modal in meaning, but
not in form (i.e. they have a past form). Can is a
pure modal, but is the only one which has its own
past form (could).
7c Give students a few minutes to decide their
answers and then ask them to compare with a
partner, discussing reasons for each.
• Refer students to Exercises 7a, 7b and the
Language reference on page 134 if they need help.
• Go through answers and the notes. Ensure that
students clearly understand each of the points.
Refer to the information in brackets in the answer
key below.
• Read through the Grammar tip with the class.
1 was able to/could (note the form: could/
couldn’t + infinitive without to) 2 had to (note
the form: had to + infinitive without to; had to be
heated in the text is a passive structure, i.e. have
to + infinitive be + past participle) 3 managed
to 4 succeed in 5 succeed in (note the form:
manage to + infinitive without to)
Grammar tip: we can use couldn’t to talk about a
single action that we did in the past (e.g. We
couldn’t get tickets at first.).
8 To orient students to the text, ask them to read it
quickly and list the problems the author had in
organising the journey.
• Ask students to compare with a partner and then
elicit answers from the class (i.e. didn’t organise the
train journey before they left London; didn’t get much
access to the internet in China, so didn’t get much
information).
• Students work individually to choose the most
appropriate alternative forms in the text.
• Ask students to compare with a partner before
you check answers with the class. Refer to the
notes in brackets in the answer key below.
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• For further practice, ask students to do Exercises
G2–2 and G2–3 on page 135 in the Language
reference.
1 had to (This is a personally felt obligation.)
2 manage to 3 weren’t able to 4 managed to
5 managed to/were able to 6 were able to
7 didn’t need to 8 succeeded in 9 could/
were able to 10 couldn’t 11 had to (because
there was no alternative)
SPEAKING
9a Re-elicit the problems students found in the text in
Exercise 8 as a lead-in to this activity.
• Read through the instructions with the class and
tell them to imagine a memorable journey if they
have never experienced one themselves.
• Give students a maximum of ten minutes to make
notes. Monitor to help as necessary.
9bPut students in pairs to describe their journeys
and ask each other questions to get as much
information as possible.
• Monitor to note mistakes with verbs to express
possibility, ability and obligation.
• Ask each pair who had the more memorable
journey and why.
• Finally, correct some of the more common or
important mistakes you noted earlier.
MEET THE EXPERT
1 Students discuss the questions in pairs. Take brief
class feedback.
2a Introduce the video by showing the image at 0:29.
Without looking in the coursebook, get them to
predict what they think it will be about.
• Students read the instructions and then tick the
four things they think she will talk about. They
should then compare in pairs and justify their
decision in each case.
2bPlay the video. Students check their answers.
• Check answers with the class. Elicit a few points
about each of the four topics mentioned.
a, c, d, f
Meet the expert video
Monisha Rajesh, travel writer
My name is Monisha Rajesh and I’m a London-
based journalist. I’m also a travel writer for
Transport
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newspapers in the UK and abroad and I’ve just
written my first travel book, Around India in
80 trains.
I decided to go around India by train because I
was reading an article at work one day about how
India’s domestic airlines could reach 80 different
cities. And I was quite curious about this because
I had lived in India very briefly, when I was nine,
and I had really not seen any of the country as a
tourist. I looked at the map and I could see that
this network rippled out across the country into
all the nooks and crannies into places that the
airlines couldn’t reach. And so I decided that
travelling by train would be much nicer because I
could reach much further and I could also talk to
people in a way that you can’t on planes. I decided
to travel by 80 trains because I took inspiration
from Jules Verne’s book Around the world in 80 days
and decided to recreate the adventure for myself.
I did some basic planning for this trip. Um, I met
a friend of a friend, who’s a photographer, who
was also planning to travel in Asia at the same
time. So we decided to combine our trips. And we
spent five weeks with a map of India spread out
on a table and a handful of pins that we put into
different spots in the country, depending on
certain events rather than places.
I think travelling by train in India is a very special
experience because the Indian railways are like no
other in the rest of the world. Uh, people will talk
to you all the time, they always want to ask
questions, they want to know where you live,
what you do, how much you earn, what your
parents do, why you’re aren’t married and you’re
never alone, um, in a way that I think when you
travel in England, uh, you always are.
And the Indian railways are a microcosm of
society because they really teach you how Indian
so- society is structured. You can go from one end
of the train, in first class, and see ambassadors
and politicians and businessmen. And then you
can walk 37 carriages down to the other end and
be sitting on wooden slats with farmers and a
class of 30 children all sharing fruit and
chattering in the doorways.
It’s very easy to travel by train in India because
almost everybody speaks English; uh, in the south
most people will talk to you in English straight
away. The further north you go, the fewer people
will speak in English, but everybody always
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wants to practise with you.
I made sure that I included a good variety of
trains when I travelled around the country to
make sure that people could see both extremes. So
I travelled on luxury trains, including the Indian
Maharaja – Deccan Odyssey and the Golden
Chariot, which is a lesser known train in the
south. And I also travelled on Mumbai commuter
trains and travelled at rush hour, just to see what
it was like. And I also found, um, a hospital train
called the Lifeline Express, which has been
running for just over 20 years and invites poor
people on board to do surgery for afflictions from
polio or for cataract surgery, ear surgery, and
they’ve now started counselling people for
epilepsy as well. And I think that was the most
eye-opening train for me because it made me see
that the Indian railways really is the lifeline of a
nation, which is its nickname. And it also travels
across one of the highest bridges in the world and
it’s, ur, quite a stunning route.
There are a lot of different routes and itineraries
that you can choose in India, depending on how
much time you have or who you’re travelling
with. One particular route that I would
recommend is along the Konkan railway, which is
on the western coast of India, and it starts up in
Mumbai and goes down to Goa. And it’s a
particularly lovely route because it has the
Arabian Sea on one side and the Western Ghat
hillsides on the other. And you can also travel
with the doors open and you can squeeze past
coconut grooves and mango grooves, and
sometimes you can actually reach out and grab
leaves through the windows.
I met an incredible variety of people during my
four months; for example, I met three members of
parliament, who were travelling in my
compartment once from Delhi to Chennai, which
was a 31-hour journey. So you do end up chatting
a lot about everything that you’re doing. And
they were very curious about my journey and
wanted to know which bits of the country I had
travelled to. And I said I wanted to go to Assam,
uh, in the north east of the country, and it turned
out that one of them was from Assam, and he
promised to arrange a journey for me and to
organise tours around the tea estates. And after
they’d gone, a woman in the compartment next to
me was laughing at me and said, ‘Oh, you will
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never hear from them again. And you’re foolish to
think that they will help you.’ And I was quite
disappointed by this.
It turned out that they did help me and when I
arrived in Assam, there was an armoured jeep
waiting for me with police guards. And I was
taken to a beautiful tea estate and given a tour
around Assam for four days.
3 Students answer as many of the questions as they
can based on their first viewing.
• Play the video again. Students check their answers
and then compare with a partner.
• Take class feedback, referring to the specific part
of the video script as necessary.
1b 2c 3a 4a 5c 6b 7c
Show students some or all of the following images
from the video. In pairs, they should discuss what
aspect of her presentation they represent:
• 1:19 (She travelled on trains by herself.)
• 2:02 (Railways are a microcosm of society.)
• 2:12 (how the rich travel by train)
• 2:19 (how the poor travel by train)
• 3:03 (Mumbai rush hour train)
• 3:13 (hospital train)
4a Put students in pairs from the same country
(where possible). Give them five minutes to create
a tour, using the three prompts given. Wherever
possible, it should be based on fact.
4bEnsure that when pairs make their presentations,
they both have equal time speaking.
Get students to mark each presentation out of ten.
The pair with the highest mark ‘wins’.
HOMEWORK OPTIONS
Students do the vocabulary, listening, grammar and
pronunciation exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students use the journey they discussed in Exercise 9
to write an email to a friend describing the problems
they had and what was good about the journey. They
can use the text in Exercise 8 as a model.
Students do Exercises G2–2, G2–3 and V4 – 8 on page
135 in the Language reference.
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5.4 SCENARIO:
BEAUCIEL
IN THIS LESSON
Lesson topic and staging
This lesson focuses on transport problems in urban
areas. Students read and listen to the scenario about
transport problems in the city of Beauciel. They listen
to three consultants discussing the problems and
then focus on the Key language. Finally, in the Task,
they discuss ideas for solving the traffic problems.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt useful phrases for summarising in meetings
• used this language in a ‘real-life’ situation to
discuss solutions for a city’s transport problems
Timings
If short of time, omit Exercise 4.
Possible lesson break: after Exercise 6b.
WARM-UP
This activity revises vocabulary for describing
transport problems.
• Focus students on the photos on pages 52–53.
In pairs, they identify as many problems as
possible in one minute. (Note: Some problems
cannot be physically seen, but can be guessed
from the situation in the photos.)
• Elicit ideas and write them on the board.
Possible answers:
traffic congestion, nowhere to park, exhaust
fumes/pollution, noise pollution, dangerous:
too many vehicles on the road, journey times
for commuters increasing
SITUATION
1 If you used the Warm-up activity, students can
use some of the vocabulary in this discussion. If
not, focus students on the photos and ask them to
discuss the questions in Exercise 1 in pairs.
• Elicit a few ideas from two or three pairs and check
that students understand the vocabulary used.
2 Introduce the text. Tell students to read it quickly
and look at the map on page 52.
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• Students think about the problems there might be
in this city. They compare ideas with a partner.
• Do not give any specific feedback at this stage as
this city is the focus of Exercise 3.
3 Set the context and tell students that the city in the
listening is the one they read about in Exercise 2.
• Students read the list of problems. Check
understanding of traffic jams (main photo) and peak
times (rush hour, the busiest times of the day).
• Play the recording without pausing and get
students to tick the problems mentioned.
• Now ask students to write down as many of the
percentages as they can remember.
• Play the recording again so students can check/
complete their answers. They then compare
answers with a partner.
• Take feedback. Finally, ask students if the city’s
problems are similar to the ones they discussed in
Exercise 2 earlier.
traffic jams: 80% open-air markets air
pollution on-street parking: 45% too many
cars: 75% not enough car parks: 70% too
much noise: 60% unreliable bus services: 40%
Quickly discuss with students different ways in
which the statistics could be expressed (e.g. 45% =
just less than half; 75% = three-quarters).
Audio script 5.3
And now some news for all you tourists who are
planning to go to the beautiful city of Beauciel for
a vacation. The results of a survey about the
transport system in the city have just been
published. They make interesting reading.
As many people know, Beauciel has serious
transport problems. According to the survey,
there are too many cars in the city, traffic jams at
peak times, insufficient car parks, too much noise,
especially from motorbikes, and slow, unreliable
buses. Residents also mentioned on-street
parking, which slows down traffic, especially the
buses. For most people in the survey – that’s over
80 percent – traffic jams are the biggest problem.
At peak times in the morning and evening, there
are often serious traffic jams when people enter
and leave the city. Over 75 percent of the residents
consider there are too many cars in the city.
Many residents – about 70 percent of those
surveyed – feel the city needs more car parks.
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There is only one car park near the city centre, and
that is always full early in the morning. The other
car parks, dotted around the city, are generally
small and insufficient for the number of cars.
Many residents – roughly 60 percent in the
survey –, mentioned the unacceptable noise
levels, not just from cars, but also from
motorcycles. This is having a bad effect on
people’s quality of life.
Just over 45 percent drew attention to the problem
of on-street parking. There are too many private
cars parked on the streets. This causes problems
for people who have to park on the roads, such as
ambulance drivers, taxis, school buses, road
maintenance vehicles and so on.
The unreliable bus services were criticised by 40
percent of the residents. Many complained also
about the time it takes by bus to travel across the
city from east to west. The journey, a distance of
about five kilometres, usually takes more than
an hour.
The survey results have come at the right time.
The city planners are now considering how to
solve the problems and have set up a website
where people can give their opinions and voice
their complaints. That’s all from me. I’ll be back
again tomorrow morning at 11 o’clock.
4 Students discuss the questions in small groups.
Ensure that they write down some ideas for
question 2 so they can use them in Exercise 7a.
KEY LANGUAGE: the language of
meetings – summarising
5 Check that students understand international
consultants. Students read the questions.
• Play the recording. Students answer individually
and then check in pairs.
• Play the recording again if necessary.
1 how to get from east to west in the city
2 new tram system, buses/more bus routes, no
on-street parking, a ring road
3 improve the bus system, stop on-street
parking, further discussion of the ring road
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Audio script 5.4
Florence, Daniel, Kirsten
F: OK, I’d like to move on. But first, let me
recap, please. We’ve talked about having
bicycle lanes. We think it’s a good idea and
we’d like to discuss it at the next planning
meeting. But Kirsten, you’re not convinced
it’s worth doing, right?
K: Well, I know it’s been tried in other cities and
hasn’t really worked.
F: So, just to confirm, you won’t support the
proposal if it goes to a vote.
K: Exactly.
F: Right. Now what about our biggest problem?
How to get from the harbour to the city
centre. It took me almost an hour yesterday to
get there. It’s not good enough – the journey’s
only three kilometres and the bus was
stopping every five metres. It’s so frustrating,
especially when the weather’s hot. What do
you think, Daniel? What’s the answer?
D: Mmm, it’s a big problem getting from east to
west, no doubt about that. In the long term,
we’ll need to have a tram system or build a
ring road. But either solution will cost a lot of
money and there’ll be environmental
problems. What do you think, Kirsten?
K: You’re right, a ring road or tram system,
they’re long-term solutions. Do we need to
spend time discussing them? I think we
should focus on a short-term solution. I’d like
to have more exclusive bus routes and more
buses, for that matter. And let’s get rid of
on-street parking on the busy routes.
D: Well, they’re interesting ideas. Right,
Francoise?
F: Yes, very interesting. A better bus system is
definitely worth considering. But still, I’d like
to discuss the ring road proposal at the next
meeting. If we could build that ring road, a
lot of cars would go round the city instead of
through it. And that’d greatly reduce traffic
congestion. OK?
D: Well, OK. I suppose you’re right.
F: OK, do we essentially have agreement, then?
K: OK.
F: Right, I’ll now sum up. We talked about
bicycle lanes and agreed to discuss this
proposal at our next meeting. But Kirsten is
not in favour of them. We think a short-term
solution could be to improve the bus system,
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have more buses and stop on-street parking
on some routes. And we’d also like to discuss
a long term solution at the meeting: building
a ring road which will take cars round the
southern part of the city. Everyone happy
with my summary?
K: Yeah, fine.
6a Emphasise that students should be listening
specifically to Francoise in this exercise.
• Play the recording again and ask students to tick
the phrases they hear.
6bGive students a maximum of two minutes to check
their answers against the audio script.
• In feedback, elicit from students the meaning/
usage/pronunciation of these phrases.
all the expressions except 1 and 4
TASK: evaluating proposals
7a Elicit the function of the planning department of a
city council (an organisation which decides on
what should be built in the urban area).
• Keep pairs together from Exercise 4 and join with
another pair. Give students two minutes to read
the proposals and discuss ideas. Take class
feedback about any additional points to include.
7bStudents discuss each proposal. Ensure that they
are clear about the meaning of short, medium and
long term. Tell them that the best choices may not
necessarily be the ones that work now, but the
ones that might work in the future.
7c It may be helpful to do to this as a class discussion.
Whilst the text contains a number of suggestions
for increasing funding for these proposals, you
could also prompt students with some of your own.
7dPut two groups together for this exercise. Appoint
a chairperson to ensure everybody participates
and all points are covered.
• Finally, identify which proposals are most popular
in the whole class and why.
HOMEWORK OPTIONS
Students do the Key language, vocabulary and
listening exercises for this lesson in MyEnglishLab.
Students do exercise KL–4 on page 135 in the
Language reference.
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5.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the skills of describing graphs,
charts and information in a table. Students match
charts, a graph and a table with their descriptions
and discuss which is best for different information.
They draw a table and a pie chart to describe
information and statistics from a holiday brochure,
before focusing on phrases for comparing figures.
Next, students read a chart comparing statistics for
passenger traffic at international airports. Finally,
students summarise statistics contained in a table.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading texts and different graphs and charts
• practised interpreting and representing
information and statistics in graphs and charts
• revised/extended phrases for comparing and
contrasting information and statistics
• written a summary of statistics found in a table
Timings
If short of time, set Exercise 7 as homework.
Possible lesson break: after Exercise 3c.
WARM-UP
This activity introduces students to statistics for
holiday destinations.
• Tell students that they are going to find out about
other students’ holiday destinations.
• Elicit the following questions: Did you stay in your
country for your holiday last year? Have you ever been
abroad?
• Divide the class in two: ask one half to ask the first
question and the other half to ask the second.
• Students move round the room asking their
question to everyone in the class and noting the
number of people who say yes.
• Students compare their results with another
student who asked the same question and decide
how to report this to the class (e.g. a percentage, a
fraction, using the words most, not many, nearly all).
• Finally, elicit ‘reports’ from three or four students
and ask others if their reports are the same.
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STUDY SKILLS: using graphs, • Students’ pie charts should look like the one below,
but their tables may vary depending, for example,
charts and tables
on whether or not they included the ranking.
This section is useful for students preparing for
the IELTS exam. In the first section of the writing
task students may be asked to describe the key
features of a graph.
1 Ask students which of the types of chart, graph
and table they have used before.
• Give them three minutes to read the descriptions
and match them with the diagrams.
• Ask students to compare with a partner before
you check answers with the class.

1 pie chart 2 bar chart 3 table 4 line graph

2 Give students two minutes to think about their

choices.
• Put students in pairs to explain their choices and
disagree with each other if necessary.
• Go through answers with the class. The answers Destination Rank two % two Rank % last
below are ideal, but accept reasonable alternatives. years ago years ago last year year
Students should justify their answers.
Italy 1 18% 1 24%

1 bar chart 2 pie chart 3 line graph 4 table North 4 11% 2 22%
America
3a If you have a strong class, students can design the
table and fill in the statistics. Spain 2 17% 3 20%
• If your students need help, draw a table on the
North 3 15% 4 12%
board with just the headings and ask students to Africa
fill in the destinations and statistics.
• If you provide the table below 3c for students to France 6 5% 5 7%
use, tell them that n/a means not applicable and that
Denmark 8 2% 6 6%
you can’t give a rank because these figures are not
and Sweden
for one country, but a collection of countries.
• Allow fifteen minutes for this activity and monitor Germany 7 5% 7 4%
to check students are filling in the table correctly.
• Students can use their dictionaries to check The 5 9% 8 2%
Netherlands
vocabulary if necessary.
• Answers are checked after Exercise 3c. Other n/a 16% n/a 5%
3bRemind students of the pie chart in Exercise 1 and destinations
give them a maximum of five minutes to draw
their own.
One of the questions in the PTE-A speaking test is
• Monitor to check students are drawing a reasonably
to describe an image (often a pie chart). If students
clear chart.
are preparing for this test, you could give them
• Answers are checked after Exercise 3c.
one minute to study the chart and one minute to
3c Give students five minutes to compare the table
describe what it shows.
(Exercise 3a) and the pie chart (Exercise 3b) and
Students should work in pairs and describe the
suggest improvements to each other if necessary.
changes in different language from the text (e.g.
• Draw the table and pie chart below on the board
The proportion of people going to Italy has increased by
and ask students to compare them with their own.
six percent.) Students could even try and suggest
(real or made-up) reasons for this.

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WRITING SKILLS: describing 1 Hartsfield-Jackson Atlanta International

information in a table airport is based in Atlanta, Georgia, not in
Jackson. 2 Beijing Airport’s change in total
4a Give students two minutes to underline the passengers was slightly more, not less, than
phrases and then compare with a partner. Hartsfield-Jackson Atlanta Airport.
• Check answers with the class. 3 Frankfurt Airport did not have a similar
boost in passengers. Its increase was far less
compares with, similarly, compared with, in than Dubai Airport. 4 Atatürk Airport is in
comparison with, however, on the other hand, Istanbul, not Ismir. 5 Atatürk Airport handled
compared with, by contrast, whereas slightly more, not slightly less, than 45 million
passengers. 6 Shanghai Airport did not
4bComparison and contrast. Students do this
increase its ranking.
activity individually, then compare with a partner.
• Check answers with the class. Accept reasonable 7 Give students five minutes to look at the table on
alternatives. page 166 and monitor to help clarify if necessary.
• Give students 30–40 minutes to write their
1 while/whereas 2 In comparison with/In summaries.
contrast to 3 significantly more 4 Far more • Students use Exercises 3 and 6 as models for
5 However/By contrast/On the other hand organisation, and some of the phrases in Exercise 4.
6 Far more/Significantly more • Monitor while students are writing to help with
vocabulary and ideas if necessary.
4c Encourage students to use words and phrases
• When they have finished, ask them to compare
which they are not familiar with or did not use in
summaries with another student and make
the previous exercise.
suggestions for improvement.
• Individually, students write the sentences. Ask
• Finally, take the summaries in for marking, paying
them to show their sentences to a partner, who
particular attention to the organisation and the use
should check whether they have used the
of language for comparison and contrast from
language correctly.
Exercise 4.
• Monitor and act as referee if students are not sure
whether the language is correct.
HOMEWORK OPTIONS
• Take a few sample sentences in class feedback.
5 Students may be worried about reading tables and Students do the writing skills and academic
figures, so allow plenty of time for this activity collocations exercises for this lesson in
and, if necessary, tell students to work in pairs. MyEnglishLab. This is also a good time to do the
• Check answers with the class and elicit/show MyEnglishLab video activities.
where in the table the information comes from.
Students conduct a survey on a topic of their choice,
but it must have a contrast of time (two different
1 Atatürk International 2 London Heathrow
years, days, months, etc.). They draw a table, pie
3 London Heathrow 4 Frankfurt, Hong Kong
chart or line graph to show the results and then write
International 5 London Heathrow 6 Dubai
a summary of these. Alternatively, students give
International
their table/pie chart/line graph to another student,
Develop students’ critical thinking skills for the who has to interpret it and write the summary.
academic context by asking them to try and
interpret some of the data. For example, ask: Why
is Atlanta so popular? (It is a transport hub.) Why
did Beijing increase so much? (Olympics in 2008).
6 Tell students to read the summary and stop after
each sentence to check the table and compare
information.
• Ask students to compare with a partner before
you check answers with the class.

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6 Literature and Film

Unit Objectives
Grammar: narrative tenses; used to, would, get used to
Vocabulary: genres; literature and film; adjectives; idiomatic expressions; collocations; words from the text
Scenario: persuading; making a persuasive presentation
Study skills: making an effective presentation
Writing skills: an online review

6.1 READING OR VOCABULARY AND READING:

WATCHING?
IN THIS LESSON
Lesson topic and staging
Students read an article about the relationship
between literature and film and learn vocabulary
connected with this topic. Next, students listen to a
discussion about a well-known book (The Da Vinci
Code) before participating in a speaking activity
about books and films.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and listening text
• expanded their range of vocabulary in the context
of literature and film
• discussed their opinions about books and films
Timings
If short of time, omit Exercise 5.
Possible lesson break: after Exercise 7.
WARM-UP
This activity introduces the topic of when and what
people read.
• Write on the board: a newspaper every day, a book on
holiday, a book in the evening, an e-book.
• Students move round the room asking questions.
(Elicit: Do you read … ?). If someone answers ‘yes’,
they should ask follow-up questions (e.g. Which
paper do you prefer? What kind of book do you like?).
• When most students have found someone who
does the things on the board, stop the activity and
conduct brief feedback.
genres
1 Check that students understand fiction (not real,
about imaginary people/events) and non-fiction.
• Set the activity. Students work individually, using
their dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
• Check students’ pronunciation of the stress on the
following: novels, poetry, romcom, biography,
autobiography, biopic.
• For further practice, ask students to do Exercise
V1–5 on page 137 in the Language reference.
autobiography: books biography: books crime:
books/films biopic: films costume drama: films
romcom: films novel: books horror: books/films
play: books science fiction (sci-fi): books/films
psycho drama: films poetry: books short story:
books thriller: books/films travel writing: books
(film = road movie)
2 Students discuss in pairs before sharing ideas with
the class.
3 Give students five minutes to read the article.
• Take brief feedback about some of the main points
(e.g. Most film adaptations are considered worse
than books. It is hard to turn some books into
films.).
• Students work with the same partner as Exercise 2
and discuss whether they made the same points.
A useful exam strategy is to predict what an article
is going to be about based on its title. Ask students
to close their books and write from page to screen on
the board. Students guess the content of the
article. They then read and confirm.
4 Critical thinking: Inferring opinion. This task is
good practice for students when reading academic
texts. The ‘meaning’ of a text may not always be
obvious and students will need to apply critical
thinking skills to understand what point is being
made. This skill is also required in the IELTS

