Aioev Advanced Tb 655345

American
Inside Out Evolution

Teacher’s Book Advanced
SUE KAY
VAUGHAN JONES
AMANDA JEFFRIES
CERI JONES
TANIA BASTOW
AIOE CAPA-ADVANCED_TB_FINAL.indd 5 13/07/18 11:03

Macmillan Education
Companies and representatives throughout the world
American Inside Out Evolution. Teacher’s Edition Advanced
D.R. © Macmillan Publishers, S.A. de C.V., 2018

Text D.R. © Sue Kay, Vaughan Jones, Ceri Jones, Tania Bastow, and Amanda Jeffries
2018
Written by Helena Gomm
Adapted by Catherine Smith
Content Writers: Ben Naismith, James Michael Ubriaco and Lavaughn John
Macmillan is a registered trademark.
First edition published 2018
ISBN: 978-607-473-633-5
Based on New American Inside Out Teacher’s Edition Advanced

D.R. © Macmillan Publishers, S.A. de C.V. 2010
Published under license from Macmillan Publishers Ltd.
All rights reserved; no part of this publication may be reproduced, stored in a

retrieval system, transmitted in any form, or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the
publishers.
Director of Languages Brazil: Patrícia Souza

Editorial Manager: Patricia Muradas
Art Editor: Jean Aranha
Content Editors: Cintia Zaitune and Larissa Vannucci
Digital Editor: Ana Paula Girardi
Concept design: Martha Tadaieski
Page make-up: Figurattiva Editorial
Illustrations: Gustavo Gialuca
Graphic Production: Kelly Gobbo and Tatiane Romano
Proofreaders: Edward Willson and Larissa Vazquez
Photographic research: Cintia Zaitune, Denis Araujo, Jean Aranha and Marcia Sato
Image Processing: Denis Araujo and Jean Aranha
Cover concept and design: Jean Aranha
Cover photo: Steve Keller | Dreamstime.com
The authors and publishers would like to thank the following for permission to
reproduce the photographic material: iStockphoto/pseudodaemon p.xx
We are grateful for permission to reprint the following copyright material: Page vi:
Quotation from Language and Problems of Knowledge by Noam Chomsky copyright ©
Noam Chomsky 1988 Massachusetts Institute of Technology, reprinted by permission
of The MIT Press, Cambridge, Massachusetts. Page vi: Quotation – Reproduced by
permission of Oxford University Press. From Oxford Applied Linguistics: Understanding
Second Language Acquisition by Rod Ellis © Rod Ellis 1985. New Edition OAL: A Study
of Second Language Acquisition published 2008.
The team of publishers of the series is especially thankful to Cristina Neville and
her team for all the support throughout all the stages of the editing process of this
publication.
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Printed in Brazil
This book was printed in July, 2018 by: Eskenazi Indústria Gráfica Ltda, Avenida Miguel
Frias Vasconcelos, 1023 – Jaguaré – São Paulo – SP.
Contents
Student’s Book Content Map ii
Introduction vi
Components of the Course vii
Practical Methodology xiii
Teaching Advanced Students xiii
The top 10 activities for Advanced Students xiv
Key Concepts xxi
Life Skills xxxvii
The Common European Framework of Reference for
Language Learning xxxviii
CEFR Student Checklists xxxix
CEFR Student Checklists: Suggested targets xliii
Teacher’s notes
1 Conversation 1
2 Taste 13
3 City 25
Review A 37
4 Story 39
5 Bargain 53
6 Mind 67
Review B 79
7 Digital 81
8 The law 91
9 Night 103
Review C 115
10 Footprints 117
11 Words 131
12 Conscience 141
Review D 151
CONTENTS i
Student’s Book Content Map
Units & topics Speaking & Writing Reading & Listening Grammar, Vocabulary,
& Pronunciation
Page 8 1 Conversation S Conversations Six people talking about G osition of adverbials.

P
S Conversations in conversations Aspect
Conversations
English R Discussing perspectives V Describing conversation
Different S Complaints about of different conversation styles. Conversation
conversation boyfriends and styles. collocations. Word building
styles girlfriends A telephone V Extra Multiple meanings
Eavesdropping S Eavesdropping conversation between a and uses of talk
WB W Writing an boyfriend and girlfriend P Intonation to show
email of complaint A formal and informal attitude
telephone conversation
Language for Life: Opening
conversations
Life skills: Communication
Creating Rapport
Page 18 2 Taste S If you were a eople talking about

P G oun phrases: describing
N
food … food associated with noun phrases and order of
Food
S Food associations certain situations adjectives. Fronting
Restaurant Anecdote: Eating out R Review: La Estrella del V Describing places to eat.
reviews W Review Mar Word building. Idioms with
Good taste S Good taste Conversation about taste
W Extra Letter to a countries’ P Intonation to show
newspaper typical dishes enthusiasm or reservation
Language for Life:
Agreeing and disagreeing
Life Skills: Social Skills
Cultural Awareness of Food
Page 28 3 City S Discussing cities ities of the world quiz

C G edging. Inversion after
H
W Short description Two people discussing negative and limiting
Cities of the survey results
of a famous town adverbials
world
or city in your R Four guidebook extracts V Describing cities.
City attractions country R Times Square Describing tourist spots
Dangers in the S Comparing two Two people talking V Extra Lexical sets and
city posters about the city where collocations with city and
S Discussing city they live urban
dangers Language for Life: Adding P Adding emphasis
WB W Writing a short emphasis
article Life Skills: Cultural
Awareness
Multicultural Cities
Page 38 Review A Pages 38, 39 Grammar / Vocabulary / Pronunciation review
ii Student Book Content Map

& Pronunciation
Page 40 4 Story S Six-word life stories R David Bowie G he future as seen from
T
Anecdote: Telling a A man describing his the past. Discourse
Biographies favorite book
story markers in writing
Stories S Deception and Discussing con tricks V Types of stories.
Deception belief R Humor across frontiers Expressions with story and
Humor S Jokes Jokes tale. Deception and belief
W Extra Descriptive Language for Life: P Weak and strong forms of
narrative Responding to a story auxiliary verbs
Life Skills: Communication
Active Listening
Page 50 5 Bargain S Shopping habits R Money Management — G repositions in relative

P
S Economizing What is Your Spending clauses. Articles
Spending habits
S Money-saving tips Profile? V Spending and saving.
Economizing Anecdote: A purchase Six people talking about Economizing. Discussing
Bargaining and you made their shopping habits prices
haggling WB W Writing a news R How the Internet Can V Extra American and
story Save You Money British English
A radio show about P Weak forms of common
money-saving tips words
Two people talking
about their experiences
of bargaining
R Saving the planet... One
purchase at a time
Language for Life:
Negotiating, haggling,
making a deal
Life Skills: Sustainable
Development
Identifying what can be
done to the environment
Page 60 6 Mind S The Human Brain Four people discussing G erbs of the senses.
V
S Brain training games Participle clauses
The brain S Your senses R Article about brain V Verbs of seeing.
Brain power W Extra Emails training Collocations with mind
The senses making and R Calculate your Brain P Assimilation: final /d/
Pet psychology declining requests Power before you
R So You Think You’re
Having a Bad Day?
Five people talking
about their senses
R Do Animals Think and
Feel?
Language for Life: Making
appropriate requests
Life Skills: Learning Skills
The Pomodoro Technique
Page 70 Review B Pages 70, 71 Grammar / Vocabulary / Pronunciation review
Student Book Content Map iii

Student’s Book Content Map
& Pronunciation
Page 72 7 Digital S Smartphones R Bring on the Demise of G omplex sentences.

C
S Future worlds the Smartphone! Speculating about the
Smartphones One person describing a
S Scientific future
Innovations in breakthroughs new prototype cell phone V Compound nouns.
technology WB W Writing a R Ready or not, here A.I. Informal expressions
Scientific discursive essay comes! V Extra Acronyms and
breakthroughs Two people on a radio collocations
show talking about a P Word stress
gadget
Language for Life:
Discussing implications
Life Skills: Interpersonal
Skills
Tech Fast
Page 82 8 The law S rimes and their

C R Courtroom blunders G araphrasing. Using
P
punishments Three people talking modals to
Crime and about crimes talk about the past.
S Cases and
punishment Six people talking about Inversion after
appropriate
Legal cases punishments appropriate punishments neither/nor, so/such
Newspaper reports S Proposals for laws for crimes V Legal vocabulary.
W Extra News A crime victim and her Collocations with law.
stories friend talking about the Formal vocabulary
crime P Final /t/ and /d/
R A real-life legal anecdote
Language for Life:
Expressing surprise or
disbelief
Life Skills: Communication
and Critical Thinking
Giving evidence
Page 92 9 Night S Energy patterns R Sleep Patterns — Like G oncessive clauses and
C
S Times of day and Night and Day adverbials. Regrets and
Energy patterns A radio show about sleep
night past conditionals
Staying up Anecdote: A time you patterns V Times of day and night.
Northern Lights stayed up all night R How Well Do You Sleep? Expressions with night
S Proverbs about Three friends talking V Extra Phrasal verbs
night about staying up all night P Syllable patterns in
WB W Writing an R The Midnight Sun adverbs
essay A trip to Machu Picchu
Language for Life: Making
and responding
to invitations
Life Skills: Organization
Time Management
Page 102 Review C Pages 102, 103 Grammar / Vocabulary / Pronunciation review
iv Student Book Content Map

& Pronunciation
Page 104 10 Footprints S Your carbon/ R Reducing man’s impact G assive structures.
P
ecological on the environment — two Comparative structures
Carbon/Ecological
footprint sides of an argument V Ecological expressions.
footprint Two people talking about Expressions with foot
S Lifestyle quiz
Ancient footprints S Barefoot hiking eco-friendly lifestyle or feet. Shoes
Shoes Anecdote: A walk you choices P Preparing to read aloud
have been on R Archeologists Are
S Buying shoes Uncovering Our Past
W Extra Report without Leaving a
Footprint
One person describing
her hiking experience
Four people talking about
their shoes
R If the Shoe Fits ...!
An interview with a shoe
psychologist
Language for Life:
Persuasion and responding
to persuasion
Life Skills: Interpersonal
Skills
Framing opinions
Page 114 11 Words S Roots of new our people talking about

F G voiding repetition:
A
words new words substitution and ellipsis
New words in
S The importance of R The Decline of Writing V New words
English Language for Life: Getting Extra Origins of new
writing V
The written word S English spelling your point across words
English spelling WB W Writing a Life Skills: Communication P Differences in spelling
and pronunciation cover letter Exploring Words and pronunciation
Page 124 12 Conscience S Giving money to ix people talking about

S G pecial uses of the
S
charity giving money to people simple past
Giving money
W Slogan on the street V Describing street
to charity
S Guilty feelings R Dress for Success people.
The Homeless W Extra Inquiry R Guilty-free Shopping? Verb/Noun collocations.
Guilty feelings emails Two people talking about Expressions with
guilty feelings conscience
Language for Life:
Apologizing
Life Skills: Social
Responsibility
Individual Social
Responsibility
Page 134 Review D Pages 134, 135 Grammar / Vocabulary / Pronunciation review
Additional material page 136 • Grammar Extra page 142 • Audioscript page 154 •
Phonetic symbols & Spelling page 174 • Irregular verbs 175
Student Book Content Map v

Introduction
In American Inside Out Evolution, meaning is central to everything we ask the students to do.
Instead of basing lessons on invented people in imaginary situations, we present target language
in real contexts and authentic texts. We believe that
the richest “source of meaning” in any lesson is
what each student brings into the classroom—their
thoughts, ideas, opinions, experiences, and feelings.
Our materials are therefore designed to help the
teacher exploit this resource and make important
and memorable connections between the target
language and the students’ own lives.
In addition to this fundamental core principle, here
are three more important beliefs that have guided
us in our teaching and writing over the years: Ceri Jones Tania Bastow Amanda Jeffries
• Vocabulary should share center stage with grammar. course of study) learn faster, and ultimately attain a higher
Words are the basic building blocks of any language. level of proficiency than “non-instructed” learners.
• Language skills are best acquired through lots of In American Inside Out Evolution, new language input is
practice. You learn to read by reading; you learn to carefully controlled: we aim to maximize exposure to high
speak by speaking, etc. Attempts to identify and then frequency language appropriate to this level. Students are
practice discrete sub-skills are not convincing. encouraged to notice new grammar and new vocabulary
in contexts where the meaning is clear. They are then
• There can never be enough practice activities!
given opportunities to manipulate the new language and
try it out in different situations. They discover why using
Engaging Content one particular form rather than another one actually
The American linguist and philosopher Noam Chomsky matters: not just because it’s right or wrong, but because
once said: it does or doesn’t communicate a meaning successfully.
“The truth of the matter is that about 99% of teaching is The emphasis is always on what students can do with the
making the students feel interested in the material. Then language rather than what they know about the language.
the other 1% has to do with your methods.” The new language is systematically reviewed and recycled
until finally the students feel confident enough to use it to
While we might want to quibble with the percentages, make their own meanings. It becomes part of their available
we would nevertheless agree whole-heartedly with the repertoire. It has been “learned.”
central message in Professor Chomsky’s assertion:
namely, students learn best when they’re interested
in the material. It’s as simple as that. A text might Real-World Tasks
contain six beautifully crafted examples of the simple We’re strong believers in the old adage: “practice makes
past, a good spread of high frequency lexical items, perfect.” American Inside Out Evolution emphasizes
and exemplify some useful functional language, but if it output, particularly speaking, and there are a huge
doesn’t engage the students, if they can’t relate to it, if number of tasks that are designed to develop fluency.
it feels alien to them, then the most important ingredient Students practice functional language in sections
for successful learning is missing. entitled Language for Life. But for the most part, the
speaking tasks simply encourage the students to talk
In American Inside Out Evolution, we’ve drawn on our
about things that actually matter to them, rather than
own classroom experience, and that of our colleagues
playing roles or exchanging invented information. One
around the world, to select topics, texts, and tasks that
of our main objectives is to ensure that the language
engage students both emotionally and intellectually.
our students spend time rehearsing in the classroom is
Students are our richest resource. They come to class
transferable to the real world. By orchestrating tasks
with their own knowledge of the world, their own tastes,
that require the students to use grammar and vocabulary
feelings, and opinions. It’s up to us to exploit this rich
to make meaningful utterances, this objective becomes
resource by organizing learning around topics that they
obtainable. As the linguist and academic Rod Ellis
can relate to—topics that are part of their life experience.
reminds us:
“It is the need to get meanings across and the pleasure
Structured Support experienced when this is achieved that motivates second
We all know that learning a language is a messy, non-linear language acquisition.”
business. We’re dismayed when there seems to be little
correlation between what is taught and what is learned! www.insideout.net
However, there is plenty of evidence to suggest that “the art of communication”
“instructed” learners (those who attend classes or follow a
vi INTRODUCTION
Components of
the Course
Student’s Components
American American American
American Inside Out Evolution

Inside Out
Inside Out
Evolution
Evolution
Inside Out Evolution Workbook with access code
Workbook
Student’s Book with access
Advanced
to Digital Workbook
Student’s Book Advanced
code to Digital Student’s Workbook Advanced
Workbook
“American Inside Out Evolution renews our commitment to meaningful presentation,
see page xi
Book see pages viii-x
meaningful practice, and meaningful communication, now with a more diverse
selection of texts reflecting the variety of genres on offer in today’s multi-media world.
With a more concise format, American Inside Out Evolution is aimed at students
who don’t have much time, but who want to learn the language thoroughly.
Advanced
American
American Inside Out Evolution includes new digital components designed to meet
American
Inside Out Inside Out

the expectations of students operating in a digital world”.
Sue Kay and Vaughan Jones
Evolution Go to:
Evolution
Go to:
www.macmillan.com.br/americaninsideoutevolution
American Inside Out Evolution components www.macmillan.com.br/americaninsideoutevolution
• Student’s Book with access code to Digital Student’s Book
• Click on “Digital Resources”. • Click on “Digital Resources”.
• Workbook with access code to Digital Workbook
• Follow instructions to
• Website: www.macmillan.com.br/americaninsideoutevolution • Follow instructions to
• Free app for all levels with extra material
activate your code. activate your code.
SUE KAY
SUE KAY Jon Hird
VAUGHAN JONES Ceri Jones
CERI JONES Tania BasToW
TANIA BASTOW COMMON EUROPEAN FRAMEWORK OF REFERENCE
VAUGHAN JONES
AMANDA JEFFRIES A1 A2 B1 B2 C1 C2 amanda Jeffries
AIOE CAPA ADV_WB FULL.indd 1 17/05/18 17:27
• Companion website: macmillan.com.br/americaninsideoutevolution AIOE_Etiqueta_Senha_WB.indd 11 17/05/18 18:09
• Free app
Teacher’s Components
American
Inside Out
Evolution • Teacher’s Edition with access code to Teacher’s Presentation Kit with Extra Resources
Teacher’s Book Advanced • Test Generator
• Class audio CDs
• Companion website: www.macmillan.com.br/americaninsideoutevolution
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www.macmillan.com.br SUE KAY www.macmillan.com.br SUE KAY
All rights reserved. VAUGHAN JONES All rights reserved. VAUGHAN JONES
SUE KAY
VAUGHAN JONES
AmAndA Jeffries
Ceri Jones
TAniA BAsToW
IntRoduCtIon
CoMponentS vii
For the Student:
A typical Student’s Book unit
4 Story
Grammar: The future as seen from the past.
Discourse markers in writing
Vocabulary: Types of stories. Expressions with
story and tale. Deception and belief
Language for Life: Responding to a story
SPEAKING SPEAKING
Students are
1 Read the text about six-word life stories. Which is your favorite story and why?
David Bowie
W ith a career spanning nearly five decades, it is no
wonder that David Bowie’s musical persona shifted
40 time of great fame, in many respects the mid to late 1970s
was an era of deep emotional and physical stress. As a result,
encouraged to relate
and evolved with the years. Whether going by the Bowie’s health deteriorated and he became extremely thin and
L
One Life. Six Words. What’s Yours? name Davy Jones, Ziggy Stardust, Thin White Duke, Aladdin paranoid from the lack of sleep. His friends said he was on the
5 Sane, or David Bowie, his utter uniqueness and strength of verge of collapsing. Simultaneously, his behavior turned erratic,
egend has it that the novelist Ernest I was never the pretty one. personality have ensured an enduring legacy in popular culture. 45 with wild swings of emotion. Ultimately, his marriage to Angela
Hemingway was once challenged to Followed rules, not dreams. Never again. Like many of his high-profile peers, Bowie was not immune to Barnett ended in divorce in 1980.
the topics to their

write a story in six words. He came Found true love, married someone else. controversy. By the time of his death his popularity had waned Ironically as it may seem, Bowie would get through this
back with, “For sale: baby shoes, never worn.”
Time heals all wounds? Not quite. considerably from its apex in the early 1980s. But, with over 140 rough patch when his fame was declining. As opposed to his
15 Six words not enough for a 10 million album sales, countless accolades, and generations of more surreal earlier work, his music turned towards political
5 Some say he called it his best work. Others
Never lived up to my potential. adoring fans and musicians, it is impossible to deny the value of 50 activism and made a positive impact. In his personal life,
dismiss the anecdote as literary folklore. Either
Didn’t fit in then, still don’t. his global impact as a musical and a cultural icon. meeting the fashion model Iman in 1990 was a blessing,
own life, views, and

way, the six-word story was born, and it’s I write stories. They come true. Unlike other pop and rock stars, David Bowie was never leading to long-lasting and stable relationship. After a brief
been around ever since. The following stories known as an amazing technical musician like Jimi Hendrix nor courtship, they married in 1992, had a child, and would remain
I still make coffee for two.
were amongst thousands submitted to Smith 15 a brilliant dancer like Michael Jackson. Instead, what made him together until his death 24 years later.
special was his chameleon-like nature and the willingness to go to 55 Bowie’s death mirrored his life in many ways – his focus
10 magazine in New York.
extremes in the name of his art. With his distinctive eye (the result remained on his art. Although he had been diagnosed with
feelings. 2 Match the famous people (a–e) with the six-word life stories (1–5).
a
b
Bill Gates
Julius Caesar
1
2
Kept you guessing until the end.
My dream came true at last.
20
of a schoolyard fight), penchant for colorful costumes, and total
lack of inhibition, Bowie was unlike any other performer of his
generation. Take for example his famous Ziggy Stardust persona,
a time-travelling androgynous rock star who communicates 60
liver cancer 18 months prior, this fact was not revealed to
the public. Throughout this period, Bowie maintained his
dedication to his craft, working on what would become his
final album, Blackstar. What’s more, although it’s unknown
with extraterrestrial beings. Not only did he come up with this whether he had been planning on ever performing live
c Agatha Christie 3 Died young and beautiful, loved forever.
fantastical character for the purpose of an album, but also he again, according to his producer Tony Visconti,
d Martin Luther King Jr. 4 I connected people and got rich. would go on to maintain his alter-ego for over another year before Bowie had been thinking of recording one
e Marilyn Monroe 5 I came, I saw, I conquered. 25 abruptly retiring Ziggy in the summer of 1973. more final album. Also, he was to have
3 Work with a partner. Write six-word stories for three famous people. Read them to another pair. As a result of his constant experimentation, Bowie was to 65 published a photobook of objects from
have every conceivable record label attached to his work at his life. But, alas, it was not to be.
Can they guess whose stories they are?
one time or another, including those specializing in glam-rock, On January 10, 2016, two days
READING
electronic, rock’n’roll, funk, soul, and more. Similarly, he was after Blackstar’s release and his 69th
READING 30 called everything from a singer-songwriter, actor, and pioneer, birthday, Bowie passed away in his
to much less flattering terms by critics of his showmanship and 70 New York City apartment. In line
1 What do you know about David Bowie’s life and career? Read the extract from his obituary on his fluctuating musical style. Bowie’s eclectic career resulted with his wishes, David Bowie was
page 41. Which of the facts were mentioned? innumerable hits, notably the space-themed 1972 album The cremated without a funeral, but this
Contemporary reading
Rise and Fall of Ziggy Stardust and more mainstream classics did nothing to quell the outpouring
2 Read the text again. Put the events below in order from first to last (1-8). 35 like 1983’s Let’s Dance. Regardless of the time, the voice and of love from his fans, who flocked to
look were unmistakably his own. 75 memorials around the world. Shortly
He died in his home. He met the woman who was to be his second Despite Bowie’s dedication to his craft, his outspoken after his death, his son announced that
wife.
texts have been

nature and rock-star lifestyle were also the cause of many David Bowie was to have soon become a
He reached the pinnacle of his fame and personal issues he battled during his life. Though it was at a grandfather.
Glossaries give
popularity. His first marriage came to an end.
Glossary
He sustained an injury which gave him a The release of a new album coincided with his
distinguishing physical feature. birthday.
adapted and graded

a verb [I]: become weaker or less important f adjective: changing often, not following a
simple definitions
He stopped using his most famous stage He experienced his greatest personal b adjective: not hidden or secret regular pattern
persona. struggles. c adjective: interesting or unusual because of g noun [C]: a feeling of liking something very
its variety much or a tendency to do something a lot
3 Complete the glossary on page 41 with the highlighted words in the obituary extract.
to suit the level. They

d verb [T]: to last for a particular period of h adjective: neither clearly male nor clearly
for more challenging

4 Which of these six-word stories best describes David Bowie’s life for you? Why? time, especially a long period female
a Never afraid to be an individual. e noun [C]: the part of your personality that i verb [T]: to get rid of thoughts or feelings
b Who was Bowie? We’ll never know. you deliberately show most people j noun [C]: honors given to someone for
have been selected

c Ups and downs, always an artist. their work
40
40 UNIT 4 UNIT 4 41
words. This minimizes
not only for their interruptions and
language content but helps students read
also for their interest more fluently.
and appropriacy.
VOCABULARY
• Vocabulary is
GRAMMAR GRAMMAR VOCABULARY
presented in context.
1 Read the sentences about David Bowie and answer the questions. The future as seen 1 Work with a partner. Discuss the differences between the types of stories in the box.
from the past
• Here students
a … David Bowie was to have soon become a grandfather.
b … he would go on to maintain his alter-ego for over another year … Events that took place anecdote fable fairy tale legend mystery myth news story short story
c … Bowie was to have every conceivable label record attached to his work … He would / was to
• Practice acitivities
maintain his alter-ego In which type of story would you expect to find each of the following sentences?
Which of the sentences express … for over another year.
will explore new

a Once upon a time, in a faraway kingdom, there lived a beautiful princess.
1 a future event, as seen from the past, that took place?
b Have I told you about the time when I fell into the river?
2 a future event, as seen from the past, that did not take place?
Events that did not take c Long ago, there lived a brave warrior and his band of soldiers.
will help expand

Are the sentences formal or informal in register? place d “Let’s return to the scene of the crime and see if we can find any more
grammatical
He was to have (soon) clues,” the detective said.
2 Complete the sentences with the verbs in parentheses in an appropriate become a grandfather.
form, to express the future as seen from the past. Which events took e At 92, Muriel felt she had achieved all she could in life. Urban myth
place and which didn’t? f And the moral is: pride goes before a fall.
structures that have

a
b
c
Bowie
He
(release) Blackstar on his 69th birthday.
(record) one final album, but he ran out of time.
His marriage to Iman (provide) stability to his life for many years.
Future plans in the past
It’s unknown whether
he was going / was
planning to ever
g Reports are coming in of a forest fire which is spreading rapidly in
northern counties.
h Athena, daughter of Zeus, was the goddess of wisdom and warfare.
An urban myth is a funny,
scary, sad, or educational
story which is supposed
to be true. However,
students’ knowledge
2 Tell your partner about one of the types of stories in Exercise 1 you
of selective lexical
d He was working on a book which Penguin (publish) in the near perform live again. you’ll never hear one told
future. have heard recently. by the person it actually
been contextualized
It’s unknown whether happened to. Every time
3 Underline the correct alternatives about events that did not take place. he had been planning / 3 Read the definition of urban myth on the right. Read the urban myth an urban myth is retold,
had been thinking of it changes slightly.
a I was going to get / to getting married, but I realized he was the wrong ever performing live
on page 137. Do you believe it? Do you know any others?
items and will give

person for me. again.
in the reading /
b I had been hoping of seeing / to see the concert, but I got the flu and LISTENING
had to give away my ticket. Imminent events in the 1 1.30 Listen to Simon talking about his favorite book when he was a
c I was just about studying / to study in Mexico when my visa fell through past
child. What kind of book is it? Why does he like it?
them the opportunity

and I had to call it off. He was (just) about to /
listening sections.
d I had been thinking of going / to go into medicine, but I changed my due to collapse. He was 2 Work with your partner. Try to complete the sentences about the book
mind and trained as a lawyer instead. on the point / on the in Exercise 1.
verge of collapsing.
e I was on the point of winning / to win the race, but I tripped over and a The story is set … f The villain is …
to use vocabulary
came last. b The characters are … g They have all sorts of …
They will focus on the

f I was planning to buy / of buying a car, but I didn’t get my driver’s license. c It tells the story of … h In the end …
g I was on the verge to give up / of giving up waiting when the bus finally came. d The main character is … i He enjoyed the book because …
h I was due to move / for moving, but the landlord of the new apartment increased the rent, so I e Basically, the book is about … j Now the book …
in meaningful
decided against it.
Listen again and check your answers.
way language works.

Is the register more or less formal than the sentences in Exercise 2? Which sentences refer more
to intentions, and which refer more to imminent events? 3 If you have read this book, did you enjoy it? Why? / Why not? If you have not read it, does it appeal
to you? Why? / Why not?
exchanges.
4 Complete the sentences in a suitable way.
SPEAKING: ANECDOTE
• A brief summary of
a I was planning , but it was sold out.
b I was on the verge , but I decided it was too expensive. You are going to tell your partner about a story you know.
c I had been hoping , but my grades weren’t good enough. It could be a favorite children’s story, a traditional tale
d I was thinking , but I was too tired. from your country, or the plot of a novel, short story, or
the grammar point is

e I was just about , when the telephone rang. movie or TV show.
f I was going , but a friend persuaded me not to. ● Ask yourself the questions below.
g I was on the point , but I decided the salary was too low. Think about what to say and how to say it.
Are any of these sentences true for you? Discuss with a partner. ● Tell your partner about the story.
provided in the box.

Note: You can use the simple past
5 Grammar Extra 4, Part 1 page 144. Read the explanations and do Exercise 1. tense or the simple present tense to
tell a story.
a What kind of story is it?
• Language is explored b
c
d
e
Where and when did you read, hear, or see it?
What is the story about?
Where and when is the story set?
Who are the characters?
in realistic and
f What is the plot of the story?
g What happens at the end?
h Why do you like it?
meaningful practice 42
42 UNIT 4 UNIT 4 43
exercises.
• Students will use
The Grammar Extra pages LISTENING
target language
at the back of the Student’s The listenings include texts specially written for
in controlled and
Book extend explanations and language learning — dialogues, conversations,
personalized
provide further practice. and monologues. They were carefully designed to
practice.
develop real-life listening skills.
viii CoMponentS
VOCABULARY EXTRA
The Vocabulary Extra
LANGUAGE
3
LANGUAGE FOR LIFE
1 Look at the pictures of an unusual building and discuss the questions with
a partner. Vocabulary Extra Section A
A pages at the end of
FOR LIFE Vocabulary Section
a What do you think it’s used for? Vocabulary Extra
Vocabulary
Vocabulary
LEXICAL
Extra
SETSExtra
Extra
AND COLLOCATIONS WITH CITY
Section
Section A
Section A
Section A
SECTION A A
Lexical sets and collocations with city and urban
every odd-numbered
b What does the shape remind you of? Lexical sets
AND
Lexical
Lexical sets and
URBAN
Lexical sets and collocations
and collocations with
collocations with city and
with city
city and urban
and urban
urban
c Do you like it? Why? / Why not? Lexical sets
Lexical sets and
sets and collocations
with city
city and urban
and urban
urban
The Language for Life 2 At the time the building was opened, readers of a blog were invited to
comment on the design. Read their comments. Do you agree with any?
unit recycle the key

If so, which ones?
section gives students https://buildings.com/interesting-designs.free-blog
Jack Whether you like it or not, it does draw attention. It reminds me of a chocolate
vocabulary items taught
a portable toolkit of
Easter egg that’s been left out in the sun.
Chongqing, China – the world’s fastest growing city
Chongqing,
Chongqing, China –
China – the
the world’s
world’s fastest
fastest growing
growing city
city
in the unit. This provides

Priya What I like about it is its originality and the beautiful spiral staircase in the main Chongqing,
Chongqing, China
China –
– the
the world’s
world’s fastest
fastest growing
growing city
city
Chongqing, city
hall. Chongqing, China
China –
– the
the world’s
world’s fastest
fastest growing
growing city
functional language. Here, Flo Although I can’t say I liked it when I first saw it, it did grow on me in time, and I
found, once I’d had a closer look, that the design wasn’t as simple as it looked.
Brigit The thing I like most is the way it looks at night, when it’s all lit up.
an activated wordlist
they notice how language Pamela It’s the location I don’t like – right there, next to a historical building! It’s a
travesty! Ny-Ålesund, Norway – one of the northernmost settlements in the world
and a useful bank of

is more than just form.
1 Look at the pictures and think of two nouns and two
3 Look at the comments on the blog in Exercise 2 again. Look at the Ny-Ålesund, Norway
Ny-Ålesund, Norway –
– one
one of
of the
the northernmost
northernmost settlements
settlements in
in the
the world
world
Adding emphasis adjectives
Ny-Ålesund, that ––would
Norway
Ny-Ålesund, Norway
Norway one of best
of
one of the describe settlements
northernmost
the northernmost
northernmost each one.in
settlements inCompare
the world
the world
world
Ny-Ålesund, – one the settlements in the
vocabulary.
phrases in bold and match them with the rules (1 or 2) on the right. with a partner.
Ny-Ålesund, Norway – one of the northernmost settlements in the world
1 Look
1 Look at
at the
the pictures
pictures and
and think
think of
of two
two nouns
nouns and
and two
two adjectives
adjectives
1
1 Look at the pictures and think of two nouns and two adjectives
When we want to add 1 Look
1 that
Look
at
at the
Lookwould
at
pictures
the best
pictures
at the
and
and think
describe
pictures andthink
and think
of
of two
each one.
of
nouns
nouns and
Compare
two
two withtwo
and
nouns and
adjectives
a partner.
two adjectives
4 Add emphasis to the sentences using the words in parentheses. You may 2 that
Lookwould
1 Work with best
theyour describe
pictures
partner. each
think
Lookone.
ofat Compare
two nouns
the intwo
with
and
words aathe
two adjectives
partner.
adjectives
box and
They will see language in

emphasis to a statement that
that would
would best
best describe each one. Compare with a partner.
need to change the structure of the sentence. that
that would
would best describe
describe each
describe each
one.
each one.
Compare
one. Compare
with
Compare with
partner.
with aa partner.
we can use: answer thebest
questions. partner.
2 Work
2 Work with
with your
your partner.
partner. Look
Look at
at the
the words
words in
in the
the box
box and
and answer
answer
a Although I really didn’t like it to start with, I got used to it with time. (did) 1 the auxiliary do, does, 2
2 Work
Work with
with your
your partner.
partner. Look
Look at
at the
the words
words in
in the
the box
box and
and answer
answer
or did between the 2 the
Work
2 the
Work
the
questions.
with your
your partner.
questions.
withhamlet
questions. partner. Look
Look at
at the words
words in
in the
themetropolisthe box
box and
and answer
answer
b I like the design best of all. It’s really original and eye-catching. (it) thecity
questions.
the questions. megalopolis outpost
subject and the main the
the questions.
questions.
fun and engaging social

c I like the simplicity of the design best. (the thing) city satellite settlementmetropolis
town village
verb. city hamlet
city hamlet megalopolis
megalopolis metropolis outpost
outpost satellite
satellite
d Initially, people complained about the location. (what) city hamlet
city hamlet megalopolis
hamlet megalopolis metropolis
megalopolismetropolis outpost
outpost
metropolis
satellite
satellite
He really does like it. settlement
city hamlet
settlement
city hamlet
town
town village
megalopolis
village
megalopolis metropolis outpost
outpost satellite
satellite
e One thing it certainly does is provoke discussion. (do) a Can you
settlement
settlement
settlement
town
order them
town
town from themetropolis
village
village largest to the outpost
smallest?satellite
They really did come up settlement
ba) Can town anvillage
village
f It needs a more identifiable shape. (one thing) with a great design. a) Canyou
Can youthink
you orderof
order them example
them from the
from
of each
the largest
largest toin
to theyour
the
immediate
smallest?
smallest?
a)
a) Can
area? you
Can you
you order
Which them
doof
order you
them from the
live in?
from largest
the of
largest to
to the
the smallest?
smallest?
b) Can think an example each in your immediate
immediate area?
situations.
Notice that the main verb a)
b)
a) Can you order
think them
order of an
them from
from the
example largest
the of each
largest to
in
to the
your
the smallest?
smallest? area?
1.27 Listen and check your answers. cb)
b)
b)
Can
Can
Which
Which
Can
you
you think
dothink
words
you
of
of
youwould
think
an
an
live
of an
example
example
you
in?
of
of
be more
example of
each
each in
in
likely
each in
your
to fiimmediate
your
your nd in a area?
immediate
immediate area?
area?
is in the infinitive: Which
b) Which
Can do
you
do you
think
you live
of an
live in?
example
in? of each in your immediate area?
Which words
c) geography
Which do
do you live
would
textbook in?you be more
more likely
or geography to find
find in aa geography
magazine? geography
does like it (not does c)
c) Which
c)
c) do you
Which words
Which words you
words
live
live in?
would
would
would in?you
you
you be be
be more likely
more likelylikely
to findto
to find in
in a geography
in aa geography
likes it) c) Which
Which words
textbook
c) textbook
Which
would
would you
or geography
words
or geography
be
be more
more likely
magazine?
you
magazine? likely to
to find
find in
in a geography
geography
Check yourwords
textbook
textbook
textbook
or would
answers
or inyou
geography
or geography
geography
be more
magazine?
Section likely
A on
magazine?
magazine? thetoright.
find in a geography
did come up with (not did textbook
textbook
Check or
or geography
geography
your answers magazine?
magazine?
in Section A on the
the right.
Life Skills: Cultural Awareness Check
Check your
your answers
your answers in
answers inin Section
Section A
A on
on the right.
right.
came up with) Check yourthe
3 Complete
Check answers in Section
sentences withA
Section on
on the
Athe the right.
right.
nouns or compound
Check your
your answers
answers in
in Section
Section A
A on
on the
the right.
right.
Multicultural Cities 2 cleft sentences. Cleft 3 nouns in Section
Complete B on with
the sentences the right to make
the nouns collocations.
or compound nouns in
3
3 Complete
Complete the
the sentences
sentences with
with the
the nouns
nouns or
or compound
compound nouns
nouns in
in Section B
Section B
1 How multicultural is your city? Is it easy to meet people from sentences emphasize 3
3 Complete
Section the
B on
on sentences
the right towith
makethe
a nouns
steadyor compound
collocations. of nouns in SECTION
Section
Section B B
B
the object of a sentence 3 aSection
The country
Complete
Complete
Section B
Section B
the
thethe
B on
on
isright
undergoing
sentences
sentences
the
the right towith
make
towith
right to
the
makethe
make
nouns
nouns orprocess
or compound
collocations.
compound
collocations.
collocations. nouns, as
nouns in
in Section
Section B
B
other countries/cultures or people who speak other languages? Are Section
The B
towns
Section B on
and
on the isright
cities growto make
at an collocations.
incredible pace.
using expressions with a)
Section
a)
a) The
The B on the
country
country
countrythe is
is
right
right to
to make
undergoing
make
undergoing
undergoing aaacollocations.
steady process
collocations.
steady process of _____
of _____ ,, asas towns
towns
restaurants of various cuisines from different countries/cultures easily ba) The
and country
cities is
grow undergoing
at an incredible
incredible aa steady
steady
pace.
process
process of
of _____
_____ ,, as
,, as
towns
towns
accessible?
what, the thing, or it. a) More
a) The
and
and
and more
The country
and cities
country
cities
cities
is
grow
grow
grow
small
is undergoing
at
at
at
an
undergoing
an
an
towns
incredible
incredible
are
a steady getting
pace.
steady
pace.
pace. processeaten
process of up in
of _____
_____ asthe
as towns
towns
b) More
and and more small towns are getting eaten up in
in the
the _____
what I like is … b)
b) and cities
More
b) More
More
and
cities grow
surrounding
more
and grow
and more
more
at
at an
small
an
small
small
incredible
the capital
towns
incredible
towns
towns
are
are
are
pace.
city.
getting
getting eaten
pace. eaten up
up
up in
in the
_____
the _____
2 What do you think are the advantages of living in a multicultural city? the thing I like best cb) surrounding
More
More and
b) Asurrounding more
search thehas
the capital
small
capital city.for
towns
begun city. are getting
getting eaten
eaten
eaten upup in
in the
_____
_____
and
surrounding morethesmall
capital city. arethe
towns Chicago-based
getting mystery
the _____
Do you see any disadvantages? is … c) A
c) surrounding
A _____ search
surrounding
_____ searchthe
the capital
has begun
capital
has begun city.
for the
city.
for the Chicago-based
Chicago-based mystery
mystery
c) lottery
A _____
c) lottery winner.
surroundingsearch
A _____winner. the
search has capital
has begun
has begun city.
begun for for the Chicago-based
for the Chicago-based mystery
Chicago-based mystery
mystery
it’s the … I love / c) A
3 1.28 Listen to Stella talking about life in the city where she lives. dd) A _____
lottery
c) The
lottery
lottery
search
_____winner.
search
winner.
is
winner.one hasofbegun
themost for the
most the Chicago-based
impressive mystery
buildings in the
object to / don’t like The _____
lottery is
winner.one of the impressive buildings in the capital.
Compare what she says with your answers to questions 1 and 2 above. d)
d) The _____
lottery
The is
winner.
_____ is one
one of
of the
the most
most impressive
impressive buildings
buildings in
in the
the capital.
capital.
d) capital.
d)
e)
e)
d)
The
The
The
_____
state
_____has
The state
_____
is
has one
is one
is one of
pledged the
of the
pledged
of
tomost
theto spend
most
spend
impressive
more money
impressive
more
buildings
money
buildings
on
in
on _____
_____
in thethe
as capital.
the
as more
capital.
more
tomost impressive buildings in capital.
4 Extending the discussion: ee) The
e) The
e) and
state
Thestate
The morehas
state
state
has
has pledged
people
has pledged
pledged
moveto
pledged toto
spend
spend
tospend
the
spend
more
more
more
cities.
more
money
money
money
money
on
on _____
on as
_____
on _____
_____ as more
as
more
as more
more
e) and
The
and more
state
more people
has
people move
pledged
move to to
to the
spend
the cities.
more
cities. money on as
Stella talks mainly about living in a multicultural city. Think about studying and/or and
f) more
The
and more
country
more people
and more move
people
is probably
probably to the
move
better cities.
to the cities.
known for its
its spectacular
spectacular _____
_____
● f)
f) The more people
country
and country
The is
people
is
move
move to
is probably to the
the cities.
better
better known
cities.
known for
for its spectacular _____
working in a multicultural and diverse institution. ff)
f) The
than
f) The
The
than
country
its
its natural
Thecountry
country is probably
landscapes.
probably
is probably
natural
country landscapes.
probably
better
better
better
better
known
known
known
known
for
for its
forfor
spectacular
its its
its spectacular
spectacular
spectacular
_____
_____
_____
than
than its
its natural
natural landscapes.
landscapes.
● What would be the advantages and disadvantages of working and studying in a than
than its
its natural
than
natural landscapes.
its natural
landscapes.landscapes.
4 Work
4 Work with
with your
your partner.
partner. Look
Look at
at the
the sentences
sentences in
in Exercise
Exercise 33 again.
again.
multicultural environment? Share your ideas and experiences. 4
4
4 Work with your partner. Look at the sentences in
in Exercise 33 again.
4 Work
4
Work
Are
Work
Are
Work
with
with
these
with
these
your
your
your partner.
partner.
sentences
your partner.
withsentences true
partner.
Look
true Look
for
Look
for
Look
at
your
at
your
at
thethe sentences
sentences
country?
at the sentences
sentences in
country?
the
in Exercise
Exercise
Exercise again.
Exercise 33 again.
3Are
Are
these
again.
Are sentences
these Are
these these
sentences
sentences
true
true
true
for
for your
sentences
your true
for your for yourincountry?
country?
country?
country?
again. From the
theMacmillan
Fromthe
From
From
English
MacmillanEnglish
the Macmillan
Macmillan
English
English
Dictionary (American
Dictionary
Dictionary
Dictionary
edition)
(American
(American
(American
edition)
edition)
edition)
Are these sentences true for your country? From
From the
From the Macmillan
Macmillan
the Macmillan
English
English
Macmillan English
Dictionary
Dictionary
English Dictionary
(American
(American
edition)
edition)
(American edition)
edition)
From the
City
City U
U N II TT
U N
3
3 33
33
36
36 UNIT 3 City
City
City UNIT
U I T3 3
N I T
N 3 37 33
33
33
City
U N
N III TTT
U N
U 3
3 33
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LIFE SKILLS
Developing life skills alongside language skills is an essential requirement
to meet the demands of the contemporary world.
American Inside Out Evolution has a Life Skills section in every unit. Life
Skills presents activities that require students to reflect on and discuss
the skills necessary for social and work situations in today’s world.
The Vocabulary Extra pages alternate with the

3 Vocabulary Extra 4 Writing Extra
Writing Extra pages at the end of each unit.
Section A
Section A
Vocabulary
Vocabulary Extra
Vocabulary Extra
Extra
Section
Section A
Section A
Vocabulary
LEXICAL SETSExtra
AND COLLOCATIONS WITH CITY Section A
SECTION A A DESCRIPTIVE NARRATIVE
Lexical
Lexical sets
sets and collocations with city and urban
AND
Lexical
Lexical sets and
URBAN
Lexical sets and collocations
with city
city and urban
and urban
urban
Lexical sets
sets and
and collocations
with city and urban
1 What are some of your earliest memories as a child? Tell a partner.
Lexical sets and collocations with city and urban
urban
The Writing Extra pages develop important

2 Read the narrative about a childhood memory. Does it have a happy or a sad ending?
I remember the day when I got my first pair of in-line skates.

I was about eight or nine at the time. I remember I had been
asking my parents for about a year to get me a pair, but they
Chongqing, China – the world’s fastest growing city

had said no, as they were too dangerous. Finally, when my
birthday came, I went downstairs to find a huge package on the
kitchen table.
writing skills in a variety of genres.
(1) _____ , I took off the wrapping paper and (2) _____ found that
The Vocabulary Extra pages explore key lexical

Chongqing,
Chongqing, China –– the
China the world’s
world’s fastest
fastest growing
growing city
city
Chongqing,
Chongqing, China
China –– the
the world’s
world’s fastest
fastest growing
growing city
city
Chongqing, city it contained a pair of brand-new in-line skates. (3) _____ .
Chongqing, China
China –– the
the world’s
world’s fastest
fastest growing
growing city
I put them on, went outside, (4) _____ , and skated down the
sidewalk, only to trip over the curb and fall down. Needless to
say, I landed flat on my face and started crying . A neighbor
areas such as collocations, metaphor, phrasal

ran out to pick me up as I lay (5) _____ on the ground, but I (6)
_____ remember hoping my parents hadn’t seen what happened
because they were bound to say, “I told you so.”
Eventually, however, I had to go back home, carrying the in-line skates which
verbs, etc. They provide detailed practice

were badly damaged, and (7) _____ admit what had happened. (8) _____ , they
1 Look at the pictures and think of two nouns and two didn’t tell me off, and didn’t say anything about the skates. My elbows and knees
Ny-Ålesund, Norway
Ny-Ålesund, Norway –– one
one of
of the
the northernmost
northernmost settlements
settlements in
in the
the world
world
adjectives
Ny-Ålesund, that ––would
Ny-Ålesund, Norway
Norway one of best
one of the describe settlements
the northernmost
northernmost each one.in
settlements inCompare
the
the world
world were hurt and I had bruises all over and holes in the knees of my new pants. It
1 with
Look aatpartner.
Ny-Ålesund, Norway
the – oneand
pictures of the northernmost
think of two settlements
nouns and twoin the world
adjectives didn’t stop me though, and I eventually became very good at it. I don’t know
1
1 Look
Look at
at the
the pictures
pictures and
and think
think of
of two
two nouns
nouns and
and two
two adjectives
adjectives
1 Look
1 that at the best
pictures and think of two nouns and
withtwo adjectives
activities and help promote useful dictionary

that
Look would
at describe each one.
one. Compare aaathe
partner.
1
2 Work
that at the
Lookwould
with
would
that
pictures
best
theyour
best
and
and think
describe
pictures
partner.
describe each
think
Look
each
of
one.
two
ofat
two nouns
Compare
nouns
the words
Compare
and
with
and two
intwo
with
adjectives
partner.
adjectives
box and
partner. what happened to my skates – I guess my parents gave them away, or maybe they
that would
that would best
that would best describe
describe each
each one.
one. Compare
Compare with
with aa partner.
partner.
answer thebest
would best describe
describe each
questions. each one.
one. Compare
Compare with
with aa partner.
partner. are still somewhere in my parents’ attic.
2
2 Work
Work with your
your partner.
partner. Look
Look at
at the
the words
words in
in the
the box
box and
and answer
answer
2
2 Work
Work
with
with
with your
your partner.
partner. Look
Look at
at the
the words
words in
in the
the box
box and
and answer
answer
2 the
Work
2 the
Work
questions.
with
with your
your partner.
questions. partner. Look
Look at
at the
the words
words in
in the
the box
box and
and answer
answer
the questions.
thecity hamlet megalopolis metropolis outpost
questions. 3 Replace the highlighted words and phrases in the narrative in Exercise 2 with the ones
the
the questions.
questions. satellite settlementmetropolis town village in the box (a–j).
skills.
city
city hamlet
hamlet megalopolis
megalopolis metropolis metropolis outpost outpost satellitesatellite
city
city hamlet
hamlettown megalopolis
megalopolis metropolis outpost outpost satellitesatellite
settlement
city hamlet
settlement town village
megalopolis
village metropolis outpost satellite
city
a Can hamlet
settlement
you
settlement ordertown
town megalopolis
them from themetropolis
village
village largest to the outpost
smallest? satellite
settlement
settlement town
town village a clutching f howling at the top of my lungs
ba) Can
Canyouyouthink
orderof them anvillage
example
from the of each
the largest
largest toin
theyour immediate
smallest? b must have been g one of my most vivid childhood memories is
a)
a) Can
Can you
you order
order them
them from
from largest to
the largest to the
the smallest?
smallest?
a) area?
a)
b)
b)
a)
Can
Can
Can Which
you
you
you
order
think
order
think
order
doofof you
them
them
them an live in?
from
an example
example
from
from
the
the of
the
of each to
largest
each
largest
in the
to
in
to
yoursmallest?
the
your
the
immediate area?
smallest?
immediate
smallest?
area? c pestering h proficient
b)
b) Can
Can you
you think
think of
of an
an example
example of
of each
each in
in your
your immediate area?
cb)
b) Which
Which
Can you
Which
Can
words
you do youwould
dothink
you
think
live
of an
live
of
you
in?
anin?
example
example
be more of each
of eachlikely to fiimmediate
in your
in your nd in a area?
immediate
immediate area?
area? d badly grazed i refused point-blank
Which
Which do
do you
you live
live in?
in?
c) geography
c) Which
Which words
do you
wordsyou would
textbook
live in?
would you
or
in?you be more
geography
be more likely
likely to find
magazine?
to find in
in aa geography
geography e tore j went hurtling
c) Which
c) Which do
words would
Which words live
would you you be be moremore likely
likely to find
find in
in a geography
geography
c)
textbook
c) Which
Which words
textbook or geography
words
or geography
would you
would you magazine?
be more
magazine?
be likely to
more likely to find in aaa geography
find in geography
Check your answers
textbook
textbook
textbook
or
or geography
or geography
geography in Section
magazine?
magazine?
magazine? A on thetoright.
Check
Checktextbook or
your answers geography magazine?
in Section A on thethe right. 4 Complete the blanks (1–8) in the story with these extra words and phrases (a–h), to add interest.
Check your
your answers
answers in in Section
Section A A on
on the right.
right.
3 Complete
Check
Check your the sentences
answers in with
Section Athe
on nouns
the right.or compound
Check your
your answers
answers in in Section
Section A A on
on the
the right.
right. a sheepishly e to my delight
3 nouns
Complete in Section
the sentences
sentencesB on with the right
the nouns to make
nouns collocations.
or compound
compound nouns in in
3
3 Complete
Complete the the
the sentences
sentences with with
with the the
the nounsnouns or or
or compound
compound nouns nouns
nouns in in Section
Section B
B b with my heart beating f like a rocket
3
3 Complete
Section
aComplete
Complete
Section B on
The country
B on the
thethe right
isright towith
undergoing
sentences to makethe
make collocations.
a nouns
steadyor
nouns
collocations. orprocess
compound of nouns
nouns, as in SECTION
Section
Section B B
B
3 Section
Section B
B the
on
on sentences
the right to with
make the collocations. compound in Section
Section B
B c sprawled g I could hardly contain my excitement
Section
a) towns
The B
Section B on the
and
country
on the
cities
the
right
right
isright
to
to make
grow
undergoing
to make
at an
make
collocations.
acollocations.
incredible
steady processpace.of _____
_____ ,, as as towns
towns
a)
a) The
The
a) More
country
The country
country
is
is undergoing
is undergoing
undergoing aaacollocations.
steady
steady
steady
process
process
processeaten
of
of
of _____
_____ ,, as
asthe towns
towns d distinctly h to my relief
ba) and
The cities
and moregrow at an incredible
small incredible
towns are pace.
getting up in
The country
a) and
and
and
cities
country
cities
cities
grow
growis
is undergoing
at an
undergoing
at an incredible aa steady
steadypace.
pace. process
process of of _____
_____ ,, as
as towns
towns
b) More
More and grow
and cities
cities more at
grow
surrounding at an
small
anthe
incredible
towns
incredible
capital are pace.
getting eaten
pace. eaten up up in
in the
the _____
_____ 5 You are going to write about a childhood memory, for example:
b)
b) and
b) More
More and
and
more
and grow
more at
more
small
an
small
small
towns
incredible
towns
towns arecity.
are
are
getting
pace.
getting eaten
getting eaten up up in
in the
the _____
_____
cb) surrounding
b) AMore
More andand
surrounding more
search thehas
the capital
small
capital
begun city.for
towns
city. arethegetting eaten up
Chicago-based up in
in the
the _____
mystery your first day at school or in a new house.
surrounding
surrounding more the
the small
capital
capital towns
city.
city. are getting eaten _____ ●
c) A
c) A _____ search
surrounding
_____ search the has
has begun
capital
begun for the
city.
Chicago-based mystery mystery
c) lottery
c) A
A _____
_____ winner.
surrounding search
search thehas
hascapital
begun
begun city.
for the
Chicago-based mystery mystery ● a time you got lost or got into trouble.
c) A lottery
A _____
lottery winner.
_____winner.
search has has begun
begun for for the the Chicago-based
Chicago-based mystery mystery
c)
dd) The search
is a birthday or a time you got a special gift.
is one ofthe
themost most impressive buildings in the
lottery
lottery winner.
winner. ●
The
d) The
The _____
lottery winner.
_____ is one of
one of the most impressive
most impressive
impressive buildings
buildings in the
in the capital.
capital.
d) lottery winner.
_____ is one of the
the buildings in the capital.
capital. a visit, outing, vacation, or celebration.
d) capital.
d)
e)
e)
d)
The
The
The
_____
state
_____has
state
_____
is
has one
is one
is one of
pledged
of the
pledged
of
tomost
theto spend
most
spend
impressive
more money
impressive
more
buildings
money on _____
buildings
on
in
_____ the
in the as capital.
the
as more
more
●
tomost impressive buildings in capital.
ee)
e) The
e) The
and
and
state
Thestate
The morehas
state
state
more
has
has
people
has
people
pledged
pledged
pledged
pledgedmoveto
move toto
to
spend
spend
tospend
the
spend
the
more
more
more
cities.
more
cities.
money
money
money
money
on
on _____
on as
_____
on _____
_____ as more
as more as
more
more ● a memorable meeting.
e) The
and
and state
more
more has
people
peoplepledgedmove
move to to
tospend
the
the more
cities.
cities. money on as
f) more
f) The
and and more
country
more is people
is probably move
better to the cities.
known for
for its
its spectacular
spectacular _____ the first time you did something – for example, went to the movies, the zoo, the dentist.
more people move
move to the
the cities.
The country probably better known _____ ●
f)
f) and country
The
The country people
is
is probably
probably to
better
better cities.
known
known for
for its
its spectacular
spectacular _____
_____
ff) than
f) The
than its natural
Thecountry
its natural
country is landscapes.
probably
probably
landscapes. better
better known
known forfor
its its spectacular
spectacular _____
The
than
than country
its
its natural
natural is probably
landscapes.
landscapes. better known for its spectacular _____ Write the story using vivid expressions. Give details of what happened and how you felt.
than its
than its natural
than landscapes.
its natural
natural landscapes. landscapes.
4
4 Work
Work with
with your
your partner.
partner. Look
Look at
at the
the sentences
sentences in
in Exercise
Exercise 33 again.
again. Exchange stories with your partner. Can they suggest how to make it more detailed
4
4
4 Work with
Work
Work with your
with your partner.
your partner.
partner. Look
Look at at
thethesentences
sentences in Exercise
Exercise
in Exercise 33 again.
again.
4 Are
Work these
with sentences
your true Look
for your at the sentences
country? in
4 Are
Work
Are these your partner.
sentences
withsentences
these partner.true
true
Look
for
Look
for your
your
at
at the
the sentences
sentences in
country?
country? in Exercise
Exercise 33 again. again. From the
theMacmillan English Dictionary (American edition) or vivid?
3Are
again. Are
Are these these sentences
sentences true for your true for your country?
country? Fromthe
From MacmillanEnglish
the Macmillan
English Dictionary
(American edition)
edition)
Are these
these sentences
sentences true true for
for your
your country?
From Macmillan English Dictionary (American edition)
country? From
From the
From the Macmillan
Macmillan
the Macmillan
English
English
Macmillan English
Dictionary
Dictionary
English Dictionary
(American
(American
edition)
edition)
(American edition)
edition)
From the
City U N II TT 3 33
City 3 37 33
3 3
U
U N
City
City UNIT
N I T
3 33
33 UNIT 4 49
City U N
U
U N II TT 3 33
City U N
N II TT 3 33
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IntRoduCtIon
CoMponentS ix
REVIEW Review A
There are Review Grammar Extra pages 142-145
Do you ever wear anything similar to the
clothes described? Write a detailed description
VoCAbUlARy 2 Yes! Just goes to show – there’s no
accounting for taste!
units in the Student’s

1 Complete the descriptions with the words and
of one of your favorite items of clothing. Show 3 I agree – that comment was in poor taste.
phrases in the box.
it to your partner. 4 Yes, it’s definitely an acquired taste.
GRAMMAR
4 Rewrite the sentences starting with the word 5 Yes, it’s the bitter taste of defeat!
1 Underline the correct alternative. butting in drones on and on flows
given. 6 Well, it comes as no surprise. They share the
Book. They review the

gets it across hog hunt around say
I had (1) waited / been waiting for ages. I the same wavelength same taste in practically everything!
a His name was Harry. d His car was gone.
(2) was getting / had been really bored. I didn’t Harry . Gone . 4 Choose the correct words to complete the
know how much longer I was going to wait. b Gambling was his e Nobody knew a I think Dylan can be really rude, don’t you? descriptions.
Why (3) was he taking / had he taken so long? He’s forever on conversations and it’s
new structures and

game. where he had gone.
(4) Had something terrible happened / Was
His . Where . not even as if he’s got anything interesting to
something terrible happening to him? At last I
c His losses were !
saw him.
great. b Ava is very sweet, but she does tend to
“Sorry! There’s a demonstration in town. the conversation – you know, she gets started
vocabulary taught in
Great .
Thousands of people (5) are protesting / have
on a subject and then she just forever.
protested outside City Hall. They’ve (6) closed / Write a short story about Harry’s
disappearance. Use fronting where c He’s amazing – The conversation really
been closing all the streets to traffic.”
appropriate. when we’re together. We’re always on .
“Why didn’t you call? I’ve (7) worried / been
I’ve never met anyone like him before!
the previous units.

worrying about you!” It was a busy, (1) market town. We
5 Add words and phrases from the box to soften d She’s really good in meetings. She never has
“Sorry, but I (8) hadn’t charged / haven’t been arrived at dawn. The bus station was an ugly
the statements and reflect your attitude to for words; she always knows exactly
charging my cell phone.” (2) block set in a (3) back street
towards them. what she wants to say and she so behind the main square. People were already
clearly. I wish I was like her! setting up their stalls. Music (4) from the
When was the last time you had to wait a appear believe discussion doubt
long time for somebody? Tell a partner what Do you know anyone like the people described loudspeakers of one of the trucks. It was a lively
evidence recognize seem suggest think scene, and behind it all, the (5) view of the
happened. above? Tell a partner about them.
Andes (6) above the town.
2 Work with your partner. Read the pairs of a City life is dangerous. 2 Complete the sentences with the correct form 1 a homey b bustling c bobbing
sentences. Explain the difference in meaning It is widely recognized that life in some cities of the words in parentheses. 2 a concrete b tacky c batter
between them. can be very dangerous. a That was probably the greatest of my 3 a haphazard b in-your-face c grubby
a 1 I don’t particularly want to go. b There are no job opportunities in small towns. whole life. (achieve) 4 a sped off b blared out c chugged
2 I particularly don’t want to go. c Capital cities are the best places to build a b He tackled the problem with and . 5 a exquisite b awe-inspiring c reverie
b 1 John’s only got his telephone number. career. (competent / efficient) 6 a thriving b thrusting c soaring
2 Only John’s got his telephone number. d Quality of life is more important than money. c I don’t think she’s particularly of other
c 1 I did my work quickly and got ready to go. e Life in a small town is boring. people’s feelings. (consider) PRonUnCiATion
2 I did my work and quickly got ready to go. Work with your partner. Discuss your d I get an enormous amount of out of my
d 1 Personally, I don’t think he’ll apologize. family. (satisfy) 1 look at some words from Units 1–3. Say the
statements.
words and add them to the table.
2 I don’t think he’ll apologize personally. e She’s a very worker and a
e 1 For a minute I didn’t believe him. 6 Match the sentence halves. addition to the workforce. (skills / value)
2 I didn’t believe him for a minute. a Never had she 1
understand how f Reaching the top of the mountain gave me an animated atmosphere awe-inspiring
b Only then did I strongly I felt. efficiency evocative exquisite fulfillment
f 1 Just Sam and I went for a drink. incredibly intense feeling of . (fulfill)
c Not only was she 2 say as I took her frustrating haphazard hilarious historical
2 Sam and I just went for a drink. 3 Match each sentence (a–f) with a response (1–6). intricate meaningful reverie
d Not a word did she hand.
3 Write the phrases in the correct order. a Have you seen Tim’s new hairstyle? satisfying stimulating
e Never again would I 3 looked so beautiful.
a beautiful / with a delicate / shirt / floral 4 my best friend, she b This coffee is really strong!
pattern / silk / A was also the love of c Ann hasn’t called me for two days! Do you
b coat / A / made of 100% / warm / lamb’s wool / think she’s mad at me? A: b: C: D:
my life.
winter 5 ask such an d He should really apologize.
animated
c A / old pair of / shoes / covered in mud / important question. e It’s great to see the boys playing so well together.
PRONUNCIATION
scruffy / running f What’s up with José? He looks glum.
What do you think the question was? Discuss
d bought / leather / Knee-high / that my 2 Underline the stressed syllables.
with your partner. Write three more sentences 1 No, she’s just giving you a taste of your own
mother / for me / boots / in Italy to continue the story. 1.29 listen, check, and repeat.
medicine.
38
38 REVIEW A REVIEW A 39
Pronunciation work on
particular areas of sound,
stress, and intonation is
integrated into every unit.
The Additional Material section
Additional
Material includes pairwork activities as
Unit 1 Speaking & Listening (page 12)
Read the information and act out a telephone conversation.
well as answers to quizzes and
Group A
Suzi
Last night, you and your boyfriend decided to
go to the movie theater tonight to see a movie
Group B
Brian
You and your girlfriend had talked about going
to see a movie tonight, but you’ve been having
activities from the units.
you both really wanted to see. Tonight is the last a hard time at work lately and you just want to
night it’s showing. He’s already canceled once stay home alone. You and your girlfriend can
because of work. You’re not too sure about your go out another time when you’re not so tired.
relationship right now. You think there must be It’s not that you don’t want to see her, it’s just
something worrying him, but he refuses to talk that you know you wouldn’t be good company
about it. You’re going to call your boyfriend to tonight. Your girlfriend will be calling you soon.
make arrangements to meet up. Think about Think about what you’re going to say to her and
what you’re going to say to him and the language the language you’re going to use.
you’re going to use.
Unit 2 Speaking (page 18) Unit 2 Listening (page 24)

Answers Anne: Thailand
a refried beans: Max c a bar of dark chocolate: Janet Kim: Japan
b cauliflower: Julia d nuts: Brad Bill: Hungary
Steve: Mexico
Unit 2 Reading (page 20)

Group B
Read text B and make notes about what changed in terms of …
a the interior of the restaurant. b the staff and customers. c the menu and food.
TEXT B
I entered with trepidation. Whereas the ambience before 20 By this point I was starving, so decided to stay for the
had exuded class and sophistication, the new décor meal. I asked if I could eat on the same balcony, but it was
screamed poor taste. Paper tablecloths hid plastic tables, no longer open to the public. So I selected what seemed
Christmas lights were strung from the ceiling, and in the like the quietest corner and perused the menu. Gone was
5 corner had been set up a makeshift DJ booth. There were the gourmet Cuban cuisine, replaced with a selection of
certainly more people, mostly young tourists by the look 25 ‘international’ favorites you could find at most American
of it, at ease in the scruffy hostel-like atmosphere. I made diners. I opted for the Cubano sandwich, plantain chips,
my way to the counter where a young woman was taking and a lemonade – the most Cuban items I could find on the
GRAMMAR EXTRA
orders and chatting to customers. menu. I won’t describe it in much detail here as it really was
10 She must have noticed that I seemed uneasy, and asked unremarkable – fine for what it was, but certainly not worth
if I’d been here before. I explained that I had, but many 30 the pounding headache ringing in my ears.
years prior, and was surprised by the difference. She I decided to skip the dessert and went to pay the bill,
laughed kindly and agreed that the restaurant had shocked to find that the cost was more than my entire feast
The Grammar Extra pages at

changed, in large part due to the internet and young on my last visit. Luckily, they now take credit cards, so I
15 backpacking tourists. They hadn’t been able to keep up could at least cover the bill. I quickly thanked my host and
with competitors and decided to change tack. It turns 35 made a hurried exit to find a cab. Sitting in the back seat on
out she was the daughter of the previous owner and still the ride home, I felt a deep sense of nostalgia; I wondered
remembered the ‘old days’ as she called them, much to if it was just me getting old, or whether truly unique dining
the back of the Student’s Book

my chagrin. experiences were vanishing in this age of online connectivity.
136 ADDITIONAL MATERIAL

136
provide extended explanations

and further practice.
Grammar
Extra
Unit 1 Position of adverbials. Aspect Unit 1 Exercises
Part 1: Position of adverbials meaning of a sentence: Maria only speaks Spanish. (she 1 Put the phrases in the correct order to form 2 Complete the short conversations with the
An adverbial can be a word (sometimes, actually) or a doesn’t speak any other languages) as opposed to Only sentences. More than one order is possible. correct form of the verb in parentheses.
phrase (in due course, on TV). Adverbials are generally Maria speaks Spanish. (nobody else speaks Spanish) Choose the one you think sounds most natural. a A: Where (1 you/be)? I (2 wait)
used to provide additional information about a verb, an a I / watch TV / always / before going to bed /
Now do Exercise 1. here for hours!
adjective, or the sentence as a whole.
for half an hour B: Don’t exaggerate! I bet you (3 just/
Adverbs of frequency are usually used between the Part 2: Aspect
auxiliary verb (when there is one) and the main verb: b I / worked late / last week / every night / at arrive). Jack said he talked to you half an
The perfect aspect the office
We don’t always make up after a fight. hour ago and that you (4 just/get)
Perfect verb forms are used to look back at an action, or c I / love reading a good book / more than off the bus!
Adverbs which express possibility and probability are
series of actions, that took place (or will take place) before a
normally used between the auxiliary and the main verb anything else / frankly b A: How long (5 you/live) in this
given point in time: He hasn’t spoken to her for three days.
in the affirmative: We’ll probably see you tomorrow. d I / won’t do anything special / probably / apartment? It (6 must/be) a long
But they are often positioned before the auxiliary in the The progressive aspect
Progressive forms are used to describe an action, or tonight time.
negative: We probably won’t see you tomorrow.
series of actions, in progress at (or around) a given point e I / wish I had more time / on weekends / B: Yes, this time next week, we (7 be)
Adverbs of manner and indefinite time can also be
in time: She was attending an important meeting when I sometimes / to do fun things here for five years.
used between the auxiliary and main verbs: We quickly
called, so I couldn’t talk to her. f I / dislike loud music / particularly / in public A: And when (8 you/move) out?
finished our lunch. / We’ll finally meet the deadline!
The perfect progressive aspect places
Adverbs such as apparently, presumably, frankly, which B: At the end of the month. We (9
comment on the sentence as a whole, usually go at the The two aspects can be combined to form perfect g I’ll / have time / to play more sports / move) into the new apartment on July 1.
beginning of the sentence: Frankly, I’ve had enough of progressive forms. Perfect progressive forms generally
emphasize the length of time an action has been in
probably / once I finish my exams We’ll be sad to go.
the situation. But they can also be used at the end: I’ve h I / know I / I’m / eat / in a hurry / always / too
had enough of the situation, frankly. progress, or the fact that it has only recently stopped. Practice reading the exchanges with your
He’d been waiting a long time and he was getting very quickly / but partner.
Changes in position and meaning: most adverbials are
frustrated. Wasn’t anybody going to help him?
very flexible and can be used in any of the three positions. Are these sentences true for you? If not,
However, sometimes a change in position can change the Now do Exercise 2. change them so that they are. Then compare
your sentences with a partner.
Unit 2 Noun phrases. Describing nouns and order of adjectives. Fronting
Part 1: Noun phrases. Describing nouns and order of adjectives Unit 2 Exercises
In addition to the noun, a noun phrase may contain a determiner and extra details describing the noun: 1 Write the sentences in the correct order. 2 Rewrite the sentences starting with the words
a rust / bike / A / old / covered / in / battered in bold.
Determiner Pre-modification Head Post-modification
b great / soundtrack / thriller / An / with / a / a The curtains came down on her last act.
articles adjectives main noun prepositional phrases
action-packed
possessive adjectives nouns relative clauses b Her long blond locks were gone.
c a / man / story / no / home / with / about / A
quantifiers, etc. compound nouns reduced relative clauses
/ moving
A cup of black espresso coffee with two or three sugars. d high-heeled / wear / black / to / work / I / A / c There was a special light in her eyes.
The Lebanese restaurant your cousin recommended. shoes / pair / of
When there are two or more adjectives before the noun, they usually follow a certain pattern. Opinion adjectives always e world / sandwich / bar / coffee / best / Italian d Her youthful beauty was still intact.
come before adjectives that describe facts. Other adjectives follow the order below. / An / the / that / espresso / makes / in / the
f Asian / dishes / new / serving / a / restaurant e Applause rang loudly through the theater.
size other qualities age shape, pattern, color origin material type
/ range / seafood / of / A / wide
For example, delicious fresh black Italian espresso coffee f There was nobody else on the stage with her
Now write three complex noun phrases
describing a) one of your favorite possessions, as she took her last bow.
Now do Exercise 1.
b) a book or movie you’ve enjoyed, or c) a
Part 2: Fronting Fronting questions: when you front a reported question place where you’ve eaten recently. g Nobody knew what would become of her now.
Fronting = to start a sentence with something other there is no inversion: What they were doing there, we
than the subject and the verb. Fronting is often used in did not know. The fronted question follows the normal Compare your sentences with your partner. Do
word order pattern for indirect questions (question word, you have similar tastes? Look at the sentences again. They all come
journalism and literature for dramatic effect or emphasis: from the same text. What kind of text is it?
subject, verb): Why he had come, I could only guess.
Here comes John … What is the event being described in the text?
Notice the use of the comma after the fronted question.
Inversion: when you bring an object, complement, or
adverb to the beginning of the sentence, you often Now do Exercise 2.
reverse the order of the subject and the verb: Damien
was his name.
142
142 GRAMMAR EXTRA GRAMMAR EXTRA 143
x CoMponentS
The Workbook provides a
review of all the main points in
the Student’s Book, plus extra
listening practice, pronunciation
work, and a writing program.
• The Digital Student’s Book is a

version of the Student’s Book in digital.
It includes all the student’s pages
plus the audio tracks for the listening
activities. It can be accessed online and
offline on computers and tablets.
• The Digital Workbook is a version
of the Workbook in digital. It includes
all the workbook pages plus the audio
tracks for the listening activities. It
can be accessed online and offline on
computers and tablets.
• A free app gives students the
opportunity for extra classroom
practice on the move.
• The companion website
www.macmillan.com.br/
americaninsideoutevolution contains
information about the course, its
authors, and access to resources.
IntRoduCtIon
CoMponentS xi
For the Teacher
Teacher’s Edition Class CD set
The Class CDs contain:
The Teacher’s Edition contains: • The dialogues and listening activities from the
Student’s Book
• Pronunciation activities
An Introduction Practical Methodology
• Recordings of the reading texts
n do Brasil - C.N.P.J 74.47