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Reading task with Yes/No/ Not given questions and
for some of the multiple-choice questions in the
PTE-A Reading section.
• Elicit the meaning of inferring opinion (making
sensible predictions based on knowledge which
you already have).
• Do question 1 as an example. Ask students to
explain why the answer is yes. (e.g. The author
says, ‘There are very many times I have been
disappointed by a film of a book I love.’).
• Students work individually. They then compare
with a partner and agree upon their answers.
• In feedback, ask students to provide evidence for
their answers.
1 yes 2 no 3 no 4 no 5 no 6 yes 7 no
8 no 9 yes
5 Put students in pairs to discuss. They should
justify their answers in each case.
• In feedback, choose five of the items and ask the
class for their opinions and reasons.
VOCABULARY: literature and film
6 Students work individually, using a dictionary if
necessary. Ask them to compare with a partner
before you check answers with the class.
• In feedback, check students’ pronunciation of any
difficult words (e.g. biographer).
• For further practice, ask students to do Exercise
V2–6 on page 137 in the Language reference.
1 author 2 novelist 3 biography,
autobiography 4 ghost writer 5 screenwriter
6 critic 7 plot 8 dialogue 9 remake
10 actors
7 Allow groups five minutes for this discussion.
LISTENING AND SPEAKING
8a Write The Da Vinci Code on the board. Ask students
if they have read the book or seen the film. (It is an
international, best-selling thriller by Dan Brown.)
• Set the activity. Check that students understand
discussion group (people meet to discuss a book
they have all read – a popular idea in the USA
and Europe).
• Warn students that they need to listen carefully to
find out who is speaking. Sometimes the name is
mentioned after a person has spoken.
• Play the recording without pausing and then ask
students to compare with a partner.
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• Check answers, but do not focus on any difficult
vocabulary because students will study this in
Exercises 8b and 9.
Michael liked it because it’s a page-turner, a
good and fast moving story, easy to read. He
also liked the film because of Tom Hanks.
Jenny liked it because the plot was exciting,
really riveting.
Paul didn’t like it because he felt his
intelligence was insulted, it was tedious, the
ending was a real let-down. He also didn’t like
the film because Tom Hanks did not look like
the main character in the book.
Erika didn’t like it because it was really dull
and didn’t make her think, not a good story,
hard-going at the beginning. She also found the
film disappointing and worse than the book.
Audio script 6.1
Jenny, Michael, Erika, Paul
J: Now, if everyone’s got a coffee, I think we
should begin. Has everyone read this month’s
book and seen the film?
E/P: Yes, sure.
J: Well, Michael, I suppose as you chose this
book for us to read, you should start us off.
Why did you choose it?
M: Yes, well … OK. I chose it because we have a
book and a film which I think people will
have strong opinions about. Also his latest
book, Inferno, has just come out – again,
seems to be dividing opinion. Critics are often
not keen, but people buy his books. He is one
of the world’s most read authors. I thought I
would choose one of his earlier works and the
one which perhaps made him so popular.
Well, The Da Vinci Code, by Dan Brown. What
can I say? I really thought it was brilliant! It’s
a real page turner. I read the whole thing in a
day. I thought the film was great too, but I
suppose I just really like Tom Hanks. He’s a
fantastic actor.
P: Really? I thought it was dreadful!
M: Oh come on, Paul!
P: All that stuff about the Louvre being a
museum, which is in Paris, which is in
France. I felt insulted. And what was all that
romantic stuff in the middle? No, I’m sorry,
it’s not my kind of thing. And in the film Tom
Hanks looks nothing like the main character
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in the book, Robert Langdon, should. It’s
ridiculous. Jenny, what did you think?
J: OK, Paul, I agree that was a bit odd, but you
must agree the plot was riveting – all those
twists and turns? I couldn’t put it down.
P: Really, Jenny, I’m surprised at you. It was
really tedious. And the ending was a real let-
down. After 500 pages nothing really
happened. I found that Stephen King book
we read last month much more tense and at
least the characters were written with some
imagination.
E: I agree with you, Paul – I just couldn’t get
into it. It was really dull and just not thought-
provoking, which I was surprised about,
considering the subject matter. And as for the
film – oh dear, what a disappointment! It was
just awful. In fact, I think the film is worse
than the book, if that’s possible!
M: Come on, Erika, it’s a thriller. It’s light and
easy to read, just a good story.
E: Well, not for me. It was very hard-going at the
beginning and then I just gave up. There were
just too many people in it for me. And all
those really short chapters about the different
people – I suppose that was to make it easier
to follow, except that for me it didn’t work. I
don’t know if it was the way it was written.
J: Well, for me it certainly lived up to all the
hype; I’d definitely read one of his others now.
I agree with Michael. It was really gripping. I
couldn’t wait to see what would happen next.
P: Not me. I mean, I like a good mystery, but
this was definitely overrated.
E: Yes, just awful. Anyway, let’s agree to differ
on this one, but it’s my turn to choose for next
month and it’s going to be something a bit
less lightweight. How about a classic, perhaps
something by Charles Dickens – you know,
with interesting characters?
J: Great. A lot of his stories have been made
into films as well.
M: Yes, I’ve never read any of his, but I’m sure I
seen some of the film versions.
J: Sounds good.
8b Ask students to check any unknown vocabulary
from the box in their dictionaries. You may also
need to clarify the meaning of some of the
harder words.
• Set the activity and warn students that the words
in the text are not in the same order as the list.
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• Play the recording without pausing. Students
compare with a partner before you check answers
with the class. Replay the recording if necessary.
awful, brilliant, dreadful, dull, riveting, tense,
gripping, lightweight, overrated, tedious,
thought-provoking
9 Give students a few minutes to complete the
sentences before they check the audio script on
page 174.
• Check answers with the class. Ask if each one is
positive or negative and elicit/read out the notes in
brackets in the answer key below.
1 page-turner (positive – very exciting) 2 kind
(negative – not what I normally like) 3 put
(positive – very exciting, interesting) 4 let-
down (negative – really disappointing) 5 into
(negative – from the start I didn’t find the story
interesting) 6 light, easy (positive in the
context of this track, but light can be a negative
comment, i.e. not serious) 7 hard going
(negative – difficult to read because of the story
or writing style) 8 lived, hype (positive – the
advertising said it was good, and it was)
10 Put students in groups of three. They identify at
least one book/film they liked and one they did
not like. Give them fifteen minutes for the activity.
• Encourage students to ask questions for further
information.
• Monitor to note mistakes with the vocabulary and
phrases from this lesson.
• In feedback, ask if students heard about any books/
films that they would like to read/see from other
students.
HOMEWORK OPTIONS
Students do the vocabulary exercises for this lesson
in MyEnglishLab.
Students do Exercises V1–5 and V2–6 on page 137 in
the Language reference.
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6.2 IMPACT
IN THIS LESSON
Lesson topic and staging
Students listen to people talking about their favourite
books, films or characters, including The Great Gatsby
by F. Scott Fitzgerald. Students read an extract of the
book and study referencing words. Next, they focus
on narrative tenses and the form and meaning of the
past perfect continuous. Finally, they discuss books
and films they feel have had a significant impact.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• extended their understanding of the use of
narrative tenses and the past perfect continuous
• discussed the impact of important books and films
Timings
If short of time, omit Exercise 8.
Possible lesson break: after Exercise 8.
WARM-UP
This activity introduces the topic of characters in
books.
• Write on the board: Sherlock Holmes, Harry Potter,
James Bond (007).
• Ask students to discuss in pairs what they know
about each character. Elicit answers from the class.
Example answers:
Sherlock Holmes: a detective; his friend is
Dr Watson; lives at 221B Baker Street, London
Harry Potter: a boy wizard; goes to Hogwarts
School James Bond: a British spy
SPEAKING AND LISTENING
1 Elicit the meaning of impact in this context (a deep,
long-lasting impression). Students explain why
these films/books/characters have had an impact.
2 Emphasise that for this listening, students should
focus on the who and the what (i.e. the facts). They
will shortly listen again to focus on the why.
• Play the recording and get students to take notes.
• Students compare their answers and add
information to their own notes as necessary.
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• Go through the questions with the class, by book/
film, rather than question.
Some groups may find it easier to take notes by
making a table with four columns (for the four
questions) and four rows (for the four speakers).
1
1 One Flew over the Cuckoo’ s Nest 2 Jack
Nicholson as McMurphy, Nurse Ratchet
3 yes, based on a book 4 prefers the film
2
1 Zatoichi 2 Takeshi Kitano as Zatoichi
3 doesn’t say 4 doesn’t say
3
1 Crouching Tiger Hidden Dragon 2 Michelle
Yeoh and Zhang Ziyi 3 yes, based on a book
4 hasn’t read book, so can’t say
4
1 Sherlock Holmes 2 Holmes, played by Peter
Cushing, Christopher Lee, Robert Downey; Dr
Watson recently played by Lucy Liu 3 yes,
based on books 4 prefers the books
Audio script 6.2 and answer key to Exercise 3
1 Which film has had the biggest impact on
me … Mm … I’d have to say Jack Nicholson’s
performance in One Flew Over the Cuckoo’s
Nest. Trying to choose just one of Nicholson’s
great performances is difficult and he was
amazing in The Shining. But he is heroic,
funny and menacing as McMurphy, who
ends up in a prison ward for the mentally ill
and leads a fight against Nurse Ratchet. This
film isn’t only great entertainment. It goes
much deeper than this and gives us a
wonderful insight into society. Everything
about the film is brilliant: the plot, direction,
filming, casting and, of course, the acting.
Rarely can a film make you laugh and gasp
with horror and shock at the same time.
Rarely can a film leave you so entertained yet
thinking about its disturbing scenes. The
book by Ken Kesey is brilliant, but I believe
the film is better than the book.
2 I really enjoyed the Japanese film Zatoichi,
which starts as a straightforward samurai
movie, turns into a comedy and ends as a
dance scene. I love it mainly because the lead
actor and director is Takeshi Kitano, who
some may know as Beat Takeshi. Kitano is
famous as an actor, director, comedian, kid’s
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TV favourite, novelist, poet, cartoonist and
painter, and he seems to have made a film
that combines a number of his talents. Kitano
plays the blind masseur Zatoichi, who turns
out to be incredibly skilled with a sword. He
wanders into a town harassed by a criminal
gang and helps two geishas take revenge on
the men who murdered their parents. I loved
Kitano’s performance as the chuckling,
shuffling, friendly masseur who turns into a
revenging warrior when required. He makes
an intensely likeable main character while
speaking very few words throughout the film.
3 In terms of visual impact, I think I’d have to
say Crouching Tiger Hidden Dragon with
excellent performances from Michelle Yeoh
and Zhang Ziyi, two of Asia’s greatest
actresses. This movie has breathtaking fight
scenes and contains beautiful landscapes. The
cinematography is outstanding and I think it
won an Oscar for art direction. I also loved
the beautiful musical score and especially the
use of the cello. The film was based on a
novel by novelist Wang Dulu, but I can’t say
which I preferred as I haven’t read the book.
The film was a Chinese, Hong Kong,
Taiwanese, American co-production directed
by Ang Lee. The dialogue is in Mandarin,
with subtitles, and in my opinion, that
version is much better than the version with
English voiceovers.
4 I’ve enjoyed many of the Sherlock Holmes
films and Holmes is the most portrayed
movie character, with more than 70 actors
playing the part in over 200 films. I enjoyed
watching Peter Cushing and Christopher Lee
portraying Holmes and also recent versions
with the brilliant Robert Downey Jr. I also like
the modern series set in New York, which
stars Lucy Liu as Dr Watson. But to be
honest, I prefer the books, which made a
huge impression on me when I first read
them, and the reason’s simple. Sherlock
Holmes himself is a fascinating person –
someone we can all admire. He’s got a
brilliant intellect and incredible analytical
powers. He’s also got amazing powers of
observation – just by looking at people, he
can deduce all kinds of things about them
and their lives. He’s supremely talented as a
detective and can solve the most difficult
cases. But he has human failings as well. He
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has character flaws – like, he can be very
arrogant, especially in his relations with his
sidekick, Dr Watson. Watson accompanies
him on most cases and he isn’t stupid, but
Holmes is so brilliant! And he’s a very
courageous person, especially when dealing
with some very dangerous men. He’s
knowledgeable and he’s talented musically.
He often plays the violin when he’s in an
unhappy mood. He’s very believable as the
main character in the stories. When I was
young, my uncle used to read extracts from
the stories to me and he could quote pages of
the stories by heart. I love Sherlock Holmes
and I’ve re-read the stories many times.
3 Play the recording again. Students compare with a
partner before you check answers with the class.
4 Ask if anyone has read or seen The Great Gatsby or
what they know about it.
• Ask students to read the questions, then play the
recording.
• Students check with a partner before you check
answers with the class.
1 The book is extremely well written. The
language is evocative. The main characters,
especially Jay Gatsby, are fascinating.
2 Possibly he realises that Nick may be able to
help him meet Daisy again. 3 the reasons for
its great impact: fascinating plot and characters;
asks interesting questions; portrays brilliantly
and accurately the lives of wealthy people in
the 1920s
Audio script 6.3
One book that has made a huge impression on me
is The Great Gatsby, by the American writer F. Scott
Fitzgerald. It’s always been my favourite novel.
I’ve re-read it many times and each time I find
new meaning in it. There have been two
impressive films based on the novel: one with
Robert Redford and Mia Farrow, and a more
recent one with Leonardo di Caprio and Carey
Mulligan.
The book is about a wealthy man, Jay Gatsby,
who tries to win back the love of Daisy, a
beautiful woman he first met when he was young
and penniless. Instead of marrying Gatsby, Daisy
marries a rich man, Tom Buchanan, from her own
social class and years later, Gatsby, who’s now
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very wealthy, wants to revive their romance. The
narrator of the story, Nick Carraway moves to
Long Island where his cousin Daisy lives. He
rents a small house close to the magnificent
mansion of Jay Gatsby. Gatsby holds lavish
parties every Saturday. Hundreds of people come
to them and most of them are not invited and
have never met their host. Nick is surprised to
receive a written invitation to one of the parties,
even though he’s never met Gatsby. In a key
scene, Nick wanders around the party and meets
a man who turns out to be Gatsby. Later on,
Gatsby uses his friendship with Nick to meet
Daisy again, the woman he loved and lost. The
story doesn’t have a happy ending for Gatsby. He
manages to have a romantic relationship with
Daisy. However, she chooses to remain with her
husband rather than start a new life with Gatsby.
I like this book for several reasons. First, it’s
extremely well-written. Fitzgerald is so skilful at
describing the characters and their emotions. And
his language is very evocative. You really get the
feel of how upper class people lived in the 1920s
in America. He sees this as a period of declining
social and moral values. People are greedy and
pursue pleasure and money at all costs. The novel
holds a mirror up to this corrupt society.
I find the main characters, especially Jay Gatsby,
absolutely fascinating. Gatsby has a romantic
view of life. He believes that you can repeat the
past and achieve happiness. He is a mysterious
person. There are all kinds of rumours about his
past. As the story unfolds, you are not sure about
his character. He is undoubtedly charismatic with
a charming smile, but you wonder if he is not
what he seems. For example, he did not inherit his
fortune, as he says, but made money from selling
alcohol, which was illegal at the time. Your
feelings about him change as you learn more
about his past. The characters in the book are all
richly drawn and that is one of the book’s greatest
strengths. I have a favourite bit of dialogue about
Gatsby, which reveals his character. Nick says to
him, ‘You can’t repeat the past.’ Gatsby replies,
‘Of course you can. Of course you can.’
The Great Gatsby was published in 1926, just a few
years after the Great War. The novel had a great
impact. This was not just because of the novel’s
fascinating plot, but because it poses interesting
questions like, ‘Can you get back the past? Is there
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such a thing as true love?’ It was also, I think,
because in the novel, Fitzgerald depicted
brilliantly and accurately the lives and behaviour
of wealthy people in America.
5 Students should try and match the words based
on their first listening and their own knowledge.
• Play the recording again. Students check existing
answers and look for ones they do not know.
• In feedback, ask students to explain the meaning /
usage of each phrase.
1h 2b 3e 4f 5c 6a 7d 8g
READING
6 Remind students that this is an example of fiction,
so the way the text is written is different to most of
the other texts they have read so far on this course.
• Students read the questions and then the text.
• Tell students to be concise in their answers.
• Take feedback.
1 the narrator (Nick Carraway) 2 Jordan
Baker (the narrator’s friend), Jay Gatsby (the
host) 3 at a party (at Gatsby’s house)
4 elegant, young (30–32 year-old) man with a
charming smile 5 Gatsby leaves to take a call.
7 Critical thinking: Referencing. Ask what kind of
words are highlighted (pronouns).
• Ask students to make predictions about pronouns
without looking at the extract (e.g. ‘She’ must refer
to a female. ‘We’ to the narrator plus another/others.).
• Students answer the questions individually and
then check in pairs. Take class feedback.
1 Jordan Baker and the narrator 2 the
hydroplane 3 Jordan Baker 4 Gatsby’s
5 his smile 6 Gatsby 7 Gatsby 8 Jordan
Baker and the narrator (Nick Carraway)
8 Due to the complexity of this question, it would
probably be best to discuss in a class situation.
GRAMMAR: narrative tenses
9a Ask students if they know the meaning of narrative
and/or can name any narrative tenses.
• Students work in pairs before you check answers
with the class. You may need to revise the form/
function of some of these tenses, depending on
your class.
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1 were sitting = past continuous 2 looked,
smiled = past simple 3 introduced = past
simple; had got = past perfect; was picking =
past continuous 4 hurried = past simple;
was calling = past continuous
9b Students work with the same partner as in
Exercise 9a. They should match these descriptions
with both the tense and the examples in 9a.
• Tell students that it may help them to draw
timelines to work out the answers here.
• Go through the answers. Elicit/Teach all the
information in brackets in the answer key below.
a past simple; sentence 2 b past continuous;
sentence 1 c past continuous (first action),
past simple (action interrupting the first action);
sentence 4 (Note: In some sentences, the first
action can continue simultaneously with the
second, e.g. We were sitting in the park when we
saw the boy.) d past perfect; sentence 3 (The
impression came before the introduction).
10 Give students five minutes to do this activity
individually and then compare with a partner.
• Tell students to look at Exercise 9 and the
Language reference on page 136 if they need help.
• Check answers with the class and if there is
disagreement, ask why students chose a form.
1 was playing, ran 2 was trying, had seen
3 were ticking, could not
Ask students if they have read any of the novels
quoted in this exercise or another novel by this
writer. If not, would they like to, based on the
extract given here?
11a Direct students to the example in the text (had
been hovering). Students work individually and
then compare with a partner before you check
answers with the class.
before
11b Students use the example in Exercise 11a to help
them complete the gaps.
• Elicit the form from the class, write it on the board
and highlight the possible contractions of had (I’d,
you’d, he’d/she’d, we’d, they’d).
had + been + -ing form of the verb
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11c Students should work in pairs to answer these
questions. Ensure that you give clear feedback
when going through the answers. Get students to
explain why the false answers are incorrect.
1 F (past simple/continuous used more often)
2 T 3 T 4 F (past perfect)
12 Give students five minutes to do this activity
individually and then compare with a partner.
• Tell students to look at Exercises 9 and 11 and the
Language reference on page 136 if they need help.
• Check answers with the class and if there is
disagreement, ask why students chose a form.
• For further practice, ask students to do Exercises
G1–1 and G1–2 on page 137 in the Language
reference.
1 was sitting 2 was shaking 3 had been
waiting 4 heard 5 came 6 told 7 had
happened 8 had borrowed 9 had crashed
10 had been driving 11 rang 12 was
SPEAKING
13 Put students in groups of four or five for this
activity. First, direct them towards the five
adverbs listed in the coursebook and check that
they understand what each means.
• Then direct them towards the example and read it
aloud. You may want to give another one or two
examples if you think your class need them.
• Students discuss the questions for between five
and ten minutes. Monitor the discussions and
prompt/direct students as necessary.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
Students do Exercises V3,4–7, G1–1 and G1–2 on
page 137 in the Language reference.
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6.3 READING HABITS
IN THIS LESSON
Lesson topic and staging
Students begin by reflecting on how and when they
read, focusing on a questionnaire. Next, they read
about reading habits around the world. After some
vocabulary work, they listen to people talking about
their reading habits. Students focus on the meaning
and form of used to, would and get used to before
discussing things they used to do as children.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• learnt more about used to, would and get used to
• practised this language in a discussion
Timings
If short of time, omit Exercise 6.
Possible lesson break: after Exercise 7b.
WARM-UP
This activity introduces the topic of the importance
of reading in everyday life.
• Give students one minute to think about everything
they have read in the last 24 hours (e.g. instructions,
recipes, timetables). Students share this information
with a partner and compare notes.
• Elicit answers from the class and write them on
the board. Discuss with students why reading is
important in all aspects of life.
SPEAKING
1a Students rank the statements about reading.
Emphasise that they should be honest rather than
giving what they think is the right answer.
• They can rank 1–9 or if there are some which are
not appropriate, just rank as many as are relevant.
1bStudents compare their answers in pairs. In
feedback, ask three or four pairs if their answers
were similar or different to each other.
2 Students stay in the same pairs to ask the
questions. Encourage questions like Is it the same
for you? to avoid repetition.
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READING
3 Allow students five minutes to read the text.
Emphasise that they are reading for the main idea,
and to answer the question. Students might find it
useful to underline the most important information
in each summary.
• Students compare answers and identify the textual
evidence supporting their view.
summary 3
4 Elicit from the class the best way to approach this
activity (i.e. to scan the text for the country names,
underline them and work out the answer).
• Students should complete activity individually,
and then check in pairs.
• Take class feedback. Ensure they identify specific
evidence in the text to support their answers.
1 Japanese girls 2 Japanese boys 3 Thai boys
4 Indonesian girls
5 Critical thinking: Identifying facts and opinions.
The ability to distinguish fact (information which
is unarguably true) and opinion (a viewpoint,
which may or may not be true) is a key skill at
higher levels. This is especially true in academic
life, where making this distinction is critical, and
in exams. You may want to point out that IELTS
and the PTE-A Reading may ask about the purpose
of a text and what the writer’s view is.
• Give students one minute to find one opinion and
one fact. Ask one student for feedback and get the
others to confirm whether they are correct. When
you are certain students can identify the
difference, give them three minutes to find three
more facts and three more opinions.
• Students check in pairs. Partners should check
each other’s ‘facts’ and ‘opinions’ and discuss
whether they agree or disagree with them. You
should monitor and be referee.
• Take three further examples of each in feedback
from the class.
Example opinions: 1 Policy makers in
countries where there this gap is particularly
pronounced should … reading proficiency
levels. 2 Policy makers should take into
account boys’ preference for reading different
types of material. 3 There could be far more
potential for strengthening boys’ reading skills
by encouraging other types of reading in
addition to literature.
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Example facts: 1 Boys have different reading
habits than girls. 2 In every country except
Korea, girls reported reading for enjoyment
more than boys. 3 In 14 countries, only a
minority of boys said that they read for
enjoyment. 4 In Japan … only 54 percent of
boys and 58 percent of girls … enjoy reading.
5 90 percent of Thai girls read for enjoyment.
6 Where possible, create small groups with students
from different countries.
• Students discuss the questions for three or four
minutes. Take feedback from a few groups.
Emphasise that the second part of the question is
important in an academic context. Explain that
when trying to understand why something
happens, it is important to really establish that one
thing happens because of something else – not just
that it happens after it in time.
VOCABULARY: words from the text
Matching words and phrases is a common
question in IELTS reading tests. For students
preparing for IELTS, you might make this exercise
more authentic/tricky by asking them to close their
books and looking at the highlighted words. They
should try and write a definition of these terms.
They then do the exercise as in the coursebook.
7a Give students five minutes to match the words
and definitions. You might allow them to use a
dictionary in the last two minutes.
• Students compare answers with a partner, using a
dictionary if necessary. Check answers in class.
1 proportion 2 preference 3 associated
4 virtually 5 gender gap 6 typically
7 outperform 8 relatively 9 pronounced
7bStudents complete the activity individually and
then check with a partner. Take class feedback.
• In feedback, pay close attention to pronunciation
and stress, since the words are multi-syllabic.
1 outperform 2 proportion 3 pronounced
4 associated 5 relatively 6 preference
7 virtually 8 gender gap 9 typically
LISTENING
8 Tell students that some questions might have
more than one answer.
• Play the recording. Students answer individually
and then check in pairs. Take class feedback.
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1 speaker 3 2 speakers 4 and 5 3 speaker 1
4 speakers 4 and 5 5 speakers 1 and 3
6 speaker 2
Audio scripts 6.4 and 6.5
1 When I was in elementary school, I was a
devoted reader and a good student. I used to
read in bed for an hour every night before I fell
asleep. And at school I would go to the library
every afternoon. I loved reading. Then my
dad lost his job and we kept moving schools.
As soon as I got used to the new school and
new friends I would have to leave. And finally
I ended up in a school where reading was not
cool, certainly not for boys. My grades got
worse and I would only read one or two books
a year. When I left school, I joined a band and
started composing songs. I started reading
again because reading helped me understand
the world and understand myself, and helped
me find ideas for my songs.
2 I used to read more than one book at a time
and sometimes I’d have three or four on the
go. But in recent years, I’ve mainly stuck to
one book at a time, although if I’m reading a
hardcover, I’ll sometimes have a paperback
on the side to bring on the train or to read in
the bath. And that’s my favourite place for
reading – the bath – and if it’s a really good
book, I’ll keep reading till the water goes
cold. Life would be a much less interesting
place if I didn’t read.
3 As a child I loved to read and I would read in
bed almost every night. But now I seem to
have lost my love of reading. I used to love it.
And I mean love it. I was a bookworm. I used
to read, like, a whole novel in one day or less
than a day. I loved imagining myself in the
book. But now I’ve lost interest in them –
even my favourite books that I would read
over and over. To be honest, I think it’s down
to the internet. I seem to have lost my
attention span and focus. I used to read entire
books in one sitting, now I put them down to
check my phone, forget about them, only read
the beginning and then lose interest.
4 I didn’t use to read a lot. It once took me a
year to read Martin Johnson, the ex-England
Rugby Captain’s autobiography. I used to
read a page a night and I would get bored
really quickly. I hated reading at school
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because I’m dyslexic. However, I’m reading a
lot more now. Recently, I’ve been reading the
Lee Childs novels and I read two chapters a
night and actually, I’m really proud of myself.
5 Before I became a librarian, I used to read
pretty exclusively within the fantasy/sci-fi
genres. Even now those are my go-to book
choices. However, I try to continuously
remind myself to read across as many genres
as possible because advising readers is a big
part of my job. And actually I really enjoyed
reading George Eliot’s Middlemarch. It’s not
the sort of book I would normally read, but it
had everything – great characters, great
stories and great descriptions of the scenery
and countryside. It was warm and funny and
gripping. I’m reading more now than I did
when I was younger … and I’m reading
different genres as well.
9 Students read the text and complete anything they
remember from the first listening.
• Play the recording again. Students complete as
much as they can by themselves and then check
answers with the same partner as in Exercise 8.
• Go through the text in class.
1 was 2 used to read 3 fell 4 would go
5 loved 6 lost 7 got use to 8 ended 9 got
10 would 11 joined 12 started 13 helped
GRAMMAR: used to, would, get
used to
10a Tell students to find and read all the examples in
the text before they choose True or False.
• Check that students understand state, habit and
accustomed to.
• If students find this activity very difficult, ask
them to read the Language reference on page 136.
• Ask them to compare with a partner before you
check answers and elicit examples from the class.
• In feedback, emphasise that we can’t use used to
for single actions/events in the past; we have to
use the past simple (e.g. I used to go to the cinema
last week is wrong).
1F 2T 3F 4T 5T
10b Tell students to look at the examples carefully
before answering the question.
• Ask them to compare with a partner before you
check answers with the class.
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• In feedback, write the examples on the board and
underline the relevant parts to highlight form.
Negative: We use auxiliary didn’t + used to +
infinitive (e.g. read).
Questions: We use auxiliary did + used to +
infinitive (e.g. read).
In pairs, students ask two or three of the questions.
This is good preparation for Exercise 15.
11 Students work in pairs and refer to Exercise 10
and the Language reference if they need help.
• Monitor to point out mistakes if necessary.
• Check answers with the class. Ensure students
explain why answers are wrong.
1 would used 2 was 3 is 4 at the moment
5 didn’t used to wouldn’t 6 used to got used
to 7 would used to 8 Did you used to
Would you
Ask students to look again at question 1 and ask
them whether it is a fact or opinion (fact). Get
them to practise their critical thinking skills by
discussing with them why women had to write
anonymously at that time.
12 Set this as a challenge. Students read the text as
fast as possible. As soon as they think they know
the problem, they put their hand up. After 30
seconds, ask the student who put their hand up
first to say what the problem is. If they are wrong,
ask the second person, and so on, until you get the
correct answer.
• Ask the class to identify a solution.
There is no variety. Only used to is used.
Students rewrite this text so that it is more
interesting, by using different forms.
13 Students should make brief notes about what/
how they used to read. Give them seven minutes
to write a short text.
• Students compare answers in pairs. Each partner
should give feedback to the other about whether
they have used the different verb forms well.
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PRONUNCIATION
Exercises like this are good practice for the PTE-A
Speaking section. In the exam, students must
listen to and repeat a sentence exactly as they hear
it, using correct pronunciation.
14 Play the recording. Students compare with a
partner before you elicit answers from the class.
• Play the recording again. Pause after each sentence
to allow students to repeat. Correct pronunciation.
• Finally, point out that the pronunciation of used to
and use to is exactly the same in English, i.e. the /d/
sound disappears. In the second sentence the /d/
sound is pronounced, which is why it is incorrect.
The first sentence is correct.
Audio script 6.6
I used to read in bed for an hour every night
before I fell asleep.
15 Put students in small groups and give them ten
minutes to discuss their ideas. Monitor to note
mistakes when using the target language.
• When finished, get a few ideas from the class.
• Finally, correct some of the more common or
important mistakes you noted earlier.
HOMEWORK OPTIONS
Students do the vocabulary, reading, listening and
grammar exercises for this lesson in MyEnglishLab.
Student do Exercise G2–3 on page 137 in the
Language reference.
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6.4 SCENARIO: THE
NEW FILM PROJECT
IN THIS LESSON
Lesson topic and staging
Students read the scenario about making a pitch for a
new film to a production company. They listen to
two people discuss their idea for a film and then
focus on the Key language. In the Task, students
work in pairs to make a presentation to other
members of the class about a film project.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• learnt useful phrases related to the language of
persuasion.
• used this language in a ‘real life’ situation to give a
presentation about a film they would like to make
Timings
Possible lesson break: after Exercise 3b.
WARM-UP
This activity introduces the idea of a film pitch
(a short summary of the main points of a film).
• Ask students to think about a film they like.
• Students have two minutes to make notes. They
then give a short (30–60-second) summary of the
plot to a partner. Their partner can ask questions if
they wish.
SITUATION
1 This exercise revises the topic of genre, which was
introduced in lesson 6.1.
• Students read the email and questions individually.
They then answer the questions in pairs.
• Take feedback from three or four pairs. Try and
elicit several common film genres and write them
on the board (e.g. horror, comedy, thriller, action).
KEY LANGUAGE: persuading
2 Elicit the meaning of persuading. Since this is a
central concept for the task, it is important that
students are clear what it means (convincing
somebody that you are correct about something so
that they accept your argument).
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• Students read the questions.
• Play the recording. Students answer individually
and then check with a partner.
• Take brief class feedback.
1 thriller and horror 2 two women returning
from college 3 the 20–40-year-old group
Audio script 6.7
Jerry, Francesca
J: I’ve got a great idea for a film, Francesca. I’m
sure it’ll be a winner.
F: Really? OK, try it out on me. Imagine I’m the
management listening to your pitch. If it’s
really good, we can work on it and enter the
competition.
J: OK, I’m confident you’ll like my idea.
F: I hope so.
J: OK, I’ll start. Good morning, everyone, I’m
sure you’ll find our concept exciting and
original. I’ll start with the storyline. Two
women are returning from college to their
parents’ houses. On the way, they find the
road’s closed, with a notice saying ‘Do not
enter’. A local man explains that there was an
awful murder last night at the house on the
hill. The women are in a hurry. They ignore
the notice and go down the road. They’re
never seen again. I think you’ll agree, it’s a
really interesting and creative idea.
Of course, we’ll have to work out the details.
It’s just a storyline at the moment. But it’s got
a lot of potential and it could be a real
winner. A woman disappears and no one
knows what’s happened to her. It’s really …
intriguing.
Turning now to the actors. We’d like to get
stars, if possible – young actors who’ve
already proved themselves. We’re thinking of
Naomi Watts and Jennifer Lawrence – the one
who was in Hunger Games. They’re both really
attractive and good actors. They’d be perfect.
The budget, I think, would allow us to use
well-known actors. They’re bound to appeal
to the audience who’d go to the film.
F: OK, so, who is our target audience? Who do
we have in mind?
J: I’d say the 20- to 40-year-old group. They’re
the ones that go regularly to the cinema.
They’ll love our concept. It’s got such a wide
appeal: two female characters, mystery and
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danger. Its biggest selling point would be that
it’s a thriller and also a horror film. OK, to
summarise, our concept has a fascinating
storyline. We think it’s got tremendous
potential. The audience will want to know
what’s happened to the two women. Have
they disappeared for ever? That’s the mystery
the film will solve. There’ll be all kinds of
twists and turns in the plot and a lot of
human interest. We really believe in our
concept and hope we’ve managed to convince
you, too. What do you think, Francesca? Do
you like the idea?
F: I absolutely love it! It’s a fantastic plot. Well
done!
J: Great, I thought you’d like it.
F: I do. You’ve convinced me, totally. Nice
presentation, too. Let’s start working on it
because the management will ask a lot of
questions and expect more details. I’d say
we’ve got a winner, Jerry, with this concept.
J: OK, let’s meet tomorrow after work in the
canteen. OK with you?
F: Fine. See you roundabout six.
3a Students tick as many of the statements as they
can remember from the first listening.
• Play the recording again. Students complete the
exercise individually.
• In feedback, ask which statements were not
mentioned, to speed up the process.
+ Ask students to identify which of the language in
the questions is less formal (question 1: it’ll be a
winner; question 3: really interesting; question 6:
they’ll love; question 9: great).
tick: 1, 2, 3, 4, 5, 6, 8; cross: 7, 9
3b Students turn to page 175 and look for statements
which are similar to 7 and 9 in Exercise 3a.
• Take class feedback. Explain that being able to say
what you want in more than one way can be
useful in terms of increasing the variety of what
you say, and to restate your position.
7 It’s got such a wide appeal. 9 We really
believe in our concept and hope we’ve
managed to convince you, too.
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TASK: making a persuasive
presentation
4a Set the activity. In pairs, students brainstorm their
ideas and develop a rough outline of the story.
Give them ten minutes for this.
4bGive students a minute to read the notes and the
useful phrases. Check in class that everything is
understood. If not, clarify as needed.
• In pairs, students check they’ve discussed all the
key information. They must also work out how to
divide the five-minute presentation equally.
Some groups may benefit by an additional five
minutes to do a ‘dummy run’ rehearsal.
5a Explain the marking system to be used. Ask
students to describe the kind of things they would
expect to see in a ‘brilliant’ presentation.
• Students give their presentation to the class.
Monitor time and do not allow students to go (too
far) over the five-minute limit.
• Get students to ask questions. You may need to do
this at first to encourage the others.
If your class is reluctant to ask questions,
nominate people before each presentation.
5b Add up the scores and declare the winner. It
would probably be best to do this in secret and not
reveal everybody’s final scores, so as to avoid
demotivating weaker groups.
• Give general feedback about the presentations.
HOMEWORK OPTIONS
Students do the Key language, listening, vocabulary
and academic collocations exercises for this lesson in
MyEnglishLab.
Students do Exercise KL–4 on page 137 in the
Language reference.
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6.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on making effective presentations
and writing an online review. Students listen to five
people talking about effective presentations and look
at rhetorical techniques which help improve the
quality of a presentation. They watch a video which
illustrates some of these techniques and practise
using them. Next, students consider key features of
an online review, focusing in particular on adjectives
and adverbs. Finally, students write their own
review of a film they have seen.
Study skills video
Watch the video to see a talk about the film The Girl
with the Dragon Tattoo.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• developed their understanding of rhetorical
techniques and practised how they can improve
presentations
• extended their range of adverbs and adjectives
• written an online review of a recent film
Timings
If short of time, omit Exercise 7.
Possible lesson break: after Exercise 7.
WARM-UP
To introduce the theme of the first half of the lesson,
students should reflect on the presentation they gave
at the end of lesson 6.4.
In pairs or small groups, students discuss how they
think they did in their film presentation and how
other people said they did.
STUDY SKILLS: making an effective
presentation
Extended speaking, whether in the form of a
presentation or discussion, is a common means of
assessing a student’s English speaking ability (e.g.
IELTS Speaking task 3).
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1 Check students understand memorable (something
you can remember for a long time because it was
so good). Students then read the statements.
• Play the recording. Students answer individually
and then check in pairs. Take class feedback.
1d 2c 3e 4a 5b
Audio script 6.8
1 I went to a lecture on English Literature. To
make her key point, the lecturer quoted two
lines from the American poet Robert Frost:
‘Home is where you go to and they can’t turn
you away.’ She repeated the two lines several
times during her talk to make her points. I
heard that presentation 25 years ago and I
still remember the quote. Her presentation
was truly outstanding.
2 The lecturer was talking about trends in the
current economic climate. Her presentation
could have been boring, but the slides she
used to illustrate her points were striking and
incredibly imaginative. So everyone listened
to her very intently.
3 There was another presenter at the conference
on the current economic climate. He started
by telling us an anecdote – something about a
train coming through a tunnel and almost
crashing when it came out the other side. He
took about two minutes to come to the
punchline. He took so long to tell the story
that the audience were amused and listened
carefully to the rest of his talk.
4 The presenter had worked for years for the
BBC. His talk was on how to give an effective
presentation. He spoke in a low but powerful
voice which carried to the back of the room
without the need of a loudspeaker. He had
such a magnificent voice that his presentation
was memorable.
5 It was the best presentation I’ve ever heard.
The speaker used all kinds of rhetorical
devices – you know, techniques to get across
his ideas in a memorable way, like tripling –
that’s using words in threes – contrasting
ideas, repetition, alliteration, quotes from
literature. It was an amazing demonstration
of how to make a presentation effective.
2 Students swap partners and discuss the questions.
Emphasise that they must give reasons as to why
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it was impressive. When done, ask three or four
students to share their experiences.
3a Rhetorical techniques. Students read the
explanation of this term. Ask them whether they
can think of an example. Prompt them with what
they just heard in the listening (e.g. a quotation).
Explain that the use of rhetorical techniques is
useful for improving the quality and effectiveness
of a presentation. However, if they are used too
much, the effect may be lost.
Presentations are a common feature of higher
education. Students may need to do them at the
beginning of seminars, in class or for assessment.
3b Students should work in pairs for this exercise.
Monitor closely and help where needed.
• Tell students not to get stuck on one question if
they are not sure. They should do the easier ones
first and then move on to the more difficult ones.
1 c 2 d 3 e 4 g, k 5 i 6b 7e 8h 9f
10 j 11 a
In pairs, groups or with the whole class, create
additional examples of each rhetorical technique.
4 Elicit/Check dragon (a large, mythical, scary
creature, like a dinosaur) and tattoo (body art).
• Students read the description and then discuss the
questions in pairs. Take brief class feedback.
5 Students read the questions.
• Play the video. Students complete individually
and then check in pairs.
• Take class feedback.
1 They are trying to find out what happened to
Vanger’s niece, Harriet, who disappeared 40
years ago. 2 Lisbeth. There are so many
contrasts in her character. She is a fascinating
person. 3 outstanding actors in the two main
roles; the film is based on a superb book
Study skills video
Hi, everyone. The film you’re going to see tonight
is The Girl with the Dragon Tattoo. It’s based on the
first of three Swedish novels written by Stieg
Larsson and it features two main characters, an
investigative journalist, Mikael Blomkvist, and a
young female researcher, Lisbeth Salander. The
books were a huge success internationally. Their
sales to date have been well over $100 million.
The film has been equally successful. One critic,
comparing it to the book wrote, ‘This mystery is
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just as devastating, suspenseful and satisfying on
screen.’ And another one wrote, ‘This dynamite
thriller shivers with suspense. In a word, wow!’
OK, I’ll start by outlining the plot of the film. It’s
very complicated and I hope my summary will
make it easier for you to understand the twists
and turns in the story. After that, I’ll talk about
the two main characters. And finally, I’ll suggest a
couple of reasons why the film has been so
popular and highly praised.
Right, let’s start with the plot. The film’s about an
investigation by a journalist, Mikael Blomkvist.
He’s hired by a millionaire, Henrik Vanger, to
find out what happened to Vanger’s niece,
Harriet, who disappeared 40 years ago. Henrik
suspects that someone in the family, the powerful
Vanger family, murdered Harriet.
In his investigation, Mikael gets help from a
young female researcher, Lisbeth Salander. She’s
a computer hacker, very anti-social and looks like
a punk. They soon realise that Harriet’s
disappearance isn’t a single event, but rather
linked to a series of terrible murders in the area.
They begin to discover a dark and appalling
family history and when they do this, they put
themselves in great danger.
So, I’ve given you an idea of what the film’s
about. Moving on now to the two main characters,
Mikael Blomkvist and Lisbeth Salander. They’re
an interesting contrast. On the one hand, there’s
Mikael, the journalist, played by Daniel Craig,
who’s better known for playing James Bond in the
Bond films. Mikael’s a serious person, with a
journalist’s curiosity and a strong social
conscience. He’s 20 years older than Lisbeth.
On the other hand, there’s Lisbeth Salander, by
far the most interesting character in the film. Who
wouldn’t find her fascinating? A small woman, at
times she looks like a frightened animal. But at
other times she’s strong, single-minded and
stubborn. She’s a very troubled person because
she had a difficult childhood. Physically, she’s
very attractive in an unusual way. She has shiny,
spiky, black hair, yet her skin is pale like
porcelain china. She has a tattoo, nose ring and
many earrings. Often a victim, she always takes
her revenge on her enemies.
So, Why has the film been so successful? Probably
for two reasons. The main characters are played
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by two extraordinarily talented actors, Daniel
Craig and Rooney Mara – they’re perfect for their
roles. And the second reason is that the film’s
based on a superb novel that millions of people
have enjoyed.
OK, I hope you’ve found my presentation useful
and informative. Let’s watch the film.
6a Working in the same pairs as Exercise 5, ask
students to discuss what techniques they can
remember and note them down.
• Play the video again and get students to note
down any additional techniques they notice.
• Take feedback and write correct rhetorical
techniques on the board for use in Exercise 7.
Tripling: a computer hacker, very anti-social,
looks like a punk; a serious person, with a
journalist’s curiosity and a strong social
conscience; She has a tattoo, nose ring and
many earrings.
Alliteration: twists and turns; strong, single-
minded and stubborn
Quotation: ‘This mystery is just as devastating,
suspenseful and satisfying on screen’; ‘This
dynamite thriller shivers with suspense. In a
word, wow!’
Simile: looks like a punk; looks like a frightened
animal; her skin is pale like porcelain china.
Imagery: This dynamite thriller shivers with
suspense.
Repetition: Henrik suspects that someone in
the family, the powerful Venger family,
murdered Harriet.
Contrast: a single event/a series of terrible
murders; often a victim, she always takes
revenge on her enemies
Rhetorical questions: Who wouldn’t find her
fascinating? Why has the film been so
successful?
6b If students found the first exercise difficult, tell
them which techniques can be found. They should
then try and find at least one example of each.
• In pairs, students check the audio script, either
confirming what they have already found or
finding additional answers.
• Take class feedback. Write up any remaining
techniques on the board.
7 Students will need some time to prepare this, as
they need to create five minutes of material as well
as including rhetorical techniques.
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• Monitor closely during this exercise, since
students may need help in identifying how to use
rhetorical techniques.
• When they are ready, students make their
presentation in groups of three or four. You might
ask them to assess these presentations using the
same criteria as on page 63.
Some groups may find this exercise easier if they
only have to do a three-minute presentation, so
they can focus more on the rhetorical techniques.
WRITING SKILLS: an online review
8 Elicit the meaning of online review (an opinion of a
film put on a website). Students then discuss the
questions in pairs. Take brief feedback for each.
9 Students discuss the questions with a partner.
All the items are possible in an online review,
except what happens at the end.
10 Tell students that the film review is for Skyfall, the
2012 James Bond film. Ask if anyone has seen this
film and if they have an opinion about it.
• Give students two minutes to skim-read the text to
answer the question. Then put students in pairs to
discuss. Encourage them to underline/highlight
specific language which shows the author’s view.
• Take class feedback.
positive, but with some negative points
11 Students read the information in the coursebook.
Check their understanding of cast (people who act
in a film) and setting (the location of a film).
• Ask students to predict where some of the
aspects might be found (e.g. that the
recommendation comes at the end, in para D).
• Individually, students match the aspects with the
paragraphs. They then check in pairs.
• Take class feedback. Ask students to provide
evidence that supports their answer in each case.
1 A, C 2 A 3 A 4 C 5 A, B 6 A, C, D
7 B, C 8 D
12 Adjectives. Check that students understand the
additional information in the instructions.
• If necessary, explain what a thesaurus is (a book
which groups words that have similar meanings).
Allow them to use their mobile devices if desired.
• Ask students to try and think of at least one
synonym for each adjective. When they have done
this, they compare their answers in pairs.
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• Check answers with the class and get two or three
reasonable suggestions for each adjective.
Suggested answers:
interesting → gripping, fascinating, absorbing,
compelling
funny → humorous, amusing, hilarious
exciting → thrilling, dramatic, exhilarating,
nail biting
stupid → crazy, absurd, laughable, ridiculous
nice → pleasant, lovely, beautiful
good → excellent, brilliant, outstanding,
terrific
boring → dull, tedious, monotonous, repetitive
bad → terrible, appalling, awful, dreadful
13a Adverbs. Elicit why adverbs are important and
what their purpose is (they add considerable
meaning to language, helping it to be more
specific/focused).
• Explain to students that they should find matching
pairs of adverbs. You should say that they do not
have exactly the same meaning, but can often be
used in a similar way.
• Check answers with the class. Check pronunciation
of the final -ly sound. Do not focus on meaning as
this is the focus of Exercise 13b.
completely – totally, definitely – certainly,
really – truly, particularly – especially,
generally – usually
13b Students quickly match the adverbs with their
meanings. Check answers with the class.
In pairs, students create their own sentences using
the target language.
1 totally, completely 2 definitely, certainly
3 generally, usually 4 particularly, especially
5 really, truly
14 If there is time, students write their review in
class. They will need at least 30 minutes to do this.
HOMEWORK OPTIONS
Students do the study skills, reading, reading and
listening and writing skills exercises for this lesson in
MyEnglishLab.
Students do Exercise 14.
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7 Architecture
Unit Objectives
Grammar: the passive
Vocabulary: describing buildings; idioms; prefixes
Scenario: talking about requirements; deciding on facilities in a hotel
Study skills: identifying fact and opinion
Writing skills: an opinion-led essay
7.1 ICONIC BUILDINGS
IN THIS LESSON
Lesson topic and staging
This lesson looks at architecture and people’s
favourite buildings. Students read about three famous
buildings and focus on vocabulary connected with
architecture and construction. Finally, they discuss
iconic buildings and write a paragraph describing one.
Meet the expert video
Watch a video of an architectural journalist talking
about innovative designs.
Objectives
By the end of the lesson, students will have
• extracted specific information and language items
from reading texts
• extended their vocabulary related to architecture
and construction, and practised using this
• participated in a discussion to express their
opinions about an iconic building and written
a paragraph about it
Timings
If short of time, set Exercise 10 as homework.
Possible lesson break: after Exercise 5b or 7.
WARM-UP
This activity introduces the topic of iconic buildings.
• Write the following buildings on the board, but
not the dates in brackets: the Colosseum (ca. AD 80),
the Eiffel Tower (1889), Tower Bridge, London (1894),
the Sydney Opera House (1973), the Empire State
Building (1931), the Taj Mahal (1648), the Great Wall
of China (building began 500 BCE).
• Check that students know each building. It may
help to elicit/tell students which cities they are in,
take in photos/use the photos on pages 66–67.
• In pairs, students order the buildings from the
earliest construction date to the latest.
New Language Leader Upper Intermediate Architecture
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• Elicit answers from the class.
• Finally, ask students if they have visited,
like/dislike each building.
Le Corbusier quote: This quote suggests that the
main purpose of a house is ‘function. The idea of
‘aesthetics’ is therefore less important. You might
discuss with students whether they share this
view or hold the opposite.
VOCABULARY: describing
buildings
1 To give students some ideas for this activity, you
could focus them on the photos on pages 66–67 or
refer them to the Warm-up activity.
• Students discuss the question in pairs before you
elicit a few ideas from the class.
2a Tell students to do as many adjectives as possible
before using a dictionary.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, elicit that classical is a European
style from the Roman/Greek period (ca. AD 1000–
500 BCE), but some modern buildings use this style.
• Tell students that the neutral adjectives can be
either positive or negative, depending on the
opinion of the speaker/writer.
Positive: elegant, graceful, impressive,
magnificent, stylish, imposing, innovative
Negative: derelict, dilapidated, run-down, ugly
Neutral: ancient, classical, contemporary,
ornate, traditional
Ask students whether they know any more words
which could be placed in these categories. Allow
them to look some up in a thesaurus or online.
2bWarn students that more than one adjective goes
in some categories and a couple of adjectives can
go in more than one category.
• Students work individually and then compare
answers with a partner.
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• Check answers with the class and write the words
on the board in preparation for Exercise 3.
1 dilapidated, derelict, run-down
2 traditional, ancient, classical 3 ugly
4 innovative 5 elegant, stylish, graceful
6 ornate 7 contemporary 8 imposing,
impressive, magnificent
PRONUNCIATION
3 Word stress. Elicit the importance of word stress
in English (to be clear and to make your spoken
English follow the ‘rhythms’ of English).
• Focus students on the first adjective you wrote on
the board in Exercise 2b, elicit the main stress and
mark it on the word (see answer key below).
• In pairs, students mark stress on the other words.
They can say the word to each other if necessary.
• Check answers with the class.
• Ask students to work individually to group the
words according to their syllable stress.
• Students compare answers with a partner. Play
the recording, pausing after each word for
students to check.
• Play the recording again, pausing after each word
for students to repeat, and correct if necessary.
First-syllable stress: ancient, classical, derelict,
elegant, graceful, innovative, stylish, ugly
Second-syllable stress: contemporary,
dilapidated, imposing, impressive,
magnificent, ornate, run-down, traditional
4 Give students one minute to look at the photos
and decide their opinions.
• Put students in pairs to describe the buildings and
discuss which they like.
Students describe one of the buildings. Their
partner must guess which is described.
Give students a few minutes to think of a building
they know (it doesn’t need to be famous). In small
groups, students describe their buildings and ask
each other questions for more information if
necessary. Alternatively, you could provide some
photos of buildings for use in discussion.
5a Tell students to match as many words as possible
before using their dictionaries to check meaning.
• Ask students to compare with a partner before
you check answers with the class.
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• In feedback, elicit the stressed syllable on each
word and ask students to mark this in their books.
The main stress is marked in the answers below.
1 g damage 2 e rebuild 3 c construct
4 h demolish 5 b maintain 6 a restore
7 d commission 8 f design
5bTo help students get started, elicit the first stage
(commission) and then give them two minutes to
order the other words.
• The order is not obvious, so put students in pairs
to compare their lists and discuss the options.
• Elicit answers and write them on the board. Ask
students if they agree with the order as you write
each item. Accept any reasonable answers.
• Finally, give students the suggested order below.
Monitor for use of the passive structure while
students are discussing the order of the verbs. This
will help assess their ability before the grammar
focus in the next lesson.
• For further practice, ask students to do Exercises
V1–5 and V2–6 on page 135 in the Language
reference.
Suggested answers:
1 commission 2 design 3 construct 4 maintain
5 damage 6 restore 7 demolish 8 rebuild
READING
6a To lead in, (re)elicit the name of each building and
where it is (Colosseum: Rome, Italy; Taj Mahal:
Agra, India; Eiffel Tower: Paris, France).
• Explain that students will read about each
building later. This is a prediction activity.
• Set the activity and give students one minute to
guess the answers.
• Ask students to compare with a partner.
• Elicit a few guesses from the class.
Making predictions about what you are going to
read is a good technique to use in exam tasks, such
as the IELTS or PTE-A Reading. This will help to
provide clues to the content and structure of the
text, e.g. using the title of a text to predict content
or using topic sentences to get the gist of a text.
6b Give students five minutes to read the texts and
check their answers.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, check that students understand
gladiators (Roman fighters for entertainment).
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• Finally, ask students if they have visited/would
like to visit any of the buildings and why/why not.
1 F (opened in AD80) 2 T (gladiator and
animal fights) 3 T 4 F (recently renovated
and partly restored) 5 F (built in memory of
an Emperor’s wife) 6 F (less than 500 years
ago) 7 T (from environmental pollution)
8 F (there was a lot of opposition from the
public when it was built) 9 T (until about
1930) 10 T (built as a temporary structure)
Make Exercises 6a and 6b more communicative by
dividing the class in three and getting each group
to focus on only one text. In 6b, students read their
text to check their guesses and swap information
with students who read the other texts. In Exercise
7, either ask students to find the words in their
text only and then swap information or ask
everyone to read all three texts.
7 Students do this activity individually and then
compare answers with a partner.
This kind of matching task is commonly found in
IELTS Reading and Listening exams.
• Go through the answers and check pronunciation
of any difficult words (e.g. amphitheatre).
1 amphitheatre 2 survived 3 renovate (Note:
renovate: in good condition; restore: to original
condition) 4 tomb 5 dome 6 exterior
7 interior 8 landmark 9 temporary
10 eyesore
SPEAKING AND WRITING
8 Students should take a few minutes to think about
which building they would like to describe. This
exercise may work best if they have some time to
research the building online.
• Students talk for around 30 seconds on each topic
with a partner.
The research stage means you will need to give
students lots of time in the lesson. Alternatively,
they could research and make notes in their own
time and write the paragraph in class.
9 Critical thinking: Interpreting ideas. In this
activity students reflect on what they have read
and listened to about buildings and apply it to
their own context.
• Students discuss the questions, ideally with
someone from a different country.
• You should monitor discussions, as the concepts
under discussion are quite complex.
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• Take class feedback from three or four students,
or from one student from every country (if your
class is multinational).
10 Give students fifteen minutes to write their
paragraph using the notes they made earlier.
• Monitor to help with vocabulary if necessary.
• Take the work in for marking, paying particular
attention to the use of vocabulary from this lesson.
• Alternatively, post the paragraphs round the room
and ask students to read them all. Then ask them
which buildings they already know and which
they would like to visit.
MEET THE EXPERT
1 Students discuss the questions in pairs. Encourage
them to give reasons for all the points.
1 a Belfast (Northern Ireland) b Sheffield
(England) c Sao Paulo (Brazil) 2 a music,
theatre, dance and art; b housing; c culture and
leisure 3–4 Students’ own answers
2 Follow on from Exercise 1 by asking the class what
they discussed about the Sesc Pompeia building.
Encourage students to comment on the opinions of
other students, but do not clarify or correct yet.
• Students read the sentences in the book.
• Play the video. Individually, students tick the
sentences they hear.
• Ask students to compare with a partner before
you check answers with the class.
a, c, d, f
Meet the expert video
Laura Mark, architectural journalist
I’m Laura Mark. I’m a technical reporter for The
Architects’ Journal, which is a weekly magazine for
architects. I studied architecture before I joined
The Architects’ Journal and I also worked in
practice for six years before then.
My three favourite buildings are the The Mac, in
Belfast, which is a cultural art centre, Parkhill in
Sheffield, which is a social housing scheme, and
the Sesc Pompeia in Sao Paolo Brazil, which is a
community centre.
The Sesc Pompeia is a social scheme, a
community centre, built in the slum area of Sao
Paolo for the people who live there. It was built
between the years of 1977 and 1986. And it
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housed many different uses, including, um, an
exhibition centre, uh, community use and sports
hall, sports centres, churches and a kind of a
restaurant space as well. It was built by an
organisation that wanted to bring education,
culture and sports to the local people. They built
several centres like this across Brazil.
The Sesc Pompeia was designed by Lina Bo Bardi
and its quite unusual because at the time, women
architects didn’t really build that much in Brazil
and this is quite a large of example of a project by
a woman architect. And, um, what makes it even
more unusual was that she was designing, using
an existing factory building – which was, had
been on the site for a long time and had already
been, um, kind of used by a local community.
They already were kind of using the building and
playing in it, and so she had to work with them to
create a space which they wanted. And I think a
big key to that was that she moved onto the site
whilst the building was in progress. And she had
her office there, she worked with the local people,
she worked with the crafts people working on a
project and kind of really got in there and got
building, I think.
The existing factory was built out of red brick and
concrete. The concrete used was, uh, quite unusual
at the time; it was one of the early examples of it
being used in Brazil at that scale. And what Lina
Bo Bardi did was she uncovered these materials.
She took away the plaster that had been covering
them up for so many years and revealed them.
So the materials had, like, a raw aesthetic and
were kind of on view just as they were. And then
next to this existing factory she built two concrete
towers, very tall, 70 metres high. And then,
within these towers, she punched windows
through and these were then, the openings of
these windows were then painted bright red,
which is a kind of stark contrast to the, uh, raw
concrete of the building.
I really like the Sesc Pompeia because it’s, it’s
striking, it’s visually appealing, but at the same
time it’s got this community feel about it. And
when you look at the building, the concrete and
the kind of materials could, could be really harsh.
But, actually, it’s quite maternal, it’s loving and
it’s got this fun feeling about it, which is kind of
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lacking in many of today’s buildings; they don’t
quite manage to get that right, but she did.
Um, and I think what, another thing, another
aspect which is really important is that she reused
this existing building and it already had a
community about it. And she didn’t just go in
there and get rid of it. And I think a lot of
architects could learn from that today.
The building was really popular when it first
opened; people loved it. And it still remains that
way to this day, it still has the community uses
that were originally there. And Lina Bo Bardi
even us-, still used the building right up until her
death in 1992.
3a Individually, students complete as much as they
can based on the first viewing.
3bReplay the video. Students check their answers,
and confirm with a partner. Take class feedback.
1 slum 2 sport 3 several 4 wanted
5 70 metres 6 stark contrast 7 visually
appealing 8 use
4 Students work in groups of three or four and
discuss the questions for five to ten minutes. Take
feedback from three groups for each question.
HOMEWORK OPTIONS
Students do the writing skills and vocabulary
exercises for this lesson in MyEnglishLab. They can
also do the MyEnglishLab video activities after this
point.
Students think about a building they visited on
holiday in the past and write an email to a friend
telling them why they liked/didn’t like the building.
Students do exercises V1 5 and V2 6 on page 139 in
the Language reference.
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7.2 SOLVING
PROBLEMS
IN THIS LESSON
Lesson topic and staging
Students read a text about four innovative solutions
to housing problems. They study passive structures
in the article and focus on meaning and form. Next,
students listen to an architect talking about solutions
to housing problems. Finally, they discuss housing
problems specifically related to young people having
to live at home for longer.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• developed evaluating skills
• revised/extended their understanding of the use of
the present simple, future simple and present
continuous passive
• discussed housing problems faced by young
people still living with their parents
Timings
If short of time, omit Exercise 5 or set it as homework.
Possible lesson break: after Exercise 7.
WARM-UP
This activity introduces the topic of living spaces.
• Give students three minutes to note down all the
places they have lived in their lives. They should
make brief notes about each.
• In groups of three, students discuss the places –
their size, location, features, etc. They should focus
on both the positive and negative aspects.
• Take class feedback from three or four students.
SPEAKING AND READING
1 Students may not have a lot of background
knowledge about this topic, so may need some
support/guidance.
• If possible, ask students to work with a partner
from a different country (where appropriate).
• Take feedback from three of four students, or from
a student of every nationality (if appropriate).
2a Students look at the photos. Explain that they are
all strange or unusual buildings.
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• Emphasise that the key word for discussion is
interesting (they do not necessarily have to like it).
• Students discuss with a partner which building is
most interesting. They must give reasons.
• Go through the photos one by one and ask who
thinks each building is the most interesting.
2b Give students two minutes to skim-read the
article. They should be looking for key words to
help match the photos with parts 1–4.
• Take class feedback. Explain as necessary.
A2 B1 C4 D3
3 Students complete as much of the table as possible
based on their first reading. Give them a further
five minutes to re-read and complete as much as
they can. Explain that there may not be answers
for every question.
• Students check in pairs. Take class feedback.
Building A: Yasuhiro Yamashita; Tokyo; n/a;
146 m2; clever use of space made use of every
centimetre
Building B: dRMM; UK; glass; n/a; glass cover
transforms the building giving extra space
Building C: Etgar Keret; Poland; iron; 91 cm
across; Poland’s narrowest house
Building D: Gary Chang; Hong Kong; polished
chrome; 32 m2; each space can change into 24
configurations
+ In pairs/small groups, students discuss which of
the buildings they would most like to live in.
4 Critical thinking: Evaluating. In this exercise,
students work with other students to evaluate
information and decide which is more important.
• Put students in groups to discuss the questions.
Ask one or two groups to share their ideas.
Evaluating is an important skill when writing
academic essays, since students must read and
assess the importance of information. Evaluating
the quality and usefulness of texts is one of the
reading skills tested in the PTE-A.
5 Individually, students match the words with
their meanings.
• Students compare answers in pairs. They should
try replacing the words in the text with the
definitions, to check whether their answers still
make sense (e.g. for question 1: This excellent and
unusual building …).
• Check answers with the class.
1 remarkable 2 ingenious 3 numerous
4 cramped 5 configuration 6 miniscule
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GRAMMAR: the passive (1)
6a Introduce the idea of the passive by asking
students what the normal word order in English is
(subject, verb, object). Elicit/Teach the structure of
the passive: object, verb, (subject).
• Check that students understand agent (subject,
doer of the verb).
• Ask students to read the passive sentences and
match them with the descriptions.
• Take class feedback and check understanding.
a experts think it will soon be recognised as a
landmark in its own right; is wedged
b At present, several sliding houses are being
manufactured by dRMM.
6b Discuss the question with the class. As revision,
ask what the purpose of each of the tenses is and
why they are being used in this situation.
present simple: is wedged
present continuous: are being manufactured
future simple: will soon be recognised
For weaker groups, write up the three verb forms
on the board so that students can analyse them
and not be confused by irrelevant detail.
6c In pairs, students work out the constructions of
the passive forms.
• Take class feedback. Write the forms on the board.
• Direct students to the Language reference if
needed (page 138).
present simple: am/is/are + past participle
present continuous: am/is/are being + past
participle
future simple: will be + past participle
7 Students do this activity individually and then
compare with a partner.
• Tell students to look at Exercise 6 and the
Language reference on page 138 if they need help.
• Monitor to point out mistakes, but encourage
students to self-correct if possible.
• Check answers with the class and if necessary,
elicit the reasons for each one.
1 are being manufactured 2 will be built
3 is made 4 are being built/will be built
5 will be converted 6 is being carried out
7 will not/ won’t be finished
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LISTENING
8a Set the context and play the recording.
• Tell students not to worry if they cannot write
the complete questions at this stage; a close
approximation is sufficient.
• Also tell students not to worry about the answers
the speaker gives at this stage. They will listen
again for these.
• Students check answers with a partner and work
together to get the language right.
• Check answers with the class and write them on
the board.
1 What do architects find interesting when
designing buildings?
2 What type of architecture has particularly
impressed you in terms of solving problems?
3 What’s your next project?
Audio script 7.2
Marta, Students
S1: What do architects find interesting when
designing buildings?
M: A good question. I’d say the most interesting
thing relates to our role as an architect. In
most cases, what are architects trying to do?
Well, we’re trying to design an ideal place to
meet human needs. That’s really our main
motivation. It’s our ‘duty’ if you like, to create
a place that integrates interior design with the
needs of the people who’ll be using the
building. It’s, how can I say, a relationship in
which the individual and the place are
integrated. They depend on each other.
S2: What type of architecture has particularly
impressed you in terms of solving problems?
M: That’s an interesting question. I’ve lived in
and visited a lot of hot climates and I really
like the way that Islamic architecture deals
with the problem of extreme heat. Houses are
often built around a central open courtyard
which ventilates them. And they often have a
central basin or fountain, which provides a
cooling effect and the soothing sound of
falling water. When you visit the old mosques
and palaces, which did not have electricity,
you notice that the temperature is often just
right. I sometimes use some of the central
features of Arab architecture, which include
patios, open courtyards and water features,
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when designing hotels. Those features are SPEAKING

really useful in regulating heat and cooling
buildings during long, hot summer days. 9 Ask students to read the statements and then give
S3: What’s your next project? them five minutes to make some notes with
M: Well, it seems that affordable housing is the examples to support their opinions. If students do
new buzzword and we’ve just won a contract not have much knowledge of this topic, you might
to deliver 300 housing units on sites in and let them search online at first.
around Copenhagen. These will be very • Students work in groups of three or four and
reasonably priced and a large proportion will discuss these questions for between ten and
be reserved for essential workers such as fifteen minutes.
nurses, police officers and teachers. Most • In feedback, ask one or two groups to share their
affordable housing looks very boring, but our ideas with the rest of the class.
project offers a huge variation of housing In many speaking exams, such as IELTS, students
sizes and configurations. The project is based have to discuss this kind of issue, i.e. those with
on a prefab basis module of wood which personal relevance and interest to young people.
surrounds a central core for a wet room or
shower and technical installations and a HOMEWORK OPTIONS
staircase. Then the modules can be put Students do the grammar and vocabulary exercises
together horizontally and vertically, like for this lesson in MyEnglishLab.
building blocks. We’re really looking forward
to getting started. Students write up a report about their discussions in
Exercise 9.
8b Check students are clear that they are identifying
the answers to the questions from Exercise 8a.
• Students work with the same partner. They
discuss whether they can remember what the
answers to the questions were.
• Play the recording again. Students check/note
down their answers.
8c In the same pairs, students compare notes. Take
class feedback.
For weaker groups, you might let students check
the audio script on page 176 to ensure they have
the correct language.