Educatio 9.577/
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Reference (CEFR) checklists answer keys
Part
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American
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Am
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04
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Não
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• The Teacher’s Presentation Kit contains the Student’s Digital Book

with audio and answers, and tools that can be used with an Interactive
Whiteboard or Data Projector.
• The Test Generator is a tool for teachers to edit their own tests.
• The Extra Resources are links to tests and a bank of extra
photocopiable grammar, vocabulary, and communicative activities.
• The companion website www.macmillan.com.br/americaninside
outevolution contains information about the course, its authors, and
access to resources.
xii CoMponentS
Practical Methodology
Teaching Advanced Students
A student who has reached the Advanced level is, by definition, a successful language
learner. According to the Common European Framework (CEFR), he or she is now a
proficient user of the language and, having moved off the so-called “intermediate
plateau,” is thus distinguished from an independent user (levels B1 and B2). The CEFR
descriptor for C1 is a useful summary of what a student at this level should be capable of:
Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/
herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly
and effectively for social, academic, and professional purposes. Can produce clear, well-structured, detailed text
on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devices.*
This level of competence may have been arrived at through prolonged instruction or prolonged exposure, or
a mixture of both. Needs will vary. Some advanced learners will be extremely fluent but need to tighten up
on accuracy, especially in written work. Others will demonstrate excellent grammatical accuracy but require
coaching on how to make their English sound more fluent, natural, or idiomatic. One thing is certain, they will all
share a desire to continue improving, and, above all, not “lose their English,” an unfounded but understandable
fear, given the time and effort they have put in to become advanced learners in the first place.
In American Inside Out Evolution Advanced we’ve tried to balance the natural inclination to race ahead and learn
more and more “brand-new” language with an analytical approach, which encourages students to notice more
complex aspects of language they already “know.” We believe that time spent learning more about “half-known”
words – things such as collocation, range, connotation, and register – can help iron out any residual problems
students may have without compromising a sense of progress and forward momentum.
In common with all the teaching materials in the American Inside Out Evolution series, there’s a relentless focus
on meaning. In particular, the aim is to help students make their own meanings in ever more communicatively
competent and socially acceptable ways. This is built into every stage of the learning process. It’s the core
feature of Inside Out which helps students maintain their enthusiasm and motivation.
Right from the start Your classroom might be the only exposure to
English that students get. Make that exposure as
Every teacher has their own way of setting up their rich as you can by decorating the walls with maps
classroom, interacting with their students, and and posters. Have several monolingual dictionaries
conducting their lessons. Here are a few things that available to refer to – a class set if possible. Also, try
we’ve found useful to bear in mind. to have a selection of English books, newspapers, and
magazines lying around that students can pick up
The right environment and browse before and after lessons. Here are some
further ideas:
It’s important to do everything you can to create a
• Institute the “Class Scribe” idea. One student in
supportive learning environment. Start by memorizing
the class is given the role of recording any new
every student’s name and learn as much information
language that comes up during the lesson that isn’t
as you can about them. Make sure students learn each
necessarily the target language of that lesson. This
other’s names too and that they all get to know things unique record is then kept in a folder in the class and
about each other early on. provides the teacher with valuable data for revision
Make sure you find time to chat with individual activities. The role of class scribe is rotated so that
students or small informal groups of students before each student gets a turn at being responsible for
recording the lesson. This shared responsibility can
or after class. More formally, it’s a good idea to devote
help promote positive group dynamics.
at least one lesson per term to counsel your students
individually and discuss their progress.
* Council of Europe, 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment p. 24.
PRACTICAL METHODOLOGY xiii

• Promote extensive reading. There’s a large selection time in the lessons alone. Always assign homework, even
of readers available at the upper intermediate/ if it’s just reading a chapter from a reader, and make
advanced level: both simplified classics and original homework feedback or correction a part of the lesson.
stories. Ask the students to always bring their
reader to the lesson and occasionally set aside a
ten-minute slot for them to talk about what they’re
reading. Alternatively, just devote ten minutes to
The top 10 activities for
silent reading. Most advanced students will feel advanced students
confident enough to tackle unsimplified, original These tried and trusted activities can be used as
versions. This is fine, but make sure the students
lead-ins, warmers, fillers, pair-forming activities, or
understand that it’s much better to read and enjoy
for reviewing and recycling. Most of them require
ten easy books than struggle through one difficult
very little or no preparation and can be adapted to
one. Get your students hooked on books!
cover a wide variety of different language points. The
• Promote content-rich websites in English, emphasis is on vocabulary review, as we all know that
particularly news sites such as ESPN. Encourage
it’s only through repeated, systematic exposure to
them to sign up for free newsletters or blogs in
new words and expressions that students are likely to
areas that are of interest to them. The amount of
transform “input” into “intake.” You may be familiar
free information in English that is available on the
internet is virtually infinite. with some of the ideas and others may be new. In any
event, we hope they provide a useful extension to
your teaching repertoire. They certainly get used and
The right learning skills re-used in our own classrooms!
Students will always benefit from help with learning It’s always useful to have a stock of small white cards
strategies. Here are some thoughts: and access to a collection of pictures. Magazine
• Encourage students to ask questions about pictures are ideal, and can be filed in alphabetical
language. If you have created the right atmosphere order according to topics.
in your classroom, then students will be more likely
to take an active approach in their own learning
and this is important. Students should never feel 1 Board bingo
intimidated about asking questions.
Aim
• Spend time encouraging students to experiment
with how they record words and phrases from the This activity is good for reviewing any type of
lesson. Make sure they note the part of speech – vocabulary.
verb, noun, adjective, etc. Tell them to find a way of
noting the pronunciation of the word, either using Preparation
phonetic script or by developing their own system.
Ask them to write complete personalized sentences Write down twelve to fifteen words you want to review
putting the new word or phrase in a real context on the board. They could be words from last lesson,
and thereby making it more memorable. words from the unit you’ve just finished, or a random
selection of words covering the whole term.
• A dictionary is a very important language learning
tool and most students will have one. Usually
students prefer a bilingual dictionary, but at Procedure
advanced level they need to invest in a good • Ask the students to choose five of the words and
advanced monolingual dictionary. The Vocabulary write them down. When they’ve done that, tell the
Extra pages at the end of units 1, 3, 5, 7, 9, and 11 students that you’re going to read aloud dictionary
in American Inside Out Evolution Advanced have definitions of the words in random order and that
been designed to give students valuable dictionary they should cross out their words if they think they
practice and make them aware of all the useful hear the definition. When they’ve crossed out all
“extra” information that is available in a good five words, they shout Bingo! Make sure you keep a
monolingual dictionary. record of the word definitions you call out so that
you can check the students’ answers.
The right amount of practice • If you teach a monolingual class, you could read aloud
a translation of each word rather than an English
In our experience, the most successful lessons consist
definition. Alternatively, you could turn it into a
of a manageable amount of new input, and then a lot pronunciation exercise by working on the recognition
of meaningful practice. For this reason, we’ve tried to of phonetic script. Hold up cards with phonetic
provide maximum practice activities in American Inside transcriptions of the words in random order. Students
Out Evolution, both in the Student’s Book and in the cross out their words if they think they’ve seen the
other supporting components. But there is never enough corresponding phonetic transcription.
xiv PRACTICAL METHODOLOGY

2 My criteria 3 Category dictation
Aim Aim
This activity can be used to review almost any This activity can be adapted to review almost any
vocabulary. vocabulary. It can also be used to review certain
pronunciation and grammar points.
Preparation
Choose up to ten words that you want to review. You
Preparation
might want to start with recognizable lexical sets and Choose the language you want to review and devise a
then move onto groups of random words. way of categorizing it into two or more categories.
Procedure Procedure
• Write the words on the board in no particular • Write the category headings on the board and ask
order. Put the students in pairs or small groups. the students to copy them onto a piece of paper.
The activity consists of writing out the words in a Two simple categories is usually best. More than
specific order according to a particular criterion of four can get complicated. Then dictate the words
the students’ choosing. Each pair or group keeps (10–12 maximum) slowly and clearly, and ask
their criterion secret. They then give their list to the students to write them down in the correct
another pair or group who have to figure out what category.
they think the criterion is. For example, you might want to review names of
For example, let’s say you want to review words different crimes from Vocabulary Exercise 1 on
for different types of shoes from Unit 10. You write page 82. So, write the following on the board and
eight items on the board: e.g. Birkenstocks®, flip- ask the students to copy it down.
flops, pumps, slippers, slip-ons, stilettos, sneakers.
prison fine
The students then rearrange the list according
to criteria that they have thought of. The criteria
can be anything from “alphabetical order”: i.e.
1 Birkenstocks®, 2 flip-flops, 3 pumps, etc., to • Then dictate some crimes, e.g. manslaughter,
“useful”: i.e. 1 sneakers, 2 slip-ons, 3 slippers, etc. speeding, arson, burglary, embezzlement, libel, etc.
• Sometimes the criteria clearly suggest only one The students write down the words in the correct
possible order (i.e. “alphabetical order”). If the category, according to how severe they think the
criterion is “useful,” then the order of items might crime is. When you’ve dictated ten or twelve words,
be open to debate. This is fine and can lead to some ask students to compare their lists. When they’ve
interesting discussion. To get the students used to done this, ask them to call out their answers and
this activity, in the first instance you might want write them on the board in the correct category, so
to give them different criteria to choose from. that they can check the spelling. In this particular
Here are some more possible criteria for shoes: case, students may not know the “right” answer,
expensive, fashionable, easy to find in stores, shoes i.e. whether the crime requires a custodial sentence
I wouldn’t be seen dead in. Alternatively, you might or not. This doesn’t matter, as you could ask them
want to give them just one criterion (one where the to categorize the words according to their own
order is not obvious), and see if each group comes opinion.
up with the same order. • Here are some more ideas for categories:
• Here are some more ideas for lexical sets and 1 Review countable and uncountable nouns.
criteria: (Unit 5, page 57)
1 Stories (Unit 4, page 43) Suggested categories: countable or uncountable.
Possible criteria: long, interesting, spoken/written, 2 Review US/UK spellings. (Unit 5, page 59)
child/adult. Suggested categories: same or different. Read
out same-sounding words, i.e. center, labor, color,
2 Phrasal verbs (Unit 9, page 101)
gray, blue, etc., and students put the words in the
Possible criteria: frequent, useful, largest number appropriate column according to whether there is a
of meanings, most idiomatic. difference in spelling.
3 New words (Unit 11, page 123) 3 Review collocations with mind. (Unit 6, page 67)
Suggested categories: used as a verb or used as a
Possible criteria: strange, useful to me, difficult to
noun.
understand, likely to endure.
PRACTICAL METHODOLOGY xv
4 Whose dialogue? 5 Random letters
Aim Aim
To imagine what people in pictures are saying to one This activity is good for reviewing any type of
another and to write a short dialogue. vocabulary.
Preparation Preparation
You will need a selection of eight to ten magazine None
pictures. Each picture should show two people who
could be talking to one another. Try to get pictures of Procedure
as widely varying contexts as possible.
• Ask the students to call out any seven letters from
the alphabet. (It doesn’t have to be seven letters:
Procedure anything between seven and twelve is fine.) Write
• Divide the students into pairs or small groups. the letters scattered on the board.
Display the pictures on the board, on the wall, or
on the floor where everybody can see them. Ask
each pair or group to secretly choose a picture, but B L
without pointing or touching it. The students then
write a short dialogue between the people in the S
picture they’ve chosen. When they’ve done that, T C
ask them to act out their dialogue to the other
A
members of the class without indicating which
W
picture it’s based on. The other students guess
which picture the dialogue goes with.
• This activity is particularly suited to reviewing
some of the functional language from the Language • Then ask the students in pairs to think of a word
for Life sections in the Student’s Book. You could beginning with each letter on the board. The
write six or more useful phrases on the board and most obvious criterion is to review words from a
tell the students that their dialogues must include specific lexical set that you have taught recently.
at least one (or two, or three) of them. The useful Alternatively, you could simply ask them for words
phrases could be part of a recognizable set (e.g. they’ve written down in class over the past two
Unit 5, page 58: Could you give me a discount?, I’m weeks.
afraid it’s still above my price range., Is that your
• Another possibility would be to find the most
best price?, etc.). Alternatively, they could just be
interesting words they can from the Student’s Book
random (e.g. What a relief!, What I like about this is …,
unit that you’ve just finished. If the lexical set you
Would you mind lending me ten dollars?, etc.).
want them to review is particularly rich, you could
• Alternatively, you could choose any ten to twelve ask the students to think of as many words for each
words you want to review and put them on the letter as they can in, say, three minutes: make it
board. Then tell the students that they must into a contest to find the most words.
include at least three (or four, or five) of the words
• There are lots of possible variations using different
in their dialogues.
criteria for words from the letters on the board.
Here are a few:
1 Use the same criterion as above, but ask the
students to think of words ending with the letter
on the board.
2 Ask the students to write only nouns or
adjectives or irregular verbs or some other part
of speech.
3 Ask the students to write only words with three
syllables or words with the same vowel sounds.
4 Ask students to write only words that start with
the same letter in their own language or only
words that start with a different letter.
xvi PRACTICAL METHODOLOGY

6 Five favorites 7 Crosswords
Aim Aim
This activity is good for reviewing any words learned This activity is good for reviewing lexical sets and can
recently. help with spelling.
Preparation Preparation
None Choose a lexical set you want to review. For example:
adjectives to describe conversations (Unit 1); different
Procedure types of stories (Unit 4); words on the topic of the law
(Unit 8), etc.
• Students look back through their class notes for
the last two weeks and select from the words
they’ve recorded five words that they think are Procedure
particularly useful. They compare their list with a • Students work in pairs. They’ll need a piece of
partner and together they produce a common list paper, preferably graph paper with squares on.
of five words from the combined list of ten. To do
this they’ll have to argue for and against words • Choose a topic, for example, crimes.
on the combined list until they are both satisfied • Student A writes “Across” words, and Student B
that they have the most useful five. If you wanted writes “Down” words.
to continue the activity, you could then have each
pair join up with another pair as a group of four • It’s a good idea to provide the first word across, and
and repeat the procedure. Depending on the size make sure that it’s a long one (e.g. manslaughter).
of your class, you might continue until you had Student B then adds another crime word down the
established a list of “five favorites” for the whole paper from top to bottom. This word must intersect
class. with the crime word written across the page.
• The value of this activity lies in the students • Student A then writes another crime word across
looking back through their notes, choosing the that intersects with the word Student B has written
words, and then arguing for them to be part of the down. Students continue taking turns writing in
combined list. The whole procedure gives them their words.
valuable repeat exposure to words recently learned.
• A possible extension activity after each pair has
formed their common list of five words is to collect
the lists and redistribute them so that each pair
has a different list. The pairs then write a dialogue
or short story incorporating the five words they
have on the list they’ve just received. You could
then ask them to read aloud their dialogues or
stories and the other students guess what the five
listed words were.
• Students build up a crossword until they can’t think

of any more crime words. (You could make it into a
game by saying that the last person to write a crime
word is the winner.) Note that students must leave
at least one empty square between each word – this
is why it’s better and clearer to use squared paper.
PRACTICAL METHODOLOGY xvii

8 Which one doesn’t 9 Making sentences
belong? Aim
Aim This activity is good for reviewing any type of
vocabulary. It works best if the words are a fairly
This activity can be used to review almost any language.
random selection and not part of a tight lexical set.
Preparation
Preparation
Think of the vocabulary, pronunciation, or grammar
point you want to review. Choose twelve words you want to review and write
them in a circle (like a clock face) on the board.
Procedure
• Write five words on the board and ask students
Procedure
which one doesn’t belong. The students then • Students work in pairs. They choose two or more of
explain why. This usually relates to the meaning of the words and try to make a sentence with them.
the word.
Example sentences:
in debt thrifty overdrawn broke in the red The music is always blaring out of my
brother’s tacky stereo.
• Here thrifty doesn’t belong because it means
being careful with money, whereas the other words The allegations made by my neurologist were
describe not being careful with money. ridiculed in court by the attorney .
• You can use this format to practice and review all
As he sat on the jetty in his flip-flops gazing out
sorts of things. The criterion doesn’t always have to
be meaning. Here are some examples: at the ships moored in the bay, he decided that life
wasn’t so dreary after all.
1 For American versus British English:
sidewalk / curtains / diaper / candy / windshield
curtains doesn’t belong because it’s the British
English for drapes.
2 For pronunciation stress:
telepathy / technology / phenomena / subordinate
/ entertainment
entertainment doesn’t belong because the stress
is on the third syllable. The other words have the
stress on the second syllable.
3 For connotation:
slim / trim / skinny / lean / slender
skinny doesn’t belong because it has a negative
connotation. The other words are all positive ways
of describing somebody’s build. • The students then read aloud their sentences
and you connect the words they have used on the
4 For collocation: do or make board. You can correct the grammar as necessary
sense / love / fun / business / war or you can make it more difficult for the students
business doesn’t belong because you use do. For by only accepting grammatically correct sentences.
the others you can use make. (You could make it into a game by saying that the
pair who form the sentence including the highest
5 For grammar: number of words on the board is the winner.) It
advice / furniture / equipment / information / doesn’t matter how bizarre the sentences are, the
business important thing is that students spend time looking
business doesn’t belong because it can be at and remembering the vocabulary.
countable. All of the other words are always
uncountable.
• You should tell the students what the criterion is, for
example “think about connotation” or “think about
the spelling.” To make the activity a little more
challenging, instead of writing the words on the
board, you can dictate them. As a follow-up, ask the
students to write their own words that don’t belong.
xviii PRACTICAL METHODOLOGY

10 Spell check organized. Anecdotes give students a chance to get to
grips with how discourse is organized. We have found
Aim the following strategies helpful in getting our students
to tell their anecdotes.
To review any vocabulary and focus particularly on
spelling.
1 Choose global topics that
Preparation everybody can relate to
Choose the words you want to review. They can be One of the main objectives of an anecdote is to
lexical sets or words at random. Eight to ten words is encourage students to experiment with and hopefully
best. grow more competent at using language at the more
demanding end of their range. It therefore seems
Procedure only fair to ask them to talk about subjects they
There are various different ways you can approach know something about. With familiar subject matter,
this, but the following four ways seem to work best: students can concentrate on how they’re speaking
as well as what they’re speaking about. The five
1 The missing letter anecdote topics in American Inside Out Evolution
Students work in pairs. Write up the words with a Advanced have been carefully selected to appeal to
letter missing from each one, e.g. acommodations, the widest range of students, while at the same time
commited, embarass, etc. The students have to fitting into the context of the unit.
decide which is the missing letter in each case and
rewrite the word correctly. Then give a definition. Unit 2 Eating out
2 The extra letter Unit 4 Telling a story
Students work in pairs. Write up the words with
Unit 5 A purchase you made
an extra letter in each one, e.g. occassionally,
reccommend, etc. The students have to decide Unit 9 A time you stayed up all night
which is the extra letter in each case and rewrite
Unit 10 A walk you have been on
the word correctly. Then give a definition.
As soon as you have gotten to know your students
3 The wrong letter
well enough, you’ll be able to choose other anecdote
Students work in pairs. Write up the words with a
topics suited to their particular interests and
wrong letter in each one, e.g. sckedule, seperate,
experiences.
existance, etc. The students have to decide which is
the wrong letter in each case and rewrite the word
correctly. Then give a definition. 2 Allow sufficient preparation time
4 Anagrams Students need time to assemble their thoughts and
Students work in pairs. Write up the words as think about the language they’ll need. The anecdotes
anagrams. The students have to unscramble the are set up through evocative questions. Students read
anagram and rewrite the word correctly. This is or listen to a planned series of questions and choose
the most challenging version of “Spell check,” so what specifically they’ll talk about; shy students can
it’s best to give the students a clue, for example: avoid matters they feel are too personal. This student
“these are all ways of describing settlements,” preparation is a key stage and should not be rushed.
e.g. nowt, letham, pletroomis, etc. (town, hamlet, Research, by Peter Skehan and Pauline Foster among
metropolis). Then give a definition. others, has shown that learners who plan for tasks
attempt more ambitious and complex language,
hesitate less, and make fewer basic errors.
Anecdote tasks
The simplest way to prepare students for an anecdote
American Inside Out Evolution Advanced includes a
is to ask them to read the list of questions in the
number of extended speaking tasks, where students
book and decide which they want to talk about. This
tackle a longer piece of discourse. We’ve called these
could be done during class time or as homework
“anecdotes.” They are based on personal issues, for
preparation for the following class. Ask them to think
instance, memories, stories, people you know. When
about the language they’ll need. Encourage them to
you learn a musical instrument, you can’t spend all
use dictionaries and make notes – but not to write out
your time playing scales and exercises: you also need
what they’ll actually say. Finally, put them into pairs
to learn whole pieces in order to see how music is
to exchange anecdotes.
PRACTICAL METHODOLOGY xix

A variation is to ask the students to read the 5 Repeat the same anecdote with
questions in the book while, at the same time,
listening to you read them aloud. Then ask them to
a new partner at regular intervals
prepare in detail for the task, as above. Consider going back to anecdotes and repeating them
in later classes. Let the students know that you’re
Alternatively, ask the students to close their books
going to do this. This will reassure them that you’re
– and then to close their eyes. Ask them to listen to
doing it on purpose, but more importantly, it will mean
the questions as you read them aloud and think about
that they’ll be more motivated to dedicate some time
what they evoke. Some classes will find this a more
and thought to preparation. When you repeat the task,
involving process. It also allows you to adapt the
mix the class so that each student works with a new
questions to your class: adding new ones or leaving
partner, i.e. one who has not previously heard the
out ones you think inappropriate. After the reading,
anecdote.
give them enough time to finalize their preparation
before starting the speaking task. In our experience, most students are happy to listen
to their partner’s anecdotes. If, however, any of your
students are reluctant listeners, you might think
3 Monitor students and give about giving them some sort of “listening task.” Here
feedback are three examples:
It’s important for students to feel that their efforts • Ask the listener to check the prompt questions
are being monitored by the teacher. Realistically, it’s that the anecdote teller answers while telling the
probably only possible for a teacher to monitor and anecdote.
give feedback to one or two pairs of students during • Ask the listener to time the anecdote teller. In
each anecdote activity. It’s therefore vital that the Teaching Collocations (page 91) Michael Lewis
teacher adopts a strict rota system, and makes suggests reducing the time allowed to deliver the
sure that everyone in the class is monitored over anecdote each time it’s repeated: for example, in
the course of a term. Constructive feedback helps the first instance the student has five minutes; for
students improve their delivery. the second telling they have four minutes; and the
third three minutes.
4 Provide a “model anecdote” • Ask the listener to take brief notes about the
anecdote and write them up as a summary for
It’s always useful for the students to hear a model homework. Then give the summary to the anecdote
anecdote at some stage during the anecdote task teller to check.
cycle. The most obvious model is you, the teacher.
The pedagogic value of getting students to re-tell
Students will enjoy hearing real stories from your
anecdotes – repeat a “big chunk” of spoken discourse
own life experience. Alternatively, you might ask a
– cannot be over-stated. Repeating complex tasks
teaching colleague or friend to talk to the students,
reflects real interactions. We all have our set pieces:
or record one of them telling an anecdote and play it
jokes, stories. And we tend to refine and improve
back in class.
them as we retell them. Many students will appreciate
the opportunity to do the same thing in their second
language. Research by Martin Bygate, among others,
has shown that given this opportunity students
become more adventurous and at the same time more
precise in the language they use.
xx PRACTICAL METHODOLOGY
Key concepts in American
Inside Out Evolution
The following excerpts are from An A–Z of ELT by
Scott Thornbury (Macmillan Books for Teachers,
2006). They give clear, authoritative definitions and
explanations of some of the most important concepts
in American Inside Out Evolution.
Contents Scott Thornbury

• classroom interaction
• collocation
classroom interaction
• communicative activity methodology
• context Classroom interaction is the general term for what
goes on between the people in the classroom,
• drill
particularly when it involves language. In traditional
• dynamics: group, classroom classrooms, most interaction is initiated by the
• fluency teacher, and learners either respond individually, or
in unison. Teacher-centered interaction of this kind
• focus on form
is associated with transmissive teaching, such as a
• function lecture or presentation, where the teacher transmits
• grammar teaching the content of the lesson to the learners. In order
to increase the amount of student involvement and
• learner-centered instruction, learner- interaction, teacher–learner interaction is often
centeredness
combined with pairwork and groupwork, where
• learning style learners interact among themselves in pairs or small
• listening groups. Other kinds of interaction include mingling
or milling. Pairwork and groupwork are associated
• motivation with a more learner-centered approach. Rather
• noticing than passively receiving the lesson content, the
learners are actively engaged in using language
• personalization
and discovering things for themselves. The value of
• practice pairwork and groupwork has been reinforced by the
• pronunciation teaching belief that interaction facilitates language learning.
Some would go as far as to say that it is all that is
• reading
required.
• speaking
The potential for classroom interaction is obviously
• task constrained by such factors as the number of
• vocabulary teaching students, the size of the room, the furniture, and the
purpose or type of activity. Not all activities lend
• writing
themselves to pairwork or groupwork. Some activities,
such as reading, are best done as individual work. On
the other hand, listening activities (such as listening
to an audio recording, or to the teacher) favor a whole
Note: SLA = Second Language Acquisition
class format, as do grammar presentations. The whole
class is also an appropriate form of organization when
reviewing the results of an activity, as, for example,
when spokespersons from each group are reporting
on the results of a discussion or survey.
The success of any classroom interaction will also
depend on the extent to which the learners know what
they are supposed to be doing and why, which in turn
depends on how clearly and efficiently the interaction
has been set up. Pairwork and groupwork can be a
PRACTICAL METHODOLOGY xxi

complete waste of time if learners are neither properly that emerged in response to the need for a more
prepared for it, nor sure of its purpose or outcome. communicative approach in the teaching of second
languages. (In their more evolved form as tasks,
Finally, the success of pairwork and groupwork will
communicative activities are central to task-based
depend on the kind of group dynamics that have been
learning). They attempt to import into a practice
established. Do the students know one another? Are
activity the key features of “real-life” communication.
they happy working together? Do they mind working
These are:
without constant teacher supervision? Establishing
a productive classroom dynamic may involve making • purposefulness: speakers are motivated by a
decisions as to who works with whom. It may also communicative goal (such as getting information,
mean deliberately staging the introduction of different making a request, giving instructions) and not
kinds of interactions, starting off with the more simply by the need to display the correct use of
language for its own sake
controlled, teacher-led interactions before, over time,
allowing learners to work in pairs and finally in groups. • reciprocity: to achieve a purpose, speakers need to
interact, and there is as much need to listen as to
speak
collocation • negotiation: following from the above, they may
vocabulary need to check and repair the communication in
order to be understood by each other
If two words collocate, they frequently occur together.
• unpredictability: neither the process, nor the
The relation between the words may be grammatical,
outcome, nor the language used in the exchange, is
as when certain verbs collocate with particular
entirely predictable
prepositions, such as depend on, account for, abstain
from, or when a verb, like make, take, or do, collocates • heterogeneity: participants can use any
with a noun, as in make an arrangement, take communicative means at their disposal; in other
words, they are not restricted to the use of a pre-
advantage, do the grocery shopping. The collocation
specified grammar item.
may also be lexical, as when two content words
regularly co-occur, as in a broad hint, a narrow escape And, in the case of spoken language in particular:
(but not *a wide hint or *a tight escape). The strength • synchronicity: the exchange takes place in real time
of the collocation can vary: a broad street or a narrow
path are weak collocations, since both elements can The best known communicative activity is the
co-occur with lots of other words: a broad river, a information gap activity. Here, the information
busy street, etc. Broad hint and narrow escape are necessary to complete the task is either in the
stronger. Stronger still are combinations where one possession of just one of the participants, or
element rarely occurs without the other, as in moot distributed among them. In order to achieve the goal
point, slim pickings, and scot free. Strongest of all of the task, therefore, the learners have to share the
are those where both elements never or rarely occur information that they have. For example, in a describe-
without the other, such as dire straits and spick and and-draw activity, one student has a picture which is
span. These have acquired the frozen status of fixed hidden from his or her partner. The task is for that
expressions. student to describe the picture so that the partner
can accurately draw it. In a spot-the-difference task,
Unsurprisingly, learners lack intuition as to which both students of a pair have pictures (or texts) that
words go with which, and this accounts for many are the same apart from some minor details. The goal
errors, such as You can completely enjoy it (instead of is to identify these differences. In a jigsaw activity,
thoroughly), On Saturday we made shopping (instead each member of a group has different information.
of went), and We went the incorrect way (for wrong). One might have a bus timetable, another a map,
Using texts to highlight particular collocations, and and another a list of hotels. They have to share this
teaching new words in association with their most information in order to plan a weekend trip together.
frequent collocations are two ways of approaching the
problem. Nowadays learners’ dictionaries also include Information gap activities have been criticized on
useful collocational information. the grounds that they lack authenticity. Nor are
information gap activities always as productive as
might be wished: unsupervised, learners may resort
communicative activity to communication strategies in order to simplify the
task. A more exploitable information gap, arguably, is
methodology the one that exists between the learners themselves,
A communicative activity is one in which real i.e. what they don’t know – but might like to know –
communication occurs. Communicative activities about one another (➜ personalization).
belong to that generation of classroom activities
xxii PRACTICAL METHODOLOGY

context • the mode: how language is being used in the
exchange, e.g. is it written or spoken?
linguistics For example, this short text shows the influence of all
The context of a language item is its adjacent three factors:
language items. In the absence of context, it is often
U wanna see movie either 2nite or 2moro? Call me.
impossible to assign exact meaning to an item. A
sentence like Ben takes the bus to work, for example, The field is “making arrangements about leisure
could have past, present, or future reference, activities,” hence the use of words like movie, 2nite
depending on the context: (tonight), 2moro (tomorrow). The tenor is one of
familiarity and equality (accounting for the informal
I know this guy named Ben. One day Ben takes the
wanna and the imperative call me); and the mode is
bus to work, and just as …
that of a written text message, which explains its
Most days Ben takes the bus to work, but brevity, its use of abbreviated forms (u, 2nite), and
sometimes he rides his bike … the absence of salutations. A change in any of these
contextual factors is likely to have a significant effect
If Ben takes the bus to work tomorrow, he’ll be late,
on the text.
because there’s a strike …
Language learners, it is argued, need to know how
Likewise, a sentence like You use it like this is
these contextual factors correlate with language
meaningless in the absence of a context. By the
choices in order to produce language that is
same token, a word or sentence in one context can
appropriate to the context. One way of doing this is to
have a very different meaning in another. The sign
ask them to make changes to a text (such as the text
NO BICYCLES in a public park means something
message above) that take into account adjustments to
different to NO BICYCLES outside a bicycle rental
the field, tenor, or mode.
shop. It is sometimes necessary to distinguish
between different kinds of context. On the one
hand, there is the context of the accompanying text,
sometimes called the co-text. The co-text of this
drill
sentence, for example, includes the sentences that methodology
precede and follow it, as well as the paragraph of
A drill is repetitive oral practice of a language item,
which it forms a part. It is the co-text that offers
whether a sound, a word, a phrase or a sentence
clues as to the meaning of unfamiliar vocabulary
structure. Drills that are targeted at sentence
in a text. The situational context (also context of
structures are sometimes called pattern practice
situation, context of use), on the other hand, is the
drills. Drills follow a prompt–response sequence,
physical and temporal setting in which an instance
where the prompt usually comes from the teacher,
of language use occurs. The typical context for the
and the students respond, either in chorus (a choral
spoken question Are you being served? is in a store,
drill) or individually. An imitation drill simply involves
for example. Both co-text and context influence the
repeating the prompt, as in:
production and interpretation of language. Discourse
analysis studies the relationship between language Teacher They have been watching TV.
and co-text, including the way that sentences or Student They have been watching TV.
utterances are connected. Pragmatics studies the A substitution drill requires the students to substitute
relationship between language and its contexts of one element of the pattern with the prompt, making
use, including the way meaning can be inferred by any necessary adjustments:
reference to context factors.
Teacher They have been watching TV.
Various theories have been proposed in order to Student They have been watching TV.
account for the ways that language choices are Teacher She
determined by contextual factors. One of the best Student She has been watching TV.
known of these is Michael Halliday’s systemic Teacher I
functional linguistics. Halliday distinguishes three Student I have been watching TV.
variables in any context that systematically impact etc.
on language choices and which, together, determine a
text’s register: A variable substitution drill is the same, but the
prompts are not restricted to one element of the
• the field: what the language is being used to talk pattern:
about, and for what purposes
Teacher They have been watching TV.
• the tenor: the participants in the language event,
Student They have been watching TV.
and their relationship
PRACTICAL METHODOLOGY xxiii

Teacher She Ways that the teacher can promote a positive group
Student She has been watching TV. (and class) dynamic include:
Teacher radio • ensuring all class or group members can see and
Student She has been listening to the radio. hear one another, and that they know (and use)
Teacher We each other’s names
Student We have been listening to the radio.
• keeping groups from getting too big – three to six
etc.
members is optimal
Drills were a defining feature of the audiolingual
• setting – or negotiating – clear rules for groupwork,
method, and were designed to reinforce good such as using only the target language, giving
language “habits.” The invention of language everyone a turn to speak, allowing individuals
laboratories allowed sustained drilling without the to “pass” if they don’t want to say anything too
need for a teacher to supply the prompts. With the personal
demise of audiolingualism, drilling fell from favor.
• using “ice-breaking” activities to encourage
However, many teachers – even those who subscribe
interaction, laughter, and relaxation
to a communicative approach – feel the need for
some form of repetition practice of the kind that drills • ensuring that group tasks are purposeful,
provide. This may be for the purpose of developing interactive, and collaborative
accuracy, or as a form of fluency training, i.e. in order • personalizing tasks, i.e. setting tasks that involve
to develop automaticity. the sharing of personal experiences and opinions
Hence, communicative drills were developed. • defining the roles and responsibilities within
A communicative drill is still essentially repetitive, the group, and varying these regularly, e.g. by
and focuses on a particular structure or pattern, appointing a different spokesperson each time
but it has an information gap element built in.
• monitoring groupwork in progress, and being alert
Learners can perform the drill in pairs, or as a milling
to any possible conflicts or tensions between
activity (➜ classroom interaction) and they are members, and reconstituting groups, if necessary
required to attend to what they hear as much as what
they say. The milling activity popularly known as Find • discussing the importance of groupwork with
someone who … is one such activity. Students are set learners, and getting feedback on group processes
the task of finding other students in the class who,
for example, can ride a horse, can speak French, can
play the guitar, etc. They mill around, asking questions
fluency
of the type Can you …? until they have asked all the sla
other students their questions, and then they report
If someone is said to be fluent in a language, or to
their findings.
speak a language fluently, it is generally understood
that they are able to speak the language idiomatically
dynamics: group, classroom and accurately, without undue pausing, without an
intrusive accent, and in a manner appropriate to the
methodology context. In fact, research into listeners’ perceptions of
Dynamics are the actions and interactions, both fluency suggests that fluency is primarily the ability
conscious and unconscious, that take place between to produce and maintain speech in real time. To do
members of a group, whether the whole class or this, fluent speakers are capable of:
sub-groups. Group dynamics are instrumental in • appropriate pausing, i.e.:
forging a productive and motivating classroom • their pauses may be long but are not frequent
environment. They are determined by such factors
• their pauses are usually filled, e.g. with pause
as: the composition of the group (including the age,
fillers like uh, you know, sort of
sex, and relative status of the members, as well
• their pauses occur at meaningful transition
as their different attitudes, beliefs, learning styles
points, e.g. at the intersections of clauses or
and abilities); the patterns of relationships between
phrases, rather than midway in a phrase
members of the group, including how well they know
• long runs, i.e. there are many syllables and words
each other, and the roles they each assume, such as
between pauses
group leader, spokesperson, etc.; physical factors such
as the size of the group and the way it is seated; and All of the above factors depend on the speaker having
the tasks that the group are set, e.g.: Does the task a well-developed grammar, an extensive vocabulary,
require everyone to contribute? Does it encourage co- and, crucially, a store of memorized chunks. Being
operation or competition? Are the goals of the task able to draw on this store of chunks means not having
clear to the group members?
xxiv PRACTICAL METHODOLOGY

to depend on grammar to construct each utterance course, not a new idea: most teaching methods devote
from scratch. This allows the speaker to devote a great deal of time to the forms of the language,
attention to other aspects of the interaction, such e.g. when new grammar items are presented. But the
as planning ahead. Speakers also use a number of term focus on form captures the fact that this focus
“tricks” or production strategies to convey the illusion can, theoretically, occur at any stage in classroom
of fluency. One such strategy is disguising pauses by instruction. Thus, correction, especially in the form of
filling them, or by repeating a word or phrase. negative feedback, is a kind of focus on form. In fact,
some researchers argue that the most effective form
Some proponents of the communicative approach re-
focus is that which arises incidentally, in the context
defined fluency so as to distinguish it from accuracy.
of communication, as when the teacher quickly
Fluency came to mean “communicative effectiveness,”
elicits a correction during a classroom discussion.
regardless of formal accuracy or speed of delivery.
This incidental approach contrasts with the more
Activities that are communicative, such as information-
traditional and deliberate approach, where teaching is
gap activities, are said to be fluency-focused. This
based on a syllabus of graded structures (or forms),
is the case even for activities that produce short,
and these are pre-taught in advance of activities
halting utterances. Separating accuracy and fluency,
designed to practice them. This traditional approach
and defining the latter as communicative language
is called – by some researchers – a focus on forms.
use, is misleading, though. There are many speech
events whose communicativeness depends on their
accuracy. Air traffic control talk is just one. Moreover,
many learners aspire to being more than merely
function
communicative. linguistics
Classroom activities that target fluency need to The function of a language item is its communicative
prepare the learner for real-time speech production. purpose. Language is more than simply forms and
Learning and memorizing lexical chunks, including their associated meanings (i.e. usage). It is also
useful conversational gambits, is one approach. Drills the communicative uses to which these forms and
may help here, as will some types of communicative meanings are put. These two sentences, for example,
activity that involve repetition. Research has also share the same forms, but function quite differently:
shown that fluency improves the more times a task
[in an email] Thank you for sending me the disk.
is repeated. Fluency may also benefit from activities
[a notice in a taxi] Thank you for not smoking.
that manage to distract learners’ attention away from
formal accuracy so that they are not tempted to slow The function of the first is expressing thanks, while
down. (This has been called “parking their attention”). the second is more like a prohibition. Likewise, the
Some interactive and competitive language games same function can be expressed by different forms:
have this effect. Drama activities, such as roleplays, [a notice in a taxi] Thank you for not smoking.
recreate conditions of real-time language use, and [a sign in a classroom] No smoking.
are therefore good for developing fluency. Finally,
learners can achieve greater fluency from learning Thus, there is no one-to-one match between form
a repertoire of communication strategies, i.e. and function. Assigning a function to a text or an
techniques for getting around potential problems utterance usually requires knowledge of the context
caused by a lack of the relevant words or structures. in which the text is used. The study of how context
and function are interrelated is called pragmatics.
Communicative functions can be categorized very
focus on form broadly and also at increasing levels of detail. The
sla “big” functions, or macrofunctions, describe the
way language is used in very general terms. These
When learners focus on form, they direct conscious include the use of language for expressive purposes
attention to some formal feature of the language (e.g. poetry), for regulatory purposes (e.g. for getting
input. The feature may be the fact that the past of people to do things), for interpersonal purposes (e.g.
has is had, or that enjoy is followed by verb forms for socializing), and for representational purposes
ending in - ing, or that adjectives do not have plural (e.g. to inform). More useful, from the point of view of
forms in English. The learners’ attention may be designing language syllabuses, are microfunctions.
self-directed, or it may be directed by the teacher These are usually expressed as speech acts,
or by another learner. Either way, it has been argued such as agreeing and disagreeing, reporting,
that a focus on form is a necessary condition for warning, apologizing, thanking, greeting, etc. Such
language learning. Simply focusing on the meaning categories form the basis of functional syllabuses,
of the input is not enough. Focusing on form is, of a development associated with the communicative
PRACTICAL METHODOLOGY xxv

approach. They often appear as one strand of a (This is sometimes called a grammar interpretation
coursebook syllabus. Functions differ from notions task, or structured input.) In order to do the task,
in that the latter describe areas of meaning – such learners have to process not just the individual words,
as ability, duration, quantity, frequency, etc. – rather but also their grammatical form. That is why this
than the uses to which these meanings are put. approach to teaching grammar is sometimes called
processing instruction. There are other researchers
One way to teach functions is to adopt a “phrasebook”
who argue that it is by means of manipulating the
approach, and teach useful ways of expressing common
learner’s output, e.g. through productive practice, that
functions (what are called functional exponents), such
mental restructuring is best effected.
as Would you like …? (inviting) and Could you …, please?
(requesting). More memorable, though, is to teach The communicative approach accommodates different
these expressions in the contexts of dialogues, so that approaches to grammar teaching. Proponents of
the functional exponents are associated not only with task-based learning, for example, argue that, if the
common situations in which they are used, but with learner is engaged in solving problems using language,
related functions (such as accepting and refusing). then the mental grammar will develop of its own
The term function, in contrast to form, is also used in accord. However, advocates of the weaker version of
linguistics, specifically with regard to the functions of the communicative approach (and the version that is
the different elements of a clause (such as subject and most widespread) justify a role for the pre-teaching
object). of grammar in advance of production. This view finds
support in cognitive learning theory, which suggests
that conscious attention to grammatical form (called
grammar teaching focus on form) speeds up language learning, and is a
methodology necessary corrective against premature fossilization.
There is some debate, though, as to whether this
Like the word grammar itself, the topic of grammar form focus should be planned or incidental. Incidental
teaching is a controversial one, and teachers often grammar teaching occurs when the teacher deals with
take opposing views. Historically, language teaching grammar issues as and when they come up, e.g. in the
methods have positioned themselves along a scale form of correction, or task feedback. In this way (it is
from “zero grammar” to “total grammar,” according argued) grammar teaching follows the learners’ own
to their approach to grammar teaching. Proponents “syllabus.” Such an approach attempts to address one
of natural methods, who model their approach to of the dilemmas of grammar teaching: the fact that
teaching second languages on the way that first the learner’s mental grammar, and the way it develops,
languages are acquired, reject any explicit teaching of bears only an accidental relation to a formal grammar
grammar at all. (They may, however, teach according syllabus.
to a grammar syllabus, even if no mention of grammar
Nevertheless, the research into these different
as such is made in the classroom.) This implicit
choices is still inconclusive. It may be the case that
approach is common both to the direct method and to
some items of grammar respond better to explicit
audiolingualism. Through exposure to demonstrations,
teaching, while others are more easily picked up
situations or examples, learners are expected to pick
through exposure. There are also different learner
up the rules of grammar by inductive learning. At
types: some prefer learning and applying rules, while
the other end of the spectrum, there are approaches,
others are happier with a more “deep-end” approach
such as grammar-translation, that adopt an explicit
(➜ learning style). Most current teaching materials
and deductive learning approach. From the outset,
hedge their bets on these issues. They offer both
learners are presented with rules which they study
deductive and inductive grammar presentations, and
and then practice. Occupying a midway point between
opportunities for incidental as well as for planned
zero grammar and total grammar is the approach
learning.
called consciousness-raising. Instead of being given
rules, learners are presented with language data which
challenge them to re-think (and restructure) their
existing mental grammar. This data might take the
learner-centered instruction,
form of input that has been manipulated in some way. learner-centeredness
For example, pairs of sentences, such as the following,
methodology
have to be matched to pictures, forcing learners to
discriminate between them, and, in theory, notice the Learner-centered instruction aims to give learners
difference (➜ noticing): more say in areas that are traditionally considered
the domain of the teacher or of the institution.
The Queen drove to the airport.
Learner-centered instruction is true to the spirit
The Queen was driven to the airport.
of progressive education, including the movement
xxvi PRACTICAL METHODOLOGY

towards providing learners with greater autonomy. though, there is no convincing evidence that any of
For example, a learner-centered curriculum would these dispositions correlates with specific learning
involve learners in negotiating decisions relating behaviors. Nor has it been shown that a preference
to the choice of syllabus content, of materials, in one area predicts success in language learning.
of activity-types, and of assessment procedures. In fact, it is very difficult to separate learning style
Learner-centeredness also describes ways of from other potentially influential factors, such as
organizing classroom interaction so that the focus personality, intelligence, and previous learning
is directed away from the teacher, and on to the experience. Nor is it clear to what extent learning
learners, who perform tasks in pairs or small groups. style can be manipulated, e.g. through learner
This contrasts with traditional, teacher-centered, training. The best that can be said is that, if the
classroom interaction. Some writers believe that learner’s preferred learning style is out of synch
the dichotomy between learner-centered (= good) with the type of instruction on offer, then success is
and teacher-centered (= bad) is a false one. It might much less likely than if the two are well matched.
be more useful to talk about learning-centered This supports the case for an eclectic approach, on
instruction, i.e. instruction which prioritizes sound the one hand, and the individualization of learning, on
learning principles. In a learning-centered approach the other.
there would be room for both learner-centered and
teacher-centered interactions.
listening
methodology
learning style
Listening is the skill of understanding spoken
psychology
language. It is also the name given to classroom
Your learning style is your preferred way of learning. activities that are designed to develop this skill – what
This style may be influenced by biographical factors are also called listening comprehension activities – as
(such as how you were taught as a child) or by in “Today we’re going to do a listening.” Listening
innately endowed factors (such as whether you have is one of the four language skills, and, along with
a “good ear” for different sounds). Types of learning reading, was once thought of as being a “passive”
style are often presented in the form of polarities skill. In fact, although receptive, listening is anything
(some of which may overlap), such as: but passive. It is a goal-oriented activity, involving not
• analytic versus global (or holistic) thinkers, i.e. only processing of the incoming speech signals (called
learners who tend to focus on the details, versus bottom-up processing) but also the use of
learners who tend to see “the big picture” prior knowledge, contextual clues, and expectations
(top-down processing) in order to create meaning.
• rule-users versus data-gatherers, i.e. learners who
Among the sub-skills of listening are:
learn and apply rules, versus those who prefer
exposure to lots of examples • perceiving and discriminating individual sounds
• reflective versus impulsive learners • segmenting the stream of speech into recognizable
units such as words and phrases
• group-oriented versus solitary learners
• using stress and intonation cues to distinguish
• extrovert versus introverted learners
given information from new information
• verbal versus visual learners
• attending to discourse markers and using these to
• passive versus active learners predict changes in the direction of the talk
Attempts have been made to group these polarities • guessing the meaning of unfamiliar words
and relate them to brain lateralization. So, a bias • using clues in the text (such as vocabulary) and
towards left-brain processing correlates with analytic, context clues to predict what is coming
rule-forming and verbal learners, while a bias towards
• making inferences about what is not stated
right-brain processing correlates with their opposite.
A less binary view of learning style is that proposed • selecting key information relevant to the purpose
by the psychologist Howard Gardner. He identified at for listening
least seven distinct intelligences that all individuals • integrating incoming information into the mental
possess but to different degrees. These include “picture” (or schema) of the speech event so far
the logical/mathematical, the verbal/linguistic, and
Also, since listening is normally interactive, listeners
the visual/spatial. Similarly, proponents of neuro-
need to be capable of:
linguistic programming distinguish between different
sensory orientations, including the visual, aural, and • recognizing when speakers have finished their
kinesthetic (i.e. related to movement, touch). So far, turns, or when it is appropriate to interrupt
PRACTICAL METHODOLOGY xxvii

• providing ongoing signals of understanding, helps to compensate for lack of visual information,
interest, etc. (backchannelling) and allows learners to activate the relevant mental
schema, which in turn helps top-down processing,
• asking for clarification, asking someone to
including the sub-skill of prediction.
repeat what they have just said, and repairing
misunderstandings • Pre-teach key vocabulary: this helps with bottom-
up processing, although too much help may mean
These sub-skills exist across languages, so, in theory,
that learners don’t get sufficient practice in
learners should be able to transfer them from their guessing from context.
first language into their second. In fact, there are a
number of reasons why this does not always happen. • Set some “while-listening” questions. Initially,
these should focus on the overall gist of the text.
One is that speakers of different languages process
For example: true/false questions, selecting,
speech signals differently, depending on the phonetic
ordering or matching pictures, ticking items on a
characteristics of the language they are used to.
list, following a map.
This means that speakers of some languages will find
it harder than others to match the spoken word to • Play a small section of the recording first, to give
the way that the word is represented in their mind. learners an opportunity to familiarize themselves
with the different voices, and to trigger accurate
They simply do not recognize the word. Another
expectations as to what they will hear.
problem is lack of sufficient L2 knowledge, such
as vocabulary or grammar. A third problem is that • Play the recording right through, and then allow
learners may lack the means (and the confidence) to learners to consult on the answers to the pre-set
negotiate breakdowns in understanding. Finally, many task. Check these answers. If necessary, re-play the
recording until satisfied that learners have “got the
learners simply lack exposure to spoken language,
gist.”
and therefore have not had sufficient opportunities
to experience listening. These problems can be • Set a more demanding task, requiring more
compounded in classrooms because: intensive listening, such as listening for detail, or
inferring speakers’ attitudes, intentions, etc. If the
• Listening to audio recordings deprives the recording is a long one, it may pay to stage the
learners of useful visual information, and allows intensive listening in sections. Again, allow learners
the learners no opportunity to interact and repair to consult in pairs, before checking the task in open
misunderstandings. class.
• Classroom acoustics are seldom ideal. • On the basis of the learners’ success with these
• If learners do not know what they are listening tasks, identify problem sections of the recording
for (in the absence, for example, of some pre- and return to these, playing and re-playing them,
set listening task) they may try to process as and perhaps eliciting a word-by-word transcription
much information as possible, rather than being and writing this on the board.
selective in their listening. This can lead to listening • Distribute copies of the transcript of the recording
overload, which in turn can cause inhibiting anxiety. (if available) and re-play the recording while
• Listening texts that have been specially written learners read the transcript. This allows the
for classroom use are often simplified. But if this learners to clear up any remaining problems, and
simplification means eliminating a lot of redundant also to match what they hear to what they see.
language, such as speaker repetitions, pause fillers
The above approach can be adapted to suit different
and vague language, the density of information
kinds of recorded texts and different classroom
that results may make it harder – not easier – to
needs. For higher level learners, for example, it may
process.
be counter-productive to make listening too easy. The
For this reason, the use of audio recordings to develop approach can also be adapted to the use of video, and
listening skills needs to be balanced against the even to live listenings, such as listening to the teacher
advantages of using other media, such as video, and or a guest.
face-to-face interaction with the teacher or another
speaker.
Nevertheless, the use of audio recordings is an motivation
established part of classroom practice, so it psychology
is important to know how to use them to best
Motivation is what drives learners to achieve a goal,
advantage. The following approach is one that is often
and is a key factor determining success or failure
recommended:
in language learning. The learner’s goal may be a
• Provide some minimum contextual information, e.g. short-term one, such as successfully performing a
who is talking to whom about what, and why. This classroom task, or a long-term one, such as achieving
xxviii PRACTICAL METHODOLOGY

native-like proficiency in the language. With regard to 7. Promote learner autonomy.
long-term goals, a distinction is often made between
8. Personalize the learning process.
instrumental motivation and integrative motivation.
Instrumental motivation is when the learner has a 9. Increase the learners’ goal-orientedness.
functional objective, such as passing an exam or 10. Familiarize learners with the target language
getting a job. Integrative motivation, on the other culture.
hand, is when the learner wants to be identified with
the target language community. Intersecting with
these two motivational orientations are two different noticing
sources of motivation: intrinsic (e.g. the pleasure of
doing a task for its own sake) and extrinsic (e.g. the sla
“carrot and stick” approach). Another motivational If you notice a feature of the language that you are
source that has been identified is success: experience exposed to, it attracts your attention and you make
of succeeding can result in increased motivation a mental note of it. For example, a learner might
(called resultative motivation), which raises the notice (without necessarily understanding) the sign
question as to whether motivation is as much a result Mind the gap, repeated several times on a railway
as a cause of learning. station platform. That same day, the learner hears
Various theories of motivation have been proposed. the teacher say would you mind in the context of
Most of these identify a variety of factors that, in making a request in class. A day or two later, the
combination, contribute to overall motivation, such as: same learner hears someone else say I don’t mind.
Each successive “noticing” both primes the learner
• attitudes, e.g. to the target language and to to notice new occurrences of mind, and at the same
speakers of the language
time contributes to a growing understanding of the
• goals, both long-term and short-term, and the use and meaning of mind. Proponents of cognitive
learners’ orientation to these goals learning theory believe that noticing is a prerequisite
• how much value the learner attaches to achieving for learning: without it input would remain as mere
the goals, especially as weighed against expectancy “noise.” The noticing hypothesis, then, claims that
of success; expectancy of success may come from noticing is a necessary condition for acquisition,
the learner’s assessment of their own abilities, and although not the only one. Some kind of mental
how they account for previous successes or failures processing of what has been noticed is also necessary
• self-esteem, and the need to achieve and maintain it before the input becomes intake, i.e. before it is
moved into long-term memory.
• intrinsic interest, pleasure, relevance, or challenge
of the task Teachers obviously play an important role in helping
learners to notice features of the language. They
• group dynamic: is it competitive, collaborative, or
do this when they repeat words or structures, write
individualistic?
them on the board, or even drill them. One way of
• teacher’s attitudes, e.g. what expectations does the increasing the chance of learners’ noticing an item
teacher project about the learners’ likelihood of is to include it lots of times in a text, a technique
success?
called input flood. For example, learners read a text
As the last point suggests, teachers can play a key with the word mind included several times. They
role in motivating learners, not just in terms of then categorize these examples according to their
choosing activities that are intrinsically motivating, meaning. A set of concordance lines for a particular
but in the attitudes they project. Two researchers on word can be used in the same way.
motivation offer the following advice for teachers:
There is another type of noticing, called noticing
Ten commandments for motivating language learners the gap. This is when learners are made aware of a
gap in their language knowledge. This might happen
1. Set a personal example with your own behavior.
when they do a dictation, for example. When they
2. Create a pleasant, relaxed atmosphere in the compare their version with the correct version, they
classroom. may notice certain differences, such as the lack of
past tense endings, that represent a gap in their
3. Present the tasks properly.
interlanguage. It has been argued that noticing the
4. Develop a good relationship with the learners. gap can trigger the restructuring of interlanguage.
5. Increase the learners’ linguistic self-confidence. That is, “minding the gap” leads learners to “fill the
gap.”
6. Make the language classes interesting.
PRACTICAL METHODOLOGY xxix

personalization it can help in the appropriation of the skill. At issue,
then, is not so much whether practice is beneficial,
methodology but what form it should take, when, and how much
of it is necessary. In addressing these questions, it is
When you personalize language you use it to talk
customary to distinguish between different kinds of
about your knowledge, experience and feelings.
practice, such as controlled practice vs. free practice,
Personalization of the type Now write five true
mechanical practice vs. meaningful/communicative
sentences about yourself using “used to” is often
practice, and receptive practice vs. productive
motivated by the need to provide further practice of
practice.
pre-taught grammar structures. But it is also good
preparation for the kinds of situations of genuine Controlled practice is associated with the second
language use that learners might encounter outside P of the PPP instructional model. Practice can be
the classroom. These advantages are lost, though, controlled in at least two senses: language control
if the teacher’s response is to treat the exercise as and interactional control. In the first, the language
only an exercise, and correct the learners’ errors that is being practiced is restricted to what has just
without responding to the content. The influence of been presented (hence it is also called restricted
humanistic approaches has given a fresh impetus practice). For example, if the first conditional has
to personalization, both in terms of providing a been presented, learners practice this, and only
more coherent rationale and suggesting a broader this, structure, and in a repetitive way, e.g. through
range of activity types. For a start (it is argued), a sequence of drills. Practice is also said to be
personalization creates better classroom dynamics. controlled if the learners’ participation is overtly
This is because groups are more likely to form and managed and monitored by the teacher, such as in
bond if the individuals in them know more about open-class work, as opposed to closed pairwork or
one another. And the mental and emotional effort groupwork. One reason for this degree of control
that is involved in finding personal associations is that it maintains a focus on accuracy, and pre-
with a language item is likely to make that item empts or corrects errors. Free practice, on the other
more memorable. This quality is called cognitive hand, allows learners a measure of creativity, and
and affective depth. Finally, lessons are likely to be the opportunity to integrate the new item into their
more interesting, and hence more motivating, if at existing language “pool.” It is also less controlled
least some of the content concerns the people in the in terms of the interactions, with pairwork and
room, rather than the characters in coursebooks. On groupwork being favored. Typical free practice
these grounds, some writers have suggested that activities might be games, discussions, or drama-
personalization should not be considered simply as an based activities.
“add-on,” but should be the principle on which most,
Mechanical practice is a form of controlled practice,
if not all, classroom content should be based. One
where the focus is less on the meaning of an item
teaching approach that is committed to this view is
than on manipulating its component parts. Mechanical
community language learning. In this approach, all
practice can be either oral or written: many traditional
the content of the lesson comes from the learners
exercises are mechanical in this sense, such as
themselves. Personalization is not without risks,
when learners transform sentences from active into
though. Teachers need to be sensitive to learner
passive, or from direct speech into reported speech.
resistance: learners should have the right to “pass”
The arguments in favor of controlled and mechanical
on questions that they consider too intrusive. And
practice have lost their force since the decline of
teachers should be authentic in the way that they
behaviorism and its belief that learning is simply
respond to learners’ personalizations. This means that
habit-formation.
they should respond to what their learners are saying,
not just how they say it. Meaningful practice requires learners to display
some understanding of what the item that they are
practicing actually means. One way of doing this is
practice through personalization. Communicative practice
involves the learners interacting in order to complete
methodology
some kind of task, such as in an information gap
If you practice a skill, you experience doing it a activity (➜ communicative activity). Proponents
number of times in order to gain control of it. The of a communicative approach argue that it is only
idea that “practice makes perfect” is fundamental to this kind of practice that is truly effective. This is
cognitive learning theory. It is through practice that because learners are not simply practicing language,
the skill becomes automatic. Sociocultural learning but are practicing the behaviors associated with the
theory finds room for practice too. Performing a language, and this is a pre-condition for long-term
skill with the assistance of someone who is good at behavioral change.
xxx PRACTICAL METHODOLOGY

Finally, some practice activities are purely receptive. measurable. It is often claimed that suprasegmental
They involve the learners in identifying, selecting, features play a greater role in intelligibility than do
or discriminating between language items, but not segmental ones. Unfortunately, however, some of
actually producing them. Many consciousness-raising these suprasegmental features, such as intonation,
activities are receptive, on the grounds that learners are considered by many teachers to be unteachable.
first need to understand a new structure before they Moreover, learners intending to interact with native
can properly internalize it. Receptive practice is also speakers may need to set different goals from those
associated with comprehension-based approaches learners whose purpose is to learn English as an
to teaching. Productive practice, on the other hand, international language (EIL). For this latter group,
requires learners to produce the targeted items the so-called phonological core is a checklist of
(either orally or in writing), and is associated with those pronunciation features considered critical for
output-based models of learning. intelligibility in EIL.
There is fairly general agreement nowadays that the In terms of the design of course content, a basic choice
most effective practice activity combines at least is whether the pronunciation focus is integrated or
some of the following features: segregated. In an integrated approach, pronunciation
• It is meaningful, which may mean that is is dealt with as part of the teaching of grammar and
personalized. vocabulary, or of speaking and listening. In a segregated
approach it is treated in isolation. A classical segregated
• It is communicative, thus it will require learners to exercise is the minimal pairs task, in which learners
interact.
are taught to discriminate and produce two contrasted
• It involves a degree of repetition – not of the phonemes (as in hit and heat). There are doubts as to
mindless type associated with imitation drills, but whether this item-by-item approach to pronunciation
of the type associated with many games. reflects the way that the features of pronunciation are
• It is language-rich, i.e. learners have to interpret or interconnected. Nor does it reflect the way that they
produce a lot of language. jointly emerge over time (“as a photo emerges in the
darkroom”). A related issue is whether pronunciation
• Learners can be creative and take risks, but
support is at hand if they need it. teaching should be pre-emptive or reactive. That is to
say, should pronunciation teaching be planned around
• Learners are pushed, at least some of the time, to a syllabus of pre-selected items, or should the focus on
the limits of their competence.
pronunciation emerge out of practice activities, in the
• Learners get feedback. form, for example, of correction? There is evidence that
the latter approach is more effective than the former.
pronunciation teaching In 1964 the writer (and former language teacher)

Anthony Burgess wrote, “Nothing is more important
phonology than to acquire a set of foreign phonemes that shall
Pronunciation is the general term for that part be entirely acceptable to your hosts.” However, there
of language classes and courses that deals with is generally less emphasis given to pronunciation
aspects of the phonology of English. This includes teaching nowadays. Indeed, some teachers are
the individual sounds (phonemes) of English, sounds skeptical as to the value of teaching pronunciation at
in connected speech, word and sentence stress, all. This view is reinforced by research that suggests
rhythm, and intonation. These components are that the best predictors of intelligible pronunciation
customarily divided into two groups: the segmental are “having a good ear” and prolonged residence in
features of pronunciation, i.e. the individual sounds an English-speaking country. On the other hand, faulty
and the way they combine, and the suprasegmental pronunciation is one of the most common causes of
features, i.e. stress, rhythms, and intonation. misunderstandings. This is an argument for demanding
Paralinguistic features of speech production such as higher standards than the learners can realistically
voice quality, tempo and loudness, are also classed as achieve, in the hope that they will meet you “halfway.”
suprasegmental.
Effective pronunciation teaching needs to consider reading
what goals, course design, and methodology are most
methodology
appropriate for the learners in question. The goal of
acquiring a native-like accent is generally thought Reading is a receptive skill. But the fact that it is
to be unachievable for most learners (and perhaps receptive does not mean that it is passive: reading
even undesirable). Instead, the goal of intelligibility is an active, even interactive, process. Readers bring
is nowadays considered more realistic, if less easily their own questions to the text, which are based on
PRACTICAL METHODOLOGY xxxi

their background knowledge, and they use these to Another distinction that is often made is between
interrogate the text, modifying their questions and intensive reading and extensive reading. The former
coming up with new ones according to the answers applies to the way short texts are subject to close and
they get. In order to do this, they draw on a range detailed classroom study. Extensive reading, on the
of knowledge bases. They need to be able to decode other hand, means the more leisurely reading of longer
the letters, words, and grammatical structures of texts, primarily for pleasure, or in order to accumulate
the individual sentences – what is called bottom-up vocabulary, or simply to develop sound habits of
processing. But they also enlist top-down processes, reading. This is typically done outside class, using
such as drawing on discourse and schematic graded readers, authentic texts, or literary texts.
knowledge, as well as on immediate contextual
A third important distinction is between testing
information. Discourse knowledge is knowing how
reading and teaching reading. Traditional reading
different text-types – such as news reports, recipes
tasks usually involve reading a text and then
or academic papers – are organized. Schematic
answering comprehension questions about it. This
knowledge is the reader’s existing knowledge of the
is the testing approach. A teaching approach, on the
topic. Reading involves an interaction between these
other hand, aims to help learners to become more
different “levels” of knowledge, where knowledge at
effective readers by training them in the sub-skills
one “level” can compensate for lack of knowledge at
of reading, and by teaching them reading strategies.
another.
Some of the sub-skills of reading are:
Readers also bring their own purposes to texts, • understanding words and identifying their
and these in turn determine the way they go about grammatical function
reading a text. The two main purposes for reading are
• recognizing grammar features, such as word
for information (such as when consulting a directory),
endings, and “unpacking” (or parsing) the syntax of
and for pleasure (such as when reading a novel),
sentences
although these purposes may overlap. Different ways
of reading include: • identifying the topic of the text, and recognizing
topic changes
• skimming (skim-reading, reading for gist): rapidly
reading a text in order to get the gist, or the main • identifying text-type, text purpose, and text
ideas or sense of a text. For example, a reader organization, and identifying and understanding
might skim a movie review in order to see if the discourse markers and other cohesive devices
reviewer liked the movie or not. • distinguishing key information from less important
• scanning: reading a text in search of specific information
information, and ignoring everything else, such as • identifying and understanding the gist
when consulting a bus timetable for a particular
time and destination. • inferring the writer’s attitude
• detailed reading: reading a text in order to • following the development of an argument

extract the maximum detail from it, such as when • following the sequence of a narrative
following the instructions for installing a household
appliance. • paraphrasing the text
• reading aloud: such as when reading a prepared Activities designed to develop these sub-skills
speech or lecture, or reading a story aloud, or an include: underlining topic-related words; contrasting
extract from the newspaper. different text-types; comparing different examples
of the same text type and identifying generic
A reader’s purpose usually matches the writer’s
features; circling and categorizing discourse markers;
intentions for the text. Readers seldom read telephone
identifying what the pronouns refer to; predicting
books from cover to cover, for example. Nor do they
the direction the text will take at each discourse
normally skim through a novel looking for names
marker; choosing the best summary of a text; putting
beginning with Vron …. In classrooms, however, texts
a set of pictures in order; extracting key information
are frequently used for purposes other than those for
on to a grid, writing a summary of the text, etc.
which they were originally intended. They are often
Strategy training involves training learners in ways of
used not so much as vehicles of information or of
overcoming problems when they are reading. Some
pleasure, but as “linguistic objects,” that is, as contexts
useful strategies include:
for the study of features of the language. A distinction
needs to be made, therefore, between two types of • using contextual and extra-linguistic information
classroom reading: reading as skills development, and (such as pictures, layout, headlines) to make
reading as language study. There is no reason why the predictions regarding what the text is about
same text cannot be used for both purposes. • brainstorming background (or schematic)
knowledge in advance of reading
xxxii PRACTICAL METHODOLOGY

• skimming a text in advance of a more detailed attention is directed solely on production, it is likely
reading that accuracy will suffer, which could prejudice
• keeping the purpose of the text in mind intelligibility. In order to free up attention, therefore,
the speaker needs to have achieved a degree of
• guessing the meaning of words from context automaticity in both planning and production. One
• dictionary use way of doing this is to use memorized routines, such
as formulaic language. Another is to use production
There is some argument, however, as to the value
strategies, such as the use of pause fillers, in order to
of a “skills and strategies” approach to teaching
“buy” planning time. The situation is complicated by
reading. Most adult learners of English come to
the fact that most speaking is interactive. Speakers
English texts with already well-developed reading
are jointly having to manage the flow of talk. The
skills in their own language. They already know how
management of interaction involves turn-taking skills,
to skim, scan, use context clues, enlist background
such as knowing how and when to take, keep, and
knowledge, and so on. Theoretically, at least, these
relinquish speaker turns, and also knowing how to
skills are transferable. What makes reading difficult is
repair misunderstandings.
not so much lack of reading skills as lack of language
knowledge. That is, learners lack sufficient vocabulary For language learners these processing demands
and grammar to unpack sentences, and they cannot are magnified through lack of basic knowledge
easily identify the ways that sentences are connected. of grammar and vocabulary. For the purposes of
This can result in “tunnel vision,” with readers most day-to-day talk, however, the grammar that is
becoming distracted by unfamiliar words, at the required is not as complex nor need be as accurate
expense of working out meaning from context. On the as the grammar that is required for writing. Nor do
other hand, it can also result in an over-reliance on speakers need an enormous vocabulary, especially if
guesswork, and on superficial “text attack” strategies they have developed some communication strategies
such as skimming. This suggests that texts needs to for getting round gaps in their knowledge. A core
be chosen that do not over-stretch learners’ ability vocabulary of 1000–1500 high-frequency words and
to read them fluently. At the same time, texts should expressions will provide most learners with a solid
not be so easy that learners can process them simply basis for speaking.
by skimming. It also means that tasks need to be
Activating this knowledge, though, requires practice.
chosen that both match the original purpose of the
This in turn suggests that the more speaking practice
text, and that encourage learners to transfer their
opportunities that learners are given, and the sooner,
first language reading skills. Such tasks are likely to
the easier speaking will become. Speaking practice
be those that motivate learners to want to read the
means more than simply answering the teacher’s
text. This might mean activating interest in the topic
questions, or repeating sentences, as in grammar
of the text, through, for example, a pre-reading quiz.
practice activities. It means interacting with other
At the same time, classroom reading texts should be
speakers, sustaining long turns of talk, speaking
exploited, not just for their potential in developing
spontaneously, and speaking about topics of the
reading skills, but as sources of language input. This
learners’ choice.
will involve, at some point, detailed study of the
text’s formal features, such as its linking devices, its Approaches to teaching speaking vary. Traditionally,
collocations or its grammar. speaking was considered to be a by-product of
teaching grammar and vocabulary, reinforced with
work on pronunciation. This view has been replaced
speaking by approaches that treat speaking as a skill in its
own right. One such approach is to break down
methodology
the speaking skill into a number of discrete sub-
Speaking is generally thought to be the most skills, such as opening and closing conversations,
important of the four skills. The ability to speak a turn-taking, repairing, paraphrasing, interrupting,
second language is often equated with proficiency etc. Another approach is to focus on the different
in the language, as in She speaks excellent French. purposes of speaking and their associated genres,
Indeed, one frustration commonly voiced by learners such as narrating, obtaining service, giving a
is that they have spent years studying English, but still presentation, making small talk, etc. This approach is
can’t speak it. One of the main difficulties, of course, particularly well suited to learners who have a specific
is that speaking usually takes place spontaneously purpose for learning English. A third is to adopt a
and in real time, which means that planning and topic-based approach, where learners are encouraged
production overlap. If too much attention is paid to speak freely on a range of topics, at least some
to planning, production suffers, and the effect is a of which they have chosen themselves. This is the
loss of fluency. On the other hand, if the speaker’s format used in many conversation classes. Typical
PRACTICAL METHODOLOGY xxxiii

activity types for the teaching of speaking include: The term task is now widely accepted as a useful
dialogues, drama activities (including roleplays and way of labeling certain types of classroom activity,
simulations), many games, discussions and debates, including many which have a thinly disguised grammar
as well as informal classroom chat. agenda. But the concept of task is not without its
critics. Some writers feel that the associations of
task with “work” undervalues the more playful – and
task possibly less authentic or communicative – types of
methodology classroom activity, such as games, songs, and drama.
A task is a classroom activity whose focus is on

communicating meaning. The objective of a task may vocabulary teaching
be to reach some consensus on an issue, to solve
a problem, to draft a plan, to design something, or
methodology
to persuade someone to do something. In contrast, Vocabulary describes that area of language learning
practicing a pre-selected item of language (such that is concerned with word knowledge. Vocabulary
as the present perfect) for its own sake would learning is a major goal in most teaching programs.
not be a valid task objective. In the performance It hasn’t always been so. In methods such as
of the task, learners are expected to make use audiolingualism, vocabulary was subordinated
of their own language resources. In theory, tasks to the teaching of grammar structures. Words
may be receptive or productive, and may be done were simply there to fill the slots in the sentence
individually or in pairs or small groups. However, in patterns. The move towards semantic (i.e. meaning-
practice, most activities that are labelled “tasks” in based) syllabuses in the 1970s, along with the use
coursebooks involve production (either speaking or of authentic materials, saw a revival of interest in
writing, or both) and require learners to interact with vocabulary teaching. Subsequently, developments
one another. in corpus linguistics and discourse analysis started
to blur the distinction between vocabulary and
Tasks are the organizing principle in task-based
grammar. In the 1990s the lexical approach ushered
learning. In order to devise a syllabus of tasks it
in a major re-think regarding the role of vocabulary.
is necessary both to classify tasks, and to identify
This concerned both the selection of items
the factors that make one task more difficult than
(frequency being a deciding factor) and the type of
another. Different criteria for classifying tasks have
items: formulaic language (or lexical chunks) were
been suggested. For example, tasks can be open-
recognized as being essential for both fluency and
ended or closed. An open-ended task is one in which
idiomaticity. These developments have influenced
learners know there is no predetermined solution. It
the design of teaching materials. Most contemporary
might be planning an excursion, or debating a topical
coursebooks incorporate a lexical syllabus alongside
issue. A closed task, on the other hand, requires
the grammar one. Recent developments in
learners to discover the solution to a
lexicography have complemented this trend. There
problem, such as identifying the differences in a
is now a wide range of dictionaries available for
spot-the-difference task (➜ communicative activity).
learners, many of which come with sophisticated
Tasks can also be classified according to the kinds of
software for accessing databases of examples and
operations they involve, such as ranking, selecting,
collocations.
sorting, comparing, surveying, and problem-solving.
It is now generally agreed that, in terms of goals,
Factors which influence the degree of difficulty of the
learners need a receptive vocabulary of around 3000
task, and hence which affect the grading of tasks,
high-frequency words (or, better, word families) in
include:
order to achieve independent user status. This will
• linguistic factors: How complex is the language that give them around ninety per cent coverage of normal
learners will need to draw on, in order to do the text. For a productive vocabulary, especially for
task? How much help, either before, or during the speaking, they may only need half this number.
task, will they get with their language needs?
Classroom approaches to achieving these goals
• cognitive factors: Does the task require the
include dedicated vocabulary lessons. Typically these
processing of complex data? Is the task type
familiar to learners? take the form of teaching lexical sets of words (i.e.
groups of thematically linked words) using a variety
• performance factors: Do the learners have to of means, including visual aids, demonstration,
interact in real time in order to do the task? Do
situations, texts, and dictionary work. As well as the
they have time to rehearse? Do they have to “go
meaning of the items, the form, both spoken (i.e.
public”?
pronunciation) and written (i.e. spelling), needs to be
xxxiv PRACTICAL METHODOLOGY

dealt with, especially if the words are being taught for of vocabulary and grammar, but at the level of
productive use. Other aspects of word knowledge that connected discourse. This includes familiarity with a
may need to be highlighted include connotation and range of different text types, such as informal letters,
style, collocation, derived forms, and grammatical instructions, product descriptions, etc. It follows that
features, such as the word’s word class. Vocabulary if classroom writing is mainly spelling- or grammar-
is also taught as preparation for listening or reading focused, many of the sub-skills of writing will be
(pre-teaching vocabulary) or as a by-product of these neglected.
skills.
Nevertheless, the teaching of writing has tended
It would be impossible, in class, to teach all the to focus on the “lower-level” features of the skill,
words that learners need. Learners therefore need such as being able to write sentences that are both
opportunities for incidental learning, e.g. through accurate and complex, that demonstrate internal
extensive reading. They may also benefit from training cohesion, and that are connected to the sentences
in how to make the most of these opportunities, e.g. next to them. This language-based approach is
by means of dictionary use, note-keeping, etc. Some justified on the grounds that stricter standards
strategies for deducing the meaning of unfamiliar of accuracy are usually required in writing than in
words will also help. speaking. Also, writing demands a greater degree
of explicitness than speaking, since writers and
Amassing a fully-functioning vocabulary is essentially
their readers are separated in time and space. They
a memory task, and techniques to help in the
therefore can’t rely on immediate feedback in order to
memorizing of words can be usefully taught, too.
clear up misunderstandings.
It also helps to provide learners with repeated
encounters with new words, e.g. through the re- By contrast, a text-based approach to teaching
reading of texts, or by reading several texts about the writing takes a more “top-down” view. This approach
same topic. Constant recycling of newly learned words finds support in discourse analysis, which shows that
is essential. One simple way of doing this is to have a a text is more than a series of sentences, however
word box (or word bag) in the classroom. New words neatly linked. Instead, texts are organized according
are written on to small cards and added to the word to larger macrostructures, such as problem–solution,
box. At the beginning of the next lesson, these words or definition–examples. Hence, learners need explicit
can be used as the basis for a review activity. For guidance in how texts are structured. This typically
example, the teacher can take words out of the box involves analyzing and imitating models of particular
and ask learners to define them, provide a translation text types. For example, a business letter might be
or put them into a sentence. The words can also form analyzed in terms of its overall layout, the purpose of
the basis for peer-testing activities, in which learners each of its paragraphs, the grammatical and lexical
take a number of word cards and test each other in choices within each paragraph, and the punctuation.
pairs or small groups. Each of these features is then practiced in isolation.
They are then recombined in tasks aimed first at
reproducing the original text and then at producing
writing similar texts incorporating different content.
methodology This approach is called a product approach to the
teaching of writing, since the focus is exclusively on
Like speaking, writing is a productive skill, and, like
producing a text (the product) that reproduces the
other skills, writing involves a hierarchy of sub-skills.
model. By contrast, a process approach argues that
These range from the most mechanical (such as
writers do not in fact start with a clear idea of the
handwriting or typing legibly) through to the ability to
finished product. Rather, the text emerges out of
organize the written text and lay it out according to
a creative process. This process includes: planning
the conventions of the particular text type. Along the
(generating ideas, goal setting, and organizing),
way, writers also need to be able to:
drafting and re-drafting, reviewing, including editing
• produce grammatically accurate sentences and proofreading, and, finally, “publishing.” Advocates
• connect and punctuate these sentences of a process approach argue for a more organic
sequence of classroom activities, beginning with the
• select and maintain an appropriate style
brainstorming of ideas, writing preliminary drafts,
• signal the direction that the message is taking comparing drafts, re-drafting, and conferencing, that
• anticipate the reader’s likely questions so as to be is, talking through their draft with the teacher, in
able to structure the message accordingly order to fine-tune their ideas.
In order to enable these skills, writers need an The process approach to writing has a lot in common
extensive knowledge base, not only at the level with the communicative approach to language
PRACTICAL METHODOLOGY xxxv

teaching, and each has drawn support from the of what it does. Advocates of genre-based teaching
other. The communicative approach views writing reject a process approach to teaching writing. They
as an act of communication in which the writer argue that to emphasize self-expression at the
interacts with a reader or readers for a particular expense of teaching the generic structures of texts
purpose. The purpose might be to ask for information may in fact disempower learners. Many learners,
about a language course, to relay personal news, especially those who are learning English as a second
to complain about being overcharged at a hotel, or language, need a command of those genres – such
simply to entertain and amuse. Thus, advocates of as writing a CV, or requesting a bank loan – that
a communicative approach argue that classroom permit access to the host community. A genre
writing tasks should be motivated by a clear purpose approach to teaching writing is not unlike a product
and that writers should have their reader(s) in mind at approach, therefore. It starts with model texts
all stages of the writing process. Such principles are that are subjected to analysis and replication. The
now reflected in the design of writing tasks in public difference is that these models are closely associated
examinations, such as this one, from the Cambridge with their contexts of use, and they are analyzed in
ESOL First Certificate in English (FCE) paper: functional terms as much as in linguistic ones. The
genre approach has been particularly influential in the
The school where you learn English has decided to
teaching of academic writing.
buy some videos in English. You have been asked
to write a report to the Principal, suggesting what In reality, none of these approaches is entirely
kinds of videos the school should buy. In your incompatible with any other. Resourceful teachers
report you should also explain why students at the tend to blend elements of each. For example, they
school will like these videos. Write your report. may encourage learners to “discover” what they
want to write, using a process approach. They may
The social purposes of writing are also foregrounded
then give them a model text, both as a source of
by proponents of a genre-based approach. Genre
useful language items, and as a template for the final
analysis attempts to show how the structure of
product. They may also provide exercises in specific
particular text-types are shaped by the purposes
sub-skills, such as linking sentences, or using a formal
they serve in specific social and cultural contexts.
style.
Put simply, a business letter is the way it is because
xxxvi PRACTICAL METHODOLOGY

Life Skills How do we approach Life Skills in
What are Life Skills? this book?
In every unit of American Inside Out Evolution, one of
Life Skills are the skills students need to deal
these topics will be discussed, according to the theme
effectively with the challenges in everyday life,
of the unit, and students will have the opportunity to
whether at school, at work, or in their personal lives.
reflect and discuss based on simple activities.
Students who are able to understand and use these
skills, along with their educational qualifications, will
be better placed to take advantage of educational and
employment opportunities. In a constantly changing
environment, having life skills is an essential part of
being able to meet the challenges of everyday life.
The dramatic changes in global economies over
the past five years have been matched by the
transformation in technology and these are all
impacting on education, the workplace, and our home
life. To cope with the increasing pace and change of
modern life, students need new life skills such as the
ability to deal with stress and frustration. Today’s
students will have many new jobs over the course of
their lives, with associated pressures and the need
for flexibility. As medical science advances, home life
and the community will place additional demands on
future generations.
Topics:
Social Skills
People Management
Critical Thinking
Time Management
Cultural Awareness
Networking
Career and Work
Study Skills
Creativity
Self-awareness
Getting Organized
www.macmillanenglish.com/life-skills/classroom-
resources/
PRACTICAL METHODOLOGY xxxvii

The Common European Framework
of Reference for Language Learning
Introduction practice, they should feel able to accomplish the
things described at the C1 level with a good degree of
The Common European Framework of Reference confidence.
(CEFR) is a widely used standard created by the
Council of Europe. In the classroom, familiarity with In order to help the teacher and student assess their
the CEFR can be of great help to any teacher in progress, we’ve provided a list of C1 descriptors for
identifying students’ actual progress and helping them each unit of American Inside Out Evolution Advanced.
to set their learning priorities. A good ability with the B2 descriptors is presupposed
at the start of the book, and most students who
Students can use the descriptors (description have reached that level will already be able to make
of competences) at any point to get a detailed, a fair attempt at some of the things described at C1.
articulated, and personal picture of their own The Advanced level is about building confidence and
individual progress. This is important, as no two expanding the range of situations in which the student
language learners progress in the same way, and can operate comfortably in English. The descriptors
consequently it is always rather artificial to apply a allow the teacher to see a typical pattern of language
“framework level” to a class as a whole, or to a course acquisition. It’s important to remember that every
or course book. student learns differently, and that the various
The European Language Portfolio is another abilities will be acquired in a different sequence and at
Council of Europe project, designed to give every a different pace by each individual.
learner a structure for keeping a record of their At Advanced level students have reached a stage at
language learning experiences and their progress as which it’s difficult to direct their learning effectively.
described in the CEFR. Up-to-date information about Up to now there’s been a clear set of basic grammar
developments with the CEFR and Portfolio can be rules and essential vocabulary to learn, but now
found on www.coe.int/portfolio. students begin to realize that there’s a vast amount
The Swiss-based Eurocentres Foundation played a more information about the language that they need
major role in the development of the levels and the in order to use it well, and that that information is
descriptors for the CEFR and the prototype Portfolio. much more difficult to codify and organize. They
The CEFR descriptors, developed in a Swiss National can gain a real sense of achievement, however, from
Research Foundation project, were presented in understanding the slightly technical descriptors and
clearer, simpler, self-assessment form in the prototype applying them to their own experience.
(Swiss) Portfolio. There are now dozens of different Suggested targets for the checklist are provided for
national versions of the Portfolio for different each unit. They allow the teacher to see how a typical
educational sectors, but the only version for adults is student’s confidence might be building, to identify
that developed from the Swiss version1 by EAQUALS2 the key skills focused on in each unit, and so to select
(European Association for Quality Language Services) supplementary materials or change the emphasis as
in collaboration with ALTE3 (Association of Language necessary. At the same time, they give the students
Testers in Europe). The descriptors used in this guide a yardstick to measure themselves against, so that
are taken from the EAQUALS/ALTE Portfolio. An they can easily identify their own weak areas and
electronic version which can be completed online can take responsibility for their own learning. It’s a good
be downloaded in English or French from www.eelp. idea to include the students in the ongoing planning
org. The EAQUALS/ALTE Portfolio descriptors have of the course at this level: they can now express their
been used in this guide, as they are more concrete and needs and preferences in English and so if they feel
practical than the original CEFR descriptors. consulted about the course, it’s possible to establish
very productive feedback.
American Inside Out Evolution
CEFR Checklists 1 Schneider, Gunther, & North, Brian (2000): “Fremdsprachen können
– was heisst das?» Zürich, Ruegger; North, Brian (2000): «The
Development of a Common Framework Scale of Language Proficiency»,
American Inside Out Evolution Advanced is appropriate New York, Peter Lang.
for students who can already use basic English in
2 EAQUALS is a pan-European language school accreditation body with
a limited range of situations and are now facing over 100 full members.
the daunting task of expanding their language
3 ALTE is an association dedicated to raising standards in language
abilities towards more general competence. By the testing and encompasses the major European examination providers.
end of American Inside Out Evolution Advanced, if Eurocentres provides high-quality language teaching in countries
the students have had access to English outside where the language concerned is spoken. EAQUALS, ALTE, and
Eurocentres are the three NGO advisers for language learning to the
the classroom, and have had the opportunity to Council of Europe and all three implement the CEFR.
xxxviii CEFR
CEFR Student Checklists
Unit 1
Complete the checklist.
1 = I can do this with a lot of help from my teacher.
2 = I can do this with a little help.
3 = I can do this fairly well.
4 = I can do this really well.
5 = I can do this almost perfectly.
Competences Page Your score

I can follow extended speech, even when it is not clearly structured and when relationships 9, 14 1 2 3 4 5
are only implied and not signaled explicitly.
I can use language flexibly and effectively for social purposes, including emotional, allusive, 8, 9, 12, 16 1 2 3 4 5
and joking usage.
I can adjust what I say and the means of expressing it to the situation and the recipient. 12, 14, 16, 17 1 2 3 4 5
I can understand fairly long, demanding texts and summarize them orally. 10 1 2 3 4 5
I can consistently maintain a high degree of grammatical accuracy; errors are rare and difficult 13, 15 1 2 3 4 5
to spot.
✃
Unit 2

I can recognize a wide range of idiomatic expressions and colloquialisms when listening, 18, 24, 26 1 2 3 4 5
appreciating shifts in style and register.
I can give clear, detailed descriptions of complex subjects, developing particular points. 20, 21, 22, 23, 25 1 2 3 4 5
I can understand in detail a wide range of lengthy, complex texts, identifying finer points of 20, 21, 27 1 2 3 4 5
detail including attitudes and opinions.
I can express myself in writing on a wide range of general or professional topics in a clear and 23, 27 1 2 3 4 5
user-friendly manner.
I can present points of view in a comment on a topic or an event, underlining the main ideas 27 1 2 3 4 5
and supporting my reasoning with detailed examples. ✃
Unit 3

I can express myself fluently and spontaneously, almost effortlessly, and there is little obvious 30, 31, 33, 34, 1 2 3 4 5
searching for expressions or avoidance strategies. 35, 36
I can produce clear, smoothly flowing, well-structured speech, using connectors and cohesive 29, 33, 35, 36 1 2 3 4 5
devices.
I have a good command of a broad range of vocabulary, allowing gaps to be readily overcome 31, 34, 37 1 2 3 4 5
with circumlocutions.
I can present a complex topic in a clear and well-structured way, expanding and supporting 29, 36 1 2 3 4 5
points of view with subsidiary points, reasons, and relevant examples.
I can write in a natural style appropriate to the reader in mind. 29, 32 1 2 3 4 5
American Inside Out Evolution – Photocopiable – © Macmillan Education 2018 CEFR xxxix
Unit 4

I can understand finer points of detail including attitudes and implied as well as stated 40, 43, 46, 49 1 2 3 4 5
opinions.
I can use language flexibly and effectively for social purposes, including emotional, allusive, 43, 44, 47, 48 1 2 3 4 5
and joking usage.
I can use circumlocution and paraphrase when I don’t know the vocabulary or grammar to 45, 47, 48 1 2 3 4 5
say something.
I can express myself with clarity and precision in personal correspondence. 49 1 2 3 4 5
✃
Unit 5

I can understand most texts with an occasional use of a dictionary. 52, 53, 56, 59 1 2 3 4 5
I can give an extended description or account of something integrating themes, developing 55 1 2 3 4 5
particular points, and concluding appropriately.
I can relate my own contribution skillfully to those of other speakers. 58 1 2 3 4 5
I have a good command of a broad range of vocabulary, allowing gaps to be readily 50, 52, 55, 56 1 2 3 4 5
overcome with circumlocutions.
I can consistently maintain a high degree of grammatical accuracy; errors are rare and 51, 55, 57 1 2 3 4 5
difficult to spot. ✃
Unit 6

I can follow extended speech, even when it is not clearly structured and when relationships are only 60, 64 1 2 3 4 5
implied and not signaled explicitly.
I can extract information, ideas, and opinions from highly specialized texts in my own field, for 61, 62, 63 1 2 3 4 5
example research reports.
I can select a suitable phrase to preface my remarks appropriately in order to start or maintain a 65, 68 1 2 3 4 5
conversation.
I can qualify opinions and statements precisely in relation to degrees of, for example, certainty, 69 1 2 3 4 5
belief, and likelihood.
I can read any correspondence with occasional use of a dictionary. 69 1 2 3 4 5
xl CEFR American Inside Out Evolution – Photocopiable – © Macmillan Education 2018

Unit 7

I can understand complex technical information, such as operating instructions or 74 1 2 3 4 5
specifications for familiar products and services.
I can vary intonation and place sentence stress correctly in order to express finer shades 75 1 2 3 4 5
of meaning.
I can present a complex topic in a clear and well-structured way, expanding and supporting 79 1 2 3 4 5
points of view with subsidiary points, reasons and relevant examples.
I have a good command of a broad range of vocabulary, allowing gaps to be readily 73, 74, 76, 81 1 2 3 4 5
overcome with circumlocutions.
✃
Unit 8

I can follow most lectures, discussions, and debates with relative ease. 83, 84, 85 1 2 3 4 5
I can express my ideas and opinions with precision in an informal discussion, and present 84, 85, 87, 90 1 2 3 4 5
and respond to complex lines of argument convincingly.
I can select a suitable phrase to preface my remarks appropriately in order to start or 90 1 2 3 4 5
maintain a conversation.
I can produce clear, smoothly flowing, well-structured speech, using connectors and 85 1 2 3 4 5
cohesive devices.
I can write texts which show a high degree of grammatical correctness and vary my 91 1 2 3 4 5
vocabulary and style according to the addressee, the kind of text, and the topic.
✃
Unit 9

I can understand long and complex factual and literary texts as well as differences in style. 94, 98, 99 1 2 3 4 5
I can select an appropriate formulation from a broad range of language to express myself 93, 96, 97, 100, 1 2 3 4 5
clearly, without having to restrict what I want to say. 101
I can give an extended description or account of something integrating themes, developing 96 1 2 3 4 5
particular points, and concluding appropriately.
I can produce clear, smoothly flowing, well-structured speech, using connectors and 95, 96 1 2 3 4 5
cohesive devices.
American Inside Out Evolution – Photocopiable – © Macmillan Education 2018 CEFR xli
Unit 10

I can recognize a wide range of idiomatic expressions and colloquialisms when listening, 105, 108, 109, 110, 112 1 2 3 4 5
appreciating shifts in style and register.
I can extract information, ideas, and opinions from highly specialized texts in my own field, 104, 106, 110, 113 1 2 3 4 5
for example research reports.
I can express myself fluently and spontaneously, almost effortlessly, and there is little 108, 109, 112 1 2 3 4 5
obvious searching for expressions or avoidance strategies.
I can consistently maintain a high degree of grammatical accuracy; errors are rare and 107, 111, 113 1 2 3 4 5
difficult to spot.
I can present a complex topic in a clear and well-structured way, expanding and supporting 113 1 2 3 4 5
points of view with subsidiary points, reasons and relevant examples.
✃
Unit 11

I can skillfully make inferences using contextual, grammatical, and lexical cues. 117, 118, 122 1 2 3 4 5
I can easily follow complex interactions between people in group discussion and debate, 115, 122 1 2 3 4 5
even on abstract, complex unfamiliar topics.
I can express my ideas and opinions with precision in an informal discussion, and present 115, 118, 121 1 2 3 4 5
and respond to complex lines of argument convincingly.
I can write texts which show a high degree of grammatical correctness and vary my 118, 120 1 2 3 4 5
✃
Unit 12

I can extract specific information from even poor quality, audibly distorted public 124 1 2 3 4 5
announcements, e.g. in a station, sports stadium, etc.
I can write texts which show a high degree of grammatical correctness and vary my 125, 129 1 2 3 4 5
I can express myself fluently and spontaneously, almost effortlessly, and there is little 124, 129, 131, 132 1 2 3 4 5
obvious searching for expressions or avoidance strategies.
I can use vocabulary with occasional minor slips, but no significant vocabulary errors. 124, 129, 131 1 2 3 4 5
I can express myself with clarity and precision in writing, relating to the addressee flexibly 133 1 2 3 4 5
and effectively.
xlii CEFR American Inside Out Evolution – Photocopiable – © Macmillan Education 2018
CEFR Student Checklists: Suggested targets
Unit 1 Unit 2
Competences Page Your score Competences Page Your score
I can follow extended speech, even 9, 14 1 2345 I can recognize a wide range 18, 24, 1 2 345
when it is not clearly structured and of idiomatic expressions and 26
when relationships are only implied colloquialisms when listening,
and not signaled explicitly. appreciating shifts in style and
I can use language flexibly and 8, 9, 12, register.
1 2345
effectively for social purposes, 16 I can give clear, detailed 20, 21, 1 2 345
including emotional, allusive, and descriptions of complex subjects, 22, 23,
joking usage. developing particular points. 25
I can adjust what I say and the 12, 14, 12 3 45 I can understand in detail a wide 20, 21, 12 3 45
means of expressing it to the 16, 17 range of lengthy, complex texts, 27
situation and the recipient. identifying finer points of detail
I can understand fairly long, 10 including attitudes and opinions.
1 2 345
demanding texts and summarize I can express myself in writing 23, 27 1 2345
them orally. on a wide range of general or
I can consistently maintain a high 13, 15 professional topics in a clear and
1 2345
degree of grammatical accuracy; user-friendly manner.
errors are rare and difficult to spot. I can present points of view in a 27 1 2345
comment on a topic or an event,
underlining the main ideas and
supporting my reasoning with
detailed examples.
Unit 3
Competences Your score
I can express myself fluently and 30, 31, 1 2345
spontaneously, almost effortlessly, 33, 34,
and there is little obvious searching 35, 36
for expressions or avoidance
strategies.
I can produce clear, smoothly 29, 33, 1 2345
flowing, well-structured speech, 35, 36
using connectors and cohesive
devices.
I have a good command of a broad 31, 34, 1 2 345
range of vocabulary, allowing 37
gaps to be readily overcome with
circumlocutions.
I can present a complex topic in 29, 36 1 2345
a clear and well-structured way,
expanding and supporting points
of view with subsidiary points,
reasons, and relevant examples.
I can write in a natural style 29, 32 1 2 345
appropriate to the reader in mind.
American Inside Out Evolution – Photocopiable – © Macmillan Education 2018 CEFR xliii
Unit 4 Unit 5
I can understand fairly long, 40 1 2 345 I can understand most texts with an 52, 53, 12 3 45
demanding texts and summarize occasional use of a dictionary. 56, 59
them orally. I can give an extended description 55 1 2 345
I can understand finer points of 40, 43, 1 2 345 or account of something
detail including attitudes and 46, 49 integrating themes, developing
implied as well as stated opinions. particular points, and concluding
I can use language flexibly and 43, 44, appropriately.
1 2 345
effectively for social purposes, 47, 48 I can relate my own contribution 58 1 2 345
including emotional, allusive, and skillfully to those of other speakers.
joking usage. I have a good command of a broad 50, 52, 12 3 45
I can use circumlocution and 45, 47, 1 2 345 range of vocabulary, allowing 55, 56
paraphrase when I don’t know the 48 gaps to be readily overcome with
vocabulary or grammar to say circumlocutions.
something. I can consistently maintain a high 51, 55, 12 3 45
I can express myself with 49 1 2 345 degree of grammatical accuracy; 57
clarity and precision in personal errors are rare and difficult to spot.
correspondence.
Unit 6
I can follow extended speech, even 60, 64 12 3 45
when it is not clearly structured and
when relationships are only implied
and not signaled explicitly.
I can extract information, ideas, and 61, 62, 12 3 45
opinions from highly specialized texts 63
in my own field, for example research
reports.
I can select a suitable phrase to 65, 68 12 3 45
preface my remarks appropriately
in order to start or maintain a
conversation.
I can qualify opinions and statements 69 12 3 45
precisely in relation to degrees of,
for example, certainty, belief, and
likelihood.
I can read any correspondence with 69 12 3 45
occasional use of a dictionary.
xliv CEFR American Inside Out Evolution – Photocopiable – © Macmillan Education 2018
Unit 7 Unit 8
I can understand complex 74 12 3 45 I can follow most lectures, 83, 84, 123 4 5
technical information, such discussions, and debates with 85
as operating instructions or relative ease.
specifications for familiar I can express my ideas and 84, 85, 123 4 5
products and services. opinions with precision in an 87, 90
I can understand fairly long, 76 12 3 45 informal discussion, and present
demanding texts and summarize and respond to complex lines of
them orally. argument convincingly.
I can vary intonation and place 75 12 3 45 I can select a suitable phrase to 90 123 4 5
sentence stress correctly in preface my remarks appropriately
order to express finer shades of in order to start or maintain a
meaning. conversation.
I can present a complex topic in 79 1 2 345 I can produce clear, smoothly 85 123 4 5
a clear and well-structured way, flowing, well-structured speech,
expanding and supporting points using connectors and cohesive
of view with subsidiary points, devices.
reasons and relevant examples. I can write texts which show 91 123 4 5
I have a good command of a broad 73, 74, 123 4 5 a high degree of grammatical
range of vocabulary, allowing 76, 81 correctness and vary my
gaps to be readily overcome with vocabulary and style according
circumlocutions. to the addressee, the kind of text,
and the topic.
Unit 9
I can understand long and complex 94, 98, 123 4 5
factual and literary texts as well as 99
differences in style.
I can select an appropriate 93, 123 4 5
formulation from a broad range of 96, 97,
language to express myself clearly, 100,
without having to restrict what I 101
want to say.
I can give an extended description 96 123 4 5
or account of something
integrating themes, developing
particular points, and concluding
appropriately.
I can relate my own contribution 100 12 3 45
skillfully to those of other
speakers.
I can produce clear, smoothly 95, 96 123 4 5
flowing, well-structured speech,
using connectors and cohesive
devices.
American Inside Out Evolution – Photocopiable – © Macmillan Education 2018 CEFR xlv
Unit 10 Unit 11
I can recognize a wide range 105, 123 4 5 I can skillfully make inferences using 117, 118, 123 4 5
of idiomatic expressions and 108, contextual, grammatical, and lexical 122
colloquialisms when listening, 109, cues.
appreciating shifts in style and 110, 112 I can easily follow complex 115, 122 123 4 5
register. interactions between people in
I can extract information, ideas, and 104, 123 4 5 group discussion and debate, even
opinions from highly specialized 106, on abstract, complex unfamiliar
texts in my own field, for example 110, 113 topics.
research reports. I can express my ideas and opinions 115, 118, 1234 5
I can express myself fluently and 108, 1234 5 with precision in an informal 121
spontaneously, almost effortlessly 109, discussion, and present and respond
and there is little obvious searching 112 to complex lines of argument
for expressions or avoidance convincingly.
strategies. I can relate my own contribution 120 123 4 5
I can consistently maintain a high 107, 111, 123 4 5 skillfully to those of other speakers.
degree of grammatical accuracy; 113 I can write texts which show a high 118, 120 123 4 5
errors are rare and difficult to spot. degree of grammatical correctness
I can present a complex topic in 113 12 3 45 and vary my vocabulary and style
a clear and well-structured way, according to the addressee, the kind
expanding and supporting points of of text, and the topic.
view with subsidiary points, reasons,
and relevant examples.
Unit 12
I can extract specific information from 124 12 3 45
even poor quality, audibly distorted public
announcements, e.g. in a station, sports
stadium, etc.
I can write texts which show a high degree 125, 123 4 5
of grammatical correctness and vary my 129
vocabulary and style according to the
addressee, the kind of text, and the topic.
I can express myself fluently and 124, 1234 5
spontaneously, almost effortlessly, and 129, 131,
there is little obvious searching for 132
expressions or avoidance strategies.
I can use vocabulary with occasional minor 124, 1234 5
slips, but no significant vocabulary errors. 129, 131
I can express myself with clarity and 133 123 4 5
precision in writing, relating to the
addressee flexibly and effectively.
xlvi CEFR American Inside Out Evolution – Photocopiable – © Macmillan Education 2018
1 Conversation Overview
Section Aims What the students are doing
Speaking & Vocabulary Fluency practice Discussing relationships between people in pictures.
SB page 8 Adjectives describing Categorizing adjectives used in conversations and matching them
conversation styles with the pictures.
Discussing recent conversations.
Listening & Vocabulary Listening for gist Discussing what makes a good and bad conversation.
SB page 9 Conversation Listening to conversations and matching them with questions.
collocations Completing extracts from conversations.
Matching definitions with expressions.
Speaking Fluency practice Talking about their last conversation in English.

SB page 9
Reading & Speaking Fluency practice Discussing perspectives of different conversation styles.
SB page 10 Using pictures and definitions of conversation styles as a starting
point for talking about conversation style differences.
Vocabulary Word building Matching vocabulary of personal values with definitions.

SB page 11 Completing a table with noun, verb, adjective, and adverb forms.
Speaking & Listening Fluency practice Talking about typical complaints girlfriends and boyfriends make
SB page 12 Predicting about each other.
Listening to a conversation and matching extracts with speakers.
Pronunciation Intonation Identifying angry tones from a conversation and practicing

SB page 12 conveying feelings by intonation.
Grammar Position of adverbials Identifying different types of adverbials.

SB page 13 Studying the implications of the position of adverbials.
Speaking Fluency practice Discussing eavesdropping and accidentally overhearing people’s

SB page 14 conversations.
Listening Listening for gist and Listening to conversations and identifying the dynamics displayed
SB page 14 detail in them.
Grammar Aspect Completing extracts from conversations.

SB page 15 Identifying correct verb forms.
Language for Life Opening Reading tips about starting a conversation.

SB page 16 conversations Matching the conversations with their situations.
Matching conversation openers with their functions and responses.
Discussing which conversation is the most successful.
Practicing starting a conversation.
Life Skills Communication Creating Rapport

SB page 16
Vocabulary Extra Multiple meaning Discussing proverbs.

SB page 17 and uses of common Identifying the part of speech of the word talk in various
words sentences.
Completing sentences and discussing idioms with talk.
Writing Writing an email of complaint.

WB page 6
UNIT 1 1
1 Conversation Teacher’s notes
Warm up Listening & Vocabulary
Focus the students’ attention on the pictures (SB page 9)
and ask them in which situation they feel more
comfortable: having an intimate chat with a
1
close friend or talking in a large group. • Groupwork. Before putting the students into
groups, go through the instructions with the class
and make sure everybody understands that a
Speaking & Vocabulary frustrating conversation is one which leaves you
unsatisfied, and that a good conversationalist is
(SB page 8) somebody who is good at making conversation.
(What they are expected to do here is not to explain
1
the meaning of good conversationalist, but to
Pairwork. Focus the students’ attention on the discuss what qualities, skills, and techniques a good
pictures. Put them in pairs and give them time to talk conversationalist employs. If they miss the point,
about what they can see and to discuss the questions. steer them towards doing this.)
Then have a feedback session with the class, getting • Encourage the groups to report back to the class
as many different opinions as possible. on their discussions.
2 2 1.02–1.07
• Ask the students to classify the adjectives in the box • Go through the instructions with the class and
according to the headings in the table. Allow them to make sure they understand that they have to
compare their answers in pairs before checking with match each speaker with one of the questions
the class. You may need to point out that sometimes from Exercise 1. Play the recording, pausing it after
whether an adjective is positive or negative depends each speaker if necessary to allow the students to
on one’s personal viewpoint. Some people, for decide which question is being answered each time.
example, like having an intense conversation, while • Ask the students to compare their answers in the
for others having this would not be desirable. The same groups they were in for Exercise 1. Encourage
adjectives in the neutral category in the answers them to discuss whether the opinions expressed by
below could be either positive or negative depending the people on the recording were similar to their
on the circumstances. Intimate can be both positive own.
and neutral. • Only one of the speakers on the recording
• Students then add one or two more adjectives answers Question c, so it might be worth spending
under each heading. Then compare their adjectives some more time on this question and having a
with their partner. whole-class discussion on whether being a good
• Finally, ask the students to discuss in pairs which conversationalist simply means having something
adjectives they would use to describe each of the interesting to say or whether there are other
conversations in the pictures in Exercise 1. factors at play, such as the ability to talk to anyone
(no matter how boring or how different from you
POSSIBLE ANSWERS: they are), the skill of being able to elicit good
Positive: animated, hilarious, meaningful, conversation out of other people and to make them
stimulating feel important, the sensitivity not to dominate the
Negative: boring, bizarre, frustrating, one-sided, conversation, the ability to steer a conversation
pointless, predictable subtly away from tricky subjects, etc.
Neutral: in-depth, intense, intimate, lengthy
ANSWERS:
3 Joanna – a
• Pairwork. Ask the students to work in pairs to Mike – c
answer the questions. Keep it light-hearted and Phil – b
make it clear that they don’t have to reveal any Jessica – b
information that they don’t feel comfortable about Brianna – a
sharing. Rafael – b
• Encourage the students to report back to the class
on their discussions.
2 UNIT 1
3
1.02
Joanna Ask the students to fill in the blanks. Play the
Well, I like to be able to take an active part, so it recording again when they’ve done this to check their
helps if there aren’t some people who hog the answers and hear the target expressions in context.
conversation all the time, and also people need
to have a sense of humor about things, I think, ANSWERS:
not to take things too seriously, and you need a a hog
conversation that flows, so that you can … well, b flows
you don’t get stuck on one point. c get across, something to say
d butt in
1.03
e drones on and on
Mike
f on the same wavelength
Um, a good conversationalist. I’d say it’s
somebody who has a point that they want to get g hunt around
across during the conversation, somebody with
something to say as opposed to somebody who 4
just talks endlessly about various subjects and Ask the students to work individually to match the
doesn’t engage in one particular subject. And I’d definitions with the expressions in Exercise 3, but
say it was somebody who listens to other people
allow them to compare in pairs before checking with
as well, that’s what I’d say.
the class.
1.04
Phil ANSWERS:
When people aren’t really interested in what you’re 1 hunt around
saying, that’s very annoying. Also, people who
2 butt in
interrupt you continually with grunts or opinions of
3 hog
their own or whatever, and also some people don’t
care about whose turn it is to talk, so they just, you 4 something to say
know, butt in when you’re in the middle of a thought 5 on the same wavelength
and obviously, you know, when the topic’s boring, 6 get across
that’s very irritating. And sometimes, you know, the 7 flows
conversation goes nowhere, it’s going nowhere, and 8 drones on and on
that’s also extremely irritating.
1.05 5
Jessica Pairwork. Put the students into pairs and ask them to
I really hate it when I’m with somebody who just decide which expressions they associate with which
drones on and on in a conversation, and who type of conversation.
doesn’t give you a chance to speak at all. Oh, and I
also really hate it when they just carry on and they SUGGESTED ANSWERS:
don’t care whether or not you are interested at all 1 hunt around
in what they’re saying. They seem oblivious to how 2 butt in, drone on and on, hog
you’re reacting to them. I hate that. 3 flows, on the same wavelength, something to say
1.06
Brianna
It’s good when you’re talking about things you have
in common with the person you are talking to, like
Speaking (SB page 9)
you’re on the same wavelength and you can share • Pairwork. Go through the instructions and the
the same tastes or experiences so you know where questions with the class. Give the students time to
the other person’s coming from. It’s also nice if you think about their own answers before you put them
can share a joke or a personal story or an anecdote into pairs to discuss the questions.
or something like that. • Have a feedback session with the class and get
1.07 them to decide whose conversation was the most
Rafael challenging and whose the most satisfying.
I can’t stand it when you have to do all the
talking yourself, when the other person’s not
responding. Or when they are responding,
but it’s with monosyllabic answers, you know,
they’re just going “yeah,” “hmm,” “uh,” and
that’s all you’re getting back. And when you
have to work to keep the conversation going.
That’s, that’s really bad, when you’re having to
hunt around for things to say because you’re
just not getting anything back.
UNIT 1 3
Reading & Speaking Vocabulary (SB page 11)
(SB page 10) 1
1 Ask the students to complete the glossary.
Groupwork. Put the students into groups and ask
ANSWERS:
them to discuss the statements and how much they
a profitable
agree or disagree with them. Make sure the discussion
b productivity
doesn’t become too heated and remind the students
c specifically
that they need to give reasons for their opinions.
d assess
2 e strategy
• Focus the students’ attention on the descriptions of f beneficial
conversation styles.
Are they able to identify their conversation styles? 2
Do their self descriptions jibe with their partners Ask the students to try to complete the table without
impressions? using a dictionary.
• Encourage the students to report back to the
class and see which students belong to the same Noun Verb Adjective Adverb
conversation style. It might be interesting to pair profit / profit profitable profitably
them by similar styles. Are there any students who profitability
identify with more than one conversational style?
productivity produce productive productively
specification specify specific specifically
ANSWERS:
assessment assess assessed –
c Though these words allow for a certain
amount of disagreement, the suggested strategy strategize strategic strategically
categories are:
Analytical – technology, productivity
Functional – precision, punctuality, focus Language notes
Personal – patience, flexibility Vocabulary: word building
Intuitive – creativity • Review some of the noun and adjective
endings presented: -ment (indicates the result
3 of an action, e.g. fulfillment, achievement),
• Pairwork. Think about how you pair the students -ence/-ance (competence), -cy (efficiency),
up in this exercise. Would the students feel more -ion (satisfaction).
comfortable in same-style pairs? Would the results • Some other typical noun endings are: -ism (a
be more interesting if they were mixed-style? Should belief in something, e.g. optimism), -ist (the
they read same style or different style texts? person who believes, e.g. optimist), -ness
• Ask one student in each pair to read each of the (goodness); adjective endings: -ful/-less
texts and make notes on their particular text. (skillful, hopeless), -able/-ible (achievable),
-ing/-ed (satisfying (provides satisfaction),
ANSWERS: satisfied (receives satisfaction)).
Testimonial A
a June did not allow time for the creative 3
process to happen.
Ask the students to complete the sentences. Then
b Making the process and roles more explicit
allow them to compare their answers in pairs before
helped resolve the problems.
checking with the class. Note that there could be
c Travis: intuitive and personal. June: analytical
more than one answer for some of the blanks. Accept
and functional.
any answers that are grammatically correct and make
Testimonial B
sense.
a Lack of organization and focus; poor
communication. ANSWERS:
b Knowing how and when to say things. a productivity
c Travis: intuitive and personal. June: analytical b assess
and functional. c specifications
d profitable
4 e strategic
Allow plenty of time for the students to tell each
other about their texts and to discuss the questions.
Tell them to report back to the class on their
discussion.
4 UNIT 1
Speaking & Listening S: But it’s the last night. You said you really wanted
(SB page 12) to go!
B: Why don’t you go with your sister? You said she
1 wanted to see the movie …
Groupwork. Put the students into groups. Again, you S: This is the third time you’ve pulled out. What’s
might consider whether this will work best with your going on?
students in single-gender or mixed-gender groups. Ask B: Nothing. I just don’t feel like it tonight, that’s all.
the students to brainstorm a list of complaints. In a class S: Come on, if there’s something wrong, you can
feedback session, get the groups to share their lists and tell me. I’m not going to fly off the handle.
then get the students to vote on which ones are most B: There’s nothing wrong …
commonly made about men and which about women. S: Yes, there is. You’ve been acting funny for days.
You don’t talk to me, you don’t want to see me.
2 B: That’s not true.
• Groupwork. Put the students into two groups. If you S: Are you bored with me? Is there someone else?
have used single-gender groups up to now, perhaps Have I done something wrong?
change so that the students have a chance to think B: No, no, of course not.
about the point of view of the opposite sex. You S: You never used to be like this; you used to want
could also tell the male students to take the role to spend time with me. What’s changed?
of Suzi and the female students to take the role of B: Nothing’s changed. Of course I want to see you.
Brian. With a very large class, make several groups, S: But not tonight, huh? The football game is more
but when pairing the students up in the next interesting, I guess.
exercise, make sure you have a Suzi and a Brian in B: Oh, you know that’s not true. It’s just that I’m
each pair. tired, that’s all. It’s been a tough day. I just need
• Ask the groups to turn to page 136. Allow them a night at home …
time to read their information and discuss what S: Alone!
they’re going to say. B: Look, if it’s that important to you, I’ll come. What
time did you say?
3 S: No, forget it! I wouldn’t want you to go out of your
• Pairwork. Make pairs with students from different way or anything!
groups and ask them to act out the telephone B: Don’t be like that. Come on, should I come and
conversation between Suzi and Brian. Telephone pick you up?
roleplays often work best if you seat the students S: No, forget it. I don’t want to go now. Let’s just
back-to-back so that they can’t see each other. drop it.
B: Look, I’d love to do something tomorrow, OK?
• As they work, go around, monitoring and giving
S: Whatever. Do what you want. You always do!
help where necessary. Take note of any particularly B: Suzi, don’t … Suzi. Suzi?
good conversations which could be repeated for the
class.
5
4 1.08 Pairwork. Ask the students to discuss with their
Ask the students to listen to the conversation and say partner whether the extracts are from what Suzi said
how different it was from theirs. or from what Brian said. Play the recording again for
them to check their answers.
1.08 (B = Brian; S = Suzi)
B: Hello? ANSWERS:
S: Hi, it’s me! a Suzi
B: Hi! How are you doing? b Suzi
S: Fine, a little stressed, had a hard day at work, c Brian
you know, the usual. d Suzi
B: Yeah, me too. e Suzi
S: So, what about the movie? I just called to check f Brian
the times and it’s on at 7 and 9:30. Which is best g Suzi
for you? h Suzi
B: Listen, honey, do you mind if we go another
night? I’m tired, I just feel like watching some 6
football on TV. Either this could be done as a class discussion or you
could put the students into pairs or groups, and then
get them to compare their suggestions. You might like
to get different suggestions from male and female
students and see how they differ.
UNIT 1 5
Pronunciation (SB page 12) Grammar (SB page 13)
1 Position of adverbials
Pairwork. Put the students into pairs and ask them to 1
read the extracts and discuss the questions. Check
• Pairwork. Explain that adverbials give extra
answers with the class and make sure the students
information about a verb. Focus the students’
understand sarcasm. Explain that somebody’s tone of
attention on the examples in bold in the sentences
voice will often indicate that they are being sarcastic.
in this exercise and point out that adverbials can be
a single word or a phrase.
ANSWERS:
• Pairwork. Put the students into pairs and ask them
No. She conveys her anger by using sarcasm –
to read the example sentences and match the
saying the opposite of what she really means.
adverbials in bold with their functions.
Language note ANSWERS:

1 a by himself,
Pronunciation: stress and intonation to sound
d dramatically, like an overgrown teenager
sarcastic
2 a never
This section focuses on ways of using stress and
3 b tomorrow
intonation to show annoyance through the use
4 c on the couch
of sarcasm. It’s important for your students to
5 e Frankly
try to imitate as closely as possible the stressed
words within the sentences to achieve their
maximum effect. Bear in mind sarcasm will be 2
a much more familiar concept to some cultures • Read the example sentence to the class and point
than to others. out the four numbered positions. Give the students
time to think about where in the sentence they’d
2 1.09 add the six adverbials in the list. Encourage them to
• Play the recording and ask the students to identify experiment with the different positions, saying the
the differences between the normal tone and the sentence aloud each time in order to develop a feeling
angry tone. for what sounds right and what sounds wrong.
• Check answers before asking the students to look • Check answers with the class and point out that
at page 154 and find other phrases where the sometimes more than one position may be correct
girl uses an angry tone of voice. When they’ve (though sometimes this changes the meaning, as
identified these, get them to practice in pairs. they will see in Exercise 4).
• Go through the information about adverbials in the
ANSWER: margin. Get the students to say what the function is
When people speak angrily, the words are of: home (place), tomorrow (time), quickly (manner),
stressed more strongly. to see us (purpose), every week (time). Point out
that several adverbials can be used in combination,
as in the last three sentences in the margin.
1.09
1 But not tonight, huh? The football game is ANSWERS:
more interesting, I guess. a when she was younger – 1, 4
2 But not tonight, huh? The football game is b always – 2
more interesting, I guess. c in secret – 3, 4
3 No, forget it! I wouldn’t want you to go out of d only – 1, 2, 3
your way or anything. e from time to time – 1, 3, 4
4 No, forget it! I wouldn’t want you to go out of f probably – 2
your way or anything! One-word adverbials are often used in
position 2. Phrases are usually used at the
beginning or the end of the clause.
In the negative sentence, always and only come
between the auxiliary and the main verb –
probably comes before the auxiliary.
6 UNIT 1
6 Grammar Extra 1, Part 1
Language note
Ask the students to turn to Grammar Extra 1, Part 1
Grammar: adverbials
on page 142 of the Student’s Book. Here they’ll find
An adverbial gives us more information about the
an explanation of the grammar they’ve been studying
manner, frequency, time, or place of an action.
and a further exercise to practice it on the next page.
Adverbial phrases most commonly occur at the
end of sentences (although they can also be
1
used at the beginning of a sentence, often for
SUGGESTED ANSWERS:
emphasis), while one-word adverbs often occur
in the mid-position (or, again for emphasis, at the a I always watch TV for half an hour before going
beginning of a sentence). to bed. / I always watch TV before going to bed
Notice the adverbials in the example sentence: for half an hour. / Before going to bed I always
She lived happily in Buenos Aires when she was watch TV for half an hour.
in her early twenties. b I worked late at the office every night last week.
In the sentence we can see that place adverbials / Last week I worked late at the office every
(in Buenos Aires) usually come before time night. / Every night last week I worked late at
adverbials (when she was in her early twenties). the office.
Manner adverbials (happily) come before place c Frankly, I love reading a good book more than
adverbials. Single-word adverbs of frequency anything else. / Frankly, more than anything
usually occur between the subject and verb, else, I love reading a good book.
while phrases relating to frequency (now and d I probably won’t do anything special tonight. /
then, from time to time) are more usually found I won’t do anything special tonight, probably.
at the end of the sentence. e I sometimes wish I had more time to do fun
things on weekends. / I wish I had more time
sometimes to do fun things on weekends. /
3
Sometimes I wish I had more time to do fun
Give the students time to think about how they could things on weekends.
make the sentence true for them. Remind them f I dislike loud music, particularly in public places.
that they should add at least three adverbials to the / I particularly dislike loud music in public
sentence. Then ask the students to compare their places. / I dislike loud music, in public places
sentences with a partner. particularly.
4 g I’ll probably have time to play more sports once
Read the example sentences to the class, using I finish my exams. / Once I finish my exams,
intonation to help demonstrate the difference in I’ll probably have time to play more sports.
meaning between them. Ask the students to read the h I know I eat too quickly, but I’m always in a hurry.
other pairs of sentences and to think about what the
different meanings might be.
ANSWERS:
1
a 1 – I can’t speak to her at all.
2 – I can speak to her, but not honestly. Read the two sentences to the class and ask them to
b 1 – Previously I wanted him to come to the decide what the correct options are. Ask them if they
meeting, but then I changed my mind. have two different words in their own language for
2 – He came too late. these things.
c 1 – I only get into fights when I’m extremely
mad. ANSWERS:
2 – I often get into fights – especially if I’m mad. a eavesdropping
b overhearing
5
2
Go through the two questions and the example with
the class, pointing out the adverbials in italics in the Put the students into small groups and ask them
example. Ask the students to answer the questions to discuss the questions. If the students show
for themselves, using at least five adverbials in their particular interest in the topic, allow plenty of time for
answers. Then tell them to compare their sentences discussion. Ask a spokesperson from each group to
with a partner. report back to the class on their discussion.
UNIT 1 7
Listening (SB page 14) 1.11 (W = Woman)
1 1.10–1.11 2
W: OK, well … I guess it’s OK to talk to you now.
• Ask the students to look at the two pictures and
W: What? Ah, yes, well …. We’ve been working
take in what they can see in them. Explain that
on it all week.
they’re going to hear two conversations and they
W: Yes, yes, it’s almost done.
must decide which conversation goes with which
W: Yes, of course, we all understand how
picture.
important it is and we’ve already completed
• Play the recording for the students to choose which
the initial plans, we’re just waiting for the
picture goes with which conversation. Then focus
final details to come through …
attention on the questions and ask the students
W: Yes, yes, of course, I’m sure we’ll have
if they can answer them without listening to the
finished it by then …
recording again. Play it again for them to check
W: What? Sorry? I can’t hear you very well …
their answers.
W: Yes, yes, don’t worry. We’re working on the
final details now. We’ll be sending it to the
ANSWERS:
printer’s this evening …
Conversation 1 – Picture a W: Yes, yes, this evening … or tomorrow
a They are friends. morning at the latest …
b They’re talking about what happened to one W: Sorry, what’s that? You said you were
of them. promised it by the end of last week?
Conversation 2 – Picture b W: I really don’t think that’s possible … You
a A businesswoman talking to a client. must have been talking to the wrong person
b The client is unhappy about a delay in … I mean, there must have been some kind
receiving some kind of printed material. of misunderstanding.
W: Yes, of course. I understand your concerns,
and I’ll make sure it gets done this evening.
1.10 (W1 = Woman 1; W2 = Woman 2) W: Of course, absolutely. I’ll be taking care of it
1 personally. You can be sure of that.
W1: I’d been waiting and waiting and waiting and, W: Yes, yes, I’ll bring it over later this evening.
you know, I was beginning to think, like, you You can count on that.
know, like, he wasn’t coming or something … W: Goodbye.
W2: Why didn’t you call him … or text, text him …
or whatever …
W1: Yeah, well, you know, I thought he might have
2
gotten caught up at work or something and • Pairwork. Put the students into pairs and ask them
I didn’t really want to … I didn’t want him to to discuss the sentences. Play the recording again
feel … to think … you know, that I was like on if necessary.
his back, you know? • Have a class feedback session to find out if
W2: So, what did you do? everybody agrees. Then play the recording again to
W1: Well, actually, he called me! He’d been waiting confirm the answers.
for me … but in another restaurant … in
another restaurant on the other side of town!
ANSWERS:
W2: What …?
a both
W1: Turns out there are two Italian restaurants
named Casa Mia, and neither of us had b Conversation 2
realized! I had no idea. c Conversation 2
W2: Me either! d Conversation 1
W1: Yeah, and so, like, you know, neither of us had
realized and we’d both, you know, thought of 3
the other one and …
Pairwork. Ask the students to turn to the audioscript
W2: So, what happened? Did you go where he was
on page 155 and decide with their partner what the
or did he come where you were?
W1: He came to where I was. He was driving … other person was saying. When they’ve done that, ask
he had his car … it was easier for him. He them to practice their conversations. Get some of the
was actually really nice about it, really, really pairs to perform theirs for the class.
apologetic, and we …
8 UNIT 1
Grammar (SB page 15) Language notes
Aspect Grammar: aspect
Aspect refers to how an event or action is to be
1 viewed with respect to time, rather than to its
Go through the information in the margin with the actual location in time. The aspect of a verb is
class. Then ask the students to work in pairs to determined by whether the action is ongoing or
complete the extracts. Go around, checking that completed. Although all verbs in the past have
they’re doing this correctly. already happened, aspect is used to emphasize
whether the action was ongoing or completed at
ANSWERS: the time.
a waiting, waiting, beginning, coming Grammar: progressive verb form
b gotten The progressive is formed using the auxiliary be
c realized + -ing form of the verb.
d working I’m seeing them next week.
e completed He will be arriving in an hour.
f finished They were staying at the Continental.
g talking The progressive aspect describes events in
h been progress at a given point in time.
i taking Grammar: perfect verb form
The perfect is formed using the auxiliary will
2 have/have/had + past participle.
Pairwork. If the students have difficulty with this, refer Tomorrow they will have been here for two
them to the margin where there are examples of perfect weeks.
and progressive forms. As aspect is a difficult concept We’ve missed the bus!
to grasp for many people, you could go through the I knew I’d seen her before.
Grammar Extra section on page 142 with them. The perfect aspect describes events completed
before a given point in time.
ANSWERS: Grammar: perfect progressive form
1 perfect verb form: he might have gotten / The perfect progressive is formed using the
neither of us had realized / We’ve already auxiliary will have/have/had + been + -ing form of
completed / we’ll have finished / There must the verb.
have been This time next year we’ll have been working here
2 progressive verb form: I was beginning / he for twenty years.
wasn’t coming / I’ll be taking They’ve been waiting for a long time.
3 perfect progressive verb form: I’d been waiting She’d been hoping Mark would be there.
and waiting / We’ve been working / You must The perfect progressive form describes events
have been talking over a period of time leading up to a point in
time. It’s not clear if the action is completed, but
it’s not important. The emphasis is on the length
of time the action has been in progress, not
whether or not it has been completed.
3
Pairwork. Ask the students to work in pairs and to
decide which option is correct in each sentence.
Remind them to think about whether the action is
completed or ongoing at the specified time.
ANSWERS:
a ’d been waiting
b have finished
c be putting
d ’ve already posted
e ’ve been seeing
f have left
UNIT 1 9
4 2 1.12
Pairwork. Focus attention on the pictures and ask the Tell the students that they’re going to listen to four
students to work in pairs to think of suitable ways to conversations and that they should match them with
complete the thought bubbles. Allow them to compare the four situations in Exercise 1. Play the recording,
with other pairs before checking with the class. pausing it after each speaker to give the students
time to decide which situation it represents.
ANSWERS:
a ’d forgotten ANSWERS:
b ’m writing 1 c
c haven’t even gotten 2 d
d ’ve just arrived 3 b
4 a
5
Groupwork. Put the students into small groups
and ask them to discuss the questions. Appoint a 1.12
spokesperson in each group to report back to the 1 (S = Sue; J = John)
class. S: Hey, John! Fancy meeting you here! How are
things?
6 Grammar Extra 1, Part 2 J: Sue? What a surprise. I wasn’t expecting to see
Ask the students to turn to Grammar Extra 1, Part 2 you here. You look great!
on page 142 of the Student’s Book. Here they’ll find S: Thank you! You too. So, what are you doing
an explanation of the grammar they’ve been studying here? On vacation? On business?
and a further exercise to practice it on the next page. J: Yeah, on business. I’m at the conference. I forgot
you lived here now. I should have gotten in touch
2 …
a 2 (M = Man; W = Woman)
1 have you been M: Excuse me. Do you know what time it is?
2 ’ve been waiting W: Yeah, just a sec … it’s three fifteen.
3 ’ve just arrived M: Shouldn’t it be here by now?
4 were just getting / W: Yeah, but it’s often late …
’d just gotten M: Especially when there’s so much traffic.
b W: Yeah, it’s really busy today, there must be
5 have you been living / have you lived something going on downtown …
6 must have been / must be M: It’s that new exhibition, probably, you know, the
7 ’ll have been travel fair or something …
8 are you moving 3 (J = Jay; R = Ruben)
9 ’re moving / ’ll be moving J: Hi, you must be Ruben. I’ve heard a lot about
you.
R: All good, I hope!
Language for Life (SB page 16) J: Of course. I’m Jay, by the way. I work in
accounting.
1 R: Hi, Jay, nice to meet you. So, how long have you
been here?
Pairwork. Focus the students’ attention on the tips
J: Feels like forever! No, only joking, about three
for how to start a conversation. Ask them to work in
years. Before that I was …
pairs and to read the tips and answer the questions.
4 (A = Alison; C = Claire)
Encourage them to report back to the class on what
A: Great party, isn’t it?
they decided. Write any useful language that arises
C: Yeah.
on the board, as in Exercise 3 they’ll be asked to
A: So, how do you know Kim?
compare conversation openers on the recording to the
C: We work together.
ones they came up with here.
A: Oh really? At the school? Are you a teacher
too?
C: No, I’m the receptionist.
A: Oh, you’re Claire, right?
C: Yes, how did you know?
A: Uh, well …
10 UNIT 1
3 • Remember names – The extra effort you make to
Have a class discussion on whether the conversation pay attention and commit names to memory pays
openers follow the advice in the tips sheet in Exercise off. The sweetest sound in any language is one’s
1. Then ask the students to compare them with the own name!
ones they came up with. This will be easy to do if you • Really listen – Instead of preparing what you’re
wrote their suggestions on the board in Exercise 1. going to say next, be present and listen. You may
discover new topics of conversation or shared
ANSWERS: interests or experiences.
a yes • Be prepared – If you are going into a situation in
b yes which you want to build rapport, prepare some safe
c no and interesting ice-breaker questions beforehand.
d yes • Ask open-ended questions and look for common
ground – Open-ended questions are better than yes
/ no questions as they give people the opportunity
4
to talk about themselves. Again, be on the lookout
Do the matching part of this exercise as a class, then for common ground!
play the recording again. Put the students into pairs Can they add any other advice?
to discuss which responses they prefer.
1
ANSWERS: Divide the class into pairs and ask them to come up
1 c with good and bad ideas for icebreakers. Find out
2 a which ideas the whole class had in common.
3 d Invite the students to a “party” in the classroom and
4 b have them try out their icebreakers. After one minute
have them change partners.
Language note
Vocabulary Extra
Pronunciation: starting a conversation
It’s important to sound (and look) genuine (SB page 17)
when using any of these ways of starting a
conversation. So make sure you don’t over-
Multiple meanings and uses of talk
stress or overemphasize the words in the 1
sentence, or smile too much, otherwise you may Pairwork. Ask the students to work in pairs, read the
end up sounding or appearing insincere or even sayings, and discuss the questions.
sarcastic.
2
Pairwork. Ask the students to look at the list. You
Life Skills (SB page 16) might like to explain that it is part of a concordance, a
list of examples of speech and writing which linguists
Creating Rapport use to determine how language is actually being used.
Point out that the word the researchers are interested
Ask students if they are good at building relationships
in appears in the middle (here it is talk) and that the
at work or school. Find out if they know what rapport
surrounding words give the context for its use. (In
is, and how they would go about building it in a formal
a real concordance, the surrounding words do not
situation.
normally form complete sentences.) Ask the students
Rapport is the feeling of harmony and mutual
to identify the part of speech in each sentence.
understanding in our relationships whether it be at
school or work. While rapport is obviously desirable, it ANSWERS:
is not always so easy to find, and some people seem verb, verb, noun [C], noun [U], noun [C],
to be naturally better at finding rapport with others noun [C], adjective, noun [U], noun [C],
in work situations. While it’s true that some people noun [C], noun [C], verb, noun [U], noun [U]
may seem to be naturally better or worse at creating
rapport, if we pay attention to some key factors, we
3
can improve our chances of creating rapport.
Ask the students to read the list and see if they agree • Pairwork. Ask the students to work in pairs to read
with the tips. Add any other information you find the sentences in Exercise 2 again and discuss the
necessary: questions.
• Ask the students to work individually to check their
answers in their dictionary and then to find other
words formed with talk.
UNIT 1 11
ANSWERS: Workbook page 6
a talk of the town: everybody was talking Writing an email of complaint
about her Paragraph organization
smooth talker: somebody who is very
charming and pays lots of compliments
b when somebody is criticizing someone else Further practice material
for doing something that they do as well Need more classroom practice activities?
Photocopiable resource materials in the
4 Teacher’s Presentation Kit / Extra Resources
Ask the students to work individually to complete the
sentences. Need more tests?
Test Generator
ANSWERS: Teacher’s Presentation Kit / Extra Resources /
a talks Tests
b talkative Need more on important teaching concepts?
c talking
Key concepts in American Inside Out Evolution
5 pages xxi-xxxvi
Pairwork. Tell students to think about the answers to Need student self-study practice?
the questions, then to discuss their answers with their Workbook pages 4-7
partner.
Need more information and ideas?
American Inside Out Evolution website www.
macmillan.com.br/americaninsideoutevolution
Need to check what your students can do by
the end of this unit?
Self-evaluation checklists on pages xxxix-xlvi
12 UNIT 1
2 Taste Overview
Speaking Fluency practice Matching people with different foods.
SB page 18 Talking about themselves as if they were a food item.
Listening Listening for detail Discussing what makes a good and bad conversation.
SB page 18 Listening to conversations and matching them with questions.
Completing extracts from conversations.
Matching definitions with expressions.
Grammar Noun phrases; order Studying the structure and use of noun phrases.
SB page 19 of adjectives Identifying fact and opinion adjectives and studying the order of
adjectives.
Reading Reading for detail Answering questions on a restaurant review.

SB page 20 Doing a jigsaw reading and discussing shared information.
Vocabulary Describing places to Teaching each other new words and writing sentences using them.
SB page 21 eat
Grammar Fronting Putting words in order to make sentences.

SB page 22 Studying the effect of putting certain parts of a sentence at the
beginning.
Completing sentences.
Speaking: anecdote Fluency practice Talking about the last time they ate out.
SB page 23
Writing A restaurant review Writing a restaurant review.

SB page 23
Listening Listening for gist and Talking about typical national dishes and local specialties.
SB page 24 for detail Listening to people talking about their experiences of eating
abroad.
Listing the food each speaker mentions, then discussing the diet.
Pronunciation Practicing sounding Identifying stress in sentences showing enthusiasm or

SB page 24 more or less reservations.
enthusiastic
Vocabulary & Speaking Words derived from Studying words derived from taste.
SB page 25 taste and idioms with Completing sentences and examining idiomatic sayings with taste.
taste Writing a definition of good taste.
Fluency practice Discussing whether certain behavior is socially acceptable.
Language for Life Agreeing and Matching conversations with topics and people.
SB page 26 disagreeing Completing extracts with useful expressions.
Categorizing agreeing and disagreeing expressions according to
strength.
Life Skills Social Skills Talking about cultural awareness of food.