1 trying to design an ideal place to meet

human needs
2 Islamic architecture which deals with the
problem of extreme heat built around a
central courtyard which ventilates the rooms
on the outside
3 affordable housing in Copenhagen

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 lOMoARcPSD|12959743
7.3 BUILDING BRIDGES
IN THIS LESSON
Lesson topic and staging
This lesson looks at bridges around the world.
Students read an article about important bridges and
then discuss how these compare. Students then focus
on idioms related to bridges and the use of prefixes
with words in the text. Next, students look at passive
structures in the text and focus on the meaning of
these before practising them. Finally, students
discuss two bridges, using information provided,
and write a paragraph to describe one of them.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• revised and/or extended their range of idioms
and prefixes
• revised/learnt about the past simple and present
perfect passive
• discussed two different bridges and written about
one of them.
Timings
If short of time, set Exercise 5 as homework.
Possible lesson break: after Exercise 6b.
WARM-UP
This activity introduces the topic of bridges and why
people like/dislike them.
• Focus students on the photos on pages 70–71 and
ask if they like the designs of these bridges.
• Ask students to think of a bridge they like or
dislike and think about why.
• Put students in pairs to talk about their bridges,
giving information such as where it is, what river
it crosses, how old it is, what it looks like, what it’s
used for, as well as why they like/dislike it.
Students should ask each other questions for
further information.
• Finally, ask a few students to tell the class about
their bridges and why they like/dislike them.
READING
1 Focus students on the photos and ask them if they
know anything about these bridges. They may
already have touched on this in the warm-up.
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• Ask students to briefly discuss the second
question in pairs. Elicit a few ideas from the class.
2 Read through the instructions with the class. Give
students three minutes to read the introduction
(the text in the right-hand column on page 70) and
tick the reasons.
• Students compare with a partner before you check
answers with the class.
2, 4, 5
3 Read through the questions with the class and
check they understand resist (prevent the effects of
something), dimensions (length, width, etc.).
• Give students five minutes to read the rest of the
article and answer the questions.
• Monitor to help with vocabulary (words students
must know to answer the questions, e.g. harp) or
ask students to use their dictionaries.
• Students compare with a partner before you check
answers with the class.
1 Charles Bridge 2 Akashi Kaikyo Bridge
3 Golden Gate Bridge 4 Alamillo Bridge
4 Critical thinking: Comparing features. Students
must use the knowledge learnt in the lesson so far
to critically evaluate the different bridges. They
must identify the specific features which are
similar or different.
• Give students two minutes to read the information
on the bridges again.
• Put students in pairs to discuss the similarities
and differences.
• Ask two or three students to tell the class what
similarities and differences they talked about with
their partner.
You could take this opportunity to monitor for
students’ use of comparative structures and
phrases. In feedback, elicit corrections to some of
the mistakes you noted and/or give students
alternative ways of expressing themselves.
The ability to compare and contrast is a key skill in
many exams, when both writing and speaking
(e.g. IELTS Writing task 2).
VOCABULARY: idioms, prefixes
5 Elicit/Teach idiom (a group of words whose
meaning is difficult to predict from its contents).
• When students read the first paragraph of the
article, ask them to underline all the idioms they
can find. Tell them the idioms all contain bridge.
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• Check that students have found four idioms and
elicit them from the class.
• Tell students to use the idioms to complete
sentences 1–4. Remind them that they may need to
change the form.
• Ask students to compare with a partner before
you check answers with the class.
• In pairs, students try to express the idioms in other
words. They can read the article for clues.
• Elicit ideas from the class (see below).
• For further practice, ask students to do Exercise
V3–7 on page 139 in the Language reference.
1 burn my bridges 2 cross that bridge when
we come to it 3 all water under the bridge
4 build (some) bridges
Idioms in other words: 1 lose something I’ve
got when I may still need it 2 deal with that
when it happens 3 it’s already happened, let’s
forget about it 4 make friends and form
relationships
6a Do the first part of this activity with the whole
class. Write each word on the board and underline
the prefix.
• Give students one minute to match the prefixes
with the meanings. Check answers in class.
1 re- 2 in-, un- 3 mis- 4 over-
6bStudents do this activity individually and then
compare with a partner.
• In feedback, elicit/give the stress on the original
words (e.g. important) and then on the word with
the prefix (e.g. unimportant).
• For further practice, ask students to do exercise
V4–8 on page 139 in the Language reference.
1 unimportant 2 misunderstand
3 overcrowded 4 insignificant 5 redefine
6 insensitive
Show students that prefixes are contained in the
information about a word in a good dictionary.
Understanding prefixes can be a big help when
faced with unfamiliar vocabulary in reading and
listening exams. Knowing what prefixes refer to
can help students guess the approximate meaning.
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GRAMMAR: the passive (2)
7a Give students three minutes to underline examples.
• Ask students to compare answers with a partner.
In feedback, check that they have underlined all
the correct examples.
• Give students a few minutes to find any unknown
vocabulary from the examples. Then put them in
pairs to discuss the form.
• In feedback, write examples of the past simple and
present perfect passive on the board and highlight
the relevant parts to show the form.
• Finally, remind students of the contractions of have
(’ve) and has (’s) and then elicit/explain that
adverbs generally come after the auxiliary (was,
were, have or has), e.g. has never been.
(Note: tragically is after been in the text because
there are two adverbs in this sentence (occasionally
is the other). It is a choice of style and makes the
sentence easier to read.)
Past simple passive:
Examples: was destroyed, was built, (was)
named (Note: The auxiliary was is not used
here, but the form is still passive.), was opened
Form: was/were + past participle
Present perfect passive:
Examples: has since been rebuilt, has … been
tragically misplaced, has never been shattered,
has been built
Form: have/has + been + past participle
If possible, reproduce the article so that all students
can see it (perhaps on an interactive whiteboard or
an overhead projector). When you check that
students have underlined the correct examples, to
highlight the form and for feedback in Exercise 6b,
highlight the relevant parts of the text.
7bAsk students if they found any other passive
forms in the text and elicit examples (including
those in this exercise if possible).
• Give students 30 seconds to match the sentences
with the forms and elicit answers from the class.
• Then elicit the form of each from the class and
write it on the board (see answer key below).
• For further information, ask students to read G2 in
the Language reference on page 138.
1b 2a
Form 1: was/were + being + past participle
Form 2: to be + past participle
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8 Explain that the report is about complaints made

The bridge is supported by a pylon and cables
by local residents during the building of a hotel.
which form the graceful shape of a harp: a
• Orient students to the text by asking them to
this bridge has been built to: b
brainstorm what the complaints might be and then
The bridge was opened on 21 May: b
quickly read the text to check. (The complaints in
It was opened to traffic: b
the text are noise and pollution).
• Give students five minutes to do the activity.
• Ask them to compare with a partner and use SPEAKING AND WRITING
Exercise 7 and the Language reference for help. 10 Ask students to look at the photo of their bridge.
• Check answers with the class and ask students to • Tell them that the information below the photo is
give reasons. about their bridge or about another student’s
• For further practice, ask students to do Exercises bridge.
G1,2–1 and G1,2–2 on page 139 in the Language • Give them a few minutes to tick the pieces of
reference. information they think are about their bridge,
using their dictionaries if necessary.
1 have been received 2 was completing • Then put students in pairs to tell each other the
completed 3 was constructing being information they didn’t tick in the previous stage.
constructed 4 were delivering being delivered • Students must not look at each other’s photos, but
5 were digging being dug 6 were making can ask questions. They should take notes while
being made/made 7 was doing done 8 have they are talking.
been were closed 9 have been received • When students have all the information about
10 has now been built 11 is to be done their bridge, give them 20 minutes to write their
12 to be publish published paragraphs, using the notes they made in the
previous stage and the information they ticked
9a First, elicit/tell students that the subject in a
earlier.
passive sentence comes at the end of the sentence.
• Monitor to help with vocabulary and point out
• Students do this activity in pairs before you check
mistakes with the passive structures, if necessary.
answers with the class.
• Finally, take the paragraphs in for marking,
• In feedback, ask students to underline the long
paying particular attention to the use of passive
subject expression (the strange-shaped building in the
structures.
City of London) in sentence 2 and the known
information (it was designed) in sentence 1.
• For further information, ask students to read G3
HOMEWORK OPTIONS
on page 138 of the Language Reference. Students do the listening, vocabulary, reading and
grammar exercises for this lesson in MyEnglishLab.
1b 2a
Students write an account of a situation in their past
The Gherkin (or 30 St Mary Axe or the Swiss Re using at least two of the idioms in Exercise 5.
Tower) is a building in London, completed in
2004. It has a strange shape (curved sides and Students do exercises G1,2–1, G1,2–2, G3–3, V3–7
pointed at the top) and is sometimes lit in green and V4–8 on page 139 in the Language reference.
at night. People think it looks like a small
cucumber (a gherkin).
9bGive students a few minutes to do this activity
individually, then ask them to compare answers
with a partner.
• Check answers with the class and elicit the long
subject expression or the known information in
each highlighted passive.
• Give students a few minutes to find difficult
words from the sentences in their dictionaries.
• For further practice, ask students to do Exercise
G3–3 on page 139 in the Language reference.

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7.4 SCENARIO: ON
THE HORIZON
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of requirements.
Students discuss facilities they expect to find at a good
hotel. They are introduced to the scenario by reading
an invitation to tender for a contract to design a
luxury hotel. Next, students listen to architects talking
about designing part of the hotel and focus on the Key
language. Finally, in the Task, students discuss and
finalise the facilities for the ground floor of the hotel.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and listening text
• learnt phrases for talking about requirements
• used this language in a ‘real-life’ situation to
discuss and finalise facilities at a luxury hotel
• participated in extended speaking practice
Timings
If short of time, omit Exercise 5c.
Possible lesson break: after Exercise 5c.
WARM-UP
This activity introduces the topic of required facilities
at luxury hotels.
• Ask students if they often stay/have ever stayed in
hotels and if they like them.
• Put students in pairs and ask them to describe the
best hotel they have stayed at or know of.
• Elicit different facilities to the board and include
the following: cable/satellite TV in all rooms,
swimming pool, restaurant, shops, hairdresser, gym.
• In pairs, students rank the facilities on the board
from absolutely essential to not important.
• Elicit lists from a few pairs, with reasons, and ask
the class if they agree and why/why not.
SITUATION
1 If you used the Warm-up activity, students can
re-use some of the vocabulary here, but they will
need to add ideas for the conference centre.
• If you didn’t use the Warm-up, ask students if
they have stayed at/know of a top hotel and what
facilities it had/has.
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• Put students in small groups to do the activity. Get
ideas from a few groups.
2 Focus students on the title of the text and check
they understand Invitation to Tender (a company
invites others to try to win a contract by putting
together a proposal, including costs, etc.).
• Ensure that students understand the meaning of
facilities in this context (rooms/equipment/services
provided by the hotel).
• Give students one minute to quickly scan the text
for the names of facilities. You might tell them
that there are four mentioned. Check answers with
the class.
conference room, meeting rooms, seminar
room, restaurant
3a Ask students to read the questions and check that
they understand reputation (people’s opinion of
you). Tell them that HHCC is the name of the
company giving the invitation.
• Give students four minutes to read the text and
answer the questions.
• Students compare with a partner before you check
answers with the class.
• In feedback, check that students understand the
difference between conferences (large meetings to
discuss topics of interest, e.g. academic) and
congresses (similar to conferences, but to make
important decisions on particular issues, e.g. a
United Nations Congress).
1 famous for providing luxury accommodation
and outstanding service
2 It will be L-shaped.
3 to be used for conferences and congresses by
groups from all over the world
4 The contract will be given to the architectural
firm which produces the best plan.
3bGive students two minutes to discuss this question
in pairs and then elicit ideas from the class.
KEY LANGUAGE: talking about
requirements
4 With strong classes, put students in pairs to
start with and ask them to discuss what they think
would make a good ground floor of a hotel.
• Focus students on the photos and the floor plan
and ask them what the two people in the smaller
photo on page 72 are doing (discussing plans).
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• Read through the introduction and questions
with the class and check that they understand
health-conscious (when you care about your health).
• Tell students that question 1 needs specific
suggestions and explain that the architects want to
put in a tender to HHCC.
• Play the recording without pausing and ask
students to compare answers with a partner.
• Check answers with the class and check that they
understand games room (somewhere to play table
tennis, snooker etc.).
1 a sports facility, an area where people can
relax, an aerobics and dance studio, a stand
with free newspapers
2 to get ideas from other members of the team
Audio script 7.3 and answer key to Exercise 5a
Carlos, Gabriela, Richard
C: Let’s talk about our plans for the ground
floor. Gabriela, what ideas do you have?
G: Well, I need a little more time to think about
it, but seeing that space won’t be a problem,
in my opinion, it’s vital we have some sort of
sports facility on the ground floor. Also, we’ll
need an area where people can relax.
C: How about you, Richard? What do you think?
R: I agree with Gabriel. She’s right. It’s
absolutely essential to offer a facility for
people who want to forget work for a while,
just, you know, chill out, and the ground
floor’s the best place to provide it. But I’m not
sure what sort of facility it should be.
C: So, Gabriela, any ideas?
G: Mmm, well, people are very health-conscious
these days, they do want to relax, they’re
often very stressed. So we’ve got to offer
them something, that’s for sure. Off the top of
my head, I suggest we have a games room on
the ground floor – you know, table tennis,
snooker, that sort of thing. It’d be very
popular with some of our guests.
C: Mmm, I don’t know, Gabriela. We certainly
need some kind of area where people can
take it easy, let their hair down a bit. But I’m
not sure a games room is the answer. I mean,
is it really the right choice for a business hotel?
G: OK, maybe not a games room, but we should
offer them something to help them relax –
maybe a sauna, a jacuzzi, a sun deck. Don’t
you agree, Richard?
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R: Yeah, a sauna, why not? And, erm, I’ve just
thought of something. It might be a good idea
to have an aerobics and dance studio. Of
course, we’d have to find out first if our
guests really wanted that kind of facility. We
could also consider having a stand with free
newspapers for guests – that’d be popular.
C: Mmm, I like that idea, Richard – aerobics and
dancing. It’d probably appeal to all age
groups. And it’d be good to offer guests free
newspapers. Nice idea. But we need to think
this through. There are plenty of options to
meet the needs of groups who want to keep
fit and others who’ll want to wind down.
Let’s talk about it tomorrow and get ideas
from the rest of the team.
G: Right, they’ll have plenty of ideas. Let’s see
what they come up with.
5a Students read the statements. Check that they
understand the difference between essential,
desirable and possible.
• In pairs, students discuss which phrases they
think they have already heard and tick them.
• Play the recording again. Individually, students
tick the phrases they hear. Check briefly in class.
The following phrases are used (and underlined
in the audio script): 2, 3, 5, 6, 7, 8, 9, 10
5b Having already listened twice, students should be
able to complete quite a lot of information.
• Emphasise that students should try and write the
additional information as close as possible to the
original, but they should not worry if it is not 100
percent accurate.
• Students check their sentences individually
against the audio script on page 176. Give them
time to make any corrections.
5c Give students a couple of minutes to look again at
the phrases in Exercise 5a. Encourage them to ask
you if they need help pronouncing any words.
• Put students in pairs to predict where the main
stress will be in each phrase.
• Play the recording, pausing after each phrase and
ask students where the main stress is. Highlight
the intonation of each phrase, if necessary
modelling it yourself.
• Play the recording again, pausing after each
phrase for students to repeat. Correct if necessary.
• Students practise in pairs. They correct each other
as necessary. Monitor and act as a referee.
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TASK: deciding on facilities in a
hotel
6a Read through the introduction with the class.
• Divide students into three groups of equal size. If
you do not have the right number of students to
form equal groups, make sure A and B are equal
and put any extra students into Group C.
• Students read their instructions and ask you if
they need clarification.
• Give students 10–15 minutes to discuss facilities
and plans. Give the class regular time checks so
that all the groups finish at about the same time.
• Monitor to note mistakes using the Key language.
• When students have finished, correct a selection of
the mistakes you noted earlier.
6b Groups A and B present their plans. Group C
should make notes and ask questions at the end of
each presentation.
• Monitor to note improvements in students’ use of
the Key language.
6c When they have finished, ask Group C who
should get the contract and why.
• Ask the losing group (A or B) what changes they
could have made to help them win the contract.
• Finally, tell students how their use of the target
language improved in this activity.
HOMEWORK OPTIONS
Students do the listening, dictation, reading,
grammar and Key language exercises for this lesson
in MyEnglishLab.
From Exercise 6: Group C writes an email to the
winning architects saying why they won. The winning
group writes an email to HHCC accepting the contract
and outlining their proposal again. The losing group
writes an email to HHCC saying how they could
change their proposal. Students should write their
emails individually at home. Remind them about the
language in this type of email (formal).
Students do exercise KL–4 on page 139 in the
Language reference.
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7.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
Students discuss a question for an opinion-led essay.
They work with a text to divide statements into facts
and opinions and then analyse language to identify
the writer’s opinion. In the writing section, students
look at strategies for avoiding repetition in essays.
Finally, they write an opinion-led essay.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• developed the ability to differentiate between facts
and opinions
• extended their range of language used to avoid
repetition when writing and practised using this
• written an opinion-led essay
Timings
If short of time, set Exercise 10 for homework.
Possible lesson break: after Exercise 6.
WARM-UP
This activity (re)introduces the topic of facts and
opinions.
• Read these statements to the class and ask them to
identify whether they are facts (F) or opinions (O):
1 Brazil will win the next football world cup.
2 London is the capital of the UK.
3 Water boils at 100 degrees Centigrade.
4 Travelling by train is the best form of travel.
5 Bill Clinton has been president of the USA.
6 Bill Clinton was a good president of the USA.
• Ask students to explain their answer in each case.
1O 2F 3F 4O 5F 6O
STUDY SKILLS: identifying fact
and opinion
1a With books closed, write high-rise apartment block
on the board. Ask the class to brainstorm ideas
connected to this. Students then open their books
and check their predictions against the definition.
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• Ask students to look at the essay title on page 74.
Put them in groups of three or four and give them
five minutes to discuss the question. Emphasise
that at this stage they should give their own
opinion, not read the author’s.
• Ask one or two groups to share their ideas.
1b Give students three minutes to quickly skim-read
the essay. They should underline key parts which
indicate the author’s opinion.
• In the same groups, students firstly agree on what
the author’s argument is and then discuss whether
they agree or disagree with it.
2 Explain that this essay is an example of an
opinion-led essay.
• Students read the three descriptions and circle a, b
or c accordingly.
• In the same groups, students compare answers.
Take feedback.
c
3 Note that students may have already highlighted
some of these points from Exercise 1b.
• Elicit the meaning of counter-argument (argument
which reflects the opposite view to the writer).
• Ask students to read the five statements and then
read the essay in more detail to find out which
paragraph they are in.
• In feedback, ask students to identify some of the
specific language which illustrates their point.
a2 b4 c5 d 1, 5 e3
4 Fact and opinion. First, elicit definitions of each of
the words in the box. You might do this with
books closed and write the words on the board.
• Following this, students complete the gaps with
an appropriate word. Ask them to compare with a
partner before you check answers with the class.
• Finally, get students to close their books. To check
their understanding, ask them what a fact is and
what an opinion is. Clarify as necessary.
A famous British newspaper called The Guardian
has the slogan Facts are sacred. Comment is free. Ask
students what they think this means and if they
agree with the idea behind it.
1 scientific 2 belief 3 subjective 4 emotions
5 proved 6 evaluation
5 In groups of three or four, students look at the
questions and discuss whether they are facts or
opinions. Allow five minutes for this exercise.
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• Emphasise that students should look at the
sentences in their specific context in the essay.
• Take class feedback. Students should justify their
decisions.
Groups look again at the opinions (1, 7, 8) and say
whether they agree or disagree with them.
1O 2F 3F 4F 5F 6F 7O 8O
6 Ask students to find and underline the phrases.
They need to use the context to understand exactly
how they are used.
• Check that students understand infer (work out
from the context) and intention (a plan in your
mind to do something).
• This is a slightly tricky exercise, so ensure you
discuss the example in class.
• Students complete individually, then check in
pairs. Take class feedback.
2 The writer will challenge the claim.
3 The writer believes there is some truth in the
statement, but will present an opposing view.
4 The writer will present a much stronger
argument than the previous one.
5 The writer will present us with a very
persuasive opinion.
6 The writer wants to persuade us their view is
right and should not be questioned.
WRITING SKILLS: an opinion-led
essay
This whole section is very relevant to students
doing IELTS and PTE-A exams. In the IELTS
exam, students may have to write an opinion-led
essay in Task 2. Likewise, Write essay is one of the
components of the PTE-A Writing test.
7a Avoiding repetition – nouns. Focus students on
the examples in the list, to remind them what a
pronoun is.
• Students work in pairs to come up with as many
pronouns as they can.
• Take class feedback and write up all correct
pronoun suggestions on the board.
Put a table on the board which has four columns
(Subject, Object, Possessive, Reflexive) and seven
rows. Complete the column for subject pronouns
(I, you, he, she, it, we, they). Ask students to fill in
the rest.
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Personal pronouns: he, it, they, you, her, me,
us, them
Possessive pronouns: theirs, his, ours
Demonstrative pronouns: those, these, this, that
Relative pronouns: whose, when, where, that
Other pronouns: anyone, nobody, myself
7bIf necessary, do the first item as an example with
the class and underline the noun in the text it
refers to.
• Give students five minutes to do the other
highlighted pronouns.
• Tell students that some of the noun phrases which
pronouns refer to may be quite long.
• Ask students to compare with a partner before
you check answers in class.
1 the claim that people live in such blocks not
by choice but out of necessity 2 residents
3 high-rise apartments in beautiful, natural
surroundings 4 shared amenities
5 developing a sense of community 6 that
there are limited opportunities for gardening
7 high-rise apartment buildings
8a Avoiding repetition – nouns/noun phrases. Ask
students to read the introduction. Ask one or two
students to paraphrase what it says, to check that
the class has understood.
• Students complete the task individually.
• Check answers with the class.
high-rise apartment blocks: multi-storey
buildings, such blocks, this type of
accommodation tendency: trend
8bAvoiding repetition – verbs and adverbs. Before
they look in the text, ask students for suggestions
of synonyms.
• Students read the text and check their predictions.
• Take class feedback.
provides, have; undoubtedly
9 Ask students to read the paragraph and underline
any problem areas.
• Give students ten minutes to rewrite the
paragraph. When done, they should re-read it to
check that it makes sense and avoids repetition.
• Show students the sample answer and get them to
compare it with their own. Discuss any differences.
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Sample answer:
Another important advantage of high-rise
apartments is that they are generally cheaper to
buy than a house and also less expensive to
live in and maintain. Buying an apartment
typically costs from $200,000–$300,000, but a
house will be a lot more. Maintenance costs are
undoubtedly cheaper for high-rise apartments
because their surface area is less than that of
houses. Also, living in and maintaining a house
is generally a lot more time-consuming. A
strong argument, too, is that living above the
ground in an apartment is more peaceful and
less noisy than living in a house.
10 Since students will need at least an hour (if not
considerably more) for this question, they should
ideally write the essay for homework.
Alternatively, you could set it in class and help
students write it.
• Ask students to read the four questions and decide
which essay they would like to do. Emphasise that
they should choose the question that they find
most interesting.
You could give students time to plan their essays
in class and write them for homework. Monitor to
check ideas and help where necessary.
To get more practice, students could work in
groups and plan another essay, using an
alternative title. They could even try and predict
their own titles.
HOMEWORK OPTIONS
Students do the study skills, reading, writing skills
and academic collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
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8 Globalisation
Unit Objectives
Grammar: verb patterns; causatives
Vocabulary: globalisation; collocations; abstract nouns; words from the text
Scenario: clarifying; taking part in a debate
Study skills: summarising
Writing skills: a summary

8.1 GLOBALISATION – SPEAKING AND VOCABULARY:

GOOD OR BAD?
IN THIS LESSON
Lesson topic and staging
This lesson looks at different opinions on
globalisation. Students focus on word combinations
related to globalisation and discuss some topical
points. Next, students read postings on a message
board and listen to podcasts of people’s opinions
before studying collocations in these. Finally,
students discuss the opinions and the impact on their
own lives before writing their own posting.
Meet the expert video
Watch a video of Richard Cook, a coach and
consultant, about working in a global workplace.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading and listening texts
• extended their vocabulary related to globalisation
• discussed their opinions about globalisation
• written a message board posting expressing their
opinions
Timings
If short of time, omit Exercise 7 or set Exercise 10 as
homework.
Possible lesson break: after Exercise 7.
WARM-UP
• Ask students to focus on the photo and elicit what
it shows (extreme poverty next to extreme wealth).
• Put students in small groups to think of problems
that this situation might cause.
• Elicit answers and tell students that they will be
looking at one possible cause in this lesson.
globalisation
1 Write globalisation on the board and ask students
how this word/concept makes them feel.
• Put students in small groups and give them three
minutes to decide on a definition of the term.
• Get a few ideas from the class and ask other
students if their definition is similar.
2 Give students two minutes to do this activity. Ask
them to compare their answers with a partner.
• In feedback, ask students how similar this is to
their definition in Exercise 1.
• Finally, check students understand multinational
companies (companies that operate all over the
world, not just in one or two countries).
1 world 2 improvements 3 communications
4 experience 5 life
3 Put students in pairs. They read the list of causes/
results, tick the ones that are important for them
and then try to add more ideas to the list.
• Put students in small groups to compare lists, give
reasons for their choices and ask each other
questions to get as much information as possible.
• Encourage students to add other ideas to their lists
during the discussion.
• Elicit the key points from two or three students
and ask the class if they had the same choices.
Either individually or in pairs, students should
research one of the companies/events/institutions
given and give a short presentation about how it
has contributed to globalisation.
4a Give students one minute to try to fill gaps before
they look at the nouns in the box.
• Give students four minutes to complete the gaps
using the nouns in the box.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, check students’ pronunciation of
environment (with a silent second n).