SB page 26 Discussing strategies for developing cultural awareness.
Writing Extra Letter to a Listening to statements and agreeing or disagreeing with them.
SB page 27 newspaper Reading a headline and speculating about the story behind it.
Reading a woman’s comments in response to a newspaper story.
Identifying expressions for agreeing and disagreeing.
Writing a reply to the woman’s comments.
UNIT 2 13
2 Taste Teacher’s notes
Warm up 2 1.13
Write taste on the board and ask the students • Go through the questions with the class before you
what they associate with this word. They’ll play the recording so that the students know what
probably think of food. Find out what things they information to listen out for. Ask them to write
think taste good. Remind them that you also the numbers 1 – 6 on a sheet of paper and make
use taste to talk about other preferences, e.g. notes for the two questions beside the appropriate
people’s taste in clothing. Ask them how they numbers.
decide if someone has good or bad taste. • Play the recording, pausing after each speaker to
give the students time to note down their answers.
Allow the students to compare their answers in
pairs or small groups before checking with the
Speaking (SB page 18) class. Note that the speakers don’t actually name
1 the situations, but there are clues in each speech
• Focus attention on the pictures of the people and that point towards a particular situation. You could
ask the students to say what they think they are ask the students to identify what these clues are.
like.
ANSWERS:
• Go through the instructions and the choices with the
1 b bitter coffee in a plastic cup and milk in
class. Explain that “If you were a food/animal/piece
plastic containers, a greasy burger on a
of furniture/sport/car etc., what food etc. would
plastic tray
you be?” is a game that people sometimes play to
2 d salad, cheese, bread, and a glass of wine
convey the essence of their character through the
3 f turkey, mashed potatoes, stuffing, peas,
type they choose. Make sure the students know all
and gravy
the foods mentioned.
4 c crunchy chocolate-chip cookies and milk
• Ask the students to decide who gave each of the
5 a chocolate, strawberries and ice cream
answers and to be prepared to give reasons for
6 e sushi, Chinese takeout, convenience food
their choices. They can share their ideas in pairs
first.
• Have a feedback session with the class before
asking them to turn to page 136 to see if they 1.13
were right. Ask them if they were surprised by the 1
answers. Bitter coffee in a plastic cup and milk in plastic
containers. Yeah, either that or a greasy burger
2 on a plastic tray. Looks great in the picture but
• Ask the students to decide what food they would tastes disgusting and is definitely overpriced.
be and to tell their partner. Encourage them to 2
share any interesting ideas with the class. Um … watermelon maybe, or strawberries … no,
• Alternatively, get each student to write on a piece I know, big bowls of fresh salad with home-made
of paper what food they’d be and why (they should dressing, served with cheese, bread, and a glass
not put their names). Collect the pieces of paper, of chilled white wine.
number them, and display them on the wall. Let the 3
students mingle and guess who wrote each one. Thanksgiving dinners, you know, huge plates of
You can then have a vote on who they think it is. turkey served with mashed potatoes, stuffing,
The person named can either confirm or deny it. and tiny, sweet green peas, and on top of it all,
swimming in it, the best gravy you have ever
tasted.
Listening (SB page 18) 4
1 Crunchy chocolate-chip cookies dipped in milk,
curled up on the couch watching your favorite
• Go through the situations with the class, then put
movie.
the students into groups and ask them to discuss
what kind of food or drink they associate with each
one. Remind them to give their reasons.
• Get a spokesperson from each group to report back
to the class.
14 UNIT 2
5 6 steaming in a mug
No food really, I mean, I associate it more with before the head: 2, 3
not being able to eat anything, well, at first at after the head: 4, 5, 6
least … and later … maybe chocolate or fruit
for some reason … I don’t know, something like
strawberries, yes, succulent sweet strawberries Language note
with ice cream.
Noun phrases
6
A noun phrase is a phrase in which the head is
I don’t know, hot chocolate? Uh, no, sushi
a noun or pronoun. It can be pre-modified (with
or a Chinese takeout – or some kind of
a determiner or article, and an adjective, for
microwaveable convenience food that doesn’t
example) or post-modified (with a prepositional
need any cooking.
phrase, relative clause, or participle clause).
pre-modification head post-modification
3 determiner article adjective noun relative clause
Encourage the students to try to do this from That’s the new coat that she got with the money
memory, but play the recording for them again if they
need it and to check their answers. 3
• Put the students into pairs and ask them to put the
ANSWERS:
words and phrases in the exercise in the correct
a bitter coffee in a plastic cup
order. Encourage them to read their phrases aloud
b big bowls of fresh salad with home-made
to try to find what order sounds best. The correct
dressing
order of adjectives will be addressed in Exercise 5,
c huge plates of turkey served with mashed
so don’t spend too much time on this here.
potatoes
• Ask the students to discuss whether they have any
d the best gravy you have ever tasted
of these things for breakfast and get them to write
e crunchy chocolate-chip cookies dipped in milk
complex noun phrases describing their favorite
f succulent sweet strawberries with ice cream
breakfast food.
g some kind of microwaveable convenience food
that doesn’t need any cooking
ANSWERS:
a a cup of green tea with a slice of lemon
b creamy Greek yogurt served with nuts and
Grammar (SB page 19) dried fruit
c a pile of freshly made pancakes dripping with
Noun phrases maple syrup
1 d two rashers of bacon cooked to a crisp
• Focus attention on the picture and ask the students
to decide which description fits it best. 4
• Have a class discussion about the kinds of coffee Read the descriptions to the class or get the students
served in the students’ country. to read them. Then have a class discussion on which
appeals most to them right now.
ANSWER:
c a cup of strong, black coffee with two or 5
three sugars • Tell the students to look back at the adjectives in
Exercise 4 and answer the questions with regard to
2 these adjectives.
Draw the students’ attention to the example noun • Focus attention on the section in the margin on the
phrases in the margin and go through the items in order of adjectives and the description of the onion
the list with the class. Ask the students to identify soup. Get the students to match the adjectives
examples of each of them in the descriptions in there with the categories in this exercise (e.g.
Exercise 1. Then get the students to answer the delicious = speaker’s opinion; spicy, home-made =
questions underneath the list. ways it can be prepared; onion = basic ingredients).
ANSWERS: ANSWERS:
1 coffee a
2 bitter, plastic, strong, black, hot, milky 1 basic ingredients or qualities: apple, lemon,
3 vending-machine, espresso Italian
4 in a plastic cup, in a gas station, with two or 2 ways it can be prepared or served: home-
three sugars, in a mug made, ice-cold, strong
5 that you can get in a gas station
UNIT 2 15
3 the speaker’s personal opinion: delicious, Extra activity
refreshing, strong, wake-me-up (with the Write the sentence The girl was eating an apple
last two there might be some discussion as on the board. Divide the class into teams and get
to whether these are objective qualities or the teams to take turns reading the sentence
subjective opinions) aloud, each time adding an extra element to
b The order is: speaker’s opinion, ways it can one of the two noun phrases. Each team should
be prepared or served, basic ingredients or include the modifications made by the other
qualities. teams. Set a time limit for them to discuss
what they’re going to add each time. Any team
that cannot add anything or forgets any of the
Language notes elements added previously is out.
Grammar: adjective word order
• You might like to explain that whenever we 8 Grammar Extra 2, Part 1
use more than one adjective to describe a Ask the students to turn to Grammar Extra 2, Part 1
noun, the order in which they are placed is on page 142 of the Student’s Book. Here they’ll find
more or less fixed (though there can be some an explanation of the grammar they’ve been studying
variations). and a further exercise to practice it on the next page.
– size (large, small)
– other qualities (fresh, frothy, delicious) ANSWERS:
– age (old, new) 1
– shape/pattern/color (black, cream) a A battered old bike covered in rust.
– origin (Italian) b An action-packed thriller with a great
– material (leather) soundtrack.
– type (espresso) c A moving story about a man with no home.
So you could say: A delicious fresh black d A pair of black high-heeled shoes I wear to work.
Italian espresso coffee. e An espresso in the Italian sandwich bar that
• Although it’s important to understand the order makes the best coffee in the world. / An Italian
of adjectives, it’s worth noting that native sandwich bar that makes the best espresso
speakers would often precede a noun with just coffee in the world.
two or three adjectives and, on occasions, as f A new seafood restaurant serving a wide range
many as four. A good rule of thumb is that of Asian dishes. / A new Asian restaurant
adjectives expressing an opinion come before serving a wide range of seafood dishes.
adjectives expressing a fact.
6 Reading (SB page 20)

Tell the students to use the information they’ve
learned about the order of adjectives to complete
the menu descriptions. Check answers before Warm up
having a discussion about which dish they’d most Ask the students to work in pairs and to tell
like to try. their partner about their favorite restaurant.
Keep the discussion fairly short, as they’ll have
ANSWERS: the opportunity to talk at length about the last
a a selection of delicious local French cheeses time they ate out in the anecdote activity on
b a bowl of tasty piping-hot clam chowder page 23.
c half a dozen exquisite grilled freshwater crayfish
d a mouth-watering buttery blueberry pancake 1
Allow students plenty of time to read the text and the
7 questions. Point out that this is just the introduction
Ask the students to identify the two noun phrases to a restaurant review; they will be reading the rest of
in the sentence (the restaurant, food). Put them into the review later.
groups and ask them to add further elements to the
two noun phrases to make the sentence as long as POSSIBLE ANSWERS:
they possibly can. Tell them they have three minutes a fancy/high class, traditional, Cuban
to do this and the group with the longest sentence will b remote location, difficult to find, adventure,
be the winner. difficulty communicating with taxi driver, didn’t
look like a restaurant
c students’ own answers
16 UNIT 2
Cultural notes Cultural notes
Estrella del Mar /ɛsˈtɾeʝa dɛl ˈmaɾ/ Reggaeton /ˈreɡeɪtɑːn/
Estrella del Mar is Spanish for ‘Star of the Sea’. Reggaeton is a style of music from Puerto
Cuba /kjuːbə/ Rico which started to become popular in the
Cuba is a small island country in the northern late 1990s. It is typically in Spanish and is a
Caribbean. The national language is Spanish. The mix of Latin music and hip-hop.
country is well-known for its unusual political Cubano sandwich /kuˈbænəʊ ˈsæn(d)wɪdʒ/
history. A Cubano sandwich (or just ‘Cubano’) is a
Hurricane Irma /ˈhʌrɪkən ˈɜː(r)mə/ type of toasted sandwich with Cuban bread,
Hurricane Irma was an extremely powerful cheese, and meats.
hurricane in the Atlantic Ocean which lasted
from August 30th to September 16th, 2017. 4
It caused major damage to many Caribbean Pairwork. Put the students into pairs so that each
countries including Barbados, Cuba, the Virgin student in each pair was in a different group for
Islands, and Puerto Rico (in the USA). Exercise 3. Tell them to close their books and tell their
partners about the changes to the restaurant that
2 they read about. Encourage them to use their notes
• Pairwork. Put the students into pairs and ask them as a prompt, but not to simply read them aloud.
to discuss the questions.
5
• Encourage the students to report back to the class
and make a list of their proposed changes on the Pairwork. Keep the students in the same pairs and ask
board. them to discuss the questions. Go around, monitoring and
giving help with vocabulary where needed. Encourage
3 them to report back to the class on what they discussed.
• Divide the students into two groups and ask Group
A to read the text on page 21 and Group B the text
on page 136. Give them plenty of time to read, Vocabulary (SB page 21)
discuss, and make notes on the items listed. Make 1
sure every student in the group has a copy of the • Pairwork. Put the students in pairs, making sure
group’s notes. both students in each pair read the same section of
• With large classes you could have several groups, the restaurant review.
but make sure there are an equal number of • Ask them to follow the instructions, finding the
students in each group so that each Student A can target words in their text and discussing the
pair up with a Student B in the next exercise. meaning with their partner. Emphasize that they
need to think about the best way to explain these
ANSWERS:
words to somebody who hasn’t read the text.
Group A
a The restaurant is much more well-known. ANSWERS:
There are numerous reviews on Yelp and Group A
TripAdvisor. The taxi driver knew the location. swift: happening quickly or immediately
b They didn’t get lost or have to stop to ask for markedly: in a clear and noticeable way
directions. The taxi driver knew the location. in good spirits: happy or cheerful
There are signs to the restaurant posted on word of mouth: comments that people make to
electrical poles and trees. each other in an informal way
c It is very different. There is a gift shop stand, sagging: bending or hanging downwards
plastic chairs, and a big neon sign. There barrage: a continuous attack
are effects from the storm like flattened monstrosity: something large and ugly
vegetation, damage to the paint, and damage unnerving: making you feel worried
to the roof.
Group B Group B
a The furniture is now plastic with paper table trepidation: fear or nervousness
cloths. There are Christmas lights strung exuded: made people notice it had a lot of a
from the ceiling. There is a DJ booth in the certain quality
corner. décor: the style of decoration and furniture in a
b The old waiter is gone. There is a young building
woman working there (the daughter of the scruffy: untidy or dirty
owner). The customers are much younger and keep up with: progress at the same rate as
are typically backpackers. someone or something else
c The menu is more international and is not change tack: change the way of doing something
as traditional. The food is lower quality than chagrin: a feeling of being very embarrassed
before. nostalgia: thoughts about happy times in your past
UNIT 2 17
2 a location: emphasizes the description of
• Pairwork. Form new pairs, making sure that the place
each student in a pair reads a different section b location: emphasizes the description of
of the restaurant review. Tell them to take turns the place
teaching their partners the words they looked at c the past participle, gone: emphasizes the
in Exercise 1. They should explain the meaning change
of the words and then, when they are sure that d location: emphasizes the description of
their partner has understood, ask them to write the place
sentences using the new words. e the past participle, gone: emphasizes the
• When both students have written their sentences, change
ask them to check their partner’s work and make
sure the words have been used correctly. Go
around, assisting where necessary. Language note
• Check answers by having several students from
Grammar: fronting
each group read aloud their sentences.
When fronting, the speaker inverts the sentence
and starts it with either a complement, object,
Grammar (SB page 22) or adverb (for emphasis), reversing the subject
and verb. It’s a device used mainly by writers
Fronting for dramatic effect. It isn’t commonly used in
1 everyday speech.
Compare:
Encourage the students to do the re-ordering without
(1) The gaunt expression was gone. The lines
looking back at the restaurant review. Do not alert
under his eyes were gone.
them to the fact that some sentences in the text are
(2) Gone was the gaunt expression. Gone were
ordered differently from standard English word order.
the lines under his eyes.
ANSWERS:
Note: answers c, d, and e show standard English
3
word order first, and then the order used in the Ask the students to work individually to rewrite the
restaurant review. sentences, but allow them to compare in pairs before
a There was an amazing view of the ocean checking with the class.
from the balcony / From the balcony was an
amazing view of the ocean ANSWERS:
b Crudely made signs appeared on electrical a Gone was the peaceful little restaurant we once
poles and trees. knew.
c The beloved hand-carved sign was gone. / b In its place (there) was a modern monstrosity.
Gone was the beloved hand-carved sign. c When exactly the change took place, we didn’t
d A makeshift DJ booth had been set up in know.
the corner. / In the corner had been set up a d Above the restaurant lived the chef.
makeshift DJ booth. e Down to the beach went the path, lit by small
e The gourmet Cuban cuisine was gone. / Gone twinkling candles.
was the gourmet Cuban cuisine. f Home we went, tired and hungry.
2 4
• Pairwork. Ask the students to look back at the • Ask the students to complete the sentences with
review to check their answers. memories of a place from their past. Go around,
• Ask them to answer the questions. When you’re giving help where needed.
checking answers, tell them that standard word • Pairwork. Ask the students to compare their
order is correct but explain that the word order sentences and take turns asking for more
here is used for special effect. Draw their attention information about any changes that have been
to the other examples in the margin. made to the place. Encourage them to report back
to the class on their discussions and get a few
ANSWERS: students to read their sentences to the class.
a students’ own answers
b Subjects and verbs are inverted.
c Sentence a; there
d The effect is to emphasize the part of the
sentence that is placed first and to create
dramatic effect:
18 UNIT 2
5 Grammar Extra 2, Part 2 group. Ask them to guess what kind of person each
Ask the students to turn to Grammar Extra 2, Part 2 review was written for. The student who wrote the
on page 142 of the Student’s Book. Here they’ll find review should say whether or not they are correct.
an explanation of the grammar they’ve been studying Finally, encourage the group to decide which of the
and a further exercise to practice it on the next page. restaurants reviewed they’d like to go to.
ANSWERS:
2
Listening (SB page 24)
a Down came the curtains on her last act. 1
b Gone were her long blond locks. • Focus attention on the pictures in the margin and
c In her eyes (there) was a special light. ask the students to identify which countries the
d Still intact was her youthful beauty. dishes shown come from (sushi – Japan; guacamole
e Loudly rang (the) applause through the theater. / – Mexico; pizza – Italy). Then ask the students to
Loudly through the theater rang (the) applause. say what dishes are typical of their country or
f Nobody else was on the stage with her as she countries.
took her last bow. • Put them into groups and ask them to think of
g What would become of her now, nobody knew. typical dishes for as many countries as they can in
three minutes.
2
Speaking: anecdote Ask the groups to share their lists of dishes with
(SB page 23) the class. Then discuss the three questions with the
students.
For more information about how to set up, monitor,
and repeat anecdotes, see pages xx–xxi in the 3 1.14–1.17
Introduction. • Explain that the students are going to hear
• Go through the instructions and the questions with four people talking about their experiences of
the class. Give the students a minute or two to decide eating abroad. Before they listen, make sure they
which restaurant they’re going to talk about. Then ask understand that these aren’t meant to be definitive
them to look at the questions and think about their descriptions of the local cuisine, but subjective
answers to them. Allow them to make notes about opinions, which the students are free to disagree
what they’re going to say and how they’re going to with if they wish.
say it, but discourage them from writing a paragraph • Ask them to write the names of the people on a
that they can simply read aloud. Go around, piece of paper and note down next to each name
monitoring and giving help where necessary. whether or not they liked the food. Play the
• Pairwork. Put the students in pairs and ask them to recording, pausing after each speaker to give the
take turns telling their partner about the last time students time to decide if the speaker liked the
they ate out at a restaurant. Encourage them to food or not.
ask each other follow-up questions to get further • Play the recording again and ask the students
information. Ask some pairs to report back to the to note down next to each name all the food
class about what they found out. vocabulary the speaker uses. You may need to play
the recording more than once and pause it between
Writing (SB page 23) speakers to allow the students time to do this.
1 ANSWERS:
The writing of the restaurant review could be done They all liked the food, except for Bill.
for homework. Give the students time to think about Anne: hot, spicy, delicate, special flavors,
what they’re going to write and the language they’ll lemongrass, coconut, fish, soups, meat, long,
need. Encourage them to make notes and to ask you thin, white rice noodles, big, fat, thick, yellowish
for help with vocabulary. Remind them to decide what noodles, tubs of spices
order to present the information in. Kim: hot, spicy, rice, fish, raw fish, salmon, fried
2 tofu, sweet vinegar
Ask the students to write their reviews. If you do this Bill: fried, cooked in pig’s fat, cabbage, pickled,
in class, go around, giving help and advice. served with sour cream, bread – soft and tasty,
pastries, soups, goulash, delicious bean soups,
3 paprika, spicy
Groupwork. Put the students into small groups Steve: seafood, shellfish, grilled green chili
and ask them to exchange their reviews. They peppers, beer, spicy, salsa, avocado dip /
could take turns reading their reviews aloud to the guacamole, corn chips
UNIT 2 19
4
1.14
Anne Pairwork. Put the students into pairs and ask them
The food? Mmm, it’s superb, really hot and spicy, to compare the lists of food vocabulary they made
but pretty delicate, too. Kind of like a cross in Exercise 3. Ask them to discuss the questions.
between Indian and Chinese food but with its own Encourage them to make a guess for each country
special flavors. They use a lot of lemongrass and before they look up the answers to the first question
coconut, and a lot of fish. I really liked the soups. on page 136. Encourage the pairs to report back to the
You can buy them from stalls on the corner of class on their discussion.
the street. You choose the meat you want in your
soup and the kind of noodles – long, thin, white
rice noodles, or big, fat, thick, yellowish ones, Pronunciation (SB page 24)
and there are these tubs of spices, too, and you
choose as much or as little of whatever you want. 1 1.18
Then you sit there on the street, or in the market • Explain reservations (doubts about something).
or wherever you are, and eat it. I had some for Ask the students to read the extracts and decide
breakfast one day – it was great! Really great! which of the words the speakers stressed to express
1.15 enthusiasm or reservations. Encourage them to
Kim read the extracts aloud as they do this so they get a
The food? It took some getting used to. Although feeling for what effect stressing different words has
I like hot, spicy food, there wasn’t really much of on the meaning.
it. But there was plenty of rice and fish! It’s kind of • Play the recording for the students to check their
like the food we get in restaurants back home, but answers. Then play it again and encourage them to
a lot better. I loved the ritual of it, going to a small, say the phrases at the same time as the speakers,
family-run restaurant where you watch your order copying their intonation.
being made up in front of you. I didn’t use to like
raw fish, but after tasting it freshly made, I love it,
1.18
especially the salmon. I also developed a taste for
a Mmm, it’s superb, really hot and spicy …
inarizushi, little parcels of fried tofu stuffed with rice
b Actually, it took some getting used to.
mixed with sweet vinegar.
c Well, to tell you the truth, I didn’t really like it
1.16
that much.
Bill
d … and hmm, I don’t really like cabbage that
The food? Well, to tell you the truth, I didn’t
much …
really like it that much. It isn’t the healthiest
e … no, it isn’t really my favorite.
of diets. Everything is either fried or cooked in
f It isn’t particularly elaborate, but it’s good.
pig’s fat and, hmm, I don’t really like cabbage
that much and that’s a staple part of their diet,
like a lot of places in Central Europe. It’s usually
pickled and served with sour cream – so, no, Language note
it isn’t really my favorite. Having said that, Pronunciation: intonation to show enthusiasm
there were some things I loved – the bread, for or reservations
example. It’s really soft and tasty, and so many In this section you hear people expressing
different kinds, and their pastries too are really enthusiasm by stressing key words with a rising
good. And some of the soups, the various kinds tone, and people expressing their reservations
of goulash – that’s their national dish – and the by once more stressing certain words, but
this time with a falling tone. The use of really
bean soups are really delicious and the paprika
to show enthusiasm is very typical as are not
makes them quite spicy – great on a cold day.
really, not particularly, and actually (at the
1.17
beginning or end of a sentence) when expressing
Steve
reservations.
The food? It isn’t particularly elaborate, but
it’s good. The seafood in the coastal region is
2
especially good, and there’s just such a variety,
so many different kinds of shellfish, I wouldn’t • Go through the list of uses with the class and
know the names for half of them in English. ask them to look at the words and sounds they
Another favorite of mine is the grilled green underlined in Exercise 1. Play the recording again
chili peppers. They serve them by the plateful to and ask them to match the stressed words and
be shared between friends over a beer or two. sounds with the uses.
There’s always one that’s so spicy it almost blows • Point out that really can be matched with all the
your head off. More than anything else, I love the uses and that the intonation which is used when
eating-out culture. It’s pretty informal; you go to a saying it has a profound effect on its meaning.
bar and order huge platefuls of salsa or avocado
dip – guacamole – with corn chips and share them, ANSWERS:
everybody eating off the same plates. It’s very a sentence a c sentences c, d,
sociable – a really nice social eating ritual. e, and f
b sentences b and c d sentence a
20 UNIT 2
3 • Tastefully, There’s no accounting for taste,
Pairwork. Ask the students to discuss the questions and In poor/bad taste are from the first
and report back to the class. meaning of taste.
• Tasteless and an acquired taste can refer to
ANSWERS: both meanings of taste.
a An enthusiastic tone rises, a reserved tone falls. • Taste victory (to experience victory for a
b students’ own answers short time), give somebody a taste/dose
c
Suggested answers: of their own medicine (to treat somebody
facial expressions, hand gestures, body language in the same bad way that they’ve treated
somebody else), and leave a bad/nasty taste
4 (often followed by in your mouth, meaning you
• Pairwork. Read the two exchanges to the class in continue to feel unhappy or angry about it for
a neutral tone. Then ask the students to discuss a while) refer to the “flavor” meaning of taste.
in pairs how they could be made to sound more
enthusiastic or less enthusiastic. Point out that 2
they can add words and sounds and use the other • Ask the students to complete the sentences with
techniques they’ve just studied. the words and expressions in the box. Then allow
• Get them to practice saying the conversations them to compare their sentences with a partner
aloud in their pairs, using the techniques they’ve before checking answers with the class.
decided on. Then ask them to perform them for the • Have a class discussion on whether similar
class. idiomatic sayings with taste are used in the
students’ own language(s).
Vocabulary & Speaking ANSWERS:
(SB page 25) a tasty f of her own medicine
b acquired g bad taste
1 c tastefully h poor taste
• Groupwork. Write the word taste on the board d share i accounting
and ask the students to suggest some example e tasteless j victory
sentences using it. Then put them into groups and
ask them to answer the questions. 3
• Ask a spokesperson from each group to report back
• Pairwork. Ask the students to work together to
to the class on what they found out. You may need
write a short definition of good taste (remind them
to feed in a few more taste words or idioms.
that the expression doesn’t just refer to food).
Possible answers: • Get the pairs to read their definitions to the class
a taste buds, tasty, taster, tasting (menu), and have a vote on which one the students like best.
tasteful, tasteless, tastefully, tastelessly,
Suggested answer:
distasteful
b adjectives: good, bad, poor, impeccable, The ability to judge if something is good or bad
unusual, authentic, acquired, personal, in things like art, fashion, and social behavior.
questionable, bitter, sweet, real, fresh, nasty,
sour, delicious, strong 4
verbs: acquire, develop, have, share, give, get, Ask the students to work individually and to think
know, leave, linger about their own opinions on these things.
d get a taste of your own medicine, leave a bad 5
taste in your mouth, be in bad/poor taste, Pairwork. Put the students into pairs and ask them
a question of taste, in the best possible to compare their views on the things in Exercise 4.
taste, there is no accounting for taste, taste Ask them to discuss the questions and prepare to
victory/defeat, a taste of freedom report back to the class on their ideas. Find out if the
students think that age plays a large part in whether
people find certain kinds of behavior acceptable or
Language notes not.
Vocabulary: word formation and taste
collocations
Taste can be the root word of two adjectives
with different meanings: tasteful (+ -ful),
which means showing good judgement about
what is attractive or suitable, and tasty (+ -y),
which means it has a good flavor:
UNIT 2 21
Language for Life 2
• Pairwork. Ask the students to discuss in pairs what
(SB page 26) each pair of speakers is disagreeing about.
1 1.19–1.21 • Play the recording again for them to check their
Go through the tasks with the class before you play answers.
the recording to make sure they know what to do.
ANSWERS:
Then play the recording and ask the students to listen
1 They’re disagreeing about whether or not the
and note down their answers.
woman can claim a business breakfast on her
ANSWERS: expense form.
a a2 b3 c1 2 They’re disagreeing about buying
b a3 b1 c2 strawberries out of season.
3 They’re disagreeing about whether a vacuum
cleaner is a good birthday gift.
1.19 (M = Mrs. Dersty; J = John)
Conversation 1 3
M: Hello? • Ask the students to complete the extracts with the
J: Hello. This is John from accounting. Could I phrases in the box. Allow them to compare with a
speak to Mrs. Dersty? partner before checking with the class. You could
M: Speaking. play the recording again for them to check their
J: I have your expense claim form here, but I’m answers.
afraid we won’t be able to reimburse your dining • Point out that all these expressions are useful for
expenses. agreeing and disagreeing. In English people rarely
M: Oh, and why is that? say simply I agree or I disagree – there are many
J: Because you could have used the company’s different expressions and ways to signal agreement
dining facilities. and disagreement.
M: Yes, but it was a breakfast meeting with a client.
J: That may be, but it’s company policy. ANSWERS:
M: I think you’ll find that it’s only company policy if a 1 That may be, but
we’re entertaining in-house guests. 2 I think you’ll find
J: I see. Well, we’ll need to double-check that and b 1 That’s garbage
get back to you. 2 I suppose you’re right
1.20 (G = Girl; M = Mother) c 1 Oh, I don’t know
Conversation 2 2 I rest my case
G: You bought strawberries?
M: Yes, what’s wrong with that?
G: But they’re out of season! Language note
M: So what if they’re out of season? Vocabulary: I rest my case
G: Well, apart from the fact that it doesn’t help the
I rest my case is an expression from the legal
environment, imported fruit doesn’t taste as
good.
profession, used when a lawyer feels that there’s
M: That’s garbage. These strawberries are absolutely nothing more to be said and he or she has
delicious! argued the case sufficiently to win. In everyday
G: Yeah, but how much did they cost? speech, it’s often used when somebody in a
M: They were on sale. disagreement says something which can be
G: Yeah, but they must have cost a fortune. construed to support the other person’s point
Imported from Mexico! What about the of view. Here, the woman’s response (So?) to
environment? the man’s point that she gave him an electric
M: OK, OK, I suppose you’re right, it’s not good for drill for his last birthday indicates to him that
the environment, but I couldn’t resist them. she’s in effect admitting that giving somebody a
1.21 (A = Anna; B = Ben) powertool as a birthday gift is acceptable.
Conversation 3
A: I can’t believe he got her a vacuum cleaner for 4
her birthday. Pairwork. Ask the students to work with their partner
B: Oh, I don’t know. It’s the thought that counts. and complete the table with the expressions from
A: No! Come on! He couldn’t have given it much Exercise 3.
thought, if that’s all he came up with.
B: You gave me an electric drill on my last
birthday!
A: So?
B: I rest my case.
22 UNIT 2
Language notes • Dietary restrictions – no beef: India; no pork:
Vocabulary: useful phrases – agreeing and U.A.E.
disagreeing • Sharing – group dishes: Ethiopia, Libya
• Other ways of showing strong agreement • Tipping at restaurants – specific amount:
include: I couldn’t agree more and Exactly! Canada (15-20%); no tipping: Japan
Other ways of showing strong disagreement • Trying food – rude to decline food: Lebanon,
include: Give me a break and Oh, come on! / China
Oh, come off it!
• Agreeing or disagreeing reluctantly is as
much about intonation as it is about the Writing Extra (SB page 27)
words used. Sounding hesitant or tentative
will do the trick, even if you don’t say
Letter to a newspaper
anything – just make mmm sounds. 1
Groupwork. Ask the students to work in groups.
Tell them to look at the pictures and discuss the
ANSWERS:
questions.
Agreement:
Strong: I know, it’s awful. 2
Reluctant: I suppose you’re right. Ask the students to read the headline and speculate
Disagreement: on what the story might be about. Encourage the use
Total: That can’t be. No way! That’s garbage! of speculative language, such as It might be …, The
Polite: I think you’ll find …, That may be, but …, Oh, school could have …, Perhaps …, Maybe …, etc.
I don’t know. 3
Closing an argument: • Give the students time to read the text and ask
I rest my case. them to say how they’d describe her reaction. Make
sure they understand all the choices (moderate =
not extreme; reasoned = sensible and logical).
Life Skills (SB page 26) • Elicit other possible adjectives from the class.
• Ask the students for their own reactions to the
Cultural Awareness of Food woman’s letter and to the ban on baggy, ripped, and
super-skinny jeans.
1.22
• Focus students on the picture on page 26. Ask Suggested answers:
them to describe any differences between the c and d
picture and their own typical meal. Other adjectives: pompous, disapproving,
• Pairwork. Students read the Life Skills note and opinionated, frustrated
instructions. They then discuss the bullet points
and may make notes if they wish. Monitor and 4
clarify any unknown vocabulary. Discuss answers
Ask the students to read the text again and look for
as a class and prompt further discussion with
examples of language used to convey the features
additional examples if necessary.
listed.
1.22 ANSWERS:
Food and eating is a universal part of being Expressing agreement It’s good to see that …
human, regardless of culture. But how and what or approval It was about time, too.
people eat varies significantly from country to
Accepting someone’s I do, of course, respect …
country, so it is important to be aware of what
arguments without Having said that …
is expected and what is considered rude, in
necessarily agreeing
order to be as respectful as possible.
with them
Expressing I’m sick and tired of …
POSSIBLE ANSWERS: disagreement or A line should be drawn ...
Examples of cultural differences disapproval
• Seating – on floor: India, Thailand; seat of
honor: China
• Utensils – chopsticks: Japan, Korea; hands:
Nigeria, Pakistan
• Conversation – discuss work after meal:
France; before meal: Germany
• Timing – arrive on time: Norway; arrive late:
Ecuador
UNIT 2 23
5
Ask the students to add the new expressions to the
table in Exercise 4.
ANSWERS:
Expressing I can sympathize with
agreement or the view that …
approval I couldn’t agree more.
Accepting someone’s While not in total
arguments without agreement with …
necessarily agreeing There is doubtless
with them some truth in …
However, …
Expressing I take exception to …
disagreement or I find it hard to believe
disapproval that …
6
The letter writing could be done for homework and
the results displayed in a future lesson for the other
students to read. If you do it in class, go around,
giving help and advice. Encourage the students to use
as many of the expressions in Exercises 4 and 5 as
they can.
Further practice material

Need more classroom practice activities?
Teacher’s Presentation Kit / Extra Resources
Need more tests?
Test Generator
Teacher’s Presentation Kit / Extra Resources /
Tests
Need more on important teaching concepts?
pages xxi-xxxvi
Need student self-study practice?
Workbook pages 8-11
24 UNIT 2
3 City Overview
Listening Listening for specific Taking a quiz and listening to a lecture to find out the answers.
SB page 28 information Replacing words in sentences with those used by a speaker.
Grammar Hedging Studying hedging expressions.

SB page 29 Rewriting sentences using hedging expressions.
Listening to a discussion about a news story. Then writing the
story.
Speaking Fluency practice Discussing capital cities and the places where they live.
SB page 30
Reading Reading for gist and Reading guidebook extracts and identifying the places described.
SB page 31 detail Discussing elements of descriptions that they like.
Vocabulary Describing cities Matching adjectives with definitions.

SB page 31 Finding adjectives in a text and identifying what they’re describing.
Matching halves of collocations and completing sentences with them.
Grammar Inversion after Identifying adverbials with negative or limiting meanings.

SB page 32 negative and limiting Rewriting sentences using inversion and matching places with the
adverbials sentences.
Writing Describing a famous Writing a short description of a famous town or city in their
SB page 32 town or city country.
Identifying the places described by other students.
Speaking Fluency practice Discussing tourism posters.

SB page 33 Listing possible tourist attractions and discussing the top three.
Discussing a city in their country.
Reading & Vocabulary Reading for detail Reading an article about Times Square in New York.
SB page 34 Adding words and expressions to the article.
Teaching each other some words from the article.
Discussing what people do in the city.
Listening & Speaking Listening for detail Discussing the dangers of city life.
SB page 35 Listening to friends talking about the dangers of city life.
Giving advice to people visiting their hometown or going abroad.
Pronunciation Intonation for adding Completing extracts from a conversation with just, really, and
SB page 35 emphasis actually.
Practicing using just, really, and actually with the correct intonation.
Language for Life Adding emphasis Reading a blog about a building and discussing opinions.
SB page 36 Matching language used for emphasis with rules.
Adding emphasis to sentences and marking the main stress.
Talking about buildings using emphasis.
Life Skills Cultural Awareness Listening to a woman talk about why she enjoys living in a
SB page 36 multicultural city.
Answering questions.
Comparing information from a listening to their own ideas.
Vocabulary Extra Lexical sets and Using nouns and adjectives to describe pictures.
SB page 37 collocations with city Studying words used to describe settlements of different sizes.
and urban Completing sentences with collocations.
Writing WB page 15 Writing a short article.
UNIT 3 25
3 City Teacher’s notes
Warm up My first question to you is: “What is a city?
Some have described a city as “the urban
Before the students open their books, ask them
agglomeration or metropolitan area it holds
to call out the names of as many capital cities together”, while others see it as strictly the
as they can in one minute. Write them up on the administrative limits of an urban settlement.
board, emphasizing the pronunciation and main The varying definitions can certainly lead to
stress. Then ask questions, e.g. Which countries confusion, making it more difficult to come to
are they in? Which is the most polluted? a consensus on concrete matters such as the
exact physical size and population of a city.
Thus, there is still some discussion as to which
Listening (SB page 28) is the world’s largest capital. If the term ’city’
is taken to mean a metropolitan area, then
1 1.23 Tokyo, with its population of more than thirty-
seven million, easily tops the list as the world
Play the recording for the students to check their
largest city (and capital) in terms of population.
answers. Warn them that they’re going to hear part of Rounding up the top five cities we have Delhi,
a university lecture in which the answers are given, so in India, Shanghai and Beijing in China and
they won’t hear the answers read aloud. When you’ve Mumbai in fifth place. Your lovely city, São
checked answers, find out if the students were surprised Paulo, is in the top ten at number six. The first
by any of the information. city to have reached a population of one million
was Rome, which had a population of over a
ANSWERS: million in the heyday of the Roman Empire in
1 d 133 BC. London reached this mark in 1810 and
2 a New York in 1875. Today there are over three
3 d hundred cities which boast a population in
excess of one million.
4 a
Despite the problems such as urban sprawl,
5 b
traffic, pollution and so on – which urban
6 a
planners and even the lay man on the street
love to point out – people are still fascinated
by big cities. In fact, the most visited cities in
1.23 (S = Sandy; P = Professor Mohammed) the world are among the largest. It is widely
S: Good afternoon and welcome to the first in recognized that Paris, with its population of
our series of lectures on the changing face of over 11 million is the most visited city in the
cities around the world. Our guest lecturer for world, with others such as London and New
the semester is Professor Riaz Mohammed, York in the top five.
who is a visiting professor and researcher at When we think of cities, especially the big
the University of São Paulo. He is the Head ones, one adjective which may come to mind
of the Department of Urban Planning and is “modern”. Cities are where things are
Development at the University of Delhi where happening, where we find the movers and
his research focuses on megacities in the the shakers, and many times where we find
developing world and population shifts from innovation taking place. The concept of “city” is
rural to urban areas. Professor Mohammed, not a new one – it goes back several thousands
welcome. of years. While there is still some debate about
P: It’s an honor to be here at your esteemed which is the oldest city, the Syrians claim
university and in your lovely, bustling city. As that their capital city, Damascus, is the one to
residents of one of the world’s megacities, I crown; though other inhabitants of other Middle
am sure you will relate to our discussion today, Eastern cities might claim the same. Sources,
both from a theoretical point of view as urban however, seem to suggest that the Syrians
planners and researchers and from a practical are right and that their capital is indeed the
point of view, having to deal with the pros and oldest in the world, having been continuously
cons of living in such a large city. So let’s get inhabited since 5000 BC.
started. As we mentioned earlier, cities, especially big
According to figures from the United Nations, in cities and mega-cities, face many challenges.
2016 there was 54.5% of the world’s population One unique challenge which we will look into
living in urban areas. The study appears to in the upcoming weeks is living in cities at
suggest that there is a steady movement unusually high elevations or extremely low
towards urban areas, which when projected,
gives a figure of 60% by 2030.
26 UNIT 3
lands, and the problems we must face as city ANSWERS:
planners. While most capital cities in the world a no doubt whatsoever
have some degree of elevation, there are two b widely recognized, commonly accepted
capitals which lie below sea level – Amsterdam c would appear, seem
in the Netherlands and Baku in Azerbaijan. On d unclear
the other extreme, there is no doubt whatsoever
that La Paz, the capital of Bolivia, which stands
at four kilometers above sea level in the Bolivian
Andes, is the highest capital city in the world. Language notes
Finally, we will bring all the components Hedging
together and look at cities as living organisms, When you don’t want to state a fact or opinion
in all their complexity. Cities are where people too categorically (if you’re not sure you can
live, work, build, create, innovate … , and have prove that it’s true), you can use a number of
fun. Rio de Janeiro – a city not far from here – is expressions that distance yourself from it. This
considered one of the most exciting cities of the is called hedging.
world; although rigorously speaking it is unclear
• Hedging with verbs
if this information is based on popular opinion
or on statistical data. Is that true? What does a You can use appear (that) and seem (that) to
city need to offer to be considered an “exciting” create a distance between yourself and what
city? is said.
In the coming weeks we will be exploring It seems that most people enjoy life in a rural
these and other aspects of cities and city life. I area.
encourage you to participate, bring your ideas It appears that older people like city life less
and questions. I am sure we can have very lively than young people.
discussions ... • Adding distance with would
To add further distance, you can use the
2 modal verb would:
Go through the sentences with the class and make sure It would seem that there is less violent crime
that everybody understands that they have to find in rural areas.
alternative words in the recording for the words and It would appear that life is less stimulating in
expressions in italics. Play the recording again. If the rural areas.
students are having difficulty, pause it after the answer • Hedging with the passive voice
to each question is given to give them time to write You can use the passive voice of the verb to
down their answers, and be prepared to play it several show that an opinion isn’t necessarily your own:
times. It is widely recognized that people from rural
areas are healthier than people who live in the
ANSWERS: city.
a The study appears to suggest that there is ... There are not believed to be as many crimes
b It is widely recognized that Paris ... in rural areas.
c Sources, however, seem to suggest that ... It is not known whether people would
d On the other extreme, there is no doubt consider changing their living circumstances.
whatsoever that ... • Hedging with noun phrases
e It is unclear if this information is ... You can also use the following noun phrases
to hedge around a subject:
There is little / no doubt that living in a rural
Grammar (SB page 29) area offers a healthier lifestyle.
There is some doubt that rural areas can cope
Hedging with their ever-expanding population.
There is little evidence of the government’s
1 ability to manage change.
Pairwork. Put the students into pairs and ask them
to categorize the expressions. Explain that these 2
expressions are hedges: words or phrases that are
• Focus attention on the results of the two surveys
used to soften opinions and make statements less
and give the students time to read them and take
forceful or assertive. They’re often used in newspaper
in the information. Then ask them to read the
articles. Go through the information on hedging in the
sentences and decide if they are true or false. They
margin, pointing out that there are various ways of
should correct any false ones they find.
making statements less categorical.
• Check answers. Then ask the students to discuss
whether they think the results would be the same
in their country.
UNIT 3 27
• Ask them to use their notes to make sentences,
ANSWERS:
giving the reasons.
a False. Both surveys show that a significant
percentage of people would prefer to live in
ANSWER:
a city.
They prefer to live in a city because it’s easier
b False. The percentages quoted are
to find jobs; there’s a better social life –
reasonably significant (35% / 43%). It
nightlife, music, youth culture; there are more
would be more accurate to say a significant
opportunities for continuing their education,
number (more than a third) of people who
facilities for their future families, and there are
live in cities would prefer to live in a rural
better living conditions.
area.
c False. The first report suggests that more
than half the people who live in a rural area
would prefer to live in the city. 1.24 (S = Sharon; D = Derek)
d False. The second survey suggests that most S: Have you seen this? The article about that new
people who live in the countryside are happy survey …
to stay there. D: Yes, I was reading it earlier. It comes as no
surprise … seems pretty obvious to me. You
e False. There is no evidence given in the
don’t need a survey to tell you that stuff.
surveys to back up this statement.
S: Yeah, well, I don’t know, I mean, it’s not that
simple. I mean, some people like living in the
3 countryside …
D: Yeah, and you can see why: less stress, less
Ask the students to work individually to underline all
traffic, less smog … but I don’t think it’s just a
the hedging expressions in the sentences in Exercise
simple question of what you like, you know …
2. Allow them to compare in pairs before checking S: No, it’s more like … well, it seems like it’s
with the class. Remind the students of the many a question of work and money more than
different ways of hedging. anything else, I mean …
D: Yeah, it said that, didn’t it? The main reason
ANSWERS: was that they couldn’t find a job in the
a It seems that countryside …
b It appears that S: Well, it doesn’t say that exactly, but yes, it says
c seem to suggest that it’s, uh, it’s, you know, easier to find work in
d would seem to show that large cities and I guess that’s true. Don’t you?
e are not believed, there is little evidence D: Yeah, but I don’t think that’s the main
reason. I mean, it might be the main reason
for older people … you know, no jobs, rural
4 unemployment, whatever …
• Pairwork. Put the students into pairs and ask S: Yeah, there’s a lot of that …
them to rewrite the statements using hedging D: But it seems to be talking more about young
people … I mean, the statistics here are
expressions.
referring to people under thirty and you know,
• Check answers by getting the pairs to read aloud I think that even if there were plenty of jobs
their statements and then have a discussion on in the rural areas, well, they’d still go to the
whether or not they agree with them. cities, you know?
S: Do you think so? Maybe you’re right. Maybe it’s
Suggested answers: more a kind of lure of the bright lights thing …
a It would seem that most young people prefer D: Yeah, you know, nightlife, music, youth culture
to live in large cities because of the job in general …
opportunities. S: Yeah, it says something about that, doesn’t
b There is little doubt that older people living it? That part where it talks about, what is it …
by themselves get very lonely in big cities. “free-time activities” or something like that?
D: “Leisure facilities.”
c There is some discussion about whether
S: Yeah, that was it.
people who live in the countryside are
D: More like bars and nightclubs!
generally more healthy than city dwellers. S: Yeah, and movie theaters and exhibitions and
stuff as well …
5 1.24 D: Nah, dances and the chance to meet other
• Go through the instructions with the class, then young people …
play the recording. Ask the students to take notes S: Yeah, OK, the social side of things, but it’s
as they listen on the reasons young people prefer important, isn’t it?
D: Yeah, this survey seems to suggest that it’s
living in cities.
the second most important factor, in fact, after
getting a job. You know, if young people decide
28 UNIT 3
to leave their homes in the countryside, then Cultural notes
they say the social side of things is the second
Table Mountain
most important thing they consider. What
other things do you think they mentioned? Table Mountain is a flat-topped mountain and
S: Oh, I don’t know. Maybe they said there were one of the main geological features of Cape
more opportunities for continuing their Town. It is part of a mountain range and is
education, like going to college. They might flanked by the Devil’s Peak and the Lion’s Head.
be thinking about facilities for their families It is part of the Table Mountain National Park.
in the future, like being near good schools. Visitors can get to the top by hiking or cable car,
Um, what about better living conditions … and it is common to see people rock climbing or
more modern houses which need less work mountain biking as well.
done to them? Tango
D: Yeah, I guess they’re all things you’d have to Tango is both a dance and a style of music
think about, right? most closely associated with Argentina. It is
S: Yeah, the survey makes a lot of sense. danced by a couple locked in a close, seemingly
D: Hmm. passionate embrace. The dance is characterized
by a theatrical performance and fancy, complex
footwork. Tango music, which can be purely
6
instrumental or include a vocalist developed in
Pairwork. Ask the students to work together to write the slums of Argentina and is a mixture of the
the story from the newspaper that the people in various immigrant influences. It is melancholic,
Exercise 5 were discussing. Remind them that they dramatic, passionate music.
have a limit of 120 words. When they’ve done that, ask Edinburgh Festivals
them to turn to page 137 and compare the story there The Edinburgh International Festival takes
with the one they’ve written. place over a three week period in the summer
7 Grammar Extra 3, Part 1 and showcases theatre, classical music, dance,
opera, visual arts, and workshops. The Edinburgh
Festival Fringe is considered the largest art
festival in the world. It showcases music and
theatre as well as comedy and children’s
shows. The Royal Edinburgh Military Tattoo
ANSWER: is a showcase of military bands from around
1 the world and takes place in the courtyard of
students’ own answers Edinburgh Castle.
2
Speaking (SB page 30) Ask the students to read the extracts again and
underline the information that helped them decide
Pairwork. Put the students into pairs and ask them which city each extract is about.
to discuss the questions. Encourage them to give
reasons for all their answers and to report back to the 3
class on what they discussed. Pairwork. Ask the students to discuss the questions
and then report back to the class. When they discuss
question a, make sure they understand that it’s asking
Reading (SB page 31) about the description that most appeals to them, not
1 the city.
Groupwork. Put the students into small groups and
ask them to look at the guidebook extracts on page 30.
Encourage them to discuss the clues and come to a
consensus on which cities are being described. Tell
them not to look at page 137 until they’ve discussed
the texts fully. If they’re still having problems, they can
turn to page 137 for additional clues.
ANSWERS:
1 Cape Town
2 Buenos Aires
3 Edinburgh
4 Tokyo
UNIT 3 29
Vocabulary (SB page 31) 5
Pairwork. Ask the students to work together to look
1 at the sentences in Exercise 4 and decide if they know
Do the matching part of the exercise first and check any towns or cities that fit any of the descriptions.
answers with the class. Then ask the students to They should then report back to the class on their
decide which adjectives they’d use to describe the suggestions.
noun phrases in the box.
Language note
ANSWERS: Vocabulary: describing cities
a 1 b 3 c 6 d 2 e 4 f 5 You may like to mention some other adjectives
you can use to describe cities, such as: buzzing,
Possible answers:
cosmopolitan, funky, happening, romantic,
advertising campaigns: in-your-face
soulless, thriving, and vibrant.
coastal resorts: bustling, tacky
collection of people: haphazard
high-rise buildings: soaring
market: bustling Grammar (SB page 32)
plastic souvenirs: tacky
scenery: awe-inspiring
Inversion after negative and
tree tops: soaring limiting adverbials
1
2 Pairwork. Focus the students’ attention on the
• Ask the students to find and underline the adverbials in the box and ask them to decide which
adjectives in Exercise 1 in the texts on page 30. One have negative or limiting meanings. Remind them that
adjective is not used in the texts (in-your-face). adverbials give us more information about verbs and
• Call out each adjective in turn and get the students can be connected to place, time, manner, frequency,
to say what it is describing. etc.
ANSWERS: ANSWERS:
Awe inspiring: castle ever, not a word, not until he’d finished, on no
Haphazard: mass of humanity account, only after a long night, only after a
Tacky: gift long wait, only then, rarely, seldom, under no
In your face: people circumstances
Bustling: hive of activity
Soaring: Table Mountain 2
• Ask the students to look at the pairs of sentences.
3 Go through the questions underneath with the
• Pairwork. Encourage the students to do this exercise class.
without looking back at the texts on page 30. • Focus the students’ attention on the further
• When they’ve done that, get them to check their examples of inversion in the margin. Tell them
answers in the texts and then to explain the meanings. that this a structure primarily used in descriptive
writing.
ANSWERS:
1 to make way for new ANSWERS:
2 to work its magic a Bs
3 to fall prey to b The subject and auxiliary verb are inverted (if
4 to live on top of one another there is no auxiliary, we use do/does/did).
5 to pack a punch c The effect is to bring about a change of
emphasis.
4
Ask the students to put the phrases from Exercise 3
into the sentences. Allow them to compare in pairs Language notes
before checking with the class. Grammar: inversion after negative and
limiting adverbials
ANSWERS: Sometimes you can put a negative or limiting
a to fall prey to adverbial in the front position in a sentence for
b live(d) on top of one another emphasis. In this type of sentence the subject +
c packs a punch auxiliary word order is inverted.
d work its magic I have never seen such breathtaking scenery.
e to make way for the new Never have I seen such breathtaking scenery.
30 UNIT 3
The same happens with the verb be. ANSWERS:
It is not only the oldest building, but also one 2
of the most beautiful. a Never before I had had I felt so happy.
Not only is it the oldest building, it is also one b Not until had we we had reached the top did we
of the most beautiful. realize how far we had come.
Negative adverbials c Only once the show was over we could could we
These are adverbial phrases that contain no, not, relax and enjoy ourselves.
never, never before, no sooner, etc. d Only after some years I understood did I
Not a word did she say to anyone. understand how important that experience had
Never before have I seen a more beautiful city. been for me.
No sooner had I arrived than the doorbell rang. e Not only did I want to do it again, did I want
Limiting adverbials I wanted to do it as soon as possible!
These are adverbial phrases that contain only, f Barely had I arrived when happened the
only by, only then, only after, only when, only strangest thing the strangest thing happened.
if, or adverbials such as seldom, little, rarely,
barely, hardly, etc.
Little did they know that we were in the next
room.
Writing (SB page 32)
Only after promising to be home before 11:00 1
p.m. was she allowed out. Go through the instructions with the class and allow
Barely had I arrived when the doorbell rang. time for the students to decide what they’re going
to write about and what they’re going to say. Make
3 sure they don’t write the name of the town or city
• Focus attention on a) and point out that You will and don’t discuss their ideas with other students. You
rarely has been inverted to produce Rarely will you, could assign the writing for homework if you wish.
which emphasizes the rarity of seeing such a superb 2
example. Ask the students to rewrite the remaining
sentences, starting with the word or expression in
ask them to take turns reading their descriptions
parentheses.
to the rest of the group. The other students have to
• When they’ve done that, write the answers on
identify which place is being described and what clues
the board and get the students to check their
helped them to decide. You could then display the
sentences against the answers.
finished descriptions for everybody to read and enjoy.
ANSWERS:
b Rarely do I visit a city more than once, but Speaking (SB page 33)
this place is really special.
c Never before had I seen anything so 1
breathtakingly beautiful. Groupwork. Focus attention on the posters and give
d Only by wandering down its narrow side the students time to look at them and take in what
streets will you be able to experience the they see. Put them into small groups and ask them
heart of this beautiful old town. to discuss their answers to the questions. Encourage
e Only after you have spent an evening there each group to appoint a spokesperson to report back
will you begin to understand the special to the class.
charm of this place. 2
f Not until you climb to the top can you really
understand exactly how beautiful the view is. • Working in the same groups, the students make
g On no account should you leave the town lists of things that would attract visitors to a
without first tasting its famous local city rather than the beach, the mountains, or the
delicacies. countryside.
• Then get each group to choose their top three and
then compare their choices with the other groups.
4
Pairwork. After the students have discussed the cities 3
or villages to fit each sentence, feedback with the Put the students into new groups. In multinational
class. classes, it would be easiest to have students from the
same country working together. In monolingual classes,
the groups may have to discuss more than one city, with
Ask the students to turn to Grammar Extra 3, Part 2 the student(s) from the relevant country supplying most
on page 144 of the Student’s Book. Here they’ll find of the information. Each student in the group should
an explanation of the grammar they’ve been studying make notes, as they’ll all need the information for the
and a further exercise to practice it. next exercise.
UNIT 3 31
4 ANSWERS:
Put the students into pairs. Make sure that each student a
Elvis impersonators, the human Statue
is working with somebody from another group. Ask of Liberty, cartoon characters, street
them to follow the instructions and discuss their cities. performers and artists, sky-scrapers and
billboards.
b
A Broadway or off-Broadway play, Madame
Reading & Vocabulary Tussaud’s Wax Museum, Ripley’s Believe It Or
(SB page 34) Not.
c
New Year’s Eve. The tradition of the
1 dropping of the ball is attended by around
one million people and watched live by
• Focus the students’ attention on the picture
millions more.
of Times Square in New York, USA. Find out if
anybody has ever been there.
• Ask the students to match the questions and 3
answers. When you check answers, explain any Ask the students to decide where the missing phrases
difficult vocabulary. should go. Allow them to compare their answers in
pairs before you check with the class.
ANSWERS:
ANSWERS:
a 4
a 5
b 2
b 7
c 3
c 1
d 1
d 3
e 8
f 2
Cultural notes g 6
The New York Times (The NYT) h 4
One of the most widely circulated newspapers in
the world, the NYT is based in New York City and
4
has been in circulation since 1851. The move to
its new HQ in the Times Tower at 1475 Broadway, • Pairwork. Put the students into pairs and tell them
prompted the name change from Longacre to decide who will be A and who will be B. Provide
Square to Times Square. each of them with the respective instructions below.
Broadway
Although Broadway is actually a street which Student A
runs through the heart of New York City, the Below are four words from the article. Check their
name is much more closely associated with the meaning in a dictionary if necessary, and explain the
theatre district in and around Times Square. words to your partner. Your partner must listen and
Times Square identify the words from the article.
Times Square is also known by several a throngs
nicknames. One of them is ‘The Great White b vie
Way’, which came about because it was one of c marquee
the first completely electrically lit streets in d converge
the United States. As early as the 1890s, Times
Square was also awash with bright, illuminated Student B
advertisements giving it a bright white glow. Below are four words from the article. Check their
Today, it is still very brightly lit with huge, meaning in a dictionary if necessary, and explain the
illuminated billboards. words to your partner.
a traverse
b encompass
2 c mimic
• Go through the questions with the class to make d jam-packed
sure they know what information to look out for
as they read the article. You can ask them to
speculate about what the answers might be before ANSWERS:
Student A
they read it.
a throngs – large crowds of people
• Ask the students to read the article and find the
b vie – to compete
answers to the questions. Tell them to ignore the c marquee – a low covering at the entrance of a
blanks. When you’ve checked the answers, deal with theater or cinema with the name of the movie
any vocabulary difficulties. or show
32 UNIT 3
d converge – to come from different directions to H: Oh yeah, I heard about that report. They say
reach the same place that things are changing and are getting a little
dangerous in some parts of the city. Actually,
Student B come to think of it, I do have a friend who had
a traverse – to move over an area her purse snatched while she was walking up
b encompass – to include one of those side streets off Main Avenue.
c mimic – to imitate She was completely taken by surprise and the
d jam-packed – very crowded fellow, a teenager, ran off so fast that she had no
chance of catching him.
5 R: I’m sorry to hear that! I hope she didn’t get hurt
Groupwork. Put the students into small groups and though.
ask them to discuss the questions. Make sure every H: No, she was fine. It was just her purse with some
student in the group contributes to the discussion cash. Luckily she had forgotten her cell phone at
with information about their own habits and favorite home and her house keys were in her pocket.
places to visit. R: Well, we really shouldn’t be complacent because
we live in a smaller city. We need to take care all
the time - when the streets are deserted or in
Listening & Speaking crowded places like the street market – both are
(SB page 35) dangerous almost in the same way. Pickpockets
tend to target more crowded places, as it’s
1 easier to escape undetected.
Pairwork. Put the students in pairs and ask them to H: But you don’t think it’s really dangerous, do
discuss the statement and make a list of the main you? They’re not violent people … you just have
dangers of city life. When they’ve done that, pool the to be sensible and keep your eyes open, and …
lists to make one class list and put it on the board. R: Well, I don’t know. What if the thieves are
You could then go on to encourage the students carrying knives? If you resist you could get
to discuss the dangers of traffic, pollution, loss of badly hurt, so that really makes you think,
community, social isolation, etc. in a city. doesn’t it?
H: Well yes, actually now you are making me think
2 1.25 twice. Maybe it is a little more dangerous than
Tell the students that they’re going to hear two I had realized. Did you hear about the group of
friends talking about the city they live in. Ask them tourists who were robbed last month in the city
to listen and make a note of whether they mention center? What do you do if you see something
any of the dangers they listed in Exercise 1. Play the like that? You don’t really know what’s going on
recording more than once if necessary. and you don’t want to get involved in case you
get hurt.
ANSWER: R: Yes, don’t ever try to be the hero. All they want
Dangers mentioned in the recording: robberies, is money, so perhaps the safest thing is to give
purse snatching, pickpocketing at the street it to them. It’s not worth losing your life for. Did
market, thieves carrying knives. anyone get hurt in the robbery?
H: No, they just had their wallets and purses stolen.
One of the robbers had a knife, but I think it was
1.25 (H = Helen; R = Robert) more to scare them than to hurt them. They did
H: As we live in a relatively small city, I don’t really lose all their cash and credit cards though, so
think it’s particularly dangerous. Just like any that totally spoilt their vacation, because they
medium to small city, I think we are much safer had just arrived.
than in the big cities. Of course, one has to be R: That’s the problem with tourists though. They
sensible and take the normal precautions. I are so easy to spot. And since they are almost
mean, I wouldn’t walk home alone at night and always carrying cash and credit cards, and
I wouldn’t walk down dark alleys at night. But sometimes don’t speak the language, they are
there isn’t anywhere in town I would particularly vulnerable.
avoid. It’s a pretty safe city. H: Well again, the good thing is that nobody got
R: Yeah, on the whole I would agree, but actually hurt. And I guess you’re right. It wouldn’t hurt
there have been a couple of stories in the local for us all to be a little more careful.
papers about some thefts and muggings that’s R: Yes, and if we had some more police patrols,
been going on lately, so you definitely shouldn’t even just on the main streets, it would scare
walk alone at night. off any potential robber and give the rest of us
more peace of mind.
H: That’s true. We should find out what the city
plans to do. That would actually help a lot.
UNIT 3 33
3 2
• Ask the students to compare their answers in pairs • Ask the students to work in pairs to add the three
and then to discuss the questions. words to the conversations. There are several ways
• Play the recording again for them to check their to do this, so accept any reasonable additions.
answers. • Get the students to practice the conversations
and then get some of the pairs to perform for
ANSWERS: the class.
a no
b not walking alone at night, not walking down Suggested answers:
dark alleys a
c on deserted streets, in crowded places like A: So, what actually happened?
street markets B: Well, I was just coming around the corner
d purse snatching and robberies when …
Actually, it all happened really quickly.
e They were robbed at knife point. Their wallets
and purses were stolen. b
f Patrolling the main streets would scare A: I really wouldn’t walk home that way if I were
you. It’s really dangerous.
thieves away and give people a greater sense
B: Actually, I walked home that way last night. It
of security.
just took five minutes. It didn’t look dangerous to
me.
4
ask them to discuss what advice they would give. Language for Life
Then ask a spokesperson from each group to present
their advice to the rest of the class. (SB page 36)
1
Pronunciation (SB page 35) Focus the students’ attention on the pictures and ask
them to discuss the questions. Encourage speculation
1 1.26 on the use of the building without confirming or
• Ask the students to complete the extracts, then denying any answers at this stage.
allow them to compare their answers in pairs.
• Play the recording for them to check their answers. Cultural note
Then play it again for them to focus on the stress
The GLA Building, London, UK
on just, really, and actually.
The Greater London Authority (GLA) Building is
City Hall, home to the Mayor of London. It was
ANSWERS:
designed by Norman Foster and completed in
a really
2002. It is situated on the south bank of the
b just
River Thames.
c actually
d really
e actually 2
f really Ask the students to read the comments on the blog
g actually and decide if they agree with any of them. Then have
a class feedback session.
Pronunciation notes 3
Adding emphasis Focus attention on the rules in the margin. Ask the
• In this section, apart from a couple of students to look at the expressions in bold in the blog
sentences where just means “a short time in Exercise 2 and to match them with the rules.
before,” really, actually, and just have no
specific meaning. They are there to add ANSWERS:
emphasis. In many cases really could be It does draw attention: 1
replaced with very. What I like about it is: 2
• The word actually, if put at the beginning or It did grow on me: 1
end of a sentence and stressed deliberately, The thing I like most is: 2
can mean that you’re contradicting what has It’s the location: 2
been said.
A: You were born in May, weren’t you? 4 1.27
B: Actually, I was born in June. / I was born in • Do the first one as an example with the class and
June, actually. then ask the students to add emphasis to the
remaining sentences using the words given.
34 UNIT 3
• Play the recording for them to check their answers.
1.28
Stella
1.27
Hi. I am Stella. I am from Jamaica, but I have been
a Although I really didn’t like it to start with,
living in Toronto for ten years. I love it here for
I did get used to it with time.
several reasons – it’s safe, clean, and you have
b It’s the design I like best of all. It’s really
easy access to many services. It is a bit expensive
original and eye-catching.
though, so in a way it proves that there is always
c The thing I like best is the simplicity of the
a down side to everything. However, for me, one of
design.
the best things about Toronto is how multicultural
d What people complained about initially was
it is. In the space of one day I probably interact
the location.
with twenty different nationalities.
e One thing it certainly does do is provoke
It sounds like a lot, but it’s true. From the moment
discussion.
I step out my door, I say hello to my neighbor from
f One thing it needs is a more identifiable
Russia, another one from the United States, and
shape.
the building superintendent from the Philippines.
I get my coffee near the office from a Portuguese
place where the Polish attendant is very friendly.
Life Skills (SB page 36) Then I get to the office and I greet my co-worker
from Brazil,… and it’s not even nine o’clock yet! It
Multicultural Cities
is so interesting to walk down the street or ride
1 the subway and hear all the different languages
and accents. What is so cool is that when people
Have students think about their city and how move to a different country, they take their food,
multicultural it is. If possible, bring in pictures their language, and their culture with them. One
of different parts of your or any other city that thing that I have noticed about living in such a
represent distinct cultures. Talk about the different city is that people are very tolerant, polite, and
foods, languages, clothes, etc. That demonstrate the accepting of others. Part of that is the Canadian
different cultures. politeness that rubs off on everyone. Knowing
2 people from different countries, as opposed to
Have students make a list of the advantages and/or knowing about them, is the best way to smash
disadvantages of living in a multicultural city. stereotypes. In the end, we learn that people are
people, with similar hopes, dreams, and fears. So I
3 1.28 am happy to be a member of many tribes.
Play the recording and ask the students to listen
to Stella talking about city life. On the second 4
listen, have students make a list of the advantages Extend the conversation by discussing the advantages
or disadvantages Stella mentions. Have students and/or disadvantages of working and studying in
compare their lists to Stella’s. multicultural environments. Have students share their
own experiences.
ANSWERS:
• She can interact with many different
nationalities. Vocabulary Extra
• She can try different cuisines.
• People are very tolerant.
(SB page 37)
• She can learn about and from different cultures. Lexical sets and collocations with
city and urban
Cultural note 1
Toronto is one of the most diverse cities in the Focus the students’ attention on the two pictures and
world. In 2016, it was reported that 51.5% of the give them time to take in what they see. Ask them
city’s population belonged to a visible minority to think of two nouns and two adjectives to describe
group. This is projected to increase to 63% by each one. Then ask them to compare their answers
2031. This diversity can be seen in the different with a partner.
neighborhoods, which include Chinatown, Corso
Italia, Greektown, Koreatown, Little India, Little
Italy, Little Jamaica, and Little Portugal.
UNIT 3 35
Cultural notes Workbook page 15
Chongqing /ˈʧʊŋʧɪŋ/ Writing a short article
Chongqing is situated in central China and has Linkers
a municipal population in excess of 32 million. Text organization
Construction in the city suggests it is growing
at a rate of 140,000 square meters every day,
while the population is growing by around 1,300 Further practice material
people a day.
Ny-Ålesund /niˈɑləsən(d)/ Need more classroom practice activities?
Ny-Ålesund is a settlement on the island of Photocopiable resource materials in the
Spitsbergen in Norway. It has a population of Teacher’s Presentation Kit / Extra Resources
around 35 (swelling to over 100 in summer), all
Need more tests?
of whom are research scientists.
Test Generator
2 Teacher’s Presentation Kit / Extra Resources /
Tests
Pairwork. Put the students into pairs and ask
them to look at the words in the box. They should Need more on important teaching concepts?
work together to decide on the meanings, using a Key concepts in American Inside Out Evolution
dictionary if neither of them knows a particular word. pages xxi-xxxvi
Ask the students to answer the questions. Encourage
them to decide on answers for all of them before Need student self-study practice?
checking in Section A. Workbook pages 12-15
ANSWERS: Need more information and ideas?

a megalopolis, metropolis, city, town/satellite, American Inside Out Evolution website www.
outpost/settlement, village, hamlet macmillan.com.br/americaninsideoutevolution
b students’ own answers
c megalopolis, metropolis, outpost, settlement,
satellite, hamlet
3
Ask the students to complete the sentences with
suitable words in Section B, but encourage them to
try to do it without looking at Section B first.
ANSWERS:
a urbanization
b urban sprawl
c citywide
d city hall
e urban renewal
f cityscapes
4
Pairwork. Put the students into pairs and ask them to
discuss the sentences in Exercise 3 and say whether
they are true for their country or countries.
36 UNIT 3
Review A Teacher’s notes
These exercises act as a check of the grammar and vocabulary that the students have learned
in the first three units. Use them to find any problems that students are having, or anything that
they haven’t understood and which will need further work.
Grammar (SB page 38) Sentence 2: He may apologize, but he won’t do

it face-to-face; he might write a letter or send
Remind the students of the grammar explanations
an apology from his company rather than from
they read and the exercises they did in the Grammar
himself.
Extra on pages 142 to 145.
e Sentence 1: At first the speaker didn’t believe
1 him, but then changed his or her mind and
• This exercise reviews aspect from Unit 1. Remind started to believe him.
the students to think of the viewpoint of the Sentence 2: The speaker didn’t believe him at all.
speaker to help them decide which verb form is f Sentence 1: The speaker and Sam were the only
needed. people who went for a drink.
• Check answers with the class before putting the Sentence 2: The speaker and Sam went for a
students into pairs and asking them to talk about drink but they didn’t do anything else.
the last time they had to wait a long time for
somebody. 3
• This exercise reviews order of adjectives from
ANSWERS: Unit 2. Remind the students that there is a fixed
1 been waiting order for different categories of adjectives.
2 was getting • Check answers before asking the students to say
3 was he taking whether they ever wear anything similar and to
4 Had something terrible happened write a description of one of their favorite items of
5 are protesting clothing to show to a partner.
6 closed
7 been worrying ANSWERS:
8 hadn’t charged a A beautiful silk shirt with a delicate floral
pattern.
2 b A warm winter coat made of 100% lamb’s wool.
This exercise reviews position of adverbials from Unit 1. c A scruffy old pair of running shoes covered in
Remind the students that the position of an adverbial mud.
can sometimes affect the meaning of a sentence. d Knee-high leather boots that my mother
Check answers with the class when the students have bought for me in Italy.
discussed in pairs the difference in meaning between
the sentences. 4
• This exercise reviews fronting from Unit 2. Remind
ANSWERS: the students that this is a literary style and
a Sentence 1: The speaker has no real interest in unsuitable for everyday conversation.
going but may still go. • Check answers before asking them to use the
Sentence 2: The speaker has no intention of information to write a short newspaper story about
going. Harry’s disappearance. Check that they are using
b Sentence 1: John has his telephone number but fronting appropriately.
no other contact information (address, etc.).
Sentence 2: John is the only person who has his ANSWERS:
telephone number. a Harry was his name.
c Sentence 1: The speaker did the work quickly b His game was gambling.
and then got ready to go. c Great were his losses.
Sentence 2: The speaker did the work and then d Gone was his car.
quickly got ready to go. e Where he had gone, nobody knew.
d Sentence 1: It is the speaker’s opinion that he
won’t apologize at all.
REVIEW A 37
5 3
This exercise reviews hedging from Unit 3. There This exercise reviews expressions with taste from Unit 2.
are many ways to do this. The answers here are
suggestions. Put the students in pairs to discuss their ANSWERS:
statements. a 2 b 4 c 1 d 3 e 6 f 5
Suggested answers: 4
a It is widely recognized that life in some cities This exercise reviews collocations and words for
can be very dangerous. describing places from Unit 3.
b It appears/seems that there are no job
opportunities in small towns. ANSWERS:
c There is some evidence to suggest that capital 1 b 2 a 3 c 4 b 5 b 6 c
cities are the best places to build a career.
d There is little doubt that quality of life is more
important than money.
e Life in a small town is often believed/thought to Pronunciation (SB page 39)
be boring. 1
Remind the students that the boxes show the syllables
6 of a word and the large boxes indicate the stressed
• This exercise reviews inversion after negative and syllables. Here students are being asked to classify
limiting adverbials from Unit 3. words according to how many syllables they have and
• Check answers and then get the students to where the main stress falls. Encourage them to say
suggest what the question was and to write each word aloud to get a feeling for what sounds right.
three more sentences. Accept any reasonable
2 1.29
suggestions, serious or humorous.
• Ask the students to underline the stressed
ANSWERS: syllables in the words in the table. Then play the
a 3 b 1 c 4 d 2 e 5 recording for them to check their answers.
Will you marry me? • Play it a second time for them to listen and repeat.
ANSWERS:
1 and 2
Vocabulary (SB page 39)
A: B: C: D:
1
atmosphere exquisite animated efficiency
• This exercise reviews ways to describe
conversation styles from Unit 1. intricate fulfillment awe-inspiring evocative
• Check answers with the class before putting the
meaningful frustrating satisfying hilarious
students into pairs to discuss whether they know
anybody like the people described. reverie haphazard stimulating historical
ANSWERS:
a butting in, say
b hog, drones on and on Further Practice Material
c flows, the same wavelength
d hunt around, gets it across Need more classroom practice activities?
This exercise reviews wordbuilding skills from Unit 1. Need more tests?
ANSWERS: Test Generator

a achievement d satisfaction Teacher’s Presentation Kit / Extra Resources /
b competence, e skillful, valuable Tests
efficiency f fulfillment Need more on important teaching concepts?
c considerate
pages xxi-xxxvi
American Inside Out Evolution website (www.
macmillan.com.br/americaninsideoutevolution)
38 REVIEW A
4 Story Overview
Speaking Fluency practice Discussing six-word life stories.
SB page 40 Matching stories with famous people and writing stories for them.
Reading Reading for detail Reading an extract from David Bowie’s obituary and putting his
SB page 40 life events in order.
Grammar The future as seen Studying ways to talk about the future as seen from the past.
SB page 42 from the past Choosing the correct verb structures in sentences.
Identifying references to intentions and imminent events.
Vocabulary Types of stories Discussing types of stories and matching sentences with story
SB page 43 types.
Reading and discussing an urban myth.
Listening Listening for detail Listening to somebody talking about a favorite childhood story.
SB page 43 Completing sentences about the story and discussing it.
Speaking: anecdote Fluency practice Talking about a story they know.

SB page 43

Listening Listening for detail Discussing four cartoons and the con tricks they illustrate.
SB page 44 Listening to stories and answering questions.
Vocabulary Expressions with Completing sentences with expressions using story and tale.
SB page 44 story and tale Discussing the meanings of the expressions.
Pronunciation Weak and strong Studying the pronunciation of auxiliary verbs.

SB page 45 forms of auxiliary Asking questions with auxiliary verbs.
verbs
Vocabulary & Speaking Deception and belief Studying words that express deception and belief.
SB page 45 synonyms Choosing the best alternative in questions.
Fluency practice
Reading Reading for gist and Reading a text and deciding if statements are true.
SB page 46 for detail Completing a glossary of words from the text.
Grammar Discourse markers in Studying the function and meaning of discourse markers.
SB page 47 writing Choosing the best alternatives in sentences.
Listening & Speaking Listening for gist Listening to jokes and writing down the punchlines.
SB page 47 Fluency practice Practicing telling and responding to jokes.
Discussing jokes in their country.
Language for Life Responding to a Listening to a story and answering questions.

SB page 48 story Numbering responses to the story and identifying their meaning.
Practicing intonation in responding to stories.
Life Skills Communication Categorizing and discussing elements of active listening.

SB page 48 Practicing using active listening while listening to a story.
Writing Extra Descriptive narrative Reading about a childhood memory.