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1 workers 2 gap 3 poverty 4 understanding
5 cultures 6 environment 7 manufacturing
8 competition 9 standards 10 companies
If students were making these points in an
academic essay, they would need to provide
evidence. Discuss with students what kind of
evidence they could use to show this or where this
evidence could be found.
4bAsk students if the points in Exercise 4a were
positive or negative about globalisation (both).
• Then, without reading the list again, ask if they
think they agreed with more positive than
negative points or vice versa.
• Put students in small groups to discuss each of the
points. They should say if they agree or not and
give reasons. Encourage them to ask questions and
disagree with each other if necessary.
• Finally, choose four or five of the points and ask
students if they agreed or not and why.
READING AND LISTENING
5 Lead in by asking students if they ever write on
online message boards, giving their opinion on a
topic. If so, ask which message boards they write
on and on what topics.
• Read through the introduction with the class. Tell
students that the names of the writers are at the
bottom of each message and that they will hear the
other messages in Exercise 6.
• Give students five minutes to write short notes in
the table about Marco, Cindy, Anna and David.
• Ask students to compare with a partner before
you check answers with the class. (See answer key
below Exercise 6.)
Completing tables of information like this is a
common task type in IELTS listening exams.
Take this opportunity to introduce some useful
language from the text and the listening. Other
words are taught in Exercise 8.
• Write the following words and phrases on the
board: cost effective (goods are cheaper to produce
because of efficiency and choosing a cheap place
to make them), consumer (the people who buy
products and services), sweatshop (a factory,
normally in a poorer country, where people work
very long hours for very little money), migrate
(populations move from one country to another to
live and work), aspect of (feature of), evolution (the
natural development of humans and societies),
developing countries (countries where industry is
not fully developed yet), a force for change
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(something that makes changes happen) and
mobility (easy movement).
• Either ask students to check the words and
phrases in their dictionaries or elicit/give the
meanings in brackets above.
6 Ask students what a podcast is (a short recording
of someone speaking, which is posted online) and
if they ever make or listen to podcasts.
• Set the activity. Play the recording and pause after
each person has spoken. Students compare with a
partner. Play the recording again if necessary.
• Go through answers with the class. If necessary,
refer students to the audio script on page 177.
In small groups, students discuss which person’s
opinions they most agree with and why. This
would be good preparation for Exercises 9/10.
Audio script 8.1
Michel
I’m Michel, from France. Globalisation’s definitely
made the world smaller, but I don’t think it’s a
fairer place. I think it has benefits for developed
world consumers, but not for workers in poorer
countries. It often means things like child labour
and other abuses of human rights. There are some
benefits, but they’re not evenly distributed. It’s
contributed to the gap between the rich and poor
countries. Globalisation exploits the poor and has
no respect for local cultures.
Mike
Hi, this is Mike from the USA. Globalisation is just
another aspect of evolution. It’s a new name for
an old process. Surely, the coming of the railways
and industrialisation hundreds of years ago was
globalisation? It enables products to be produced
wherever it is most efficient to do so. I think it
means great social and economic progress for
developing countries. I don’t understand this
anti-globalisation movement and feeling. Surely,
free markets and the free movement of people,
goods and services are beneficial to economies all
over the world?
Astrid
This is Astrid, from Sweden. I think it’s true that
globalisation has connected the world with great
technological advances in communications.
Television and the internet have improved
people’s lives all over the world. For me
personally, globalisation is a good thing, but it has
also pushed rich and poor further apart.
Globalisation is basically an economic movement.
Manufacturing goes to the cheapest places.
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Companies maximise profits by exploiting
workers as a way of reducing costs. Globalisation
is mostly about corporate greed.
John
John, from the UK. Globalisation benefits
everyone, including people in developing
countries. It allows me personally to work from
home in the UK with clients and colleagues all
over the world. Globalisation isn’t just benefiting
big corporations. It also benefits small businesses
like my own. Technology and cheaper transport
mean I can compete with large corporations who
used to have a monopoly on faraway markets.
Maria
I’m Maria, speaking from Colombia. You know,
when the result of globalisation is damaging the
environment, it’s a bad thing. It’s clear to me that
global warming and climate change are the direct
results of globalisation. Industry and big business
have no respect for the environment – they’re only
interested in making money. I don’t see any
benefits for workers in poor countries who are just
exploited by globalisation.
Marco: for – progress; better, cost effective and
cheaper products; consumer choice;
communication and opportunity for travel,
work, education; faster development; poorer
countries benefit from investment
Cindy: against – sweatshops in poor countries
so rich ones have cheap goods; inequality;
destruction of natural resources; benefits rich
countries; they control prices and affect poor
countries and make people migrate
Anna: for – access to information; improved
lives; mobility to skilled workers; fair trade
reduces poverty; countries share products and
services; developing countries have better
employment; increased competitiveness/
efficiency
David: against – good only for developed
countries; multinationals benefit – have more
power than governments – some are richer
than countries
Michael: against – world is smaller but unfair;
benefits for developed, not developing, world;
child labour and abuses of human rights; some
benefits but unfair; bigger gap between rich/
poor countries; exploits poor; no respect for
local cultures
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Mike: for – a kind of evolution; make products
where it’s efficient; social/economic progress
for developing countries; free markets; free
movement of people.
Astrid: both for and against – better
communications; TV and internet improve
people’s lives; but: gap between rich/poor
countries is greater; exploits workers to reduce
costs; corporate greed
John: for – benefits everyone; communicate
with the world; benefits small businesses –
they can compete better with big companies in
foreign countries because of new technology
and cheaper transport
Maria: against –damages the environment:
global warming and climate change; big
business has no respect for environment, only
money; no benefits for poor workers
7 Give students five minutes to summarise the two
messages they choose.
• Students work with a partner to compare their
summaries (if they have summarised the same
messages) or read each other’s summaries and
compare these with the original messages.
• Students comment on how accurate and how
complete the summaries are.
VOCABULARY: collocations
8a Students will probably know the meanings of
most of these words, but may be less sure of the
combinations.
• If students are worried about the exact meaning of
some words, tell them that they will be able to
check in Exercise 8b.
• Students work individually to complete the word
combinations and then compare with a partner.
• Check answers with the class.
1 choice 2 change 3 greed 4 trade 5 rights
6 natural 7 global 8 multinational 9 child
10 free
8bGive students five minutes to check their answers
in the audio script on page 177.
• You may need to clarify the following: fair trade
(richer countries pay a fair price for products, not
just the cheapest price), free market (import/export
without taxes).
8c In this exercise, encourage students to try and be
as fair and balanced as they can. This is not always
easy when writing about one’s own country.
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• Students may benefit by you giving an example at
the beginning, before they start writing.
• In feedback, get one example of each collocation.
If appropriate, encourage students to use some of
the language learnt in Exercise 6 in lesson 7.5
when making these sentences.
SPEAKING AND WRITING
9 Critical thinking: Assessing results and
consequences. This exercise develops students’
ability to reflect on events, and to evaluate
whether the consequences are positive or negative.
• Check that students understand optimistic
(positive, thinking things will be good) and
pessimistic (negative, thinking things will be bad).
• Put students in groups of three or four and give
them ten minutes to discuss the opinions.
• Monitor the discussions. Take feedback from three
or four groups for each question.
• Finally, go through some of the more common or
important mistakes you noted earlier.
It is common for students to mix up a causal
relationship (when something happens because of
something else) and a temporal relationship (when
something happens after something else). In
academic discourse, it is important not to confuse
these. Ensure that students are not doing this here.
10 Give students 15–20 minutes to write their
message. They should use the messages in
Exercise 5 as a model for informal register and
incorporate some vocabulary from Exercise 8.
• Take the messages in for marking. Pay particular
attention to register and use of vocabulary.
Ask students to post their messages around the
room so that the whole class can read them.
MEET THE EXPERT
1a Students match the words to their meaning and
then compare with a partner. Let them check any
vocabulary in a dictionary.
• In feedback, check pronunciation/stress.
1 hierarchical 2 task-driven 3 egalitarian
4 stifling 5 relationship-oriented
1bWhere possible, students should work with people
from their own country.
• At first, groups discuss the words from Exercise 1a.
When they have done this, they should think of
other adjectives. Encourage them to think of
between three and five which clearly describe
their way of communicating.
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• If you have a multinational class, take feedback
from different countries. If mono-national, take
adjectives from different groups and get them to
discuss and agree on which descriptions are right.
Meet the expert video
Richard Cook, consultant and coach
I’m Richard Cook, uh, and I run a consulting,
coaching and training company called Global
Excellence, and we help companies manage the
global business environment.
Well, a global business environment can mean
different things for different companies. It could
mean opening an office in another country. It
could be, uh, buying a company in another
country or it could be outsourcing, uh, part of
your business, such as your customer services or
your accounts department.
The implications for people working in a global
environment are that it cannot be business as
usual. There are big differences; differences such
as time, distance and culture. It’s not possible just
to pop down the corridor and speak to somebody
if there’s a business problem, if the person you
need to speak to could be on a different continent
from yourself.
People working in global teams can experience,
uh, different team members in quite negative
ways. Uh, and this is because they maybe have
different ways of communicating or different
styles of leadership.
For example, the Northern European Anglo-Saxon
style is very, uh, egalitarian, uh, very open to
sharing, very task-driven. People have a lot of
autonomy. Uh, in the Latin or Mediterranean
cultural style it’s much more hierarchical. There’s
much more control. It’s more paternalistic in style
and it’s micro-managing as a norm, and so people
can experience their leader or their colleagues, uh,
in frustrating ways, in stifling ways and in
possibly demotivating ways.
A typical problem in teams is the area of, uh,
feedback. Uh, in some cultures feedback is given
very clearly, very directly, and it’s, uh, often
welcomed as a way of improving and developing.
In other cultures feedback, uh, or negative
feedback particularly, can be hinted at or given
very indirectly.
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Another example would be where you have people
from a culture where they’re very task-driven and
so they’re very focussed on getting things done,
working, say, with a team or an outsource unit
that is based in a culture which is very hierarchical
and status- and relationship-oriented.
Uh, the person from the first culture asks if
something can be completed; say, for example,
‘Can you deliver this report by Thursday?’ The
party, on the other end, being relationship- and
status-driven has to say yes. It would be rude and
offensive to say no. So they say yes even if they
know they cannot deliver the report by Thursday.
So when Thursday comes and the report isn’t
ready, they apologise. They say, ‘We’re really
sorry, but it will be ready tomorrow or next
week.; The trust is lost. The motivation goes
down. Neither party feels respected and there is
frustration.
The biggest block for Native English speakers
working globally is that they believe they don’t
have to do anything differently when they
communicate. So when they turn up for a meeting
in Beijing or Brussels, they just speak as if they
were back in London or Manchester. Uh, they’ll
often mumble, use idiomatic phrases or
expressions, sporting phrases, all of which may or
may not be understood by their counterpart.
One tip that I’d offer people who are about to go
off and work in the global business world is to
consider the phrase ‘when in Rome, do as the
Romans do’ and adjust it slightly to something
like ‘when in Rome, find out what the Romans are
doing, understand why they’re doing it and then
compare it with your own approach and find a
way that is effective for everybody’.
It could be your way at the end of the day, it
could be theirs or it could be a hybrid of the two
different ways of working.
2 Students read the quotes. In pairs, they predict the
order the quotes will come in and why.
• Play the video. Students check their predictions.
• Check answers with the class.
b, d, a, c
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3a Put students in pairs. They answer as many of the
questions as they can based on their first viewing.
• Do not take feedback at this stage.
3b Students watch the video again to check their
answers. Go through answers with the class.
1 opening an office in another country; buying
a company in another country; outsourcing
part of your business 2 time, distance and
culture 3 North European: egalitarian, open
to sharing, task-driven, people have a lot of
autonomy; Latin/Mediterranean: hierarchical,
more control, paternalistic, micro-managing is
the norm 4 They don’t believe they have to
do anything differently. They mumble, use
idioms and sporting phrases. 5 When in
Rome, find out what the Romans are doing,
understand why they’re doing it and then
compare it with your own approach and find a
way that is effective for everybody.
4aStudents should ideally work with a partner from
their own country. Give them five minutes to
make notes according to the headings in the book.
• Give students a further five to ten minutes to plan
their presentation. Ensure that they know the time
limit for the presentation (e.g. two to three
minutes). They should also decide who is going to
say what.
• Monitor and help groups who need help with
information to include in their presentation.
4b Students give their presentation. Encourage other
students to ask questions after each presentation.
• Students vote on their favourite presentation.
+ When students have identified whose presentation
was best, ask them why it was.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab. They can
also do the MyEnglishLab video activities after this
point.
Students write a message responding to one of the
messages in Exercise 5, either agreeing or
disagreeing with the points made.
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8.2 GLOBAL SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson looks at how important communication
skills are in a global environment. Students listen to
four international managers giving advice about
working for global companies. They read three texts
about the ways in which people work with others
internationally. Finally, they focus on verb patterns
(e.g. remember + -ing) and practise using these.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading and listening texts
• extended their range of abstract nouns related to
social relationships
• revised/extended their understanding of the use of
different verb patterns
• used these verb patterns in a discussion
Timings
If short of time, set Exercise 2b as homework.
Possible lesson break: after Exercise 8.
WARM-UP
This activity introduces the idea of abstract nouns,
which is looked at in Exercise 2.
• Write the following words on the board and ask
what they’ve got in common (they are all abstract
nouns): beauty, love, truth, liberty, loyalty.
• Give students one minute to think of as many
additional abstract nouns as they can, in pairs.
• Take feedback and write them all on the board.
Get students to define each one.
LISTENING AND VOCABULARY:
abstract nouns
1 Students discuss the questions in the coursebook
in pairs. Take feedback from two or three pairs for
each question. For question 3, you could ask them
to revise what was discussed in lesson 8.1.
2a Individually, students match the words with their
meaning. They then check with a partner.
• If students are unsure about any of the words,
they should check in a dictionary.
• In feedback, after checking the answers, you may
also need to check pronunciation/stress.
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1b 2a 3c 4e 5d
2bStudents work individually and then check with a
partner. Take class feedback.
Ask students to look up words with the same root,
e.g. adaptability (n), adaptable, (adj), adapt (v). This is
a good way of building their vocabulary.
1 intuition 2 adaptability 3 curiosity
4 sensitivity 5 consensus
3 Students read the statements. Briefly, in pairs, they
could discuss what information they might hear
for each point.
• Play the recording. Individually, students decide
who says what and then compare in pairs.
• Take class feedback.
a Carlos (speaker 3) b Paulo (speaker 2)
c Iwonna (speaker 4) d Gina (speaker 1)
Audio script 8.2
Radio presenter, Gina, Paulo, Carlos, Iwonna
R: On today’s programme, four international
recruitment managers give advice to
university leavers who wish to work for
global companies. Gina, could you start us
off, please?
G: Certainly. I meet a lot of employers who
recruit graduates, and most of them say they
value individuals who are comfortable
working in global teams and who are willing
to work with people from different
backgrounds and cultures. They want people
who have the ability to think quickly and
intelligently. It’s about taking an active
interest in the world around them and having
a global mindset. That’s what will catch the
eye of global recruiters. These global
graduates need to be able to show they’ve
thought about the global challenges and
opportunities facing companies.
P: I agree with you, Gina. They need to
demonstrate that they have global skills. They
need to understand the communication styles
of the cultures they’ve come from – for
example, are their cultures direct or indirect,
are they formal or informal? And they need to
demonstrate curiosity and patience and be
respectful about how people from other
cultures communicate. It’s about having more
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awareness about yourself and the culture you
come from. If they are in a confusing situation,
they need to take a step back and not take
things personally. The challenge is to stay
open to other ways of communicating and not
to make quick judgments about people. It’s
about putting yourself in their shoes. At the
same time, treat people as individuals and
don’t stereotype them. The key words to
think about are flexibility and adaptability. You
can try to act appropriately by watching what
other people do and mirroring their
behaviour. If you try to respect and adjust to
the way another person communicates, then
that will help put them at ease and help you
to avoid miscommunication. Trust your
intuition and have confidence that you will
act with sensitivity.
C: Maybe I can come in here, Paulo, and give an
example of how you can adapt and adjust. If
I’m communicating with someone who has a
more indirect communication style than me,
then I should remember that they may be
giving me hints rather than explaining clearly
what they want. And they may not appreciate
a very direct answer as this may be interpreted
as rude. In this situation I would adapt my
behaviour by paying more attention to how I
phrase things and by softening my style to
make sure information and facts don’t come
across too directly. And I could think about
speaking to them in private as that might
avoid embarrassment. I would also look out
for body language and non-verbal clues as to
what they are trying to express. Iwonna,
would you like to come in here?
I: That’s a really useful example, Carlos. I’d like
to give our listeners a practical example as
well. Let’s take the classic example of
attitudes to meetings. Let’s consider a
meeting between people from two different
cultures. In the first culture, the individual
and their contributions and achievements are
highly valued. People from this culture want
a focussed, facts-only, get-it-done, listen-to-
me type meeting. However, in the second
culture, the team is highly valued and
consensus, deciding something together, is a
vital step in decision-making and it might
take time to get to a decision. This culture also
wants to make the other person look good
and is not focused on grabbing the spotlight
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or speaking up in meetings. People from the
second culture don’t speak up and people
from the first culture just think people from
the second culture never say anything. So
good ideas go unspoken and
misunderstandings grow. And the problem
can get worse when one is looking at virtual
communication and tele-conferencing
between people in different time zones, and
where there is a shortage of time and
meetings cannot drag on. If you want to work
for a global team, you need to think about
how you would react in situations like these
and you need to be able to adapt, whichever
culture you come from.
4 Give students two minutes to read the notes and
complete as many as they can. If they are unsure,
they might write in pencil as a prediction.
• Play the recording again. Students check/complete
their answers.
• In feedback, elicit a definition of difficult words
(e.g. mindset, stereotypes, phrase, consensus).
1 backgrounds 2 cultures 3 interest
4 mindset 5 individuals 6 stereotype
7 phrase 8 facts 9 private 10 achievements
11 facts 12 consensus 13 good
Point out that this kind of missing information
activity is common in many exams (e.g. IELTS
Listening, PTE-A Part 3 Listening). Emphasise that
students should carefully read the instructions as
to how many words they can use.
READING
5 Elicit/Teach the meaning of country (a nation with
its own government) and continent (a large mass of
land, containing many countries).
• Give students one minute to find as many of each
as they can. Then take class feedback.
With weaker groups, tell students how many of
each there are.
Countries: Mexico, India, China, Germany, US
Continents: Europe (Note: Hong Kong is not a
country, but a special administrative region of
China. Russian is a nationality, not a country.)
6 In pairs, students briefly discuss what they can
remember from the reading. Then give them a few
minutes to complete their answers.
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• Emphasise that some statements are not in any
texts, and some may be in more than one.
• Students check their answers with a partner. If
they disagree, they should come to an agreement
by identifying the evidence in the text.
1 C 2 B 3 A 4 no text 5 A, B 6 no text
7 B 8 no text 9 C 10 no text
7 Students work in pairs to identify the problem in
each text. Get them to write a short summary of
each problem and then discuss possible solutions.
• In feedback, begin by asking one pair to give a
summary of text A. Ask the other pairs if they
agree. Get them to agree upon a correct answer.
When this has been established, discuss the
possible solutions and implications. Then repeat
for texts B and C.
Text A: exchange students not respecting the
Hong Kong professor enough, asking lots of
questions and challenging the Professor
Text B: group leader called everyone by their
first name, did not use titles, not polite, dressed
very casually, wore shorts
Text C: Mexican, Indian and Chinese team
members placed high value on building
relationships, but Americans and Germans
placed very high value on deadlines
8 Critical thinking: Drawing conclusions. Give
students five minutes to look back at the
information in the listening and reading texts.
• Students work in pairs to identify the three most
important skills needed when working in a global
team. Together, they agree on three key skills.
• Take feedback from the whole class. Write up all
their points on the board. Together, the class
decides which three are the most important.
Suggested answers:
the ability to think quickly and intelligently,
the need to understand the communication
styles of the cultures they’ve come from, the
importance of body language
Discuss the best strategies for achieving and
‘realising’ these skills.
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GRAMMAR: verb patterns
9 Read through the question with the class.
• First, explain that for some verbs there are strict
rules about what structures can be used. This
exercise looks at this in more detail.
• Tell students to read all five sentences first. This is
important as they need to see how the verb works
in its context.
• Students have three minutes to do the exercise.
• Ask students to compare with a partner before
you check answers with the class.
1a 2c 3d 4b 5e
10 Put students in pairs and give them five minutes
to discuss the sentences.
• Students may find this activity difficult, so refer
them to the Language reference on page 140 for
help. You might also talk through the grammar tip
on page 79 with them.
• Go through the answers and the notes in brackets
in the answer key below with the class. Encourage
them to try and explain their answers in each case.
• In feedback, elicit/point out the weak form of to in
the relevant sentences.
1 a thinking about an earlier action (remember
now about watching before)
b thinking about a future action (remember
first and then lock the door)
2 a thinking about an earlier action (never
forget in my whole life about meeting
before) b thinking about a future action
(not forget first, switch off the lights second)
3 a finish an action (driving) b stop one
action and start doing another (stop driving
and start having a break)
4 a do something as an experiment (I didn’t
know if sending her flowers would be
effective) b make an effort to do something
difficult (persuading her was a difficult thing
to do)
5 a I am about to inform you b the changing
jobs took place in the past
11 Give students five minutes to do this activity.
• Monitor to point out mistakes, but get students to
self-correct by referring them to the information
which has just been looked at and the Language
reference.
• Ask students to compare with a partner before
you check answers with the class.
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• For further practice, ask students to do Exercises
G1–1 and G1–2 on page 141 in the Language
reference.
1 to respond 2 to talk/talking 3 attending
4 to go 5 hearing 6 buying 7 to bring
12 Give students three minutes to read the list of
topics and think about possible answers. Tell them
not to write sentences.
• Monitor to help with vocabulary or ask students to
use their dictionaries.
• Put students in pairs and give them ten minutes to
swap experiences.
• Encourage students to ask questions to get as
much information as possible (e.g. Why did you
stop doing that? Have you ever done it again?).
• Monitor to note mistakes with the forms and
pronunciation of remember and forget.
• At the end, ask students for the most interesting/
surprising/exciting thing they heard.
• Finally, correct some of the more common or
important mistakes you noted earlier.
HOMEWORK OPTIONS
Students do the vocabulary, grammar and reading
exercises for this lesson in MyEnglishLab.
Students do Exercises V1–3–5 (note this contains
vocabulary from lesson 8.1), G1–1 and G1–2 on page
141 in the Language reference.
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8.3 GLOBAL
COOPERATION
IN THIS LESSON
Lesson topic and staging
Students read an article about global cooperation and
then look at the text in more detail. In particular,
they focus on the skill of summarising. Then
students work with some of the key language of the
text. The grammar focus is on causatives, the form
and use of which students deduce from a listening
text. Finally, students use the target language to talk
about global cooperation.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• developed their summarising skills
• revised/learnt about causatives
• talked about global cooperation
Timings
If short of time, set Exercise 7 as homework.
Possible lesson break: after Exercise 5b.
WARM-UP
This activity looks at the idea of global cooperation
through some of the world’s major institutions.
• Write some or all of the following on the board:
United Nations, World Bank, IMF, Oxfam, Red Cross/
Red Crescent, Greenpeace, International Maritime
Organisation, International Atomic Energy Authority,
World Trade Organisation.
• Put students in pairs or small groups and give
them one organisation. Give them five minutes to
research it. Students make a short presentation to
the rest of the class about this institution and how
they further global cooperation.
READING
1 Put students in groups of three or four. Depending
on their level of knowledge, they may need quite a
lot of guidance.
• Direct students towards the example.
• In feedback, get two or three examples for each
question.
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2 Only give students 30 seconds for this question.
• In feedback, students vote on each choice. Ask one
voter for each question to explain why they think
that is the correct answer.
• Check students’ understanding of the meaning of
innovation (coming up with new ideas/solutions).
Identifying the best title from a list is a common
question in many English exams, such as the
IELTS reading test.
2 look through each paragraph and underline any
3 Ask students to read the sentences and to look at
the text. Then elicit what kind of sentences these
are (topic sentences) and what their purpose is (to
provide an overview of each paragraph).
• Individually, students decide where each sentence
goes. They should then check with a partner.
• Take class feedback.
1d 2b 3a 4c
4 Elicit a definition of summarising from the class.
Explain that in this exercise, there is not just one
answer or correct way to do it.
• Give students three minutes to summarise
question 1 by themselves. Then go through it with
the class, as an example. This will ensure that all
students in the class are clear about what
summarising is.
• Give students six minutes to do questions 2 and 3
by themselves. They should then compare their
summary with a partner. Together, they take the
best bits of both and create a new summary.
• Take three or four example summaries for each
question. Give feedback and point out whether
they are good summaries or not.
If you have students who are going to
university, explain that this exercise is also good
practice for note-taking, an important exam skill
(e.g. for the writing section of the PTE-A).
Sample summaries:
1 Innovation is being driven by global
cooperation and the combining of expertise
from different scientific fields.
2 Langer brings together truly interdisciplinary
teams by inviting experts from all over the
world from a number of fields.
3 Harada’s approach is based on sharing
knowledge freely.
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VOCABULARY: words from the text
5a Ask students to look through the definitions, and
write what kind of words they are. Check this
with the class (answers in brackets below).
• Individually, students search the paragraphs to
identify the word which is being defined.
• Students compare in pairs. Take class feedback.
This kind of question is common in many English
exams. One tip for answering these questions is to
word which looks different or you are not certain
about. These are often the kind of words that
examiners ask about.
1 dynamic (noun) 2 boundaries (noun)
3 cutting edge (noun phrase) 4 phenomenon
(noun) 5 collaborate (verb) 6 synergy (noun)
7 profound (adjective)
5b Explain that knowing the word class will help
students fill the gaps correctly and that they may
have to change the form of the word in some cases.
• Students work individually. Take class feedback.
• For further practice, ask students to do Exercise
V4–6 on page 141 in the Language reference.
1 collaborated 2 cutting edge 3 profound
4 synergy 5 boundaries
GRAMMAR: causatives
6a Ask the class to tell you what they think a global
charity does and to give some examples (e.g. Red
Cross/Red Crescent, Greenpeace, Oxfam).
• Students read the questions in the book.
• Play the recording. Students answer the questions
individually. Check answers with the class.
• Ask students why they think this section is called
Causatives (i.e. from their answers, elicit the
grammar point being taught).
1 the clean-up from the oil spill 2 no
3 the web team 4 finance 5 Hamza had his
car stolen and won’t be able to make the
meeting. 6 the legal team
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Audio script 8.3
Jane, Tomas, Maria
J: Well, I’m delighted with the outcome of the
annual report on our charity and we can say
our clean up from the oil spill was a great
success. But let’s catch up on our plans for our
latest environmental campaign … and I have
to say I’m sorry for being out of touch last
week, but I had my computer fixed yesterday
and hope to catch up with emails this week.
So, can you bring us up to speed, Tomas?
T: Yeah. I had the web team update the site with
news about the global campaign last week
and we got the figures approved by Finance.
J: Right. One other thing I forgot to say:
Hamza called me and, unfortunately, he had
his car stolen, so he won’t be able to make
the meeting!
T: Oh dear!
M: That’s a shame.
J: OK, well, back to the new campaign. So now
it’s just a case of having it all signed off by the
legal team. Maria, can you deal with that?
M: Sure. When do we need it by?
J: Oh, no rush. The original deadline is fine –
we’re well ahead of schedule.
6b Get students to read the three descriptions. They
may find the language quite hard, so you may
need to talk it through with them or paraphrase.
• To introduce the exercise, write the following
example on the board: I had my computer fixed. Ask
students to write down 1, 2 or 3 according to
which structure they think it is. Then ask them to
vote and show their number. Discuss.
• Students turn to page 177 and look at the audio
script. They should underline and label all the
examples of causatives which they can find. It may
help if you inform them there are four more to get.
• Take class feedback and explain as necessary.
• For further information, ask students to read G2 in
the Language reference on page 140.
1 I had my computer fixed, having it all signed
off, I had the web team update 2 we got the
figures approved 3 he had his car stolen
7 Give students eight minutes for this activity and
tell them to use their dictionaries if necessary.
• Monitor to point out mistakes, but also refer them
to Exercise 6 and the Language reference on
page 140.
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• Ask students to compare with a partner before
you check answers with the class.
• Elicit if each sentence is type 1, 2 or 3 – see
Exercise 6 above (answers in brackets below).
• For further practice, ask students to do Exercise
G2–3 on page 141 in the Language reference.
1 The authorities had the protestors removed.
(type 1)
2 We will have three new phone lines
installed next month. (type 1)
3 The photographers had their bags searched
at the airport. (type 3)
4 She is having her new book translated into
Japanese. (type 1)
5 Do you get your hair done at Alleycatz?
(type 2)
6 The demonstrators had their fingerprints
taken by the police. (type 3)
7 He is going to have his eyes tested
tomorrow. (type 1)
8 I have had a copy of the report sent to you.
(type 1)
9 My brother had his passport stolen last year.
(type 3)
10 My friend got his tyres slashed by some
hooligans. (type 3)
SPEAKING
8a Put students in pairs. The two students look at
their respective pages. They should read and make
brief notes about what they read.
8bStudents make brief presentations about what
they read and add any additional information
they know.
If you think it would help, allow students two or
three minutes to look up more information online.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
Students do exercises V4–6 and G2–3 on page 141 in
the Language reference.
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8.4 SCENARIO:
SUPERMARKET
SUPERPOWER
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of clarifying
what you have said or asking for clarification.
Students read two texts that introduce the scenario of
a large supermarket chain moving into new markets
and a TV debate to discuss the issues. Next, students
listen to the chief executive of the chain and focus on
the Key language. Finally, in the Task, students take
part in the TV debate.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• learnt useful phrases for giving and asking for
clarification of something that’s been said
• used this language in a ‘real-life’ situation to take
part in a debate
• participated in extended speaking practice.
Timings
If short of time, cut role A from Exercise 5. If so, you
will need to write the Chair’s (role A) questions on
the board. You can then set a shorter time limit
because fewer students will have to speak.
Possible lesson break: after Exercise 3b.
WARM-UP
This activity introduces some of the advantages and
disadvantages of large supermarkets.
• Focus students on the first two photos and ask
them if and how often they shop at supermarkets.
• Divide the class into Group A and Group B.
• Group A list the advantages of supermarkets and
the disadvantages of small local shops. Group B
do the opposite. Ensure all students make notes.
• When they have decided their lists, put students
into A/B pairs to discuss the advantages and
disadvantages and tell them that the objective is to
persuade their partner that they are right.
• Encourage students to ask each other questions
and to interrupt when they want to disagree.
• Finally, ask each pair whether supermarkets or
small local shops won the argument.
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SITUATION
1 If you did not use the Warm-up activity, focus
students on the photos and ask them if and how
often they shop at supermarkets.
• Put students in pairs and ask them to discuss
questions 1 and 2 only. Elicit ideas from the class.
• Then ask students to quickly read the extract and
think about why people might be interested in it.
• Ask students to discuss question 3 in pairs.
• Finally, elicit ideas for question 3 from the class.
2 Focus students on the title of the report and ask
them what they think it means (Smithsons are
developing/expanding/moving forward).
• Ask students to read the questions before giving
them three minutes to read the report.
• Ask students to compare with a partner before
you check answers with the class.
+ Ask students if there are supermarket chains
similar to Smithsons in their own countries. In
what ways are they similar?
1 over 85 years ago 2 a vast range of goods,
clothing, electrical goods, financial services,
fuel, insurance, household items; can organise
weddings and funerals 3 all over the world
4 a range, from out-of-town superstores to
small, city-centre convenience shops 5 further
expansion into new markets around the world
3a Read the introduction with the class, and tell
students that this recording is not of the TV debate
mentioned in Exercise 1, but another programme.
• Ask students to read the list of options and check
they understand unions (an association of workers
to protect their rights) and treatment (the way you
behave/act towards people).
• Play the recording without pausing.
• Ask students to compare with a partner before
you check answers with the class.
consumer choice. staff unions, competition,
treatment of staff
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Audio script 8.4
Presenter (Louise Falcon), CEO (Bob Craven)
P: Good evening, everyone, and welcome to this
week’s edition of In the Hot Seat, with me,
Louise Falcon. Tonight my guest is Bob
Craven, chief executive of the supermarket
giant Smithsons.
CEO:Good evening, everyone.
P: Welcome to the programme, Bob. It’s good to
finally have you on the show to answer a few
questions.
CEO:It’s my pleasure, Louise.
P: Could I start off by asking you about the
success of Smithsons – why do you think it’s
so successful?
CEO:Well, Louise, I think it’s because of our range
of products and because we have always
meant good value for money.
P: Yes, but what do you mean by good value?
Surely, in some markets and for some people,
you are very expensive?
CEO:Well, I don’t think so, actually. Basically,
what I’m saying is the customer is at the heart
of our business. We always charge lower
prices than our competitors.
P: Ah, yes, but some people accuse you of using
low prices to force the competition out of
business.
CEO:Sorry, I don’t know what you mean, Louise.
P: Well, there’ve been examples where you have
destroyed small businesses by keeping prices
low, which, of course, you can do because of
your size.
CEO:That’s ridiculous, Louise. What we’re doing
is offering the consumer a choice; and part of
that choice is lower prices. And we’re proud
of that. Now, you could force people to use
higher priced competitors to keep them in
business, but that doesn’t seem right to me.
What I really want to say is that we believe
in the customers’ right to choose where
they shop.
P: I see, but let me ask you …
CEO:Or, to put it another way, businesses come
and go. The world changes. Nothing lasts for
ever.
P: OK, but don’t you think that some people
might think that’s a rather arrogant thing to
say when you consider the impact on people’s
lives? If you don’t mind, I’d like to move on
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now to your staff. There have been criticisms
of the fact that as a company you pay low
wages, and also there are accusations that
some of your clothing suppliers may use child
labour and sweatshops.
CEO:Right, well, I can’t comment on our suppliers,
but what I can tell you is that in many
markets our workers are paid over the
minimum wage and as a company we do a lot
for charity.
P: Could you explain that in more detail, please?
What do you actually do for charity?
CEO:Certainly. I can tell you that Smithsons gives
about 2.5 percent of its profits to local
community projects.
P: Could you be more specific? Because many
people have claimed they haven’t seen the
results of these community projects.
CEO:Yes, well, er, for example, if we build a new
store, we, er, also, er, set aside money for a
community centre or park. People like
Smithsons, Louise. We do a lot for people.
P: Yes, but what about the negative impact of
Smithsons?
CEO:Sorry, I don’t follow you.
P: OK. Let me rephrase that. What I’m talking
about is economic and social damage which
big multinational companies like yours can
do around the world.
CEO:Could you give me an example?
P: Yes, the fact that as a company you are
anti-union. You don’t let employees join
workers’ organisations.
CEO:Yes, that’s true. We don’t think that unions
are a good idea for staff or the company as
a whole.
P: But why not? What I mean is. what are you
worried about?
CEO:I don’t think we’re worried at all. I’m sorry, I
don’t see what you mean by all this damage
you talk about. I see only benefits. Perhaps, in
some ways, we are victims of our own
success. We are almost too successful, but
that’s down to our customers. Statistics show
that in the markets we have entered recently
it is actually the poorest sections of society
who benefit most. To be more precise, we
really appeal to everyone and alienate no one.
P: Right. Another question for you now …
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3bPut students in pairs. Ask them to try to
remember what was said about the ticked items
in Exercise 3a.
• Play the recording again. Students check/complete
answers. Tell them not to worry if they cannot
note everything.
• Ask students to compare with a partner before
you check answers with the class.
Sample notes:
consumer choice: range of products, lower
prices is part of the choice, Smithsons believes
customers have the right to choose where they
shop staff unions: accused of being anti-
union, he doesn’t think unions are a good idea
for staff or the company competition: accused
of forcing competitors out of business with low
prices, you can’t make people pay more just to
keep other businesses going treatment of
staff: they pay low wages, accused of having
suppliers who use child labour and
sweatshops, he says they pay their workers
over the minimum wage
KEY LANGUAGE: clarifying
4a Students use their knowledge and their notes to
correct the sentences.
• When done, students compare their answers with
a partner and then check in the audio script.
Students can read the sentences aloud to try and
hear the mistakes, which can be a better way to
identify problems.
1 think mean 2 meaning saying 3 catch
know 4 try want 5 give put 6 expand
explain 7 clear specific 8 research rephrase
9 explain give 10 clear precise
4bStudents work individually and then compare
answers with a partner.
• Go through answers with the class and check that
students can pronounce basically (three syllables:
beɪ-sɪ-klɪ) and specific.
• For further practice, ask students to do exercise
KL–4 on page 141 in the Language reference.
a 2, 4, 5, 8, 10 b 1, 3, 6, 7, 9
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TASK: taking part in a debate
5a Focus students on the photo at the bottom of
pages 82–83. Ask them what kind of programme
this is (a live TV debate) and if they can remember
what it is called from Exercise 1 (Vista).
• Ask students to read the introduction. Divide the
class into five groups (A, B, C, D and E) and tell
them to read the relevant role card.
5b Give students five minutes in their groups to
discuss ideas for what they could say in the
debate. Monitor to help with vocabulary.
5c Form new groups of five with an A, B, C, D and E
student in each.
• Remind students of the Key language and go
through the Useful phrases box with the class,
checking that they understand chairing (leading,
controlling a debate).
• Ask each person in the group to tell the others
what their role is and give students 15–20 minutes
to hold their debate. Monitor to note any mistakes.
• Ask each group who (i.e. which role) was most
successful during the debate.
• Finally, correct any mistakes you noted earlier.
If you do not have enough students to form equal
groups of five, remove one or more of roles A, B
and E. If you remove role A, you will need to
write the Chair’s questions on the board at the
beginning of the debate or chair the debate
yourself. If you have too many students to form
equal groups of five, give one role (but not role A)
to more than one student. For example, the debate
will then have two students with role C.
HOMEWORK OPTIONS
Students do the Key language, listening and
academic collocations exercises for this lesson in
MyEnglishLab.
Students write an email to the producers of In the Hot
Seat (Exercise 3) either agreeing or disagreeing with
some of the opinions expressed in the programme.
Students must also include their own opinions.
Students do exercise KL–4 on page 141 in the
Language reference.
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8.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
Students discuss a list of statements about writing
summaries. They look at different techniques for
summarising: identifying topic sentences and
paraphrasing. Next, students practise these
techniques by writing a summary on a text about
USA manufacturing.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• extended their range of techniques for
summarising written texts and practised these
• written a summary
Timings
If short of time, set exercise 10 as homework.
Possible lesson break: after Exercise 7.
WARM-UP
This activity reminds students of the content of
lesson 8.4 and introduces summarising.
• Give students three minutes to individually write
notes about the main issues that were discussed in
Exercise 5c.
• In pairs (ideally, the students would not have been
in the same group in the activity), students give a
short (one-minute) summary of the main points.
• Repeat with different pairs if desired.
STUDY SKILLS: summarising
1a Focus students on the section title (Summarising).
Ask them if they have ever written a summary in
English and if they found it easy or difficult.
• Students discuss the question in pairs. In feedback,
take a few suggestions for each question.
1bDiscuss the question with the whole class. Write
up good suggestions on the board in note form.
2a Give students three minutes to answer
individually. They then compare with a partner.
• Take class feedback. Get students to explain why
the answers are true or false.
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1 T (This is the definition of a summary.)
2 T (If you do not understand the text, your
summary will not be accurate.)
3 T (Most summaries should be about a third
of the original length.)
4 T (If you do not use your own words, you
could plagiarise.)
5 F (You may change the order or ideas if this
makes the summary clearer/more readable.)
6 F (You may have to use certain technical
words in your summary. It may be more
convenient to do so.)
7 F (You may include a limited number of
quotations.)
8 T (It is the original writer’s opinion which is
important.)
9 T (Paraphrasing is a key strategy.)
10 T (This helps you avoid the same words.)
2bDiscuss this question with the class and refer back
to the statements on the board.
3 Individually, students put the statements in the
correct order. Allow a maximum of 90 seconds for
this activity, to give students slight time pressure.
• Check in class. Where students disagree, they argue
and come to a conclusion. You are the final referee.
To make this activity more communicative and
fun, write out the five sentences on separate bits of
paper. In pairs, students can then rearrange the
papers in order to create the right order.
d, a, b, e, c
4 In pairs, students discuss the meaning of
paraphrasing and topic sentence.
• Students choose one of these terms and write a
short definition (maximum 20 words).
• Each student presents their definition to their
partner. They refine and change it together.
• They then read the text in the coursebook and
make any further changes to their definition.
5 Topic sentences. Discuss the topic sentence
example in the coursebook. Ask students what
characteristics this sentence has which make it a
good topic sentence (link back to Exercise 4).
• Discuss with students how the supporting idea
relates to the topic sentence.
• Give students five minutes to individually look at
paragraphs 2 and 3 on page 80 and to identify the
topic sentence and supporting ideas. They then
compare with a partner.
• Take class feedback and, again, discuss in detail
the characteristics of both sentences.
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Paragraph 2: Topic sentence: In a highly
specialised world, scientists, medics and
engineers have to collaborate in order to
innovate. Supporting idea: There are now
over 8,000 scientific journals worldwide and it
is impossible to be an expert in all areas.
Paragraph 3: Topic sentence: International
cooperation based on sharing information
freely has produced innovative approaches to
solving problems. Supporting idea: He
shared his own ideas on the web for free and
then got experts from all around the world to
contribute ideas and even donations.
6 Paraphrasing. Tell students to read paragraph 1 in
the article before they read the paraphrases.
• Ask students to discuss their ideas in pairs, then
elicit answers and reasons from the class.
Paraphrase A is better because the writer has
expressed the ideas using his own words and
has used far fewer words and phrases from the
original text.
Paraphrasing is a critical academic skill. When
using other writers’ ideas in an essay, students
must paraphrase them (i.e. keep the same content,
but write in their own words).
7 Read through the instructions with the class and
emphasise that students are looking for reasons
why this is not a good summary.
• Allow about five minutes for the discussion and
then elicit ideas. Go through the answer below.
It is not a good summary because the writer
has used too many words. The summary is just
over half the length of the text. It should be
approximately a third in length. Also, the
writer has followed the sentence structure of
the original and changed only a few words.
The summary is far too close to the original
and no attempt has been made to paraphrase.
WRITING SKILLS: a summary
Writing a summary is a specific skill in the PTE-A
Writing exam. To prepare students, you might
discuss some key strategies with them, e.g. read
the passage carefully; focus on key words; don’t
use your own ideas; don’t refer to the passage;
check the length.
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8 Ask students to read options a–c by themselves.
Discuss with the class and clarify as necessary.
• This is an open activity, so students can use
whichever strategies they like for each sentence.
However, they should try and use each strategy at
least once. Allow dictionaries/thesauri.
• Students compare their answers. Remind them
that there is not just one answer for this exercise;
many different answers are possible.
For confident students, encourage them to
combine two strategies when paraphrasing one
sentence. Skilled writers are able to do this.
Students often think that ‘synonym’ always
means that a word has the same meaning as
another. Clarify that synonyms may sometimes
have a (very) similar, but not exactly the same,
meaning.
Accept any answers which are reasonable.
9 Check students understand trend (a gradual change
or development that produces a particular result).
• Students underline the topic sentence in each
paragraph. (Tell them that an introduction or
conclusion does not always have a topic sentence
in the same way as other paragraphs).
• Check in class that they have correctly done this
(para 1: Mass-market ... ; para 2: The original ideas ... ;
para 3: The first ... ; para 4: Second, many ...).
• Give students ten minutes to paraphrase the
sentences. Monitor and support as necessary.
• Students compare paraphrases with a partner.
10 Explain that students should use the paraphrase
they just wrote as a platform for their summary.
• Get them to read the suggested structure in the
book and ask if they have any questions. Remind
them that their summary will be one paragraph.
• Give students 20–30 minutes to write their
summary. This could also be set as homework.
• Students compare their summaries in pairs and
make suggestions for improvement.
• Allow students three minutes for any final changes.
Alternatively, take the summaries in for marking,
paying particular attention to the skills and
techniques used, and the criteria for writing a
good summary discussed in this lesson.
HOMEWORK OPTIONS
Students do the reading and study skills exercises for
this lesson in MyEnglishLab. This is also a good time
to do the MyEnglishLab video activities.
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9 Art
Unit Objectives
Grammar: gradable and ungradable adjectives; position of adverbs
Vocabulary: art and artists; adverb-adjective collocations; order of adjectives
Scenario: discussing implications, offering counter-arguments; deciding on an action plan
Study skills: expanding your vocabulary
Writing skills: an online review
9.1 WHAT IS ART?
IN THIS LESSON
Lesson topic and staging
This lesson looks at the different kinds of art people
like. Students read a web debate containing different
people’s reaction to the question What is the purpose of
art? They focus on vocabulary related to art in more
detail before listening to a discussion between three
people about what kind of art they like. Finally,
students discuss a piece of art they have seen.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• extended their range of vocabulary related to art
• participated in group discussions to describe and
express their opinions about art and exhibitions
Timings
If short of time, set Exercise 10b as homework.
Possible lesson break: after Exercise 7.
WARM-UP
This activity introduces different kinds of art.
• Write the following on the board: 1 paintings
2 graffiti 3 monuments 4 political cartoons
5 graphic designs 6 performance art 7 tattoos
8 mosaics 9 religious icons 10 murals
a walls in streets b galleries c someone’s body
d walls in streets and important buildings e churches
f floors g streets h theatre i newspapers
j advertisements.
• Put students in pairs and tell them to match each
type of art with the place it can be found.
• Some places apply to more than one type of art. Tell
students they can only choose one place for each.
• Students can use their dictionaries if necessary.
New Language Leader Upper Intermediate Art
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Picasso quote: This quote captures Picasso’s belief
that a painting does not have to be like a
photograph and show the exact physical
properties of an object. What is more important is
to capture the ‘idea’ and feelings’ of the object.
1 b 2 a 3 g 4 i 5 j 6 h 7 c 8 f 9 e 10 d
SPEAKING AND READING
1 Students discuss the questions. Ask two or three
pairs for feedback for each question.
2 Students read the statements. With a partner, they
have three minutes to discuss the meaning of each
and what they expect to read about for each item.
• Individually, students read the webpage debate
and match the statements with the people.
• Students check in pairs. They should agree on a
set of answers. Take class feedback.
1 Kylie 2 Dan 3 Matt F 4 Rina 5 Karen 6 Taco
3 Individually, students reflect on who they agree
with.
Students could put a tick, cross or question mark
against each person’s name.
• Put students in small groups to discuss the
question. Let the discussion continue as long as
they are interested.
• In feedback, focus on the second question. Go
through each person’s name and ask who students
think makes the best point. In preparation for
Exercise 5, ensure they justify their answers.
4 In pairs, students discuss the meaning of the
adjectives. Elicit a brief definition of each.
• Individually, students match the adjectives with
the people. Say that two adjectives will be unused.
• Students compare answers with a partner before
you check with the class.
Possible answers:
Dan: respectful Karen: radical Kylie:
undecided Taco: critical Rina: conservative
Matt F: dismissive
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5 Critical thinking: Justifying opinions. This
exercise gives students further opportunity to
justify their opinions. The ability to explain why
you have a particular opinion, not just to outline
what it is, is an important academic skill. When
writing essays/giving presentations, students must
not only say what they think, but why they think it.
• Students take a minute to read the statements.
Clarify language as necessary. Students reflect on
their views in preparation for group discussion.
• Students share their views in their groups. Elicit
phrases they can use to do this and write them on
the board (e.g. Why do you think that?
Can you say more about that?).
Go through each statement and get one student
who considers it to be a work of art to explain
why. The rest of the class can ask questions.
VOCABULARY: art and artists
6 Give students five minutes to find the words. Tell
them that they can use their dictionaries, but
should try to guess meaning from context.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, elicit/give the main stress on each
word (underlined in the answer key below).
1 thought-provoking 2 mural 3 controversial
(Note: -sial is pronounced ʃəl.) 4 masterpiece
5 groundbreaking 6 retrospective
7 Give students two minutes to go through the
article and identify all the types of art. It may help
to tell them that there are twelve in total.
• In feedback, ask for definitions of each.
Students look up the words/phrases they do not
know in a dictionary and report back.
• For further practice, ask students to do exercise
V1–5 on page 143 in the Language reference.
naturalistic art, realism, murals, traditional art,
painting, sculpture, portrait painting, modern
art, contemporary art, cave paintings,
landscape painting, abstract art
LISTENING
8 Students make a table with three columns and
write notes in each about what each person says.
Noting down what different people say in a
conversation is the focus of IELTS Listening Part 3.
• Play the recording. Students compare notes in
pairs. Take class feedback.
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Speaker 1: likes up-to-date art, controversial
art, new types of art; open-minded
Speaker 2: likes traditional art, masterpieces;
also Asian art; wants to find out more about art
from around the world; curious
Speaker 3: likes modern art, abstract art, pop
art; wasn’t interested in art as a child, but now
fascinated; thinking of becoming member of a
museum to attend previews
Audio script 9.1
1 Well, I’m a big fan of contemporary art – you
know, really up-to-date things. I like video
art – the stuff many people think is a bit
crazy. I’m really into that sort of thing. I think
some of it … some of it is really stylish, but
you wouldn’t, or couldn’t, have it in your
home. I suppose I like art which is
controversial. I also like the idea of mixing
artistic styles and types of art together. A
friend of mine took me to a great performance
art exhibition which I loved. With the music,
lights and the movement it was so impressive
– out of this world. It was a bit like dance in
some parts. I also enjoy sculpture, but really
weird stuff made from strange materials. I
know it’s not for everyone, but I really like it.
2 It’s much more traditional art which I like,
big museums and galleries. I like classical art,
I suppose – you know, landscapes and
portraits, the typical masterpieces. But
recently I’ve got very interested in Asian art. I
saw this exhibition of Chinese art which was
incredible. It was so beautiful! It really took
my breath away! I’d seen a lot of stuff in
books and then I saw a TV documentary
about the exhibition. It really lived up to my
expectations when I saw it. The reality was
even better than I hoped. Some of the
pottery was amazing, especially when you
think how old it is. The whole exhibition
inspired me to find out more about art from
around the world.
3 I like modern art, and particularly abstract
art. At the moment, I also really like pop art –
all that stuff from the sixties which was
inspired by advertising and comic books. I
went to see a great exhibition last month. It
was a bit expensive and I had to queue to get
in, but it was worth the effort and the cost. I
suppose I’m lucky being in London, as we
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seem to get a lot of high-profile exhibitions SPEAKING

and retrospectives. This was a once-in-a-
lifetime opportunity. It’s funny, but I wasn’t
interested in art at all when I was younger. It’s
something which I’ve become fascinated by
during the last couple of years. I’m thinking of
joining one of the big museums as a member,
as then you get invited to previews and it’s a
lot cheaper. I remember going on a school trip
to Paris once to see the masterpieces in the big
museums, but I found that classical art rather
dead and disappointing, and the galleries
were just too crowded and full of people
taking photos, rather than looking at the art!
9 Students may not know some of the words in the
box. They should try and guess the meaning
without using a dictionary.
• Students compare with a partner and make any
necessary changes.
• Take feedback. Elicit a definition of each word
from the class. If nobody knows what the word
means, tell them or get them to look it up.
Speaker 1: contemporary art, video art,
performance art, sculpture
Speaker 2: classical art, landscapes, portraits,
pottery
Speaker 3: modern art, abstract art
11 Some groups may not know much about art. If
so, allow them a few minutes to search online for a
piece of art they know or like and can describe. If
this is the case, you might talk about a piece of art
which you like.
• Students read the instructions. Give them two or
three minutes to think about the statements and
make brief notes about them.
• In pairs, students discuss their work of art.
Encourage them to ask each other questions.
+ Put students in new pairs and get them to repeat
the task. Task repetition can help improve
performance.
• Monitor to note mistakes in using the vocabulary
and phrases from this lesson.
• Finally, correct some of the more common or
important mistakes you noted earlier.
HOMEWORK OPTIONS
Students do the reading, vocabulary and listening
exercises for this lesson in MyEnglishLab.
Students use the internet to research one of the types
of art from this lesson. They then write a description.
Students do Exercise V1–5 on page 143 in the
Language reference.

10aStudents complete as much as possible based on

the first listening.
• Play the recording again. Students check their
predictions.
• Go through the answers with the class. Ask them
to explain what each of the phrases mean.

1 into that sort 2 out of this world 3 my breath

away 4 lived up to 5 worth the effort
6 once-in-a-lifetime opportunity

10bEncourage students to use expressions which

they did not know before – there is no point
practising what they already know.
• Give students an example from your own life
using one of the phrases as a model. Ask three or
four students to use the same phrase in class.
• Individually, students take five minutes to write
the three sentences. They then share their ideas
with a partner.
• In feedback, take one example of each phrase from
the class. Correct as necessary.

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9.2 PHOTOGRAPHY
IN THIS LESSON
Lesson topic and staging
Students read an article about photography and
discuss whether they think it’s art. They study adverb-
adjective collocations in the text and practise using
these. Next, students focus on gradable/ungradable
adjectives and adverbs used with them. Finally,
students discuss photos they have taken.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
and focused on identifying arguments
• extended their knowledge of common adverb-
adjective collocations
• revised/extended their understanding of
gradable/ungradable adjectives and the adverbs
that collocate with these
• described photos they have taken
Timings
If short of time, omit Exercise 6 or 10.
Possible lesson break: after Exercise 6.
WARM-UP
This task introduces the topic of appreciating photos.
• Bring a set of photos to the lesson (from the
internet, projected on an interactive whiteboard or
from photos you have at home).
• Ask students to look at the photos and decide why
they like/dislike them.
• Put students in small groups and ask them to tell
the others, in turn, why they like/dislike a
particular photo. Students must not point at or
hold the photo they are talking about.
• The other students in the group guess which
photo is being talked about and then
agree/disagree with the first student’s opinion.
READING
1 If you did not use the Warm-up, focus students on
the photos on page 88 and ask if they like them.
• Students discuss the questions in small groups.
• Get a few ideas from two or three groups
2 Give students two minutes to read the text.
• Ask them to briefly compare with a partner before
you check answers with the class.
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3 Critical thinking: Identifying arguments.
Since the purpose of many texts is to persuade the
reader of a particular position and arguments are
the way in which you persuade people, it is
important to be able to identify these arguments.
This skill is needed in many exams (e.g. in IELTS
Writing Task 2, where students are often asked to
write an agree/disagree essay). If you have
students preparing for IELTS, you could set them
question 3 of Exercise 4 as an essay question.
• Give students two minutes to find and underline
the parts of the text that support this idea.
• Elicit answers from the class and then give
students three minutes to check vocabulary in the
parts of the text they have underlined. Students
need to understand moving (affecting you
emotionally) for Exercise 5.
the photographer is creative; the camera can’t
decide between an ordinary, functional,
regular photo and a really excellent, cleverly
composed photo (but the photographer can);
it is the photographer who picks out the
essential qualities of the subject at a particular
moment; photos taken for other purposes, e.g.
news photography, can be iconic works of art;
[the photo described at the end of the article] is
deeply moving (and this is an aspect of art).
If possible, reproduce the text so that the whole
class can see it (perhaps on an interactive
whiteboard or an overhead projector). As you
check answers to this and subsequent exercises,
highlight the relevant information and language
items in the text.
In pairs or small groups, students discuss whether
they agree or disagree with the arguments given.
4 Tell students to do questions 1 and 2 first,
underlining the relevant parts of the text.
• Warn students that answers to these questions
may overlap.
• Ask students to compare with a partner before
you check answers to these two questions with the
class. (Note: Because answers to questions 1 and 2
overlap, they are shown together below.)
• Put students in pairs or small groups to discuss
question 3. They must justify their opinion.
• Elicit some ideas from the class.
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1 /2 More can be captured in a photograph than good – excellent, important – essential,

intended by the photographer (unlike a unusual – unique
painting). The photograph has not passed
through the brain of the photographer (unlike Remind students that synonyms are words which
painting and painters). The painter decides often have a similar (not the same) meaning. To
what and how to paint, and how to make it demonstrate this, put them in pairs and get them
interesting. Photo-taking can be an automatic to discuss how these words differ. Take feedback.
process. 3 Students’ own answers. 7b Give students two minutes to do this activity
individually. Ask them to compare with a partner
before you check answers with the class.
VOCABULARY: • In feedback, check students’ pronunciation of
adverb-adjective collocations furious, exhausted, fascinating and tiny.
5 Elicit/Tell the class what a collocation is: words that • Read through the information below the box with
commonly go together e.g. deeply (not heavily) sad). the class and check that students understand the
Show that deeply is the adverb in this example. end of the scale (the coldest it is possible to be).
• Give students one minute to find the words and
adverbs and underline them in the text. angry – furious, bad – terrible, big – enormous,
• Elicit answers and explain that these are common cold – freezing, hungry – starving,
collocations, but students may see other adverbs interesting – fascinating, small – tiny,
used with these adjectives. tired – exhausted, upset – devastated
• Finally, explain that there are no definite rules for
8 Students do this activity individually and then
which adverb commonly collocates with an
compare with a partner.
adjective. Therefore, it is important to learn them.
• Write the table on the board, then elicit answers
and write them in the table.
entirely unexpected, completely different,
completely wrong, deeply moving Gradable Ungradable
6 First, elicit/tell students that all the adverbs have
unusual unique
the same meaning (completely).
good excellent
• Give students three minutes for the activity and tired exhausted
tell them to guess the answers if necessary. hungry starving
• Students can use their dictionaries to check the cold freezing
meaning of the adjectives. upset devastated
• Elicit answers to the board so that students can bad terrible
copy the correct collocations. big enormous
• For further practice, ask students to do exercise important essential
V2–6 on page 143 in the Language reference. small tiny
interesting fascinating
1 highly praised 2 highly qualified 3 totally
9a Give students two minutes to find the examples
unbelievable 4 painfully shy 5 heavily
and underline the correct option.
criticized 6 totally unjustified
• Read through the Grammar Tip with the class.
Warn students that putting an adverb before
GRAMMAR: gradable and ungradable adjectives is sometimes unnecessary
ungradable adjectives and can lead to redundant language (e.g. completely
destroyed or totally unique).
7a Read the instructions and adjectives with the class
and tell students that unusual here means not the
the essential, really excellent, a good, extremely
usual/normal kind, not strange in a negative way.
important, absolutely unique, very unusual
• Give students 30 seconds to match the adjectives
1 gradable 2 ungradable
and compare answers with a partner.
• Check answers with the class and explain that the
adjectives in pairs have similar meanings.

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Tell students that absolutely (and other adverbs
that go with ungradable adjectives) emphasise the
adjective, but cannot change the degree because
the adjective is already the most it can be.
• For further information, ask students to read G1 in
the Language reference on page 142.
9b Students do this exercise individually and then
compare answers with a partner.
• Check answers with the class.
1 pretty, a little, slightly 2 completely, totally
10 Students do this exercise individually and then
compare answers with a partner.
• Check answers with the class.
• Finally, ask students to tell you the most interesting
(or funniest/strangest) photo they heard about.
Many people can access photos on the internet.
You could ask students to sit at a computer and
show other students the photos or print them out
at home and show them in the next lesson.
HOMEWORK OPTIONS
Students do the reading, vocabulary, listening and
grammar exercises for this lesson in MyEnglishLab.
Students write a description of one of the photos
they chose in Exercise 12. In the next lesson, post
these round the room and ask students to read them
all and decide which photo they think they like best.

1 a very really excellent photograph (absolutely Students do exercises G1–1 and V2–6 on page 143 in
here does not sound right) 2 correct 3 I was the Language reference.
very absolutely/really devastated 4 were
extremely absolutely/really terrible 5 correct

11 Tell students to underline the adverb-adjective

combinations and then check they are correct.
• Put students in pairs to answer the questions and
give reasons for their answers.
• Elicit answers and reasons from the class.
• For further practice, ask students to do Exercise
G1– 1 on page 143 in the Language reference.

very excellent (Very collocates with gradable

adjectives; excellent is ungradable.); very cheap
(correct); very enormous (Very collocates with
gradable adjectives; enormous is ungradable.);
absolutely hungry (Absolutely collocates with
ungradable adjectives; hungry is gradable.);
extremely fascinating (Extremely collocates with
gradable adjectives; fascinating is ungradable.);
absolutely interesting (Absolutely collocates
with ungradable adjectives; interesting is
gradable.); really wonderful (Correct: wonderful
is an ungradable adjective.)

SPEAKING
12 Give students one minute to reflect on the
question and think of a relevant photo.
• Put students in small groups to describe the
photos and ask each other questions.
• Students can ask about the photo itself (e.g. Why
do you think the photographer chose that angle?) or
about the situation (Where were you when you took
it? Was it a nice day?).

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9.3 CONTEMPORARY READING

SCULPTORS
IN THIS LESSON
Lesson topic and staging
This lesson looks at different contemporary sculptors.
Students read texts on three sculptors, study
adjectives in the text and focus on adjective order.
Next, students focus on the position of adverbs in a
sentence, using the texts as a source before practising
themselves. Finally, students discuss whether they
think public art is a waste of money.
Meet the expert video
Watch a video about a contemporary sculptor talking
about her work and influences.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading texts
• revised and/or extended their range of vocabulary
using the reading text as a source
• revised/learnt about the order of adjectives and
the positioning of adverbs in sentences
• discussed their opinions on public works of art,
focusing on the skill of developing arguments
Timings
If short of time, cut the number of items students do
in Exercises 5 and 7, as this is not a complicated
language area for students to grasp.
1 Since sculpture is an area which students may not
be familiar with, you may need to guide students
in this discussion. To help, you could show them
some pictures of famous sculptures.
• Students discuss in pairs. Take class feedback.
To make Exercises 2 and 3 more communicative,
you could put students in groups of three and ask
each student to read a different text. After each
exercise, they swap the information they found.
You should, however, ask students to look at all
three texts from Exercise 3 onwards.
2 Focus students on the names at the top of each
profile and ask if they’ve heard of these people.
• Give students three minutes to read the texts and
answer the question. Take class feedback.
Anish Kapoor: sculpture and architecture;
Antony Gormley: sculpture; Yoko Ono:
sculpture, installation art, film, poetry, music
3 Ask students to read the sentences. Tell them that
criticism in question 5 means negative comments.
• Give students eight minutes for this activity.
• Ask them to compare with a partner before you
check answers with the class.
1 Antony Gormley 2 Yoko Ono 3 Yoko Ono
4 Anish Kapoor 5 Yoko Ono 6 Antony
Gormley 7 Anish Kapoor (Note: Yoko Ono
often mixes art with poetry and music, but the
text does not specifically say she is currently
doing this.)

Possible lesson break: after Exercise 6. Students practise summary writing (a further
practice of what they did in lesson 8.5). In groups
WARM-UP of three, each student chooses a different sculptor
and writes a 50–75-word summary of the
This activity reintroduces some vocabulary related to
sculptor’s background and artistic work.
people in the broader area of art.
4 Give students a minute to look at each photo and
• Write the following on the board: renaipt, then put them in pairs to discuss the questions.
grphrhopotae, clportsu, epto, nstiooract, ftiiafgr rittsa.
• Tell students that these are all artists in a broad VOCABULARY: order of adjectives
sense (i.e. not only painters).
• In pairs, students rearrange the letters to make 5a First, ask students to identify the adjectives in each
words. The first pair to finish wins. highlighted phrase.
• Tell students that some of the words can also be
painter, photographer, sculptor, poet, nouns in other contexts (e.g. metal, steel), but they
cartoonist, graffiti artist are used as adjectives here.
• Tell students that some categories may not have
any adjectives in them.
• Give students three minutes to put the adjectives
in groups, using their dictionaries if necessary.

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• Ask students to compare with a partner before
you check answers with the class. In feedback, get
them to explain the meaning of each adjective.
age: none material: steel, metal, clay
colour/pattern: brown opinion: none
nationality: none size: small, huge, enormous
shape: fully-extended other qualities:
famous, rich, aristocratic
5b Ask students to add the adjectives to the headings
in Exercise 5a and check answers with the class.
age: antique material: silk, bronze
colour/pattern: colourful, dark opinion:
beautiful nationality: Japanese size: huge
shape: none other: well-known
• Move on to the second part of the exercise. Set the
activity and give students five minutes to decide
on the order by using the examples as reference.
• Students compare with a partner before you check
answers with the class.
• To reinforce the answers, write one of the example
sentences on the board and demonstrate the order.
The order is: opinion, size, most other qualities,
age, colour/pattern, nationality, material,
function/class.
Students sometimes think they will get extra marks
in speaking and writing exams if they use more
adjectives. Whilst this is an important area, it is
worth stressing that nouns with three or more
adjectives before them are very rare in English.
6 Put students in pairs so they can discuss answers
as they do them, rather than compare at the end.
• Students can use their dictionaries if necessary.
• Monitor to point out mistakes with word order
and refer students to the table on page 166.
• Finally, elicit answers to the board so that all
students can clearly see the order.
Students come up with their own examples. Try to
get them to describe three nouns: one with two
adjectives, one with three and one with four. Then
share and discuss in class.
• For further practice, ask students to do exercise
V3–7 on page 143 in the Language reference.
1 fabulous, large, bronze 2 large, rectangular,
coloured 3 wonderful, antique, Javanese
4 fantastic, shiny, stainless-steel 5 hard,
coloured, heat-resistant 6 dreary, modern,
urban 7 square, Japanese, origami
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GRAMMAR: position of adverbs
7a Tell students to find all the examples before they
add them to the lists.
• They can use their dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
1 in 1972; until 1974 2 in Hampstead,
England; to New York 3 creatively;
dramatically 4 frequently; often 5 probably;
certainly 6 mainly; strongly, primarily
7bStudents work with a partner and look at the
examples in the text and answer questions 1–4.
• When they have finished, ask them to check by
reading G2 in the Language reference on page 142.
• Elicit answers and examples from the class.
• Finally, read through the Grammar tip with the
class and elicit/explain that if the adverbial is at
the beginning of a sentence, it is normally
followed immediately by a comma.
1 at the end 2 in the middle 3 before the
verb (and after the subject), but after the verb
be and auxiliaries (e.g. I have often seen that
artist.) 4 If the sentence uses been as part of a
perfect structure, the adverb comes after the
auxiliary have/has/had, but before been.
8 First, ask students to read sentences 1–6 and
discuss with a partner how many of these artists
and art types they know.
• They can use their dictionaries if necessary.
• Elicit answers and then refer to the tip below.
• Set the activity and give students five minutes to
order the adverbs.
• Ask students to compare with a partner and
refer them to Exercise 7, the Grammar tip and
G2 on page 142 in the Language reference if they
need help.
• Check answers with the class. In feedback, elicit or
refer to the notes in brackets in the answer key
below for questions 4 and 6.
You could suggest that students use the internet to
find out more about the artists and types of art in
Exercise 8.
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1 Rahmi Pehlivanli, the famous Turkish
painter, often painted portraits. 2 Many
artists have been strongly influenced by
Picasso. 3 Leonardo da Vinci sketched
technical designs very skilfully. 4 The French
post-impressionist Paul Gauguin died alone in
Tahiti. (Note: We can’t put in Tahiti at the
beginning of this sentence because we don’t
want to emphasise the place more than the
action died.) 5 Katushika Hokusai is probably
the most famous Japanese artist ever.
6 Nowadays, the batik effect is produced by
machines rather than being hand made.
(Note: nowadays can go at the end of the
sentence, but it is usually more natural to use it
at the beginning.)
SPEAKING
9a Critical thinking: Developing arguments. As
students develop their critical thinking skills, it is
important that they consider both arguments in
favour and counter-arguments. By doing this, they
can clearly identify their own position. This is also
a useful skill for exams and in everyday life.
• In pairs, students identify three supporting and
three counter-arguments.
If your class finds it difficult to come up with
arguments either way, identify an example for
each of them (e.g. in favour: Many people do not like
them. against: They can bring colour and interest to a
dull environment).
9b Mix pairs so that students are working with a
new partner. Students share ideas. They should
identify what they think of each argument and
what their overall position is.
Students write an opinion-led essay about the
statement in the coursebook.
MEET THE EXPERT
1 Students have already discussed some of these
issues before, so this exercise should not take too
long. Elicit the meaning of jingles (short bits of
music played on radio/TV before adverts).
• Students take three minutes to discuss the
questions in pairs. Take brief class feedback.
2 Students match the words with the meanings
using their existing knowledge or language clues,
then check answers with a partner. They can use
their dictionaries if necessary.
• In feedback, check pronunciation.
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1 marble 2 sketch 3 maquette 4 clay
5 plasticine 6 carve
3a In pairs, students predict the order in which the
stages come. Only allow 90 seconds for this.
• Play the video. Students check their predictions.
• Elicit answers from the pairs. Confirm the order.
b, f, d, a, c, e
Meet the expert video
Yulia Podolska, sculptor
My name is Yulia Podolska and I’m a sculptor. I
have a studio at Rye, which is a little town on the
south coast of England.
I grew up in Ukraine and, uh, I had a plan to, I
wanted to be a doctor, a surgeon. So I went, uh,
then for holiday we went to St Petersburg with
my mum; I went to Hermitage, which is bu-, big
beautiful museum, with a beautiful art collection.
It inspired me and I was so amazed by beauty of,
uh, sculpture. So I decided to be a sculptor.
Um, I was offered a place, uh, in academy of fine
arts in Kiev – I was one of the youngest, uh,
students there, and really good traditional
education course.
My favourite material is marble because its so
beautiful and so translucent and you can carve,
uh, such detailed pieces that it’s just amazing. But
as well working with bronze, wood, uh, all sort
of, like, fabrics, rubber, plastic toys even.
I went to Europe and I saw beautiful national
collections of, uh, in Italy and in France. Um, I
was so inspired by renaissance art and, um, by
some modern contemporary collections. Uh, I just
want to join to this art world and make my point.
I’m getting my ideas, uh, from all sorts of, uh,
places – mainly from my emotions and, uh, when
I’m, uh, looking at, uh, different political situations
at, uh, different social occasions. Uh, for example,
uh, I’ve been very upset about political situation
in Ukraine and I made the sculpture out of fabric.
Um, I based it on traditional Ukrainian dolls. It
was, um, solid fabric, um, and just done by
sewing it and, uh, adding ribbons. So I transferred
it from little dolls, like mothers used to make for
their daughters to a big scale sculpture, made out
of fabric, and, uh, with ribbons, which, um, the
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sculpture’s unravelling. Um, usually I’m thinking HOMEWORK OPTIONS

and I have this clear image in my head and I start
playing with plasticine. Well, sometimes I do a
little, uh, pencil sketch.
Um, after I would make a maquette, um, I will
start making a bigger sculpture out of clay, and
then make a cast, uh, from plaster and then I can
start working on a big block of marble, I will
start carving it and making it exactly like I made it
in clay.
Students do the dictation, reading, vocabulary and
grammar exercises for this lesson in MyEnglishLab.
They can also do the MyEnglishLab video activities
after this point.
Students research one of the artists mentioned in this
lesson (Ayrton, Pehlivanli, Picasso, da Vinci, Gaugin,
Hokusai) on the internet. In the next class, they can
make a short presentation about them.

Um, I love walking and I love travelling as well. Students do Exercises G2–2 and G2–3 and V3–7 on
So when I’m going to Italy and walking on the page 143 in the Language reference.
river banks, uh, up above in the Cora mountains, I
can find a beautiful natural shape of stone, so I’ve
been doing that, and, uh, found a few, make a
sculpture out of it, got inspired and started to
walk on the English river banks and, uh, beaches
like in Dorset, um, in south coast of England.

My favourite piece is a sculpture called Cardinal.

Uh, I love, uh, the natural beauty of the stone. I
went to Portugal and I saw it in hills, just laying
on earth and straight on I saw a sculpture in it. It
has this perfect shape for, for a sculpture. I saw
the, uh, where should be head and where I can
carve hands. And it would have exactly right
position for what I want to say.

Currently I’m working on different sculptures

made out of different materials. For example, I’m
working, uh, on Kinder Surprise toys, uh,
sculptures. And, um, making a sculpture straight
on from toys, gluing them together and, uh,
making this bright, um, funny little sculptures.

Um, I was invited to, uh, make a piece for

childhood exhibition in Rye Gallery. So I thought
about them and a teddy bear, which is, um, such a
classical image from childhood. So I made a teddy
bear out of, uh, Kinder Surprise toys.

3bGive students two minutes to read the statements

and answer any questions they can remember
from the first viewing.
• Play the video again. Individually, students
answer the questions. They then check in pairs.

1b 2a 3c 4c 5a 6b

4 Students discuss the questions in groups of three

or four. Allow between five and ten minutes,
depending on their level of interest.

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9.4 SCENARIO: THE
RUSSEL DRAKE
GALLERY
IN THIS LESSON
Lesson topic and staging
Students read the scenario about a contemporary art
gallery which is having problems. They listen to the
gallery owners discussing the problem and then
focus on the Key language. Finally, in the Task,
students work in small groups to decide on an action
plan for the gallery.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• learnt useful phrases to discuss implications and
offer counter-arguments
• participated in extended speaking practice
Timings
Possible lesson break: after Exercise 5b.
WARM-UP
This activity revises adjective order from lesson 9.3.
• Write on the board: shape, age, size, colour, style.
• Put students in pairs and tell them to describe an
object in the room where the lesson is taking place.
• Stop the activity after a minute and elicit sentences
from the pairs. The pair with the most creative/
inventive/ interesting sentence wins.
SITUATION
1 Focus students on the photo on page 92 and the
reading text at the top of the page.
• Give students three minutes to read the text and
answer the questions. Students compare with a
partner before you check answers with the class.
Ask if any students have been to a contemporary
gallery of modern art such as this. If they have,
how did they find it? If not, would they like to?
1 famous for over 300 galleries of modern art
2 to stand out from the crowd and offer
something different 3 8–10 pieces a month
4 It has not met its sales targets.
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2a Lead in by asking whether any students have
posted a review online about a place of culture
which they have visited. If so, was it positive or
negative?
• Students read the instructions and then, in pairs,
decide on the three most serious criticisms.
• Emphasise that whilst it is clear some criticisms
are more important than others, it is for students
to decide themselves.
2bJoin pairs together to make groups of four.
• Students should justify their opinions in each case.
• Tell the groups of four to agree upon a set of three
answers which they are all happy with.
To start preparing students for the task, you might
discuss their initial thoughts about how they
might deal with some of the problems.
3 Elicit what kind of graph this is (a bar chart).
• Individually, students read the instructions and
decide on their opinion.
• Take a class vote on the options. Ask one person
who votes for each option to say why they think it
is correct.
• Guide them towards the answer and feedback in
the answer key below.
Talking or writing about charts such as this is a
requirement in many English exams, such as the
PTE Speaking (Describe image) and IELTS Writing
(Part 1).
Suggested answer:
too low (Although there are more ‘very good’
than ‘poor’ responses, lots of ‘average’
responses is not really acceptable. Students
could also make a case for it being ‘acceptable’.)
KEY LANGUAGE: discussing
implications, offering counter-
arguments
4 Check that students understand the meaning of
commission (a percentage of money which is paid
for a service).
• Students read the instructions. Ensure they
understand the scenario. Paraphrase if necessary.
• Students read the statements. Quickly check to
make sure there is no unknown vocabulary.
• Play the recording. Students tick the arguments
they hear. They then check with a partner.
• Confirm answers with the whole class.
1, 2, 5, 6
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Audio script 9.2
Russell, Dennis, Vanessa
R: One of the things we’re considering, Dennis,
is to lower our commission. At the moment,
we charge 50 percent – that’s confidential, by
the way. But if we lowered the commission,
we’d attract quite a few younger artists and
that could be helpful for us.
D: Maybe, but consider the implications. At the
moment, your artists are paying 50 percent
and not complaining – they’re accepting your
terms of sale. If you lower your commission,
other galleries might start doing the same
thing; then you’ll be in a price war. How do
you feel about lowering commissions,
Vanessa?
V: Well, I think there’s a strong argument for
doing it. We do need to have more young
artists on our books – I’ve said it for some
time. It’d be a way of attracting them. It’d be
quick and very effective.
D: But think of the consequences, Vanessa. It’ll
affect your profits if you lower your
commission rate. Also, you need to take into
account the reactions of the other gallery
owners. They won’t be pleased if they hear
you’re price-cutting. They’ll start doing the
same thing and that won’t be in anyone’s
interests.
V: That may be true, but our situation’s getting
pretty desperate. We’ve got to do something
if we want to survive.
D: Well, the effect of a lower commission rate
will be harmful to your business, in my
opinion.
R: I’ve had a few thoughts about this, Dennis.
You say that it’ll affect our profits. But it
wouldn’t if we charged variable commission
rates – I mean, charge different rates to
different artists. Keep the rates we’ve got for
artists who are popular with collectors and
people who pay top prices, but give up-and-
coming artists a lower rate. How about that?
D: The problem with that is that it could really
upset your best customers – the cash cows, if
I can put it like that, who are keeping your
gallery afloat.
R: Mmm, I don’t know, maybe you’re right. OK,
well then, what are we going to do if we don’t
lower our commission?
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D: You’ve got a lot of options, believe me. There
are plenty of things you could do that’ll get
more people coming to your gallery and
improve your bottom line. You can’t do all of
them. Some, I’m sure, you’ll reject
immediately. You’ll have to make up your
minds and choose the best ones. Some will be
expensive, others won’t cost too much. I’ve
jotted down some ideas for you. Let’s talk
about them. I hope you’ll feel some are
worth considering.
5a Allow students two minutes to read the phrases.
They should reflect back on the listening and see if
they can remember where the phrases came.
• Play the recording again. You may need to pause
to allow students to catch up. Students number the
statements in the order they hear them.
• In feedback, play the recording once again. Stop
after each statement has been said. Students
correct themselves. (The phrases are in bold in the
audio script above.)
f, h, b, g, a, l, d, i, j, c, k, e
5b Discuss with the class what is meant by
implication (a prediction of what will happen) and
counter-argument (argument on the other side).
• Students discuss the statements in pairs. They
should focus on the Key language.
• Take class feedback.
Implications: a, f, h
Counter-arguments: b, c, d, e, g, i, j, k, l
TASK: deciding on an action plan
6 Give students 30 seconds to individually write a
definition of action plan (a list of things which an
organisation is going to do in order to solve
problems). Then check understanding.
• Ask students to read the instructions and set the
activity.
• Put students in groups of three or four. Since there
are multiple stages for this exercise, ensure that
the groups give an appropriate amount of time to
each by telling them to move on when necessary.
• Stage 1: Students have two minutes to individually
read the list of ideas. They should tick or cross the
ten ideas. In their group, they have a further three
minutes to agree upon the best five.
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• Stage 2: Students take five minutes to identify the
costs for each of their ideas. Monitor and help as
necessary. Some groups may find this difficult and
need more help.
• Stage 3: Give groups a further five minutes to come
up with ideas for other fundraising initiatives. Try
to get them to think of three good ideas.
• Stage 4: Before students discuss their action plan,
brainstorm some of the things they will need to
include in it (e.g. timelines, list of people involved,
the order in which things happen). Groups then
have 10–15 minutes to work out their action plan.
7 The best way to do this exercise is to get each
group to present their action plan to the rest of the
class. The ‘audience’ then ask questions. Set a time
limit of two or three minutes per group.
8 The vote could be done as a ‘secret ballot’ so that
people can really say what they think. When you
have collected in all the votes, you tell the class
who the winner is. After announcing the decision,
ask the class to identify the strong points of the
winning action plan.
HOMEWORK OPTIONS
Students do the listening and Key language exercises
for this lesson in MyEnglishLab.
Students do Exercise KL–4 on page 143 in the
Language reference.
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9.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on expanding students’
vocabulary and writing an online review. Students
read a short text about expressing yourself well and
look at alternatives for nice and other basic
adjectives. In the writing section, students listen to an
expert talking about travel blogs. Finally, students
write their own travel blog for a place they have
enjoyed visiting.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a listening and two reading texts.
• learnt about extending their range of vocabulary
and practised this with different basic adjectives
• written a travel blog
Timings
If short of time, set Exercise 10 as homework.
Possible lesson break: after Exercise 5.
WARM-UP
This activity introduces the topic of travelling.
• Students should think of a place (in their own
country or abroad) which they have enjoyed
visiting. They should make brief notes about it.
• In pairs, students make a brief (one-minute)
presentation about the place.
• Students can ask follow-up questions if desired.
STUDY SKILLS: expanding your
vocabulary
1 Ask students if they overuse any particular
adjective and elicit good/nice and other examples.
• Read the instructions with the class and give
students five minutes to decide the meaning of
nice in the different phrases.
• Ask students to compare with a partner before
you elicit answers from the class.
• Finally, tell students that phrases 1, 2 and 5 are
fixed expressions and not normally used with
adjectives other than nice.
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Possible answers:
1 enjoyable, productive 2 pleasant, enjoyable
3 friendly, charming, I like her 4 fashionable,
it suits you 5 refreshing, to make us feel better
6 friendly neighbours, pleasant environment
2 Give students one minute to read the text and then
elicit if it is true of their language.
• Focus on the fact that precision is more important
in writing than in speaking.
3 Set the activity and tell students that they can use
their dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, check students’ pronunciation of
difficult words (e.g. picturesque, stylish).
1 beautiful, picturesque 2 delicious, tasty
3 relaxing, restful 4 stylish, trendy
5 charming, friendly 6 productive, useful
A problem in many academic essays is that
students repeat the same words again and again.
Learning how to use synonyms correctly will help
with this, and also help students to paraphrase.
4 Give students eight minutes for this activity. Tell
them to use their dictionaries if necessary. Elicit
the meaning of precise (exact, specific).
• Warn them that some adjectives are more difficult
to put in the lists than students will initially think.
• Ask students to compare with a partner before
you check answers with the class.
• Check students’ pronunciation of difficult words
(e.g. monotonous, appalling).
• Ask students to read the paragraph. Check they
understand the difference between a dictionary
and a thesaurus (bring in copies of each).
1 brilliant, outstanding, terrific 2 appalling,
awful, dreadful 3 absorbing, compelling,
gripping 4 heartbreaking, moving, touching
5 monotonous, repetitive, tedious 6 amusing,
hilarious, witty 7 exhilarating, nailbiting,
thrilling 8 absurd, laughable, ridiculous
Put students in pairs and give each pair one or
two sets of these words. They then write four
sentences showing the exact meaning of the words.
5 Collocations. This activity practises students’
ability to match adjectives with nouns.
• Put students in pairs or small groups so they can
brainstorm the collocations.
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• Go through answers and the notes in brackets
below with the class.
• Finally, emphasise that the adjectives here all have
the same basic idea and it is the collocations that
show the use of each.
1 absorbing, gripping, compelling (A book can
be fascinating if factually based.) 2 fascinating
3 gripping, compelling, absorbing (A film can
be fascinating if factually based.)
WRITING SKILLS: an online review
6 Ask students if they have ever booked a holiday
by themselves and if so, how they did it. Also
elicit travel blog (a piece of informal online writing
about travel) and guidebook (a travel book which
provides more information about a place).
• Individually, students read the statements. They
should try and identify at least one advantage and
disadvantage of each. Allow five minutes for this.
• In pairs, students compare their answers. They
should add relevant information to their own list.
• Take brief class feedback.
• In the same pairs, students discuss the second
question. Explain that they do not have to choose
just one option. Take brief class feedback.
7 Students read the introduction and questions.
• Play the recording. Students note down answers.
• In the same pairs as Exercise 6, they compare their
answers. Take brief class feedback.
1 To create a social environment. Friends and
family can follow you during the trip. You can
keep in touch with a bigger group of people.
You save money. You can tell your friends how
the trip is going. People will know that you are
safe. A blog is a permanent record of your
journey. A blog provides good writing practice.
Audio script 9.5
If you go on a fairly long holiday, maybe to a
faraway destination, I think it’s a really good idea
to write a travel blog. You see, one advantage of
doing it is you can create a social environment
with your blog. What do I mean by that? Well,
you’ll create a group of people who are interested
in what you’re doing. Your family and your
friends can read your diary entries and respond to
them, so they become part of your holiday. With
your blog, you can keep in touch with a much
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bigger group of people – you won’t need to buy
dozens of postcards to let them know what you’re
doing. So you’ll save money – that’s always a
good thing, I’m sure you’ll agree.
Blogs are a great way of telling your family and
friends about your holiday and how it’s going –
you know, the interesting places you’re visiting,
the people you’re meeting. And everyone who’s
following you will know you’re safe because
they’re constantly reading your messages. They’ll
also be able to look at your photos and videos.
Oh, one other advantage I want to mention: your
travel blog is a permanent record of your trip –
something you can look at again when you’re
back home.
So, I’m encouraging you all to write a travel blog.
It’s good practice for improving your writing and
you can tell everyone about the amazing
experiences you’re having and maybe even about
things that have gone wrong, especially if they’re
funny and not too serious.
8 Introduce the exercise by asking students whether
they know anything about the places mentioned.
• Give students five minutes to read the blog and
answer the questions.
With weaker groups, elicit definitions of tourist
sites (places people like to visit on holiday) and
general impression (overall feeling).
• Students compare with a partner before you check
answers with the class.
Ask if anyone knows anything else about Chagall
or Matisse. You might even show students an
example of both artists and discuss in more detail.
1 the market area, Cours Saleya; the Chagall
and Matisse museums 2 They enjoyed the
visit, were impressed with the food and
Brazilian street performers in the market area.
Their impressions of the Chagall and Matisse
museums: It was exhausting to get to the two
sites, but they were both ‘outstanding’ and
‘brilliant’. The Chagall museum had lovely
gardens and a peaceful café. The Matisse
museum was in a beautiful park and had a
fantastic view of the city. In both museums the
paintings were colourful and full of light.
3 In common: They lived in Nice at the same
time and were both inspired by the light and
colours of the area. Different: Chagall was born
in Russia, whereas Matisse was born in
Northern France. They had totally different
styles of painting.
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9 Give students one minute to look through the
adjectives which are highlighted in bold and to
think of any synonyms. They should not write
anything down at this stage.
• Put students in small groups. At first, they should
share the words they have already thought of.
When they cannot think of any more, they can use
a dictionary. Give one student in each group the
responsibility to write down the synonyms.
Students write sentences that show the slight
differences in meaning between each of these
words. Each group could be given one word and
its synonyms. In feedback, you should be the
judge about the acceptability of synonyms.
Suggested answers:
trendy: popular, fashionable
nice: delicious, excellent, superb, outstanding
charming: friendly, attractive
great: interesting, wonderful, fascinating
exhilarating: exciting, thrilling
funny: amusing, hilarious
thrilling: exhilarating, exciting, nailbiting
dreadful: awful, terrible
outstanding: exceptional, impressive,
magnificent
peaceful: quiet, relaxing
fantastic: wonderful, marvellous, outstanding
brilliant: outstanding, superb
terrific: brilliant, amazing, fantastic
10 Before students begin writing, get them to make
brief notes about their trip. Check that they know
a sufficient amount about the country/trip they are
going to describe, otherwise their blog will be
inadequate. You could direct them back to the
Warm-up activity, if you did it.
Students may benefit from telling a partner about
their location before they start writing. Talking
about it can help them clarify ideas and even come
up with new ones.
• Students will need a minimum of 30 minutes to
write their blog.
HOMEWORK OPTIONS
Students do the study skills and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students do Exercise 10.
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10
Unit Objectives
Grammar:
Psychology
relative clauses; reduced relative clauses
Vocabulary: personality adjectives; phrasal verbs; word formation; idioms with mind; words from the text
Scenario: giving and reacting to advice; taking part in an advice phone-in
Study skills: writing a bibliography; referencing
Writing skills: an advantages and disadvantages essay

10.1 GROUP READING AND VOCABULARY:

PSYCHOLOGY
IN THIS LESSON
Lesson topic and staging
This lesson looks at how well groups work together.
Students discuss teams they’ve been in and then focus
on adjectives to describe people before practising the
pronunciation of these. Students then read a
webpage about how teams function and listen to a
lecture about group dynamics. Next, students focus
on vocabulary from the listening and finally discuss
who in the class would take different roles in a team.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• extended their range of vocabulary related to
describing people’s personalities and working
together
• participated in an extended speaking activity
Timings
If short of time, omit Exercise 10b.
Possible lesson break: after Exercise 6 or 9.
WARM-UP
This activity introduces the idea of describing
people’s personalities (and appearance).
• Write the names of four famous people on the
board who your students will know.
• Students think of three adjectives to describe one
of the people. They must use at least two
personality adjectives and can use their
dictionaries.
• Students work in small groups and take it in turns
to say their three adjectives. The other students
must guess who they are describing.
personality adjectives
1 Focus students on the title of this lesson (Group
psychology) and elicit that this is about how people
in groups relate to one another.
• Give students a few minutes to think of their
answers to questions 1–4 before putting them in
groups of three or four for the discussion.
• Tell them question 3 means Did the people work/play
well together or were there problems?
• Get a few ideas from the class and take this
opportunity to elicit/give group dynamics.
2 Ask students to read the adjectives and tick any
they used.
• Set the second question and tell students that they
can use their dictionaries if necessary.
• Ask students to compare ideas with a partner
before you elicit a few ideas from the class. In
feedback, ask students to give a brief definition of
each word.
3 Do the first example with the class (ambition –
ambitious) to demonstrate what the rubric means
by nouns related to these adjectives.
• Give students ten minutes to find the nouns and
write adjective – noun pairs.
• If you are short of time, put students in pairs and
ask them to do half the words each.
• When they have finished, ask them to compare
their answers with a partner (or another pair).
• Elicit answers from the class and write them on
the board for use in Exercise 4.
ambitious – ambition, authoritative – authority,
conscientious – conscientiousness,
creative – creativity, diplomatic – diplomacy,
energetic – energy, knowledgeable – knowledge,
objective – objectivity, practical – practicality,
resourceful – resourcefulness
Students could look up other nouns associated
with these adjectives (e.g. authorities, conscience,
creation, diplomat, practicalities).

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PRONUNCIATION
4 Critical thinking: Stress patterns. Give students a
few minutes to write down all the words from
Exercise 3 and to mark where they think the
stress is.
• Ask students to compare with a partner.
• Students may not know if the stress pattern
changes if it is marked incorrectly. This won’t
happen until they have listened and checked their
answers. It may be better to tell students to answer
the question after they have listened to check.
• Set the question about changing stress patterns
and, if possible, elicit a few answers from the class.
• Play the recording, pausing after each pair of
words to allow students to check their answers.
• Go through answers with the class, marking the
correct stress on the board and eliciting/showing
students where the stress pattern changes.
• Play the recording again. Pause after each pair of
words for students to repeat. Correct if necessary.
See Exercise 3 (above) for stress.
READING
5a Focus students on the title of the introductory
paragraph in the text (Belbin model) and ask them if
they have heard of this.
• Students work individually to read the table and
answer the questions in Exercise 5.
• Emphasise that students should be honest in their
appraisal.
• Monitor and clarify vocabulary items as necessary.
Quite a lot of the language used may be unknown.
5bNote: Only put students in pairs to say if they
agree with their partner’s choices if your students
know each other fairly well. Students may not be
happy if their partner does not agree.
• Ask the class if anyone would like to explain their
choices to the whole group. Make this an open
activity and do not force anyone to speak.
Since students may have to work in groups at
university in many different situations (e.g.
projects, seminars), it is important to think about
the best ways that groups can function.
6 Give students five minutes to match the adjectives.
• Ask them to compare with a partner before you
check answers with the class.
Psychology
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plant = creative (comes up with ideas);
resource investigator = resourceful (developing
contacts, finding opportunities); coordinator =
authoritative (leading teams, delegating);
shaper = energetic (dynamic); monitor-
evaluator = objective (fair, has good judgement);
teamworker = diplomatic (peacemaker and
mediator); implementer = practical (makes
things happen); completer-finisher =
conscientious (perfectionist, strong sense of
duty); specialist = knowledgeable (special skills
and expertise). The extra adjective is ambitious.
LISTENING
7a Set the context and give students a few minutes to
order the stages.
• Ask them to compare with a partner.
• Answers are checked in Exercise 7b.
7b Give students two minutes to match the names
with the stages, but tell them not to worry if they
are unsure.
• Play the recording without pausing. Ask students
to compare answers in pairs.
• Check answers with the class.
• Ask students if they experienced any/all of these
stages in the teams they discussed in Exercise 1.
1 forming – b 2 storming – c 3 norming – a
4 performing – e 5 adjourning – d
Audio script 10.2
Good morning, everyone. Our topic today is
group dynamics. I want to talk about how groups
develop over a period of time. So I’ll describe the
stages that groups often go through.
Erm, first of all, I’d like to mention an academic
who did some interesting early work on groups.
His name’s Kurt Lewin, you spell Kurt K-U-R-T,
by the way. Lewin was one of the first researchers
to study groups scientifically, so he’s important.
He published his results during the 1940s and
1950s. And he created the term ‘group dynamics’
to describe how groups and individuals act and
react in changing situations.
OK, the next really important contribution came
from a researcher, Bruce Tuckman. Tuckman
developed a theory about groups in 1965. He
argued that groups went through four stages. Now
I’d like to look briefly at each of the stages in turn.
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First, ‘forming’. This is the stage when the group
pretends to get on well with each other and
everyone seems to be happy. It’s a kind of
honeymoon period.
Next is the ‘storming’ stage. As the name
suggests, at this stage, members of the group are
less polite to each other and they try to resolve
their issues, even if they lose their tempers at
times. Individual group members may fall out
with each other as the true personalities of group
members become clearer at this time.
‘Norming’ is the stage after that. Members get
used to each other at this stage. They begin to
trust each other, share information and are much
more productive as they get down to the job of
working together.
The final stage is ‘performing’. The members of
the group have common goals. The atmosphere in
the group is good. They work efficiently together
and cooperate effectively with each other.
These are the four stages in Tuckman’s original
theory about how groups develop. I should say
that later on he added a fifth stage. He called it
‘adjourning’. That’s the stage when the group
breaks up. Of course, some groups never even
reach the ‘norming’ stage. If they don’t trust each
other, and members find they cannot put up with
each other, the group may break up early, before
the ‘norming’ stage.
Tuckman’s theory is useful and of practical value.
Think for a moment about pop groups or bands
you know. A classic example for me, although not
from my generation is The Beatles, for example.
They went through all five stages. During the
‘performing’ stage, they were very effective, and
wrote and performed some of their best songs,
but eventually, John Lennon moved away from
the group and after Paul McCartney left, the band
began to break up. You can also think of
successful football teams which go through those
stages. After early struggles, they have a period of
success, with a core of the same team members,
although a few individuals will leave and join.
This stable team may do well and win
championships and trophies. Then the team
breaks up – for whatever reason – perhaps due to
the age or the ambition of the players. Finally, a
very contemporary example would be in reality
TV, where the way the group works together is
Psychology
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often the most interesting part of these sorts of
programme, and why people watch them. So
Tuckman’s model is a good one, and it’s useful
for analysing group dynamics.
Now are there any questions so far?
8 Ask students to read the questions and try to
answer them from memory.
• Then play the recording again and ask students to
compare answers in pairs. Go through answers
and the notes in brackets below with the class.
One of the skills tested in the PTE-A Speaking
component is the ability to re-tell lectures. Here,
you could ask students to give a ten-second
summary of the key points of the lecture.
1 a 1940s, 1950s b 1960s
2 the period when everyone likes everyone else
at the beginning of something (A honeymoon is
literally the holiday a married couple take
immediately after their wedding, i.e. when
they are completely happy and in love.)
3 pop groups, football teams, reality TV shows
9 Critical thinking: Evaluating ideas. Students gain
further practice of reflecting on what they have
learnt in the lesson and discussing their opinions
of what they have learnt.
• Students discuss the questions in groups of three
or four. Take two or three pieces of feedback for
each question.
VOCABULARY: phrasal verbs
10aElicit the meaning of phrasal verb (a verb which is
composed of a main verb and preposition).
• Students do this activity individually and use their
dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
1f 2e 3c 4a 5d 6b
10b Check that students know the form (get used to +
-ing/noun) for question 2.
• Students do this activity individually and then
compare answers with a partner.
• Get students to ask follow-up questions to get as
much information as possible for each sentence.
• Elicit answers from a few students and ask them
for further information if possible.
• For further practice, ask students to do Exercise
V1–6 on page 145 in the Language reference.
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SPEAKING
11a When creating groups for this exercise, try to
make groups where you think students will work
well, but where the personalities might represent
different roles in the Belbin model.
• Ensure that students read the introduction and
points 1–3, and that they understand what they
have to do. Clarify as necessary.
• Give groups three minutes to discuss task 1.
• For task 2, students should think back to Exercise
5a, where they discussed this question. This task
would probably work best if the group has a good
chair (e.g. someone who is a ‘coordinator’), to
ensure that everyone participates.
• Students discuss task 3 and identify who will do
which of the tasks. Emphasise that each student
should have roughly the same amount of work.
• Groups will probably need at least 20 minutes to
come up with their plans. It is for the groups to
decide how best to manage this process.
• Emphasise that by the end of the time limit, they
need to have a finalised action plan to share with
another group.
11a When joining groups together, try and ensure
that they complement each other (i.e. that they
have as many of the nine roles as possible).
• Take feedback from four groups on the strengths/
weaknesses of their partner group’s plan.
+ Ask students to evaluate how effective their
discussions in 11a were. What went well? What
could have been improved? What was missing?
HOMEWORK OPTIONS
Students do the vocabulary exercises for this lesson
in MyEnglishLab.
Students do Exercise V1–6 on page 145 in the
Language reference.
Psychology
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10.2 PEER PRESSURE
IN THIS LESSON
Lesson topic and staging
This lesson looks at peer pressure and how it affects
people. Students read a webpage about peer pressure
and teenage bullying. They study idioms with the
word mind and practise using these. Next, students
look at relative clauses taken from the text, focus on
their use and practise using them. Finally, students
take part in discussions related to peer pressure.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• extended their range of idioms using mind
• revised/extended their knowledge of relative
clauses
• participated in an extended speaking activity
Timings
If short of time, set Exercises 7a and 7b as homework.
Possible lesson break: after Exercise 7b.
WARM-UP
This activity introduces the topic of whether we do
things because we want to or because other people
want us to.
• Ask students if they always do what they want to
or if they sometimes do what others want.
• Give students three minutes to think of two things
they regularly do because they want to and two
things they do because other people want them to.
• Students compare their answers in pairs.
• Finally, ask who chose similar activities and elicit
why we do things because others want us to.
READING AND VOCABULARY:
word formation
1 Focus students on the title of this lesson (Peer
pressure). Elicit that peers are people around your
age in the same social group and peer pressure is
the influence that others have on your actions
and opinions.
• Discuss the question in class. Write up a few
examples that the students provide (e.g. wearing
fashionable clothes, joining in with bullying, doing
something dangerous).
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2 Focus students on the URL and phone numbers
and elicit who it is for (parents and children).
• Students underline the questions on the webpage.
Give them one minute to read the text, but tell
them not to underline answers or take notes.
• Put students in pairs to discuss answers to the four
questions. Tell them not to read the text in detail.
• Elicit possible answers from the class, but do not
insist on complete accuracy at this stage.
1 doing/thinking something that others want
you to do/think because you want to be
accepted 2 how they dress/talk, music they
listen to, attitudes they adopt (their opinions),
how they behave 3 yes, definitely
4 They need to know who their children are
socialising with and encourage them not to
enter situations where they will be pressurised.
3 Students read the instructions. Check that they are
clear about what they need to do.
• Students read comments a–d. They then skim-read
paragraphs 1–4 and match them together.
• Students check in pairs and agree on the answers.
• Take feedback. Check that students understand
self-esteem (the level of confidence you feel about
your own abilities), conform/conformity (behaving
the same as the majority of people) and going
against the grain (not conforming).
a4 b3 c2 d1
4a Set a time limit of one minute for students to find
these nouns. In feedback, ensure the word stress is
correct (underlined in the answer key below).
approval, behaviour, conformity, suggestion
4b Elicit the four suffixes used (-al, -our, -ity, -ion) and
write them on the board. Explain that these are
often used to make nouns from verbs.
• Individually, students predict what the nouns may
be and then check in pairs. If they are unsure,
allow them to use a dictionary. Check answers
with the class.
To help students, tell them how many of each
type there are (3 x -ity, 2 x -ion; 2 x -al; 1 x -our).
association, continuity, definition, disability,
proposal, refusal, saviour, security
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5 Critical thinking: Evaluating effectiveness. In
this exercise students reflect on the webpage and
decide whether its contents match its goals (i.e. Is
it successful in achieving what it wants to achieve?)
• Students discuss with a partner for three minutes.
• Take class feedback. If students disagree with a
point which has been made, encourage them to
challenge it, in order to develop critical thinking.
6 Take a brief definition of each type of bullying.
• Students discuss the question in small groups.
• Take class feedback. Since all these forms of
bullying are bad, there is no ‘right’ answer, but
take time to explore each of the three types.
VOCABULARY: idioms with mind
7a If necessary, elicit what an idiom is (an expression
where the meaning is not completely clear from
the individual words).
• First, give students 30 seconds to write a definition
of mind. Take feedback. Guide students towards a
definition: a person’s ability to think and reason.
• Give students three minutes to do this activity and
compare answers with a partner.
• Check answers with the class and tell them that
out of your mind can also mean extremely worried.
1b 2d 3c 4e 5a
7b Tell students they will need to change the form of
some idioms when they put them in the gaps.
• Give students three minutes to do this activity and
compare answers with a partner. Check in class.
• For further practice, ask students to do Exercise
V4–8 on page 145 in the Language reference.
1 make up my mind (about something)
2 peace of mind 3 keep an open mind
4 out of your mind (with worry/fear)
5 in two minds (about something)
GRAMMAR: relative clauses
8 Remind students that a relative clause adds more
information to a sentence. Elicit an example
(e.g. He’s the man that I spoke to yesterday.).
• Do not elicit/give any further information about
relative clauses at this stage.
• Students underline the clauses in the text. Ask
them to compare with a partner.
• Elicit answers from the class. Note the relative
pronoun that in part 2 is not actually written.
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Part 1: when we are influenced to do
something; who are about the same age; with
whom they socialise; which is the most
common form of social influence
Part 2: which means peer pressure can be
powerful and hard to resist; who are low on
confidence and unsure of themselves; (that)
they would not normally do; who knew the
correct answer to a question
Part 3: which means others are less likely to call
the behaviour bullying; when their children are
being bullied
Part 4: with whom their children are associating;
in which they know they would be pressurised
9a Ask students to underline the correct word in
definitions 1 and 2. (This should be revision.)
• Ask them to identify which clauses from
Exercise 8 are defining/non-defining.
• Finally, check answers with the class, but do not
elicit further information about these clauses at
this stage.
1 non-defining 2 defining
All clauses are defining relative clauses, except
which means peer pressure can be powerful … and
which means others are less likely … .
9bEmphasise that students do not need to use all the
words in the box.
• Give students five minutes to complete the rules,
referring to the examples in the text for help.
• Students compare with a partner and if necessary
look at G1 on page 144 in the Language reference.
• Check answers with the class. Refer to the
webpage for examples.
• Read through the Grammar tip with the class.
1 non-defining 2 whom 3 which 4 before
5 that
10a Give students one minute to think about the
question. Elicit the answer from the class.
2 13 Students discuss the questions in small groups. If
10b Give students one minute to find the example
and then briefly compare with a partner.
• In feedback, remind students that this kind of
relative clause is non-defining.
… which means others are less like to call the
behaviour bullying.
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11 Set the task. Focus students on the example (1 f).
• Tell them some relative clauses may come in the
middle of sentences 1–9. Monitor for mistakes, but
encourage students to look at Exercises 8–10 and
the Language reference to help them self-correct.
• Ask students to compare with a partner before
you check answers with the class.
1 f We are seeking a counsellor to whom we
can refer special cases. 2 e Even the bullies
were crying, which was surprising.
3 i Kurt Lewin, who many see as the father of
social psychology, fled to the USA from
Germany. 4 h Teenagers like to turn for
advice to other young people who they
sympathise with. 5 d People who are easily
influenced will follow someone else’s lead first.
6 c The type of peer pressure that leaves you
feeling confused or hurt is never good.
7 g Peers are the individuals with whom a
child or an adolescent identifies most.
8 b We took all the teenagers to the seaside,
which made a good break for them. 9 a The
bullying problem(,) about which we had a lot
of discussion(,) has now been resolved. (Note:
this could be defining or non-defining.)
If possible, produce the complete sentences so that
all students can clearly see where the relative
clause is inserted and the punctuation.
12a The focus of this exercise is to get information
which will be used in Exercise 12b. Students have
two minutes each to ask and answer questions.
12b Encourage students to use both defining and
non-defining clauses if possible. They should also
try and use a range of relative pronouns.
• Three or four students read out their profiles. Other
students say whether the sentences are correct.
• For further practice, ask students to do Exercises
G1–1, G1–2 and G1–3 on page 145 in the Language
reference.
SPEAKING
your class is made up of teenagers, question 4 may
be redundant. Take feedback.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
Students do exercises G1–1, G1–2, G1–3, V2,3–7 and
V4–8 on page 145 in the Language reference.
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10.3 PSYCHOLOGY
AT WORK
IN THIS LESSON
Lesson topic and staging
This lesson looks at the psychological profiling of
criminals. Students read about criminal profiling
before focusing on vocabulary related to this topic.
Next, students look at the use of reduced relative
clauses in the text and practise using them. They
discuss a book/film they have read/seen about
profiling or serial killers. Finally, students write a
summary of the text on psychological profiling they
read earlier.
Meet the expert video
Watch a video of Dr. Jack Lewis, a neuroscientist,
talking about working in this field.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading texts
• revised and/or extended their range of vocabulary
related to criminal profiling
• revised/learnt about reduced relative clauses and
practised using these
• discussed a book or film about profiling or serial
killers
• written a summary of a text about criminal
profiling
Timings
If short of time, set Exercise 9 or 11 for homework.
Possible lesson break: after Exercise 5.
WARM-UP
This activity introduces the topic of people we think
wouldn’t commit crimes.
• First, elicit a few reasons why people commit
crimes (e.g. they are angry about something,
depressed, need money, insane).
• Then write on the board: politician, business person,
police office, lawyer, prison guard.
• Tell students to rank the people from most to least
likely to commit a crime.
• Students discuss in pairs and justify their answers.
• Finally, elicit ranking from one student in the class
and ask the others if they agree and why/why not.
Psychology
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READING
1a Use the Warm-up as a lead-in to this exercise
and/or explain that the short text is about a person
we wouldn’t normally expect to commit a crime.
• Ask students to quickly read the profile. Elicit why
we wouldn’t expect him to commit a crime.
• Check students understand devoted to his mother
(loved very much, always did things for her) and
stable marriage (no problems with the relationship).
• Then give students three minutes to discuss the
possible crime before checking on page 167.
• Ask students if they are surprised he committed
this crime and why/why not.
• Finally, tell students that this is a true case that
happened in the UK.
1b Set the question and elicit ideas from the class.
2 Focus students on the title of the article and check
they understand it (looking at the background,
habits, interests of a person and deciding what
they are like and what they might do).
• Give students two minutes to read the article and
answer the questions by themselves.
• Check answers with the class.
1 A criminal profiler is someone who
investigates the behaviour, motives and
background of criminals. 2 They can identify
actual or potential offenders.
3 Give students eight minutes for this activity.
• Tell them to underline the relevant information in
the paragraphs they identify.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, ask students if they have read books or
seen films/TV shows about criminal profiling, if
they liked them and why.
1 para D: by investigating behaviour, motives
and background of criminals 2 para D: place
of residence 3 para B: serial killers, mass
murderers 4 para C: James Brussels 5 para D:
minute details of the crime scene 6 paras B, C,
E: serial killers, aeroplane hijacking, suicide
bombers, mass murderers, bomber 7 para A:
criminal profiling 8 para E: at best useless, at
worst harmful, no real-world value, wastes
police time
4 Get students to re-read the final paragraph. Check
that they understand what it says.
• In pairs, students discuss their reactions.
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• In feedback, elicit opinions from one or two
students. Encourage others to say whether they
agree or disagree.
5 Give students a maximum of five minutes for this
activity. Check answers with the class and check
their pronunciation of psychiatrist.
1 motive 2 deduce 3 psychiatrist 4 profile
5 case file 6 assessment
GRAMMAR: reduced relative
clauses
6a Give students one minute to find the sentences in
the text.
• Write them on the board (or see the tip below).
1 a number of letters mailed by the suspect
2 the crime scene, enabling them to describe
the specific methods of operation
6bStudents discuss this question in pairs.
• Elicit answers from the class and highlight the
relevant parts of the sentences on the board.
• Explain that reduced relative clauses are often
used to improve the style of a piece of writing.
Also, we can use reduced relatives for clauses
which use other relative pronouns (e.g. who, that).
Sentence 1: (Note: this is a passive structure.)
The relative pronoun which and the auxiliary
were are dropped. Only the past participle
mailed is used here. Sentence 2: The relative
pronoun which is dropped and the verb
(enables) is changed to the -ing form.
If possible, reproduce the text so that the whole
class can see it (perhaps on an interactive
whiteboard or an overhead projector). As you
check answers to Exercises 6b and 7, highlight
the relevant parts of the text.
7 Tell students there are seven reduced relative
clauses in the text (in addition to the two examples
in 6a), but they only need to find four. They
should, however, try to find some which use the
past participle and some which use the -ing form.
• Put students in pairs to answer questions 1 and 2
(see the tip below).
• Check answers with the class and in each case
elicit the full relative clause.
• This is a fairly complicated area of language, so
give students time to read the information in
G2 on page 144 in the Language reference.
Psychology
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past participle/passive clauses: also referred to
as criminal profiling, methods used to detect
criminals -ing form/active clauses: lead
detective profiling the offender, delaying the
identification of the real culprit
Students may find question 2 difficult. If necessary
use the first sentence in Exercise 6a and lead
detective profiling the offender as examples. Show
students how the full relative clause is formed
(i.e. 1 which were mailed by the suspect, and 2 lead
detective who profiles the offender). Then ask which is
passive (1) and which active (2). Ask students to
look again at how these are written in the text and
answer question 2 in Exercise 7.
8 Give students five minutes for this activity. They
can refer to Exercises 6 and 7 and the Language
reference if necessary.
• Ask students to compare with a partner before
you check answers with the class.
2 a taken 2 b taking 3 a making 3 b made
4 a causing 4 b caused
9 Focus students on the photo and ask if they have
seen this image before. Elicit that it is from the film
The Silence of the Lambs and ask students to tell you
if they have seen it and, briefly, what it is about. If
they have not seen it, ask them to predict from the
previous content of this lesson and the photo what
they think it’s about.
• Students read the text to check their ideas.
• Read the instructions and remind students that the
present participle is the -ing form. Give them five
minutes to do the activity. Most examples simply
involve crossing out the pronoun and auxiliary.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, ask students who have not seen the film if
they would like to and/or ask the class if they have
seen films or read books similar to this.
• For further practice, ask students to do Exercise
G2–4 on page 145 in the Language reference.
profilers who are investigating criminal cases; a
film which is directed by Jonathan Demme;
Clarice Starling, who is, played by Jodie Foster;
serial killer, who is named Hannibal Lecter;
Lecter, who is currently serving; performance
of Lecter, who was played by Anthony
Hopkins; the Kay Scarpetta series, which was
written by Patricia Cornwell; a criminal
profiler who works working for the FBI
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SPEAKING
10 Give students a few minutes to think about a
book/film they have read/seen and what they
would like to say about it.
• Put students in groups of three or four and ask
them to take it in turns to describe the book/film.
• After each description, other students should ask
questions to get as much information as possible.
• If others in the group have read/seen the
book/film, they should discuss their opinions of it.
• Monitor to note mistakes using the vocabulary
from the lesson and relative clauses.
• When students have finished, ask them which of
the books/films they would like to read/see.
• Finally, correct some of the more common or
important mistakes you noted earlier.
Talking about books or films you know is a
common focus of IELTS Speaking Tasks 1 and 2.
WRITING
11Critical thinking: Summarising. Give students
five minutes to underline the key points in the
article. They then compare in pairs.
• Students read the relevant parts of lesson 8.5
again, to remind themselves of techniques for
summarising.
• Give them 30 minutes to write their summaries.
• Ask them to read their summary and edit it if
necessary. Take the summaries in for marking.
Put students in pairs and get them to give
feedback on their partner’s summary.
MEET THE EXPERT
1a With books closed, students have one minute to
discuss in pairs what they know about the brain.
• In the same pairs, students answer the questions.
1b Take class feedback. For each question, ask
students to give reasons for their answers.
• Finally, ask whether students found any of the
answers surprising. Get them to say why.
1c 2b 3c 4a 5c
2 In pairs, students should briefly discuss what each
of the terms means.
• Play the video. Individually, they order the stages.
• Take class feedback. Get students to justify their
answer in each case (e.g. What can they remember
about each section?).
d, c, a, b
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Meet the expert video
Jack Lewis, neuroscientist
I’m Jack Lewis, I have a PhD in neuroscience. Uh,
when I do research, I use FMRI, which is
functional magnetic resonance imaging. And I use
that to investigate the human brain, specifically
how what we see and what we hear is integrated
in perception. I’m also a science communication
specialist – I’ve presented, uh, a variety of brain
related TV series, and I also do live talks in
schools, businesses and science festivals.
Neuroscience is the science of the brain. We study
the brain from a variety of different perspectives,
from the very microscopic level, looking at how
molecules interact and perhaps influence the
genetic material inside the nucleus of every cell in
the brain, all the way up to the macroscopic level,
the very kind of helicopter view perspective, of
looking at how vast arrays of different brain cells
communicate with each other – in order to produce
vision, decision making, emotions and so on.
When you see a brain scan in a newspaper, it’s
usually an MRI image – it’s actually two different
MRI images. The black and white part is a
structural MRI image – that shows you the, the
grey and the white matter in the brain. And then
the colourful part is a completely separate scan –
that’s the functional MRI part.
That part shows you the relative activation or
deactivation of different parts of the brain, under
different circumstances. And wherever there’s a
significant difference between those two
conditions, you colour in that area of the brain.
For example, if I were to put someone in the MRI
scanner and alternate between showing them
images and playing them music over headphones,
I’d be able to then compare what their brain is
doing under the two circumstances.
So then I can mathematically compare what’s
happening under the two circumstances. And
what we’d find is that when they’re looking at
images, there’d be more activation in the back of
the brain because it’s the back of the brain that
creates what we see. When listening to music,
there’d be more activation in the sides of the
brain because these are the areas that create what
we hear.
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A relatively new, uh, branch of neuroscience has
recently been developed and it’s called neuro-
economics. That investigates how the human
brain makes financial decisions – how do we
evaluate, for instance, what we’re gonna buy
when we go into a supermarket?
Now it turns out that when you’re looking at
different items, your brain, a certain part of the
brain, uh, is more active the more you think you’d
like one option over another. There are other
brain areas that are involved in the potential pain
you’d feel in paying that price for it and others
that are responsive to the uncertainty – in terms of
if you, uh, can’t have the product immediately
and you might need to wait a few days or weeks.
You can get a lot of insight into why we make the
decisions we do.
Neuroscience has helped medicine in a number of
different very important ways. Take stroke, for
example. Stroke is where the blood supply to a
part of the brain gets cut off and that part of the
brain dies, it’s gone forever. But neuroscience has
taught us that our brains are plastic –
neuroplasticity – they can change even in
adulthood. So that means that through thousands
of hours of training, some people that have
strokes are able to retrain intact brain areas to take
over the functions of the damaged brain areas,
which is absolutely amazing.
And also people, for instance with chronic pain.
They can suffer this terrible pain, but the problem
is the doctors can’t see any part of their body
that’s actually damaged. That’s because the
chronic pain is generated inside the brain. The
problem for chronic pain patients is, not only are
they suffering with the horrific pain, but people
around them – their friends, their families, their
colleagues – don’t believe that the pain is that bad.
So one of the amazing things that neuroscience
can do is take a brain scan, show evidence of all of
the appropriate brain areas lighting up and thus
help the patient convince everyone they know the
pain really is that bad. Without neuroscience,
none of this would be possible.
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3a Students complete as much of the information as
they can based on their first viewing.
• Do not take feedback at this stage. However, you
might try and help students by asking what kind
of word should go in each gap (e.g. question 1:
words starting with M and I; question 2: a verb).
3bPlay the video again. Students individually check/
complete their answers.
• Students check their answers with a partner. Take
class feedback. Elicit the meaning of some of the
more difficult terms (e.g. stroke, chronic pain).
+ Since some of the language and concepts are quite
difficult here, you might ask students to explain/
paraphrase what they mean in more detail.
Weaker classes could use a dictionary if needed.
1 magnetic, imaging 2 interact 3 groups of
4 structural, functional 5 back, sides 6 financial
7 decisions 8 retrain 9 brain 10 bad
4 Students discuss the questions in groups of three
or four. When done, take feedback from two or
three different groups for each question.
HOMEWORK OPTIONS
Students do the vocabulary, reading, listening and
grammar exercises for this lesson in MyEnglishLab.
They can also do the MyEnglishLab video activities
after this point.
Students write a short review of a crime TV
programme or film they have seen. They can look at
lesson 9.5 for ideas. In the next lesson, post the
reviews round the room and ask all students to read
them and decide which programme/film they would
like to see.
Students do Exercises G2–4 and V5–9 on page 145 in
the Language reference.
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10.4 SCENARIO: 1 Use the Warm-up as a lead in to this exercise and

tell students they are going to read about someone
WHAT’S ON YOUR whose job it is to help people with their problems.
• If you did not use the Warm-up, focus students on
MIND? the photo. Elicit that she deals with phone-in
problems on a radio show.
IN THIS LESSON • Students read the situation. Check that they
understand psychologist and what Professor Bright
Lesson topic and staging does. Give them five minutes to discuss the
This lesson focuses on the language of giving advice. questions in pairs.
Students are introduced to the scenario of a • Go through answers with the class.
psychologist who gives advice to people on a radio
programme. Students listen to the psychologist Students’ own answers.
talking to a caller and then focus on the key
language, giving and reacting to advice. Finally, the 2 Read through the introduction and questions with
Task asks students to give each other advice on the class and ask students to read the summaries.
various problems. • Play the recording without pausing.
• Students compare with a partner before you check
Objectives
answers with the class.
By the end of the lesson, students will have:
• extracted specific information and language items
Summary B is correct. (False information in A:
from a listening text
Early in their marriage he went bankrupt, so
• learnt useful phrases for giving and responding to
they didn’t have much money. She isn’t
advice
planning to divorce him. False information in
• used this language in a ‘real-life’ situation to offer
C: It’s not only since he retired that he’s been
each other advice
spending too much money. She doesn’t say
Timings he’s worried about debt.)
If short of time, omit Exercise 6.
Possible lesson break: after Exercise 4. Audio script 10.3
Professor Bright, Michelle
WARM-UP PB: OK, let’s go to my next caller, who’s in
• Ask students what kind of personal problems Preston.
people have in developed societies. Elicit/Give all M: Hello, Professor, my name’s Michelle.
of the following and write them on the board: PB: Hi, Michelle. How can I help?
financial, relationship with partner, relationship with M: It’s about my husband, Jack. You see, he’s
children, problems with your boss, health problems. retired now, he hasn’t worked for over a year.
• Write on the board: a counsellor, your partner, your And the problem is, he’s got nothing to do all
boss, your children, your doctor, a financial advisor. day except spend money and, well, he’s
spending an awful lot of money.
• Check students understand counsellor (a person
PB: Oh dear! That must be worrying.
whose job it is to help people with their problems).
M: Mmm. You see, he’s run up a lot of debts – he
• Ask students to decide who they would talk to
owes people money all over the place and if
and why they would choose this person if they
he goes on like this, well, we’ll have to sell
had any of the problems listed on the board.
our house.
• Put students in small groups to explain answers. PB: Michelle, I can see you’re very upset. Can you
tell me a little bit more? What’s he spending
SITUATION his money on?
Throughout this lesson, avoid asking students to M: Well, you see, Jack spends a lot of time on the
refer to their own problems, but if necessary, you internet. He’s bored, I suppose, and then he
can ask them to refer to hypothetical situations continually buys things. Usually it’s really
(e.g. if you knew someone with this problem). expensive stuff – top brand clothes, designer
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ago, he bought a Rolex watch on eBay. It cost