SB page 49 Replacing expressions and adding extra details to a story.
Writing about a childhood memory.
UNIT 4 39
4 Story Teacher’s notes
Warm up Dame Agatha Christie /deɪm ˈӕgəθə ˈkrɪsti/
Ask the students to close their eyes and think (1890–1976)
back to their childhood and the stories that British crime writer, who “keeps the reader
were told to them or read to them. Ask them guessing until the final page.” The names of
which ones they remember most clearly and her fictional detectives, Hercule Poirot and
which ones they enjoyed most. Who were the Miss Marple, are as famous as her own.
main characters? Were there any stories that Martin Luther King, Jr. /ˈmɑrt(ə)n ˈluθr kɪŋ/
frightened them? Ask them to discuss this in (1929–1968)
pairs and report back to the class. Martin Luther King was a Baptist minister
and one of the leaders of the US civil rights
movement. Inspired by Gandhi’s success in
Speaking (SB page 40) India, he advocated civil disobedience to gain
rights for the black citizens of the USA. He was
1 assassinated in 1968 in Memphis, Tennessee.
Ask the students to read the text and the six-word Marilyn Monroe /ˈmærəlɪn mənˈroʊ/
life stories on the right. Find out which one they like (1926–1962)
best and why. Ask them which ones they’d classify as Marilyn Monroe was a US actor, singer, and
optimistic and which ones as pessimistic. Find out if model. She appeared in movies such as
they have ever heard of six-word stories before. Gentlemen Prefer Blondes, How to Marry a
Millionaire, and Some Like it Hot. Monroe was
Cultural notes married three times. She died at the age of 36.
Ernest Hemingway /ˈɜrnɪst ˈhemɪŋweɪ/ (1899–1961)

3
Ernest Hemingway was an influential US
journalist and writer. He was awarded the • Pairwork. Ask the students to choose different
Pulitzer Prize in 1953 for The Old Man and the famous people and to work together to write six-
Sea and the Nobel Prize in Literature in 1954. word life stories for them. Remind them that, like
Smith magazine newspaper headlines, the stories don’t have to be
Smith magazine was launched in 2006. It’s complete sentences and minor words can be left
an online magazine dedicated to the art of out.
storytelling. Content comes mainly from • Put each pair with another pair. Ask them to take
contributors, who submit their own stories. turns reading aloud their stories and to guess whose
they are.
2
Go through the famous people with the class and Reading (SB page 40)
make sure everyone knows them. Ask the students to
match the people with the appropriate six-word life 1
stories. • Write the name David Bowie on the board and ask
the students to tell you everything they know about
ANSWERS: him. Write their ideas on the board.
a 4 b 5 c 1 d 2 e 3 • Explain that an obituary is a description of a
person’s life which is published after their death.
Give the students plenty of time to read the
Cultural notes extract from David Bowie’s obituary. Ask them
to see how many of the facts they suggested are
Bill Gates /bɪl geɪts/ (born 1955)
mentioned in it.
Bill Gates set up Microsoft® with his school
friend, Paul Allen. In 1983, Microsoft® created
the Windows operating system, which is used on Cultural notes
most PCs around the world. Jimi Hendrix /ˈdʒ?ɪmi ˈhendrɪks/ (1942-1970)
Gaius Julius Caesar /ˈgaɪʌs ˈʤuliəs ˈsizər/ Jimi Hendrix (born Johnny Allen Hendrix) was an
(100 BC–44 BC) American rock guitarist. He is widely considered
A military and political leader, Caesar became to be one of the greatest rock musicians of all
consul of the Roman Republic in 49 BC. A time and extremely influential on his own and
group of senators led by Marcus Junius Brutus subsequent generations.
assassinated him on March 15, 44 BC.
40 UNIT 4
4
Michael Jackson /ˈmaɪkəl ˈdʒæksən/ (1958-2009)
Ask the students to discuss which six-word story
Michael Jackson was an American popstar,
describes David Bowie’s life best and to give reasons.
often called the ‘King of Pop’. He was famous for
There are no correct/incorrect answers.
his singing, dancing, songwriting, fashion, and
music videos. His unusual personal life attracted
a great deal of media attention. He died of Grammar (SB page 42)
intoxication from drugs given to him by his
doctor to help him sleep. The future as seen from the past
Angela Barnett /ˈændʒələ bɑrˈnet/ (born 1949)
1
Angela Barnett is an American model and
actress. She was married to singer David Bowie Focus the students’ attention on the three extracts
from 1970 to 1980. They have one child together. from the obituary. Read them aloud or get a student to
Iman /ɪˈmɑːn/ (born 1955) read them. Answer the questions with the class, then
Iman is a Somali-American model, actress, and draw their attention to the information in the margin
entrepreneur. Her full name is Zara Mohamed and point out the different sections.
Abdulmajid, but she goes by Iman which means
ANSWERS:
‘faith’ in Arabic. She was married to David Bowie
1 Extracts b and c
from 1992 until his death in 2016. They have one
2 Extract a
child together.
The sentences are formal in register.
New York /njuː ˈjɔː(r)k/
New York City, often called ‘New York’ or ‘NYC’, is
the most populated city in the United States with
over 8.5 million people. It is located on the east Language notes
coast in the state of New York and is considered Grammar: the future as seen from the past
to be one of the cultural capitals of the world for There are a number of ways you can talk about
its importance in the arts. the future as seen from the past. There are
some events which you expected to happen but
2 which didn’t. There are other events which you
expected to happen and they did happen.
Individual work. Ask students to read the text again
• Events that took place
and to put the events of his life in chronological order.
In a past sentence, you can use would or was/
Clarify any vocabulary that students are unsure of.
were to + infinitive to talk about the future.
Get students to check their answers in pairs and then
They would regret that decision six months
check the answers as a class. Elicit justifications for
later.
their answers.
He was to become one of the most influential
thinkers of his time.
ANSWERS:
• Events that did not take place
1 He sustained an injury which gave him a
You can talk about events that didn’t turn out
distinguishing physical feature. (during his
as anticipated by using:
school days)
was / were to have + past participle
2 He stopped using his most famous stage
She was to have given a speech, but was
persona. (1973)
unable to attend the conference.
3 He experienced his greatest personal struggles. • Future plans in the past
(mid to late 1970s) You can talk about future plans in the past
4 His first marriage came to an end. (1980) which didn’t happen:
5 He reached the pinnacle of his fame and (1) was / were going to + infinitive
popularity. (early 1980s) was / were planning to + infinitive
6 He met the woman who was to be his second I thought we were going to see a movie.
wife. (1990) (2) had been hoping to + infinitive
7 The release of a new album coincided with his thinking of + -ing
birthday. (January 8th, 2016) I had been hoping to go to college, but I
8 He died in his home. (January 10th, 2016) had an accident.
• Imminent events
3 To talk about something which was imminent
Ask the students to complete the glossary with the (just about to happen), but didn’t happen in
words highlighted in the text. the end, you use was/were on the point/verge
of + -ing verb or noun, or (just) about to +
ANSWERS: infinitive.
a wane e persona i quell He was on the point of retiring.
b revealed f erratic j accolade I was just about to call you.
c eclectic g penchant
d span h androgynous
UNIT 4 41
2 ANSWERS:
Ask the students to complete the sentences with 1
suitable verb forms, expressing the future as seen a 6 b 5 c 4 d 3 e 2 f 1
from the past. Then ask them to say which events
took place and which didn’t. a was about to go out
c had planned to retire
ANSWERS: d was to have left
a
Bowie was to / would release Blackstar on his e weren’t going to go
69th birthday. (Took place) 1 would go on to become
b
He was to have recorded one final album, but he 5 wouldn’t be coming back
ran out of time. (Didn’t take place) Suggested rewrites:
c
His marriage to Iman was to / would provide a was on the point / on the verge of going out
stability to his life for many years. (Took place) c was going to retire
d
He was working on a book which Penguin was to d had planned to / was planning to leave
have published in the near future. (Didn’t take e hadn’t planned on going / weren’t planning on
place) going
1 were to become
3 5 wasn’t going to come back
• Ask the students to choose the correct verb forms.
Remind them that none of these events took place.
Check answers with the class.
• Ask the students to compare the sentences with
those in Exercise 2. Ask them which sentences are 1
more formal. Then get them to identify which refer • Pairwork. Put the students into pairs and ask them
to intentions and which to imminent events. to look at the different types of stories in the box
and to discuss the differences between them. Go
ANSWERS: around, giving help where needed, and then ask the
a to get e of winning pairs to report back to the class.
b to see f to buy • Ask the students, in their pairs, to decide which
c to study g of giving up type of stories they’d expect each sentence to
d of going h to move appear in.
The register is less formal.
Intentions: a, b, d, f. Imminent events: c, e, g, h. ANSWERS:
anecdote: a story that you tell people about
4 something interesting or funny that has
Ask the students to complete the sentences, and happened to you – b
then put them in pairs to compare them. Ask several fable: a traditional story, usually about animals,
students to read their sentences aloud to the class. that teaches a moral lesson – f
Get them to say if any of them are true for them. fairy tale: a traditional children’s story in which
magical things happen – a
Possible answers: legend: an old story about famous people and
a I was planning to go to the concert, but it was events in the past – c
sold out. mystery: a story, usually about a crime, in which
b I was on the verge of buying a new laptop, but you do not know who committed the crime until
I decided it was too expensive. the end – d
c I had been hoping to go to medical school, but myth: an ancient traditional story about gods,
my grades weren’t good enough. heroes, and magic – h
d I was thinking of going to the party, but I was news story: an account of events in a newspaper
too tired. report or news show; an item of news – g
e I was just about to have dinner, when the short story: a short piece of fiction – e
telephone rang.
f I was going to have my nose pierced, but a
friend persuaded me not to. Language notes
g I was on the point of accepting the job, but Vocabulary: types of stories
I decided the salary was too low. • Stories which are spoken and are short-lived
are: anecdotes, rumors, gossip, hearsay, and
5 Grammar Extra 4, Part 1 jokes.
and a further exercise to practice it.
42 UNIT 4
• Stories which are originally spoken and then who is a wizard, and he’s on the side of good, and
later written down (making them longer- he helps Frodo and his companions to vanquish
lasting) are: fables, fairy tales, parables, the Dark Lord. And, well, anyway, they have all
myths, and legends. sorts of, kind of, adventures, and there are lots of
• Typically, written stories are: novels, short battles and stuff and, well, in the end Frodo throws
the ring into a volcano and that’s the end of the
stories, news stories/reports, (fantasy) epics,
ring. Basically, it’s about the battle between the
and chronicles.
forces of good and evil, and in the end, the good
triumphs over evil. It’s a really powerful story,
2 a real page-turner. You get totally engrossed in
Encourage the students to tell their partner about a the story, it’s so well-written. It’s really magical. I
story they’ve heard recently, saying what kind of story couldn’t put it down. It’s been made into a movie
it is and giving as much detail as possible. trilogy now, another epic, and very popular.
3 2
Focus attention on the definition of an urban myth in
• Pairwork. Put the students into pairs and
the margin. Make sure everybody understands it. Then
encourage them to try to complete the sentences
ask them to read the urban myth on page 137. Have a
from what they can remember from the recording.
class discussion on whether or not they believe it.
• When they’ve done all they can, play the recording
again for them to check their answers. Then check
Listening (SB page 43) answers with the class and explain any unknown
vocabulary.
1 1.30
• Ask students what types of fiction they like Suggested answers:
reading: detective novels, romantic fiction, science a The story is set in a fantasy world called
fiction, etc. Middle Earth.
• Focus the students’ attention on the picture of b The characters are elves, dwarves, monsters,
Simon. Tell them that they’re going to hear him dragons, and all sorts of mythical creatures
talking about his favorite story when he was a child. like that.
Ask them to listen and answer the questions. c It tells the story of creatures called hobbits,
who are kind of like humans but not really
ANSWERS: humans.
It is a fantasy story. d The main character is named Frodo.
He likes it because it’s a powerful story and e Basically, the book is about the quest of the
very exciting (a real “page-turner”). He was hobbits and their companions to destroy a
totally engrossed in the story and thought it ring.
was very well-written and really magical. f The villain is the Dark Lord.
g They have all sorts of adventures and there
are a lot of battles.
1.30 h In the end, the forces of good triumph.
Simon i He enjoyed the book because it’s well-written
This was my favorite book when I was younger. It’s and really magical.
called The Lord of the Rings. It’s a real epic, it’s a j Now the book has been made into a movie
classic – it was written for kids, but actually lots of trilogy.
adults read it as well. It’s huge, three books in fact,
but such an excellent read! It’s set in a fantasy
world called Middle Earth, and it has fantasy 3
characters like elves and dwarves, and monsters Find out if anyone has read The Lord of the Rings or
and dragons, and all sorts of mythical creatures seen any of the three movies that were made of it. Have
like that. And it tells the story of these creatures a class discussion using the questions in the exercise.
called Hobbits, who are kind of like humans but
not really humans. The main character is named
Frodo and he’s the one who has to get rid of the Speaking: anecdote
ring. Well, it’s a very special ring that was crafted
a long, long time ago by the Dark Lord, who is the (SB page 43)
villain of the story. And it’s an extremely powerful For more information about how to set up, monitor,
ring, the “ring of power,” you might want to call
and repeat anecdotes, see pages xx–xxi in the
it, because anybody who puts it on becomes
Introduction.
invisible. And, basically, this book is about
their quest, the quest of the hobbits and their • Go through the instructions and the questions with
companions, to destroy the ring, because if the the class. Give the students a minute or two to
Dark Lord gets hold of it he can rule the world. Oh, decide which story they’re going to talk about. Then
and there’s this other character named Gandalf ask them to look at the questions and think about
their answers to them. Allow them to make notes
UNIT 4 43
about what they’re going to say and how they’re
M: How old was she?
going to say it, but discourage them from writing a J: Oh, she must have been in her early twenties and
paragraph that they can simply read aloud. she ran off with my money and never came back.
• Pairwork. Put the students in pairs and ask them Absolutely unbelievable. I mean I guess I was
to take turns telling their partner about their pretty dumb to do that, but she just completely
story. Encourage them to ask each other follow-up conned me.
questions to get further information. Ask some 1.33 (D = Doug; A = Anne)
pairs to report back to the class about what they 3
found out. D: Do you have any experiences of being conned?
A: Yeah. This is really embarrassing. You know
Listening (SB page 44) those phone calls you get and they say oh,
you’ve won a vacation and all you need to do is
1 answer a few questions?
Pairwork. Focus the students’ attention on the cartoons D: Yeah.
and the definition of con. Ask them to discuss what con A: So I answered a few questions about, you know,
they think each picture might illustrate and who is my ideal place to go and how much money I’d
conning who. Get the pairs to report their ideas to the need and how much … you know, all that kind
class. of stuff, and maybe have some extra money for
… to buy some clothes and things like that, and
2 1.31–1.34
they kept me on the phone for a really long time
Tell the students that they’re going to listen to and I was really excited and I hung up thinking
four people talking about what happened to them I’d actually won a vacation and then I didn’t hear
in the four situations illustrated in Exercise 1. Play anything and then I got the phone bill and it cost
the recording and then find out if any of the stories me $30 for that phone call, so I didn’t get the
matched the predictions the students made in vacation.
Exercise 1. Encourage the students to talk about any D: How did you feel?
con tricks they know. A: I felt like an idiot.
1.34 (Georgina)
1.31 (T = Tammy; J = Jeremy)
4
1
This is something that happened to me when I was
T: So, have you ever been conned?
living abroad and I was living in an apartment and
J: I’m ashamed to say I have. Um, it was years
my toilet broke, so I got my boyfriend to get a
ago. I was a student and I had a car, and it had
a particularly distinctive sound about it, like a plumber. So the next day there was a knock on the
rattle, and I wanted to get a different car so I door. This guy arrives and said, “I’m a plumber.”
took it to a used car dealership and the salesman So I said, “OK, come in, take a look, there it is,”
conned me into believing that the sound that the and he had a look at it and said, “Oh, yes, you’ll
engine made was something really bad and it was need a new something” – I don’t know what it
on its way out, and he said he would be doing me was – “but it’ll cost you $40 and, so, I can go off
a favor by offering me a very small amount of and get it now if you want.” And so I gave him the
money just to take it off my hands. I remember at
$40 and, of course, never saw him again. And then
the time thinking, “Is this really right?” and then
that evening I said to my boyfriend, “I don’t think
I was kind of almost afraid to challenge him on it,
and so I said, “OK, fine, yeah,” and he gave me a much of the plumber you found.” And he said,
very small amount of money for something that “What plumber? I never found a plumber.” So what
was in fact in perfect condition and I could have had happened, obviously, was that this guy was
gotten a lot more money for it at another time. just going around, knocking on doors and hoping
1.32 (M = Martin; J = Jennifer) to find someone gullible like me who’d hand over
2 some money.
M: Do you have any experiences of being conned?
J: Yes, I do. This was at home. Somebody knocked
on my door. 3
M: Right. • Go through the questions with the class first, then
J: A really nice young woman. You know, very play the recording again. Warn the students that
friendly and bright. And she said, “Can you lend the third speaker doesn’t actually say why she
me $5, because I’m here to see my mom? She’s believed the person on the telephone, and the
sick and I’ve run out of change.” Really, honestly
fourth speaker doesn’t say how she felt about the
I thought, gut feeling, yeah, she seems plausible.
experience.
She said, “I’ll come back, I’ll come back in twenty
minutes and I’ll pay you back.” And so, yeah, I • When you’ve checked answers with the class, put
gave her the money. And I’m usually pretty, you the students into pairs and ask them to discuss
know, you can see when somebody’s lying but what they’d have done in the situations described.
this, this girl was really nice. Very well-dressed Find out if anybody has actually had a similar
and … experience or knows anybody who has.
44 UNIT 4
ANSWERS:
2
1 Pairwork. Ask the students to work in the same pairs
a The used-car salesman conned the speaker and to match the phrases from Exercise 1 with the
into believing that the sound that his engine items in the list. When checking answers, ask the
made was something really bad and the car students if they can give examples of any of these
was on its way out. He gave the speaker a small things, e.g. an old wives’ tale, a cock-and-bull story.
amount of money for something that was in Make sure that they know the difference between my
perfect condition, and the speaker could have life story (my autobiography) and the story of my life
gotten a lot more money for it at another time. (used to express the idea that something bad keeps
b The speaker was almost afraid to challenge happening to you).
the salesman.
c He felt ashamed. (I’m ashamed to say that I ANSWERS:
have.) 1a 2e 3c 4d 5b 6g 7f
2
3
a A young lady knocked on the door and said
she needed $5. She conned the speaker into • Pairwork. Ask the students to follow the
handing over the money, and didn’t come instructions. As they write their conversations, go
back. around, giving help where needed and making sure
b The woman was very nice and very well-dressed, they include at least two of the expressions from
so the speaker thought she would be honest. Exercise 1.
c She felt pretty dumb. • Get the pairs to take turns performing their
conversations for the class, leaving out the
3 expressions. Ask the rest of the class to identify
a She got a phone call saying she had won what the missing expressions are.
a vacation and just had to answer a few
questions. When she got the phone bill, she
discovered the phone call had cost her $30. Pronunciation (SB page 45)
b The speaker doesn’t say, but presumably she
was excited at the prospect of a free vacation
Weak and strong forms of auxiliary
and didn’t realize that she was paying for the verbs
phone call. 1 1.35
c She felt like an idiot.
• Focus the students’ attention on the extracts.
4 Ask them to say them aloud to themselves and to
a A plumber conned the speaker into handing decide how the underlined words are pronounced.
over $40 to get a new part for her toilet. He • Play the recording for them to check their answers,
didn’t come back. and make sure all the students are certain about
b Because she had asked her boyfriend to the pronunciation before moving on to questions b
find a plumber, and because she was gullible and c. Ask them to discuss these questions in pairs
(easily tricked). and encourage them to try saying the words aloud
c She doesn’t actually say, but her use of the to help them make their decisions.
word gullible suggests she feels pretty stupid. • Focus the students’ attention on the information in
the margin, then ask them to practice saying the
exchanges in pairs.
1 Q: So, have you ever been conned? /həv/
1 (weak form)
Pairwork. Focus the students’ attention on the A: I’m ashamed to say I have. /hӕv/
phrases in the box. Ask them to think about what (strong form)
these expressions might mean and to try to use 2 Q: Do you have any experiences of being
them to complete the sentences. Allow them to use conned? /də/ (weak form)
dictionaries if they need to, but encourage them to A: Yes, I do. /du/ (strong form)
think about possible meanings or functions first. a 1 Q: S o, have you ever been conned?
When checking answers, make sure everybody has A: I’m ashamed to say I have.
grasped the meaning/function of the phrases. 2 Q: Do you have any experiences of being
conned?
ANSWERS: A: Yes, I do.
a an old wives’ tale e a cock-and-bull b The weak form of the auxiliary verb is used in
b to cut a long story story questions, and the strong form is used in the
short f the story of my life answers when it’s not followed by a verb.
c tattle-tale g a long story
d a sob story
UNIT 4 45
Pronunciation note ANSWERS:
Weak and strong forms of auxiliary verbs a con e naive
• The weak form of the auxiliary is used in any b fall for f skeptical
question which begins Have you …? (Have you c plausible g fishy
ever been conned?), Do you …? (Do you know d get taken for a ride h unfaithful
any con men?), Can you …? (Can you swim?),
or Are you …? (Are you a plumber?). If the 2
question in its entirety is Have you? Do you? • Allow the students to work in pairs to decide which
Can you? Are you?, the strong form is used. is the best alternative in each sentence.
• If an answer contains the auxiliary but isn’t • Pairwork. Ask the students to take turns asking
followed by a verb, the strong form is used. and answering the questions in their pairs and then
(I have. We do. He can. They are.) report back to the class on what they found out.
• If an answer contains an auxiliary followed
by a verb, the weak form applies. (Yes, I have ANSWERS:
(I’ve) been conned twice.) a gullible
b tricked
2 1.36 c plausible
d made out
• Pairwork. Put the students in pairs and ask them to
e cheat on
decide how the auxiliary verbs are pronounced in
the four exchanges. Make sure they say them aloud
as they make their decisions.
• Play the recording for them to check their answers, Reading (SB page 46)
then ask them to practice the exchanges in pairs.
1
ANSWERS: Focus the students’ attention on the cartoons in
a A: So, do you … /də/ the margin on page 47. Find out how many students
B: … I don’t. /doʊnt/ understand the jokes. Jokes don’t improve by being
b A: So, can you … /kən/ explained, but if the students really don’t get them,
B: … I can. /kӕn/ then explain that the first joke hinges on two different
c A: So, are you … /ər/ meanings of doing. The customer’s question, What’s
B: … I am. /ӕm/ this fly doing in my soup? means “Why is there a fly
d A: Can you … /kən/ in my soup?” The waiter answers the question about
B: … I can’t. /kӕnt/ what it is doing in the literal sense. He says that what
it is doing is the breast stroke, a style of swimming.
The second joke involves a play on the words bean
3
and been, which are pronounced the same but have
• Ask the students take turns asking and answering different spellings and meanings. Find out if there are
the questions in Exercise 2 with their partner. Allow similar jokes in the students’ own language(s).
them to think of new questions to ask.
• Get the students to change partners and ask their 2
questions. Go around, making sure they are using weak Ask the students to read the extract and choose the
and strong forms of auxiliary verbs appropriately. best title. Check their answers and then answer any
questions on vocabulary.
Vocabulary & Speaking ANSWER:
(SB page 45) b Lost in translation
Deception and belief synonyms

1 Cultural notes
• Remind the students of the stories about con tricks YouTube /ˈjuːtuːb/
that they listened to. Elicit any useful vocabulary YouTube is a popular video-sharing website on the
that they can remember about the subject of internet. On YouTube, people can upload videos and
deception. Draw their attention to the list of comment on other videos. YouTube is free to use.
deception and belief synonyms in the margin and The Verge /ðə ˈvɜːrdʒ/
see how many of these they know. Encourage the The Verge is an online American news network
students who do know a particular word to explain which was founded in 2012. They publish stories
it to the others. focusing on technology.
• Ask the students to read the situations and Seinfeld /ˈsaɪnfeld/
complete the sentences with the words and phrases Seinfeld is a popular American television sitcom
in the box. When they’ve done that, put them into which ran from 1989 to 1998. The show is about
pairs and ask them to discuss their answers. four friends who live in New York and focuses on
46 UNIT 4
the small details of life in a big city. It is often Language note
considered one of the best television shows ever
Grammar: discourse markers in writing
made and has won numerous awards.
Discourse markers show us how the different
George Steinbrenner /ˈdʒɔːrdʒ ˈstaɪnbrenər/
parts of the text relate to each other. The
(1930-2010)
discourse markers in this section are found in
George Steinbrenner was an American business
writing and can be used to give examples (such
man and the principal owner of the New York
as, including), specify precisely (namely, viz.),
Yankees, a popular American baseball team. He
modify adjectives (or at any rate, or at least),
was well known for being outspoken and for being
intensify adjectives (or even, not to say), show
very involved in the management of his team.
difference (on the other hand, by contrast), and
show similarity (likewise, similarly).
3
Ask the students to read the extract again and decide 2
if the statements are True (T), False (F), or Not Given
Do the first one with the class as an example and ask
(N). Get students to check their answers in pairs and
the students to look at the sentences with discourse
then check the answers as a class. Elicit justifications
markers in the text and in the margin, and to notice
for their answers based on what is said in the text.
their positions. Ask the students to rewrite the
sentences. Then check answers by getting several
ANSWERS:
students to read aloud their sentences.
a N
b F (There were ‘trials and tribulations’.)
ANSWERS:
c T
a So, why do different nationalities …
d N
b Some writers, for example Oscar Wilde, are … /
Some writers, Oscar Wilde for example, are …
4 c Many nationalities enjoy puns, the French in
Ask the students to look through the extract again to particular. / Many nationalities enjoy puns, in
find the words and phrases to complete the glossary. Tell particular the French.
the students to ignore the highlighted words for now. d What is universal about humor, then? / What,
then, is universal about humor?
ANSWERS: e Americans … Europeans find it hilarious, too. /
a trials and tribulations Americans … Europeans, too, find it hilarious.
b sitcom f Slapstick … In other words, I don’t find it in the
c wordplay least amusing.
d take off
e feasible
Cultural note
5 Oscar Wilde /ˈɑskər waɪld/ (1854–1900)
An Irish author and playwright, Wilde was a
Pairwork. Put the students into pairs. Ask them to
Victorian celebrity as famous for his wit as for
discuss the questions and report back to the class.
his writing. Amongst his most famous works are
the novel The Picture of Dorian Gray and the
Grammar (SB page 47) plays The Importance of Being Earnest and Lady
Windermere’s Fan.
Discourse markers in writing
1 3
• Focus the students’ attention on the examples of • Do the first one with the class, showing how the
discourse markers in the box. Point out that the sentences differ in meaning. Ask the students to
parts with bold words are all possible endings to work individually to decide what the difference is
the sentence beginning I love TV comedy shows, … between the remaining pairs. Then check answers.
• Ask the students to look at the highlighted words • Ask the students to match the discourse markers
in the text on page 46 and to match each one with with the ones in the box which have a similar
a discourse marker in the box that has the same meaning. You may need to explain that or at any rate
meaning or function. and or at least are termed hedges: they qualify what
has been said, narrowing the circumstances in which
ANSWERS: it is true, softening it, or adding a note of hesitancy.
then – so
in addition – too ANSWERS:
in other words – that is to say a 1 gives an example of nationalities (and
particularly – in particular there are others)
to be accurate – strictly speaking 2 specifies precisely which nationalities
say – for example (these and only these)
UNIT 4 47
effect. It almost always occurs at the end of the joke
b 1 modifies the idea of “eccentric” with a less
and may involve a reversal of the expectations built
strong expression (slightly weird)
up by the rest of the joke. Tell them that they’re going
2 intensifies the idea of “slightly weird” with
to hear four jokes and that they should write down
a stronger expression (eccentric)
the punch lines. You may need to play the recording
c 1 shows a difference
several times and pause between the jokes to allow
2 shows a similarity
the students time to write down the punch lines.
including – such as Check answers and then ask them to say whether
on the other hand – by contrast they got the jokes (i.e. if they understood why they
or at any rate – or at least are funny).
or even – not to say
similarly – likewise ANSWERS:
viz. – namely 1 So he says, “One idiot? I can see hundreds of
them.” (He is the idiot driving the wrong way
4 and everybody else is going the right way, but
he thinks it is the other way around.)
Do the first one with the class. Point out that as puns
2 “No, I’ve just graduated from medical
and jokes involving a play on words are the same
school.” (The joke relies on the difference in
thing, we need a discourse marker that indicates that
meaning between the first “Call me a doctor,”
the same idea is being expressed in different words,
which is a request to get a doctor because
i.e. that is to say. Ask the students to choose the
someone is sick, and the second, which
best alternatives in the remaining sentences. Allow
is a request to use the term Dr. as part of
them to compare answers in pairs and check with the
somebody’s title.)
class. Then ask them to discuss in pairs whether the
3 “Sorry, we don’t serve food.” (We don’t serve
sentences are true for them or not.
food is a sign commonly seen in bars which
ANSWERS: sell only drinks and no food items. What the
a that is to say bartender says has two meanings: 1 This bar
b in particular doesn’t sell food, and 2 We don’t provide goods
c at any rate and services to customers who are themselves
d by contrast food items.)
e namely 4 “Got any nails?” The bartender says no. “Got
any cheese?” (Here the punch line has two
parts. The mouse’s question “Got any nails?”
and the bartender’s negative response prove
Cultural note
that the bartender is in no position to carry
Woody Allen /ˈwʊdi ˈӕlən/ (born 1935) out his threat of nailing the mouse to the bar.
Woody Allen is a US movie director and The mouse then knows it is safe to repeat its
comedian. irritating “Got any cheese?” question.)

Ask the students to turn to Grammar Extra 4, Part 2 1.37
on page 144 of the Student’s Book. Here they’ll find So there was this old guy, right, and he was driving
an explanation of the grammar they’ve been studying along the highway, right, and he gets a call from his
and a further exercise to practice it on the next page. wife. Now of course he shouldn’t pick up the phone,
but he does. “Be careful,” she says, “I’ve just heard
ANSWERS: on the radio that some idiot is driving down the
2 highway the wrong way.” So he says, “One idiot? I
a in particular can see hundreds of them.”
b that is to say 1.38
c or at least
So there’s this businessman riding on the train after
d not to say
a hard day at the office, and this young guy sits next
e So to him and says, “Call me a doctor, call me a doctor.”
f including And the businessman says, “Well, what’s the matter,
are you sick?” And the guy, the young guy, says,
“No, no, I’ve just graduated from medical school.”
Listening & Speaking 1.39
(SB page 47) A sandwich walks into a bar and orders a beer, and
the bartender says, “Sorry, we don’t serve food.”
1 1.37–1.40
Remind the students that the punch line is the phrase
or sentence in a joke which produces the humorous
48 UNIT 4
1.40 ANSWERS:
a When she was camping on a cliff, the wind
A: I’ve got one. A mouse goes into a bar and
started blowing harder and harder, and she
goes up to the bartender and says, “Got any
cheese?” and the bartender says, “No, it’s a realized that the tent was going to blow away.
bar, we don’t sell cheese.” So the mouse goes, She then couldn’t find her car keys and had
“Oh!” and scampers out. The next day the same to hunt for them.
mouse comes into the same bar, goes up to the b students’ own answers
bartender, “Got any cheese?” And the bartender
says, “Look, I told you yesterday, this is a bar, we
sell beer, we sell alcohol, we don’t sell cheese, 1.41 (W1 = Woman 1; W2 = Woman 2)
OK?” The mouse goes, “Oh!” and scampers W1: I had a really scary experience when I
out. Next day, same mouse, same bar, comes in went camping with my friend by the ocean.
again, goes up to the bartender and says, “Got
Actually, it was the first time either of us
any cheese?” and the bartender says, “Look,
I told you yesterday. If you come in here again
had been camping.
I’m going to nail you to the bar,” and the mouse W2: Really?
goes, “Oh!” and scampers out. Next day, same W1: We pitched our tent near the edge of a cliff,
mouse comes into the bar again, goes up to the so we had a beautiful view over the bay.
bartender, “Got any nails?” The barman says no. W2: Oh, wow!
“Got any cheese?” W1: But then during the night the wind started
B: I didn’t get that at all. blowing harder and harder.
W2: Oh, no!
2 W1: At first I thought we could just sleep through
it, but eventually I realized that the tent was
• Go through the responses with the class. You may
going to blow away if we didn’t act fast.
need to explain that It leaves me cold means that
W2: Oh, how scary! You must have been terrified!
the person understands the joke but just doesn’t W1: So anyway, we got up and started to pack our
find it funny, whereas I don’t get it means the things up …
person doesn’t understand the joke at all. W2: Right.
• Play the recording again, pausing after each W1: … and we were just about to start taking the
joke for the students to make their own personal tent down to pack it away in the car when I
responses. realized I couldn’t find my car keys.
W2: Oh, what a nightmare! That must have been
3 awful!
• Pairwork. Put the students into pairs and ask them W1: So I hunted high and low, and anyway, to cut a
to turn to the pages indicated, read their jokes, and long story short, eventually found them lying
try to memorize them. Help anybody who doesn’t on the grass outside the tent.
understand the joke they’ve been assigned. W2: What a relief! I bet you were happy!
• Ask the students to take turns telling their jokes to W1: Yeah, and fortunately we were able to get
everything in the car before the rain started.
their partners. Find out in class feedback how many
W2: Oh, good!
people got the joke they were told.
W1: But all in all it was a pretty horrific night, and
4 I don’t think either of us are in a hurry to go
camping again!
Have a class discussion of whether they think the
W2: I’m not surprised!
jokes are funny or not. Find out if there are similar
jokes in any of the students’ countries. Then put them
into pairs and ask them to tell each other jokes in
2
English. If you hear any particularly good jokes being Go through the useful phrases with the class. Then
told, encourage the teller to repeat them for the class. play the recording again and ask the students to
number the phrases in the order they hear them. You
may need to play the recording more than once.
Language for Life
(SB page 48) ANSWER:
Correct order: 7, 9, 3, 8, 5, 4, 6, 2, 1
1 1.41
• Focus the students’ attention on the cartoon. 3
Tell them they’re going to listen to a related • Pairwork. Ask the students to look at the useful
conversation between two friends. Ask them to phrases in Exercise 2 and to try to remember what
listen and note down their answers to the first each was said in response to.
question. • Ask students to check their answers in the audioscript.
• Check answers and then ask the students to say
whether anything like this has ever happened to
them or anybody they know.
UNIT 4 49
ANSWERS: • A rising tone with key words stressed
What a relief! I bet you were happy! – the finding expresses your interest or enthusiasm, while a
of the keys falling tone with key words stressed shows an
I’m not surprised! – the fact that she and her appropriate reaction to somebody telling you
friend are not in a hurry to go camping again of a situation in which there was a negative
Oh, no! – the wind blowing harder and harder outcome.
Oh, good! – getting everything in the car before • A falling tone without key words stressed
the rain started usually expresses your lack of interest in the
Right. – the fact that they started to pack up story or the outcome. If, for example, you
their things don’t stress the word awful in the reaction
Oh, how scary! You must have been terrified! – How awful!, you may end up sounding as if you
realizing that the tent was going to blow away mean the opposite, i.e. you really don’t care.
Oh, what a nightmare! That must have been
awful! – realizing that the car keys were missing
Oh, wow! – the beautiful view
5 1.43–1.47
Really? – the fact that it was the first time she • Ask the students to listen to the five stories and
and her friend had ever been camping then have a class discussion of what happened in
each one.
• Ask students to match the phrases with the things • Play the recording again and ask the students
they express. to make their own individual responses using
appropriate phrases. They’ll need to respond
ANSWERS: to the different parts of each story, not just
a interest: Right. Really? the end. When they’ve done it once, play the
b sympathy: Oh, no! Oh, how scary! You must recording again at full speed and ask them to
have been terrified! Oh, what a nightmare! respond as before.
That must have been awful!
c gladness: Oh, wow! What a relief! I bet you ANSWERS:
were happy! Oh, good! 1 The speaker lost her purse and couldn’t pay
d agreement: I’m not surprised! (This could be her check. A stranger offered to pay it for
used in a number of situations, but here it’s her, but she refused.
for agreement.) 2 They had run out of money when traveling
and were very hungry. There was a long line
for the last bus home but they got the last
4 1.42
two seats.
• Ask the students to match the phrases in the box 3 The speaker was too late to get tickets for
with the categories in Exercise 3. Before playing the first concert, but called way ahead for the
the recording, ask them to try saying them aloud second one and got good seats.
and to decide how they think they ought to be said. 4 He tried to introduce a guy he knew to his
• Play the recording and ask the students to say the girlfriend but he had forgotten his name. The
phrases, copying the speaker’s intonation. guy introduced himself and spent the evening
talking to his girlfriend.
ANSWERS: 5 The mailman delivered an unexpected
a interest: Uh huh. envelope containing a check for $5,000.
b sympathy: Poor you! What a shame! How
awful!
c gladness: Lucky you! That’s amazing!
1.43
Fantastic!
1
d agreement: I don’t blame you! Totally.
So, anyway, I finished eating and I called the
waiter over to pay my check. And I looked down
and, guess what? My purse wasn’t there.
1.42 …
a Uh huh. f Totally. But you’ll never guess what happened. This man
b I don’t blame you! g How awful! at the next table leaned over and offered to lend
c Lucky you! h That’s amazing! me the money.
d Poor you! i Fantastic! …
e What a shame! Obviously I said no. I mean, I didn’t know him, and
it just would have been too embarrassing.
1.44
Language notes 2
Pronunciation: responding to a story We’d been traveling for two days, but we’d run
When using these expressions, it’s important to out of money. So I hadn’t eaten for two days!
get the stress and intonation right. I was absolutely starving!
50 UNIT 4
Skills note and compare this definition to their
…
ideas. Elicit reasons why active listening is
It was the last bus home and there was a long,
long line. I was thinking, what if we don’t get on? important.
We’ll have to spend the night in the bus station. • Pairwork. Students read the list of elements of
… active listening and write them in the correct
But, anyway, we were lucky enough to get the category in the mind map. Monitor and clarify
last two seats on the bus. any unknown vocabulary. Check answers as a
1.45 class and elicit reasons for their choices.
3
I’d known about the concert for a long time, ANSWERS:
it was one of my favorite groups playing. But Non-verbal signs:
for some reason I hadn’t got around to getting a Eye contact
tickets. And when I did eventually call, all the h Smiling and nodding
tickets had sold out. i Face the speaker
…
But then, the next time they were playing, I Verbal signs
called way ahead of the concert date. And so this
d Asking for clarification
time we got seats right in the front row.
f Responses to show interest
1.46 j Asking questions
4 k Repeating or paraphrasing
I was at a party with my girlfriend, and I saw
this guy I went to high school with. I was just Mental processes
about to introduce him to my girlfriend when I c Keeping an open mind
realized I’d completely forgotten his name. g Remembering key points and the speaker’s
… name
Luckily I didn’t have to introduce him though,
because he introduced himself. Things to avoid
…
b Day dreaming
Or maybe it wasn’t so lucky … He spent the rest
e Always agree with the speaker
of the evening talking to my girlfriend!
l Checking your phone
1.47
5
I was sitting at the table, having breakfast, and Optional extension task
suddenly there was a loud knock on the door. Write the following on the board:
… Strengths Areas for improvement
It was the mailman. He handed me an envelope 1. 1.
which I had to sign for, because it was 2. 2.
Registered Mail. And so I opened it and you’ll 3. 3.
never guess what was inside … a check for Individually, ask students to rank their
$5,000! strengths and areas for improvement in terms
of active listening. There are no correct or
6 incorrect answers for this task. Students check
• Preparation for this activity could be done for answers in pairs and discuss similarities and
homework. If you do it in class, be sure to allow the differences. Ask for volunteers to share their
students plenty of time to think up their anecdotes. answers with the class, or take a poll to find out
Discourage them from just writing down their the most common answers.
stories and reading them aloud.
• Pairwork. When the students are ready, put them 2
into pairs and ask them to take turns telling their Change pairs from the ones used in exercise 6 on
stories and responding to them. When they’ve done page 48. Remind students of the instructions. When
that, ask them how they felt about their partner’s the students are ready, ask them to take turns telling
responses. Did they find it easier to tell a story their stories and responding to them, focusing on
when they got the expected response from the using active listening. When they’ve done that, ask
listener? them how they felt about their partner’s active
listening. Did it help them to tell their stories?
Life Skills (SB page 48) Alternative speaking task
Active listening Give students approximately five minutes to talk
to their partner to find out three things about
1 them that they didn’t previously know. Encourage
• Ask students what they think ‘active listening’ students to use active listening, especially the
means. Focus students’ attention on the Life points they have listed as areas for development.
UNIT 4 51
• Ask them to trade stories with a partner and to
Monitor and encourage students, modelling active
make suggestions about how to make their partner’s
listening when appropriate. For feedback, either
story more detailed and vivid. They could then
elicit answers from students regarding what they
rewrite their stories, incorporating any suggestions.
learned about their partners or change the pairs
Display the stories in the classroom for everybody
and ask them to share what they learned.
to read and enjoy.

Writing Extra (SB page 49) Need more classroom practice activities?
Descriptive narrative Photocopiable resource materials in the
Pairwork. Ask the students to think about their Need more tests?
earliest memories and to tell a partner about them. Test Generator
Alternatively, you could ask them to do some Teacher’s Presentation Kit / Extra Resources /
preparation for homework. Tests
2 Need more on important teaching concepts?
Ask the students to read the text, ignoring the blanks Key concepts in American Inside Out Evolution
and highlighted words for the moment. Then discuss pages xxi-xxxvi
as a class whether the ending is happy or sad.
ANSWER: Workbook pages 16-19
The ending is happy because the experience didn’t
stop the writer in-line skating, and he/she became
very good at it. American Inside Out Evolution website www.
3 Need to check what your students can do by
Focus the students’ attention on the highlighted the end of this unit?
words and phrases in the text. Ask the students to Self-evaluation checklists on pages xxxiv-xlvi
replace them with the more vivid expressions in the
box. Give them plenty of time to do this and allow
them to compare in pairs before checking their
answers.
ANSWERS:
I remember – g skated – j
was – b crying – f
asking – c carrying – a
said no – i hurt – d
took – e good – h
4
Ask the students to fill in the blanks in the text
with the words and phrases given. Then read aloud
the completed text (including also the words they
substituted in Exercise 2) to show them how the
addition of some more vivid language makes the story
much more interesting.
ANSWERS:
1b 2e 3g 4f 5c 6d 7a 8h
5
• Go through the instructions with the class and
allow plenty of time for preparation and writing.
Get the students to do the writing for homework if
there is not enough time in class. Remind them to
use vivid expressions to make their stories more
interesting.
52 UNIT 4
5 Bargain Overview
Reading & Vocabulary Reading for detail Taking a quiz about spending habits.
SB page 50 Words and phrases Reading and discussing spending profiles and completing a
for spending and glossary.
saving Identifying words that don’t collocate.
Writing sentences about spending habits.
Listening Listening for gist Matching speakers with the questions they were asked.
SB page 51 Taking notes on what speakers say, then asking questions with a
partner.
Grammar Prepositions in Studying formality and informality in sentences.

SB page 51 relative clauses Identifying defining and non-defining relative clauses.
Rewriting sentences with non-defining relative clauses.
Reading & Vocabulary Reading for detail Reading about how the internet can save you money
SB page 52 Spending and saving; Choosing alternatives to complete sentences.
phrasal verbs Completing sentences and writing questions with phrasal verbs.

Listening Listening for detail Listening to a radio show about money-saving tips.
SB page 52 Writing more tips to send to the show.

Reading & Listening Reading for detail Reading tips on bargaining and identifying the false tip.
SB page 54 Listening for gist and Listening to people discussing bargaining and identifying the
detail situation.
Identifying errors in summaries.

Pronunciation Weak forms of Identifying and practicing saying stressed and unstressed words.
SB page 54 common words
Vocabulary Words for cheap and Categorizing phrases as cheap or expensive.

SB page 55 expensive Discussing register and connotations.
Choosing the best alternative and completing tips on shopping.
Speaking: anecdote Fluency practice Talking about a purchase they’ve made recently.
SB page 55
Reading Reading for detail Reading about consumption and recycling and completing a glossary.
SB page 56 Discussing recycling possessions.
Grammar Articles Studying the correct use of articles.

SB page 57 Completing sentences.
Crossing out inappropriate words in sentences.
Language for Life Negotiating, Listening to a conversation between a customer and a market trader.
SB page 58 bargaining, making Completing useful phrases for negotiating.
a deal Identifying problems, requests, proposals, and agreements.
Improvising conversations.
Life Skills Sustainable Listening to a high school student talk about sustainable
SB page 58 Development development and identifying what she did to help the
environment.
Identifying what more can be done to help the environment.
Vocabulary Extra American and British Identifying texts and sentences in American and British English.
SB page 59 English Discovering equivalent British English words.
Seeing how dictionaries distinguish between varieties of English.
Writing WB page 23 Writing a news story.
UNIT 5 53
5 Bargain Teacher’s notes
Warm up c save up (to save money, usually for a specific
Write the word bargain on the board and see if purpose; the others mean to pay back money
any of the students know what it means. Ask if that you owe)
any of them bought anything recently that they d generous (to be willing to give things including
consider to be a bargain. Get them to describe money to other people; the others mean to be
it and how they felt when they bought it. Find careful with your money and unwilling to spend it)
out where they think the best bargains are to be e tight-fisted (to avoid spending money; the
found. Do they compare prices online to find the others mean having little or no money)
cheapest? f extravagant (happy to spend money freely
on expensive things; the others mean to owe
money to the bank)
Reading & Vocabulary
(SB page 50) 6
• Ask the students to write their sentences and give
1 them plenty of time to do this (it could be done for
Pairwork. Ask the students to tell each other everything homework). Give help where needed.
they’ve bought in the last twenty-four hours. If the • Put the students into pairs and ask them to take
students are relaxed talking about the subject, find out turns reading their sentences to each other. The
who has spent the most and the least in the last twenty- listening student should ask questions to elicit
four hours. more details.
2
Ask the students to take the quiz. Then ask them to
Listening (SB page 51)
compare their answers with their partner. 1 1.48
• Go through the questions with the class and make
3 sure everybody understands them. You may need
Ask the students to turn to page 138 to check their to explain impulsive shopper: somebody who
scores and read their spending profiles. Then discuss buys things which catch their eye when they’re
whether or not they think the profiles accurately shopping, rather than making planned purchases.
reflect their spending habits. • Ask the students to write the numbers 1 – 6 on a
piece of paper. Play the recording and ask students
4 to note down the letter of the question next to it as
Ask the students to complete the glossary with words they listen.
from the quiz.
ANSWERS:
ANSWERS: 1 c 2 f 3 g 4 h 5 b 6 a
a put aside e in bulk
b shop around f broke
c make do g credit limit 1.48
d stick to it 1
Ah, well, strangely enough it’s a discount
superstore. I just love the ease of being able to
5 go in, do your grocery shopping, buy electronic
Ask the students to choose the word or phrase in goods, maybe buy some clothes … and then I
each group which has a different meaning. Allow them normally end up in the book section and I’ll buy
to compare their results in pairs. Let them check with some books that I probably don’t need, but it’s
a dictionary if necessary. all under one roof so it’s absolutely perfect.
2
ANSWERS: Oh, actually that’s my responsibility. I don’t like
a overspend (to pay too much for something; the other people doing that for me, to tell the truth.
others mean to save money) I like to look around and pick out the produce
b live within your means (not spend more than that I really, really like the look of and the smell
you can afford; the others mean to spend too of and everything, so yes, I really enjoy that.
much) That’s not one of my most painful chores.
54 UNIT 5
formal sentences sound very stilted and that the
3
use of of which and of whom is declining. Draw their
It’s going to be a house, which is a pretty big
attention to the final position of the particle of in
necessity. It will be great to unpack and spread
the informal sentence a)1 and the position of to
my stuff around a few rooms. I know that it’s
after the verb in sentence b)1.
going to cost a lot, and organizing finance is
• Ask the students to decide which of the sentences
tricky, but a house is something I’ve always
you could use that or who in.
dreamed of having.
4
ANSWERS:
I have to say I’m really not. I like to consider
In both pairs of sentences, 1 is more informal
everything I buy. What I tend to do is I visit all
and 2 is more formal.
the stores and I’ll assess all the different prices
That can be used in sentence 1 of both pairs.
and in some stores you might get additional
Who can be used in both sentences of the
things thrown in, for example. Inevitably I
second pair.
end up going back to the first store, probably
It’s more common to leave them out when
because that’s where I’ve asked all the
speaking.
questions and I feel a certain sense of customer
loyalty, you could say … but I might check prices
online, for example, and certainly do the rounds,
Language notes
but I like to put a lot of work in before I actually
purchase anything. Grammar: relative clauses
5 Relative clauses describe or give information
Well, when I was much younger I was shopping about the person or thing being talked or
right before Christmas with my parents and written about.
I got separated from them, which was really Non-defining relative clauses
scary at the time, and, fortunately, I guess I • You use non-defining relative clauses to
knew to ask somebody at the counter, and they give extra, non-essential information about
put an announcement over the PA and, um, I the person or thing you’re talking about.
waited there and eventually was reunited with You can also comment on the whole of the
my parents, but I remember it being really main clause.
traumatic and really, really scary. • You always begin a non-defining relative
6 clause with a relative pronoun, and you
Oh, my God – I love it. I mean anything and separate it from the main clause with
everything to do with shopping – I’m there. I commas. Don’t use that with non-defining
mean they call me the plastic bag lady because relative clauses.
I’m constantly carrying bags, you know – down He works for Mike Jones, who I like. (extra
at the mall. I mean retail therapy, it’s got to be information about Mike)
the best thing for everybody. He works for Mike Jones, which I like.
(comment on the whole of the main clause)
2 • Non-defining relative clauses can be formed
with expressions like many of / most of and all
• Play the recording again and ask the students of + whom or which. Compare the sentences:
to take notes on what the speakers say. Then I bought a lot of clothes. I don’t like many of
as a class, discuss the speakers’ answers to the them.
questions. I bought a lot of clothes, many of which I don’t
• Put the students into pairs and ask them each to like.
choose three of the questions. They then take turns I saw a lot of people at the party. I knew most
asking and answering their questions. of them.
I saw a lot of people at the party, most of
Grammar (SB page 51) whom I knew.
Defining relative clauses
Prepositions in relative clauses • You use defining relative clauses to state
exactly which person or thing you’re talking
It would be a good idea to revew some of the rules for
about. When the relative pronoun is the
defining and non-defining relative clauses and relative
subject of the relative clause, you must use
pronouns before doing this section. (See Language
who, that, or which:
notes on the right of this page.)
I like people who never let me down.
1 • When the relative pronoun is the object of the
• Focus attention on the pairs of sentences. Read relative clause:
them aloud or get a student to read them. Then 1 – you can omit who, that, or which: Are you
ask the students to say which they think is more the person (that/who) I should talk to?
formal in each pair. You could point out that the
UNIT 5 55
2 – you don’t need another object pronoun: She it is merely supplying additional information,
got a new car that she’s very proud of. (NOT … not defining the clothes. However, the comma
proud of it.) also identifies it as non-defining.
• Prepositions normally come at the end of We can only use that in a defining relative
the clause in informal written and spoken clause, so it cannot replace which here.
sentences. In more formal sentences they
come before the relative pronoun – who 4
becomes whom and that isn’t used. Do the first one with the class as an example and then
Informal: Are you the person who/that I ask the students to rewrite the remaining sentences.
should speak to? Note that for some of these sentences there’s more
Formal: Are you the person to whom I should than one answer. Go around, giving help where needed.
speak?
ANSWERS:
2 a I earn $200 a week, half of which I spend on
Ask the students to rewrite the sentences to make rent. / I earn $200 a week, of which I spend half
them more informal. You may need to point out that on rent.
you can use the pronoun where rather than at which b I have several close friends, none of whom
for the first one. When you’ve checked answers, ask enjoys shopping.
the students to say if the sentences are true for them c There are several restaurants near my house,
and to discuss them with a partner. the nicest of which is out of my price range.
d My cell phone bills, of which I got the latest last
ANSWERS: week, are pretty high.
a The grocery store I do my shopping at is very e The people in my class, the majority of whom
cheap. / The grocery store where I do my don’t have jobs, can’t afford to go out for a fancy
shopping is very cheap. meal.
b I have a good friend (who) I like to go shopping
with. 5
c At the moment, there is nothing (that) I am
Ask the students to write true sentences with non-
saving up for.
defining relative clauses about stores or restaurants
d I never buy clothes (that) I don’t feel
in their neighborhood. You may want to request a
comfortable in.
fixed number of sentences, at least three. Then put
e Being tight-fisted is something (that) my friends
the students into pairs and ask them to compare their
would never accuse me of.
f I can’t remember the last person (who) I gave a sentences.
gift to. 6 Grammar Extra 5, Part 1
g The last thing (that) I wrote out a check for was Ask the students to turn to Grammar Extra 5, Part 1
very expensive. on page 146 of the Student’s Book. Here they’ll find
3 and a further exercise to practice it on the next page.
• Focus the students’ attention on the sentences.
Read them aloud and ask the students to underline ANSWERS:
the relative clause in b. 1
• Make sure that the students understand the a Is that the book you were telling me about
difference between a defining relative clause and a yesterday?
non-defining relative clause (see Language notes b Who was that strange person that you were
on page 51). Ask them to say whether the clause talking to on the bus?
they underlined is defining or non-defining and how c What’s the name of that restaurant that we
they know. You might like to ask the students if they went to with Rob?
can write a similar sentence about the clothes that d I have lots of pretty dresses, many of which I
includes a defining relative clause (e.g. I’ve never rarely wear.
worn most of the clothes that I bought on sale.). Put e This is the woman with whom I work.
this sentence on the board and draw their attention f I spoke to a number of different people, many of
to the differences in punctuation (no comma before whom I had never met before.
the defining relative clause).
The last three are more formal.
• Ask the students to say whether which can be
Rewritten in a more informal style:
replaced by that in this clause.
d I have lots of pretty dresses but I don’t often
wear many of them.
ANSWERS:
e This is the woman I work with.
b most of which I’ll probably never wear
f I spoke to a number of different people, many
It is non-defining. The students may identify the
(who) I’d never met before.
type of clause by the meaning and the fact that
56 UNIT 5
Reading & Vocabulary I have to tighten my belt (I have to cut back).
(SB page 52) We’re living on a shoestring (we’re living on very
little money).
1 We should save up for a rainy day (put money
Ask students to think about the answers to the aside as an insurance should any unforeseen
questions and then discuss them with a partner. Then problems arise).
ask the pairs to report back to the class with their ideas. It cost an arm and a leg means it was expensive.
Daylight robbery means something is much too
2 expensive (in your opinion).
Ask the students to read the article and make notes (See Student’s Book page 55 for more
on how Sheila could save money by using the internet. expressions which mean cheap or expensive.)
Find out if any of these things are the same as the
suggestions the students thought of in Exercise 1.
Cultural notes
ANSWER: Luddite
Sheila could reduce or eliminate her phone bill by This refers to a person who is opposed to
using free calling and texting on the internet. She industrialization or technology. The expression
can access grocery coupons using the internet and is taken from the movement in the nineteenth
learn about more bargains. She can learn DIY skills century when groups of workers destroyed
by watching videos on the internet. She can watch machinery such as wood and cotton mills, believing
movies, listen to music, and read e-books on the that these machines threatened their jobs.
internet, so she wouldn’t have to buy books, go to Coupons
the movie theater, or pay to download music. She A document or code used when shopping to gain
can find the cheapest airfare by using websites that a discount.
compare prices across airlines. DIY
An acronym that stands for “do it yourself”.
3 It refers to building, repairing, making, and
Ask the students to choose the best alternatives, but renovating household items for oneself without
remind them that they need to give evidence from the the help of experts.
text to support their decisions.
4
ANSWERS: • Ask the students to complete the sentences
a did not fully embrace (She has shied away from without looking back at the text. The words they
getting internet at home and doesn’t even own a need are all particles missing from phrasal verbs,
smartphone.) and you might like to give them this clue. When
b of the benefits of the internet (I embarked on they’ve done that, they can check with the text.
a mission to bring her into this decade and • When you’ve checked answers, ask the students to
convince her that it was worthwhile to invest in highlight the phrasal verbs in the sentence and to
an internet connection.) write three questions using three of them. Then put
c frugal (Since she fancies herself a bargain hunter them into pairs to take turns asking and answering
and a thrifty shopper.) their questions.
d rule (The internet has made free phone calls and
text messaging the rule and not the exception.) ANSWERS:
e learn DIY from the internet (The internet has a away from c down e out
sparked a ‘do-it-yourself’ revolution.) b by d up f up
f tools made possible on the internet (Air travel
has become more much more affordable with the
5
introduction of the internet.)
g now believes in the benefits of the internet Have a class discussion on how the students can save
(Sheila is now an internet convert.) using the internet. Students can discuss what they
already do and new ideas to save even more.
Language notes Listening (SB page 52)

Vocabulary: expressions for saving and
spending money
1 1.49
As well as useful phrases like bargain hunter and • Go through the instructions and the questions
thrifty spender (someone who looks for goods with the class. Then play the recording and ask
and services at a good price) there are number the students to take notes on the answers to the
of idiomatic expressions connected to saving and questions.
spending money, which include: • Check answers and then put the students into pairs
to discuss what they think of the tips and whether
they think they’d work for them.
UNIT 5 57
ANSWERS: accessories I hardly ever wore. Then a friend
a said to me, “Face it, Isabel – celebrities are
1 Cancel your gym membership and buy a given expensive clothes to wear – they don’t
bicycle. actually go out and buy them. You’re not a
2 Buy things that are on sale whenever you celebrity and never will be.” How can you justify
can. overpaying just because a top designer has
3 Stop buying designer clothes. had his or her name sewn into the label? And
4 Ask yourself, “Do I really need this?” can you honestly tell the difference between
an exorbitantly priced designer bag and one
b
bought at a fraction of the price? Get your
1 You don’t need to pay monthly membership
clothes at a thrift store or in discount stores
fees; you can buy a bike with the money you
and you’ll save a fortune.”
save and get your exercise for free; you can
Thank you, Isabel. So those of you with a
also save on gas.
penchant for upscale clothes, take note – not
2 You can get things for half the price, and if
sure I come into that category myself, though.
you buy in bulk, you can also stock up on
And here’s another money-saving idea from
gifts.
Paul Moore, who’s emailed us with the following
3 If you get your clothes at a thrift store or in
suggestion: “If you’re an impulse buyer like me,
discount stores, you’ll save a lot of money.
my suggestion is: when you’re waiting at the
4 You’ll feel a lot happier, and a lot richer, when
checkout with your new purchase, count to ten
you get home. Plus the fact that your house
and ask yourself, “Do I really need this?” The
won’t be cluttered with stuff you’re only going
chances are the answer is no. Even if it’s half
to give away or get rid of in a few months’
price, if you don’t need it, you’re not saving
time.
money. So put it down, walk away, and believe
me, you’ll feel a lot happier, and a lot richer, when
you get home. Plus the fact that your house
1.49
won’t be cluttered with stuff you’re only going to
Good evening and welcome to The Money Show,
give away or get rid of in a few months’ time.”
the show that helps you navigate the world of
I like that suggestion, Paul. I’m sure we’d all be
spending and saving, and manage your personal
a lot happier if we could just be content with
finances. Today we’ve asked you, the listeners,
the bare necessities of life. And talking of bare
to write, email, or call in with your tips for
necessities, here’s a tip from Sally Weiss …
saving money or making it go further. The lines
are open now at 676-7888, that’s 676-7888, if
you’d like to share your ideas.
2
First of all, we’ve had an email from Tony • Pairwork. Ask the students to work with their
Mendez, who says: “I’ve made huge savings by partner and write a tip to send to a show. Tell them
canceling my gym membership. I found I was to use the money-saving ideas listed, or their own
only going once or twice a week, which was not ideas.
only making me feel guilty for not going more • Ask them to discuss their choices in pairs,
often, but was also costing me a fortune in explaining why they chose this idea, what they are
monthly membership fees. With all the money doing right now, how easy it would be to make the
I’ve saved, I’ve bought a bicycle and now I get change, and what they think the consequences
my exercise for free. And on top of that, now would be.
that I’m cycling to work, I’m saving on gas, too!” • Get each pair to read their tip to the class. Have a
Thank you very much, Tony, for that idea. How class vote on the most original, the most sensible,
to save money and get in shape at the same the most likely to succeed, etc. Encourage a class
time – great thinking! And here’s another idea discussion about which ideas would work, and other
from Riley Tucker. Riley writes: “It really makes ways to save money.
sense to buy things that are on sale whenever
you can. Why overpay when, if you wait for a
sale, you can get it for half the price? And if you
Reading & Listening
buy in bulk, you can also stock up on gifts so (SB page 54)
you’re never at a loss if you need a birthday gift
1
for somebody.”
I agree, Riley, in fact I can’t honestly understand • So far the students have talked about a bargain as
why anybody buys things at any other time. And something which can be bought at a good price.
talking about purchases, here’s a tip from Isabel Here they’ll encounter the verb to bargain, which
Costa, who writes: “My tip for saving money means to negotiate a lower price from somebody
is to stop buying designer clothes. My closet who’s selling something. Make sure they understand
the difference and find out if things are sold at a
used to be stuffed with pricey clothes and
fixed price in their countries or whether bargaining
58 UNIT 5
is a common practice. If it is, find out in what 3
circumstances it’s acceptable and when and where it
• Ask the students to read the two parts of the
would be inappropriate.
summary and then think back to what they heard in
• Ask the students to read the tips on bargaining
the recording to decide what the errors are.
which are aimed at people visiting a country where
• Play the recording again for them to check their
bargaining is the norm. Point out that one is false
answers. Then ask the students to rewrite the
and that they should try to identify which one this is.
summary. Check that they do this correctly.
ANSWER:
Avoid paying with small change, as this may ANSWERS:
annoy the seller. Larger denominations are Maiara saw a rug in Turkey. She really wanted it
preferable. (The reverse is true.) didn’t really want it and it was reasonably priced
way overpriced, but she decided to bargain for it.
She did not start started by offering a very low
2 1.50 price because she was wasn’t afraid she might
Go through the questions with the class so that they lose the rug. In the end, she was able to knock
know what information to listen out for. Then play the down the seller’s price and bought the rug.
recording (more than once if necessary). Bill Barney does not like likes bargaining. He
believes that the sellers do not enjoy it either
ANSWER: too. Generally, he has been unsuccessful
c both situations successful in his experiences of bargaining
when abroad. However, he feels that his
experience of bargaining in the USA has been
1.50 (B = Barney; M = Maiara) more less successful.
B: So, do you have any experience of bargaining?
M: Yeah, yeah, I do, as a matter of fact. I was in
Turkey and I have a real passion for rugs, and I 4
saw a kilim, and I really liked it but it was way
Pairwork. Ask the students to discuss their
overpriced, and so I got into this whole bargaining
experiences of bargaining in pairs and to be prepared
thing with this guy and because I, in a way, I kind
of liked it – I mean it was beautiful, but I also
to report back to the class on what they find out. If
didn’t really want it, and so because I didn’t really they need help getting started, you could ask them
want it, I just made up a price, you know, and these questions: Is it common practice to bargain in
really low. I started really low. your country? Can you bargain in stores as well as
B: Well, don’t they say, go like a fifth of the price or markets? What, if anything, can you not bargain over?
something? (Yeah, that’s right.) I mean, I know
it’s probably different in different countries, but
I know in North Africa they kind of literally go a
Pronunciation (SB page 54)
fifth of the price, you know, and you think that 1
you’re kind of insulting them, but …
Ask the students to read the sentence in the margin
M: But anyway, and so, because I didn’t really care
and to think about how the red words would be
about it that much, there wasn’t a huge emotional
investment. I just, you know, I just made up a pronounced. Ask them what sound occurs in these
figure and basically we got it just above the figure (the schwa) and whether these words are stressed or
that I had quoted. unstressed (unstressed). Point out that some parts
B: It’s fun though, don’t you think? of the words in black are bold. Ask them to practice
M: Yes and no. What about you? saying the sentence aloud in pairs, stressing the
B: No, I really enjoy it. I think because they are so sounds in bold.
used to doing it, you know, in Turkey and North
Africa and, you know, a lot of places other than ANSWER:
the United States, I think they enjoy it. You /ə/ – unstressed
know, they get a kick out of it and they know
that they’ve got a margin that they can sell it
at and they try and get the most out of you and 2 1.51
I think it is a challenge for them, you know, and Ask the students to say both sentences aloud so that
I’ve never left a bargaining situation not feeling they get a feeling for what sounds right. Ask them
happy and the seller not feeling happy. And to say how to is pronounced in each sentence, then
that’s always a good thing. You know, you go into play the recording for them to check. Tell them that
a store in this country and you know you’ve been to is pronounced differently before a consonant and a
ripped off, but you still buy it because you want
vowel. Get them to say what the difference is.
it or you need it.
M: But, you know, I think right now you can do some
bargaining here, too.
B: Do you think?
M: Yeah, sure, definitely.
UNIT 5 59
1.51 ANSWERS:
a Be prepared to drive a hard bargain. /tə/ a budget (budget just means cheap; discounted
b Try to appear casual and indifferent while means reduced price, so it is more applicable
browsing in stores. /tu/ to things like airline tickets for which there
was a fixed price that has now been reduced)
3 b lavish (overpriced is negative, so it doesn’t fit
with a recommendation)
Pairwork. Ask the students to take turns reading aloud
c low-cost
the tips in Reading & Listening Exercise 1 at the top of
d exorbitant (lavish is not used for prices, but
the page. Tell them to pay attention to their own and
for things like services, meals, etc.)
their partner’s pronunciation of the weak forms and to
e affordable (no-frills is used for services
correct each other if necessary. Get several students
rather than goods, and could be ambiguous
to say the tips to the class.
for clothes, which sometimes have frills!)
f no-frills (you could use discounted for airline
Vocabulary (SB page 55) tickets, but not for the airline itself)
g at (followed by the name of a store); rip-off
1 (daylight robbery is never preceded by an
Focus attention on the words and phrases in the box article)
and ask the students to try to put them into two
categories: cheap and expensive. (Note: the exact
meanings of the expressions will be explored in
subsequent exercises.)
Speaking: anecdote
(SB page 55)
ANSWERS:
Cheap: affordable, budget, discounted, low-cost,
no-frills
Introduction.
Expensive: a rip-off, daylight robbery, exorbitant,
• Go through the instructions and the questions
lavish, overpriced
with the class. Give the students a minute or two
to decide which purchase they’re going to talk
2 about. Then ask them to look at the questions and
Pairwork. Put the students into pairs and ask them think about their answers to them. Allow them to
to discuss the questions. They can use a dictionary if make notes about what they’re going to say and
they are really stuck, but they should try to work out how they’re going to say it, but discourage them
the answers for themselves. Give them the hint that from writing a paragraph that they can simply read
more colorful or imaginative expressions are very aloud. Go around, monitoring and giving help where
often more informal. Get them to try to put the words necessary.
into sentences to determine which ones cannot be • Pairwork. Put the students in pairs and ask them
used before a noun. to take turns telling their partner about something
they bought recently. Encourage them to ask
ANSWERS: each other follow-up questions to get further
a a rip-off, daylight robbery, no-frills information.Then ask some pairs to report back to
b a rip-off, daylight robbery, exorbitant, the class about what they found out.
overpriced
c a rip-off, daylight robbery
Reading (SB page 56)
3 1
• Ask the students to choose the best alternatives. Discuss the title of the article and the possible
Allow them to compare with a partner. meaning of “one step at a time”. Meaning of one step
• Check that everybody has a correct version before at a time = slowly and carefully.
asking them to complete the sentences to make
them true for visitors to their town or country. Put ANSWER:
them in pairs to discuss their sentences. As they Saving the planet is a slow process but we can do
work, go around, checking that they are pronouncing it if we make the right kinds of purchases.
to correctly.
60 UNIT 5
2 Grammar (SB page 57)
Ask students to read the article and think of a good
alternative title. Then have the class vote for the best Articles
suggestion. 1
3 Focus the students’ attention on the email exchange.
Ask the students to read the article again and answer Ask the students to read it and identify the items that
the questions with a partner. Harry is going to collect.
ANSWERS: ANSWERS:
a By buying used/second-hand items. a sofa bed, some bookshelves, and a dresser
b “Environmental footprint” refers to the cost to
the environment of any process. For example, 2
manufacturing causes pollution, and used
packaging ends up in landfills or improperly • Focus the students’ attention on the information
disposed of in the wider environment. When on articles in the margin and go through it with
we add up all of these ramifications to the the class. Then ask the students to decide which
environment, we get the environmental articles need to be added to the emails and where.
footprint. Allow them to compare their answers in pairs
c The apps offer a quick, easy, and convenient before checking with the class.
way to buy and sell used items locally. Buyers • When everybody has a corrected version of the email
can view photos and descriptions of items, exchange, ask them to do the second part of the
contact sellers within the app, ask questions, exercise.
and set up a time and place to meet to complete
the transaction ANSWERS:
d Farmers can receive more for their work and Hi. I have some furniture I need to get rid of (a
their children can go to school because they sofa bed, and some bookshelves) as I’m giving
don’t have to help on the plantations. my bedroom a makeover. … Mike.
e Buying locally reduces pollution because the Hi Mike,
goods travel much shorter distances and it If the furniture is still available, … Could you
helps the local economy, generating more jobs. give me some information about the sofa bed?
… Also, I’m in dire need of a wardrobe if you
have one. Harry.
Cultural note Hi Harry,
LetGo and OfferUp … The sofa bed is king-size. Sorry, I don’t have
Online market places where people can buy and a wardrobe but I do have a dresser, if that’s any
sell used/second-hand items. use. You’re welcome to come and collect the
stuff if you have a van. Mike.
4 Hi – Yes, I’m still interested in everything,
Ask the students to find words in the article to including the dresser. I’ll contact you again as
complete the glossary. Check answers with the class. soon as I’ve got hold of a van to pick the things
up. Thanks a lot! H.
ANSWERS:
a hazardous e sustainability If something is unknown to the speaker, the
b repercussion f opt listener, or both, use a(n)/some. (a sofa bed,
c mindful g emit some bookshelves, a van)
d steward If something is known to both speaker and
listener, use the. (the furniture, the sofa bed, the
things)
5
Pairwork. Ask the students to discuss the question in
pairs and encourage them to report back to the class.
UNIT 5 61
Language notes ANSWERS:
Grammar: articles a dinner, a special dinner
No article b train, the /a train
You don’t use articles with proper nouns such as c the next long weekend, next weekend
places, people, and companies. d internet shopping, the internet
Marc Goldstein is from Boston. He works for e north, the north
Reuters. f the English, English
Exceptions are when the article is part of a
name (The FBI, The Rolling Stones). 5
As the indefinite article means one, you don’t • Ask the students to cross out the words that aren’t
use it with plurals or uncountable nouns. possible. If anybody is struggling, remind them
However, some can be used with both plurals and to look at the sentences they’ve just written and
uncountable nouns. those in the earlier exercises to find the answers.
He had some good ideas. / They bought some • Check answers before asking the students to
furniture. choose the alternatives that are true for them.
Indefinite article a/an (introducing) Then put them into pairs to discuss their choices.
When you first mention new people, places, or
objects, etc., the usual thing to do is to introduce ANSWERS:
them: She was wearing a beautiful dress. a bread (bread can’t be used in a countable
Definite article the (referring/identifying) sense)
When you identify something or refer to a b work (we say go to work)
specific thing, you use the definite article. This c grocery store (we say at the grocery store)
often happens for one of these two reasons: d business (we say working in business)
1 Back reference e music of Beethoven (we normally use the if
The jacket was made of soft leather. the noun is qualified by of)
The use of the definite article tells us we have f people (we say most people because we are
already been introduced to the jacket. not specifying a particular group)
2 Shared knowledge g the pasta (we don’t use an article when
As she drove down from the mountains, the talking about general likes and dislikes)
sun was beginning to set over the ocean.
We are already familiar with mountains, the
sun, and the ocean. Cultural note
In general statements, you don’t usually use Ludwig van Beethoven /ˈludvɪg vɑn ˈbeɪtoʊvən/
the definite article with plural or uncountable (1770–1827)
nouns (Ideas are food / Time is money). Ludwig van Beethoven was a German composer
and pianist. In his late twenties, he began
3 to lose his hearing and became totally deaf.
• Ask the students to write postings for Freecycle Nevertheless, throughout his life he continued to
offering an item or items. produce masterpieces, and he’s widely regarded
• Put the students into pairs and ask them to as one of classical music’s greatest composers.
exchange their postings and write email replies.
Encourage them to ask for further details about 6 Grammar Extra 5, Part 2
the items (color, size, etc.), and to respond to any Ask the students to turn to Grammar Extra 5, Part 2
questions they’re asked about their own items. on page 146 of the Student’s Book. Here they’ll find
4 an explanation of the grammar they’ve been studying
• Remind the students, if necessary, that in the first
sentence have dinner (as well as have breakfast,
ANSWERS:
etc.) is a collocation that doesn’t require any article
2
because it refers to the meal in general. However, to
a the/some, – e a, -/some, -/some
talk about a special meal, an article is needed.
b a/the, the f –, –, some/–, some, the
• Ask the students to complete the remaining
c –, –/some g –, –, –, –
questions and check answers with the class.
d the, a/the, the h the, a, some
• Put the students into pairs and ask them to take
turns asking and answering the questions.
62 UNIT 5
Language for Life 3 1.53-1.55
(SB page 58) • Go through the instructions and the questions

with the class, then ask the students to read the
1 1.52 first lines of the conversations and discuss their
• Focus the students’ attention on the illustration. Ask answers.
them what the situation is. (A woman is buying a • Play the recording and ask the students to say
vase from a market trader. The vase appears to be whether they predicted correctly what would happen
chipped, i.e. damaged, but only slightly.) next.
• Tell the students that they’re going to listen to the
conversation between the woman customer and ANSWERS:
the market trader. Go through the questions, then 1 Karla: Somebody is looking at a room they want
play the recording and ask them to note down their to rent.
answers. Brett: Somebody is looking at an apartment
they want to rent.
ANSWERS: Frank: Somebody is explaining to a teacher that
a a marble vase they haven’t had enough time to write an essay.
b She points out that it is chipped. 2 Karla: It’s just that …
c She gets a reduction of 15 dollars (reduced Brett: The only problem is …
from 50 to 35 dollars). Frank: the thing is …
3 students’ own answers
1.52 (C = Customer; M = Market trader)