M: Mmm, yes, that could be helpful, I suppose.
a fortune – over £7,000.
But I don’t know anyone who does that sort
PB: Mmm, I’d say he’s addicted to spending
of thing.
money. There are so many forms of addiction,
PB: Well, I do, Michelle. At the end of the
Michelle, and so often we find that the addict
programme, I’ll give you the name of
isn’t aware they’re addicted. That seems to be
someone who can advise you how to deal
your husband’s problem. Once he understands
with your debts.
he’s addicted to spending, it’ll be possible to
M: Great, thanks very much.
help him get rid of the addiction.
PB: Now, you could also contact your local
M: Yes, you’re right, he is addicted. And it’s a
Citizens Advice Centre – their services are
terrible problem. We just can’t afford that level
free. If possible, you should both go there. OK?
of spending. He’s already up to the limit on
M: Well, I like the idea, but I don’t think it’d
three credit cards, we’ve no savings left in the
work – both of us going there, I mean. I know
bank and he’s just taken out a personal loan.
Jack’ll find some excuse not to go, I’m sure he
PB: And doesn’t this level of debt worry him?
won’t like the idea.
M: Well, no. It doesn’t seem to, no.
PB: OK, then, fair enough, let’s look at some other
PB: Well, you can’t go on like that. What was he
things you could do. Can I ask you, do you
like before he retired, Michelle? Was he
have a joint account with your husband?
always a big spender?
M: Yes, we do – our account’s in both our names.
M: Yes, he was. He always loved giving parties,
Always has been.
going out on the town, helping his friends if
PB: Well, you know, it might be a good idea to
they needed money – that sort of thing.
have a separate bank account. Just for the time
Actually, early on in our marriage, he went
being, until your husband gets his finances in
bankrupt – it was an awful time for us. You
order. Why don’t you suggest it to him?
know, I sometimes wonder why I stay with
M: Oh, I don’t think so. What’s the point of doing
him and when things get really bad, I’ve even
that? There’s no way he’d agree to it. We’ve
thought of leaving him.
had a joint account all our married life.
PB: Perhaps it’s because you still love him.
PB: OK, we’ll forget about that one. Do you use
M: I suppose I do. You know it’s not easy to
the internet a lot a home?
leave someone you’ve been with a long time,
M: Yes, almost every day.
even if they are ruining your life. I’m so
PB: Great! Well, if I were you, I’d look at some of
confused, Professor. What do you think I
the sites offering help for people in your
should do?
situation. I can give you the addresses of
3 Students work in pairs. Monitor to note what some of the reputable ones. Also, it might be
language they use when giving advice. This will worth contacting a finance company. They
help you decide how much of the Key language could help you with your debts. If you decide
they already know and what their weaknesses are. to do that, you should contact your bank for a
name. They’ll be able to recommend a
• Elicit a few ideas from two or three pairs.
suitable company. OK?
4 Set the task. Play the recording without pausing.
M: Yes, I’ll check some websites and maybe ask
• Keep students in the same pairs as Exercise 3 to
my bank to recommend a finance company.
discuss the similarities between their advice and
That sounds like a good idea to me. But what
Professor Bright’s. Take feedback.
about my husband’s spending problem?
What can I do about it?
Audio script 10.4 and answer key to Exercise 5a
PB: Well, it’s vital that you do something about
Professor Bright, Michelle
his overspending, Michelle. Or should I say,
PB: Well, it’s obviously very difficult for you,
it’s vital your husband does something about
Michelle. No wonder you’re confused and
it. Why don’t you have a serious talk with
upset.
him? Try to persuade him to join a
M: Mmm, I don’t know which way to turn, to be
counselling group. I’ll give you the name of
honest. That’s why I’ve phoned you – I need
an organisation that’s helped many people
some good advice.
like your husband to control their spending. It
PB: Right, first of all, you need to talk to someone
meets every two weeks and it doesn’t cost
about the debts you have. A real professional.
anything to join.

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M: You know, that’s really good advice. Jack
likes meeting new people – he’d probably go
regularly to that sort of counselling session.
Yeah, I like that idea. Thanks very much,
Professor. You’ve been really helpful.
PB: Good. Michelle, I’ve one final bit of advice.
You might consider getting some counselling
yourself. You’ve had a tough time recently,
life’s been difficult for you. It might help you
to have a few sessions with a counsellor. Just
an idea.
M: Counselling? For me? I don’t think so. It’s my
husband who needs counselling, not me. He’s
the one with the problems. No, I’ve got too
much on my mind at the moment. I don’t
have time for that.
PB: OK, just a suggestion. I agree it’s your
husband who really needs counselling. It’s
essential that he changes his behaviour. If he
doesn’t, you’ll be very unhappy and it’ll end
in tears.
M: Yes, that’s what I’m worried about. Anyway,
thanks a lot for your advice.
PB: Good. My staff will contact you and pass on
all the information you need. Goodbye,
Michelle, and good luck!
KEY LANGUAGE: giving and
reacting to advice
5a Set the context. Give students a few minutes to see
if they can fill gaps before they listen again.
• Play the recording again. Students check/complete
their answers. Do not take feedback at this stage.
5b Students check their answers, using the audio
script on page 179. Check answers with the class.
5c Students do this activity in pairs or small groups .
• Check answers. Emphasise that it is the phrases in
Exercise 5a that make the advice strong, neutral or
tentative, not the content of the advice given.
Strong: It’s vital that; It’s essential that; What’s
the point of doing that?; That sounds like a
good idea to me.; That’s really good advice.;
Yes I like that idea. Neutral: I’d advise you
to; I think you need to; Why don’t you; You
could also; If I were you, I’d; It’d be advisable
to; Yes, that could be helpful.; I like the idea,
but I don’t think it’d work. Tentative: You
might consider; It might be a good idea to; It
might be worth; OK, it’s worth trying; I’m not
sure, I could try it.
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6a Check that students understand the instructions.
• It may help to do an example with the class first.
• Remind students that their phrases should be of
the same type (i.e. strong/neutral /tentative).
6b Students listen to each other and comment on
language and intonation.
TASK: an advice phone-in
7a Set the context and divide the class into As and Bs.
Explain that Student A must choose one of the
emails on page 103, whereas student B must
choose one on page 159.
• Students scan both of their emails (give them
about 90 seconds) and identify which one they
find most interesting.
• Students read the email they chose and make a
few notes (the most serious part of the problem,
how it started, etc.).
7bPut students into A/B pairs. Remind them of the
Key language in Exercise 5. Emphasise that they
should take care in choosing the strength of
their responses.
• Tell students they have seven minutes each to
present their problem and get feedback. Students
then swap, and Student B describes their position.
• Monitor to note mistakes with the Key language.
• In feedback, ask who received the best advice.
• Finally, correct some of the more common or
important mistakes you noted earlier.
Students can repeat the process for Exercises 7a
and 7b with the other emails on pages 103 and 159.
8 Put pairs together. Give them ten minutes to
discuss. Elicit a few ideas and then ask the class to
vote on the two questions.
HOMEWORK OPTIONS
Students do the listening, Key language and
pronunciation exercises for this lesson in
MyEnglishLab.
Students do Exercise KL-5 on page 145 in the
Language reference.
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10.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on writing a bibliography and
referencing, and writing an advantages and
disadvantages essay. Students discuss statements
about including references in texts. They then read
about a referencing system and identify when this
has been used incorrectly. In the second part of the
lesson, students learn about the structure of an
advantages and disadvantages essay, examining a
model example. In particular, they look at complex
sentences and conclusions. Finally, they write their
own essay, where they must find sources from the
internet and reference them correctly.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading texts
• learnt about referencing sources in texts and how
to write an advantages and disadvantages essay
• written an essay bringing these skills together.
Timings
If short of time, set Exercise 11b for homework.
Possible lesson break: after Exercise 3 or 10.
WARM-UP
This activity introduces the topic of using books as
sources of information.
• Put students in pairs and tell them to list all the
different things you can use information from
books for (e.g. finding a telephone number). They
can list any ideas as long as they are reasonable.
• Tell students they have one minute for this activity
and they must think of as many ideas as possible.
• Stop them after a minute, ask how many each pair
found and then elicit ideas from the class.
STUDY SKILLS: writing a
bibliography, referencing
Emphasise that the whole of this lesson is very
relevant for students hoping to go on to university
since they will have to know how to reference and
they are almost certain to need to know how to
write an advantages/disadvantages essay.
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1 Discuss the question with the whole class. If
students give incorrect ideas, correct them.
to show that you have read experts on the
subject and to provide weight to your writing;
to allow the reader to check the source of your
information if he/she wants to know more
about the topic; to avoid being accused of
plagiarism
2 Give students ten minutes to discuss the
statements and decide if they are correct.
• Elicit students’ ideas and go through the answers.
Emphasise that these are the accepted answers in
most academic cultures that follow a European/
American style.
• Where possible, get students to explain their
answers and correct any statements that are false.
1 correct 2 incorrect 3 correct 4 correct
5 incorrect 6 correct 7 incorrect 8 correct
9 incorrect 10 correct
3 Read the instructions with the class and elicit/tell
students that Harvard is one of the most respected
universities in the USA and worldwide.
• Ask students to read the extract from the Harvard
System of Referencing and then ask them if they
are familiar with this system.
• Give students five minutes to identify which of the
entries in the bibliography are incorrect.
• Ask students to compare with a partner before
you check answers with the class.
Incorrect entries:
3 The year should be in brackets. 4 The name
of the journal should be in italics. 7 The date
when the site was last accessed is missing.
8 The edition information should be after the
title. There is no place of publication.
In feedback, students may wonder why these
small things are important. You should emphasise
that university teachers place a great deal of
importance on getting these things right.
WRITING SKILLS: an advantages
and disadvantages essay
Discussing advantages and disadvantages is one
of the key skills in the Write essay part of PTE-A.
This type of essay is also commonly found in
IELTS Writing part 2. If any of your students are
doing these exams, they should pay extra attention.
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4 Focus students on the title of this section (An
advantages and disadvantages essay) and ask what
they think the main characteristics are of this type
of essay (students must show their understanding
of both sides, but also present their opinion).
• Individually, students read the text and complete
the gaps with relevant words.
• Take feedback in class and ask whether students
have any questions about the content.
1 issue 2 unbiased 3 sides 4 objectively
5 formal 6 paragraph
5a First, ask if anyone in the class has experience of
writing this kind of essay and whether they could
share this information with the class.
• Read the instructions with the class and check that
students understand only child (when a couple has
only one child).
• In pairs, students discuss the questions and note
down three points (at least) on each side.
5b Give students five minutes to discuss their ideas
with other pairs.
• Elicit advantages and disadvantages from the class
and write them on the board. Students will be able
to use these later in the lesson.
If you have any only children in the class and they
are willing to do so, they may be able to give the
rest of the class some ideas they wouldn’t
normally think of.
6 Check that students understand the instructions
(especially the phrase worth writing about).
• Give students two minutes to read the text and
note down their answer. They should then discuss
with a partner, pointing to evidence in the text.
• Elicit answers from the class.
because it is becoming more common in many
parts of the world and people have very
different views on this topic
7 Give students four minutes to read the rest of
the essay. Tell them to underline key ideas as
they read.
• In the same pairs as Exercise 5a, students compare
the writer’s ideas with their own.
8a Complex sentences. Ask students what they
understand by complex. Emphasise that it does
not mean the same as complicated (hard to
understand).
• Individually, students read the sentences and
underline any conjunctions or relative pronouns
they find. They compare answers with a partner.
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• Take class feedback. Any sentence which contains
a conjunction or relative pronoun can be
considered complex.
Sentences 1,2, 6 are not complex sentences.
8b Students work in pairs. Allow five minutes for
them to find the complex sentences.
• In feedback, ask them what impact these sentences
have on the text – how they are different to non-
complex sentences and the kind of situations you
would use them in.
Academic texts contain many complex sentences.
When students write essays, they will also be
expected to use this kind of sentence.
Conjunctions:
1 This is an important area of discussion
because some people think that being an only
child is a big disadvantage in life. (para 1)
2 In addition, because the only child is the sole
focus of the parents’ love, he or she develops
more confidence and becomes more mature at
an early age. (para 2) 3 Even though this is
probably true, it is a fact that brothers and
sisters often quarrel a lot. (para 3) (Note: This
complex sentence contains a conjunction (even
though) and a relative pronoun (that).)
4 The researchers compared the behaviour of
Chinese people born before and after the one-
child policy was adopted. (para 4) 5 While
this research seems to confirm that only
children in China are at a disadvantage, this
may not be the case in other countries. (para 4)
Relative pronouns: 1 Another advantage of
being an only child is that they are on their
own a lot more. (para 2) 2 Some people argue
that only children miss out on brother and
sister relationship as they do not have siblings
to share their joys and sorrows. (Note: This
complex sentence contains both a relative
pronoun (that) and a conjunction (as).) (para 3)
3 Sentence 3 above. (para 3) 4 A recent study
of China’s one-child policy supports the view
that there are disadvantages to being an only
child. (para 4) 5 This is the most important
influence which will determine a child’s
development, happiness and future success in
life. (para 5)
9 Ask students to think back to what they discussed
in Exercise 5 and the contents of Exercises 6 and 7,
about the contents of what they want to say.
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• Individually, students write four complex
sentences about the topic. Their sentences should
reflect what they genuinely think about the topic.
Monitor and note any common mistakes.
With weaker groups, ask students to write one
complex sentence and then check it in class. They
should then write three more. Students may also
find it easier to do this in pairs.
• Students check their answers in pairs.
• Take class feedback. Focus on some of the
common problem areas you noted earlier.
10 Conclusions. First, with books closed, ask
students what they would expect to find in a
conclusion to this kind of essay.
• Ask them to read options 1–4 and see if their ideas
are similar.
• Give students one minute to read the conclusion
and tick the relevant options.
• Go through answers with the class and emphasise
that it is standard practice to include these ideas in
a conclusion.
• Take the essays in for marking, paying particular
attention to referencing, linking words and the
content of the introduction and conclusion.
If you think your students will not want to spend
a long time researching, tell them they only need
to include two or three referenced sources in their
essay. All the other ideas can be their own or their
partner’s from Exercise 11a.
HOMEWORK OPTIONS
Students do the study skills, reading and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students write an email to the author of the essay in
Exercises 6 and 7, saying they enjoyed reading it, but
that they disagree with his/her conclusion. They
should write a paragraph saying why they disagree.

1, 2, 4

11a In academic life it is common for students to

have to choose an essay question from several
options. With the class, discuss some of the criteria
for choosing a question (e.g. level of interest,
availability of resources, knowledge of subject).
• Give students one or two minutes to read the list
of questions and to rank them 1–4 in terms of
which they find most interesting (1 = most
interesting, 4 = least interesting).
• Put students in pairs (or small groups if necessary)
who have chosen the same question. They should
discuss their ideas and make notes. They should
also discuss whether they agree or disagree with
the quotation.
• Finally, put students in groups (for each of the
questions). They should share all their ideas,
adding relevant information to their notes.
11b Ask students to read the instructions and tell
them the essay should be about 500 words long.
• Give them plenty of time to research the essay. It
might be better for students to do this after the
lesson as research may take a long time.
• Tell students to use the text extracts from the
lesson to help them and to make sure their
referencing follows the conventions in Exercise 3.
• If students write the essay in class, allow about
40 minutes.
• Monitor to point out mistakes and help with
vocabulary if necessary.

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11
Unit Objectives
Grammar:
Cultures
reported speech; reporting verbs
Vocabulary: culture; adjectives
Scenario: creating impact in a presentation; giving a formal presentation
Study skills: improved reading skills
Writing skills: formal correspondence

11.1 DEFINING READING AND VOCABULARY:

CULTURE
IN THIS LESSON
Lesson topic and staging
This lesson looks at what we mean by a culture.
Students discuss this term and features of their own
culture. They read about defining culture and focus
on related vocabulary in the text. Students listen to
six people saying what they miss about their
cultures and discuss which views they share with
these people. Finally, they discuss what items to
put in a time capsule to represent their culture(s).
Objectives
By the end of the lesson, students will have:
• extracted specific language items and/or
information from a reading and a listening text
• extended their range of vocabulary related to
defining culture
• participated in a group discussion
Timings
If short of time, cut the number of items students
need to put in the time capsule in Exercise 10.
Possible lesson break: after Exercise 5.
WARM-UP
culture
1 Students have two minutes to note words that
immediately come into their minds.
• If necessary, write the following prompts on the
board: people, music, religion, food.
• Students compare with a partner. Elicit a few
ideas from the class.
In all the speaking exercises below do not
encourage others to say what they find strange
about each other’s cultures as this may offend.
Instead, ask them what they find interesting.
2 Ask students to quickly look at the headings in
the box. Ask if they discussed any of these points
in Exercise 1.
• Tell students not to worry about unknown
vocabulary at this stage. Give them three
minutes to read the text and match the headings.
• Students compare with a partner before you
check answers with the class.
• In feedback, check students’ pronunciation of
cuisine and rituals.
1 geography 2 climate 3 language
4 cuisine 5 values 6 the arts 7 religion
8 rules of behaviour 9 customs/traditions
10 historical events 11 life rituals
12 institutions 13 architecture

• Focus students on the photos and ask them to
discuss in pairs what they see and what they
think is happening.
• Take class feedback. Try to guide students
towards the aspects of culture they show.
Indian paint festival, Brazilian carnival,
Japanese tea ceremony
3a Tell students to use the headings to predict
where to find the words/expressions, but not to
read the text. They can choose more than one
heading if appropriate.
• Get a few ideas from the class, but do not give
answers as they will find out in Exercise 3b.
Answers will vary, but the correct answers
are: a 4 b 3 c 8 d 5 e 1 f 9 g 7

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3bStudents read the text and find the words or
expressions, using their dictionaries if necessary.
• Students may need to read more than one section
if any of their predictions in Exercise 3a were
wrong.
• Students compare with a partner before you
check answers with the class.
• In feedback, check students’ pronunciation of
terrain, dialects, and etiquette.
• Finally, ask students if their predictions in
Exercise 3a were correct.
a staple diet b dialects c rules of etiquette
d superstitions e terrain f commemorations
g sects
4 Give students one minute to choose three or four
words from Exercise 3b.
• Put them in pairs. If possible, do not pair them
with the student they talked to in Exercise 1.
• Allow 10–15 minutes. Encourage students to ask
each other for further information if possible.
• Monitor to note mistakes with vocabulary from
Exercise 3b and help with additional vocabulary.
• For feedback, ask a few students for the most
interesting thing they heard.
• Finally, correct a selection of the mistakes you
noted earlier.
• For further practice, ask students to do exercise
V1–6 on page 147 in the Language reference.
5 Critical thinking: Reflecting on the topic. Put
students in small groups. Make sure that the
groups are as multi-national as possible.
If groups find some of these questions difficult,
you can lead the discussions in class.
• Students will need at least ten minutes to fully
discuss the questions. Take feedback in class,
ensuring that each group speaks at least once.
LISTENING
6 Set the question using do or would, as appropriate
for your students’ current situation.
• Give students a minute to think of the first things
that come into their heads.
• Put students in pairs to compare and give
reasons for their answers.
• Elicit ideas from the class and ask other students
if their ideas were similar.
7 Play the recording without pausing. Students
make a note about what each student misses.
• Ask students to compare with a partner before
you check answers with the class.
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+ If you have students from any of the countries
mentioned, ask them to say a bit more about
these things and whether they miss them, too.
1 smell of coffee and food, rain in home town,
family holidays, sound of prayers from
mosques, Turkish hospitality, respect for
older people 2 cycling everywhere, small
local supermarkets, German bread and rolls
3 Russian style of friendship, jokes and loud
laughter, Russian winter 4 food and spices,
weather, sound of tropical rain 5 sound of
her local dialect, expressing their ideas in
their own language, food, sun, friendly
people 6 relaxed atmosphere, spontaneous
culture, special drink called mate, socialising
Audio script 11.1 and answer key to Exercise 8
1 Ayla, Turkey
When I’m outside Turkey, travelling for my job,
I miss the smell of strong Turkish coffee and the
smell of the food. I really miss our typical
Turkish breakfast of white cheese, bread, eggs,
honey and olives. I think also of the rain in my
home town and holidays where my family and
relatives come together. I miss the prayers we
hear five times a day from the mosques. I also
think Turkish hospitality is wonderful. I miss
visiting friends, relatives and neighbours and
the way that Turkish people really try hard to
make their guests feel comfortable. Another
thing I miss about Turkish culture is the respect
for older people.
2 Ingrid, Germany
When I lived abroad, I missed cycling to places. I
didn’t see many people on bikes – everyone
used cars all the time, even for short distances.
Children were taken to school by their parents
and my host father drove to a nearby petrol
station to get his newspaper. I thought about
getting a bike, but there were no cycle paths in
my area and I felt I’d be a kind of ‘outsider’ if I
cycled to work in the morning.
I also missed small local supermarkets where
you can walk to do your shopping. In Germany,
we have many small supermarkets in all parts of
cities or towns and you can get everything you
need there. They are not huge and anonymous
like the big supermarkets in some other countries.
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Talking of food, I missed German bread and
German rolls. Bread tastes a lot better in my
country, I can tell you.
3 Anna, Russia
When I worked abroad, what I missed most was
certain emotional aspects of our culture, not
material ones. I certainly missed the Russian
style of friendship. In my country, people will
discuss all kinds of very personal problems,
even intimate problems, with you. And they
expect friends to forget their own problems and
do everything to help you out. But outside
Russia, I noticed people are more individualistic
and even with good friends, the conversations are
more superficial, they take less time, and people
tend to be more focused on their own problems.
Also, I missed Russian jokes and loud laughter.
Russians often organise parties at someone’s
home, old friends come together and spend
hours eating and drinking around a big table,
discussing things, singing, dancing. One final
thing: I missed our traditional Russian winter,
going down snow-covered hills on a toboggan
with my young son, skiing and skating, playing
snowballs and making snow maidens with our
fluffy snow.
4 Danielle, Cameroon
What did I miss when I was abroad? Definitely
the food. In Cameroon, everything we eat is
fresh, no processing, artificial stuff or colouring.
I remember we had to literally chase the chicken,
kill it and then cook it. It took almost the whole
afternoon. And then I missed the spices. We took
the tomatoes, basil and peanuts straight out of
the field – it was wonderful! When we wanted a
treat, all we had to do was go to the mango or
guava or avocado tree and pick it. And if we
wanted a snack, we would go to the corn field to
get some corn. I tell you, I had no problem
keeping slim.
The weather, I missed that, too. Cameroon is a
tropical country, so we had some very good
weather. Believe it or not, what I missed most
was the sun, of course, but also the tropical rain.
I tell you, when it beats down on top of a tin
roof, it produces a sound that’s like a lullaby – it
makes you feel sleepy.
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5 Alessandra, Italy
I feel comfortable living in foreign countries,
especially in Europe. I like the variety of cultures
you meet just travelling a few hundred
kilometres. But I miss something that just isn’t
there. It’s the sound of my typically Italian
language where I grew up. It took me a long
time to realise its effect on me. When I hear
people speaking my Italian dialect, then I let
myself dive into a very private comfort zone.
It’s a blend of feelings consisting of love, trust,
comfort and being ‘home’. For me, I’ve lived and
worked in various places around the world, but
I’ve never experienced that anywhere else,
except in my home country.
I’m studying in England now and I definitely
miss not being able to express my ideas as soon
as they come into my mind. I just can’t
communicate easily and precisely what I think
in English, and that frustrates me.
Of course, I miss knowing where to go to find
what I need. Being Italian, it means I miss good
food, the sun and friendly people. I miss so
much, but I’m really enjoying being in England.
6 Nancy, Argentina
I’ve travelled all over the world. What do I miss?
Well, the first thing that comes to mind is the
more relaxed atmosphere we have in the streets,
you know, socialising and meeting friends for
coffee or dinner. It’s a very spontaneous culture.
You don’t need to make arrangements a long
time in advance. You just phone a friend and
then meet them at home or outside only a few
minutes after your phone call.
I should mention our drink – I miss it a lot when
I’m overseas. It’s called mate – it’s a traditional
drink in a special container. You pour a kind of
green tea herb called Yerba Mate into the
container, you add boiling hot water and then sip
the tea. It’s a kind of ritual. You pass the container
around with a group when you get together at
someone’s home – it’s a bit like the Indian tribes
used to pass round the ‘pipes of peace’. You
chat, have fun and talk philosophically about
life, the state of the world and so on. Friendship
and bonding are very important in Argentina. I
missed all that socialising when I was in
England and the United States.
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8 Students answers as many questions as they can
based on the first listening.
• Play the recording again. Students check/
complete answers, then compare with a partner.
• In feedback, check that students understand and
can pronounce anonymous (you are alone and
nobody knows you personally), intimate (very
private), dive (move suddenly into a situation;
literally, it means ‘jump head-first into water’)
and comfort zone (a situation where you feel
relaxed, secure and happy).
See audio script 11.1.
9 Students work in small groups and discuss ideas.
• Take some ideas in class feedback.
SPEAKING
10a Elicit ways that cultures record/present items
that represent them (e.g. museums, exhibitions).
• Ask students if they have heard of time capsules.
Tell them to read the text about a time capsule.
• Put students in groups of three or four, making
sure that you have an even number of groups for
Exercise 10b. Emphasise they must agree on the
choices and give reasons for their list of items.
• Allow fifteen minutes for the discussion.
For multi-national classes, have a mix of
nationalities in each group so that the capsule
becomes representative of different cultures
(e.g. students choose three items each and give
reasons). For mono-national classes, if possible,
have a mix of ages and sexes in each group. If
you are short of time, cut the number of items
students can put in the capsule.
10b Each group joins with another group to share
ideas for the time capsule, and their reasons.
• In feedback, ask students if any of the choices
were unusual or surprised them.
HOMEWORK OPTIONS
Students do the reading, vocabulary, listening and
dictation exercises for this lesson in MyEnglishLab.
Students imagine they are living abroad and write
an email for friends saying what they miss about
their culture. If students really are living abroad,
they can use real experiences.
Students do Exercise V1–6 on page 147 in the
Language reference.
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11.2 CULTURE
SHOCK
IN THIS LESSON
Lesson topic and staging
This lesson looks at culture shock. Students discuss
what the term means and then read an article about
it. Next, students listen to three people talking
about culture shock in Japan and focus on reported
speech. Finally, students think about what kind of
culture shock a person coming from abroad might
suffer from in their own country.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from a reading and a listening text
• expanded their range of vocabulary in the
context of personal feelings
• revised/extended their understanding of the uses
of reported speech
• discussed the effects of culture shock and written
a summary about it
Timings
If short of time, omit Exercise 1 or set Exercise 9c
as homework.
Possible lesson break: after Exercise 5c.
WARM-UP
• Write the word homesickness on the board and
elicit the meaning (a feeling that you want to be
home because you miss many things there).
• Put students in small groups and get them to
discuss the kind of things people miss when they
are away from home and whether they have ever
experienced this.
• Take a few comments from the class in feedback.
READING AND SPEAKING
1 Discuss question 1 with the whole class. Ensure
that everyone understands culture shock.
• In pairs, students discuss questions 2 and 3.
• Do not take feedback as students will find out
more in the text used in Exercise 2.
2 Give students one minute to read the first
paragraph of the text. In class, discuss whether
students’ predictions from Exercise 1 were right.
• Take class feedback. Direct students to the
relevant part of the text that show the answers.
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1 Culture shock describes the impact of
moving from a familiar culture to one which
is unfamiliar. 2 people who have travelled
abroad to work, live or study; when abroad
on holiday; it can affect anyone 3 It includes
the shock of a new environment, meeting lots
of new people, learning the ways of a
different country, being separated from the
important people in your life – people who
give you support and guidance.
3 Ask students to close their books. Write the five
stages from the article on the board and get
students to predict what they include.
• Students open their books, read statements a–e
and match them with the different stages.
• Students compare answers in pairs. Take class
feedback. Ask students to justify their answers.
a5 b 4c 1d 3e2
4 Students discuss the questions in pairs for five
minutes. Elicit a few ideas from the class.
• For question 3, if students do not understand the
quote, paraphrase it: Our culture is necessary for us
to live and understand the world.
• Tell students that they will hear people talking
about culture shock later in the lesson.
VOCABULARY: adjectives
5a Ask students to find the adjectives in the article
and to look at them in context. They should not
use their dictionaries at this stage.
• Ask them to compare with a partner before you
check answers with the class.
• In feedback, elicit/give the stress on each
adjective (underlined in the answer key below).
Positive adjectives: stimulated, intriguing
Negative adjectives: isolated, inadequate,
frustrated, hostile
5b Students match the pairs individually and then
check with a partner. Allow them to use a
dictionary if needed, but encourage them to try
and find the answer from other students.
frustrated – disappointed, hostile – unfriendly,
inadequate–insufficient, intriguing–interesting,
isolated–lonely, stimulated–excited
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5c Give students five minutes for this activity.
• Ask them to compare with a partner before you
check answers with the class.
• When you elicit answers, check pronunciation of
each adjective and correct if necessary.
1 intriguing 2 stimulated 3 hostile
4 isolated 5 inadequate 6 frustrated
LISTENING
6a If you have Japanese students in your class, ask
them to give a quick description of aspects of
Japanese culture. If not, elicit whether any of the
class knows anything about Japan.
• Students look at the table. Explain that the
information in the left column is in note form.
• Students should copy the table onto a piece of
paper so that they can make notes properly.
• Play the recording. Students take notes.
• Students compare answers in pairs. Take class
feedback by person, not question, as in the
answer key below.
Lars: 1 Tokyo 2 studied at Hokkaido, works
in a bank 3 five years 4 yes Hugo: 1 Tokyo
2 teaches English 3 three months 4 no
Sofia: 1 Fukuoka 2 studies Japanese at
Nihon Keizai University 3 one month 4 yes
Audio script 11.2 and answer key to Exercise 7a
Interviewer, Lars, Hugo, Sofia
I: Thanks for all coming today. Who’s come
the furthest? Lars?
L: Well, I’ve just finished studying at
Hokkaido University, but I’m now working
for a bank in Tokyo, so it’s not me.
H: It can’t be me, either. I’m teaching English
here in Tokyo.
I: Sofia, how about you?
S: Yep, must be me. I’ve come from Fukuoka,
which for your listeners, is on the Southern
island of Kyushu.
I: Well, thanks for coming all this way, Sofia.
Can you tell us about your experience of
living in Japan and culture shock?
S: Well, I arrived here one month ago and I’m
studying Japanese on a scholarship from
Nihon Keizai University. I’m staying in a
dormitory provided by the university.
I: And are you enjoying it?
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S: I’m having such a good time. People have
been incredibly welcoming. I’ve been
invited back to peoples’ homes and they’ve
cooked for me. I’ve met up with people for
language exchange – where we’ve had
lunch together and then gone shopping. I’ve
met a lot of people – Japanese and
foreigners – through the Fukuoka Now
website. I just love Japanese food, especially
sushi. It’s all so different from home, but it’s
fantastic. The only problem I’ve had is that
I’ve got quite big feet and I just can’t buy
women’s shoes here that fit me.
I: Hahaha! It sounds like you’re having a great
time. Hugo, I know your experience has
been slightly different.
H: Yes, you’re right. I’ve been here three
months now and, as I said, I’m teaching
English here in Tokyo. I have a very small
room and I feel a bit lonely. Also, I get
frustrated by the giggling and whispered
comments when schoolchildren pass me.
I’ve stopped going out into the countryside
because when I went out into the
countryside, children would stare at me. I’m
just not fitting in at the moment. Sometimes
the Japanese are quite indirect with their
requests and suggestions and I don’t know
what they are really trying to get at.
I: Sorry to hear that Hugo. How about you
Lars?
L: Well, as I said, I’ve just finished studying at
Hokkaido University in Sapporo in the
north of Japan. I studied Economics and I’m
now working for a bank in Tokyo. So I’ve
been in Japan for five years. Hokkaido is
really beautiful. The winter landscapes are
stunning and the people in Hokkaido are
wonderful. If you go there, look out for the
volcanoes, the frozen sea and the famous ice
sculptures. And I really recommend going
cross country skiing to appreciate the
scenery.
I: And what has been your experience of
culture shock, Lars?
L: Well, I think I can now appreciate all the
strengths of both Japanese culture and my
own culture. I think you don’t have to
worry too much about obeying rules. It’s
more important to remember your manners,
behave and speak with respect and realise
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that humour crosses all barriers. Your stay
in this wonderful country is so much more
relaxing if you just have a sense of humour.
I: And finally, for those planning to come to
Japan, is it safe?
H: Definitely.
L: Yes.
S: Obviously, crime does happen, but it’s been
a really great experience to live in a place
that feels so safe.
6b In the same pairs, students take one minute to
discuss what stage of culture the student is in.
Get them to refer to the text on page 108.
• Play the recording again. Students check their
predictions. Do not take answers yet.
6c Critical thinking: Justifying answers. This is
a useful skill for students. Providing evidence to
support answers is very important in an
academic context.
• Put students in different pairs to Exercise 6b.
Each pair gives their opinion, using evidence.
They then discuss and agree upon an answer.
• Take class feedback, ensuring that students
provide evidence for their opinion.
Possible answers:
Lars: 5 Hugo: 2–3 Sofia: 1
GRAMMAR: reported speech
7a Elicit that we can use reported speech when we
are telling someone what someone else said.
• Elicit a few other pieces of information about
reported speech (e.g. the tense change, the use of
reporting verbs), but do not go into detail at this
stage as students will revise/learn this in
Exercise 7b.
• Give students a couple of minutes to read the
sentences and underline them in the audio script.
• Check that students have underlined the correct
sentences (underlined in audio script 11.2 above).
If possible, reproduce the text so that the whole
class can see it (perhaps on an interactive
whiteboard or an overhead projector). As you
check answers to Exercise 7, highlight the
relevant parts of the text.
7bStudents discuss in pairs, using the underlined
parts of the text to help them. This should be
revision for most students. Encourage them to
work without asking you for help.
• Go through answers and the notes in brackets in
the answer key below.
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change the subject (e.g. I to she); use reporting
verbs (e.g. said) and sometimes that; change
the tense one step back into the past
(e.g. arrived to had arrived, has met to had met),
change adverbs (e.g. here to there); use if in
reported questions
7c Students read the sentences and answer the
questions individually. Take feedback.
tenses do not change to one step back in the
past (e.g. are stunning–are stunning), adverb
doesn’t change (at the moment). (However,
note the change in the form am to is because
the subject changes from I to he.)
7d Give students two minutes to match the reasons
with sentences 3–5 and then compare answers.
• Check answers with the class and refer to the
relevant parts of the audio script above.
a5 b3 c4
7e Discuss this question with the whole class.
The verb and subject change, so the verb
comes before the subject.
8 Read the introduction with the class. Emphasise
that Susan is in England now and she said these
things in England.
• Put students in pairs to encourage them to
discuss the changes necessary.
• Monitor to point out mistakes, but encourage
students to self-correct.
• Students can read G1 on page 146 in the
Language reference if they need help.
• Check answers in class. Write the sentences on
the board so students can see the form.
Tell students that it is common to not change the
tense at all when reporting what someone (e.g. a
friend) has said in an informal situation (e.g. for
question 2: She said she lived in a …).
• For further practice, ask students to do Exercises
G1–1 and G1–2 on page 147 in the Language
reference.
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1 She said she had studied the language
before she went. (time conjunction) 2 She said
she had lived in a tiny studio flat while she
was there. (time conjunction) 3 no changes;
this is still true, so the subject/verb agreement
stays the same 4 She said she had given
chocolates to her boss once – and he had been
really surprised. 5 She said she really misses
Japan and would love to go back. (situation
unlikely to change/would) 6 She said she
often goes to Japanese restaurants to eat
Japanese food. (action still happens – often,
not just once) 7 She said she had bought a
ticket for a holiday in Japan the day before.
(Note: If this is reported soon after the time
Susan said it and reported in an informal
situation, e.g. to a another friend, the tense is
unlikely to change.) 8 She said she can’t wait
to get back there. (still true because she hasn’t
returned to Japan yet)
SPEAKING AND WRITING
9a Students read the instructions and questions.
Check that they understand the situation and
what they have to do.
• Students make brief notes in response to each
question. They should not write a script.
Create your own fictional person and make
brief notes about him/her, for use by students
who do not have a suitable candidate.
9b Students work in pairs. Encourage them to have
an extended discussion with follow-up questions.
• Students should make brief notes about what
their partner says, in preparation for Exercise 9c.
9c Give students fifteen minutes to write a brief
summary of what their partner said.
Weaker groups can check information with their
partner as they write or even use their notes.
HOMEWORK OPTIONS
Students do the listening, grammar and vocabulary
exercises for this lesson in MyEnglishLab.
Students research advice on travelling to a foreign
country and write an advice sheet. In the next
lesson, they post these round room. All students
read them and report the best pieces of advice to
a partner.
Students do Exercises G1–1, G1–2 and V2–7 on
page 147 in the Language reference.
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11.3 LISTENING
UNDERSTANDING 1 Use the Warm-up as a lead in to this exercise.
Alternatively, focus students on the title of the
CULTURES lesson and tell them a quick story (imaginary if
necessary) about someone you know making a
IN THIS LESSON cultural mistake in a foreign country.
• Ask students whether they have had a similar
Lesson topic and staging experience. Take a few examples.
This lesson looks at cultural differences and how • Play the recording, pausing after the first speaker
they lead to misunderstandings. Students listen to to give students time to write notes.
people talking about mistakes they made abroad • Elicit answers from the class and ask students if
and then focus on the verbs they use to report what they have similar customs in their countries.
was said. Next, students read two texts about
cultural awareness and study their (in)formality. 1 (Turkey) He took money from an old
Finally, students have a debate about cultural woman on a bus, but didn’t know he should
awareness. give it to the driver. 2 (Spain) He didn’t
Meet the expert video know that in Spain people eat very late, so ate
before he went out.
Watch a video of Anna Colquhoun, a culinary
anthropologist.
Audio script 11.3 and answer key to Exercise 3
Objectives
1 When my wife and I were on holiday in
By the end of the lesson, students will have:
Istanbul, Turkey, we decided to visit a
• extracted specific information and language
market. 1 My wife persuaded me to travel
items from listening and reading texts
there by dolmus, one of the small minibuses
• revised/learnt about common verbs for reporting
which hold about 20 passengers. We sat in
what someone said
the middle of the bus and after about ten
• analysed texts for features of (in)formality
minutes, an old woman came from the back
• participated in a debate about cultural awareness
seats, tapped me on the shoulder and put
Timings two coins in my hand, muttering something
If short of time and if your students are confident in Turkish. I didn’t understand, but thanked
using reporting verbs, omit Exercise 5. her and put the coins in my pocket. A few
Possible lesson break: after Exercise 7b. minutes later, the bus driver stopped and
spoke to the old woman. She pointed at me
WARM-UP and didn’t look very pleased. The bus driver
started waving his arms about and shouting
• Write on the board:
at me in broken English, ‘You bad person!
1 Don’t point the soles of your feet at people.
You get off my bus, you don’t give me
2 Accept business cards with two hands.
money!’ I suddenly realised that the woman
3 Don’t blow your nose in public.
had given me the coins to pass on to the
4 Shake hands when meeting someone.
driver to pay for the journey. I was so
5 Don’t give someone an uneven number of flowers.
embarrassed! 2 I admitted taking the money
a USA b China c Thailand d Austria e Japan
and apologised for not giving it to him. He
• Explain these are customs in different countries.
just wouldn’t listen. 3 He warned me not to
• Put students in pairs and ask them to match the
get on his bus again. I regretted travelling
customs with the countries.
by dolmus and we never did it again.
• Go through answers with the class and ask
During the rest of our holiday, we travelled
students which they had heard of before.
by taxi and ferry boat!
2 I made a terrible social gaffe in Spain the
1c 2b 3e 4a 5d first time I went there for work purposes.