C: Excuse me, how much is this vase? 1.53 (K = Karla; L = Landlord)
M: This one? It’s 50 dollars. Solid marble. 1
C: Hmm. Yes, it’s beautiful, but it’s a little bit K: Well, it’s a beautiful room, and the location
more than I was prepared to pay. Could you is ideal. It’s just that I was really looking for
give me a discount, do you think? something that’s furnished, especially since the
M: Well, I suppose I could give you ten percent rent is so high.
off. So that would make it 45. L: I see. Well, supposing I were to put in some
C: Hmm. The thing is, it’s a little chipped, here at furniture – say, a table and some chairs, a couch,
the top, and I wanted to give it to somebody some shelves. Would that help?
as a gift. K: Well, that would be great, and, yes, I think that
M: Well, I suppose I could knock off another 5 would solve the problem. So, I’ll take it, then.
dollars. But that’s as low as I’m prepared to 1.54 (B = Brett; R = Real estate agent)
go. It’s solid marble. Hand carved. You won’t 2
get another one like it. B: Yes, I really like the apartment and I’m very
C: Yes, yes, I can see that, but I’m afraid it’s still interested. The only problem is, I don’t have
above my price range. I think I’ll pass, thanks. enough for the deposit right now.
M: Tell you what, you can have it for 35, and I’ll R: Hmm. Well, I don’t have any objections to
throw in this little box as well. deferring the deposit, as long as I get it, say, by
C: Oh, OK. Is that your best price? the end of next month.
M: Yes, I can’t go any lower than that or I’ll be B: Well, that sounds like a good compromise. I’ll
giving it away. have my paycheck then, so there shouldn’t be
C: OK, I’ll take it. Thanks very much. any problem. Thanks very much.
M: Thank you. That’s 35 dollars, please. You’ve 1.55 (F = Frank; P = Professor)
got yourself a bargain. 3
F: I wanted to talk to you about my essay. I know
2 the deadline is the end of next week, but the
Pairwork. Ask the students to work together to thing is, I’ve been under a lot of stress lately.
complete the useful phrases for bargaining. Play the I was wondering if I could ask for an extension –
recording again and then check answers. say, an extra couple of weeks?
P: Well, in theory I’m prepared to grant you an
ANSWERS: extension, but the problem is, you’ve already
a I was prepared to e I’ll pass had two extensions this year, and two more
b a discount f best price weeks is a pretty long time.
c thing g ’ll take it F: Um, well, how would it be if I handed it in on
d above my price range Monday? I should be able to have it done by
then.
P: Well, that seems like a good compromise, as
long as I have it on Monday morning without fail.
UNIT 5 63
4 A: To reduce plastic waste, we petitioned the
Ask the students to work individually to match the school to stop serving plastic straws with drinks.
sentence halves. Check answers before asking them Did you know that we throw away over 500
to say what each sentence expresses. million straws a day, just in the United States?
Since straws are not recyclable, they end up
ANSWERS: in landfill and in the oceans, where they harm
a6 b8 c7 d1 e3 f4 g2 h5 animals. We also had more water filters installed
a a request: e around the school and petitioned the school to
b a proposal: a, g stop selling and serving drinks in plastic bottles.
c an agreement: b, c, d, f, h It was a long battle and it took us 9 months,
but we finally succeeded. Today, the cafeteria
5 and vending machine do not sell anything with
disposable plastic. We also raised money to put
Pairwork. Put the students into pairs and get recycling bins in each classroom and along the
them to decide who will be Student A and who hallways. And we started an education drive,
B. Ask them to turn to the pages indicated and teaching students and staff how to recycle.
follow the instructions. Go around, taking note of Today, we recycle 90% of our waste.
any particularly good conversations that could be I: That is absolutely amazing. I guess small actions
repeated for the class. can make a big difference.
A: Yes, they can.
Life Skills (SB page 58) I: Amanda, I want to thank you for sharing what
you and your school are doing. You have
Identifying what can be done to the certainly been an inspiration to me and I hope to
environment our listeners out there.
A: It was a pleasure, thanks for having me.
• Introduce the United Nations Sustainable
Development Goals to students: <http://www.
un.org/sustainabledevelopment/sustainable- ANSWERS:
development-goals/>. Project or print the a She formed a group at her school to reduce
seventeen goals and discuss them. Which ones do plastic waste (no straws and plastic bottles in
students feel they can contribute to? How? the school installed water filters and petitioned
the school to stop selling drinks in plastic
1.56 bottles), recycle (recycling bins all over the
• Listen to the interview with Amanda. school).
• Pairwork. Ask the students to discuss the questions b Amanda’s efforts were mainly focused on
in pairs and encourage them to report back to protecting the planet.
the class. Play the recording again and to check c student’s own answers
answers.
1.56 (I = Interviewer; A = Amanda)

I: Welcome to the show, Amanda.
Vocabulary Extra
A: Thank you for inviting me. (SB page 59)
I: So Amanda, we understand that your school has
won the Sustainable High School of the Year
American and British English
Award for the second year in a row. Can you tell 1
us how you achieved this? Pairwork. Ask the students to discuss the questions in
A: It was truly an effort on the part of all the pairs and to report back to the class. Ask them which
students, teachers, and staff to make our variety of English they encounter most frequently
school more sustainable and reduce our through TV and the internet, as well as through
environmental footprint. It all started when I personal contact with native speakers.
learnt about the United Nations Sustainable
Development Goals in 2015 in my civics class. I
started thinking about how we could implement
these in our school. A group of friends and I
formed a committee and we came up with some
initial ideas such as reducing plastic waste
to a minimum, recycling, and reducing water
consumption.
I: How did you put these ideas into action?
64 UNIT 5
2 3
• Focus attention on the two advertisements. Ask • Ask the students to work individually to decide how
the students to read them and answer the first two the words would be spelled in British English.
questions. • Check answers and draw their attention to the
• Check answers and then ask the students to spelling of organize. Point out that British English
examine the texts more closely and decide which can use either z or s in this word; American English
is American English and which is British. Ask them uses only z in -ize words.
to underline the differences in vocabulary and
spelling. ANSWERS:
centre humour
ANSWERS: colour organise or organize
They are advertising a shopping website: a driving licence pedalling
shoppingexperience.com. grey travelled
The blue advertisement is written in American
English and the yellow one is in British English. 4
You can tell because of differences in grammar, Pairwork. Encourage the students to discuss their
vocabulary, and spelling. ideas of what the differences might be before they
American advertisement British advertisement check with the dictionary extracts.
has gotten has just got 5
a whole lot easier so much easier
Pairwork. Encourage the students to discuss who said
mall shopping centre
the sentences and encourage them to come to a firm
favorite favourite
decision before you confirm the answers.
stores shops
diapers nappies
ANSWERS:
cell phones mobile phones
a American (British English: After I leave
baby strollers prams
secondary school, I want to go to university in
drapes curtains
France.)
’ve gotten ’ve got
b British (American: I went to a public school
go downtown go into the city centre
as my parents couldn’t afford to send me to a
private school.)
c American (British: At university I studied/read
Language notes maths, and got my degree last year.)
Vocabulary: American and British English d American (British: I use public transport
• There are differences between American and because the cost of petrol is too high.)
British English in terms of both vocabulary e British (American: We’re hoping to go on
and grammar. However, few of these cause vacation to Vancouver in the fall.)
any major problems of understanding between f American (British: The quickest way to the
speakers of the two types of English. The chemist’s is to take the underground. It’s only
differences are more a subject for curiosity than two stops away.)
worry.
• At a time in the past when British English was
adopting some characteristics of the French
6
court language, the English used by settlers in • Encourage the students to try this without looking
America remained unchanged. So -re spellings in a dictionary. Most of the words are ones they’ll
(centre, theatre) in British English stayed as already have encountered. Check answers before
-er in American (center, theater). Likewise, asking about the register of the words.
the British English use of ou (favourite, colour) • Then put the students into pairs to discuss which of
remains o in American (color, favorite). the sentences are true for them.
• In terms of vocabulary, in addition to the
words given in the unit, students may be ANSWERS:
interested to learn the following differences: a lift, first floor (The first floor is called the
American British “ground floor” in British English, so the “first
gas station petrol station floor” is one floor up from the ground.)
truck lorry b chips, crisps, sweets, biscuits
sidewalk pavement c mum, a block of flats, (back) garden
freeway/highway motorway d At, go for a walk, cinema
two weeks fortnight e queuing, angry, jump the queue/push in
pants trousers f wash my hands (Note that wash up means
“wash the dishes” in British English.)
UNIT 5 65
7
Ask the students to check in their dictionaries and
report back to the class.
Workbook page 23
Writing a news story
Features of a news story
Paragraph organization

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Workbook pages 20-23
66 UNIT 5
6 Mind Overview
Speaking Fluency practice Taking a quiz about the brain.
SB page 60
Listening Listening for specific Labeling pictures of games.

SB page 60 information Listening to people talking about games and identifying the
question they were asked. Making notes on their answers.
Reading & Speaking Reading for detail Identifying words with negative connotations.
SB page 61 Fluency practice Completing a text about brain training and discussing it.
Taking a brain-training quiz.
Reading Reading for gist and Matching headings with extracts from a text.
SB page 62 detail Reading extracts from an article and answering questions.
Vocabulary Verbs of seeing Matching verbs with definitions.

SB page 62 Matching observe, recognize, and see with different meanings.
Writing paragraphs with observe, recognize, and see.
Listening Listening for gist and Discussing questions about the senses.
SB page 64 specific information Listening to people and identifying which questions they answer.
Making notes on their answers.
Grammar Verbs of the senses Categorizing verbs according to whether they’re stative or
SB page 64 dynamic.
Completing extracts with sense verbs.
Studying the use of modal auxiliaries with sense verbs.
Reading & Vocabulary Reading for gist Matching faculties with definitions.
SB page 65 Descriptive language Reading a text about a dog and discussing the language used.
Discussing the author’s views.
Grammar Participle clauses Studying the form and use of participle clauses.
SB page 66 Rewriting sentences.
Adding not to sentences with participle clauses.
Vocabulary Collocations with Studying collocations with mind.

SB page 67 mind Matching mind collocations with their definitions.
Pronunciation Word linking Listening to a conversation and answering questions.

SB page 67 Examining the way native English speakers run words together.
Language for Life Making appropriate Identifying degrees of politeness and appropriate responses.
SB page 68 requests Listening to conversations to identify how well the speakers know
each other.
Acting out different relationships within conversations.
Practicing different ways of making a request.
Life Skills Learning Skills Discussing potential benefits of the Pomodoro Technique.
SB page 68
Writing Extra Emails making and Reading emails to identify the senders and the requests.
SB page 69 declining requests Examining ways to refuse requests and soften the tone of the
refusal.
Writing a reply to an email refusing a request.
UNIT 6 67
6 Mind Teacher’s notes
Warm up 2 1.57
Ask the students to work in pairs and to write • Ask the students to read the questions. Then play
down five facts they know about the human the recording for them to match each speaker with
brain. Ask them to put these aside and then one of the questions.
come back to them after they’ve taken the quiz. • Allow them to discuss their answers in pairs and
Find out how many of the facts they wrote down then play the recording again for them to check.
were mentioned in the quiz and if any were
incorrect. ANSWERS:
Speaker 1: b Speaker 3: a
Speaker 2: d Speaker 4: c

Ask the students to work individually to take the quiz. 1.57
Encourage them to decide on their answers for all the 1
questions and to compare with a partner before they Hmm, that’s a difficult one. I think a crossword.
turn to page 138 to check. Ask them to say which of Um, I don’t think I’ve ever completed one by
the answers they found most surprising. myself, though. And I’m a college graduate!
Yeah, I mean, I’ve spent hours and hours … I
always need help. But, um, you know, we get
Listening (SB page 60) there in the end!
2
1
Oh, I have really wonderful and clear memories
• Pairwork. Focus attention on the pictures and elicit of playing chess with my dad. I mean, we used
that these all show games which require some kind to spend hours playing and, um, he taught me
of brain power. Ask the students to label the games, practically everything I know and, you know, I’ve
and then decide which is the oldest and which the continued playing throughout my life and I find
most recent. Allow them to work in pairs or small it a wonderful thing to pass on to my kids.
groups. 3
• Check answers and ask the students to say what I’m absolutely obsessed with Sudoku. I play
the aim of each game is and which, if any, they it all the time, if I’m on a train or a bus, or I
enjoy playing. can actually spend hours at home doing it, it’s
pathetic!
ANSWERS: 4
1 Nintendo® 4 crossword Well, I think those hand-held game things are
2 Rubik’s cube 5 chess just pointless. I mean, I don’t see, I really don’t
3 Sudoku see the point in them. People say, you know,
From oldest to most recent: it improves hand-eye coordination and all that
chess (15th century) kind of thing, but I don’t get it, I don’t like them,
crossword (first crossword published in 1913) and I don’t see how people can spend hours and
Rubik’s cube (invented in 1974) hours playing them.
Nintendo® (first game console came out in 1977)
Sudoku (modern version invented in 1979) 3
Ask the students to listen again and make notes of
what the people say. Allow them to compare their
Cultural notes notes in pairs and ask them to discuss whether
Sudoku /suˈdoʊku/ they agree or disagree with anything that was said.
Meaning “single number” in Japanese, Sudoku Encourage them to say what their own answers to the
is a logic-based number puzzle in which players questions would be.
complete the missing numbers in a 9 by 9 grid
so that each number between 1 and 9 appears
only one time in each column, row, and square.
Reading & Speaking
Nintendo® /nɪnˈtendoʊ/ (SB page 61)
Nintendo is a Japanese video game company. 1
Since 1977, Nintendo has been producing home
entertainment electronic equipment.
to look at the box and discuss which words they
68 UNIT 6
think have negative connotations. Ask them to up in the next section. Allow them to compare their
choose one word and to write a definition for it. As answers in pairs before checking with the class.
they work, make a note of which pair defines which
word and try to ensure that each of the negative ANSWERS:
words is defined by at least one of the pairs. 1 The accident
• Call on various pairs to read aloud their definitions 2 The recovery
to the class, making sure that each word is covered. 3 The effects
The rest of the class guess which word it is each 4 The criticism
time.
3
ANSWERS: Pairwork. Ask the students to read and discuss the
Words with negative connotations: decay, questions. Allow them to compare their answers
decline, inactivity, lack, loss with another pair before checking with the class.
Give them plenty of time to use their imaginations in
2 answering the last question.
• Ask the students if they know, or can guess, what
brain training is (mental exercise which is supposed ANSWERS:
to keep your brain healthy and improve your a
After a few minutes, Phineas was able to talk
memory and your mental abilities, particularly as and walk. He was sent back to town in a cart.
you grow older). b
His wound was cleaned and bandaged,
• Ask them to read the text and complete it with six and his head was covered with a nightcap.
of the words in the box in Exercise 1. Nowadays, he would likely undergo major
surgery in a hospital and receive extensive
ANSWERS: testing and treatment.
1 decline 2 fit 3 growth 4 inactivity c
Short-term, he lost sight in his left eye and
5 lack 6 training had partial paralysis of his face. Long-term,
he died from seizures related to his accident.
3 d
It was discovered that certain parts of the
brain control elements of our personalities,
Pairwork. Make sure the students understand the
and also that a person can survive after
words in the box. Ask them to think about which ones
major head and brain trauma.
best describe the article and to compare their choices
e
The stability of his job and life in Chile does
with their partners. Then ask them to discuss the
not match with the lack of impulse control
remaining questions. described many stories about him.
f
student’s own answers
ANSWERS:
a chatty, informal
b the editorial introduction to a magazine
c students’ own answers Vocabulary (SB page 62)
1
4 • Focus the students’ attention on the highlighted
• Ask the students to work individually to answer the verbs in the extracts on page 62. Point out that
quiz questions. Help them by telling them when the most of these words are to do with seeing or
three minutes start and end. perception. Ask them to try to match the words
• When they’ve done that, tell them to turn to page with the definitions.
139 where they’ll find some of the answers. Ask • Allow them to compare answers in pairs or small
them to discuss in pairs how they did and whether groups before checking with the class.
this was better or worse than they expected. Find
out if they enjoy taking quizzes like this. ANSWERS:
a gaze e recognize
b observe f scan
Reading (SB page 62) c dart g examine
1 d take in h see
Pairwork. Ask the students to look at the picture and
to discuss the questions. Ask them to share some of
their answers.
2
Give the students time to read the article on page
63. Then ask them to match a heading with each
one. Give help with any difficult vocabulary, but avoid
discussing the highlighted verbs, as they’ll come
UNIT 6 69
Language notes ANSWERS:
Vocabulary: verbs of seeing a Traditionally, people speak of the five senses:
• Ways of describing literally how to see sight, hearing, touch, taste, and smell, but
something: neurologists have identified many more,
Gaze means to look at someone/something e.g. thermoception, the sense of heat;
for a long time because you are interested or equilibrioception, our sense of balance; nocieption,
because you’re thinking of something else. the perception of pain; and proprioception, or
Gawk is to look at somebody/something for a “body awareness.”
long time, usually with your mouth open, in a b to f students’ own answers
foolish way.
Stare is to look at somebody/something 2 1.58-1.62
directly for a long time, which can be • Go through the instructions with the class. Make
intimidating. sure that everybody understands that each speaker
• Ways of looking at somebody/something is answering one of the questions from Exercise 1.
quickly: Ask them to write the names down, leaving space
Glance means to look at somebody/something under each name to make notes for each person.
and then away again quickly. • Play the recording, pausing after each speaker to
Scan is to look at or over something quickly to allow the students time to make notes. Play it more
get a general impression. than once if necessary. Then ask the students to
Glimpse is to see something for a very short compare their answers with their partner, before
time, probably not completely. checking answers with the class.
• Ways of showing your disapproval:
Glare means to look angrily for a long time at Mike: b, sight Nick: g, touch
somebody. Maria: e, hearing Petra: f, taste
Frown is to move your eyebrows down and Helen: d, smell
turn down the corners of your mouth because
you are angry or worried.
Scowl and glower both mean to look very 1.58
angry. Mike
Hmm … sight, I suppose. Yes, the most important
one is sight. I guess … I mean, if you’re blind, if you
2 can’t see, then although you can lead a full life and
Go through the sentences and the verbs in the list. Do all that, I think it does make you more vulnerable,
the first one as an example and then ask the students more dependent on other people, I don’t know,
to match the others. Allow them to compare in pairs for silly little things like, for instance, like grocery
before checking answers with the class. shopping or whatever, and I would really hate it if
I couldn’t see what things or people looked like …
ANSWERS: or the expression on a person’s face when they’re
talking to you. I mean, you wouldn’t even know if
a 3 b 1 c 4 d 2 e 6 f 5
they were looking at you or whether they looked
interested in what you were saying.
3 1.59
Do this with the whole class. With multilingual classes, Maria
elicit several replies. No, I haven’t, but I read an article about a man
who went deaf and then his hearing was restored
4 to him, and he talked about how isolating it
Pairwork. Ask the students to write their paragraphs, can be if you can’t hear. He said that you miss
then tell them to exchange them with a partner. out on a lot of things, that although you can
communicate fine when you need to, you miss
Go around, checking that they’re using the words
out on the subtleties of a conversation, and the
correctly.
thing he missed most was humor … the humor
in spontaneous conversation … because it all
Listening (SB page 64) gets slowed down when you’re signing. And he
really missed listening to music; that was the
1 worst part, he said. That and not being able to
hear his wife’s voice. And he said that it was
Pairwork. Ask the students to read the questions and
really strange to start with when he regained his
to discuss their answers in pairs. Then ask the pairs to
hearing. Everything sounded much louder. He said
report back to the class on their discussions. he actually misses total silence sometimes, just
not hearing anything, and that it can be really
relaxing.
70 UNIT 6
1.60 Grammar (SB page 64)
Helen
Um, I don’t know … but maybe smell, I guess
Verbs of the senses
… like somebody can just walk past you on the 1
street and you can catch the smell of their • Pairwork. Go through the instructions with the
perfume and it reminds you really strongly class and make sure they understand the difference
of somebody … or food … I can’t remember between stative meaning and dynamic meaning.
where I was the other day, but I suddenly Draw their attention to the examples of verbs
smelled the most wonderful cooking smells: of the senses in the margin and the example
coconut oil and spices and it reminded me sentences. In each pair of sentences, the first
so strongly of my vacation in the Caribbean example demonstrates stative meaning and the
… I could see the palm trees, taste the food, second dynamic.
feel the sun on my skin … yes, I think smell • Ask them to look at the verbs in the box and
triggers the strongest, most vivid memories. classify them according to whether they have
1.61 stative or dynamic meanings, or both.
Nick
This may seem like a strange answer, but ANSWERS:
maybe touch … you know, the sense of touch a None are only stative; all the verbs in the box
… I think it’s probably the one we take the can be used with a dynamic meaning.
most for granted, being able to feel things b listen, look, watch
and it’s not … it’s not, you know, a sense c feel, hear, see, sense, smell, taste, touch –
that’s limited to one part of your body, either These verbs can be used with both a stative
– it’s everything, every single pore, every and a dynamic meaning, although the
single bit of your skin. I remember seeing meaning can then change.
a documentary about a man who was born
deaf and mute and had later lost his sight
in an accident – he lived a full life – he was Language notes
eighty-something and he still worked and Grammar: verbs of the senses
even traveled. He just lived his life totally • To talk about ability or sensation, the
through his sense of touch. In this program, following verbs are used with a stative
they showed him visiting other people like meaning (and are usually used with can, could,
him in Japan. It was amazing – they used an or be able to): feel, hear, look, see, sense,
international signing language which was smell, and taste.
based on touch – they would touch each other I can see her. Here she is.
and sign on each other’s palms, and they I was able to taste the ocean before I saw it.
could feel each other talking – and it showed Verbs with stative meanings are not usually
them going to a drum concert too – like a used in the progressive form.
traditional Japanese drum concert – and they • To talk about actions, the following verbs can
could feel the music, I mean they could feel be used with a dynamic meaning: feel, hear,
the vibrations of the drums, even though listen, look, see, sense, smell, taste, touch, and
they couldn’t hear them. It was just totally watch.
amazing.
Ben’s not feeling so good today.
1.62 I’m seeing her tomorrow.
Petra When using the sensory verbs in the
Well, usually I’m renowned for my sense of progressive form, the meaning often changes
taste! Sometimes I can taste things that (How are you feeling today? is a question
nobody else even notices. For example, asking about somebody’s health; I’m seeing
when someone cooks for me, I can tell which her tomorrow means “I’m meeting her
spices were used. Sometimes my mom will try tomorrow,” etc.).
to fool me by putting something I’ve never
eaten before in the food, but in that case I
can always identify that there is something 2 1.63
strange in the food. I love tasting something • Do the first one as an example with the class, then
I’ve never tasted before! If food is spoiled ask the students to work individually to complete
I know it right away. Recently I had some the remaining sentences. Remind them that they
really hot soup and burned my tongue. It may need to modify the verbs. As they work,
was strange not being able to taste things go around, giving extra help where needed and
as strongly, but I was back to normal after a making sure that the students are all forming their
couple of days. sentences correctly.
• Play the recording for the students to check their
answers.
UNIT 6 71
ANSWERS: ANSWERS:
a can’t see e could see, taste, feel 1 A – see is a stative verb referring to ability to
b couldn’t see f could feel, see
c can’t hear couldn’t hear B – see is a dynamic verb meaning to meet
d listening, hear g taste someone socially (here it is not a verb of the
senses)
2 A – hear is a stative verb referring to ability to
1.63 hear
a B – hear is a dynamic verb meaning that people
… if you’re blind, if you can’t see, then although have been telling the speaker things about the
you can lead a full life and all that, I think it does other person (here it is not a verb of the senses)
make you more vulnerable … 3 A – feel is a dynamic verb referring to a
b consciousness of one’s state of health
… I would really hate it if I couldn’t see what things
B – feel is a stative verb referring to ability to
or people looked like …
c feel
… I read an article about a man who went deaf 4 A – taste is a dynamic verb referring to the
and then his hearing was restored to him, and he action of tasting
talked about how isolating it can be if you can’t B – taste is a stative verb referring to ability to
hear. taste
d
… he really missed listening to music, that was 5
the worst part, he said. That and not being able • Go through the instructions with the class and ask
to hear his wife’s voice. them to work individually to make their notes. You
e might like to set a time limit in which they have
… I could see the palm trees, taste the food, feel to note down everything they can hear, smell, and
the sun on my skin … touch.
f • Put the students in pairs or small groups to
… they could feel the vibrations of the drums, compare and discuss their answers.
even though they couldn’t hear them.
g 6 Grammar Extra 6, Part 1
… I can taste things that nobody else even Ask the students to turn to Grammar Extra 6, Part 1
notices. For example, when someone cooks for on page 146 of the Student’s Book. Here they’ll find
me, I can tell which spices were used. an explanation of the grammar they’ve been studying
3
Do this with the class, asking the students to look ANSWERS:
back at their completed sentences from Exercise 2 to 1
find the answers. a I can’t see e watching
b Am I hearing f could always smell
ANSWER: c can you taste g ’ve heard
can, could; used with a stative meaning; be able to d listening to h can sense or ’m sensing
4
Pairwork. Go through the instructions with the class, Reading & Vocabulary
then do the first pair of sentences as an example. (SB page 65)
Then ask the students to discuss the differences
between the remaining pairs of sentences. 1
Groupwork. Ask the students to work in small
groups to discuss the questions. Get a spokesperson
from each group to report back to the class on any
interesting information that came up.
2
• Explain that items a – e are the names of different
mental faculties and characteristics displayed by
living things. Encourage them to try to figure them
out without resorting to dictionaries.
• Check answers and then ask the students which
faculties they think are most common in humans
and which in animals.
72 UNIT 6
ANSWERS: Grammar (SB page 66)
a 2 b 4 c 3 d 1 e 5
Participle clauses
It could be argued that all are common in both
humans and animals, though this is subject to 1
debate. • Focus the students’ attention on the information
and example in the margin. Ask the students to
3 create three sentences by taking one clause from
each box.
Give the students plenty of time to read the article • Allow them to compare their sentences in pairs
and form their opinions. They may decide that it isn’t before checking answers with the class.
appropriate to ascribe any of these conditions to
animals! Be aware that in some cultures, ascribing ANSWERS:
human traits to animals is not acceptable. Emphasize a, f, h – Having left his trusty companion to keep
the fact that we have no way of knowing what is really an eye on the shiny new van, Mr. X returned
going on inside an animal. Regardless of what occurs from dinner to find that his new mode of
within an animal, can the class decide on norms for transportation had been completely remodeled.
the ethical treatment of animals? Be sensitive to b, e, g – Waking up with a jump, Willy sat up to
students’ feelings as some students may feel quite greet his owner and barked with excitement.
strongly about the subject. c, d, i – Numbed by the efficiency of his new
air-conditioning system, he’s often spotted
4 scouring the streets between deliveries, under
Pairwork. Ask the students to discuss the meanings the protection of a warm blanket.
of the expressions with a partner. Then check answers
with the class.
Language notes
ANSWERS: Grammar: participle clauses
a inclining his head • The action described in the main clause is
b jumping up suddenly usually a consequence of the action described
c the same just in a different amount in the participle clause.
d difficult to find Participle clause Main clause
e collapses Meeting her for the first time, he understood why
f the attempt was fruitless Rob found her so
amusing.
5 Wearied by a hard day’s work, he poured himself a
• The author seems to be proposing a reflection on long, cool drink.
the mental and emotional states of animals, and Having met him, I don’t believe he
that they may in fact think and feel more than deserves her.
many people tend to think. Furthermore, there is • A less literary alternative which shows the
the suggestion that this should in some way factor consequence clearly could be:
into our treatment of animals in general. He understood why Rob found her so amusing
• Explore the various reasons students might agree when he met her for the first time.
or disagree with the author, being careful to skirt He poured himself a long, cool drink because he
sensitive topics like religious beliefs. was weary after a hard day’s work.
I don’t believe that he deserves her now that I
have met him.
• Not always comes at the beginning when used
in a participle clause:
Not discouraged by …, Not wanting to offend …
UNIT 6 73
2 ANSWERS:
Pairwork. Ask the students to discuss the questions a They weren’t discouraged by the long climb
and then get individual students to report back to the ahead of them, and they set off at dawn.
class on their answers. b They didn’t want to offend anybody, so they
decided to extend the guest list …
ANSWERS: c When you have completed the form, please send
a present participle: b; past participle: c; it, with a photograph, to the address below.
perfect participle: a d He knew that he’d make a very bad impression if
b a Mr. X b Willy c He (Mr. X) he didn’t arrive on time, so he …
c 2 is more likely to be spoken; 1 was used in the
text; nothing has been added 7 Grammar Extra 6, Part 2
3
• Ask the students to work individually to rewrite the an explanation of the grammar they’ve been studying
sentences. and a further exercise to practice it on the next page.
• Allow them to compare answers in pairs before
checking with the class. Make sure they punctuate ANSWERS:
their sentences correctly. 2
• Ask the students to say whether any of the a Being shy …
sentences are true for them or anybody they know. b Having finished college …
c Having been impressed / Impressed by the
Possible answers:
publicity …
a Having graduated from college, I went on a long
d Having been brought up …
vacation.
e Finding it difficult …
b Living alone, I don’t really do a lot of cooking.
c Being on a diet, I don’t eat candy.
d Being tired after a long week at work, I like to
spend the weekends relaxing. Vocabulary (SB page 67)
1
4 Pairwork. You might like to set a time limit for the
Ask the students to read the sentence very carefully pairs to come up with as many collocations with mind
to decide where it should go. Then explain that not as they can. Write the students’ suggestions on the
goes immediately before the participle in participle board and make sure everybody understands them all.
clauses.
Possible answers:
ANSWER: at the back of my mind
Not rejecting food … frame of mind
have half a mind to
5 set your mind on something
Pairwork. Ask the students to work together to decide have your mind on other things
if not is needed in each sentence and, if so, where it slip your mind
should go. Check answers with the class. Make sure cross your mind
in the last one that they don’t try to put not before have an open mind
Knowing. Explain the difference in meaning that this blow your mind
would create. mind your own business
don’t mind me
ANSWERS:
a Not discouraged by the long climb …
b Not wanting to offend people, … Language note
c (not needed) Vocabulary: collocations with mind
d Knowing that not arriving on time … The examples of collocations in this unit include a
wide selection with the verb and the noun mind.
6 The myriad meanings of mind can include deciding,
As the transformation is from written style to spoken feeling, remembering, paying attention, and thinking.
language, it might be best to do this exercise orally,
either selecting students to do each one or calling 2
for volunteers. Alternatively, this could be done as • Ask the students to read the sentences and see
pairwork, followed by a whole-class check. how many of the collocations they listed in Exercise
1 they can find.
• Then read each sentence aloud in turn and ask the
students just to identify when mind is a verb and
74 UNIT 6
when it is a noun. The meanings of the expressions 2
will be explored in the next exercise. • Ask the students to complete the sentences with
collocations with mind.
ANSWERS: • Play the recording again for them to check their
a noun b verb c verb answers.
d noun e noun f noun
g noun h noun i noun ANSWERS:
a Do you mind c Mind
3 b Would you mind d made up my mind
• Ask the students to match the collocations in
Exercise 2 with the meanings. 3
• Then ask the students to choose collocations Play the recording again and ask the students to
they’d like to learn and to write new sentences listen out for the underlined sections. Identify the
using them. sound and then get the whole class to repeat the
expressions. Explain that native English speakers
ANSWERS: often run sounds together rather than pronouncing
1 i 2 e 3 a 4 b 5 g 6 d each one separately.
7 c 8 f 9 h
ANSWER:
/ʤə/
1 1.64
Pronunciation note
Focus attention on the picture, then go through the
Assimilation: final d before you
instructions and the questions with the class so
When two sounds join, they can create a third.
that they know what they’re listening for. Play the
This is called assimilation. In this example we
recording while the students note down their answers
meet /d/ + /j/ = /ʤ/. This assimilation applies not
to the questions.
only to phrases like do you and would you, but
ANSWERS: also within words like education /ˌeʤəˈkeɪʃ(ə)n/
a two brothers and a co-worker of the older and gradual /ˈgrӕʤuəl/.
brother
b in a bar; the atmosphere is generally relaxed – 4
there is some tension between the two brothers Pairwork. Ask the students to discuss the questions
– the two co-workers need to talk privately and practice saying them aloud. Go around, listening
about a work issue and encouraging them to run the underlined sounds
together.
1.64
(A = Adam; B = Brad; D = Dylan) Language for Life
A: Do you mind scooting over a little? (SB page 68)
B: No, of course not.
A: Thanks. Dylan, would you mind not sitting there?
1
D: Why? Pairwork. Ask the students to look at the list of
A: You’re leaning on my jacket. requests and put them in order of politeness/
D: Sorry! formality. When checking answers, note that the order
A: So, Brad, have you decided? given here is a suggested answer: there is room for
D: Decided what? discussion and it often depends on the context and
A: Mind your own business! the intonation as well as the actual wording of the
D: Oh, come on! request.
B: Dylan, would you mind getting us some drinks?
D: Yes, I would. ANSWER:
B: Oh, come on! It’s just boring work stuff. Suggested order: 8, 1, 3, 5, 7, 4, 2, 6
D: Oh, OK. I don’t believe it for a second.
B: No, I haven’t made up my mind yet.
A: You know I’ll cover for you while you’re gone.
B: Would you?
A: Yeah, really, no problem.
B: Hmm, but what about Peter? Do you think he’ll
mind?
A: No, of course not. Of course, Nick will.
B: Really, why?
UNIT 6 75
Language notes 1.65
Vocabulary: useful phrases – requests 1 (M = Man; W = Woman)
• When making requests, generally speaking, M: Do you mind if I lie down here for a while?
the longer the sentence, the more polite it W: I don’t think you can do that here.
sounds. 2 (W = Woman; B = Boy)
• Using an imperative either demonstrates a W: Is it OK if we pick you up at six?
very informal request, dispensing with the B: I’m cool with that.
usual pleasantries, or, if starting with Please
…, an authoritative request from someone in 3
an official capacity. A: Would you mind lending me ten dollars?
• Requests starting with Would you … tend to B: It depends.
sound more polite, by using a conditional 4 (G = Girl; B = Boy)
voice to put a respectful distance between the G: Can I copy your homework?
person making the request and the recipient. B: Well, to tell the truth, I’m not really
• When responding to a request, you can show comfortable with that.
polite reluctance by using these hesitation
devices: 5
Well …, To be honest …, To tell you the truth …, A: May I have my book back, please?
Actually …, etc. B: What book?
6 (M = Man; W = Woman)
2 1.65 M: Give me a pen!
• Ask the students to match the responses with the W: Anything else?
requests. Then allow them to compare in pairs, but 7 (SC = Sales Clerk; C = Customer)
do not confirm answers at this point. SC: Please sign here.
• Play the recording and ask the students to say if C: What do you mean, sign?
any of the responses seem inappropriate to them.
8
POSSIBLE ANSWERS: A: Would you mind if I asked you to write that
a could match with 1, 2, 3, 4, 7, and 8, most report again?
appropriate with 2 B: I hope you’re kidding!
b could match with all the requests, most
appropriate with 4 or 8 3 1.66
c 5 Explain that what the students heard in Exercise
d 1 2 were extracts from conversations and that now
e 7 they’re going to hear the complete conversations. Go
f could match with 3, 4, 5, 6, 7, and 8, most through the questions first so that they know what to
appropriate with 6 – in a sarcastic tone listen out for, then play the recording. You may need
g could match with 3, 4, and 8, most to play it more than once.
appropriate with 3
h could match with either 1 or 4 – both ANSWERS:
appropriate 1 no, probably acquaintances or strangers, asking
for permission to lie down at someone else’s
house
Answers on recording: 2 yes, making arrangements to pick someone up
1d 2a 3g 4h 5c 6f 7e 8b to go to the airport
All responses can be interpreted as appropriate 3 yes, asking to borrow money to pay for a taxi
within the context. 4 school friends or acquaintances, asking to copy
another student’s homework
5 yes, asking for a book she lent her friend some
time ago
6 yes, asking for a pen
7 no, sales clerk and customer, sales clerk asks
the customer to sign a document
8 yes, boss and employee, asking the employee to
redo a report
76 UNIT 6
1.66 Conversation 8
Conversation 1 (M = Man; W = Woman) A: Hi there, Mike.
M: Do you mind if I lie down here for a while? B: Hello. What’s the matter?
W: I don’t think you can do that here. A: Would you mind if I asked you to write that
M: Why not? report again?
W: Well, this is not your house! B: I hope you’re kidding!
M: Huh. I’m just tired. A: No, I’m afraid I’m not.
Conversation 2 (W = Woman; B = Boy)
W: What time does the plane leave? 4
B: At nine. • Pairwork. Put the students into pairs and ask them
W: Is it OK if we pick you up at six? to choose a situation from the pictures and act it
B: I’m cool with that. out.
Conversation 3 • Ask the students to change partners and choose
A: Would you mind lending me ten dollars? another situation, this time changing also the
B: It depends. relationship between the speakers. Get the pairs to
A: On what? act out their conversations for the rest of the class
B: On what you’re going to spend it on. to guess what the relationship is.
A: The taxi fare home.
B: I’ll add it to your debt then? 5
A: Yeah. Put it on the tab. Groupwork. Put the students into small groups to
Conversation 4 (G = Girl; B = Boy) discuss the questions. Then ask them to report back
G: Can I copy your homework? to the class on what they found out.
B: Well, to tell the truth, I’m not really comfortable
6
with that.
G: Oh, come on. It’s not as if anybody will know. • Ask the students to write their requests and not
B: No, I’m sorry. to show other people what they’ve written. Make
Conversation 5 sure they choose six different ways to make their
A: May I have my book back, please? requests.
B: What book? • Ask the students to stand up and mingle, taking
A: The one I lent you six weeks ago. turns making their requests to as many people as
B: The one about the life and times of that guy …? possible and changing the way they make it each
A: Yes, that’s the one. time.
B: Um, yeah, sure. I’ll bring it with me tomorrow. 7
Conversation 6 (M = Man; W = Woman) Have a class feedback session in which the students
M: This one looks possible: two bedrooms, big discuss the questions in relation to their experiences
backyard, living room, and kitchen, $125,000. of making requests in different ways.
W: Where is it?
M: Springfield, and it has a garage.
W: Write down the number. Life Skills (SB page 68)
M: Give me something to write on.
W: Here, write on the other side of this. Learning Skills
M: Give me something to lean on. The Pomodoro Technique
W: Use this. The Pomodoro Technique was invented by Italian
M: Give me a pen! Francesco Cirillo in the 1980s and was named after
W: Anything else? a popular tomato-shaped kitchen timer at that time.
Conversation 7 (SC = Sales Clerk; C = Customer) (“Pomodoro” is tomato in Italian.)
SC:Please sign here. Start the class by having a discussion about
C: What do you mean, sign? procrastination. Ask the students if they have any
SC:Well, if you want to go ahead with the purchase, techniques for fighting procrastination. Find out if any
you have to sign the contract. students have used the Pomodoro Technique. Have
C: Isn’t that a little excessive? It’s only a toy. the students read the text carefully, then break them
SC:Not really. into pairs to do the exercise.
C: Well, I think I’d better read it first.
SC:That’s fine. • Emphasize that the benefits listed are just the
seeds of the ideas, and that their task is to explain
what the author probably meant.
Instant success – It is instant because it only takes
30 minutes to do one.
UNIT 6 77
Time flies – When you break your study session into 2
parts it makes it feel like time is going by faster. Ask the students to work individually to underline the
Customizable – You can alter your study sessions, phrases used to refuse and to soften the refusal. Then
doing longer sessions with subjects you enjoy, allow them to compare in pairs before checking with the
perhaps, and shorter sessions with subjects you find class.
more difficult.
Keeping fresh – When you’re always getting a rest ANSWERS:
every half hour, you feel fresher for longer and don’t a 1 You’ve gotta be kidding!
tend to do ineffective and fatigued studying. 2 we are unable to …
Efficiency – If you’re always well rested when you’re 3 I can’t
studying, then you won’t have to study as long, or re- b 1 Why don’t you try asking Izzy?
read sections you weren’t paying attention to. 2 Regrettably; However, it may be possible …
Accomplishment – The feeling of accomplishment 3 I’m really sorry, but; Have you tried Ellen?
you get when you have finished four Pomodoros is
inherently motivating.
3
• Encourage the students to come up with ideas for Ask the students to work individually to read the two
things to do during the 5 minute rest period. These emails. Give them plenty of time to do this. Ask them
shouldn’t involve strenuous mental work, as that to think about which one they’d find most difficult
would defeat the point of taking a rest. Some ideas: to refuse and why. Have a class discussion of their
• Walk the dog answers.
• Eat an apple 4
• Go to the bathroom Pairwork. Ask the students to work together to write
• Listen to one song a reply to one of the emails in Exercise 3. Remind
• Do a quick exercise (squats, push ups, or the like) them that they should try to work in some of the
expressions they underlined in Exercise 2.
Writing Extra (SB page 69) 5
Emails making and declining Get the pairs to exchange emails with several other
pairs and answer the questions. Have a class vote on
requests which was the most successful reply and which the
1 most outrageous excuse.
Pairwork. Ask the students to read the emails and
decide who the senders are and what requests were Further practice material
made of them. Get them to report back to the class on Need more classroom practice activities?
what they decided. Encourage them to say what clues
they found to help them make their decision.
ANSWERS: Need more tests?
1 a a friend; b to take care of a pet, probably a cat Test Generator
or dog since it needs a backyard Teacher’s Presentation Kit / Extra Resources /
2 a train company customer services officer; b a Tests
refund for a train ticket and expenses incurred
when a train was canceled Need more on important teaching concepts?
3 a a friend; b to babysit Key concepts in American Inside Out Evolution
pages xxi-xxxvi
Self-evaluation checklists on pages xxxiv-xlvi
78 UNIT 6
Review B Teacher’s notes
in Units 4–6. Use them to find any problems that students are having, or anything that they
haven’t understood and which will need further work.
Grammar (SB page 70) 4

This exercise reviews articles from Unit 5. Ask the
Remind the students of the grammar explanations students to work individually to put the articles back
they read and the exercises they did in the Grammar in the text. Then allow them to compare their answers
Extra on pages 144 to 147. in pairs before checking with the class.
1
ANSWERS:
This exercise reviews the future as seen from the
Are you a shopaholic? Think of your last trip to the
past from Unit 4. Check answers before putting the
stores or (the) mall. What did you buy? Did you take
students into pairs to discuss whether they’ve ever
a list and buy only the things you came for? … The
been in a similar situation. Encourage them to report
difference lies in your attitude towards shopping.
back to the class on any interesting stories.
The/A compulsive shopper can’t stop thinking about
shopping. They think about it all the time and only
ANSWERS:
really find relief when they are actually in a store,
a We were supposed to be going to the beach, but
choosing their next purchase. As the addiction
the car broke down so we didn’t go.
grows, so does the deceit … It could be anything:
b I was going to do my homework last night, but
(some) CDs, a new pair of shoes, (some) expensive
I didn’t feel very well so I went to bed early.
make-up. … but the need to shop and the guilt are
c We were due to leave at 8:30, but there was
just the same.
heavy fog and the plane was delayed by six
hours.
5
2 This exercise reviews participle clauses from Unit 6.
Ask the students to work individually to match the
This exercise reviews discourse markers from Unit 4.
sentences with the appropriate places in the text
Check answers, making sure the students understand
in Exercise 4. Check answers before the students
the function of the discourse markers that complete
underline the participle clauses and rewrite them as
the text. Then have a class discussion on whether or
full clauses. Then ask them to compare with a partner.
not they agree with the text.
ANSWERS:
ANSWERS:
a 2 b 3 c 1 d 4
1 for example 4 that is to say
2 Similarly 5 or at any rate a
Having brought their purchases home,
3 such as When they have brought their purchases home,
they’ll hide them in the back of the closet.
3 b
Feeling guilty about the money they’ve spent,
Because they feel guilty about the money
• Pairwork. This exercise reviews relative clauses
they’ve spent, they’ll lie about the price. / They
from Unit 5. Put the students into pairs and ask
feel guilty about the money they’ve spent, so
them to discuss which is the correct alternative.
they’ll lie about the price.
Point out that sometimes both are possible. If
c
Finding pleasure in spending money,
necessary, go over the rules with them: who Because they find pleasure in spending money,
and that can both be used to refer to people. shopping soon becomes an addiction. / They
There are many places where that and which are find pleasure in spending money, so shopping
interchangeable, but that cannot be used in a non- soon becomes an addiction.
defining relative clause. d
Once addicted to shopping,
• Check answers before asking the students to discuss When they are addicted to shopping, they can
whether any of the sentences are true for them. spend hours at the mall, comparing prices and
ANSWERS: specifications. / They are/become addicted to
a that/which c which shopping, so they can spend hours at the mall,
b who d that comparing prices and specifications.
REVIEW B 79
6 5
Pairwork. This exercise reviews verbs of the senses This exercise reviews verbs of seeing from Unit 6.
from Unit 6. Ask students to work in pairs and identify Check answers before asking the students to discuss
which sense is being used in each picture and what it in pairs whether or not they have done any of these
is being used for. things recently.
ANSWERS: ANSWERS:
1 hearing – listening to the girl’s heartbeat a scan b dart c gaze d examine
2 sight – examining an X-ray e recognize f observe
3 touch – feeling the boy’s forehead to check if he
has a temperature
1
Remind the students that the boxes show the syllables
1 of a word and the large boxes indicate the stressed
This exercise reviews expressions with story and tale syllables. Here they’re being asked to classify words
from Unit 4. Check answers with the class and then according to how many syllables they have and where
get the students to talk about any similar expressions the main stress falls. Encourage them to say each word
in their own language. aloud to get a feeling for what sounds right.
2 1.67
ANSWERS:
a story b tales c story Ask the students to underline the stressed syllables
in the words in the table. Then play the recording for
2 them to check their answers. Play it a second time for
them to listen and repeat.
This exercise reviews adjectives expressing deception
and belief from Unit 4. Check answers before asking ANSWERS:
the students to do the second part of the exercise. 1 and 2
ANSWERS: A: B: C: D:
a gullible b plausible c naive
recognize addiction economize competition
d skeptical e trusting f fishy
g unfaithful sheepishly aggression exorbitant disappointment
sidesplitting eccentric extravagant observation

3
sympathy emotion necessities superstition
This exercise reviews expressions to do with spending
and saving from Unit 5. Check answers before asking
the students to discuss in pairs whether any of the
sentences are true for them. Further Practice Material
ANSWERS: Need more classroom practice activities?
a in bulk d impulse buys Photocopiable resource materials in the
b down payment e overpay Teacher’s Presentation Kit / Extra Resources
c shop around
Need more tests?
4 Test Generator
This exercise reviews phrasal verbs related to
Tests
spending and saving from Unit 5.
ANSWERS: Key concepts in American Inside Out Evolution
a by b up c off d up e back pages xxi-xxxvi
80 REVIEW B
7 Digital Overview
Speaking Fluency practice Comparing and discussing phones.
SB page 72
Reading Reporting verbs Discussing the functions of smartphones.

SB page 72 Reading and discussing an article on the future of cell phones.
Inserting missing sentences in the article.
Vocabulary & Listening Compound nouns Studying the structure of compound nouns.
SB page 74 Listening for gist and Matching compound nouns with definitions.
detail Explaining technological words without using compound nouns.
Identifying the features of a new cell phone.
Listening and numbering pictures in order.
Completing summaries with compound nouns.
Grammar Complex sentences Studying the use of multiple clauses.

SB page 75 Breaking complex sentences down into single clauses.
Putting words in order to make sentences.
Writing their own multi-clause sentences.
Pronunciation Words with Categorizing words according to stress patterns.

SB page 75 unstressed syllables Identifying unstressed syllables.
Reading Reading for specific Matching words with definitions.

SB page 76 information Predicting future technological developments and comparing them
Words and phrases to with an article about a scientist’s predictions for the future.
do with technology Discussing future developments: their likelihood and benefits.
Grammar Speculating about Examining sentences using modals to make predictions.

SB page 78 the future Identifying the position of phrases conveying degrees of possibility.
Rewriting sentences, then making their own future predictions.
Listening & Vocabulary Listening for specific Listening to people talking about a gadget.
SB page 79 information Answering questions, then making notes about the arguments they
Informal expressions hear.
Studying the vocabulary used by the speakers.
Discussing digital books.
Speaking Fluency practice Discussing their top five scientific breakthroughs.

SB page 79
Language for Life Discussing Discussing the implications of certain actions.

SB page 80 implications Matching conversations with pictures.
Studying useful phrases for talking about making decisions.
Discussing difficult situations and their implications.
Life Skills Interpersonal Skills Talking about tech fasts and no-tech activities.
SB page 80
Vocabulary Extra Acronyms and Matching acronyms used to talk about technology with their
SB page 81 collocations definitions.
Matching devices with functions.
Reading an article and identifying words that collocate with digital.
Talking about the technology they use every day.
Writing WB page 31 Writing a discursive essay.
UNIT 7 81
7 Digital Teacher’s notes
Warm up ANSWERS:
Establish the meaning of gadget (a small a 3
tool, machine, or piece of equipment, often b 4
electronic). Ask the students to say how many c 1
gadgets they own or use every day. Start them d 5
off with a few examples: cell phone, TV remote e 2
control, etc. Ask them to say which they couldn’t
do without. 4
Groupwork. Put the students into small groups to
discuss the question and ask a spokesperson from each
Speaking (SB page 72) group to report back to the class on their opinions.
Focus the students’ attention on the pictures. Ask 5

them if know from what time period they come. Then Ask students to complete the glossary.
go through the questions with the class. Put the
students into pairs and ask them to discuss them. ANSWERS:
a pulsing
ANSWERS: b dystopian
a The first is a Western Electric wall phone, c swiping
first introduced in 1907, and one of the first d cutting-edge
models appropriate for consumer use; in the e undeniable
1950s, rotary phones with mouthpiece and f stream
receiver together came into prominence; the g skyrocket
first generation of wireless phones came onto h tangle
the market at the start of the 1980s, but the i pace
conversations were not secure, so it wasn’t j downfall
until the introduction of a digital model in 1994
that they became popular; the smart phone
appeared in the first decade of the 21st century. Vocabulary & Listening
This is a matter of opinion, though the original
phone and the smart phone were probably the (SB page 74)
biggest changes 1
b and c students’ own answers
Pairwork. Put the students into pairs. Ask them to
look at the compound nouns in the box and to match
them with the two patterns: adjective + noun and noun
Reading (SB page 72) + noun. When checking answers, draw the students’
1 attention to the fact that most of these are written as
separate words, though voicemail is one word.
ask them to note down as many ideas as they can ANSWERS:
think of for each point. Make sure that everybody in 1 adjective + noun: cellular coverage, central
the group has a copy of their list. heating, remote alert, remote control
2 2 noun + noun: card reader, cell phone,
communication device, data network, evening
• Ask the students to read the article on page 73 and
meal, grocery shopping, home-entertainment
mark their lists according to whether they noted
system, payment system, security center,
down the functions which are given in the article or
speech recognition, travel schedule, voice call,
not. Tell them to ignore the numbered spaces in the
voicemail
article for now.
• Ask the students to work in pairs and to compare
their notes and discuss the questions. Then ask them Language note
to report back to the class on their discussions.
Vocabulary: compound nouns
3 A compound noun is a noun made up of two or
Ask the students to read the sentences and decide more parts. Sometimes a compound noun can be
where in the article they fit.
82 UNIT 7
written as one word, sometimes as two or more The glasses link up with all your other tech
words, and sometimes the parts are hyphenated. seamlessly, so you can access data from your
There is no rule to determine which way they are smart watch, or make a phone call just by
written, and sometimes there is more than one swiping with your eyes. How much will it run
acceptable way. you? Ay, there’s the rub! This retooled version
should be retailing in the range three to four
2 times the price of a top of the line smartphone,
Ask the students to match the definitions with five of which prices out all but the most passionate
the compound nouns in Exercise 1. Note that there are tech consumers. However, the next version
two possible answers for a. should see more accessible pricing and fewer
bugs. Our verdict: a huge improvement over the
ANSWERS: first version, but it might be better to wait for
a remote alert / security center prices to come down out of the stratosphere.
b home-entertainment system
c voicemail 6
d evening meal • Ask the students to complete the summary with
e grocery shopping the words in the box.
• Play the recording again for them to check their
3 answers. Then discuss with the class what other
• Go through the example with the class, and point features are mentioned.
out that as in the example and the definitions in
Exercise 2, they shouldn’t use either part of the ANSWERS:
compound noun in the explanation. 1 hands-free
• Pairwork. Put the students into pairs and ask them 2 touch screen
to work together to write explanations for the 3 swiping
remaining compound nouns in the box in Exercise 4 earpiece
1. Check answers by having several pairs read aloud 5 links up
their explanations to the class. 6 bugs
7 accessible
4
Pairwork. Focus the students’ attention on the picture 7
and ask them to discuss in pairs what feature of the
Pairwork. Ask the students to discuss in pairs which
new device may have. In a class feedback session, do
innovations they think would be most popular and to
not confirm or deny any answers, but see how many
report back to the class.
ideas the students came up with.
5 2.02
• Ask the students to listen to the recording and
Grammar (SB page 75)
check the features that are mentioned. Complex sentences
• Check answers and find out whether the students’
guesses in Exercise 4 were correct or not.
1
• Make sure everybody understands what a clause
ANSWERS: is: a grammatical unit containing a subject (explicit
• Earpiece or implied) and which tells you something about
• Voice control the subject (this part is called the predicate).
• Connects with other devices Focus attention on the information in the margin
and point out that some sentences only have
one clause; others contain multiple clauses. (See
2.02 Language notes below.)
You thought smart glasses were a flop? We • Pairwork. Ask the students to look at the sentence
did too! But it could be time to reconsider. from the article and to discuss in pairs how many
In this episode of Smart Tech we’re looking clauses it has and what type the underlined clauses
into the future of hands-free technology. This are. Check answers before asking them to break
version of the glasses is less obtrusive than the sentence down.
the first iteration. The glasses look like, well,
glasses! With an almost invisible earpiece and ANSWERS:
texts transmitted directly onto your retina, The sentence has four clauses. The underlined
there’s almost no telling that you’re answering clauses are main clauses.
an e-mail or making dinner reservations. The a You will be able to command your phone by
keyboard and touch screen have been replaced voice.
with voice commands and eye gestures.
UNIT 7 83
b Y ou will be able to receive immediate t o my GPS and generating voice directions, to
feedback from an artificial intelligence let me know where I’ve left them.
powered virtual assistant. b I would not want technology to be implanted in
c You will never be disconnected. my brain constantly making recommendations
d You can make instant and constant without my asking or searching for information,
interactions. and generally interfering in my life.
c A virtual assistant will be a great way to
have constant access to my contacts without
Language notes having to actually grab my phone as I am
often on the road and don’t always have time
Complex sentences
to stop my car.
• While a simple sentence contains just one
clause, complex sentences contain at least
one main clause and then one, two, or several 4
subordinate clauses. Allow plenty of time for the students to come up
Simple sentence: with ideas and to construct their sentences. Make
It’s the product of the future. sure there’s also time for everybody to share their
Complex sentence: sentence with the rest of the class.
(Add a participle clause) Outselling all others,
it’s the product of the future. 5 Grammar Extra 7, Part 1
(Add a relative clause) Outselling all others, Ask the students to turn to Grammar Extra 7, Part 1
it’s the product of the future (that) we’ve all on page 148 of the Student’s Book. Here they’ll find
dreamed about. an explanation of the grammar they’ve been studying
• The subordinate clause gives more and a further exercise to practice it.
information about the main clause.
Subordinate clauses can be participle clause, ANSWERS:
relative clauses, and clauses starting with a 1
linker (because, as, and, etc.). a Needing a new phone because someone had
• Coordinating conjunctions (and, so, but, etc.) stolen mine, I went to the mall to buy a new one.
can be used to add additional main clauses. b There was a new high-tech model that had some
Outselling all others, it’s the product of the great features, such as a built-in navigation
future (that) we’ve all dreamed about, and we system.
think it will only get better in the future. c Having thought about it for some time, I decided it
was too expensive, so I bought a simpler model.
2 d Thinking about it again, I realized I just needed
a straightforward phone to make calls and send
Ask the students to compare the original sentence with
messages.
their shorter ones. You could do this with the class and
e I’m happy with my purchase because, being
then discuss the advantages of the longer sentence.
smaller and lighter, it looks really good!
ANSWERS:
a Because you will … and you will …
b ... you will (be able to) command Pronunciation (SB page 75)
c making any ...
1
The longer sentence highlights the cause-and-
• Here the students are being asked to classify words
effect relationship between the different pieces of
according to how many syllables they have and
information and allows for a complex concept to
where the main stress falls. Encourage them to say
be expressed more economically, with fewer
each word aloud to get a feeling for what sounds
repeated words.
right, and then add them to the table.
• Check answers and then focus on the schwa sounds
3 above the unstressed syllables of the example word
• Ask the students to work individually to put the and ask the students to write the phonetic symbol
sentences in order. for the schwa sound above the unstressed syllables
• When you’ve checked answers, ask the students to in the other words.
underline the main clauses. Discuss with the class
which feature they find most appealing. ANSWERS:
ANSWERS: A: B: C: D:
(The main clauses are underlined in the answers familiar prototype technology interactive
below.)
a I’d love to have a device that locates my car transparent traditional recognition
keys when I can’t find them by sending a signal /ǝ/ /ǝ/ /ǝ/
A: familiar, transparent
84 UNIT 7
ANSWERS:
/ǝ/
B: prototype a True
b False. Many jobs could be taken over by A.I.
/ǝ/ /ǝ/
C: technology, traditional c False. A.I. already exists in these areas.
d True
/ǝ/ /ǝ/
D: interactive, recognition e Not Given
f True
Language note 5
Pronunciation: the schwa Ask the students to complete the glossary, working in
The schwa /ə/ is a neutral, unstressed single pairs if they wish.
vowel sound and is the most common vowel
sound in English. Getting the schwa sound right ANSWERS:
is a good way for your students to make their a coin
pronunciation sound natural. Students should b autonomous
always focus on the (phonetic) pronunciation of c simulate
a word rather the way it is spelled. d inescapable
For example, in these words the schwa sound is: e drastic
the a in about /əˈboʊt/ f venture
the e in given /ˈgɪvən/ g prevalent
the i in pencil /ˈpensəl/ h algorithm
the o in melody /ˈmelədi/
the u in survive /sərˈvaɪv/ 6
• Groupwork. Put the students into small groups and
ask them to discuss the questions. While they’re
2 2.03
doing this, go around, monitoring and giving help.
• Play the recording for the students to check their • Ask a spokesperson from each group to report back
answers to Exercise 1. to the class on their discussion.
• Play the recording again so that the students can
listen and repeat the sentences. When they’ve done
this chorally, ask for individual repetition of the Grammar (SB page 78)
sentences and check that everybody is pronouncing
the schwa sound correctly and placing the stress in
Speculating about the future
the right place. 1
• Pairwork. Read the three predictions aloud, or get
Reading (SB page 76) some students to read them. Ask the students to
work in pairs, look at the words in bold, and match
1 them with the three categories.
Ask the students to work in pairs. Monitor to make • Check answers before asking them to make
sure that they answer the question before looking at the sentences negative. Discuss the position of
the suggested answer on page 77. definitely. Then discuss which predictions they
agree with.
2
Have a brief class discussion of the questions, but do ANSWERS:
not reveal the answers given in the text. a 3
3 b 1
c 2
• Ask the students to read the article on page 77.
Give them plenty of time to do this, as it’s quite
1 Travel by teleportation and force fields
complex and deals with some difficult concepts. Be
couldn’t become scientific realities within
prepared to answer questions on vocabulary.
decades.
• Discuss with the class whether the ideas in the article
2 Time travel definitely won’t be possible in the
match the ideas they put forward in Exercise 1.
future.
4 3 Telepathy, force fields, and invisibility are not
Go through the statements with the class and make likely to become reality at some point in the
sure everybody understands them. Students read the future.
article again individually to find the answers. Then
ask the students to discuss their answers in pairs, Definitely comes after will but before won’t.
providing evidence from the text. Check the answers
as a class.
UNIT 7 85
Language notes f Coastal cities like Miami and Rio de Janeiro
Grammar: speculating about the future are likely to be adversely affected as sea
• As there is no future tense, talking about the levels rise.
future is often concerned with how sure you g Organ donors could easily become things
feel that something will happen, and modal of the past, thanks to advances in stem cell
verbs (will, may, might, could, etc.) play a technology.
huge part. h Many jobs are bound to be done by
• Even though modal verbs give you a good idea computers, creating more free time for
of how likely somebody sees a future event, human beings.
you usually use adverbs (almost certainly,
definitely, easily, probably, possibly) to modify 4 Grammar Extra 7, Part 2
your meaning. The adverb follows the modal Ask the students to turn to Grammar Extra 7, Part 2
verbs will, may, might, and could: on page 148 of the Student’s Book. Here they’ll find
It will almost certainly happen within our an explanation of the grammar they’ve been studying
lifetime. and a further exercise to practice it.
However, the adverb comes before the modal
won’t: ANSWERS:
We definitely won’t see teleportation for at 2
least fifty years. a may d that I’ll be
See Grammar Extra on page 148 for more b won’t e I’m bound to
information on this language point. c should f certainly won’t
2 5
• Go through the phrases in the box with the class • Groupwork. Put the students into small groups
and then ask them to say which could be used to and ask them to make predictions. While they’re
replace could, will definitely, and are likely to. doing this, go around, monitoring and giving help.
• When you’ve checked answers, draw their attention Encourage them to use a variety of ways for
to the information in the margin about ways of speculating about the future.
speculating about the future. • Ask a spokesperson from each group to report
back to the class on their ideas. Have a class vote
ANSWERS: on the most conservative prediction and the most
a could: may, might outlandish (outrageous).
b will definitely: is bound to, is sure to
c are likely to: could easily, may very well,
should, will almost certainly, will probably Listening & Vocabulary
(SB page 79)
3
1 2.04
• Ask the students to work individually to rewrite
Focus attention on the gadget in the picture and
the sentences, but allow them to compare in pairs
ask the students to say what it is. Go through the
before you check answers with the class.
questions and then play the recording and ask them
• Ask the students to change any sentences they
to make notes of the answers. You may need to pause
don’t agree with (either by making them negative
the recording at strategic points to allow them time to
or substituting a different modal). Then put them
note down what the gadget can do.
into pairs to discuss their sentences.
• Have a class feedback session in which all the new
ANSWERS:
sentences are shared.
a It is an e-reader – an electronic reading device.
It stores books, magazines, newspapers, and
ANSWERS:
other reading material and allows you to read
a Self-driving cars will definitely replace human
it on a digital screen. It can automatically
drivers by the middle of the century.
download the latest version of newspapers and
b A cure for cancer is highly likely to be within
magazines. The screen has no light and can
our reach in the next decade.
even be read in strong sunlight.
c The Earth is sure to be destroyed by
b The man is skeptical; he prefers reading a
overpopulation.
traditional paper book. The woman is very
d We should be able to colonize Mars before
enthusiastic.
the end of the century.
e Anyone will soon be carrying babies using
artificial wombs.
86 UNIT 7
2.04 (J = John; S = Sue) J: Hmm … I can see you’re definitely sold on the
J: So, what cool new gadget are you going to idea.
wow us with today, Sue? S: Why not try it? Borrow this one for a week
S: Not so new, John: it’s an e-reader - or an and we can talk about it again on the next
electronic reading device. show … I’m sure it’ll give you plenty to write
J: Thanks, but no thanks. I love the feel of a book about on your blog, which, by the way, you’ll
in my hands. There’s no replacing it. be able to read on your new e-reader!
S: But this is so much more than a book. It’s a
thousand books, all stored in one small device. 2
No more hunting around in bookstores, no
Play the recording again and ask the students to make
more dusty bookshelves … books have gone
notes on the two arguments. Then check answers and
digital. It fits in your pocket or purse and you
discuss with the class who they agree with.
can take it with you anywhere, with more
books than you could possibly read.
ANSWERS:
J: You’ve been reading too much hype! Plus, I a In favor: stores a thousand books, you don’t
love my dusty old bookshelves – my house have to search for books in shops, no more dusty
would look bare without them … bookshelves, the pages don’t tear, you don’t get
S: Yes, but think of this, you’re going on ink stains on your fingers, you can take as many
vacation, you’re packing your bags, and you’ve books, magazines, and newspapers as you want
got to decide which books to take with you. with you wherever you go without worrying
How many can you fit in your suitcase? Which about the extra weight, you’ll never be stuck
one are you going to take on board with you? without something to read, you can download
What if you don’t like it? What if you finish it useful information like maps and guidebooks
from the internet, you can get the latest news
halfway through the trip and have nothing left
wherever you are, the screen is easy to read, it’s
to read except the in-flight magazine …
environmentally friendly, cutting down on paper
J: Horrors ... and carbon gas production
S: Problem solved. You can take them all with b Against: e-readers look less interesting than
you … and if you need a local guidebook while books, there’s no replacing the feel of books,
you’re there, just connect to the internet and books furnish your home, looking at a small
you can download anything you need. screen is bad for your eyes
J: Yes, but looking at a small screen like that for
hours on end can’t possibly be good for your 3
eyes … I mean, it’s like sitting in front of a
Read aloud each extract to the class and ask the
computer for hours on end …
students to say whether the man or the woman said
S: Oh, but it isn’t … the screen doesn’t emit light,
these things. Then ask them to look at the words in
so no glare and very little eye strain, no more
bold and try to explain them.
than reading a normal paper book … you can
even read it in strong sunlight. I’d say it’s even
ANSWERS:
easier on the eyes than a real book.
a man b woman c man d man
J: Yes, but it isn’t a book. I’m sorry, but I really
e woman f man
don’t think any device, no matter how slick
and quick and easy to use, can possibly a wow: surprise and amaze
replace a much-loved book. b gone digital: converted to digital technology
S: Sure and when the first trains were built, c hype: promotional information
nobody wanted to go on them because they d slick: impressive and clever
thought the human body would be sure to e trashed: thrown away as waste
explode if it traveled at over 40 miles an f sold on the idea: convinced about something
hour …
J: I know, I know, and nobody thought there’d be 4
a market for personal computers back in the Groupwork. Put the students into small groups and
1960s … ask them to discuss the questions. While they’re doing
S: Also, think about the environmental impact this, go around, monitoring and giving help where
– what about the costs of making the paper, needed. Then ask a spokesperson from each group to
printing the books, and then shipping them all report back to the class on their ideas.
over the world? Not to speak of the mountains
and mountains of newspapers trashed every
single day … You know, it may not save the
planet, but it’d be a step in the right direction
if we gave up paper publications and turned to
e-reading instead …
UNIT 7 87
Speaking (SB page 79) B: Ah, yes, sorry, I obviously hadn’t thought
through all the possible consequences. I
1
mean, this could have a truly life-changing
Groupwork. Put the students into small groups and effect, couldn’t it?
ask them to discuss the questions. Ask them to C: Oh, stop! It’s just that, you know, once it’s
make two lists with the breakthroughs in order of there, I can’t get rid of it, you know? And
importance, with the most important at the top. what if I decide I don’t like it anymore?
2 B: Well, you’ll just have to live with the
consequences, I guess! But no, seriously,
Ask a spokesperson from each group to present
I think it’ll look really good. Go for it. Go
their lists to the class. Put all their suggestions on
ahead. You know you want to!
the board under two headings, Past and Future, so
2.06 (M = Mrs. Taylor; A = Austin)
they can be used as material for the subsequent
2
discussion. Discuss the remaining questions with the
M: So, have you had a chance to think about it?
class, making sure that each group contributes ideas.
A: Yeah, but the thing is, I keep going around
and around in circles … I mean, you know, it’s
Language for Life a big decision.
M: It certainly is. I mean, you know, it’s the next
(SB page 80) four years of your life … and not only that … it
1 will affect what choices you have afterwards
• Pairwork. Ask the students to discuss the future as well … but remember, it isn’t the end of
implications of each decision. Don’t let them stray the world if you choose one and then decide
into which ones they’re interested in doing; insist on a it isn’t for you … Lots of people change their
list of future implications. Then have a class feedback minds, you know. I think you have to go for
session. the choice that you feel happiest with now –
• Ask the students to discuss their mode of decision- what feels best for you right now.
making in pairs. Encourage them to report back to A: Yes, I suppose you’re right …
the class on what they found out. 2.07 (A = Anna; R = Rachel)
3
2 2.05-2.08 A: I’ve been thinking about what you said …
• Tell the students that they’re going to hear four you know … how I should stop dithering all
conversations. Ask them to look at the pictures and the time … how I should learn to be more
to speculate on what the conversations might be assertive … stand up for myself and all that …
about. There aren’t many visual clues, so accept R: … and?
any reasonable answers. The point is simply to get A: Well, I’ve made up my mind … I’m going to tell
the students thinking about what these people them tomorrow!
might be talking about. R: You mean, you’re actually going to resign?
• Play the recording for the students to identify the A: Yep, that’s right! At long last!
decisions and match the conversations with the 2.08 (P = Peter; S = Stuart)
pictures. 4
P: It’s a great honor … I’m very flattered that
ANSWERS: you think I’m capable … but I need time to
1 c (getting a tattoo) think about it …
2 d (choosing a college major) S: Look, why don’t you sleep on it? … Talk
3 b (quitting a job) to your wife about it. You can let us know
4 a (accepting a promotion or a different tomorrow …
position in the company) P: OK, thanks. I will. I’ll call you first thing in the
morning. Once I’ve had a chance to think
things over … I mean, it really is a great honor
2.05 (C = Carla; B = Bette) … but, you’re right, I need to talk to my wife
1 about it.
C: I don’t know if I want to do it … I mean, I do, S: That’s fine … we understand. It’s a big
but then … decision.
B: Oh, come on, it’s not such a big deal, is it? I P: OK, thank you. I’ll call you in the morning.
mean, everybody does it …. even my mom has
one. 3
C: Yeah, but the thing is, once you get one, • Ask the students to match the extracts with the
there’s no going back … You know, what’s conversations.
done is done and all that … • When they’ve done that, play the recording again
for them to check their answers.
88 UNIT 7
ANSWERS: Vocabulary Extra
a1
b4
(SB page 81)
c1 Acronyms and collocations
d3
e1 1
f2 • Pairwork. Ask the students to look at the acronyms
g 4 and abbreviations in pairs and to answer the
h2 questions.
i1 • Check answers with the class before asking them
to match them with the definitions.
4
ANSWERS:
Ask the students to match the useful phrases in bold
1 PC 2 GPS 3 MP3
in Exercise 3 with their meanings.
4 wi-fi 5 PIN 6 4G
ANSWERS:
1 b, e 2
2 a, h • Ask the students to match the gadgets and
3 c, i systems in the box in Exercise 1 with the tasks.
4 d, f • Check answers and then have a class discussion
5 g about which gadgets the students use at least once a
day and what for.
5
ANSWERS:
1 4G, PC, wi-fi
to decide who will be Student A and who B. Tell them
2 4G, PC
to turn to their respective pages and follow the
3 4G, PC
instructions.
4 4G, MP3, PC, wi-fi
• As they work, go around, giving help where needed,
5 4G, PC, PIN
and encourage them to use the phrases in Exercise
6 4G, PC
3. Ask some confident pairs to perform their
7 4G, PC
conversations for the class.
8 4G, PC
9 4G, GPS, PC
Life Skills 10 4G, PC
(SB page 80) 3

Tech Fast Ask the students to read the article, find the
difference between a digital native and a digital
1
immigrant, and decide which they are. Then put the
Ask students which ways they see their cell phones students into pairs to discuss their answers.
as positive in their lives and in which ways they are
problematic. Ask them to look at the pictures and ANSWERS:
discuss the questions. Some ideas of restrictions: no A digital native is somebody who has grown up
cell phones at the table, content restrictions, software with digital technology all around them; a digital
used to enforce restrictions, limits on number of immigrant has learned how to use digital devices
minutes using tech, and the importance of proper role as an adult.
modeling from adults.
2 4
Encourage students to consider the vacuum that Pairwork. Encourage the students to think of
not having technology would leave, and that it sentences which might contain the collocations in
requires some thought and creativity to come up with order to decide which ones are genuine collocations.
activities that do not permit tech. Make sure that the They could also use an online search engine to
students understand the sense of the verb “fast,” as research the possible collocations. Ask the students
abstaining from something for a period of time, and to discuss the questions, then to report back to the
that it is usually associated with food. Explain the class on their conclusions.
sense of the breakfast in this light.
UNIT 7 89
ANSWERS:
5
a friend, life, sleep (although all of these can Pairwork. Encourage the students to discuss the
collocate with virtual) questions and to report back to the class with their
b digital banking: accessing banking services ideas.
via a computer or smartphone (the latter
is also referred to as mobile-banking or Workbook page 31
m-banking) Writing a discursive essay
digital broadcasting: digital TV and radio Writing an introduction using discourse markers
digital camera: these cameras take pictures
which can be seen immediately on a digital
display screen and downloaded onto a Further practice material
computer
digital display: a screen which uses digital
technology to display images and text Photocopiable resource materials in the
digital entertainment: books, movies, TV and Teacher’s Presentation Kit / Extra Resources
radio, music, and games which are produced Need more tests?
using digital technology and can be accessed
Test Generator
via computers, digital TVs and radios, DVD
players, and games consoles
Tests
digital images: images created using digital
technology Need more on important teaching concepts?
digital learning: using computers and other Key concepts in American Inside Out Evolution
digital applications in a learning environment, pages xxi-xxxvi
most commonly for distance learning via the
internet Need student self-study practice?
digital library: books which are stored Workbook pages 28-31
digitally and can be accessed via a computer
digital shopping: shopping online or on your Need more information and ideas?
cell phone American Inside Out Evolution website www.
digital technology: technology which stores macmillan.com.br/americaninsideoutevolution
information such as sound and pictures as
numbers or electronic signals
digital thermometer: a thermometer which
shows the temperature on a digital screen Self-evaluation checklists on pages xxxix-xlvi
digital TV: TV which uses digital technology
digital universe: all the information and
services stored on, or powered by, digital
technology
digital world: can be used with the same
meaning as digital universe, but is also
the name of a virtual world created by the
Japanese Digimon media franchise
c the analog version
cyber: cyberbanking; cyber broadcasting;
cyber camera – used as a product name;
cyber display; cyber friend – friends made
or found on the internet; cyber images
(although not a compound noun, is a
common collocation); cyber is often used
in the brand names of digital products
and internet services, e.g. cybercamera,
cyberbroadcasting, cyberlife, cyberworld are
also registered products or companies
e-: e-banking, e-broadcasting, e-library,
e-shopping, e-learning
online: online banking and online shopping
are both common compound nouns
90 UNIT 7
8 The law Overview
Speaking Fluency practice Identifying lawyers’ blunders and discussing what they meant
SB page 82 to say.
Vocabulary Legal vocabulary Categorizing words according to meaning.