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4 I’d refused to do the orientation
programme because I’d been to Malaga for
a week a few years before; it was great –
sunny beaches and loads of other
expatriates – I really enjoyed myself. But
when I went there for a week to work, it was
totally different. I’d arrived in the afternoon
and there was a car to take me to the hotel
from the airport. I’d missed lunch, so I had a
snack at about 3 o’clock. Then, knowing that
5 my hosts had insisted on picking me up
at 9 o’clock and that I’d agreed to meet
them in the hotel lobby, I thought I would
have my supper before going out for the
evening. Big mistake! I hadn’t realised that
the Spanish eat very late. So there I was in a
very nice restaurant, having to choose a
meal at 11 o’clock when I felt stuffed full
from my supper earlier. 6 They encouraged
me to order lots of different dishes. I tried
to eat, but couldn’t manage more than two
or three mouthfuls. My hosts thought I must
be unhappy or ill. I could see that they were
very concerned, so I decided to tell them the
truth. 7 They nearly fell off their chairs
laughing and told me to forget about eating
any more food. In a funny way, my social
gaffe worked out OK in the end because
everybody was laughing so much that we
were able to talk business in a friendly
atmosphere. But I never went anywhere
new ever again without a full briefing.
3 Students complete as many of the gaps as they
can remember.
• Play the recording again. Students check/
complete their answers.
With weaker groups, pause after each phrase to
allow them to copy down the information.
• Ask students to compare with a partner and, if
necessary, play the recording again.
• Go through answers (see audio script 11.2 above)
and write them on the board so that students can
see the spelling.
• Finally, give students a few minutes to check
unknown verbs in their dictionaries.
4 Students work in pairs and discuss the two
questions. Take a few examples for each question
in feedback.
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GRAMMAR: reporting verbs
5 Give students five minutes to complete the table
and compare answers with a partner.
• Go through the answers with the class.
verb + to + infinitive: offer, promise, refuse,
agree verb + object + to + infinitive: invite,
advise, persuade, warn, tell, encourage
verb + -ing form: consider, deny, admit,
regret verb + preposition + -ing form: talk
about, agree on, insist on, apologise for
6 Read through the introduction. Give students
eight minutes to rewrite the sentences.
• Monitor for mistakes, but encourage students to
self-correct by using the table in Exercise 5.
• Students compare with a partner before you
check answers with the class.
2 I admitted sounding a bit rude.
3 He/She insisted on us treating everyone
equally. (Note the position of the object.)
4 He/She persuaded me to think about it for a
few more days.
5 He/She warned me not to come into his/her
shop again.
6 He/She regretted leaving university early.
7 He/She refused to resign.
8 He/She apologised for being late.
7a Divide the class into three groups (A, B and C)
and direct students to the prompts provided.
Students work together in their groups to make
sentences. Monitor to help with vocabulary.
7b Put students in groups of three with an A, a B
and a C student in each.
• Use a strong group to demonstrate the activity.
• Give students five to ten minutes to do the
activity. Monitor to note mistakes with the form
of reporting verbs.
• Finally, correct some of the more common or
important mistakes you noted earlier.
• For further practice, ask students to do Exercises
G2–3 and G2–4 on page 147 in the Language
reference.
READING
8 This question is about multicultural societies. If
your students are in a country where there is
only one dominant culture, ask them to think of
the different cultures within a country they know
of (e.g. the USA).
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• Elicit/Give the term multicultural (many different
cultures in a country). Discuss briefly in class.
9 Explain that both texts are about cultural
differences and cultural awareness.
• Ask students to underline the key words in the
questions. This is good exam practice.
• Students then have seven minutes to read the
texts and answer the questions by themselves.
• Students compare answers in pairs. Then take
class feedback. Ask students to identify where
they found their answers in the texts.
1c 2b 3c 4a
Tell students that it’s always better to read the
questions before they read the text so that they
know what information they are looking for.
10 Keep students in the same pairs to discuss their
answer based on their first reading.
• Allow three minutes for students to look back at
the text and identify their different opinions.
They should underline key language.
• Students compare answers in pairs.
• Elicit an answer from the class and then ask
which text they agree with more.
Text A believes cultural awareness is the key
to living and working effectively in a
globalised world. Text B believes cultural
awareness is not important if people and their
families are secure.
This exercise is particularly good practice for
students going on to university and those at
university already, since one of the key skills
required at undergraduate level is to identify
arguments in written text and to see the
similarities and differences between them.
11a Ask students if they think one text is more
formal than the other (they should have noticed
this). Then give them two minutes to do the
activity, using their dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
Text A: textbook, essay, formal, distant
Text B: blog, email, informal, chatty
11b Critical thinking: Recognising features of
register. Give students five minutes to read the
texts again and find examples of the items in
the list.
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• Ask students to compare with a partner before
you check answers with the class.
• Tell students that the features in the answers
below are typical of formal/informal texts
respectively.
Pronouns: Text A: one’s, one; Text B: we, you
Vocabulary and grammar: Text A: more
formal (e.g. possess, not have; superficial, not
basic); more complex sentences (e.g. More
important than superficial behaviour is the value
system.); Text B: more informal/colloquial
(e.g. mucking in together, kids); simpler
sentences (e.g. We don’t like to feel threatened.)
Questions in the text: Text A: no questions;
Text B: direct questions (e.g. You know what
it does?)
12 Give students five minutes to decide how formal
the five texts are.
• Ask students to compare with a partner, giving
reasons for their answers. Check with the class.
A text A B text B C text A D text B E text A
SPEAKING
13 Put students in groups of four. If you have an
odd number of students, you can add more ‘for’
or ‘against’ students to form larger groups.
• Tell students that debates are quite formal, but
that the discussion afterwards is less formal.
• Each group decides which topic they would like
to debate. Ensure that at least one group covers a
different topic (in case they all do the same!).
• In each group, tell Students A/B and C/D to work
together and give them ten minutes to prepare.
Point out that they should make notes rather
than write out the presentations.
• Monitor to help with vocabulary and style.
• Give students three minutes to present their
arguments and monitor to check formal style.
• When the presentations are finished, ask all the
students in each group to discuss the issue for
about five minutes. (Note: they can use informal
language.) Monitor to check informal style.
• When they have finished, ask which students
had the stronger arguments and then comment
on the change from formal to informal style.
In the same groups, students debate the other
topic.
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MEET THE EXPERT
1 If possible, create pairs from different countries.
• Students may need guidance for the foods in
question 3 (e.g. photos of the items).
2 Introduce the video by telling students that the
expert is a culinary anthropologist (someone who
studies the importance of food in society).
• In pairs, students have one minute to read the
questions and try and predict the answers.
• Play the video. Students answer individually and
then check in pairs. Take class feedback.
1 insects 2 roast beef, fish and chips
3 chicken tikka masala 4 chop suey, sweet
and sour chicken 5 McDonald’s
Meet the expert video
Anna Colquhoun, culinary anthropologist
My name’s Anna Colquhoun. I call myself a
culinary anthropologist, so I study the
anthropology of food, which is the study of food
in society all the way from field to fork, from
production to consumption all around the world.
And I also teach cooking classes, I run a supper
club, I do food writing and some food
consultancy.
Food is really important to us, obviously,
materially, as nutrition – we all need to eat – but
also culturally and socially. So, through food and
cooking we express our identities and our
social relationships and we create them.
So, for example, as a Brit I find the idea of eating
insects disgusting, but for many people around
the world that would be completely normal. Um,
our food tastes and preferences and ideas are a
product of our cultural surroundings, um, and
very much help define who we are. You
know, as they say, you are what you eat.
So thinking about British culinary culture, people
would say that the traditional British cuisine is
things like roast beef and fish and chips. These
things are partly a reflection of our local
geography and climate. But they’re also very
much a product of our connections with the
rest of the world historically and today.
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So, for example, roast beef came with the
Normans in the middle ages. Fish and chips
probably came with Jewish immigrants just over
100 years ago.
Migration, colonisation, trade, tourism, these
things bring new ingredients, people’s ideas and
move them around the world. So, in Britain the
classic example is chicken tikka masala – this
supposedly Indian dish was actually invented in
Britain for British palates.
So, migration has a big impact on food culture
um, immigrants bring with them new ingredients,
culinary practices, ideas. And these will change in
the new location, for example, as people need to
find substitutions for ingredients that they can’t
find.
A good example is Chinese food in the United
States. Chinese food is very popular – there are
thousands and thousands of Chinese restaurants.
Um, but the food in those restaurants will be
slightly different to what you would find in
China. Um, dishes have been adapted to suit the
local taste.
So, for example, things like chop suey, sweet and
sour chicken, um, is what Americans would like.
Um, the fortune cookie is actually an American
invention and people argue over whether it was
invented by a Chinese immigrant in Los Angeles
or a Japanese immigrant in San Francisco. And, in
fact, it was so contested that it went to court,
which just goes to show, I think, how important
culinary heritage is to us, both socially and
culturally, but also commercially.
These things work two ways, so American food is
also very popular in China, um, things like
McDonald’s and other fast food chains are
popular in places like Beijing, uh, but it will be
different. So not only will some of the dishes be
adapted to suit local tastes but the dining
experience itself will be different.
People have welcomed places like McDonald’s for
being modern, open, accessible places where
young people and women especially feel free to
meet and to linger. And this, I think, reflects
changing social relationships in China. Lots of
people at the moment are worried about the so-
called ‘McDonaldisation’ of culture, um, this idea
that as we become more globalised, our
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cuisines and our cultures become more similar
across the world.
But, actually, what we find is that the opposite
seems to be happening. And as we are
increasingly interconnected, actually people are
asserting their culinary distinctiveness more and
more. So, in Europe at the moment, there’s a
renaissance of local food specialities – it seems
that every town, village, region has its own local
cheese, sausages and wines.
I think this just goes to show that food and
cuisine, um combines the local and the global, the
traditional and the modern at the same time. And
I suspect it always has and it always will.
3a Students try to answer as many questions as they
can based on the first viewing.
• Play the video again. Students make notes.
3bStudents compare their answers in pairs and
improve as needed. Take class feedback.
1 studying food in society at all stages of the
production process, giving cooking classes,
running a supper club, writing about food
and doing some consultancy 2 We express
our identities and social relationships through
food. Our food tastes are a result of our
surroundings and define who we are.
3 migration, colonisation, trade and tourism
4 It’s an open, accessible place where young
people and women are free to meet and stay
for a while. 5 a resurgence of local food
specialities
• Discuss question 2 in more detail with the class,
eliciting students’ own responses to the question.
4 Initially, double-check that students understand
McDonaldisation (the idea that as we become
more globalised, our cuisines and our cultures
become more similar across the world).
• Students work in small groups and discuss. Take
general feedback after five minutes.
HOMEWORK OPTIONS
Students do the listening, reading and grammar
exercises for this lesson in MyEnglishLab. They can
also do the MyEnglishLab video activities after this
point.
Students do Exercises G2–3 and G2–4 on page 147
in the Language reference.
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11.4 SCENARIO:
KALEIDOSCOPE
WORLD
IN THIS LESSON
Lesson topic and staging
This lesson focuses on language for creating impact
in a formal presentation. Students read the scenario
about a company that organises foreign exchanges
and wants to find destinations for their clients to
visit. Next, they listen to a representative from a
tourist board giving a presentation on Toronto and
focus on the Key language. Finally, in the Task,
students give a presentation on their city or region.
Objectives
By the end of the lesson, students will have:
• extracted specific information and/or language
items from reading and listening texts
• learnt useful phrases for creating an impact
when giving a formal presentation
• used this language in a ‘real-life’ situation to give
a presentation on their city or region
• participated in extended speaking practice
Timings
If short of time, omit questions 2, 3 and 4 from
Exercise 2 as these are not required to introduce
the scenario.
Possible lesson break: after Exercise 6b.
WARM-UP
This activity develops students’ understanding of
the world they live in.
• Write the following on the board. In pairs,
students write their answers.
1 How many UN member states are there?
2 How many languages are there in the world?
3 How many people are there in the world?
4 What is the world’s largest country (by area)?
5 What is the world’s largest country (by population)?
6 What is the world’s largest religion?
• Go through the answers. Ask students whether
any of the answers surprised them.
(Note: all statistics are from 2014.)
1 192 2 ca. 6,500 3 ca. 7.2 billion 4 Russia
5 China (1.4 billion) 6 Christianity (2.1 billion)
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SITUATION
1 To lead in, focus students on the photo at the top
of page 112 and elicit what is going on (teenagers
travelling/backpacking).
• Ask students why people visit other countries
and elicit ideas (interest in culture, learning,
visiting friends/family, etc.).
• In pairs, students discuss the questions.
• Take feedback from three or four pairs.
• Elicit/ Teach cultural exchange programme in order
to lead in to Exercise 2.
2 Elicit the meaning of kaleidoscope (a tube
containing lots of different colours and patterns).
• Give students five minutes to read the article and
the advert, using their dictionaries if necessary.
• Students discuss their answers with a partner.
• Check answers with the class and ask students if
they have been on an exchange trip.
1 operating cultural exchange programmes
(young people visit a country, maybe stay
with a family and then people from that
country visit theirs) 2 government grants
and donations 3 benefits in text: experience
new cultures; other possible benefits: learn
tolerance, understand people better, gain
some independence, see how your country
affects others, start learning a new language
4 The company is expanding rapidly.
3 Remind students that Kaleidoscope World wants
to find other destinations and have asked for
presentations from tourist boards.
• Read through the introduction and ask students
where Toronto is (Canada) and if they have/
would like to visit Canada.
• Students read the questions. Then play the
recording.
• Ask students to compare with a partner before
you check answers with the class.
1 three 2 He’ll leave them until the end.
3 population, location, type of city
Audio script 11.4
Hello, everyone. My name’s James and I’m from
Canada. This morning I’m going to talk to you
about my fascinating home town of Toronto.
I’ve divided my presentation into three parts.
First of all, I’ll start with some background
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information, then I’ll move on to the main
sights. Finally, I’ll outline some other
experiences a visitor should try when they come
to Toronto. If you don’t mind, we’ll leave
questions to the end.
OK, I’ll start with some basic information.
Toronto is the capital city of the province of
Ontario and it’s situated on Lake Ontario. Until
1934, it was called York. It’s got a population of
approximately 2.4 million, so it’s a fairly large
city. It’s an important industrial, commercial
and cultural centre.
Toronto’s getting better and better these days, as
more and more people come from all over the
world to settle here. They enrich our city greatly
with their skills and talents and they help to
create the lively, friendly, cosmopolitan
atmosphere the city is famous for.
4 Play the recording and give students a few
minutes at the end to finish taking notes.
• Ask students to compare with a partner before
you check answers with the class.
CN Tower (one of the tallest structures in the
world with a fantastic view of the city);
City Hall (beautifully designed and there’s
entertainment in the square in front of it);
Casa Loma (many interesting architectural
features)
Audio script 11.5 and answer key to Exercise 6b
So, what are the main sights of the city? Well,
there are many things to see, but let me focus on
three: the CN tower, City Hall and Casa Loma.
OK, why is the CN Tower worth seeing? Well,
[repetition] it’s a tall building, a very tall
building. Actually, it’s one of the tallest
structures in the world; it’s 1,815 feet high. Built
in 1976 by Canadian National Railways, it
overlooks the city and you can see it wherever
you are in the city. It’s [tripling] truly gigantic,
incredible and awe-inspiring. Go up the tower
and you get a fantastic view of the city. And if
you’re very brave, [question] why don’t you
stand on the glass floor, 342 metres off the
ground, then look down? And if you can do
that, [question] why not take the elevator and
go on up to the Sky Pod? That’s another 34
storeys higher! Another great sight is the City
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Hall. There was a worldwide competition in the
60s to design it and a Finnish architect, Vilja
Revell, won the competition. Unfortunately, he
died before it was opened in 1965. It’s
beautifully designed and far ahead of its time.
Now it’s a very popular tourist [repetition]
attraction – in fact it’s probably the most popular
attraction. In front of it is Nathan Phillips
Square. The Square is an entertainment venue –
it offers [tripling] free concerts, ice skating and
on New Year’s Eve, a huge celebration takes
place there. Finally, Casa Loma. [question] What
can I say about this extraordinary castle? It was
called a ‘rich man’s folly’. People thought Sir
Henry Pellatt, the owner, was crazy to spend so
much money on building the castle in 1914. It
cost 3.5 million dollars, a huge sum in those
days. And he went bankrupt trying to maintain
and develop it. Ten years later, its value was just
27,000 dollars. It has so many interesting
architectural features:
60 large rooms, an immense Great Hall, where
2,000 people can be entertained, [tripling] a
beautiful library, secret underground passages
and magnificent gardens. It’s a must place to
visit.
5 Play the recording and give students a few
minutes at the end to finish taking notes.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, write key vocabulary on the board
(e.g. waffles, ice hockey) and ask students to check
this in their dictionaries.
have waffles for breakfast, see an ice hockey
game, go to the Caribana festival (one of
America’s largest street festivals)
Audio script 11.6 and answer key to Exercise 6b
Finally, I’ll talk about some things a visitor
should definitely do when they come to Toronto.
Well, [question] how about trying some waffles
for breakfast? They’re sort of pancakes, with
maple syrup, delicious and typically Canadian
food.
Secondly, if you like sports, you should go to see
a hockey game – an ice hockey game – featuring
the local Maple Leaf team. They’ve won many
championships and are one of the top hockey
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teams in North America. Hockey is [tripling]
physical, fast and exciting. It’s a rough game, a
contact sport, but thrilling and skilful.
I’d also like to suggest that visitors should try
and experience the Caribana festival, which
takes place every year from mid-July to early
August. It is one of North America’s largest
street festivals and is based on the Trinidad
carnival. The first one took place in 1967, when
the city’s Caribbean community celebrated the
100th anniversary of Canada. It just got
[repetition] bigger and bigger so that today it
attracts more than a million visitors.
To sum up, I’d just like to say that Toronto is a
[tripling] modern, exciting and welcoming city
just waiting to be explored. I do hope you will
be able to add it to your list of destinations and
we look forward to showing you the very
best which Toronto has to offer.
That’s all from me. Any questions?
KEY LANGUAGE: creating impact
in a presentation
6a Focus students on the title of this section and
elicit/tell them that it is important to make
people listen to what you say.
• Focus students on the three techniques and say
these can make presentations sound interesting.
• Warn students that the answers to 1–5 do not
occur in the same order as the questions.
• Play the recording. If needed, pause after each
phrase to give students time to write.
• Ask students to compare with a partner before
you check answers with the class.
1 commercial, cultural 2 lively, cosmopolitan
3 better, better, more, more 4 what, sights
5 why, worth
Audio script 11.7
It’s got a population of approximately 2.4 million,
so it’s a fairly large city. It’s an important
industrial, commercial and cultural centre.
Toronto’s getting better and better these days, as
more and more people come from all over the
world to settle here. They enrich our city greatly
with their skills and talents and they help to
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create the lively, friendly, cosmopolitan
atmosphere the city is famous for.
So, what are the main sights of the city? Well,
there are many things to see, but let me focus on
three: the CN tower, City Hall and Casa Loma.
OK, why is the CN Tower worth seeing? Well,
it’s a tall building, a very tall building. Actually,
it’s one of the tallest structures in the world; it’s
1,815 feet high.
6b Give students five minutes to underline other
examples and then compare with a partner.
• Elicit answers from the class and make sure all
the examples in the audio script (underlined and
in square brackets above) are included.
If possible, reproduce the text so that the whole
class can see it. As you elicit/give examples,
underline them in the text.
TASK: giving a formal presentation
Giving a formal presentation is a very common
method of assessment at university level.
7a Read the instructions with the class and remind
them of the Key language.
• Go through the Useful phrases with the class.
• Give students 20–30 minutes to prepare their
presentations using the notes in the book.
• Monitor to help with vocabulary and point out
mistakes if necessary.
7bPut students in groups of three or four.
• Students take turns to give their five-minute
presentations and answer questions.
• Take notes on students’ use of the techniques in
Exercise 6.
• When they have finished, ask each group to
decide which was the best presentation and why.
• Finally, comment on students’ use of techniques
from Exercise 6, using the notes made earlier.
HOMEWORK OPTIONS
Students do the listening and Key language
exercises for this lesson in MyEnglishLab.
Students write a fact sheet on the city/town/region
they presented in Exercise 7. In the next lesson, post
these round the room and ask students to read
them and say which places they would like to visit.
Students do exercise KL–5 on page 147 in the
Language reference.
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11.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on improving reading skills and
writing a formal letter. Students listen to an expert
giving tips for effective reading before looking at
some techniques in more detail and practising
using these. In the writing section students look at
the layout of a formal letter and focus on formulaic
expressions. Finally, they read an advertisement
and write a formal letter in response.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from a listening and reading text
• learnt about different techniques for effective
reading and practised using these
• learnt about some conventions of formal letters
and written a formal letter
Timings
If short of time, set Exercise 12 for homework.
Possible lesson break: after Exercise 7b.
WARM-UP
This activity focuses students on some of the
difficulties students have when reading in English.
• Ask students how often and if they enjoy reading
in English. Then write on the board: getting the
general meaning, understanding specific points,
understanding the writer’s opinion, unknown
vocabulary, reading quickly.
• Explain these are difficulties people may have
when reading. Elicit other suggestions if possible.
• Students order the items from most to least
difficult, then compare in pairs and give reasons.
• Finally, elicit lists from a few students and say
this lesson will help them with reading skills.
STUDY SKILLS: improving
reading skills
1a Use the Warm-up as a lead-in to this exercise or
elicit difficulties students have when reading in
English.
• Give students five minutes to discuss the list.
Take feedback on which techniques students use.
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1b Students discuss in pairs. Where one student
uses a technique and the other doesn’t, they
should explain why this technique is useful and
how it can help.
• Go through all the points with the class. Ask a
different student in each case to say why they
use that particular technique.
Students should identify one or two techniques
which they do not use, but think would be
useful, to try and use next time they read.
2 Set the context. Students read the questions.
• Tell them to listen for general advice in question
3 rather than specific tips. Play the recording and
then ask students to compare with a partner.
• Go through answers with the class and check
that students understand acquiring (obtaining)
and reasoning (thinking critically, analysing).
• Ask students if they think the advice is useful.
1 Professor Mary Robinson, a book on
improving reading skills 2 It may help you
express yourself better. It may be the best way
of acquiring knowledge. It keeps your reasoning
abilities working well. 3 The more reading you
do, the better.
Audio script 11.8 and answer key to Exercise 3
Presenter (Pam), Professor Mary Robinson
P: ... and welcome to today’s edition of Daybreak,
where my guest is Professor Mary Robinson,
the author of a new book on improving
reading skills.
M: Hello, Pam, and good morning, everyone.
P: Yes, hello, Mary, and thanks for joining us.
Perhaps we could start with you telling us a bit
about why you wrote the book?
M: Yes, sure. Well, I’ve noticed that among the
sort of students I meet at the university, there
seems to be a decline in the amount of reading
they do, both for their studies and for pleasure.
This is a real shame because there is a clear
link between the amount you read and your
ability to express yourself. Also, it seems that
reading is the best way of acquiring
knowledge. For example, research into how
people acquire knowledge has shown that
people who watched more TV were more
likely to get general knowledge questions
wrong, and this is independent of intellectual
3 Set the activity and play the recording again.
ability.
P: Really? How interesting.
M: Yes, it seems the more reading you do, the
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better, whatever it is. Reading increases
vocabulary, improves your general knowledge
and keeps your memory and reasoning
abilities working well.
P: That’s got to be a good thing! So what tips can
you give for improving reading?
M: Obviously, it depends on the sort of reading
you’re doing. However, I think students are
often not selective enough about what they
choose to read and then they focus too much
on details. It’s very important to get an overall
idea about what you’re reading and to make
full use of any headings and subheadings to
help guide your reading, and stop you wasting
time reading unnecessary information. Also, I
think it’s crucial to engage with what you read.
People often think of reading as a one-way
process, but in fact it should be a two-way
process.
P: Can you explain what you mean there?
M: Of course. To be an effective reader, you
should always be thinking about what the
writer may say next and also questioning what
you read. Think about if you agree or disagree
with what you’re reading, with the opinion of
the writer, with their logic, conclusions and
arguments, that sort of thing.
P: Right. Anything else?
M: Well, one particular problem that I’ve noticed is
foreign students who focus too much on
unknown vocabulary. This can make reading
very time-consuming as they constantly stop to
look up words in their dictionaries.
P: Yes, I see. In fact, I think people often do that
in their own language, too.
M: When they’re studying, indeed. However,
often, you can work out the meaning of the
word by reading on and looking at the context
it’s used in, or at least make an educated
guess. For people who want to improve their
reading speed, a good tip is to use your finger,
but not to follow the words on the line. No, the
secret here is to move your finger down the
page as you read, as this will train your eyes to
move more quickly down the text and keep
you moving forward.
P: That’s a good tip. Well, thank you very much,
Professor, and good luck with the book.
M: Thank you, Pam.
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• Ask students to compare with a partner before
you check answers with the class. (Parts of the
text containing the answers are underlined in the
audio script above.)
1, 4, 5, 6 and 7 (7 is implied in the listening:
I think students are often not selective enough
about what they choose to read, i.e. they need to
decide first what they want to know.)
4 Reading and chunking. Lead in by telling
students that they are going to look in more
detail at techniques for reading.
• Ask students if they want to be able to read
faster in English (they will probably say yes). Tell
them that ‘chunking’ groups of words is a way of
doing this.
• Go through the examples and the first question.
• Elicit/Tell students that the chunks are usually
divided before (or just before) the main sentence
stress (e.g. All cultures | develop from | a range of |
diverse influences.). This will also affect intonation,
i.e. intonation rises on the stress in each chunk.
Chunks are often clauses (but not always, if a
particular clause is very long).
• Put students in pairs and allow them eight
minutes to divide sentences 1–3 into chunks.
• It may help if students decide where the stress is
and/or read the sentence aloud to each other.
• Elicit answers and write them on the board to
clearly show the chunks. Ask students to read
the sentences using chunking.
1 He wrote | a brief history | of Western
culture. 2 Many people | argue that |
American culture | will soon | take over the
world. 3 Cultural Studies | is becoming |
an increasingly popular | university course.
A problem faced by many students in exams is
running out of time when reading. Chunking
will help them read texts more quickly and
therefore finish in time.
5a Guessing unknown words. Read the
introduction with the class and elicit/tell them
that prefixes/suffixes are useful because they
give you the ‘sense’ (e.g. positive, negative,
strong, weak, many, opposite) of the word.
• Give students three minutes to match the
prefixes with the meanings. If they do not know
an answer, get them to think of other words that
begin with this prefix. This may provide a clue.
• Go through answers and the note in brackets.
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1 b 2 c 3 a 4 d 5 h (Note: The prefix here
also means a smaller thing within a large thing,
e.g. subheading.) 6 e 7 g 8 f
5b Check students are clear that suffixes appear at
the end of a word.
• Give students two minutes to identify the
suffixes and decide which word class they are.
• Check answers with the class.
5c Students work in pairs. You could also make a
competition to see who can find as many as
possible. Allow two minutes.
• Encourage students to find at least one example
in each category in the time allowed.
• In feedback, elicit suggestions and write them on
the board. Suggested answers are in brackets.
1 -logy, noun, e.g. biology, psychology (academic
subjects) 2 -ism, noun, e.g. racism, socialism
(concepts/ideas) 3 -less, adjective, e.g. hopeless,
useless (without something) 4 -able, adjective,
e.g. reliable, sociable (qualities) 5 -ible, adjective,
e.g. possible, flexible (qualities) 6 -ment, noun, e.g.
apartment, argument (concrete or abstract) 7 -ion,
noun, e.g. election, direction (concrete or abstract)
5d Give students three minutes for the activity.
• Ask them to compare with a partner before you
get examples from the class.
Examples from text B (prefixes and suffixes
are in bold): culturally, nonsense, concentrate,
sit(t)ing, offence, invading, physical, called,
trivi(a)al, unimportant, politeness, patience
6 Reading linkers. Get a few examples of linking
words/expressions from the class.
• Students do the matching activity and then
compare with a partner. Go through answers.
• Students work in pairs to write sentences using
the words/expressions.
• Elicit examples and write those that best
exemplify the linkers on the board.
1e 2h 3f 4a 5g 6d 7c 8b
7a Give students five minutes to read their texts,
reminding them to use the techniques in
Exercises 4–6, and note the main points.
• Set the question and put students in pairs. Ask
them to use linkers if possible.
• Tell students to use their notes, but not to read
the text again. Elicit similarities from the class.
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• Finally, ask students if they know anyone who
has been part of a subculture and which one.
Both texts talk about subcultures (youth culture
is the focus of B and an example in A), their
fashions, how business uses them for
commercial interests, commercialism doesn’t
kill subcultures, the tastes and preferences of
youth culture/subculture change very quickly.
7bIt is better to reverse the order of activities in this
exercise as focusing students on specific prefixes/
suffixes won’t encourage them to chunk the text.
• First, ask students to discuss how they chunked
the text when they read it in Exercise 4a.
• Then ask them to look at the text again and find
prefixes, suffixes and linking phrases.
• In pairs, students discuss how these helped them
guess meaning. Elicit a few ideas from the class.
(prefixes → suffixes → linking phrases)
Text A: subculture, counterculture, anti-
fashion; opposition, symbolic, systematic,
absorption, evolution, development, distinctive;
in addition, provided that, nevertheless
Text B: post-World War, subset, counterparts;
development, television, explosion, disposable,
commercialisation, corporations, quickly,
revolution, communication; on the contrary,
similarly, despite the fact
WRITING SKILLS: formal
correspondence
Writing a formal letter is common in IELTS
Writing Task 1. For students taking this exam,
this is a particularly relevant section.
8 Elicit the meaning of formal correspondence (letters
written in official situations or to important/
senior people). Students discuss in pairs.
• Take brief class feedback. Explain that this
section of the lesson will help them identify key
features of formal correspondence.
9a Letter layout. Lead in by asking if/when students
need to write a formal letter in English (exams,
applying for a job, complaints, requests).
• Focus students on the formal letter diagram. Ask
if the layout is the same in their cultures.
• Give students five minutes to do the activity and
compare with a partner.
• If students find this activity very difficult, stop
them after two minutes and go through answers.
Cultures
Downloaded by Wiktor Budny (wiktorbudny@gmail.com)
1E 2G 3A 4F 5B 6L 7J 8K
9 D 10 C 11 I 12 H
9b In pairs, students compare the different styles of
formal letters and emails. In feedback, say which
of their suggestions are correct/incorrect.
10a Formulaic language. Read through the rubric
with the class. Allow three minutes for the
activity. If they seem unclear about what formulaic
language means, do question 1 as an example.
• Ask students to compare with a partner before
you check answers with the class.
• Elicit/Tell students the language used is formal,
(e.g. with reference to instead of about). For a
reminder of this, refer them to lesson 5 in Unit 1.
1 forward, future 2 writing, reference
3 assistance, hesitate 4 enclosed (Note: in an
email attached is used.), information 5 question
6 contacted 7 require, additional, contact
8 contacting, request
10b Students compare with a partner before you
check answers with the class.
a 2, 8 b6 c4 d1 e 3,7 f5
11 Elicit/Remind students that the texts they read in
Exercise 7 were about youth (sub)cultures.
• Tell students to read the first paragraph of the
advert only. Then elicit what it is advertising and
what kind of people might be interviewed in this
series (business people, young people, parents, etc.).
• Put students in pairs to discuss the questions.
• In feedback, get a few opinions on three or four
of the questions from the class.
12 Set the activity and elicit the register of formal
letters from the class (e.g. vocabulary (see above);
no contractions; no colloquial language, e.g. I
can’t stand youth culture.).
• Refer students to lesson 5 in Unit 1 for more ideas.
• Give students ten minutes to make notes on what
to include in the body of the letter.
• Then focus again on Exercises 6, 9 and 10 and
give students 30 minutes to write their letters.
• Take the letters in for marking, paying attention
to organisation, expressions, linkers and content.
HOMEWORK OPTIONS
Students do the study and writing skills and
academic collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
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12
Unit Objectives
Grammar:
Technology
conditionals: first and second; conditionals: third and mixed
Vocabulary: technology; opposites (prefixes); words from the text
Scenario: persuading, making a case for something; conducting a problem-solving meeting
Study skills: plagiarism – what it is and how to avoid it
Writing skills: an opinion article
12.1 DEVICES AND
GADGETS
IN THIS LESSON
Lesson topic and staging
Students discuss technology they use and focus on
vocabulary related to machines. They listen to people
saying what they like/dislike about gadgets and
discuss technology they like/dislike. Next, students
read a text on unknown inventors and swap
information with others. Finally, students discuss
statements about technology before writing an essay
on one of these topics.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a listening and
reading text
• extended their range of vocabulary related to
technology and machines
• participated in a group discussion about various
aspects of technology
• written a short for and against essay on an aspect
of technology
Timings
If short of time, set Exercise 12 as homework.
Possible lesson break: after Exercise 5.
WARM-UP
• Write the following on the board: a parent, a
teenager, yourself, a person aged 80+, your teacher.
• Tell students that they are going to buy a piece of
technology for each of these people. This does
not need to be something for entertainment
(e.g. a television) – it can be any machine.
• Students have three minutes to decide what they
would buy for each person. Then put them in
small groups to compare ideas and give reasons.
New Language Leader Upper Intermediate Technology
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VOCABULARY: technology
1 After the Warm-up activity, for question 1, tell
students to discuss technology they use in and
outside the home (e.g. car, bus, washing machine).
• Ask students to read the questions and check they
understand technologically minded (understand
how technology works, can fix it if it breaks) and
technophobe (the opposite of technologically minded;
can’t use technology very well).
• Give students five minutes to discuss the
questions in pairs. Elicit answers from the class.
2a Elicit the meaning of (un)countable and gadget
(new, clever electronic device). Give students one
minute to quickly write U (uncountable) or C
(countable) next to each word. Encourage them to
go with their instinct.
• Ask students why they think these words have
been chosen (the countability of some of the words
is often different in English compared to other
languages). Check answers and clarify as necessary.
apparatus (normally used as U but can be C),
appliance (C), device (C), engine (C),
equipment (U), gadget (C), machine (C)
2bThese questions contain common collocations of
the nouns above. Highlight this in feedback.
• Give students five minutes to fill the gaps and
then compare answers with a partner.
With weaker groups, direct them towards
grammatical clues which may help them answer
the question (e.g. 1: how many; 6: the).
• Check answers with the class.
1 appliances 2 equipment 3 machine
4 device 5 gadgets 6 apparatus 7 engine
2c Give students eight minutes to discuss the
questions and then elicit answers from a few pairs.
1–5, 7 Students’ own answers.
6 oxygen tank, mask
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3a Students can use their dictionaries for this activity.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, clarify obsolete (the technology is no
longer used) and durable/hard-wearing (also mean
difficult to damage/destroy). Check pronunciation
of environmentally, obsolete and durable.
1 environmentally friendly, green 2 cutting
edge, state-of-the-art 3 obsolete, out-of-date
4 easy to use, user-friendly 5 durable, hard-
wearing 6 handy, practical
3bAsk students which of the devices in the photos
they own or used to own. Elicit the name of each
one (A a Walkman for playing cassettes B a tablet
computer C a smartphone D an old style mobile).
• In pairs, students say the adjectives aloud and
practise pronunciation. Elicit a few ideas from
three or four pairs and ask the class if they agree.
Younger students may not know what a Walkman/
cassette is, so you may need to explain these.
3c Give students one minute to choose a few items of
technology. Tell them they can also include
examples of any of the nouns in Exercise 2a.
• Put students in small groups to compare ideas.
• Monitor to note mistakes with the adjectives.
• Get a few ideas from the class and then correct
some of the mistakes you noted earlier.
LISTENING
4a Set the activity and tell students they should be
able to guess unknown words from the context.
• Play the recording. Pause briefly after each speaker.
• Ask students to compare with a partner before
you check answers with the class.
1 Speaker 1: GPS Speaker 2: tablet computer,
smartphone Speaker 3: shredder 2 Speaker 1:
likes (reluctantly): practical, handy, stops
arguments; dislikes: people put too much faith
in them, can be dangerous Speaker 2: likes:
really great, durable, easy to use; dislikes: takes
a long time to charge, gadgets have different
chargers Speaker 3: likes: cheap, user-friendly;
dislikes: reminds him the kind of world we live
in (people look in your rubbish to get letters and
then steal your identity), not environmentally
friendly 3 Speaker 1: practical, state-of-the-art,
handy Speaker 2: cutting edge, easy to use,
durable, hard-wearing, out-of-date, obsolete
Speaker 3: cheap, user-friendly, green,
environmentally friendly
Technology
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Audio script 12.1
1 I really detest GPS. Actually, I have one
myself. I will admit they are very practical –
and they can stop a lot of arguments, about
which is the quickest or fastest way to get
somewhere when you are driving, but they
can get people into trouble. I think they are
an example of people putting too much faith
in technology. They don’t trust their instincts.
They would sooner rely on a state-of-the-art
gadget than what their own eyes tell them.
These people who end up driving through
rivers or get stuck in tiny, narrow streets –
ridiculous. And then there are the people
who mistype the destination and end up
going to a completely different place! Then
again, you could say GPS is dangerous, when
people try and race them – you know, by
trying to get to the destination faster than the
arrival time the GPS says. There are also those
drivers who look at the screen rather than the
road ahead, but I suppose this is people who
are a danger rather than the technology.
Whatever happened to maps and atlases? At
least they gave you an overview. I really
think GPS has given people a worse sense of
direction and some people have just lost their
common sense! But I have to agree that they
are very handy!
2 What’s my favourite piece of technology?
That’s easy: my tablet computer. It’s really
great. I know it’s cutting edge, the very latest
model and all that, but what I don’t like is
that it takes a long time to charge. Also, I
have other gadgets from the same company,
but they all have different chargers. I’ve got
so many – why they can’t just have one? I’ve
no idea – it’s a real pain. It’s really easy to use
and it seems durable. I did drop it, but it
didn’t break, unlike my last smart phone. That
wasn’t at all hard-wearing – the screen cracked
pretty soon after I got it and I had to get a
replacement. I suppose I love gadgets – the
trouble is that because technology changes so
fast these days, they go out of date very
quickly; they become obsolete almost as soon
as you buy them. I guess I am a bit of a slave
to my machines, as I panic if I don’t have
them with me. Yes, I’m a technology addict!
3 I suppose the last piece of technology I
bought was a shredder – you know, for
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shredding documents and things like that.
Everyone kept telling me to buy one because
they … because of identity fraud – other
people finding out information about you
and using it to, I don’t know, to steal from
your bank account or get a passport in your
name, that kind of thing. So I’ve just bought a
shredder and it’s all right. It was cheap
enough and it’s pretty user-friendly, but I
don’t like it – the idea, I mean. I don’t like the
idea of having to destroy important
documents so other people can’t use them.
It’s just that it shows what kind of a world we
live in now, I suppose, and I don’t want to
believe it. The other thing about the shredder
that I don’t like is the fact that it isn’t very
environmentally friendly – it uses quite a lot
of electricity, which isn’t very green to start
with, and apparently, you can’t put shredded
paper in the recycling bin. I think it’s different
from council to council, but where I live, they
won’t take shredded paper because the pieces
are too small and can’t be sorted mechanically
for recycling.
5 Give students a minute to choose the piece of
technology and think about their ideas before
putting them in small groups for the discussion.
• Encourage students to ask each other questions.
• In feedback, ask students which was the best/
worst/oldest/newest item they talked about.
READING
6 Students work in pairs for this activity.
• Put pairs together to share information on any
inventions/people they didn’t know. Finally, go
through answers with the class.
Alexander Graham Bell: telephone
John Shepherd Barron: ATM (cash machine)
King Camp Gillette: safety razor (for shaving
facial hair) John Boyd Dunlop: pneumatic
(inflatable) tyre Orville and Wilbur Wright
(the Wright Brothers): engine-powered flying
machine (plane) Frank Whittle: turbojet engine
W.H Hoover: vacuum cleaner (often called a
Hoover in the UK) Steven Sasson: digital
camera Lazlo Biro: ballpoint pen (also called a
Biro) Norman Joseph Woodland: barcodes
Technology
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7 Focus students on the title of the article and ask
what they think it is about.
• Put students in groups of three. Give them two
minutes to read the introduction and check their
prediction. Together, they discuss its key points.
• Take brief class feedback. Check that they
understand take out a patent (register an invention
with the government so nobody can ‘steal’ it).
8 In the same groups, students read one of the texts
each, according to the details in the book. Allow
six to eight minutes for them to read the text and
answer the questions.
• Allow dictionaries if necessary.
• Students do not need to write their answers in full
sentences – notes are fine.
• Monitor to check that students have answered the
questions correctly.
• Identify any mistakes, but ask students to correct
them by themselves.
Student A: 1 Percy Pilcher 2 built and flew a
glider, then built a plane with an engine
3 glider: 1890s, plane: 1899 4 engine broke,
Pilcher flew his glider instead, crashed and
died from his injuries 5 In 2003 someone built
the plane using Pilcher’s design – it worked
and flew for longer than the Wright brothers
Student B: 1 Antonio Meucci 2 invented the
teletrofono and made 30 prototype telephones
3 prototypes 1856–1870, patent 1871 4 had an
accident, became ill, no money to renew patent,
Bell registered patent, Meucci sued, but died
before case finished 5 In 2002 US House of
Representatives recognised his achievements
should be acknowledged Student C: 1 John J.
Loud 2 invented a pen with a rotating ball
3 patented 1888 4 didn’t exploit his patent
commercially; Biro patented the ballpoint pen
1938–1943 5 Biro licensed pen to Bic, which
now sells 15 million Cristal pens a day
9 Keep students in the same groups. Allow three
minutes for each person to share their information.
Keep time and tell them when it is time for the
next student to speak.
• After everybody has spoken, students discuss the
similarities and differences between the three
people. Take brief class feedback.
+ Ask students which story they are most surprised
by and if they feel sorry for these men.
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Similarities between all three texts: all men; all
working in nineteenth century; all working
alone; all inventions very successful later; all
unlucky in some way; all connected to
communication; all much less known than
others for work on the same invention; none
made any money
Similarities between two texts: two in America;
two had registered some kind of patent
Differences: only one British; one didn’t have a
patent; designs lost, etc.
10 Critical thinking: Reflecting on the topic.
Students discuss the questions in small groups.
• Monitor groups to ensure that they are not getting
stuck on one question, but discuss all the points.
• Take brief class feedback for each question.
SPEAKING AND WRITING
11 In the same groups, students think of two ‘for’ and
two ‘against’ arguments for each statement.
• Allow 10–15 minutes for the discussion.
• Monitor to note mistakes with vocabulary.
• Elicit ideas from each group and write them on the
board for use in Exercise 12. Then correct some of
the mistakes you noted earlier.
12 Remind students there are ‘for’ and ‘against’
arguments for each statement on the board.
• Give them one minute to choose a statement and
then give them 30–40 minutes to write their essay.
• If necessary, direct them to lesson 5 in Unit 3 for
ideas on language and organisation.
• Monitor to help with vocabulary and mistakes.
• Finally, take the essays in for marking, paying
attention to the use of vocabulary in this lesson.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students research one of the inventors in Exercise 6
or choose an inventor they know about. They then
write a fact sheet about their inventor. In the
following lesson, post the fact sheets around the
room and ask students to read them all. Ask
students if they learnt anything new from reading
the fact sheets.
Students do Exercises V1–6 and V2–7 on page 149 in
the Language reference.
Technology
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12.2 LIVING WITHOUT
TECHNOLOGY
IN THIS LESSON
Lesson topic and staging
This lesson looks at people living without
technology. Students read about the Amish and
discuss their attitude to technology. They focus on
words with prefixes in the text and practise using
these. Next, students study conditionals and focus on
the meaning and alternative conjunctions to if before
practising them. Finally, students discuss how they
would manage without technology.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• extended their range of vocabulary using prefixes
to convey opposite meaning
• revised/extended their understanding of first and
second conditional
• discussed how they would manage without
technology in their lives
Timings
If short of time, omit Exercise 11 if students are
confident using the grammatical forms.
Possible lesson break: after Exercise 7.
WARM-UP
This activity introduces the topic of technology in
our everyday lives.
• Focus students on the photos on pages 118–119
and elicit that they show people using old
technologies (e.g. horse-drawn carriages).
• Put students in small groups and ask them to
discuss what life would be like without the
following modern technologies: cars, planes,
computers, mobile phones and TV.
• Elicit ideas from the class.
READING
1 Students discuss these questions in pairs or
groups of three. (Note: you could tell students that
both photos were taken in present day North
America. Students may not find them unusual if
they think they are of a developing country.)
• Take brief feedback from the class.
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• Take this opportunity to introduce the Amish
community, who use horse-drawn ploughs and
drive carriages like these.
Suggested answers:
The farmer is using a horse to plough the field.
They have a horse and carriage instead of a car.
2 Read through the instructions. Tell students that
each paragraph answers one of the four questions.
• Give students two minutes to do the activity
before comparing with a partner.
• Go through answers with the class and tell
students that Pennsylvania is a state of the USA.
1A 2D 3C 4B
3 Check that students understand close-knit
community (close, supporting each other).
• Give students five minutes for this activity and a
further five minutes to discuss and justify their
answers in small groups.
• In feedback, elicit if each idea is valued or not, but
ask for justification for only a few. Students do not
need to quote large parts of the text to justify their
answers, but accept any that are reasonable.
Valued: simplicity, self-sufficiency, equality,
independence from the outside world, close-
knit community Rejected: material comforts,
modern technology
4a Critical thinking: Summarising. Elicit that the
topic sentence might be a good place to start.
• Students write a brief summary of paragraph A.
Since sentences can be different lengths, you might
give students a word limit (e.g. fifteen words).
• Take class feedback on paragraph A. You could
give a model answer (e.g. The Amish are different in
many ways, particularly with regards to technology.).
• Students write summaries of paragraphs B, C and
D. Allow six or seven minutes for this.
• Monitor and help students who find this difficult.
4bTry and pair students of roughly equal ability.
Monitor and help the weaker students, who may
have found this hard.
• In feedback, ask a student to give their summary
for paragraph B and write it on the board. Ask
questions like Does it capture the main meaning? Is it
grammatically correct? Is anything missing?
• Repeat for paragraphs C and D.
5 Students discuss this question in small groups
• Elicit a few ideas from the class.
Technology
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VOCABULARY: opposites
(prefixes)
6a Ask students to predict what the opposites of
these words might be before they check the text.
inappropriate, inconvenient, inefficient,
inequality, dislike, unlikely, mistrust
6b Put students in pairs and give them three minutes
to brainstorm possible answers.
• Elicit answers and write any words that may be
unknown to the rest of the class on the board.
Possible answers:
infrequent, inoffensive, indecent; dissimilar,
disagree, disable; mislead, misunderstand,
misinform; unhappy, unreal, undo
7 Explain that the text is about TV programmes on
the Amish.
• Ask students to read the text quickly without
filling the gaps, to get a feel for the content.
• Students read the words in the box, write down
their opposites, and compare with a partner.
• Give students five minutes to complete the gaps in
the text with their words.
• Allow students to use a dictionary to check.
• Take class feedback. You must check that the
opposite is correct, and that it is in the right place.
• For further practice, ask students to do Exercise
V3–8 on page 149 in the Language reference.
1 misunderstanding 2 inefficient
3 unnecessary 4 insensitive 5 ineffective
6 inaccurate 7 inequality 8 unable
GRAMMAR: conditionals (1)
This area should be revision for most. Get answers
from the class. Students should only use the
Language reference to check answers.
8a Students complete the sentences individually and
then briefly compare with a partner.
• Monitor to find out how many students use the
first and second conditionals.
• Ask students to underline the sentences in the text
and correct their answers if necessary.
• Check answers with the class.
1 ’ll see 2 were, ’d find
8b/8c Put students in pairs to discuss the questions in
these exercises and find examples.
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• Check answers with the class and ask students for
examples from the text to show the meaning of
each conditional and its form.
• Give students a maximum of five minutes to write
down what the form of each is (e.g. if +…).
• Monitor to point out mistakes, but encourage
students to self- or peer-correct.
• Finally, ask students to check their answers by
reading G1 on page 149 in the Language reference.
• Take this opportunity to elicit negatives, question
forms and possible contractions and the comma
after the if clause if it comes first in a sentence. If
necessary, answer any questions at this stage.
1 first conditional (future possibility)
2 second conditional (imaginary or unlikely
situation).
More first conditionals: If you pass an Amish
farm, you’ll notice farm equipment being
pulled by horses.
More second conditionals: Supposing that an
Amish had to make an important telephone
call, they would go to a small outbuilding. If
they had to go to hospital, they would be able
to ride in cars and travel in planes.
In part C, the sentence beginning The Amish do
compromise with the modern world, as long as is an
example of the so-called zero conditional. This
uses a present tense in both clauses. It is used for
actions/events/facts that are always/generally
true, unlike the first conditional, which refers to
future time.
9 Students do this activity individually and then
compare with a partner.
• Elicit answers from the class and write them on
the board so that students can see the form.
Remind students that the contracted form is
possible when using will in the first conditional.
1 ’s/is, ’ll/will/might/may/could/should fire
2 wait, ’ll/will/can call 3 had, ’d buy 4 buy,
’ll/will give (Note: The second conditional is
also possible here, depending on how possible
it is they will buy the computer.) 5 have, ’ll/
will call 6 knew, ’d/would/could tell
10a Ask students to find the conjunctions in the text,
then elicit the answers from the class.
Technology
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• Elicit that when can replace if in the first
conditional, making the meaning more certain.
All have a similar meaning to if, except unless,
which has a similar meaning to if not.
10b Students refer to the examples in the text and
briefly discuss the question in pairs.
• Elicit answers from the class and check students’
pronunciation of the weak form of as.
Strict conditions: as long as, provided that
Imaginary situations: imagine, supposing that
11 Read the instructions with the class. Clarify that
corrected in two ways means they may be able to
correct some sentences in two ways (i.e. using
both the first and second conditional).
• Give students five minutes to do this exercise.
• Ask them to compare with a partner before you
check answers with the class.
• In feedback, tell students you can drop that after
the relevant conjunctions.
• Check that students understand the computer
crashed (the technology broke/stopped working).
1 I’d I’ll buy you a new tablet as long as you
agree/I’d buy you a new tablet, as long as you
agreed 2 Would you be interested in investing
in more technology if you have had 3 If I start
started this technology course 4 what will
would you do 5 Supposing that the computer
crashed, who will would you phone?/
Supposing that the computer crashes, who will
you phone? 6 provided that you would bring
it back (Note: The present tense is used in both
clauses, but is a first conditional because it
refers to future time).
12 Put students in pairs. Emphasise that they can
choose between the first and second conditional,
but they must justify their choice.
• Give students ten minutes to write their sentences.
• Monitor to point out mistakes, but encourage
students to self-correct.
• Elicit one example for each sentence and ask for
justification. Ask the rest of the class if they agree.
• Accept any grammatically correct, meaningful and
reasonably justified answers.
• For further practice, ask students to do Exercises
G1–1 and G1–2 on page 149 in the Language
reference.
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SPEAKING 12.3 PRO OR ANTI?

13 Give students a couple of minutes to think about
their ideas. Then put them in groups of three or
four and allow ten minutes for the discussion.
• Monitor to note mistakes with the first and
second conditional.
• In feedback, ask students if they would all miss
the same thing(s) and how they might replace
it/them.
• Correct some of the mistakes you noted earlier.
Speaking about your personal feelings towards
technology is a common topic in IELTS
Speaking tests.
HOMEWORK OPTIONS
Students do the vocabulary, listening and grammar
exercises for this lesson in MyEnglishLab.
Students imagine they have visited an Amish area.
They write a travel blog describing the experience,
using the first and second conditionals when
possible. They must not refer to the text in Exercise 2.
Students do Exercises V3–8, G1–1 and G1–2 on page
149 in the Language reference.
IN THIS LESSON
Lesson topic and staging
This lesson looks at the effects of technology on how
food is produced. Students read an article on
genetically modified food and identify the main
arguments. Next, students focus on third and mixed
conditionals and practise using these. Finally,
students participate in a debate on whether
technology has improved our lives.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• identified key arguments in a reading text
• learnt/revised about third and mixed conditionals
• participated in an extended speaking activity
Timings
If short of time, set Exercise 11 as homework.
Possible lesson break: after Exercise 6.
WARM-UP
This activity introduces different methods for
producing food.
• First, ask students where they buy their food and
if they grow any themselves.
• Write the following on the board:
1 processed 2 free range 3 battery farming
4 genetically modified 5 organic 6 homemade
a Animals are kept in buildings all their lives.
b Food has other things added in factories.
c Animals move around where they want.
d Cook food from basic ingredients.
e No chemicals are used.
f The natural plant/animal is changed using biological
technology.
• Put students in pairs and ask them to match the
words and phrases with their meanings, using
dictionaries if necessary.
• Check answers with the class.
• Put students in groups and ask them to discuss
what kind of food they prefer to eat and why.
• Elicit a few ideas from the class.

1b 2c 3a 4f 5e 6d

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READING AND VOCABULARY:
words from the text
1 Do question 1 with the class to ensure that
students understand what GM is (where the
natural plant/animal is changed using biological
technology).
• Explain that students may not know many of these
answers. What they should do is make a
reasonable guess.
• Tell students to read the statements and consider
whether they are likely to be true or false.
• Students discuss their predictions in pairs and
agree upon an answer.
• For each question, ask the class what their
opinion is. They should justify their answers.
1 T 2 F (93 percent of US cotton is GM. 43
percent of the world’s cotton is GM.) 3 T 4 F
(There has been no mandatory (compulsory)
testing, so it is not possible to say for certain.)
5T 6F 7T 8T 9T
2 Focus students on the photo on page 121 and ask
what they think the article is about (rice).
• Ask students to underline the key phrase(s) in
each of the topics listed (e.g. a: golden rice/
developed; b: country/plant).
• Students have five minutes to scan the article and
identify where the information can be found. Ask
them to check in pairs before class feedback.
a8 b1 c2 d5 e6 f4 g3 h7
3 Give students three minutes to scan the text. Ask
them to make brief notes about each name.
• Take class feedback. Students should be concise
when answering (maximum ten seconds).
1 a member of the Golden Rice project 2 They
have a foundation which has funded research
in this area. 3 an environmental campaigner
and one of the founders of the anti-GM crop
movement 4–5 co-creators of golden rice
4 Critical thinking: Identifying arguments.
Students read the instructions. Clarify as needed.
• Students read the four paragraphs and identify
two arguments against as well as two counter-
arguments. In pairs, students compare answers.
• Take class feedback.
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Arguments against: It cannot deliver enough
vitamin A. It makes farmers increasingly
dependent on western industry. Points that
challenge the arguments: Recent tests have
revealed that a substantial amount of vitamin A
can be obtained by eating only 60 g of cooked
golden rice. No one is making money from it and
companies have waived their license fees.
This exercise is particularly useful for students
who may be going on to higher education. It is
very important to be able to identify the argument
being presented in an academic text.
5 Ask students to read items 1–5 first and then give
them eight minutes to find the examples.
• Ask students to compare with a partner before
you check answers with the class. Write the
examples on the board so everyone can see them.
1 immune system 2 substantial 3 opposed
vehemently 4 flatly refused 5 in conjunction
with
6 Put students in small groups to discuss the
question. Elicit a few ideas, with reasons.
Put two headings on the board: Advantages and
Disadvantages. Write up the relevant points for all
students to see and consider.
GRAMMAR: conditionals: third and
mixed
This may be revision for some students. If needed,
ask stronger students to help weaker ones.
7 Students read the questions. Elicit the meaning of
vaccine (a substance which includes a weak form of
the virus or bacteria that causes a disease and is
used to protect people from that disease).
• Play the recording. Students answer individually.
Ask them to check in pairs before class feedback.
1 yes 2 yes 3 no 4 no
Audio script 12.2 and answer key to Exercise 8
Lia, Paulo
L: I think we all agree that the discovery of
penicillin changed the world and if Edward
Jenner hadn’t discovered vaccines, there would
be far more fatalities every year than there
actually are. And I think it’s vital that we move
forward with golden rice. If the authorities
hadn’t blocked the introduction
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of golden rice, we could have saved many from
blindness.
P: I think many people are uneasy about GM
foods, Lia. If wheat grew in the desert, we
wouldn’t have needed to develop GM crops in
the first place as we would have had enough
food. And another thing: I saw on a TV
programme the other day that a person would
need to eat seven kilos of cooked rice every day
in order to get sufficient vitamin A.
L: Well, Paulo, in the first place, GM crops are
about improving health as well as providing
enough food. And secondly, according to the
latest scientific evidence, it seems that a large
amount of vitamin A can be obtained by eating
60 grams of cooked golden rice and that’s grams
not kilos.
8 Students compete in as much detail as they can
remember from the first listening.
• Play the recording again. Students check/complete
their answers. Stop after each part of the recording
which contains the answer if students find the
exercise difficult.
• Go through the answers (see audio script above).
9 Tell students that the information in the box
provides the grammatical structure for the
remaining conditional forms.
• Students complete the boxes with the relevant six
clauses from Exercise 8. Go through the answers.
If + past perfect: If the authorities hadn’t blocked;
would/could, etc. + have + past participle: we
could have saved If clause (3rd conditional): If
Edward Jenner hadn’t discovered Main clause
(2nd conditional): there would be If clause (2nd
conditional): If wheat grew Main clause (3rd
conditional): we wouldn’t have needed
10 Allow students about five minutes for this activity.
• Ask them to compare with a partner before you
check answers with the class.
1c 2g 3b 4e 5a 6d 7f 8I 9h
+ Ask students to identify which sentences are third
conditional (4 e, 6 d) and which are mixed 3rd/2nd
(1 c, 5 a, 7 f, ; 8 i) or mixed 2nd/3rd (2 g, 3 b, 9 h).
Sir Tim Berners-Lee invented the internet in the
late 1980s/early 1990s.
11 Give students ten minutes to do this activity
individually, using their dictionaries if necessary.
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• Monitor for mistakes with form, but encourage
students to self-correct by looking at Exercise 9
or at G2 on page 148 in the Language reference.
• Ask students to compare with a partner, correct
mistakes if necessary and discuss the sentences.
• Elicit an example of each sentence from the class,
correct it if necessary and ask other students if
they agree with the idea expressed.
• For further practice, ask students to do Exercises
G2–3 and G2–4 on page 149 in the Language
reference.
SPEAKING
12 Read the introduction with the class. Explain
debate (a formal argument and discussion) and
rapid rate (fast moving/ changing).
• Go through the format of a debate, writing it on
the board if necessary: 1 People give their arguments
for the motion. 2 The opposition gives their arguments
against the motion. 3 Both sets of people ask each other
questions, discuss the points, disagree, etc.
• Divide the class into two groups (A and B) and tell
them to look at their group’s information only.
• Tell students they must follow the instructions in
the book. Explain that they must all speak in the
debate later.
• Monitor to help with vocabulary and ideas
• When students are ready, put the groups together
so that everyone can see everyone else. Remind
students of the debate format introduced earlier
and give these timings: 1 five minutes; 2 five
minutes; 3 ten minutes. You must give groups
equal time in stages 1 and 2. If the for and against
groups are large, allow more time in stages 1 and 2.
• Monitor to note mistakes with language.
• When the debate and discussion are finished,
students vote for or against the motion. Tell them
they don’t have to vote for their group if they
think the other group’s arguments were stronger.
• Finally, correct some of the more common and
important mistakes you noted earlier.
If you have a very large class, you could form two
A Groups and two B Groups. Then hold two
simultaneous debates in separate parts of the
room so that the noise does not distract students.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
Students do Exercises G2–3 and G2–4 on page 149 in
the Language reference.
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12.4 SCENARIO:
CONDUCTING A
PROBLEM-SOLVING
MEETING
IN THIS LESSON
Lesson topic and staging
Students read the scenario about a clothing company
which may need to reduce some of its workforce.
Next, students listen to a discussion between two
employees at the clothing company and consider the
advantages and disadvantages of their possible
courses of action. They then listen to another
discussion between two managers which focuses on
the Key language. Finally, the Task asks students to
role-play a meeting between worker representatives
and management.
Objectives
By the end of the lesson, students will have:
• extracted specific information and/or language
items from reading and listening texts
• learnt useful phrases for persuading and making a
case for something.
• used this language in a ‘real-life’ situation to take
part in a meeting between staff and managers
• participated in extended speaking practice
Timings
If short of time, omit exercise 4b.
Possible lesson break: after Exercise 6.
WARM-UP
This activity introduces the idea of change in
working practices in companies.
• Ask the class how changes in technology have
affected businesses over the past twenty years.
• Do not give them any hints as this will be the
focus of the subsequent reading and listening.
• In feedback, elicit students’ suggestions and write
them on the board. Encourage other students to
say whether they agree or disagree with them.
SITUATION
1 Focus students on the photos. Ask what sort of
factory they think this is. Give them five minutes
to read the situation and answer question 1.
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• Take quick class feedback on question 1 to ensure
that all students understand the basic facts.
• Give students five minutes to answer the other
questions. Allow them to use dictionaries as some
of the language may be unfamiliar.
• Students compare answers in pairs before you
check with the class.
1 They make clothes. They are based in Los
Angeles, California. They have a workforce of
2,500. There is a family atmosphere in the
company. Their staff are their greatest asset,
according to the management. 2 It has good
relations with the unions. 3 They plan to
modernise their production line and introduce
new technology. 4 to increase the staff’s
efficiency and productivity, but to maintain the
quality of their products 5 the cutting and
sewing areas and product design
2 Elicit the meaning of rumours (things people are
talking about which may or may not be true), cuts
in the workforce (people who will lose their job) and
state of the art (modern, up-to-date).
• In groups of three, students discuss the question.
• Ask one group to feed back to the rest of the class.
Ask other groups to comment on their prediction.
Possible answer: The older workers may resist
the introduction of the machines. They may be
less flexible than younger workers and find it
more difficult to learn how to operate them.
3a Play the recording. Students take notes about the
key points.
• Read the instructions for Exercise 3b so that
students know what to do with their notes.
Audio script 12.3
Jesse, Carol
J: It’s pretty obvious the way the wind’s
blowing, isn’t it, Carol? I mean, why they
want to buy these new machines.
C: Yeah, no doubt about it. They want to cut
costs and reduce the workforce – what other
reason would they have?
J: That’s the way I see it, too. They just want to
squeeze more work out of us and reduce the
labour bill. Then the profits will look a bit
healthier.
C: Exactly, You know, I don’t fancy my chances
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having a job here in six months’ time. Not at
my age, I’ll be one of the first to go.
J: Well, I don’t know, you may be lucky. Both of
us may be able to survive. We work pretty
fast and we’ve got a lot of experience. But I
must say, I don’t like the idea of working on
some really complicated new machines. I’m
not sure I’ll be able to. I’m doing good work
on the ones we have now. Like you, I’m used
to them and no one’s complained about my
work. But I’ll take months to get the hang of
these new ones. I’m not sure I’ll be able to
do it.
C: I feel the same. I don’t want to spend weeks
on a training course to master the machines.
J: We’re not the only ones who feel like that.
There are a lot of unhappy and worried
people here at the moment. Everyone wants
to know what’s going on and the rumours are
flying around.
C: Yeah, it’s about time the management told us
exactly what their plans are – then we’ll know
where we stand.
3b Put students in pairs and let them decide which
role they will take.
• Tell the student giving the summary that they
have a maximum of one minute to do it.
• Tell the listener to make notes on any mistakes
and give their feedback at the end.
• The first student can give the summary again, this
time correcting their mistakes.
4a Set the activity and put students in groups of four
to six.
Groups may find it useful to draw a table with
two columns (advantages/disadvantages) and four
rows (for questions) to record discussions.
• Discussions may work better if one member of the
group is the chair and another is the secretary.
• Groups will need a minimum of five minutes to
do this exercise properly.
4b Join two groups together to compare decisions.
• In feedback, ask which groups support method 1.
• Ask representatives from these groups to try and
convince the rest of the class that their decision is
correct.
• Repeat this process for methods 2–4.
• When all groups have spoken, take a class vote.
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KEY LANGUAGE: persuading,
making a case for something
5a Students read the information in the coursebook.
Quickly check they understand Don’s position.
• Tell students that Don makes many arguments in
favour of new technology. Students should take
brief notes on as many as they can.
• Play the recording. Do not take feedback yet.
Audio script 12.4
Don, Stephanie
S: You know, Don, a lot of people – and I’m one
of them – don’t think we need to spend a load
of money on new machines at the moment.
We’re still making a profit, not as much as
before, true, but let’s face it, the economy’s
not in good shape at the moment. Everyone’s
suffering.
D: It’s true what you say Stephanie, but we do
need to modernise our production line. Our
competitors are updating their equipment
and we need to do the same. We don’t want
to be left behind. That’s a very strong
argument for spending some money on the
latest machines. Another reason is that the
new machines will enable operators to
produce a wider range of goods and earn
more money. Don’t forget, their pay depends
on how many items they produce.
S: We won’t need as many workers, will we, to
do that?
D: I would argue that we’ll be using our
resources more efficiently. Of course, we’ll
have to reduce our workforce, maybe by 20
percent, but that’ll help to lower our costs
and make us more competitive. It’s a hard
world out there.
S: If some of our staff lose their jobs, it’ll have a
bad effect on production. Staff will be
unhappy and then we’ll begin to have
problems, serious problems. It’ll affect the
culture of our company. You know, one
happy family – the staff are our biggest asset.
D: That’s a fair point, Stephanie, but look at the
bigger picture. You know the saying, you
can’t make an omelette without breaking
eggs. I’m sure you agree with me – it’s our job
to manage change, to help staff to adapt to
the new situation, even if it’s painful for some
of them.
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S: You know, some of our colleagues don’t think
we need the new technology. Who’s to say
that the new machines … they’re very
complicated – can we be sure they’ll do the
job for us?
D: I’ve heard about these objections. My answer
is simple. The manufacturer has assured us
that the machines will increase the output of
each worker by 20–50 percent. That’s good
enough for me. Their equipment is reliable
and they don’t make claims they can’t back up.
S: Yeah, but will the older workers – we’ve got
plenty of them – learn how to use the new
machines? I’m not so sure.
D: Look, I think you’ll agree, we’ve got some of
the best and most experienced workers in the
trade. They’ll learn how to use the machines
if we give them plenty of time to train on
them. That’s the way forward for us. We can’t
compete with these cheap imports unless we
use the most up-to-date technology. We don’t
have any other option.
S: I don’t know if I share your opinion. You may
be surprised by the resistance they show.
People don’t like change. In any case, there
are other options.
D: Oh?
S: Yeah, Well, firstly, we could stay as we are.
We’re making a profit in difficult economic
conditions …
5b Students compare answers in pairs before you
check with the class. Ensure that you elicit/give all
the points below.
Competitors are updating their equipment. The
company mustn’t be left behind. Workers will
be able to produce a wider range of products.
Resources will be used more efficiently. The
workforce will be reduced and that will result
in lower costs. The company will be more
competitive. The manufacturer guarantees that
the new machines will increase output. The
equipment is very reliable. The workers will
learn how to use the machine if they receive
good training. The up-to-date machinery is
necessary to keep out cheap imports.
6 In part 1 of the IELTS Listening exam, one of
the questions asks students to complete the gap in
fewer than three words. For students doing this
exam, this is excellent practice.
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• Students complete as much as possible based on
the first listening. Play the recording again.
Students now complete their answers and check
with a partner.
• Take class feedback. Explain that while quite a lot
of this language is informal, it is commonly used.
1 in good shape 2 left behind 3 our
production line 4 the latest machines 5 range
of goods 6 more efficiently 7 the bigger
picture 8 to manage change 9 is simple
10 most experienced workers 11 forward for
us 12 other option
TASK: conducting a problem-
solving meeting
7a Students read the instructions in the coursebook.
Check that they understand the scenario and,
specifically, the role of the key people (CEO:
overall boss of the organisation; Production
Manager: in charge of making products; unions:
they represent the interest of workers).
• Put students in groups of four. Try to ensure a mix
of communicative/less communicative students in
the groups.
• Give students five to ten minutes to read about
their role and think about the kind of things they
might say in the discussion.
7b Emphasise the nature of the role-play, i.e. that
students must stay ‘in character’, not say what
they might really think. The key is to be authentic.
• Allow around ten minutes for the meeting. This
should be enough time for decisions to be made.
• Take feedback. Ask students to reflect on how
their discussions went.
• Ask the class if there is anything they would have
done differently, with hindsight. If so, what? This
could be a useful learning point.
HOMEWORK OPTIONS
Students do the Key language and listening exercises
for this lesson in MyEnglishLab.
Students do exercise KL–5 on page 149 in the
Language reference.
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12.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on how to avoid plagiarism and
writing an opinion article. Students watch a video of
postgraduate students talking about plagiarism.
They then read a paragraph and four short texts
based on it and decide which are plagiarised. In the
writing section, students read an article and focus on
paraphrases and stylistic features. Finally, they write
their own opinion article.
Study skills video
Watch the videos to hear a panel discussion on
plagiarism.
Objectives
By the end of the lesson, students will have:
• extracted specific information and/or language
items from video and reading texts
• learnt about plagiarism and how to avoid it
• identified some of the stylistic features of opinion
articles
• written an opinion article
Timings
If short of time, set Exercise 13 as homework.
Possible lesson break: after Exercise 9.
WARM-UP
• Write the following questions on the board:
1 How long have you lived in this town/city?
2 Do you like it?
• Tell students to speak to five others in the class,
but not to write their answers. Instead, they must
remember who said what.
• When they have spoken to five students, put them
in pairs to tell each other who said what.
• Ask the class if anyone remembers what everyone
said and elicit the answers they heard.
• Finally, elicit that it is difficult to remember who
said what, but then ask in what situation it is
essential to quote sources (when writing academic
essays, articles, etc.).
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STUDY SKILLS: plagiarism – what
it is and how to avoid it
At no point in these activities try to personalise
by asking something like Have you been caught
plagiarising?
Attitudes towards the ‘ownership’ of ideas can
differ significantly between cultures. This may be
something to be aware of in this lesson.
A good understanding of what plagiarism is and
how to avoid it, is critical for students going on to
university study.
1 First, check pronunciation of plagiarism.
• In pairs, students discuss the questions.
• Take brief class feedback. Do not give too much
feedback at this stage as this will follow in
subsequent questions.
2 Read through the introduction with the class.
• Play the video and keep students in the same pairs
to compare their definition with George’s.
• Check the answer in class. Ensure all students are
clear what George means. Paraphrase if needed.
Various answers are possible. George’s
definition is that plagiarism is taking ideas
from a source without acknowledging the
author.
Study skills video 12.1, answer key to Exercise 2
Sophia, George, Karim, Li
S: Hi, everyone. Let’s get started. I’ve got a
number of questions that you’ve sent to me
and our panel are going to try to answer
them. I’m Sophia. On my left, Li. George and
Karim on my right. To give you some
background, we’re all doing postgraduate
work. OK, a lot of you sent in this question:
‘What is plagiarism?’ George, do you want to
start the ball rolling?
G: OK, I think I can give a simple definition. I’d
say plagiarism is taking ideas from a source
without acknowledging the author. It’s a kind
of intellectual theft. If you plagiarise, you’re
using another author’s research, their ideas
and even language, without mentioning
you’re doing so. In other words, you aren’t
giving any reference for the information. By
the way, it doesn’t matter if you didn’t intend
to plagiarise. The simple fact is, if you don’t
provide any references for your source,
you’re plagiarising.
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S: Thanks, George. I’m happy with that Study skills video 12.2, answer key to Exercise 4
definition. How about you two? Sophia, George, Karim, Li
K: Yes, it’s a good definition.
S: We’ve received many questions from you
L: Yes, fine.
saying ‘Can you give us some examples of
S: OK, the next question is also a popular one –
plagiarism?’ Now, we’ll go round the table on
a lot of you sent it in. ‘What’s wrong with
this one, but I’ll go first, if that’s OK? In my
plagiarism? Why is it so serious?’ Karim,
opinion, the most common example is when
would you like to comment first?
someone uses too many words from the
K: Sure. It’s very serious, I think. It’s kind of
source material when they’re paraphrasing
cheating. It’s not honest, it’s not right to say
ideas. In other words, they don’t paraphrase
that another person’s words or ideas are your
properly. That’s a very common mistake. Li,
own. It’s as simple as that.
what example can you give?
S: Thank you, Karim. Li, you want to say
L: OK, I think many people – maybe because
something?
they don’t realise they’re plagiarising – they
L: Karim’s right, it’s not ethical to plagiarise. But
copy from a source, but don’t use quotation
I’d like to make another point, another reason
marks or provide a reference. They just
why it’s serious. I just want to add that
forget, or don’t bother.
lecturers want to know your own thoughts
S: Thanks Li, Karim, do you have an example
and ideas on a topic, not just the ideas of
for us?
other writers, though these are important.
K: I think people often present ideas in an essay
They’re interested in your response to a topic,
as if they are their own ideas. That’s
essay question or whatever.
plagiarism because they should indicate the
S: Yes, it’s an important point, Li – they want
source of their ideas and not pass them off as
your own ideas. But also, in colleges and
their own.
universities, they want you to be able to use
S: Finally, George, what example can you give
information from other sources, but without
us?
plagiarising. It’s an important academic skill.
G: Well, my example is a serious one. It’s when
You can use words and ideas of other writers,
someone hands in an essay or a piece of
but you must provide references for them.
written work as their own, when, in fact, it
That way, people know where the ideas come
was written by someone else. Unfortunately,
from and can check your sources. OK, let’s
it happens quite a lot and if this plagiarism is
move on, shall we?
discovered, the student is in big trouble. They
3 Students tick any statements they can remember may be suspended for a period of time or be
from the first viewing. asked to leave the university.
• Play the video again. Students check/complete S: Thanks for those examples. Can we think of
their answers. any more times when someone has been
• Take class feedback. You should point out that caught plagiarising …
points 1, 2 and 3 are all true (although not
5 Play the video again. Students discuss in pairs.
mentioned in the video). Point 5 is not true, since
• Explain that for question 2, any reasonable answer
it is almost certain that if found plagiarising,
is possible, so long as students justify it.
students will get a mark of zero for that essay.
• Take class feedback. Ensure that students justify
their answers for question 2.
4

4 Ask students to read the statements. 1 George 2 Students’ own answers.

• Play the video. Students write the letter of the
For question 2, students might argue that all
appropriate person next to each statement.
aspects of plagiarism are as serious as each other.
• Take feedback. You could replay the parts of the
This is a reasonable point to make.
video which give the answer (see script above).
6 Ask students why they think people plagiarise.
Do not confirm answers yet, but write their
1 Li 2 George 3 Sophia 4 Karim
suggestions on the board.

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• Play the video. Students take notes.
• Take class feedback. Get students to compare the
answers with their earlier suggestions.
Video script 12.3, answer key to Exercise 6
Sophia, George, Karim, Li
S: OK, here’s an interesting question sent in by
one of you. ‘Why do students plagiarise?’
Karim, what’s your opinion?
K: I think, erm, often, it’s because they don’t
have confidence in their own ability or ideas.
So they feel safer using the ideas of other
writers or speakers. Or it could be that the
student’s studying in a very competitive
environment. So they feel they have to copy
the work of a well-known writer to get a good
mark or high grade.
S: What do you think, Li?
L: Well, you know, some students are just too
lazy to think about the material they’re
reading. It’s too much effort to write notes in
their own words. You look surprised, Sophia,
but it’s a fact.
S: Mmm, maybe there’s some truth in what you
say, Li, but you’re being a bit harsh. It may be
the case sometimes. George, any thoughts on
this question?
G: I think there’s a cultural angle. Students from
certain parts of the world may not
understand that they’re plagiarising when
writing an essay. In their countries, perhaps
they are expected to quote the ideas of great
writers – it’s a sign of respect and good
scholarship; and perhaps they don’t have to
reference their sources. So, when they come
to study in the UK, they don’t do it – and
that’s very understandable.
S: An interesting thought, George. Well, we’ve
come to the end of our time. I’d just like to
say that these days everyone uses the internet
a lot for research, so it makes plagiarism very
easy. But it’s risky to do it, or to plagiarise
from other sources such as books, because
there’s software available now to spot
plagiarism, like Turnitin. Staff can check
quickly and effectively if they feel someone
has copied material. So the answer is, don’t
plagiarise, you’ll probably be caught.
Thanks, everyone. I hope you’ve enjoyed this
round-table discussion on plagiarism and
that you’ve learnt something from it.
Technology
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7 Turnitin has a vast database of academic
materials, students’ previous essays and internet
sources. It checks students’ essays against this
database to see what percentage has been stolen
without reference.
• Elicit what Turnitin is and if possible, show their
website in class. If you do not have access to the
internet, explain how the software works.
• In pairs, students discuss the question. In
feedback, discuss ideas with the class.
8 Students work in groups of three or four. They
should read and discuss each question. Allow a
maximum of eight minutes for the exercise.
• This exercise would work best if one student is the
chair. If they feel the debate for one question is
going on too long, they should take a vote.
• Take class feedback. Ask students to explain their
answers.
(P = Plagiarism; NP = Not plagiarism)
1 P 2 P 3 NP 4 P (source must be
acknowledged) 5 NP 6 P 7 NP (as long as
it is clearly common knowledge) 8 NP (but
this is careless practice) 9 NP (if the teacher
has agreed that you may do so) 10 NP
9 Read through the introduction and instructions.
Ask students to find out the topic of these texts by
quickly reading the original paragraph.
• Give students eight minutes to read the four texts
and discuss which are examples of plagiarism.
• Go through answers with the class. Elicit the
additional points made in the answer key below.
Version A: Paraphrase. The writer has used
his/her own words to paraphrase the original
text. Version B: Plagiarism. There’s too much
use of the original words and the information
is in the same order as the original. Version C:
Paraphrase. There’s a significant amount of
rewriting of the original text. Version D:
Plagiarism. There’s little attempt to change
the order of ideas or the words used in the
original text.
WRITING SKILLS: an opinion article
10 Introduce this part of the lesson by eliciting what
students think an opinion article is (a piece of
writing, e.g. in a newspaper or magazine, which
puts forward a particular argument).
• In pairs, students have one minute to discuss the
title and the question in the coursebook.
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• Take brief feedback from three or four pairs. HOMEWORK OPTIONS

11 Ask students to spend a couple of minutes reading
the article before looking at the paraphrases. Students do the reading, writing skills and academic
• Elicit from the class the main characteristics of a collocations exercises for this lesson in
good paraphrase (accurately reflects what the MyEnglishLab.
writer says; changes the original language).
Students do Exercise 13.
• Give students ten minutes for this exercise. If they
find it difficult, extend the time limit.
• Go through the statements, asking in each case
whether or not the paraphrase is accurate. If
students have different opinions, let them argue
and put forward their viewpoints.

1, 2, 4, 8, 9, 10

12a Stylistic features. Elicit the meaning of stylistic

features (language, grammar and style choices
which are found in particular types of text). Point
out the examples.
• In pairs, students try to find at least one example
of each stylistic feature from the text.

1 dangers, tragic, dramatically, widespread,

frightening, tremendous, excited 2 paras 2, 7,
8 (two examples in each) 3 paras 1, 2, 3, 5, 7 4
It’s (para 1), mustn’t (para 6), I’m (para 8) 5
screen-based, two-dimensional 6 our brains
now under such a widespread attack

12b Students work with another pair to compare

their answers. They should try and list as many
examples as possible.
You could make this into a competition with the
groups of four, with one point available for each
correct answer.
13 This type of writing task is typical of IELTS
Writing Part two and the Write essay question in
the PTE-A Writing test.
• Students read the statement. Explain that they
have to write in favour of this opinion (whether
they actually agree with it or not).
• Give them fifteen minutes to brainstorm ideas and
organise these into paragraphs.
• When writing, students should refer to the text on
page 125 and the list of features in Exercise 12a to
help them. Give them 30–45 minutes to write this.
• If done in class, monitor to point out mistakes and
help with vocabulary if necessary.
• Encourage students to write a first draft and to
check it for mistakes before writing a final one.
• Take the articles in for marking, paying attention
to positioning and plagiarism.

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Extra Practice key
Unit 1
1 1 a; 2 a; 3 a; 4 b; 5 b; 6 a
2 1 Do you prefer chicken or fish? 2 Are you reading anything
interesting at the moment? 3 Does this mobile phone belong
to you? 4 Is your course getting more difficult? 5 Does
anyone know the answer to this question? 6 Do you agree
with him? 7 Are the students learning about pollution this
week? 8 Do your parents know how to send emails?
3 1 wrote; 2 had sold; 3 has led; 4 has appeared; 5 attended;
6 decided; 7 had been; 8 completed; 9 has written; 10 lives
4 1 tricky; 2 vicious; 3 obvious; 4 problem; 5 dealing;
6 situation; 7 deal; 8 solve
5 1 bump into; 2 stay in touch with; 3 track down; 4 confirm;
5 concept; 6 prove
6 1 b; 2 d; 3 c; 4 e; 5 a
7 1 e; 2 b; 3 c; 4 d; 5 f; 6 a
Unit 2
1 1 b; 2 a; 3 a; 4 a; 5 b
2 1 ’ve looked at; 2 ’ve been reading/’ve read; 3 ’ve been
worrying; 4 ’ve been living/’ve lived; 5 ’s been raining;
6 ’ve bought
3 1 he works; 2 if they are; 3 it is; 4 we can get; 5 it is;
6 she does
4 1 Could you tell me how much it costs? 2 I’d like to know
when the film starts. 3 Do you know whether she’s coming to
the party? 4 Can you tell me if this model is available?
5 I wonder where they put the keys; 6 I’d like to know what
causes earthquakes.
5 1 e; 2 a; 3 f; 4 c; 5 g; (not used: b, d)
6 1 inner; 2 vandalism; 3 crime; 3 detached; 4 blocks; 5 open;
6 connections; 7 abandoned; 8 abandoned
7 1 carbon emissions; 2 fossil fuels; 3 endangered species;
4 natural habitat; 5 faces extinction; 6 of glaciers
8 1 relatively; 2 deliberately; 3 comparatively; 4 mainly;
5 pensively; 6 normally
Unit 3
1 1 a few; 2 students; 3 hardly any; 4 none of; 5 Several of;
6 a little; 7 little; 8 Few; 9 much
2 Quidditch is a fictional sport invented by the author J.K.
Rowling for the best-selling Harry Potter books. It is a ball
game in which the players try to score goals. There are four
balls and two teams of seven players. Usually the players are
wizards and witches and play the game by flying on their
broomsticks. The goals are ring-shaped and are above the
ground. The object of the game is to score more goals than
the opposing team.
3 1 the; 2 the; 3 The; 4 the; 5 –, – ; 6 the
4 truly remarkable; 2 exceptional; extraordinary; outstanding;
astonishing; There seems to be no end; undoubtedly;
admirable 1 d; 2 a; 3 c; 4 f; 5 h; 6 e; 7 g; 8 b
5 1 Steve; 2 Caroline; 3 Lucy; 4 David; 5 Miranda; 6 Walter
6 1 d; 2 b; 3 e; 4 a; 5 c
7 1 agility; 2 coordination; 3 flexible; 4 tolerant;
5 determination; 6 make; 7 obsessive; 8 apart
Unit 4
1 1 1b 2a; 2 1b 2a; 3 1a 2b; 4 1b 2a; 5 1b 2a
2 1 won’t have seen; 2 will have had; 3 won’t have finished;
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4 will have arrived; 5 won’t have left; 6 will have returned;
7 will have listened; 8 will have spent
3 1 c; 2 f; 3 b; 4 h; 5 g; 6 e; (not used: a, d)
4 1 … look at the implications of …; 2 It has a serious
disadvantage; 3 it’s a risky option; 4 it could be really bad …;
5 That could be a big problem for us; 6 … have a huge impact
on our sales (not used: consequence, disadvantages)
5 1 diagnosis; 2 authoritative; 3 reassuring; 4 sensitive;
5 symptom; 6 knowledgeable; 7 complication; 8 sociable
6 1 f; 2 g; 3 c; 4 a; 5 d; 6 h; 7 b; 8 e
Unit 5
1 1 d; 2 c; 3 e; 4 b; 5 a
2 1 managed; 2 didn’t have to; 3 couldn’t; 4 in getting;
5 couldn’t; 6 to find; 7 was able to; 8 could
3 1 couldn’t/wasn’t able to; 2 could/was able to; 3 didn’t have
to; 4 were able to; 5 had to; 6 succeeded
4 1 recap; 2 sum; 3 confirm; 4 summarise; 5 summary;
6 agreement; 7 covered
5 1 fogbound runway; 2 turbulence; 3 rough weather;
4 puncture; 5 tailback; 6 platform alteration
6 car: airbag; anti-lock brakes; seat belt; traction control
road: one-way street; speed cameras; traffic signals
law: speed limit
7 1 impact; 2 automated; 3 preliminary; 4 human; 5 distant;
6 advances
8 1 d; 2 a; 3 f; 4 b; 5 c; 6 e
Unit 6
1 1 b; 2 a; 3 a; 4 a
2 1 was sitting; 2 looked; 3 had been sitting; 4 had/had brought;
5 was; 6 had been working 7 hadn’t had; 8 went; 9 brought;
10 sat; 11 was looking; 12 had/had brought
3 A When I was a child I use used to read …; Then I would to
read …; B Years ago I would used to live …; It would used to
be …; C Didn’t you used use to live …; I would used to live
…; D … get used to live living in the city …; He would
thought think …
4 1 … it’ll be a winner; 2 I think you’ll agree …; appeal to the
audience; 4 … it’s got tremendous potential; 5 … persuade to
you, too 6 correct
5 1 blog; 2 poetry; 3 biography; 4 short story; 5 psycho drama;
6 autobiography; 7 romance; 8 novel
6 1 autobiographer; 2 poet; 3 biographer; 4 dramatist; 5 critic;
6 novelist
7 1 awful, dreadful; 2 dull, tedious; 3 evocative language;
4 heart-warming; 5 perspective
Unit 7
1 1 has been stolen; 2 was being watched; 3 am being kept
awake at night; 4 was given a watch; 5 is required; 6 can’t
be explained
2 1 was being established; 2 was given; 3 was built; 4 being
allowed; 5 have been influenced; 6 have been constructed;
7 was/is inspired; 8 is being damaged; 9 to be restored
3 1 a; 2 b; 3 b; 4 a
4 1 got; 2 through; 3 vital; 4 absolutely; 5 idea; 6 find; 7 offer;
8 need
5 1 ornate; 2 innovative; 3 ancient; 4 ugly
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6 1 rebuilt; 2 damaged; 3 commission; 4 demolish; 5 designed;
6 maintain; 7 restore; 8 construct
7 1 d; 2 a; 3 c; 4 b
8 1 insoluble; 2 overcrowded; 3 revitalised; 4 misunderstood;
5 unimportant
Unit 8
1 1 … allowed us to use …; 2 We stopped the car to look at …;
3 Would you consider give giving us …; 4 … I forgot locking
to lock …; 5 The door seems to be locked …; 6 … I’ll try send
sending him …; 7 Did you remember turning to turn off …;
8 I always try to stay …
2 1 1b, 2a; 2 1a, 2b; 3 1b, 2a; 4 1a, 2b
3 1 has had his/her house searched; 2 am having my car
washed; 3 had his watch repaired; 4 have my hair cut;
5 has had her contract cancelled; 6 had our bags searched
4 1 d; 2 f; 3 a; 4 h; 5 b; 6 g; 7 e; 8 c
5 Across: 1 networking; 3 hierarchy; 5 curiosity; 7 creativity;
8 sensitivity; 9 collaboration
Down: 2 intuition; 4 adaptability; 5 consensus; 6 influence
6 1 phenomenon; 2 profound; 3 cutting edge; 4 pushing the
boundaries; 5 dynamic; 6 collaborate; 7 synergy
Unit 9
1 1 absolutely; 2 really; 3 absolutely; 4 really/very;
5 slightly/extremely; 6 very; 7 good; 8 enormous/big;
9 interesting; 10 hotter; 11 starving; 12 upset
2 Bridget Riley is probably the most …; These are works which
usually feature patterns …; … she skilfully used black and
white …; Her first big exhibition was in London in 1962; …
viewers frequently complained …; she used colour
imaginatively; In the late 1980s, she began to experiment …
3 1 is mainly; 2 opened the envelope carefully; 3 In 2004 I;
4 usually get home; 5 certainly know; 6 have often seen;
7 did you get there; 8 finished his essay quickly
4 1 … it could really upset …; 2 But it wouldn’t if we …;
3 That may be true …; 4 … take into account the …;
5 might start doing …; 6 to do something if we …
5 1 artist, art lover, collector, critic, painter, sculptor;
2 abstract, contemporary, realist, modern; 3 controversial,
groundbreaking; thought-provoking, 4 preview,
retrospective; 5 masterpiece
6 1 moving; 2 painfully;3 useless; 4 criticised; 5 highly;
6 entirely; 7 totally; 8 highly; 9 totally; 10 different;
11 wrong; 12 utterly
7 1 gripping; 2 heart-breaking; 3 dreadful; 4 monotonous;
5 critical; 6 outstanding
Unit 10
1 1 the man I met yesterday; 2 the DVD player which/that
doesn’t work very well; 3 is the woman whose house was
destroyed in the earthquake; 4 sister, who is a doctor, lives in
an old house/sister, who lives in an old house, is a doctor;
5 the computer game I told you about; 6 course, which began
in September, is very difficult/course, which is very difficult,
began in September
2 1 … the problem on which he’s working; 2 … a cause in
which she really believes; 3 … the bill about which we
disagreed; 4 … the course for which they applied; 5 … the
one in which we often stayed; 6 … the architect for whom I
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work; 7 … the team for which my brother plays football;
8 … the project on which we used to work together
3 1 … the person about who whom I am talking; 2 This phone,
that which was …; 3 … the place where I grew up in;
4 Michael, who is very intelligent …; 5 The students, who are
from many, …; 6 … a woman that she never admits …
4 1 designed; 2 left; 3 standing; 4 recommended; 5 giving;
6 bought
5 1 c; 2 g; 3 d; 4 h; 5 f; 6 a; 7 e; 8 b
6 1 get on with; 2 get used to; 3 broke up; 4 fall out with;
5 put up with; 6 get down to
7 1 diplomatic; 2 conform; 3 indecisive; 4 conscientious;
6 objectivity
8 1 c; 2 b; 3e; 4 d; 5a
9 1 psychiatrists; 2 case files; 3 assessment; 4 profiles / profiling;
5 motive; 6 deduce
Unit 11
1 1 was working; 2 had lived; 3 should see; 4 would see us
there, the next/following day; 5 had been, his, their; 6 his, had
received, the day before/the previous day
2 1 she doesn’t have a job …; 2 the weather there is always …;
3 they’re going to France …; 4 had been to a terrible school …;
5 they had watched the final episode of Emergency! the night
before; 6 pollution from cars causes …
3 1 warned; 2 refused; 3 apologised for; 4 offered; 5 persuaded;
6 agree
4 1 to carry my case; 2 getting married so young; 3 me not to
buy anything in that shop; 4 for shouting at me; 5 me to learn
the guitar
5 Suggested answers: 1 Why is Cambridge worth seeing?
2 It is an important educational, cultural and business centre.
3 Facilities for tourists are getting better and better each year;
4 Its buildings, parks and countryside make it a beautiful
place to live; 5 The university is becoming more and more
popular with international students; 6 What are the main
historical sights of the city?
6 1 language; 2 institutions; 3 cuisine; 4 religion; 5 the arts;
6 architecture 7 rituals/traditions; 8 climate
7 1 d; 2 a; 3 e; 4 b; 5 f; 6 c
8 1 valuable; 2 responsible; 3 international; 4 multicultural;
5 misunderstanding; 6 antisocial; 7 predates; 8 timeless
Unit 12
1 1 d; 2 a; 3 c; 4 c; 5 c; 6 b; 7 c; 8 b
2 1 If I’ll go …; 2 … we are were rich …; 3 … if I can could play
… ; 4 As long as you would look …; 5 ... if she would bring
brings …; 6 … won’t wouldn’t it be …
3 1 h; 2 c; 3 f; 4 b; 5g; 6a; 7e; 8 d
4 1 would have talked; 2 had done; 3 had had; 4 would be;
5 had gone; 6 wouldn’t have been
5 1 … as much as money; 2 … not in good shape …; 3 It’s true
what you say …; 4 these objections plenty; 5 ; 6 That’s a fair
point …; 7 … I think you’ll agree …; 8 
6 1 appliances; 2 device; 3 apparatus; 4 equipment; 5 gadget
7 1 user-friendly; 2 state-of-the-art; 3 durable; 4 obsolete;
5 handy; 6 environmentally friendly
8 1 unable; 2 inequality; 3 dislikes; 4 inaccurate; 5 mistrust;
6 unnecessary; 7 inefficient; 8 inappropriate
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