SB page 82 Completing sentences with legal terms.
Listening & Grammar Listening for gist and Listening and identifying what crimes people are talking about.
SB page 83 detail Paraphrasing what people say.
Paraphrasing Rewriting sentences about a court case and writing an account
of it.
Speaking & Listening Fluency practice Ordering crimes according to seriousness.

SB page 84 Listening for specific Listening to people talking about crime and punishments.
information Discussing punishment and deterrents.
Listening Listening for detail Discussing their own experiences of crime.

SB page 85 Listening to a woman talking about a crime and answering
questions.
Pronunciation Elision and silent Identifying silent and pronounced consonants in elided speech.
SB page 85 letters Studying the rules for elision and silent letters.
Grammar Using modals to talk Studying modal verbs to talk about the past.
SB page 86 about the past Rewriting sentences using appropriate modal verb phrases.
Speculating on what might have happened in pictures.
Talking about the consequences of not having done things.
Vocabulary Collocations with law Matching collocations with law with their meanings.
SB page 87 Completing sentences with collocations.
Talking about the use of metaphor.
Speaking Fluency practice Discussing proposals for new laws.

SB page 87 Discussing laws in their own country that they’d change or
introduce.
Reading Reading for gist and Reading a legal anecdote and summarizing key points.
SB page 88 specific information Completing a glossary of words in the story.
Writing and answering comprehension questions.
Grammar Inversion after Examining the position of the verb and subject after nor, neither,
SB page 89 neither/nor, so/such so, and such.
Vocabulary Formal vocabulary Completing newspaper headlines.

SB page 89 Discussing stories likely to follow the headlines.
Language for Life Expressing surprise Listening to two co-workers and identifying what news they’re
SB page 90 or disbelief discussing.
Completing the conversations with useful phrases.
Listening to extracts from conversations, identifying the topics,
and noting down expressions of surprise or disbelief.
Practicing telling and responding to surprising news.
Life Skills Communication and Categorizing expressions according to level of formality.

SB page 90 Critical Thinking Practicing giving evidence to support statements.
Writing Extra News stories Examining the different treatments of a story by the press.
SB page 91 Matching phrases with similar meanings.
Rewriting a text in the style of a popular newspaper.
UNIT 8 91
8 The law Teacher’s notes
3
Warm up
Ask the students to write three more sentences
Focus the students’ attention on the picture
containing blanks, which can be completed with words
on page 82 and ask them to discuss what is
and phrases from the box in Exercise 1. Allow them to
pictured (a gavel), where they are usually seen,
use dictionaries if necessary. Then ask the students
and who usually holds one. Ask the students
to exchange their sentences with a partner and to
about other characteristic items (clothes,
complete the ones they’ve received.
wigs, etc.) judges and lawyers use in their own
countries.
Language notes
Vocabulary: the law
Speaking (SB page 82) • Arson is the crime of deliberately setting fire
to property.
1 • Burglary is the crime of entering a building in
• Explain blunder (a mistake, often one that causes order to steal things.
amusement) and ask the students to read the text. • Embezzlement means to obtain money
• Ask the students to decide what the lawyer in each dishonestly.
case really wanted to say. • Manslaughter means killing someone
• Allow the students to compare their answers in unintentionally (i.e. not murder).
pairs before discussing with the class. Ask them to • Probation is an alternative to jail for less
say whether they found the blunders funny or not. serious and first offenses. The offender has
to fulfil certain conditions set by the judge,
such as living in a certain place, not going out
Vocabulary (SB page 82) at night, avoiding contact with certain people,
1 etc.
• Solitary confinement isn’t a punishment set
Go through the headings with the class and make sure by a judge, but a disciplinary measure used
everyone understands them. Then put the students in jail to isolate troublemakers; the offender
into pairs and ask them to decide which heading each spends a certain period of time alone in a cell
word in the box should go under. Ask them to add two with no contact with anybody else apart from
words of their own to each category. Check answers prison officers.
and deal with any problems with vocabulary. • Award damages means to set an amount of
money that the offender has to pay the victim
ANSWERS:
of the crime.
Crimes: arson, burglary, embezzlement, libel,
Vocabulary of the courtroom
manslaughter, speeding
Further vocabulary of the courtroom:
Punishments: community service, fine, jail
• Punishments: a jail sentence (a period of
sentence, probation, solitary confinement
time in prison), fine (an amount of money you
People: attorney, the accused
have to pay because you have broken the
Legal processes: award damages, cross-examine,
law), under house arrest (unable to leave your
lawsuit, return a verdict, sue, to sentence, weigh
house, usually because you have committed a
up the evidence
political crime).
• People: defendant (a person who has been
2 accused of a crime and is on trial), plaintiff
Ask the students to complete the sentences with the (a person who has brought a complaint
words and phrases in Exercise 1. against somebody else to court), eye
witness (somebody who saw a crime), expert
ANSWERS: witness (somebody whose expertise in their
a Libel e attorney profession qualifies them to offer their
b the accused f Community service opinion on the technical details of a trial),
c sue g cross-examine the prosecution (the lawyers in a court who
d weigh up the evidence, try to prove that the defendant is guilty), the
return a verdict defense (the lawyers in court who try to prove
that the defendant is not guilty).
• Legal processes: to stand trial (to be judged
for a crime in a court of law).
92 UNIT 8
Cultural note D: And, he gave me a ticket and said that if it
happened again I’d lose my driver’s license.
Lawyers, particularly attorneys, represent
R: Uh-oh. How much was the ticket?
people in court and argue their cases. The court D: Eighty dollars.
is presided over by a judge and it’s the judge R: Ooh!
who decides the sentence if the accused is found D: That’s a lesson I won’t forget in a hurry!
guilty. However, it’s a jury of twelve ordinary R: What, don’t lie to a police officer?
people picked at random from the community D: No, it’s better to be late than lose eighty dollars!
who make the decision on whether somebody 2.11 (R = Rachel; D = Doug)
is guilty or not, after hearing all the evidence 3
put forward by the prosecution and defence R: Yeah, being on the jury was a really weird
attorneys. experience.
D: How long did it last?
R: Oh, a couple of weeks. It was fascinating, seeing
Listening & Grammar how a court works, you know, how formal it
all is and everything. We had to stay in a hotel
(SB page 83) overnight because we couldn’t reach a verdict in
Paraphrasing one day. That was exciting.
D: Really? What was the case? Murder?
1 2.09-2.11 R: No, nothing that serious! It was your usual
Play the recording and ask the students to listen story of a guy setting up a company, borrowing
to the three conversations and identify the crimes money from banks, getting things on credit, and
that the speakers are discussing. Check answers then using the company money to buy himself
with the class and elicit any details the students can and his girlfriend some nice treats, you know, a
remember. Ferrari, a Rolex …
D: A couple of diamond rings!
ANSWERS: R: Exactly. But the main issue was that the
1 libel 2 speeding 3 embezzlement accused used to be a local politician. Didn’t you
read about it in the papers? It was big news at
the time.
2.09 (D = David; M = Margaret) D: Yeah, now that you mention it, I do remember
1 something … John Gomez or something like
D: So, did you talk to Tom? that?
M: Yes. R: Yeah, John Ramirez.
D: And does he think you have a case? D: And what did you decide?
M: Well, he says I certainly have a case, but it’ll R: Well, in the end, the verdict we returned was
probably cost me more than it’s worth to take unanimous: guilty!
them to court. So I’m not sure what to do.
D: Well, I think you should sue, even if you only get 2
minimal compensation. It’s the principle that Ask the students to decide which sentences come
counts. People just can’t go around spreading from which conversation. Allow them to compare in
lies and rumors like that. What I mean is, you pairs before checking with the class.
have to stand up for yourself, you know, show
that it’s important to you. ANSWERS:
M: Yes, I agree. The only reason I’m hesitating is a 3 b 2 c 1 d 3 e 1
because I don’t want any more bad publicity.
D: Well it might not all be bad, and you know what
they say, there’s no such thing as bad publicity. 3
But if you want a second opinion, the best person Go through the examples of paraphrasing in the
to ask is Mike Zurack. margin with the class. Point out that all three
M: But surely it’s too late now anyway? I mean, it’s examples convey the same information. (See
been almost three weeks since they published Language note below.) Ask the students to
the article … paraphrase the sentences in Exercise 2 starting with
2.10 (D = Daniel ; R = Rani) the words given. Then put the students into pairs and
2 ask them to compare their answers and identify any
D: Well, I guess what I should have said is, “Yes,
differences between their sentences.
officer. I’m sorry, but I was in a terrible hurry.”
R: But you didn’t.
D: No, I tried to deny it, you know, make out that ANSWERS:
I couldn’t possibly have been doing 100 miles an 1 We returned a unanimous verdict: guilty.
hour. 2 I won’t forget that lesson in a hurry.
R: And? 3 Mike Zurack is the best person to ask.
UNIT 8 93
4 Seeing how a court works was fascinating.
5
5 They published the article almost three weeks • Remind the students that a short newspaper
ago. report is likely to be fairly formal in style. Ask them
to write an account of the story in Exercise 4,
using their sentences and making any changes or
Language note additions that they think are necessary.
• Then ask them to compare their accounts with the
Grammar: paraphrasing
one on page 139 and discuss the differences.
Paraphrasing is saying the same thing in a
different way. There are often several ways one 6 Grammar Extra 8, Part 1
can say the same thing. The differences depend Ask the students to turn to Grammar Extra 8, Part 1
on the situation (register) or on which part of on page 148 of the Student’s Book. Here they’ll find
the sentence you wish to place most importance an explanation of the grammar they’ve been studying
(emphasis). This can be achieved by using the and a further exercise to practice it.
passive voice, participle clauses, and, in certain
situations, cleft sentences (see Grammar Extra on ANSWERS:
page 140 of the Student’s Book). 1
a It’s grammar that’s the most difficult aspect of
4 learning a language.
• Do the first one as an example with the class, b Grammar rules are often made to appear more
pointing out that there are several ways of doing difficult than they really are (by grammarians).
this, some more natural-sounding than others. Ask c The best way to learn grammar is by using and
the students to rewrite the remaining sentences. being exposed to the language.
d Having learned my first language through
ANSWERS: exposure, I think it’s the best way to learn a
a 1 It was in Barbados that a court case was held. language.
/ It was during a court case held in Barbados … e It’s a waste of time studying grammar rules and
2 Barbados is where a court case was doing grammar exercises.
recently held. / Barbados was the venue for a f What helps me learn more efficiently is studying
court case where … the rules of the language.
b 1 A Barbadian who was accused of shoplifting
stood in the witness box.
2 Accused of shoplifting, a Barbadian stood Speaking & Listening
in the witness box.
c 1 Defending him was a Barbadian attorney. (SB page 84 )
2 The attorney defending him was Barbadian. 1
d 1 “May I speak to the jury in Bajan?” the
• Go through the crimes with the class. Either explain
attorney asked the judge towards the end of
the ones they don’t know or ask those students
the trial.
who know a particular word or expression to
2 The attorney asked the judge if he could
explain the meaning to the others.
speak to the jury in Bajan towards the end
• Ask the students to put the crimes in order of
of the trial. / The attorney asked the judge
seriousness from most serious to least serious.
towards the end of the trial if he could speak
• When they’ve done that, ask them to compare their
to the jury in Bajan.
lists with a partner, decide what the punishment
e 1 Not wishing to appear biased towards
should be for each crime, and report back to the
English, the judge agreed.
class with their decisions.
2 In order not to appear biased towards
English, the judge agreed. 2 2.12-2.17
f 1 A verdict of not guilty was returned by the
• Ask the students to listen to six people talking
jury.
about the punishments which they think are
2 Not guilty was the verdict returned by the
suitable for people guilty of some of the crimes
jury.
in Exercise 1. Before you play the recording, go
g 1 What puzzled the judge was (the fact) that
through the questions with the class so that they
the defendant was obviously guilty.
know what information to note down as they listen.
2 The defendant was obviously guilty, which
• Play the recording, pausing it if necessary to allow
puzzled the judge.
the students time to make notes.
h 1 Not being able to speak Bajan, the judge
hadn’t understood what the attorney had
said.
2 As the judge didn’t speak Bajan, he hadn’t
understood what the attorney had said.
94 UNIT 8
ANSWERS: W: Well, I think a minimum of five years in jail,
1
a littering b a fine um … because they are depriving people, you
2
a spreading computer viruses know, they’re depriving the country of huge
b community service amounts of money by siphoning all this – you
3
a shoplifting b therapy, counseling know, they’re siphoning off their own wealth
and I just don’t think it’s … I think it’s a really
4 a tax evasion b a minimum of five years in
serious crime.
jail
M: Right.
5 a inciting violence b a long jail sentence
2.16 (M = Man; W = Woman)
6 a graffiti b no punishment
5
M: I think these guys are really evil, I mean,
I think they’re preying on innocent people and
2.12 they’re getting other people to do their dirty
1 work by using the power of the word. I think
Well, I suppose it’s not really an offense, not a they’re very low. I really think they need to be
serious offense at least. I just think people do it punished severely, myself.
without thinking. They see other people do it, so W: And how? How would you do that?
they do it, too, and then you end up with a really M: Well, I mean, you know, a long jail sentence I
think is the only way. Get them off the streets
filthy street. People should think more about
and then they can’t continue to do it anymore!
the environment, about their surroundings,
2.17 (M = Man; W = Woman)
and perhaps rather than punishing them, they
should have a deterrent fine or, or, you know, 6
enough of a fine to make them think twice M: I actually don’t think it’s a crime at all. To be
about doing it again, frankly. completely honest with you, I … I love seeing
2.13
it, I love seeing it, I’ve, you know, seen it all
2 over the world. There’s this place in New York
Well, first of all, I think the damage these things do where it’s just everywhere and it’s beautiful.
should not be underestimated. This is in no way a W: Really?
misdemeanor. It is extremely, extremely serious. It M: Yeah, and it brings the tourists in to look at it.
can have worldwide effects. It can lose businesses You know, the locals love it, they add to it all
and individuals millions of dollars, and I think the time. I mean, let’s face it … it’s artwork, it
the punishment should reflect this. It’s a difficult really is. It’s street art, and it’s just beautiful,
problem, because I think jail might be too harsh, and I mean, I don’t think there should be any
but maybe we should consider community service. punishment. If anything, these people should be
I mean, a lot of these people that commit this kind
paid for decorating and making our streets look
of crime are obviously extremely talented and
have a lot of knowledge, and maybe that could be
brighter and, yeah, a more interesting place.
put to better use.
W: Wow.
2.14
3 3
That’s a tough call, because some people do Go through the questions with the class. Play the
it out of necessity. You know, a mom might recording again. Then have a class discussion of the
do it for her children because she doesn’t students’ answers.
have a choice, but then some people just do
it because they see other people doing it. 4
You know, they’re copying their friends. No … Groupwork. Put the students into small groups.
nobody really gets hurt, unless it’s a, you know, Ask them to discuss the questions. Then appoint a
very small company, but, you know, nobody spokesperson in each group to report back to the
really gets hurt. So, I think it’s one of those class on their opinions.
things where if you are going to punish them
– something a bit softer – you know, therapy, 5
counseling, to try and find out why they did it in Pairwork. Put the students into pairs and ask them to
the first place. read the two cases and discuss the questions. Then
2.15 (W = Woman; M = Man) ask the pairs to report back to the class on what they
4 decided.
W: Well, I … my main concern is that, you know,
it’s usually the super-rich who get away with
6
this, and because they are so wealthy they can Ask the students to turn to page 140 and read what
employ, you know, excellent lawyers, and they actually happened in these cases. Ask if they’re
just wriggle out of it. Now I think the crime, surprised by either of the rulings. Then discuss the
I think it’s an enormous crime, and I think it questions as a class.
needs to be punished accordingly …
M: In what way?
UNIT 8 95
Listening (SB page 85) T: Sounds like a good idea … but they wouldn’t pay
up, you said?
1
A: Yeah, when I explained to the insurance
• Focus the students’ attention on the pictures and company what had happened, they told me they
ask them to say what’s happening in each one. (The would need to see my insurance documents. So,
first shows somebody picking somebody else’s I went down to the garage where my car had
pocket and stealing their cell phone; the second been towed, only to find that all my documents
shows somebody shoplifting, putting a pair of had mysteriously disappeared from the glove
jeans inside his jacket; the third shows somebody compartment.
breaking into a car.) T: So, what did you do?
• Pairwork. Put the students into pairs and ask them to A: Well, I went back to the insurance people and
discuss the questions and report back to the class. explained the situation, and they said it didn’t
2 2.18 matter because they had their own copy of
the original contract and that, anyway, I wasn’t
Go through the instructions and questions first, then
covered.
play the recording and ask the students to answer the
T: But didn’t you say … ?
questions.
A: Well, I thought I was covered, but they said I was
ANSWERS: insured against theft, but that the car had been
a a brand-new car found, so technically it was no longer stolen.
b three teenagers who had broken out of a special The problem was that I wasn’t covered for any
school for young offenders damage incurred in the event of theft.
c yes T: Surely they can’t include such a ridiculous
d she sued the boys’ school clause?
A: Well, apparently they can, and they did. The box
with this condition had been checked. I hadn’t
read all the small print in the contract.
2.18 (T = Tim; A = Anna)
T: But why not? You really should have read it
T: Have you ever had anything stolen?
before signing it, you know. You were almost
A: Yeah, I have, a brand-new car! I’d had it for less
asking for trouble.
than a month.
A: Thanks! Yeah, I suppose with the benefit of
T: You’re kidding!
hindsight I should have, but I didn’t bother at
A: No!
the time.
T: You were insured, I hope?
T: But couldn’t you have asked your boyfriend to
A: Of course, but the insurance company wouldn’t
check it over for you? He was a lawyer, wasn’t
pay up.
he? Or you could have asked a friend.
T: What do you mean, wouldn’t pay up? I mean, a
A: Well, I suppose I could have, but you know how
brand-new car and you didn’t insure it against
these things are, they’re standard forms, so I
theft?
thought it would be fine. Anyway, I have no idea
A: Of course I did, and I was insured against theft …
if I had actually checked the box or not. I might
but they just didn’t want to pay up. It was a kind
have, but I didn’t have my copy, and so they
of complicated case … Fortunately, my boyfriend
might have just checked the box themselves
at the time was a lawyer, so everything was fine,
so they didn’t have to pay the equivalent of
eventually.
$8,000.
T: How did it happen?
T: They wouldn’t have done that, would they?
A: Well, you see, these three teenagers broke
That’s a very serious accusation …
into my car … they’d broken out of this special
A: I don’t know. They certainly could have done it if
school for young offenders, and well, it seems
they wanted to.
they wanted to run away, so they decided to
T: It would have been far too risky, I mean, you
steal a car – my car! Anyway, while they were
might have found your copy of the contract.
driving away they started arguing and drove the
A: Not if they had it.
car straight into a tree.
T: What do you mean?
T: Oh no!
A: Well, the man who ran the insurance-company
A: The car was totaled, completely totaled. I
office was the brother of the man who owned
couldn’t believe it when I saw it!
the garage where my car was towed. I believe
T: What about the kids?
they must have taken it from the car, along with
A: Well, they weren’t seriously hurt or anything,
all the other documents.
miraculously … but they got arrested of course
T: That sounds too far-fetched. There’s no way
and sent back to the school. I was just relieved
they would do something like that, surely? I
I’d taken out insurance and I was already
mean, I know you must have been upset at the
thinking I’d get another car with the insurance
time, and of course, you may be right
money … maybe buy a used one this time and
make a little money on the deal!
96 UNIT 8
… but they couldn’t have just stolen the 2 2.19
documents like that! • Play the recording for the students to check their
A: I know it all sounds very unlikely, but it all answers to Exercise 1. Then play it again for them to
seemed so suspicious at the time. listen and repeat.
T: So, how did you finally resolve it? • Ask the students to match the two halves of the
A: Well, my boyfriend decided the best way to pronunciation rules. Check answers and ask them to
get the money back would be to sue the boys’ suggest examples of each rule from Exercise 1.
school, which he did, and four years later we got
the money back. Not that I saw much of it. ANSWERS:
T: What, all swallowed up by the lawyers? a silent e pronounced/silent/
A: Yeah, my husband. silent
T: Oh, you married your boyfriend! b all silent f pronounced/silent
A: Yeah, to avoid the legal fees! c pronounced g pronounced
d silent h both pronounced
3
• Ask the students to decide whether the statements a 2: a brand-new car, didn’t want, didn’t matter,
are true or false. Ask them to see how many they against theft, did you
can do from memory before you play the recording b 3: used one, said it, insured against, should
again. have, could have, asked a
• Play the recording for them to check their answers. c 1: just didn’t, want to, what did, it didn’t
Remind them that they came across fishy in Unit 4.
It’s used to describe something that doesn’t seem 3
quite right, something one feels suspicious about. • Pairwork. Go through the questions with the class
and then put the students into pairs to discuss
ANSWERS: them.
a False • When you’ve checked the pronunciation, ask the
b True students to discuss their answers to the questions.
c True Encourage them to report back to the class.
d False
e True ANSWERS:
f True a it important: t in it pronounced – rule b
g False important to: t in important silent – rule c
h False read everything: d in read pronounced – rule b
b last time: t in last silent – rule c
4 signed an: d in signed pronounced – rule b
Pairwork. Ask the students to discuss the questions in read it: d in read pronounced – rule b
pairs. Encourage the pairs to report their conclusions c had to: d in had silent – rule c
to the class. what for: t in what silent – rule a
Pronunciation (SB page 85) Grammar (SB page 86)

1 Using modals to talk about the past
to discuss whether the underlined consonants are 1
pronounced or not. Encourage them to say the • Pairwork. Ask the students to work together to
phrases aloud to help them decide. decide which are the modal verbs. Check answers
and draw their attention to the patterns with modal
Language note verbs in the margin.
Pronunciation: final /t/ and /d/ • Then ask them to match the modal verbs they’ve
When have is used either as a regular verb or underlined with the functions.
as an auxiliary verb, d or t at the end of the
preceding word is pronounced. When have is ANSWERS:
used as an auxiliary verb, it takes the weak form a wouldn’t: 1 (reporting the insurance
/əv/, e.g. I should have been more careful. When company’s statement: “We won’t pay up”) or
have is used as a regular verb, it’s pronounced 3 (commenting on the insurance company’s
/hӕv/, e.g. I didn’t have any insurance. refusal)
b couldn’t: 1 (reporting her own disbelief) or
3 (commenting on her surprise)
c should have: 3 (criticizing her past actions)
UNIT 8 97
d should have: 3 (commenting on her own ANSWERS:
failure to read the contract) a They must have stolen the documents.
e Couldn’t: 2 (speculating) b They may/might/could have changed the
f would: 1 original contract.
g might have: 2 c You shouldn’t have signed the contract
h wouldn’t have: 2; would: 2 without reading it first.
i must have: 2 d You may/might/could have been wrong.
j can’t have: 2 e The garage owner may/might/could have
taken the documents. (Could is preferable
here because it has the connotation of
Language notes possibility.)
Grammar: using modals to talk about the past f The boys’ parents wouldn’t take responsibility
The modal verbs in this section all refer to the for the boys’ actions.
past.
• The first group consists of could and would 4
(+ infinitive without to), which are used as the • Pairwork. Put the students into pairs and ask them
past forms of can and will. to talk about what they think happened in the
• The second group is should and ought to pictures.
(+ have + past participle). These modals • Ask them to write sentences expressing what
are used to comment on or criticize a past they think might have happened using the modal
event, e.g. You should have told him what you phrases listed. Encourage them to come up with
thought of him. The negative form of ought imaginative explanations. Then ask the pairs to
to is ought not to or oughtn’t to (+ have + share their sentences with the class and have a
past participle) but this is rarely used. The vote on which explanation for each picture is the
question form is much more complicated and most imaginative and the most realistic.
clumsy-sounding than should, so should is
5
usually the modal of preference in questions.
Compare Should they have done that? with Pairwork. Go through the instructions with the class,
Ought they to have done that? then put the students into pairs to discuss the things
• The third group is used to speculate about they didn’t do. Encourage them to report back to the
a past event. May, might, and could (+ have class on the things they didn’t do and on how things
+ past participle) can be used to tentatively would have been different if they’d done them.
speculate about a past event. Couldn’t (+ have 6 Grammar Extra 8, Part 2
+ past participle) is used to speculate with
more certainty about an event that wasn’t
possible. Must (+ have + past participle) is
used to speculate with more certainty about
an event that was possible.
Note: You cannot use can have or mustn’t have
ANSWERS:
to speculate about the past.
2
a He must have forgotten his keys or something.
2 b The window may have been left open on
Read the sentences to the class or get several students purpose.
to read them. Ask the students to decide which two c The front door could have got stuck and he’s
sentences are incorrect and to correct them. actually climbing out.
d He can’t have wanted to do it.
ANSWERS: e I lost my keys once and couldn’t get back into
a and d are incorrect. my apartment.
a Anna can’t/couldn’t have been very happy when f When I was young, we would leave the
she found her car had been stolen. key under the doormat.
d Anna must have made a mistake about the Sentences a – c refer to the picture.
insurance company.
3 Vocabulary (SB page 87)

Ask the students to rewrite the sentences using
appropriate modal verb phrases. Allow them to
1
compare their sentences in pairs before checking with Focus the students’ attention on the collocations
the class. with law a-i and ask them to try to match them with
98 UNIT 8
their meanings 1–9. Encourage them to do as many as
possible without looking them up in a dictionary. Cultural notes
Chihuahua /tʃɪˈwɑːwɑː/
ANSWERS: Chihuahuas are the smallest breed of dog. They
a 7 b 2 c 9 d 1 e 8 f 6 g 3 originally come from the state of Chihuahua in
h 4 i 5 Mexico, and they are known for their distinctive
bark and loyalty to their owners. They can have
2 short or long hair which is often a shade of
brown or white.
Ask the students to decide which of the collocations Craigslist /ˈkreɡzlɪst/
in Exercise 1 best fits the blanks in the sentences. Craigslist is a website which has classified
Allow them to compare in pairs before checking with advertisements in a variety of different sections
the class. including jobs, items for sale, services, and cars.
There is a different page for over 700 cities
ANSWERS: around the world.
a nobody is above the e laying down the law
law f a law unto himself 2
b law-abiding g the long arm of the
Ask the students to complete the glossary. Point out
c in trouble with the law
that the story uses quite a few formal words, possibly
law h the letter of the law
because when people are talking about legal matters,
d take the law into my i against the law
they tend to adopt a formal register.
own hands
ANSWERS:
3 a
peculiar
Ask the students to compare the collocations in b
unfold
Exercise 1 with those used to talk about similar things c
verdict
in their own language(s). Discuss whether they use d
address
similar metaphors to talk about the law and if laws are e
ponder
treated like material objects. f
to no avail
g
overwrought
Speaking (SB page 87) h
predicament
i
seek
1 j
credible
Groupwork. Put the students into small groups k
determine
and ask them to read the proposals for new laws l
version of events
and discuss them, saying which would affect them
personally and which they’d be in favor of. Get a 3
spokesperson from each group to report back to the • Get students to read the instructions. Elicit an
class on their ideas. example of a possible comprehension question
2 using prompt a, for example: Why did the judge say
“that is all the evidence I require?”. (It was clear
Ask the students to stay in the same groups to
that the dog knew its owner.) Prompt f is to elicit
discuss this question and report their conclusions to
personalization of the text.
the class.
• Monitor and provide students with assistance as
necessary to write accurate questions.
Reading (SB page 88) • Pairwork. Students ask and answer their questions
in pairs. For feedback, elicit volunteers to share
1 their questions and answers.
Give the students a time limit to read the anecdote
and ask them to summarize statements a-c. Check ANSWERS:
answers in pairs and then as a class. student’s own answers
POSSIBLE ANSWERS:
a Her dog was stolen, she found the person who
has her dog now, and now she wants her dog
Grammar (SB page 89)
back. Inversion after neither/nor, so/such
b He bought the dog, he has taken care of it for a
year, and it is not the plaintiff’s dog.
1
c See if the dog recognizes the plaintiff, in which Ask the students to read the sentences and say which
case it is her dog and she gets it back. of them come from the anecdote on page 88.
UNIT 8 99
ANSWERS: b He isn’t young, nor is he good-looking, but he is
sentences b and c very popular.
c So happy were they with the results that they
2 have recommended the company to all their co-
Ask the students to look at the sentences in Exercise workers.
1 again and to say what they notice about the position d Such was the outcry over the new proposals
of the verb and the subject after nor, neither, so that the government is reconsidering its plans.
(+ adjective), and such. Draw their attention to the
examples in the margin and point out that the change 6
of position of the subject and verb is called inversion. Pairwork. Explain that to invent a context for each of
the sentences the students have to think about the
ANSWER: circumstances in which these sentences might be said
The verb comes before the subject. or written. Ask them to work in pairs and to use their
imaginations and invent possible situations for each
of the sentences.
Language note
Grammar: inversion after neither, nor, so, and
such Vocabulary (SB page 89)
Inversion involves reversing the position of the 1
subject and the verb, as happens when forming
Ask the students to find suitable words to complete
questions. The most common examples of
the newspaper headlines from the glossary they
inversion with neither, nor, so, and such are:
completed on page 88.
A: I’m Mexican. B: So am I.
A: I don’t like winter. B: Neither do I.
ANSWERS:
a ponders
3 b addresses
Ask the students to rewrite the sentences in Exercise c unfold
1 using the words given, i.e. without inversion. When d verdict
you’ve checked answers, elicit which form is more e to no avail
formal. f seeking
ANSWERS:
2
a He couldn’t believe what was happening or stop
it (from happening). Pairwork. Ask the students to look at the headlines in
b Mallory wasn’t seeking money or asking for Exercise 1 again and to decide which stories are about
property. breaking the law (most likely a, d, and f). Ask them to
c Mallory was so overcome with emotion that tears think about what might have happened and to note
began to flow down her cheeks. down some ideas to share with the class. Then have
d The predicament meant that the judge could not a class discussion of any current news stories that
find an obvious solution. involve the passing or breaking of laws.
The sentences in Exercise 1 (with inversion) are

more formal. Language for Life
4
(SB page 90)
Ask the students to match the sentence beginnings 1 2.20
and endings. • Tell the students that they’re going to listen to two
co-workers discussing some news. Go through the
ANSWERS: questions with them first so that they know what
a 3 b 1 c 2 d 4 information to listen out for.
• When you’ve checked their answers, ask them
5 to say what the two pictures show (Matt in his
Ask the students to rewrite the sentences in Exercise seemingly boring and respectable office life, and
4 so that they have inversion. Go through the example his other, secret life with his convertible and house
first with the class, and remind them that they may in Florida, financed by embezzlement).
have to make some other changes.
ANSWERS:
ANSWERS: a A co-worker (Matt) has been arrested for
a They didn’t release the prisoner, nor did they let suspected embezzlement.
the family see him. b They’re both surprised.
100 UNIT 8
2 A: No, really, that’s what everybody’s saying. He’s
• Ask the students to read through the audioscript really happy with the way business is going,
and to think of what the missing words might be and he wants to thank everybody for their hard
before you play the recording again. work.
• Check answers with the class. Then ask them to say B: OK, I’ll take your word for it, but I won’t be
what all the missing phrases have in common (they convinced until I’ve got the money in my hand.
are all expressions of surprise or disbelief).
• Get the students to try to explain what the four 4
expressions in bold mean. Then ask if they have
Play the recording again and ask the students to
similar expressions in their own language(s).
listen carefully and to note down any expressions of
surprise or disbelief that they hear. You may need to
ANSWERS:
pause the recording between extracts to allow them
1 Did I hear you right?
time to do this. When checking answers, you may
2 you’ve got to be kidding
need to explain the expression pigs might fly. (See
3 You don’t expect me to believe that
Language note below.) Elicit any other expressions
4 I never!
that the students know.
5 Who’d have thought it?
6 you never can tell
ANSWERS:
wouldn’t hurt a fly: would never be violent 1 Really? No kidding?
towards anybody 2 But that can’t be right!
lives in the lap of luxury: lives a life of 3 Yeah, right! I’ll believe that when I see it.
considerable wealth 4 and pigs might fly!
you can’t judge a book by its cover: you can’t
judge people by their appearances
still waters run deep: quiet people often have Language note
interesting secrets Vocabulary: idiomatic expressions
Pigs might fly
3 2.21 The expression pigs might fly means that you
Ask the students to listen to extracts from four more think something is very unlikely to happen and
conversations and to note down the news in each one. is used when you don’t believe what somebody is
telling you. Note that the intonation is important
ANSWERS: when using this expression. It only works if the
1 Robyn and Steve are getting married. speaker says it in a tone of complete disbelief.
2 Jeff is quitting the team.
3 Katy’s going to pay for the damages. 5
4 The boss is going to give them a bonus. Pairwork. Ask the students to take turns breaking a
piece of news and responding to it. Make sure everybody
understands the pieces of news in the list before they
2.21 begin. Go around as they work, making sure that they’re
1 using a variety of expressions to denote surprise or
A: Have you heard? Robyn and Steve are getting disbelief. Also check that they’re using an appropriate
married. tone of surprise/disbelief.
B: Really? No kidding? That’s great news.
2 Life Skills
A:
B:
So, what do you think of the news?
What news?
(SB page 90)
A: Jeff is quitting the team. Giving evidence
B: What? But that can’t be right! I mean, they just
made him captain. 1
• Ask students to consider different situations in
3 which someone might be asked to give evidence,
A: Katy says she’s going to pay for the damages. and how such evidence would be presented (formal
B: Yeah, right! testimony in a court, supporting formal arguments
A: No, honestly, she is. She told me so herself. in a business negotiation, casually supporting their
B: Yeah? Well, I’ll believe that when I see it. opinions in a conversation).
• Students read the Life Skills note and instructions.
4 They then decide if the phrases for giving evidence
A: So, anyway, Rick thinks the boss is going to give are more often formal, informal, or neutral in register.
us an extra bonus this year. Monitor and clarify any unknown vocabulary. Check
B: Yeah, and pigs might fly! answers in pairs and then as a class.
UNIT 8 101
ANSWERS:
3
N Ask the students to match the phrases. Point out that
I those on the left (a-d) are more informal than those
N on the right (1-4). Then ask the students to find more
N examples of differences in style between the two
F stories.
N
F ANSWERS:
a4 b1 c3 d2
2
SUGGESTED ANSWERS:
Pairwork. Allow students to read the instructions
In article a, the use of quotation, capitalization,
and the example. Do another example with the class
exclamation mark, and extreme lexis is used to
if necessary. Monitor and encourage elaboration and
engage the reader. In article b, both sides are
use of the phrases from 1. For class feedback, ask for
presented more equally in order to avoid bias.
volunteers to share examples of what their partner
said.
4
Pairwork. Ask the students to work together to
Writing Extra (SB page 91) rewrite article b in the style of the popular press. You
could display the finished articles in the classroom for
News stories everyone to read and enjoy.
1
Pairwork. Put the students into pairs and ask them to Further practice material
decide who will read which story. Encourage them to Need more classroom practice activities?
tell each other the details of their story rather than Photocopiable resource materials in the
simply reading both. Get them to figure out which one Teacher’s Presentation Kit / Extra Resources
was published first.
Need more tests?
ANSWERS: Test Generator
Article b was published first. (The first article Teacher’s Presentation Kit / Extra Resources /
describes people’s reactions to the new law a Tests
month after it was passed.) Need more on important teaching concepts?
Cultural note pages xxi-xxxvi
Massachusetts /ˌmæsəˈtʃuːsɪts/ Need student self-study practice?
Massachusetts is a small American state in the Workbook pages 32-35
North East of the country. It has a population
of nearly seven million people and the biggest Need more information and ideas?
city and capital is Boston. It is one of the oldest American Inside Out Evolution website www.
states in the country and is home to Harvard macmillan.com.br/americaninsideoutevolution
University.
2 the end of this unit?
• Pairwork. Ask both students in each pair to read Self-evaluation checklists on pages xxxiv-xlvi
both texts. Then ask them to look back at the
newspaper articles in Exercise 1 and decide what
kind of newspaper each one appeared in.
• When checking answers, ask them for examples
of features that helped them decide. If you have
access to US newspapers, take a few examples
to class to give a clearer idea of the styles of the
popular press and the more serious newspapers.
ANSWERS:
popular press: article a
serious newspaper: article b
102 UNIT 8
9 Night Overview
Reading & Speaking Reading for detail Taking a quiz on energy patterns.
SB page 92 Fluency practice Discussing the meaning of the expressions in the quiz.
Talking about their own energy patterns and those of family and
friends.
Vocabulary & Speaking Times of day and Putting times of day in chronological order.
SB page 93 night Matching expressions with times of day.
Fluency practice Talking about different times of day and night.
Listening Listening for detail Listening to a radio show about the body clock and circadian
SB page 93 rhythms.
Identifying true and false statements.
Reading Reading for gist and Reading about sleep patterns.

SB page 94 detail Identifying true or false statements from the passage.
Grammar Concessive clauses Studying concessive clauses and adverbials.

SB page 95 and adverbials Completing a website posting.
Writing a similar posting on a given problem.
Listening & Listening for detail Listening to people talking about staying up all night and taking
Pronunciation Adverbs notes.
SB page 96 Completing extracts with adverbs and identifying the function of
the adverbs.
Counting syllables in adverbs.
Speaking: anecdote Fluency practice Talking about a time they stayed up late or stayed up all night.
SB page 96
Speaking Fluency practice Matching halves of proverbs about night.

SB page 97 Discussing proverbs and creating their own proverbs.
Vocabulary Expressions with Completing sentences with expressions with night.

SB page 97 night Discussing questions.
Reading Reading for detail Reading a text about the Midnight Sun and Polar Nights.
SB page 99 Matching topic sentences with paragraphs.
Finding evidence in the text to support statements.
Listening & Grammar Listening for detail Listening to an account of a trip and answering questions.
SB page 99 Regrets and past Completing sentences about regrets.
conditionals Writing past conditional sentences using prompts.
Language for Life Making and Listening to conversations and improving on people’s responses.
SB page 100 responding to Examining formal and informal responses to an invitation.
invitations Completing a conversation with useful phrases.
Taking turns making and responding to invitations.
Life Skills Organization Adding to a definition of time management.

SB page 100 Discussing time management strategies.
Vocabulary Extra Phrasal verbs Studying phrasal verbs and their meanings.
SB page 101 Writing sentences with phrasal verbs.
Completing sentences with particles.
Writing WB page 39 Writing an essay.
UNIT 9 103
9 Night Teacher’s notes
3
Warm up
Groupwork. Put the students into small groups. Ask
Write the word night in the center of the
them to compare their answers to the quiz and talk
board. Ask the students to suggest words and
about whether they’re early birds or night owls,
expressions that they associate with night. Make
extending the discussion to how they compare with
a word diagram with their suggestions. Have one
their family and friends.
section for compound nouns such as nightmare,
nightlight, night bus, etc.
Vocabulary & Speaking
Reading & Speaking (SB page 93)
1
(SB page 92) Pairwork. Ask the students to work in pairs and put
1 the expressions in the box into chronological order.
Focus attention on the title of the quiz and ask the Explain that dawn is when the first glimmer of light
students if they know what the expression “like night appears in the sky in the morning and dusk is the time
and day”. (See Language note below.) Ask the students after the sun goes down, when it’s still not completely
to take the quiz. When they’ve done that, ask them to dark.
to turn to page 140 to check their answers and read
the analysis. Find out if they agree with the results. ANSWERS:
dawn, sunrise, mid-morning, noon, mid-afternoon,
Language note sunset, dusk, midnight
Vocabulary: like night and day
If two things are like night and day, they are
2
completely different from each other. Pairwork. Ask the students to work in pairs and decide
what the expressions mean and which words are literary
2 in style.
Pairwork. Ask the students to discuss the meaning of
ANSWERS:
the highlighted words and phrases. Encourage them
at the crack of dawn: very early, when the first
to paraphrase, but allow them to use dictionaries if
light appears
necessary.
daybreak: dawn (literary)
first thing in the morning: as soon as you get up
ANSWERS:
in the middle of the night: between two and four
goes off: rings
o’clock, when people are usually asleep
sleep in: continue sleeping after the time you
in the small hours: in the hours just after midnight
normally wake up
last thing at night: just before you go to bed
power nap: a short sleep during the day that gives
midday: 12:00 p.m. (noon)
you more energy
nightfall: dusk (literary)
doze off: fall asleep
twilight: dusk (literary)
call it a night: decide that you have finished doing
something
the night is young: it’s not very late (at night) and 3
there’s plenty of time Pairwork. Ask the students to discuss the different
going strong: still full of energy times and then to report back to the class on their
wind down: relax after a period of activity discussions.
beauty sleep: humorous phrase meaning that you
need to have a nice sleep at night so that you stay
healthy and look good
tucked into bed: comfortable and covered up in
bed
104 UNIT 9
Listening (SB page 93) that works like a clock and that regulates our
circadian rhythms. Nobody knows exactly
1 2.22
how it does this, but what we do know is that
• Groupwork. Put the students into small groups to it interacts with signals, such as variations
discuss what the words in the box might mean. in sunlight and environmental activity, noise,
Encourage them to speculate rather than look the and so on, and then it, as it were, fine-tunes
words up in a dictionary. our feelings of sleepiness and wakefulness to
• Then ask them to listen to the recording to check. keep them in synch with the external cycle of
dark and light.
ANSWERS: A: I see. So is that why we tend to wake up
body clock: a mechanism in the body that earlier in the summer and need more sleep in
regulates our circadian rhythms the winter, for example?
circadian rhythms: the changes that occur in D: Exactly. But research has shown that the
our brain and body over the course of a day; the normal circadian rhythm for most people
daily cycle of sleeping and waking is, like I said, roughly twenty-four hours
jet lag: a condition that occurs when people fly … twenty-four hours and eleven to fifteen
across time zones and their body clock is out of minutes, to be precise, that’s according to
synch with the time at their destination some research, although other scientists
nocturnal creatures: animals that are active have put it slightly higher, at more like
during the night and sleep during the day twenty-five hours.
diurnal creatures: animals that are active during A: Hmm, that’s interesting, because you say
the day and sleep during the night that humans are diurnal, not nocturnal,
creatures, but that’s not true of everyone,
is it? Is it not the case that some people are
2.22 (A = Anne Kramer; D = Dr. Simon
night owls and other people are early birds
Holmes)
– by nature, maybe? What does science have
A: Well, a very good morning to you and welcome
to say about that?
to this week’s edition of Science Matters with
D: Well, you’re right, and it’s important
me, Anne Kramer. Today we have in our studio
to stress that there is actually a lot of
Dr. Simon Holmes, who is an expert on body
individual genetic variation in the pattern
clocks, circadian rhythms, and all things sleep-
of circadian rhythms. It does seem that
related, and who’s going to tell us a little more
some people are genetically early risers and
about what it all means. Dr. Holmes, a very
others genetically night-owlish, as it were.
warm welcome to the show.
And these rhythms also fluctuate with age.
D: Thank you.
Young children tend to get up very early
A: So first of all, tell us, what exactly are
and then, sometime around the onset of
circadian rhythms?
puberty, it all changes. Adolescents start
D: Well, Anne, circadian rhythms are essentially
needing a lot more sleep, and shift to waking
the changes that occur in our brain and in
and performing better later in the day. And
our body over the course of a day – our daily
then around the age of twenty or so, it all
cycle of sleeping and waking as it were. In
changes again. And then in later stages of
fact “circadian” is a Latin word meaning
life, it shifts again, and elderly people tend
“around a day.” In other words, we operate
to get up earlier and earlier.
in cycles of just over twenty-four hours,
A: So does that explain why most teenagers
broadly in tune with the cycles of nature. And
seem to be physically incapable of getting out
all animals and most plants live according to
of bed at a reasonable time in the morning?
these rhythms. But in the animal kingdom,
Like my nephew, for example, who never
the rhythms vary according to whether an
surfaces until it’s time for lunch?
animal is a diurnal or nocturnal creature.
D: Well, you could be right!
A: Diurnal or nocturnal? What’s that exactly?
A: So I can tell my sister that my nephew will
D: Well, basically, that refers to whether the
just grow out of it in due course?
animal is awake during the day or during the
D: Well yes, he might! Or he might just be one of
night. As you know, we humans are diurnal,
nature’s night owls, I suppose.
not nocturnal, creatures. That means that we
A: And what happens when these circadian
are active during the day and sleep during
rhythms get disrupted? Say, if we cross over
the night. Whereas some animals such as
to a different time zone, or have to work night
bats or owls or foxes are largely nocturnal –
shifts? How does our body clock adapt?
they sleep by day and hunt by night.
D: Well, obviously, if we cross over several time
A: I see. And how exactly does that tie in with our
zones all at once, as on a long international
body clock? And what is a body clock, in fact?
flight, for example, our body struggles to
D: Well, a body clock is actually just what it
adapt to the change, and that’s when we
sounds like: it’s a mechanism in the body
suffer from what’s known as jet lag.
UNIT 9 105
• Ask students if they can identify with any of the
A: Right.
problems with sleep pointed out in the article.
D: Now, jet lag is a condition that affects us
when our body clock is out of synch with 2
our destination time, and the body’s natural Go through the questions and have students identify
rhythms are upset. And it manifests itself which are true and which are false. Have them correct
in all sorts of symptoms such as fatigue, the false statements.
insomnia, irritability, nausea, loss of appetite,
and even mild depression. ANSWERS:
A: And what about night workers? a True
D: Yes, night workers, people who work on b False
a night shift, are also prone to all sorts c True
of physical and psychological problems, d False
especially if they aren’t able to catch up with e False
their sleep during the day. f True
A: And moving on now to sleep patterns, there
are a number of interesting questions …
3
Draw attention to the highlighted words in the text
2
and ask the students to use them to complete the
• Encourage the students to do as much as they can glossary. Students can then use the words in the
from their memory of their first listening to of the glossary in sentences of their own.
recording. Allow them to work in pairs or small
groups. ANSWERS:
• Play the recording again for the students to check a go out like a light
their answers. You may need to pause the recording b sleep like a log
at strategic places or replay certain sections to help c recharge your batteries
them.
d not get a wink of sleep
• Have a class discussion of whether they find any of
e light sleeper
the information surprising.
f alert
g groggy
ANSWERS:
h wind down
a False. It is just over twenty-four hours.
i power nap
b False. All animals and most plants live according
j drop off
to these rhythms, although the rhythms vary
according to whether a creature is nocturnal or
diurnal. 4
c True. It interacts with signals such as variations • Pairwork. Ask students to discuss their own sleep
in sunlight and environmental activity, noise, patterns and what advice from they column they
etc. can incorporate into their routine. When they have
d True. It fine-tunes our feelings of sleepiness and done that, put them into small groups to pool their
wakefulness. ideas.
e True. There is actually a lot of individual genetic • Have class feedback session and make a list on the
variation in the pattern of circadian rhythms. board of the three most common sleep problems
It does seem that some people are genetically students face and the suggested solutions.
early birds or night owls.
f False. Adolescents start needing a lot more
sleep. Grammar (SB page 95)
g False. Elderly people tend to get up earlier and
Concessive clauses and adverbials
earlier.
h False. Jet lag is a condition that affects us 1
when our body clock is out of synch with our Read the example sentences to the class or ask
destination time, and the body’s natural rhythms several students to read them. Have a class
are upset. discussion of whether they’re the same or different
in meaning and draw the students’ attention to the
information on concessive clauses and adverbials in
Reading (SB page 94) the margin. (See Language notes below.)
1 ANSWER:
• Explain that the article will discuss sleep patterns. the same
Have students think about their own sleep patterns
and if they are healthy or not.
106 UNIT 9
Language notes d Although I’d like to get by on six hours a night,
Grammar: concessive clauses and adverbials I can’t manage on less than seven.
• A concessive clause is a subordinate clause e I’m normally an early riser. Saying that, I like to
which can start with although or any of the sleep in on Sundays.
other words and phrases in this section, and
contains a fact or idea that seems to oppose 4
the information in the rest of the sentence. In Ask the students to put the words in the correct
the sentence Although I tried hard, I couldn’t order. They can compare in pairs before checking with
get to sleep, we know the outcome will be the class.
negative because Although (I tried hard) tells
us that the second half of the sentence is ANSWERS:
going to contrast with the first part. a Exhausted as I was …
• Although, Even though, Try as I might, Strange b Strange as it may seem …
as it may seem are all followed by subject + c Hard as it may be …
verb (Even though I tried hard …). d Try as I might …
• Despite and In spite of are followed by noun or
gerund (In spite of my best efforts, … Despite 5
asking him several times, …). • Ask the students to read the post and identify the
• Even so, Yet, However, and Saying that all writer’s problem. Then ask them to complete it with
appear at the beginning of a sentence, which appropriate words or phrases.
presents the contrastive consequence or • Check answers with the class before initiating a
outcome relating to the previous sentence. I class discussion on whether they’ve ever been in
tried hard. Even so, I couldn’t sleep. a similar situation, what they did, and what advice
they’d give.
2
Ask the students to look back at the text on page 94 ANSWERS:
and to find four more clauses or adverbials that convey The problem is noisy neighbors.
a similar contrast. Check the answers with the class. 1 Despite / In spite of
2 however / though
ANSWERS: 3 However / Even so / Nevertheless / All the
• How many of us wake up feeling tired and same / Saying that
cranky, despite sleeping for ten hours 4 as (though is also possible)
• … although quantity of sleep is important, that
quality of sleep is actually more important … 6
• … although you may have been in deep sleep, • Pairwork. Ask the students to work together to
waking up interrupts the cycle … choose a problem and write a post for it. As they
• Even though you may get eight hours of sleep, work, go around, making sure they’re including
symptoms such as irritability … indicate poor concessive clauses, and that these are being used
quality of sleep appropriately.
• Then ask them to switch their post with another pair
3 and to take turns offering advice.
Do the first one with the class as an example, then
ask the students to rewrite the remaining sentences.
As they do this, go around, making sure they’re using Ask the students to turn to Grammar Extra 9, Part 1
concessive clauses and adverbials correctly. Then on page 150 of the Student’s Book. Here they’ll find
check answers by having several students read their an explanation of the grammar they’ve been studying
sentences to the class. and a further exercise to practice it.
ANSWERS: ANSWERS:
a Even though I went to bed early, I was still 1
groggy the next day. 1
a Although I’m usually a really heavy sleeper,
b (Even) though I don’t usually oversleep, I that night every single noise and movement
prefer to set the alarm clock. / I don’t usually seemed to wake me up.
oversleep. I prefer to set the alarm clock, b I’m usually a really heavy sleeper; even so,
though. that night every single noise and movement
c In spite of the fact that the bed was very seemed to wake me up.
uncomfortable, I slept like a log. / In spite of the c Despite usually sleeping really heavily, that
very uncomfortable bed, I slept like a log. night every single noise and movement seemed
to wake me up.
UNIT 9 107
2
a In spite of their reassurances and offers 2.23 (M = Mark; J = James)
of good advice, I was still worried about the M: You’ve been to the Himalayas, haven’t you?
situation and couldn’t sleep a wink. J: Yeah, I had this one unforgettable night up in
b They reassured me and offered me good the mountains, in Nepal. There was a full moon
advice. But I was still worried about the and we were up in the mountains. So we were
situation and, try as I might, I couldn’t sleep a in the jungle below the snow line – we could see
wink. the snow line up in the mountains up ahead.
But as the moon rose – because it was a very
c They reassured me and offered me good
big, low, pale moon and we watched it come up
advice; even so, I was still worried about the through the mountains – we just couldn’t take
situation and couldn’t sleep a wink. our eyes off it and the hours just passed, you
3
a Even though I went to bed tired and depressed, know, just talking about the sky, basically, as
I woke up refreshed and ready to face the day. you watched the moon rise and change color. It
b I went to bed tired and depressed. However, lit up the whole valley of the Himalayas and the
I woke up refreshed and ready to face the day. snow and it was just beautiful, and of course
c I went to bed tired and depressed. Yet, I woke then you’d choose a little area of the sky – we
up refreshed and ready to face the day. had binoculars and a telescope – and we just
concentrated on a square and watched the
shooting stars as they would fly past. And you
could be guaranteed, within about five minutes,
Listening & Pronunciation to see a shooting star.
(SB page 96) M: Amazing.
J: And it just took all night. We had a little fire dug
1 2.23-2.25 in the ground keeping us warm and some food
and the next minute the sun was coming up.
• Focus the students’ attention on the pictures and
2.24 (R = Rosie; M = Matt)
tell them that they’re going to hear these people
R: I went to the Country Thunder music festival
talking about their experiences of staying up all
and it’s great. It’s just completely wild. The
night. Go through the questions before you play the
whole experience is crazy, but I was really
recording.
lucky because I was there when it was sunny
• Check answers with the class, then put the students
and so there was no rain, and I think it’s crucial
into pairs to discuss which of the nights described
when you’re at a music festival to have at
they’d most and least like to have shared, and
least one morning when you see the sun come
why. They then report back to the class on their
up, so there’s clearly no point in going to bed
conclusions.
because everybody’s up anyway and it’s really
ANSWERS: noisy. So we just went out and went dancing
1 and stuff and then sort of just hung out and sat
a in the Himalayas, in Nepal, in the jungle below on top of this hill and watched the sun come up
the snow line and it was amazing, and it was really hard to
b They watched the moon, talked about the stay awake all that time, but it was definitely
sky, watched the shooting stars fly past. worth it.
c Yes. It was unforgettable, amazing. M: And how was the next day?
2 R: The next day was … A lot of sleeping was
a at Country Thunder (a country music festival) involved in the next day, which is a difficult
b They went out and went dancing and then thing to achieve during Country Thunder.
hung out and sat on top of a hill and watched 2.25 (P = Phillip; M = Mark)
the sun come up. P: A few years ago there was a talk-show host
c Yes. It was great, just completely wild, just that came to do one show in Iowa, and my
completely crazy, amazing. friends and I are huge fans, so we really
3 wanted to see the show. So we went to the
a In Iowa studio where they were filming the night
b They camped out to try to get tickets to see before and camped out to try and get tickets
a show with a talk-show host. They didn’t and, unbelievably, there were about, I think,
sleep and didn’t get tickets because they twenty people there in front of us, but we
were in the standby line. thought, oh, that’s fine, we’ll camp out, this’ll
c No. It was a nightmare. They were very cold be great, and we spent the whole night on
and really upset about not getting tickets. the sidewalk and obviously just didn’t sleep.
It was a total nightmare. It was so cold, and
we felt terrible the next day, but the thing that
kept us going was that we were going to see
this show – literally our hero, and go and see
this talk-show host. The next day when they
were about to film the show, they called the
108 UNIT 9
people in and had a line and we didn’t realize 4 2.27
we were the standby line, and they had twenty Ask the students to say the adverbs aloud and count
tickets and there were twenty people in front the syllables. Check answers and then ask them to
of us, and so we slept out the whole night and practice saying the adverbs. Make sure they do this
spent the whole night there and didn’t even with the correct number of syllables and that they put
get to see the show, unfortunately. We were
the stress in the right place.
really upset.
M: That’s awful. Did you see it on the TV when
they showed it? ANSWERS:
P: Yeah, we did, but it wasn’t the same. actually – 3
basically – 3
especially – 4
2 2.26
eventually – 4
• Ask the students to look through the extracts generally – 4
before you play the recording so they know what ironically – 4
information to listen out for. literally – 4
• Play the recording, pausing and repeating if particularly – 5
necessary to allow the students to fill in the blanks. practically – 3
usually – 4
ANSWERS:
a basically e Unbelievably
b completely f literally Language note
c clearly g unfortunately
Pronunciation: syllable patterns in adverbs
d definitely h really
In most of the adverbs in this section, the
stress comes on the third syllable from the end
(eventually, ironically). Note how some of the vowel
2.26 (J = James; R = Rosie; P = Phillip)
sounds can disappear in the middle of many of the
a
words (actually /ˈӕkʧ(u)əli/, generally /ˈʤen(ə)rəli/,
J: The hours just passed, you know, just talking
etc.).
about the sky, basically.
b
R: It’s just completely wild. The whole experience 5
is crazy. Ask the students to write their sentences. Put them
c into pairs to take turns reading their sentences aloud.
R: So there’s clearly no point in going to bed Go around, making sure they are pronouncing the
because everybody’s up anyway. adverbs correctly.
d
R: It was definitely worth it. Speaking: anecdote
e
P: Unbelievably, there were about, I think, twenty (SB page 96)
people there in front of us. For more information about how to set up, monitor,
f and repeat anecdotes, see pages xx–xxi in the
P: We were going to see this show – literally our Introduction.
hero. • Go through the instructions and the questions
g with the class. Give the students a minute or two
P: We slept out the whole night and spent the to decide which occasion they’re going to talk
whole night there and didn’t even get to see about. Then ask them to look at the questions and
the show, unfortunately. think about their answers to them. Allow them to
h make notes of what they’re going to say and how
P: We were really upset. they’re going to say it, but discourage them from
writing a paragraph that they can simply read
3 aloud. Go around, monitoring and giving help where
Ask the students to match the adverbs in Exercise 2 necessary.
with their functions. • Pairwork. Put the students in pairs and ask them to
take turns telling their partner about a time they
ANSWERS: stayed up late or stayed up all night. Encourage
1 completely, definitely, 4 unbelievably them to ask each other follow-up questions to get
really 5 basically further information. Ask some pairs to report back
2 unfortunately 6 literally to the class on what they found out.
3 clearly
UNIT 9 109
Speaking (SB page 97) get them to compare with other pairs around the
class. Have a class vote on the best ones.
1
• Focus the students’ attention on the proverbs.
Point out that they’re all about night but come from
different countries (some have been translated into 1
English). • Pairwork. Ask the students to work together to
• Ask the students to match up the two halves of complete the sentences. Point out that the answers
each proverb and discuss their results in pairs. are all either compounds formed with night or
collocations with night.
ANSWERS: • When you check answers, get the students to say
a5 what the italicized expressions mean.
b6
c9 ANSWERS:
d7 a all night long: throughout the night
e8 b a nightcap: an alcoholic drink that you have
f1 before you go to bed
g3 c a night on the town: spending an evening out at
h4 clubs, theaters, bars, restaurants, etc.
i2 nightclub: a place where people go in the
evening to dance, drink alcohol, or watch
2 entertainers
d overnight sleeper: a train with beds that
Pairwork. Ask the students to discuss the questions
travels through the night
in pairs. Get them to report back to the class on their
e nightlife: evening entertainment in places
conclusions.
such as nightclubs and bars
Possible interpretations
of the proverbs: 2
a Don’t judge things too quickly. Pairwork. Put the students into pairs and ask them
b Beware of bad people; they’ll eventually be true to to choose one of the questions to discuss. Make sure
their nature, even if at times they appear friendly. that each question is discussed by at least one pair.
c Bad things won’t go on forever. There’s always Get the pairs to report back to the class on their
hope that they’ll come to an end.
discussions.
d If the sky is red at night, the weather will be good
the next day. If the sky is red in the morning, the
weather will be bad that day.
e Don’t make hasty decisions: if you have a
problem, sleep on it and you may have a better 1
idea of what is right in the morning. Focus the students’ attention on the background picture
f Somebody who can overcome difficulties will
on page 98 and ask them what they can see. If nobody
also be successful when times are good and is,
therefore, somebody to be trusted.
recognizes the Polar Night, explain what it is and ask if
g Don’t judge by appearances. Things and people they know where people can see them. Ask the students
can appear different in different circumstances. to read the account and say whether they think a trip to
h It’s when circumstances are confusing that Norway would be worthwhile or not, and why.
people are tempted to do bad things. It’s much
easier to do the right thing when situations are 2
clear, as there are fewer temptations. Tell the students to read the account again and decide
i Although we cannot see the world around us which sentences best fits with each paragraph. Allow
when it is dark, as compensation we can see the them to compare answers in pairs before checking with
stars and thus a much wider perspective. By the class.
implication, perhaps something that seems bad
or confusing at first may actually turn out to be ANSWERS:
extremely good or important.
a
2
b
3
3 c
1
• Discuss with the class the essential nature of d
4
proverbs. (They impart some kind of wisdom about
life, often through imagery or metaphor of some 3
kind and usually in a single sentence of relatively
few words.) Go through the statements with the class, then tell
the students to read the account again and find
• Pairwork. Ask the students to work in pairs to
evidence in the text to support the statements. Allow
complete the proverbs in any way they want. Then
110 UNIT 9
students to compare answers in pairs before checking
Then the next day it was pouring with rain, so
with the class. Explain any different expressions.
there was no sunrise; and he only had two days
there, so there wasn’t another chance to see it.
ANSWERS:
a
Music festivals, open-air markets, barbecues on
It was raining so hard that his camera got
the beach, roasting marshmallows on a fire, big soaked and his pictures didn’t come out.
bonfire in Ålesund Rewarding:
b
There are hours of weak daylight; twilight or the Seeing the ruins was really awe-inspiring, and
‘blue hour’ – an ethereal, arctic light the setting was magical.
c
In Tromsø, located 200 meters north of the
Arctic Circle, Polar Night lasts all winter.
d
cod liver oil; ‘wake-up lights’ which simulate 2.28 (K = Ken; C = Cathy)
sunrise; participation in cultural festivities; a K: Have I ever told you about my trip to Peru?
broad range of leisure activities C: No, I don’t think so. Where did you go?
K: I went to Machu Picchu, which was
somewhere I’d always wanted to go.
4
C: Oh wow, that must have been awesome.
Ask the students to complete the glossary on page K: Yes, it was great in a lot of ways – seeing the
98 with words from the text. Allow them to compare ruins is really awe-inspiring, and the setting is
answers in pairs before checking with the class. magical, right in the middle of the jungle – but
in other ways it was a kind of disappointing.
ANSWERS: C: Oh, what do you mean?
a surreal K: Well, to begin with, it was packed with tourists,
b mystical which meant that you couldn’t really get a feel
c apex for the atmosphere of the place. I’d have liked
d wane
to have gone there in the low season, when
e phenomenon
there are fewer visitors, but unfortunately I
f ethereal
couldn’t get time off work then.
g said [to be said to]
C: Oh, right, that’s too bad.
h dearth
K: And another problem was the altitude. I
i simulate
started suffering from altitude sickness as
soon as I arrived so I just went straight to
5 bed. I think if I’d taken those altitude pills
Discuss the questions with the class and see how I would have been OK.
much agreement there is. C: Yeah, I heard about that. They say it takes a
couple of days to acclimat …
Listening & Grammar K: That’s right, yeah … I’d also been planning
to get up early the next day to see the sun
(SB page 99) rise over the ruins, but unfortunately I was
just too exhausted – I slept right through the
Regrets and past conditionals alarm. Then the next day it was pouring rain,
1 2.28 so obviously there was no sunrise. And then
• Focus the students’ attention on the pictures and it was time to leave, which was a shame. I
tell them that they’re going to hear Ken talking only had two days there. It’s too bad I couldn’t
about his trip to Machu Picchu, an ancient ruined have gone for longer.
city high up in the Peruvian Andes. C: Oh well, at least you got some good pictures,
• Play the recording and ask the students to note hopefully?
down what was disappointing and what was K: No, that was another problem. It was raining
rewarding about the experience. so hard that my camera got soaked, and I
couldn’t take any pictures.
ANSWERS: C: Oh no! Still, at least you have your memories?
Disappointing: K: Yeah. I don’t regret going, not in the least.
It was packed with tourists, which meant that But I think I’d like to go again with more
you couldn’t really get a feel for the atmosphere time and maybe read more about the history
of the place. beforehand so I could understand more about
The altitude was a problem. He started suffering what I was seeing, and it would all be more
from altitude sickness as soon as he arrived. meaningful. And maybe not go by myself next
He was exhausted, so he slept right through his time, either. Maybe you’d like to come with
alarm and missed seeing the sunrise over the me?
ruins. C: Uh, we’ll see …
UNIT 9 111
2 2.29 an explanation of the grammar they’ve been studying
• Ask the students to read through the sentences
and think about how they might be completed.
ANSWERS:
Then play the recording and ask them to fill in the
2
blanks.
a I’d stayed, ’d have found out
• Focus attention on the ways of talking about past
b had gone, wouldn’t be
regrets and past conditionals in the margin.
c I’d paid, was
d ’d taken part
ANSWERS:
e hadn’t been talking, ’d have heard
a ’d have liked to have gone
f Had I told / If I’d told
b I’d taken, would have been
g staying / having stayed
c I couldn’t have gone
h to have seen / to see
i didn’t meet
3
Ask the students to read the sentences and think
about which alternatives are correct. Point out that Language for Life
more than one alternative may be correct in each
sentence. (SB page 100)
1
ANSWERS:
Ask the students to read the four short conversations
a ’d gone / could have gone
and identify the problem with B’s responses each time.
b not taking / not having taken
c ’d come, ’d have been / might have been
ANSWER:
d If I’d been / Had I been, ’d / could
They are too brief, do not invite the conversation
e But for / If it hadn’t been for, ’d have
to continue, and may sound uninterested or rude.
4 2
Ask the students to use the prompts to write Ask the students to decide where they can use the
sentences with similar meaning to the originals. useful phrases to improve B’s responses in Exercise 1.
Do the first one as an example, then ask them to Don’t provide answers yet.
complete the rest. Allow them to compare their
sentences in pairs before checking answers with the 3 2.30
class. Play the recording for the students to compare their
answers to Exercise 2. Then put the students into
ANSWERS: pairs to practice the exchanges.
a I wish I’d gone / I could have gone in the low
season. 2.30
b I regret not being able / not having been able to 1
go with you. A: What are you up to tomorrow night?
c I would have liked to see / to have seen the B: Nothing special – why do you ask?
sunrise. 2
d If it hadn’t been packed with tourists, I’d have / I A: Are you doing anything tonight?
could have gotten a feel for the atmosphere. B: No, what did you have in mind?
e It’s too bad I didn’t take any good pictures! 3
f But for my altitude sickness, I’d have / I could A: Do you feel like coming to a jazz concert
have gotten up to see the sunrise. tonight?
g If it hadn’t been such a great experience, B: That’s really nice of you, but to tell the truth, I’m
I wouldn’t want to go again. not a very big fan of jazz.
4
5 A: I was wondering if you’d like to come over for a
bite to eat this evening?
Pairwork. Put the students into pairs and ask
B: That sounds great! I’d love to! Thanks.
them to tell each other about a trip they’ve taken.
Encourage them to include some details of things
4
they regret or are glad about. Go around, giving help
and encouragement. If you hear any particularly Read the invitation aloud and go through all the
interesting accounts, ask the students to repeat them responses. Ask the students to identify the one that’s
for the class. more formal.
6 Grammar Extra 9, Part 2 ANSWER:

Ask the students to turn to Grammar Extra 9, Part 2 Response c is more formal.
112 UNIT 9
5 • Check answers and then establish the general
Pairwork. Put the students into pairs and ask meaning of up and off in phrasal verbs. Note that
them to take turns making and responding to an there’s no fixed way of figuring out the meaning
invitation. Encourage them to ask for details, to use of phrasal verbs, but a knowledge of the general
as many useful phrases as they can, and to make meaning of some of the particles goes a long way
clear arrangements to meet where an invitation is towards narrowing down their meaning.
accepted. Get some pairs to perform their dialogues
for the class. ANSWERS:
a You’re still up and wide awake way after
midnight.
Life Skills b What time do you plan to get up?
c Can you remember a time when you stayed
(SB page 100) up all night?
Time Management d I am up and down all night until I eventually
feel tired enough to drop off.
1 e I generally start nodding off at about nine
Before reading the definition of time management in o’clock.
the book, brainstorm with the class their own ideas
up = not in bed
for a definition of time management. Put the ideas
off = falling asleep
together and come up with the class’s definition.
Compare the class definition with the definition in the
book. 2
Pairwork. Ask the students to match the phrasal
2 verbs in bold in the sentences with the dictionary
extracts. Check answers with the class before asking
POSSIBLE ANSWERS: the students to take turns asking their partner the
Manage interruptions questions.
• Go to a quiet, secluded place where you will not
be interrupted. ANSWERS:
• At work set aside specific times for meetings a5
and team work and specific times for individual b3
concentrated work. Communicate this to your c4
colleagues. d1
e2
Make “to do” lists
• Make a list on your smartphone. It will always be
with you and you can update it at any time. 3
• Use colors in your list to help you identify Ask the students to choose three more phrasal verbs
priorities, complete/incomplete, etc. and write true sentences. Then ask them to compare
their sentences with a partner.
Manage emails
• Use folders in your emails to keep everything 4
organized. Explain that in each case the same particle is needed
• Delete and organize your email folders daily to to complete both sentences in the pair. Check answers
avoid clutter. before asking the students to discuss in pairs whether
Use your smartphone as your ally the sentences are true for them.
• Use your smartphone to deal with emails on the
go. ANSWERS:
• Use the timer and alarm on your device to time a out
activities and keep track of what you are doing. b on
c off
d down
Vocabulary Extra e in
(SB page 101)
Phrasal verbs
1
• Remind the students that phrasal verbs consist
of a verb plus one or more particles. Ask them to
read the sentences and identify the verb and the
particle in the phrasal verbs.
UNIT 9 113
5
complete the sentences with the particles. Ask them
to use the general meaning of the particles to help
them.
ANSWERS:
a up
b out
c down
d up
e on
6
Ask the students to check the meanings of the
particles in their dictionaries and to choose three
uses with different verbs to learn. Encourage them
to write example sentences with the verbs they’ve
chosen.
Workbook page 39
Writing an essay
Using concessive discourse markers

Need more tests?
Test Generator
Tests
pages xxi-xxxvi
114 UNIT 9
Review C Teacher’s notes
Grammar (SB page 102) 3

This exercise reviews paraphrasing from Unit 8. Check
Remind the students of the grammar explanations answers before asking the students to discuss what
they read and the exercises they did in Grammar happened next and to write the next three sentences
Extra on pages 148 to 151. of the story. Get the pairs to read their sentences to
1 the class.
This exercise reviews complex sentences from Unit 7.
ANSWERS:
Point out that the number of single-clause sentences
a I was contacted by a man.
that each one can be broken up into is given in
b The strange thing was that he refused to tell me
parentheses. Check answers before asking the
his name.
students to write their own complex sentence about
c What he did tell me was that he was an old
what they like to do to relax. Put them into pairs to
friend of the family and that he had a message
compare their sentences.
for me.
Suggested answers: d It was a message from my father, who had
a I had had a particularly stressful day at work. disappeared five years ago.
I got home. I switched on the TV. I promptly fell e In order to give it to me personally, he asked me
asleep. to meet him outside the church at six o’clock.
b I really enjoy taking time out. I buy a newspaper. f As I arrived at the church, the clock struck six. /
I find a quiet café. I order a coffee. I spend an As the clock struck six, I arrived at the church.
hour or so quietly catching up on the news. g A dark figure was standing in the doorway.
c After a long day of intensive study, I always
try to do some exercise. It clears my mind. It 4
renews my energy levels. Pairwork. This exercise reviews modals for talking about
d Going to the movies really helps me unwind. the past from Unit 8. Ask the students to work in pairs
It takes my mind off my problems. It lets me and to complete the sentences with their theories.
escape into another world for at least a couple
of hours. ANSWERS:
e Some people say that shopping is relaxing. I students’ own answers
just think it’s another source of stress. It often
leads to overspending. Overspending can cause 5
financial problems. This exercise reviews concessive clauses and
adverbials from Unit 9. Check answers before asking
2 the students to say which sentence best describes
Pairwork. This exercise reviews modals for how they slept last night.
speculating about the future from Unit 7. Put the
students into pairs to discuss the ideas first and ANSWERS:
decide which they think are likely to happen in the a even though d However,
next ten years, which may happen sometime in b Despite having e in spite of
the future, and which will probably never happen. c Try as I might f Even so
When they have made their decisions, ask them
to write sentences summarizing their discussion.
Check answers by having several students read their Vocabulary (SB page 103)
answers to the class.
1
ANSWERS: • This exercise reviews compound nouns from Unit 7.
students’ own answers Check answers with the class and then get the
students to match the compound nouns with the
objects in the pictures.
REVIEW C 115
• When you have checked that they have done this
correctly, put them into pairs and ask them to
think of five more compound nouns associated with 1
objects or gadgets we use in daily life. Remind the students that the boxes show the
syllables of a word and the large boxes indicate the
ANSWERS: stressed syllables. Here they are being asked to
cellular coverage classify words according to how many syllables they
earpiece have and where the main stress falls. Encourage
keypad them to say each word aloud to get a feeling for what
music player sounds right.
touch screen
voice recognition 2 2.31
Ask the students to underline the stressed syllables
2 in the words in the table. Then play the recording for
This exercise reviews vocabulary from Unit 7. Remind them to check their answers. Play it a second time for
the students that they’ll have to modify some of the them to listen and repeat.
words when filling in the blanks. Check answers before
asking the students to discuss whether or not they ANSWERS:
would like to have a digital coffee maker. 1 and 2
A: B: C: D:
ANSWERS:
1 wowed 4 slick coverage attorney embezzlement adolescent
2 going digital 5 sold digital decision pedestrian deprivation
3 hype 6 trashed
manslaughter nocturnal sensational entertainment
3 prominent probation telepathy situation
This exercise reviews collocations with law from
Unit 8. Check answers before putting the students
into pairs to discuss whether they know anybody who
matches the descriptions. Further practice material
ANSWERS:
a above d take Photocopiable resource materials in the
b abiding e down Teacher’s Presentation Kit / Extra Resources
c trouble Need more tests?
Test Generator
4
This exercise reviews times of day and night from Tests
Unit 9.
ANSWERS: Key concepts in American Inside Out Evolution
students’ own answers pages xxi-xxxvi
116 REVIEW C
10 Footprints Overview

Reading & Speaking Reading for gist Reading and completing a text.
SB page 104 Fluency practice Discussing the issues of carbon and ecological footprints.
Vocabulary & Speaking Ecological Taking a lifestyle quiz.

SB page 105 expressions Making collocations describing eco-friendly lifestyles.
Fluency practice Discussing eco-friendly activities.
Listening Listening for detail Listening to a conversation and noting down facts that support
SB page 105 arguments.
Discussing their thoughts about reducing their carbon footprints.
Reading Reading for specific Reading about reducing archeology’s footprints and answering
SB page 106 information questions.
Choosing the correct alternatives to complete sentences.
Grammar Passive structures Comparing active and passive structures. Then rewriting a text.
SB page 107 Combining sentences to include reduced passive clauses.
Listening & Speaking Listening for gist and Listening to somebody talking about walking and hiking.
SB page 108 for detail Making notes to answer questions.
Fluency practice Discussing what it would be like to walk in different situations.
Pronunciation Reading aloud Identifying pauses in a story and predicting where they’ll occur.
SB page 108 Practicing reading a passage aloud.
Speaking: anecdote Fluency practice Talking about a walk they’ve been on.
SB page 109
Vocabulary Expressions with foot Completing sentences with foot or feet.

SB page 109 or feet Discussing the meaning of expressions with foot and feet.
Listening Listening for specific Matching speakers with the shoes they talk about and making
SB page 110 information notes.
Discussing their own shoes.
Reading & Speaking Reading for gist and Reading two articles about men’s and women’s shoes.
SB page 110 for detail Identifying true and false statements.
Fluency practice Discussing the link between personality and shoes.
Vocabulary & Writing Different types of Categorizing shoes according to gender.

SB page 111 shoes Identifying which shoes are being described by a psychologist.
Writing a description Writing a description of the owner of a pair of shoes.
Grammar Comparative Studying ways of talking about differences.

SB page 111 structures Writing sentences comparing a famous person with other people.
Language for Life Persuasion and Listening to people persuading others to do things and identifying
SB page 112 responding to the activities and the outcomes.
persuasion Completing useful phrases from the conversation. Then writing a
new conversation.
Life Skills Interpersonal Skills Practicing framing opinions.

SB page 112
Writing Extra Report Reading and discussing a report on students’ travel habits.
SB page 113 Identifying the use of the passive in the report.
Matching quantity expressions with percentages.
Interviewing other students and writing a report on their findings.
UNIT 10 117
10 Footprints Teacher’s notes
Warm up Vocabulary & Speaking

Focus attention on the title of the unit and (SB page 105)
ask the students if they know any proverbs or
quotations about footprints in English or in their
1
own language. If not, write some examples on Focus the students’ attention on the quiz and explain
the board and see if they can figure out what eco-friendly if necessary (something that’s eco-friendly
they mean. For example: inflicts little or no harm on the environment). Ask them
Before you love, learn to run through the snow to work individually to choose their answers.
leaving no footprint. 2
Someone who walks in another person’s tracks
Pairwork. Ask the students to discuss their scores.
leaves no footprints.
They could decide who has the most eco-friendly
Don’t tell me the sky is the limit: there are
lifestyle. Ask them to report back to the class on
footprints on the moon!
which activities they think are the most important
and the least important for reducing a person’s
carbon footprint.
Reading & Speaking
(SB page 104) POSSIBLE ANSWERS:
b There may be some discussion on this, but
1 generally speaking, the most important activities
in reducing a person’s footprint are related to
• Ask the students to read the two arguments and transportation, because of CO2 emissions: I avoid
say what the difference is between them. flying whenever possible. And also perhaps: I
• Then ask them to complete the descriptions with the walk, cycle, or use public transportation to go
words and phrases in the box. They both involve the to work or college. However, when it comes to
use of technology in solving the problem of climate flying, the students may argue that the flight will
change. The first text stresses the importance of take place anyway, regardless of whether or not
mobilizing communities and building consensus, they are on it, whereas a personal choice not to
while the second emphasizes solely the question drive a car to work means that there is one less
of technology and gives no importance to the polluting vehicle on the road.
contribution of citizens and communities. Rather,
government is called on to invest in R and D. 3
• Remind the students that it’s helpful to say words
ANSWERS:
aloud to see what sounds right. Ask them to decide
1 citizens
which words do not collocate with those in column A.
2 resources
• Check answers before discussing the questions
3 household appliances
with the class.
4 fossil fuels
5 consumption ANSWERS:
6 lack a meat
7 Research and Development b paper
8 greenhouse gas emissions c emissions
9 developing world d central heating
10 atmosphere e glass
f light bulbs
2 g food
Pairwork. Go through the questions with the class and
make sure everybody understands them. Then put
the students into pairs and ask them to discuss the
questions. In a class feedback session, encourage the
students to share their ideas.
118 UNIT 10
Listening (SB page 105) B: Chloe, I hardly think that one person cutting
down their shower by three minutes a day is
1 2.32
going to have a huge effect on reducing our
• Focus attention on the picture. Explain that the carbon footprint.
students are going to hear Chloe and her mother, C: Yes, Mom, but if everybody said that, nothing
Barbara, discussing eco-friendly lifestyle choices. would change. We all have to do our part to
Go through the questions before you play the combat climate change. If you spent two
recording. Tell them to check the items in the minutes in the shower instead of five you’d save
quiz that they mention and make a note of their 7,000 liters of water a year. And you’d have
different attitudes. three extra minutes a day as well, that’s 18
• Check answers with the class before playing the more hours per year you’d gain. Just imagine
recording again. Ask the students to note down what you could do with all that extra time!
the facts that Chloe mentions to support her B: Chloe, I’m all for doing my part. I put out
arguments. my paper and glass to be recycled. I get
biodegradable plastic bags when I go grocery
ANSWERS: shopping. And I even reuse them sometimes.
a Chloe is keen to reduce her family’s carbon C: Yes, Mom, but that’s all you do. That’s just a
footprint, but her mother is less enthusiastic. drop in the ocean. You’re not going to save
b They mention turning off lights when leaving the planet unless you make some major
a room, not leaving household appliances changes in your lifestyle.
on standby, not leaving the faucet running, B: Like what, for example?
not spending more than two minutes in the C: Like cycling to work instead of taking the car.
shower, recycling paper and glass, reusing Did you know that the average car produces
plastic bags, cycling to work instead of taking three tons of carbon dioxide a year? If
the car, and avoiding flying. everyone in this country went to work by bike
Facts mentioned by Chloe: instead of taking the car, that’s a million tons
If Barbara spent two minutes in the shower of carbon dioxide a year we’d save.
instead of five, she would save 7,000 liters of B: I hate to mention this, Chloe, but I don’t
water and over $50 a year in water heating remember you refusing any rides lately. And
costs. And she would have three extra minutes a I also seem to recall that you were overjoyed
day as well: that’s 18 more hours per year. when I showed up in the car to pick you
The average car produces three tons of CO2 a up from Sam’s the other night when it was
year. If everyone in this country went to work pouring rain …
by bike instead of taking the car, that’s a million C: Yeah … well … but when are you going to
tons of CO2. stop flying everywhere? You do know, don’t
Planes are the major contributor to climate you, that planes are the major contributor
change. If you go by bus, you cut back on to climate change? If you go by bus, you cut
emissions by 90% on every trip. back on emissions by ninety percent on every
The ice caps are melting and the polar bears are trip.
dying. B: Oh, so planes are the bad guys, huh? I seem
to remember parting with a considerable
amount of money to pay for a ticket to
2.32 (C = Chloe; B = Barbara) Europe for a certain person’s school trip. And
C: Mom! You left the lights on again. to tell the truth, I can’t see the point in giving
B: Excuse me? up flying when the rest of the population
C: You left the lights on again. When I came are happily going everywhere by plane. Why
downstairs this morning, all the lights were be so eco-friendly that you make yourself
on. And the computer and the printer were miserable?
plugged in, and the TV was still on standby. C: Honestly! You are so selfish. The ice caps are
Just think how much energy that was melting and the polar bears are dying and all
consuming. you can think about is your own comfort.
B: Oh, this isn’t going to turn into another B: Well, I’m not going to spend a week getting
carbon footprint lecture, is it? It was bad somewhere I could be in a few hours, just to
enough you coming into the bathroom this make a couple of polar bears happy. Now, if
morning and turning off the faucet while I the lecture’s over, I’m going to make myself a
was still brushing my teeth … cup of coffee and have my breakfast. I have a
C: Well somebody has to think about our carbon busy day ahead of me.
footprint! You’d already been in the shower C: Mom! Those aren’t even fair-trade coffee
for five minutes before that. You could easily beans! Don’t you realize how many people are
have a shower in two minutes instead of five. being exploited …?
UNIT 10 119
2 yield: produce
Pairwork. Ask the students to discuss the questions ruins: ancient building(s) in disrepair
and then to report back to the class on their untrampled: pristine
conclusions. dense vegetation: impenetrable vegetation
safeguarded: protected
degraded: changed to a worse condition
1 5
Pairwork. Focus the students’ attention on the Pairwork. Ask the students to discuss the questions.
headline and the pictures. Then put the students Then ask them to talk about their own visits to
into pairs and ask them to discuss the questions. historical sites. Remind them to ask their partner
Encourage them to speculate where they don’t know questions to elicit as much detail as they can about
the answers rather than going straight to the text to the places described and their impressions.
find out. Then have a class feedback session to find
out what the students think and how similar their
ideas are. Grammar (SB page 107)
2 Passive structures
Give the students plenty of time to read the text and
find the answers to the questions in Exercise 1. Find Language note
out how accurate their guesses were.
Grammar: passive structures
You use the passive when the person, people, or
ANSWERS:
thing that does an action (the agent) isn’t known,
a The Egyptian pyramids, the Mayan ruins in the
isn’t important, or is less important than the
jungles of Guatemala, and the Roman ruins at
action itself. Admittedly, the passive sounds more
Ammaia in Portugal.
formal, but it sounds more appropriate. The most
b Excavation with shovels, pickaxes, etc., and
common passive structure is: subject + is (being)
even dynamite.
/ was (being) / are (being) / were (being) / has
c Probably none, but the radiation from some of
been / (may) have been / is/are going to be + past
the technologies might have some small effect.
participle.
d Opinions may vary from student to student.
1
3
Give the students time to look at the picture and
Ask the students to choose the correct alternatives.
read the text. Ask them to say what will happen if
Then allow them to compare their sentences in pairs
temperatures rise by 3 ºC.
before checking answers with the class.
ANSWER:
ANSWERS:
If temperatures rise by 3 ºC global warming will
a explore
destroy several cities: Alexandria, Miami, New York,
b permission from the government
and Osaka.
c radar to look under the site
d be less damaging
e flown over the site 3
Ask the students to rewrite the text in Exercise 1 in the
4 passive. Remind them to omit the agent of the verb if
this isn’t known or is irrelevant or obvious. As they work,
Pairwork. Ask the students to discuss what they think
go around, giving help where needed. Check answers
the highlighted words might mean. Remind them to
with the class.
look at the context, identify any prefixes or suffixes
which might give a clue to meaning (e.g. the un of
ANSWER:
untrampled suggests a negative, note any similarity
It is estimated that if temperatures rise by 3 ºC,
to words they already know, and identify the part of
several cities will be destroyed. In fact, cities
speech. Dictionaries should be used as a last resort worldwide are already being drowned little by little.
here. Cities such as Alexandria in Egypt have been lapped
by waves. Asian countries are said to be the most
ANSWERS:
affected. Osaka in Japan will probably be affected
plethora: abundance
by natural disasters. Miami and New York will also be
deployed: used; put into action
reached by this phenomenon. Populated areas will
drilling: making a hole using an instrument
be reshaped. As a consequence the world map will
have to be redrawn.
120 UNIT 10
4 Wadi Mathendous rock art, Libya
Focus attention on the examples of reduced passive Ancient cliff carvings are being threatened by
clauses in the margin. Ask them to find and underline tourism and vibrations from oil-drilling. Animals
the relative clause and the reduced passive clause in and other symbols were drawn on the dry river
the two sentences in the exercise. Elicit the difference bed by prehistoric people. The pictures are being
between them. defaced by tourists climbing on the rocks. The oil-
drilling must be stopped.
ANSWERS:
a Cities which are located in the coastline will be 7 Grammar Extra 10, Part 1
the most affected. (relative clause)
b Cities located in the coastline will be the most
affected. (reduced passive clause)
(The relative pronoun and the verb to be omitted
in the reduced passive clause.)
ANSWERS:
1
Language note 1 Plans were still being finalized.
Grammar: reduced passive clause 2 Contact was first established.
A reduced passive clause, also known as a 3 The information was only made public.
reduced relative clause, is a clause where the 4 It had been confirmed by a team of international
relative clause and the verb be can be left out. experts.
Compare They are a set of footprints which were 5 Daily bulletins are being issued by the ETF.
pressed into volcanic ash. with They are a set of 6 It has been reported.
footprints pressed into volcanic ash. The second 7 The exact location and date of the meeting are
sentence is more concise. still to be confirmed.
8 A visit is expected.
5 9 No information has been released on this point.
Do the first one as an example for the class, then ask
the students to combine the remaining sentences
using reduced passive clauses. As they work, go Listening & Speaking
around, reminding the students to omit the agent
where appropriate and to change other verbs from (SB page 108)
active to passive. 1 2.33
Focus attention on the pictures and ask students to
ANSWERS:
say what they show. Tell the students that they are
a Remains of a stone wall uncovered by a storm
going to hear a woman describe her experiences of
revealed evidence of the settlement.
transitioning from walking to hiking. Ask the first to
b Tools and artefacts excavated by archeologists
say what they think the problems and good points of
have shed light on life in prehistoric times.
this transition might be. Then play the recording and
c Archeologists are restoring some of the
ask the students to say whether the woman describes
artefacts eroded by the ocean.
it as a positive or a negative experience.
d They have found buildings thought to date back
nearly 2,500 years.
ANSWER:
e The artefacts displayed in the Jarlshof museum
Positive. The speaker enjoys walking; it had
provide an insight into a unique way of life.
become a form of daily meditation. The speaker
enjoyed rising at dawn and going out into the still,
6 cool early morning. The speaker did some of her
Pairwork. Put the students in pairs. Ask them to turn clearest thinking and got her best ideas while on
to the pages indicated and make notes. Encourage these walks.
them to take turns talking about their sites using only
their notes. Remind them to use passive structures
where possible.
Possible answers:
Lascaux caves, Dordogne, France
Prehistoric paintings are being threatened by
bacterial and fungal infection. The caves have
been closed to tourists. The situation is being
monitored. The paintings need to be preserved.
UNIT 10 121
2.33 exhilarating. Even with the poles I felt like I was
I was a walker. Weather permitting, I would walk getting a full body workout. I had to engage my
almost every day – two miles, sometimes three – core muscles to navigate the uneven terrain. On
determined that the knee injury and subsequent the other hand, the scenery, the fresh mountain
surgery that had derailed my running career two air, the smells and sounds of nature were an
years prior would not affect my personal fitness or absolute delight to my senses. But what was most
enjoyment of the outdoors. Although I missed the surprising of all was that I thoroughly enjoyed not
thrill and intensity of training for and participating just the companionship but the conversation, that
in half-marathons, I had surprisingly come to enjoy is, when I could find enough breath to have one.
walking a great deal. It had even become for me And the sense of accomplishment we felt when we
a form of daily meditation. There was something got to the summit and surveyed the breathtaking
quite therapeutic about rising at dawn and going view of the valley below was unparalleled.
out into the still, cool early morning before the
sun’s warmth had evaporated the dew from the 2
grass and the sounds of domestic activity had yet • Go through the headings with the class, then ask
to make their way around the neighborhood. More the students to listen again and make notes.
often than not I would be accompanied by my dear • Play the recording again for them to check their
friend Max. His silent companionship was just what answers.
I needed. Besides, he was probably the only friend
who didn’t need much convincing to get out of bed SUGGESTED ANSWERS:
in the wee hours all in the name of exercise. Golden a
To keep fit and continue enjoying the
Retrievers are like that. I did some of my clearest outdoors.
thinking and got my best ideas while on these b
Walking was a form of daily meditation. The
walks. It’s true what they say that ‘the single best speaker enjoyed rising at dawn and going out
way to still one’s mind is to put the body in motion’. into the still, cool early morning. The speaker
Then Jessica came to visit. I hadn’t seen my sister did some of her clearest thinking and got her
in years so when she showed up looking the picture best ideas while walking.
of health and gushing about her newfound love of c
Her sister hiked and was so happy and
hiking my curiosity got the better of me and we healthy that she decided to give it a try.
decided to explore the hiking trails just outside of d
Hiking boots, a pair of trekking poles, protein
town together. I thought a temporary change in my bars, a hydration pack.
routine would do me good and it wouldn’t hurt to e
The intensity of the workout; her heart rate
try something different. I certainly didn’t expect was higher than when she walked on flat
to fall in love with hiking. Walking is to hiking what roads at twice the speed.
trampolining is to hang gliding. For starters there f
A full body workout; the scenery, the fresh
was more to think about including the level of mountain air, the smells and sounds of nature;
difficulty, the terrain, and the gear. My fitness level the companionship and the conversation; the
was important in determining which trail we would sense of accomplishment; the breath-taking
attempt since steepness and elevation would be view.
an issue. I fancied myself to be quite the walker
averaging fifteen miles a week so we decided on 3
a trail that was of moderate difficulty. This would
Pairwork. You might have to introduce some
soon prove to be an illustration of the saying that
vocabulary related to the kinds of challenges in the
‘everything is relative’.
questions. Put the students into pairs and ask them to
My usual walking shoes wouldn’t suffice since the
discuss the questions. Encourage them to report back
terrain was expected to be considerably more
to the class on their conclusions.
rugged than the suburban streets I was used to,
so we went shopping for hiking boots and a pair
of trekking poles to provide stability and lessen Pronunciation
the stress on my knees. A few protein bars and a
hydration pack completed my ensemble and we (SB page 108)
were ready. 1
During the hike there were several things that
I was unprepared for. In spite of the seemingly
to discuss the questions. Then, in a class feedback
gradual slope of the trail I was unprepared for
session, find out how often and on what occasions
the intensity of the workout. I was walking much
the students might read aloud. These could range
slower but my heart rate was higher than it was
from being asked to do so in class, to reading
when I walked on flat roads at twice the speed.
an amusing fact or story from a newspaper to
Not only that, but my muscles and my lungs were
somebody over breakfast.
responding in a way that I found to be, in a word,
122 UNIT 10
ask them to read the passage aloud without the
Language note recording.
Pronunciation: preparing to read aloud
This may be a good time to remind your ANSWERS:
students about punctuation. It’s like a set of During the hike // there were several things that
road signs, and it’s there to guide them through I was unprepared for. // In spite of the seemingly
a text. It will help them to recognize when to gradual slope of the trail // I was unprepared for
pause briefly, when to pause for longer, when to the intensity of the workout. // I was walking much
use a rising intonation, and when to use a falling slower // but my heart rate was higher than it was
intonation. when I walked on flat roads at twice the speed.
// Not only that // but my muscles and my lungs
2 were responding in a way that I found to be, // in
a word, // exhilarating. // Even with the poles I
Ask the students to read the extract from the
felt like I was getting a full body workout. // I even
audioscript of the recording and discuss what they
had to engage my core muscles to navigate the
think the slashes are for.
uneven terrain.
ANSWER:
The slashes represent where the speaker pauses
in natural speech. Speaking: anecdote
3 2.34
(SB page 109)
• Point out the two pauses marked by double slashes
in the text in Exercise 2. Ask the students to listen
Introduction.
to the recording and mark the other places where
• Go through the instructions and the questions with
the speaker pauses. Allow them to compare notes
the class. Give the students a minute or two to decide
with another pair before checking with the class.
which walking experience they’re going to talk about.
• Play the recording again and ask them to underline
Then ask them to look at the questions and think
the stressed words in each chunk.
about their answers to them. Allow them to make
• When you’ve checked answers, ask them to practice
notes of what they’re going to say and how they’re
reading the passage aloud to each other.
going to say it, but discourage them from writing
ANSWERS: a paragraph that they can simply read aloud. Go
I was a walker. // Weather permitting, // I around, monitoring and giving help where necessary.
would walk almost every day – // two miles, • Pairwork. Put the students in pairs and ask them to
sometimes three – // determined that the knee take turns telling their partner about a walk they’ve
injury and subsequent surgery that had derailed been on. Encourage them to ask each other follow-
my running career two years prior // would up questions to get further information. Ask some
not affect my personal fitness or enjoyment pairs to report back to the class about what they
of the outdoors. // Although I missed the thrill found out.
and intensity of training for and participating
in half-marathons, // I had surprisingly come
to enjoy walking a great deal. // It had even
become for me // a form of daily meditation. // 1
There was something quite therapeutic about Ask the students to decide whether each blank should
rising at dawn // and going out into the still, // be filled with foot or feet. Then check answers with
cool early morning before the sun’s warmth had the class.
evaporated the dew from the grass // and the
sounds of domestic activity had yet to make ANSWERS:
their way around the neighborhood. a feet, foot, feet
b foot, foot
4 2.35 c foot, feet, feet, feet
d foot, foot, feet
• Pairwork. Ask the students to work together
to decide where the pauses are likely to occur.
Encourage them to read the words aloud as they 2
do this so that they get a feel for where pauses will • Pairwork. Ask the students to discuss the meanings
come naturally. Remind them that the punctuation of the expressions in pairs. Encourage them to
is there to give clues about where pauses occur. speculate and make guesses based on the context of
• Play the recording for the students to check their each one. Allow them to use dictionaries to check, but
answers. Play it several times for them to practice insist that they make a decision on each one first.
reading at the same time as the speaker. Then • Have a class discussion about whether there are
any similar expressions in their own language(s).
UNIT 10 123
ANSWERS: b He wears them all the time (day in, day out).
get/have itchy feet: want to travel or make a c They are probably not the trendiest style and
change in your life now they are a little worn out.
put your foot down: firmly insist on doing or not
Speaker 3
doing something
put your feet up: sit down and relax a He saw the shoes on sale and couldn’t resist
shoot yourself in the foot: say or do something buying them. He wears a difficult size and
stupid which ruins your chances of something finds it hard to get shoes that fit right and
get/have a foot in the door: get a chance to look good, so he was happy to find them.
start working somewhere b He wears them on special occasions when he
start/get off on the wrong foot: to establish a needs to dress up.
bad relationship with somebody when you first c They are size 14 and a wide fitting. They are
meet them classic shoes and reasonably stylish.
not put a foot wrong: not make any mistakes Speaker 4
have feet of clay: have faults or imperfections a She bought them for her sister’s wedding, to
that get you into trouble go with a red outfit.
have two left feet: be a terrible dancer b She took them off several times during the
get/have cold feet: suddenly feel uncertain
wedding and hasn’t worn them since.
about going through with a plan
c They are expensive, elegant designer shoes,
put your foot in your mouth: accidentally say
but not very comfortable. They have little
something that annoys or embarrasses
pointy toes and high heels.
somebody
wait on somebody hand and foot: do everything
for somebody
stand on your own two feet: act or manage 2.36
independently 1
I wear these shoes mainly for work. I’m on my
feet all day, so I really need practical, low-
3
heeled shoes that are going to be long-lasting.
Pairwork. Ask the students to work in pairs to discuss They’re a little scuffed and they could use some
the questions. Encourage them to report back to the polish, but I don’t think anybody looks at my
class on what they found out. feet, so I can probably get away with it.
2
Listening (SB page 110) I’ve had these sneakers for about three years
now, and to tell you the truth, I wear them day
1 in, day out. They’re probably not the trendiest
Have a class discussion about the questions and let style out there, but I tried on lots of different
the students share their thoughts on shoes. pairs, and the others were nowhere near as
comfortable as these. They’re a little worn out
2 2.36
now, but I hate buying shoes, so I always make
• Focus attention on the pictures. Ask the students mine last longer than they probably should.
to describe the shoes. Tell them that they’re going 3
to hear four people talking about their shoes. Ask I saw these shoes on sale and I couldn’t resist
them to listen and match their descriptions with buying them. I wear size 14 and I need a wide
the pictures. fitting too, so sometimes it’s hard to get shoes
• Play the recording again for the students to note that fit right and look good too. I mean, they’re
down the answers to the questions. just classic shoes, but I think they’re reasonably
stylish, and they’re good for wearing on special
ANSWERS: occasions when I need to dress up.
1 d 2 a 3 b 4 c 4
Speaker 1 I got these shoes for my sister’s wedding, to go
a She needs practical low-heeled shoes that with a red outfit. There’s a matching purse, too.
are going to be long-lasting because she’s on They’re designer shoes, and they’re by far the
her feet all day. most extravagant ones I’ve ever bought; they
b She mainly wears them for work. cost an arm and a leg. And they’re not the most
c They’re practical and low-heeled, but a little comfortable of shoes, either – I had to take
scuffed and they could use some polish. them off after the ceremony and again after all
the pictures were taken, because my feet were
Speaker 2 killing me, and to be honest with you, I haven’t
a He tried on lots of pairs in the shop, but worn them since. But I love the little pointy
bought these because the others were not as toes, and I think they make me look elegant,
comfortable. even though I tend to wobble on the high heels.
124 UNIT 10
3 3
Pairwork. Ask the students to take turns talking about Pairwork. Ask the students to discuss the questions in
their own shoes. Tell them to discuss where they pairs. Encourage them to report back to the class on
bought them and why, how often they wear them, their conclusions.
what they look like, and how comfortable they are.
The listening partner asks questions to elicit more
information. Vocabulary & Writing
(SB page 111)
Reading & Speaking 1
(SB page 110) Go through the list of words describing types of
shoes in the box. Make sure everybody understands
1 these. Then ask the students to divide the words into
Give the students a time limit to read the article and two groups: those which are not normally worn by
find the answers. Then check answers and elicit the men and those which are. Also ask them to decide
students’ initial reactions to the texts. which words can be used to describe the shoes in the
pictures.
ANSWERS:
a In the afternoon. ANSWERS:
b Because foot size changes, and feet can have Not normally worn by men: mules, pumps, sling-
different sizes. backs, stilettos, wedges
c Try them on in a store first. 1 sandals
2 stilettos
Ask the students to look at the highlighted adjectives 3 slip-ons
in the article. Encourage them to use the dictionary if 4 flip-flops
necessary. 5 boots
6 sneakers
ANSWERS:
narrower – adjective: the opposite of wider
2 2.37
thickness – noun: dimension that measures the
distance through an object Pairwork. Ask the students to listen to the recording
odds – noun: probability and with their partner decide which shoes the
blisters – noun: bubbles on the skin caused by psychologist is talking about and who they belong to.
friction
lithe – adjective: elegant and slim ANSWERS:
ravishing – adjective: gorgeous Melanie – Picture 1
swollen – adjective: expanded in size Poppy – Picture 2
unscathed – adjective: undamaged Judith – Picture 3
indispensable – adjective: absolutely necessary Saffron – Picture 4
sleek – adjective: sleek fur or hair is smooth and
shiny
2.37 (P = Poppy; M = Margaret Banks)
2 P: Welcome back. Now, as promised, I’m joined in
the studio by psychologist Margaret Banks, who
• Go through the sentences with the class, then ask has written a fascinating book called Let Your
the students to read the article again and decide Shoes Do The Talking, which promises to help us
whether they’re true or false. Then ask them to find discover what people’s shoes really say about
evidence for their choices in the articles. them. Margaret, welcome.
• Check if they understand the meaning of M: Hello, Poppy.
highlighted words in the text. P: Now, we asked some of our audience today to
bring in their favorite pair of shoes. Margaret,
ANSWERS:
would you care to look them over? What kind
a False. She spent just as much.
of person do you think would wear these, for
b False. No that’s when they are the biggest.
example?
c True. We fool ourselves.
M: Hmm, well, I’d say that these shoes certainly
d True. Some brands just don’t fit our feet.
suggest someone who is creative and idealistic,
e True. Happens when you try to cram your
who perhaps has an alternative, slightly
cavewoman feet into that cute pump.
hippy lifestyle. The shoes are designed to be
f False. She says you should not buy online but
comfortable and good for your feet. And the
gives the advice in case you ignore her advice.
vibrant color indicates to me somebody who
is pretty self-assured and comfortable with
herself.
UNIT 10 125
P: Great! Well, we’ll be finding out soon if your Language note
predictions about the wearer are correct. In Grammar: comparative structures
the meantime, would you mind taking a look at At this level, it’s important for your students to
these shoes? be familiar with the intensifiers which go with
M: Oh, yes. These shoes tell me that their owner comparative structures. For example:
is fashion-conscious and glamorous. She’s 1 Those are more interesting:
certainly no shrinking violet, but probably a Those are a little more interesting / Those
little more flirtatious and feminine, and less are far more interesting / Those are a lot
domineering than somebody who might wear more interesting.
boots, for instance. They’re really for a woman 2 These are as comfortable as the others:
who’s looking to make a red-carpet entrance. These are almost as comfortable as the
P: I see. Very interesting … And how about these? others / These are just as comfortable
M: Well, these shoes look like they belong to a man, as the others / These are nowhere near
is that correct? as comfortable as the others / These are
P: Um, no … definitely not as comfortable as the others.
M: OK, well, they’re actually men’s shoes, so they
probably belong to somebody who is somewhat
2
older than the other women, who is likely to be
possibly quiet, conservative, and conventional. Ask the students to match the words in the box
She is a follower rather than a leader, and with those in bold in Exercise 1 which have a similar
possibly not very dynamic. She is trying hard to meaning. When checking answers, get the students
fit into what she feels is a man’s world. to put the new words in the sentences in Exercise 1 so
P: Oh. I see. Um … OK, finally, what about these? that they hear them in context. Point out that there is
M: OK, well, clearly the owner is young and trendy, no word in the box to replace just in sentence d.
and someone with a carefree and fairly casual
approach to life. The shoes give off a playful, ANSWERS:
fun vibe. They say, “I don’t care about expensive a a little: a tiny bit, slightly
designer fashions, there are so many other b somewhat: noticeably
things that are far more interesting.” c far: a lot, considerably, infinitely, much, way
P: Fantastic! Margaret, thank you so much for e by far: easily
your assessments. Now it’s time to reveal how f nowhere near: definitely not
accurate your predictions were …
3
3 Pairwork. Ask the students to choose a famous person
• Pairwork. Ask the students to pick another pair and write three sentences comparing this person
of shoes from the picture and write their own with other people. Go around, making sure they use
description of what sort of person they think the comparative structures and adjectives correctly and
owner might be. that they don’t include the person’s name in their
• When the descriptions are ready, ask the students sentences. When they’re ready, ask the students to
to swap with another pair and try to guess which read their description to another pair, who should try to
shoes the description they’ve received refers to. guess who the person is.

Grammar (SB page 111) Ask the students to turn to Grammar Extra 10, Part 2
Comparative structures an explanation of the grammar they’ve been studying
1 and a further exercise to practice it.
Get several students to read the sentences aloud.
Draw their attention to the expressions in bold and ANSWERS:
ask the students to say what kind of difference they 2
refer to. When you’ve checked answers, draw their a He’s considerably more patient …
attention to the further example sentences in the b … I suppose this one is just slightly more
margin. attractive.
c She’s no better than the last one …
ANSWERS: d … this year’s vacation was just as good …
a large difference: c, e, f e This is by far the worst movie I’ve ever seen!
b moderate difference: b f … just as outrageous, just as violent.
c small difference: a g … your job is far less stressful compared to
d no difference: d Randy’s.
h This novel is far more challenging …
126 UNIT 10
Language for Life 2.39 (K = Kathy; S = Sally)
(SB page 112) 2
K: Oh, Sally, they look gorgeous! You should get
1 them.
• Begin by brainstorming the language that the S: Yes, but they’re so expensive. What’s the
students already know for making invitations and point of spending so much money on shoes
persuading (and also expressing unwillingness). you’re only going to wear once?
• Pairwork. Ask the students to take turns being the K: Oh, go ahead! It’s your sister’s wedding, it’s
person doing the inviting and the one who’s tired. once in a lifetime. Treat yourself! You’ll regret
it if you don’t buy them.
2 2.38-2.41 S: Well, it’s a lot of money, but … OK. If you
• Go through the instructions with the class. Then really think so.
play the recording for the students to listen and 2.40 (M = Matt; T = Tom)
note down the two items for each conversation. 3
• Check answers before playing the recording again M: Hey, Tom, have you seen this ad for a fitness
and asking the students to note down the reasons trainer at the Carlton Health Center? You
used to persuade the other person. should apply.
T: What’s the use of applying? They’re bound to
ANSWERS: get tons of applications, from people far more
1 to sign a petition to save the rain forests; the experienced than me.
man agrees to sign M: Oh, come on, nothing ventured, nothing
2 to buy shoes for her sister’s wedding; Sally gained. You might as well try. You never know,
agrees to buy them you could get shortlisted for an interview.
3 to apply for the job of fitness trainer at the T: Yeah, but even if I got an interview, I wouldn’t
Carlton Health Center; Tom agrees to apply get the job. I’m terrible at interviews.
4 to go sailing next summer; Jess agrees to go M: Oh, come on, don’t be defeatist! You’re a
qualified trainer. Just send in an application!
1 If they get several thousand signatures,
It’s worth giving it a try.
people will take notice and the message will
T: Well, OK then, if it’ll make you happy. But I
start to hit home.
think it’s a waste of time, frankly.
2 It’s for her sister’s wedding, which is once in
a lifetime. She’ll regret it if she doesn’t buy 2.41 ( J = Jess; M = Maria)
them. 4
3 It’s worth trying and sending in an J: Hey, guess what? Sarah and Ruth are going
application. He has the right qualifications sailing next summer, and they want me to go
and he could get shortlisted for an interview. with them.
4 It’s a fantastic opportunity and she’ll really M: Jess, what a fantastic opportunity! You have
enjoy it. to go.
J: Hmm, I’m not sure. I’ve never done any sailing
before. What if I get seasick? And what if I
don’t like sailing?
2.38 (Y = Yvonne; M = Man) M: Well, you should cross that bridge when you
1 come to it. I think you should go for it. You’ll
Y: Excuse me, sir. Can you sign this petition to really enjoy it.
save the rainforests? J: Well, maybe you’re right. Maybe I should give
M: Well, it’s a good cause, but I don’t really see it a try.
the point in signing a petition. Nobody’s ever
going to pay attention to a few signatures.
3
Y: Oh, I disagree. I think it’s definitely worth
making our voices heard. If we get several Ask the students to fill in as many blanks as possible
thousand signatures, I think people will sit up before listening to the recording again. Check answers
and listen, and then our message will start to with the class and deal with any difficulties.
hit home.
M: Well, OK then, but I still don’t think it’ll make
any difference.
UNIT 10 127
ANSWERS: 2.42 (S = Stephanie; P = Pam)
Trying to persuade someone: S: Come on, you know you want to!
1 definitely worth P: No, absolutely not! It’s out of the question! I’ll
2 yourself freeze!
3 ventured S: No, you won’t. You’ll love it. Come on, just for
4 gained me! Mary went last week, you know. She loved
5 as well it.
6 defeatist P: Honestly, I’m not in the mood, and I don’t have a
7 when you come to it swimsuit, anyway.
8 go S: I told you, I have an extra one. You can borrow it.
Expressing doubts or reservations: Look.
1 see the point in P: Hah, you must be joking! That’s awful! I’m not
2 the point of wearing that.
3 What’s the use of S: OK, OK, you can have this one. It’s brand new!
4 What if P: Hmm, well … I’m still not sure I feel like it.
S: Come on, it’ll do you good. Just think how much
Agreeing: better you’ll feel when you get out!
1 you really P: Hmm … Oh, all right. You’ve twisted my arm. But
2 it’ll make you I get to use the towel first when we get out.
3 a waste of S: I can live with that! Let’s go.
4 a try
5
• Go through the list of expressions with the class.
Language notes Ask the students to listen again and correct one of
Vocabulary the words in the sentences so that they match the
• nothing ventured, nothing gained expressions used in the recordings.
This is a proverb which means that if you • Students then say which ones are used to
don’t take risks, you won’t receive any persuade, to refuse, or to agree.
rewards.
• defeatist ANSWERS:
Somebody is being defeatist if they never try a in on
anything because they’re already convinced b blue question
that they will fail. c with for
• You should cross that bridge when you come d way mood
to it e poking joking
This means that you shouldn’t worry about f for like
potential difficulties until they actually occur. g make do
h leg arm
4 2.42 a persuade: a, c, g
Tell the students that they’re going to listen to b refuse: b, d, e, f
another conversation. Tell them to identify what the c agree: h
woman is trying to persuade her friend to do.
6
ANSWER: • Pairwork. Go through the instructions with the
She’s trying to persuade her to go swimming. class and ask each pair to choose one of the
situations. Tell them that they’ll perform their
conversation for another pair who have to guess
the situation, so they shouldn’t give too many
obvious clues. As they write their conversations,
go around, helping and encouraging them to use
as many of the useful phrases for persuading,
expressing reservations, and agreeing as
possible.
• Put each pair with another pair. Make sure that
they have chosen different situations. Ask them
to take turns performing their conversation and
guessing the situation.
128 UNIT 10
Life Skills ANSWERS:
(SB page 112) carried out: conducted
establish: determine
Framing opinions minimize: reduce
found: discovered
• Ask students to talk about someone that they cited: mentioned
find it difficult to get along. Ask: What are some questioned: asked
reasons we may find it difficult? How is it possible centered around: focused on
to improve relationships with colleagues? What are proposed: suggested
some possible strategies? initiated: started
• Ask students to read the text and see if they can issued: distributed
come up with any other ways to frame opinions in An investigation was carried out into the means
ways that make them more palatable to others. of transportation currently used by students to
• Pair students up and let them choose one of the travel into college. …
topics. Make sure that they know that each of them It was found that just over half the students
will have a different side of the debate and that (53%), … When questioned about whether they
it doesn’t really matter which side they defend. would consider cycling, …
Encourage them to use as many different framing In light of the findings, the following measures
strategies as they can. are proposed:
• Negotiations should be initiated with local
Writing Extra (SB page 113) bus companies to …
• The authorities should be encouraged to
Report improve existing cycle paths …
• Bicycle-storage facilities should be increased
1
on college premises.
Ask the students to read the report and match the • Parking spaces should be reduced and a
headings with the paragraphs. Then have a class limited number of parking permits should be
feedback session, encouraging discussion of different issued.
customs and habits. • The success of the measures should
be monitored and evaluated a year after
ANSWERS: implementation.
1b It isn’t clear who wrote the report. The writer
2c isn’t mentioned as this information is not
3a important – the focus is on the content.
2 4
• Pairwork. Go through the questions with the class. Ask the students to match the quantity expressions
Then put the students into pairs to discuss them. with the percentages. Allow them to compare their
• Check answers with the class. Encourage them to answers in pairs before checking with the class.
paraphrase rather than quote directly from the text.
ANSWERS:
ANSWERS: a little under half: 47%
a To investigate whether current public a sizeable minority of: 28%
transportation facilities are meeting students’ a tiny percentage of: 1%
needs, to encourage more students to travel by exactly a quarter of: 25%
bicycle or on foot, and to discourage the use of just over a third of: 35%
cars. one in ten: 10%
b and c students’ own answers the overwhelming majority of: 99%
the vast majority of: 90%
3 virtually no: 0.1%
• Ask the students to find the highlighted words in
the report and to match them with words in the box
with similar meaning.
• Check answers by asking the students to read
sentences from the report with the new words in
place.
• Ask the students to underline all the passive
structures in the text. Ask them to say whether it’s
clear who wrote the report or not.
UNIT 10 129
5
• Pairwork. Go through the topics with the class.
Then put the students into pairs to choose one of
them.
• As the students prepare their lists of questions, go
around, helping where necessary.
• Allow plenty of time for the interviewing and report
writing. Remind the students to make appropriate
use of formal language, including formal vocabulary
and passive structures. Point out that the example
report in Exercise 1 is divided up into sections with
headings. Encourage them to do the same in their
reports. Suggest that they use bullet points for
their recommendations as in the example.

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130 UNIT 10
11 Words Overview
Speaking & Listening Fluency practice Matching words with descriptions.

SB page 114 Listening for detail Talking about English words.
Listening to people discussing words in English.
Discussing the use of English words in other languages.
Vocabulary New words Matching titles and pictures with opening paragraphs of articles.
SB page 116 Studying words which are new to English.
Guessing meaning from context.
Talking about the relevance of new words to their lifestyle.
Speaking Fluency practice Discussing the things they write and the frequency with which they
SB page 118 write them.
Discussing a quotation about writing in the digital age.
Reading & Vocabulary Reading for detail Discussing whether the standard of writing is improving and
SB page 118 Words and comparing their ideas with the ones given.
phrases related to Matching headings with paragraphs.
communication Completing a glossary.
Completing sentences with words from the glossary, then
discussing their own writing style.
Grammar Avoiding repetition Identifying referents in a text.

SB page 120 Using substitution and ellipsis to improve texts.
Identifying which words can be left out of sentences and why.
Making a conversation as short as possible, using substitution and
ellipsis.
Speaking Fluency practice Discussing English spelling.

SB page 121 Reading and discussing a text on how English spelling could be
improved.
Pronunciation Differences in Identifying silent letters in sentences.

SB page 121 spelling and Saying place names.
pronunciation Reading a limerick aloud and correcting misspellings.
Language for Life Getting your point Listening to two people talking about socializing online.
SB page 122 across Identifying the point somebody is making, and saying if they agree.
Listening and replacing words with useful phrases.
Writing a conversation.
Using the useful phrases to respond to statements.
Life Skills Communication Discussing dictionary use.

SB page 122 Matching parts of dictionary entries with their purpose.
Practicing looking up new vocabulary in a dictionary.
Vocabulary Extra Origins of new words Explaining the meaning of words.

SB page 123 Matching words with their origins.
Matching words with categories.
Discussing the introduction of new words to a language.
Seeing how dictionaries show information about sources of new
words.
Writing Writing a cover letter.

WB page 47
UNIT 11 131
11 Words Teacher’s notes
Warm up 4 2.43-2.46
Ask the students to open their books at the • Ask the students to listen to the four conversations
first page of the unit and to look at the three on the recording and check the questions in
quotations with the pictures. Ask them to Exercise 2 that the people discuss.
discuss which they prefer and why, and to say • Play the recording again for them to note down the
if they know any other quotations or sayings words they talk about. Pause the recording after
about words. each section to allow them to identify the words
and write them down. Then discuss the questions
with the class.
Speaking & Listening ANSWERS:

(SB page 114) 1d
2a
1 3c
Ask the students to read the tweets and discuss if 4a
they agree or not and why.
1 blogging, World Wide Web, online, surfing,
2 web surfing
• Pairwork. Explain that the focus here is not so 2 mellifluous, impostor syndrome
much on the meanings of words as their form and 3 download, lunch
origin. Ask the students to look at the words in the 4 sidewalk
box and use them to complete the sentences.
• Allow the pairs to compare their results with other
pairs before checking with the class. When you’ve 2.43 (G = Gina; K = Kevin)
finished, make sure everybody understands all the 1
words. (Note: facetious is usually used to describe G: Gosh, there are lots! Like “blogging.”
something somebody said which was intended to be K: Oh, yeah.
G: Anything to do with …
humorous but came across as silly or inappropriate,
K: Anything internet-wise, yeah.
e.g. He’s always making facetious comments. A
G: Yeah, absolutely. “World Wide Web.”
word like ma’am, which can be read forwards or K: Even “online.” I mean, it’s two words that
backwards is called a palindrome. Words like brunch already existed, but put them together and
and smog which are formed by combining other suddenly it’s a whole new …
words are called portmanteau words, from the G: Yeah, completely, I think, you know …
French for suitcase. K: “Surfing.”
G: Web surfing.
ANSWERS: K: Surfing, which again already existed but is
a Ma’am different now. It’s amazing.
b Brunch 2.44 (T = Trudy; J = Jason)
c smoke, fog 2
d choice T: “Mellifluous.” Such a nice-sounding word. It
e Facetious was used to describe an actor’s voice: mellow,
flowing – I just thought it was beautiful. How
f Feedback
about you?
g Shampoo, penguin (note pen gwyn means J: I heard this thing called “impostor syndrome,”
white head in Welsh) which is something that apparently we, well,
h weird, peculiar, Weird, peculiar a lot of us feel, which is that we don’t really
have the skills that we say we do, or we feel
3 inadequate about those – you know, about a
certain job we are doing, which I thought was
• Groupwork. Put the students into small groups and
really interesting.
ask them to discuss the questions.
2.45 (C = Carolina)
• Ask the groups to compare their answers with
another group and then report back to the class on 3
their conclusions. C: Well, I think there’s a lot of words in English
that are currently in Spanish. A lot to do with
technology – for instance, we say “download,”
which is not a Spanish word, it’s English. We
also – we say “lunch” – it’s very bad because,
132 UNIT 11
of course, it’s “comida” in Spanish, but now
4
we’ve inherited this word – lunch. • Ask the students to look at the bold words in the
2.46 (C = Carla; M = Marco) paragraphs and categorize them according to
4 whether they know them, have seen them, or have
C: It was, I think, “sidewalk.” never seen them.
M: Really? • Pairwork. Put the students into pairs and ask
C: Yes, it’s very strange for me, you know, them to compare their answers. They should teach
because I didn’t know the word for the thing each other any words that they do know and that
that you walk on when you are off the road. their partner doesn’t. Then ask them to focus
M: And how did you learn that? on categories b) and c) and to try to guess the
C: I was in New York and they said to me, “You meaning of the words from the context. The words
have to cross onto the other sidewalk.” I in the margin are not exactly the same, but are
didn’t know what they said, what are you words which have been created in a similar way and
talking about, you know, but yes, so that was may give them some clues.
when I figured it out. It was great. 5
Check students’ answers with the ones listed below.
5 Then discuss the questions with the class.
Ask the students to decide what they think about the
statements before you have a class discussion. Find ANSWERS:
out who agrees most with which statement. browser: a computer program that allows you to
look at information on the Internet
Vocabulary (SB page 116) FOMO: an acronym for ‘fear of missing out’
which describes the anxiety people feel when
1 they see what others are doing, through – for
Go through the titles with the class and elicit what example – social networking sites
the topics of the articles might be about. Point out IRL: in real life: used in social media to
that headlines often contain words with more than distinguish between online activity and the real
one meaning. For example, Trolls in the second title world
might mean “monsters” or it could mean “internet popup: something such as an advertisement that
bullies”. Fishing has several meanings, ranging appears suddenly on a computer screen when
from the activity of catching fish, looking for a you are looking at the Internet
compliment, or even trying to find something by selfie: a photo that you take of yourself, usually
feeling for it inside a bag. Accept any reasonable for use in social media
answers: the point here is to get the students to spam: emails that are sent to large numbers of
speculate. people on the Internet, especially when these
are not wanted
2
Ask the students to read the opening paragraphs of
the blogs and match them with the titles. Language note
ANSWERS: Vocabulary: new words
Beware the Trolls! – blog 3 It’s always worth trying to guess words from
Binge-worthy? – blog 1 context as new words enter the lexicon on a daily
Gone fishin’ – blog 2 basis. Many “new” words are conflated words, i.e.
two words fused together to form a new one. They
often turn out to be short-lived. Newly created
3
words like froyo require us to recognize that it is a
Ask the students to match the blogs with the combination of frozen and yogurt. As in this case,
pictures and to say which article interests them the new word may exist long enough to make it
most, and why. into our dictionaries.
Similarly, clickbait (click + bait) and browser
ANSWERS: (browse + -er) can all be figured out if familiar
Blog 1 – picture b with the composite parts. And if you can’t figure a
Blog 2 – picture a word out from its context or the composite parts
Blog 3 – picture c of a word, and it isn’t in your dictionary (yet!),
there’s only one course of action left: an quick
online search!
UNIT 11 133
Speaking (SB page 118) 5
1 to find the highlighted words in the article and to
Groupwork. Put the students into small groups discuss their possible meanings. Remind them to look
and ask them to discuss the questions. Ask a at the context, think about words they know which are
spokesperson from each group to report back to the similar in structure, identify the part of speech, etc.
class on their discussions. When they’ve looked at each of the words, ask them
2 to complete the glossary.
Read the quotation aloud or ask a student to read it. ANSWERS:

Then ask students to think about their own answers a patently
to the questions. Give them time to formulate their b sweeping generalization
opinions before starting a class discussion. Encourage c weigh in
the students to give reasons for their answers. d be that as it may
e emoji
Reading & Vocabulary f irk
g negate
(SB page 118) h seep into
1 i academia
j incentive
k disparage
ask them to discuss the statement and to make notes.
Monitor and check that each group has at least five
points written down as it is important for the next task.
6
Ask a spokesperson from each group to report back to • Ask the students to use the words in the glossary
the class on their discussions. to complete the sentences. Remind them to make
any modifications that are necessary. Check
2 answers by getting individual students to read
Give the students time to skim the article on page 119 aloud sentences so that they hear the words in
and to compare their ideas with those in the article. context.
Then ask them to compare answers with a partner • Then ask the students to say whether or not the
and to discuss similarities and differences with the sentences are true for them, and why.
article. As a class, find out how many are the same as
theirs. ANSWERS:
a incentives
3
b academia
Give the students plenty of time to read the article again c negates
and ask them to match the headings with the paragraphs. d patently
Then ask them to compare answers with a partner before e Be that as it may
checking the answers as a class. While the students work, f Sweeping generalizations
monitor and help with any unknown vocabulary other g seep into
than the vocabulary highlighted in the text.
ANSWERS:
a 2
b 4
c 5
d 1
e 7
f 3
g 6
4
Pairwork. Put the students into pairs to discuss the
questions. Then ask each pair to report back to the
class on their opinions.
134 UNIT 11
Grammar (SB page 120) Language note
Avoiding repetition Grammar: avoiding repetition (substitution)
In order to avoid repetition, you can substitute
1 nouns or noun phrases with pronouns or
• Pairwork. Focus attention on the extract and ask possessive adjectives. To substitute a verb
the students to read it and decide what the words phrase, use so or not: Do you know what you
in bold refer to. You could ask them to underline want to say? If so (= you know what you want
these words. to say), just come out and say it. If not (= if you
• Go through the examples about substitution (in the don’t know what you want to say), keep quiet.
margin) with the students and check answers with
the class. Point out that the phrases in bold have 3 2.47
been used to avoid repetition. You could read the
• Pairwork. Remind the class that another way
extract to the class with the repetition put back in
of avoiding repetition in texts is to use ellipsis
to show them how tedious it would be, e.g. Sure,
(omitting words). Ask the students to work in
texts and essays are two distinct forms of writing,
pairs to decide which words could be cut from the
I’ll give you the fact that texts and essays are two
sections in bold without losing the meaning.
distinct forms of writing.
ANSWERS: Ask the students which words were cut and why.
it: email
ANSWERS:
so: that communication would suffer
a know what you want to say; know what you’re
it: language
saying
that: (the fact that) texts and essays are two
b write in all caps
distinct forms of writing
c they don’t show this (replaced with not)
Neither: texting and essays
d make sure
their: texting and essays
that … case: neither texting nor essays are
going away any time soon
2.47
It: increasing training
A
don’t: increase training
Regardless of the genre, if you’re going around
won’t: write both genres equally well
in circles, it’s probably because you’re not really
sure exactly what you want to say. And if you
2 don’t, your readers definitely won’t!
Go through the instructions with the class, then ask
the students to decide which words in the box can B
be used to replace the sections in bold in the tip. Ask When writing online, you may feel that a point is
them to compare answers in pairs and then to think of important, and that you therefore want to write
suitable headings for the tip. your message in all caps. Don’t. It’s considered
shouting.
ANSWERS:
1 It/They C
2 Either way In your essays, do the paragraphs show where
3 To do so you take a breath and when you start out on a
4 They new idea? If not, put them in.
5 their overuse
6 They D
7 them Before posting a message on social media,
make sure it’s something that you don’t mind
Suggested heading for the tip:
the public seeing, and that you’re ready for
Use discourse markers to link sentences together
unexpected responses.
UNIT 11 135
4 Grammar Extra 11
Language notes
Ask the students to turn to Grammar Extra 11 on
Grammar: avoiding repetition (ellipsis)
page 152 of the Student’s Book. Here they’ll find an
• To avoid repetition, you can leave words out
explanation of the grammar they’ve been studying
of a sentence, as long as the meaning isn’t
and further exercises to practice it.
lost: Make sure that you are doing it for the
right reasons and not just because we want
ANSWERS:
you to do it.
1
• Both substitution and ellipsis, together with
1a
the use of time (first, then, after that), causal
2a
(because), and contrastive (but, however) linkers,
3a
and referencing, form the basis of cohesion – a
4a
linguistic term for the relationship between parts
5a
of a text that hold it together and give it meaning.
6b
• Note: anaphoric reference refers back to
7b
something: When I first met Jack, he was
dressed as a farmer. (The pronoun he refers 2
back to the noun Jack.) Cataphoric reference 1 them
refers forward to something: When I first 2 it
met him, Jack was dressed as a farmer. (The 3 that
pronoun him refers forward to the noun Jack.) 4 them
5 texting her friends was less problematic
4 2.48 6 it gave her more time
7 it gave her time
• Pairwork. Get two students to read the
8 them
conversation to the class. Then put them into pairs
9 what
and ask them to try to make it as short as possible
10 of what you have said
without losing any of the meaning.
Then have a class discussion about whether or not
they agree with the speakers. Speaking (SB page 121)
1
ANSWERS:
A: Do you do a lot of writing? Pairwork. Put the students into pairs and ask them to
B: I used to, do a lot of writing at school, but discuss the questions. Encourage them to report back
now I don’t write at all. to the class and find out how many pairs chose the
A: What about writing text messages? Don’t you same words for b.
ever write text messages them? 2
B: Yes, of course, I write text messages every • Draw the students’ attention to the picture of Mark
day. But I don’t really think of writing text Twain and the information about him in the margin.
messages that as writing. Do you think of it Then ask them to work in pairs and to read the
as writing? article aloud. They could take one paragraph each.
A: No, I suppose I don’t think of it as writing. The second student may find it more and more
But I do write a lot of emails at work. I think difficult as Twain’s suggested spelling changes are
emails that counts as writing. implemented and the words become less and less
B: Yes, I guess that what you say is true so. But recognizable.
I was thinking more about essays and reports • Get the students’ reaction to the text and ask them
… now essays and reports are that’s what I if they think Twain was serious about wanting to
call real writing. improve English spelling in this way. (Probably
not. As this text demonstrates, trying to simplify
2.48 English spelling might make it much more difficult
A: Do you do a lot of writing? to read words correctly, rather than easier.) Ask
B: I used to, at school, but now I don’t. if there are any suggestions in the text that they
A: What about text messages? Don’t you ever think would be good.
write them?
B: Yes, of course, every day. But I don’t really
think of that as writing. Do you?
A: No, I suppose I don’t. But I do write a lot of
emails at work. I think that counts as writing.
B: Yes, I guess so. But I was thinking more about
essays and reports … now that’s what I call
real writing.
136 UNIT 11
Pronunciation (SB page 121) 3
• Pairwork. Explain that a limerick is a humorous
1 five-line poem which follows a set rhyme pattern
Go through the instructions with the class, then and often begins with the line There (once) was an
ask the students to decide which letters are silent old / a young [person] from [place]. The first and
and to cross them out. Encourage them to read the second lines have to rhyme, as do the third and
sentences aloud to get a feel for what sounds right. fourth lines. The fifth line always ends with a word
Then check answers with the class and get several that is either the same as or rhymes with the last
students to read the sentences aloud correctly. word of the first line.
• Ask the students to work in pairs and to decide how
ANSWERS: this limerick should be read. Point out that some
a Knowing how to pronounce English words words are misspelled. Encourage them to say the
correctly is important, but there’s no doubt that limerick aloud as they decide how the words should
it is one of the hardest things to learn. be pronounced. Then get several pairs to read their
b Keep your receipt if you want to return a versions to the class.
purchase, otherwise there’s no guarantee you’ll
get your money back. 4 2.50
c I had a really bad case of pneumonia earlier this Play the recording for the students to listen and
year. Even watching the TV was tiring, so I spent check. You might like to play it again, pausing after
most days just listening to the radio. each line for them to repeat. Then ask them to work in
d Psychiatrists can be very vague. They’ll rarely their pairs to correct the misspelled words.
give you a direct answer to a question.
e During the flight the plane will climb to 10,000 ANSWERS:
meters above sea level. There was a young girl from Knob Noster,
Whose parents thought they had lost her.
From the fridge came a sigh,
Language note “Let me out or I’ll die!”
But the problem was how to defrost her.
Pronunciation: differences in spelling and
pronunciation
As a general rule, “k” is silent before “n” (knock,
know, knife); “b” is silent before “t” (doubt, debt) Language for Life
or after “m” (comb, lamb, bomb, climb); “p” is
silent before “s” (psychiatrist) or “n” (pneumatic);
(SB page 122)
and when a word ends in “ue,” it usually isn’t 1 2.51
pronounced, although in one-syllable words it can Tell the students that they’re going to listen to two people
lengthen the vowel that precedes it. For example: discussing socializing online. First ask if they have any
plague and vogue are pronounced /pleig/ and /voʊg/, friends that they only “talk” to online, and how popular
not /plӕg/ and /vɑg/. online socializing is amongst their circle of friends. Then
play the recording and ask if the speakers think online
2 2.49 socializing is a good thing to do, and why or why not.
• Ask the students if they’ve ever been to any
of these places and if they know the correct ANSWERS:
pronunciation. If they do, get them to say them The woman is worried that it can be dangerous.
aloud. Get several students to make guesses about The man questions her position and seems to think
how the others should be pronounced. Ask them that it’s a good thing, and that it is actually safer
to cross the silent letters out in pencil so that they than talking to strangers face-to-face.
can correct this later.
Then get them to listen again and repeat the
names.
ANSWERS:
a Arkansas
b Des Moines
c Yosemite
d Tucson
e Greenwich Village
f Boise
UNIT 11 137
2.51 (M = Matt; S = Sue) ANSWERS:
M: So, are you saying that people who socialize a I didn’t say that!
online are all freaks and weirdos? b You’re deliberately misconstruing my words!
S: No, you know I didn’t say that! You’re c That’s not what I meant!
deliberately misconstruing my words! My point d You’re twisting my words!
was, that it can be a problem, you know, you e So, what are you implying?
don’t know who you’re talking to … and they f That’s not what I’m saying!
could be … yes, I guess, they could be weirdos or g You’re missing the point!
something … I mean, you never know …
M: So, what are you implying? That we should all 4
stop using chat rooms and networking sites and Groupwork. Ask the students in each group to take
whatever? turns responding to each of the statements. They
S: No, that’s not my point … and you know it … should put their points across clearly and challenge
what I want to say is that we need to be careful, each other with questions like So what are you saying?
that’s all … you know, don’t give away too
many personal details … don’t make yourself
vulnerable … Life Skills
M: But surely it’s much safer to talk to somebody
at a distance than to talk to a stranger in a
(SB page 122)
nightclub or a bar … Exploring Words
S: You just don’t understand … I’m not saying that
it’s dangerous to chat with people online … my
1
point is that you have to be really careful when Pairwork. Put the students into pairs and ask them
it comes to arranging to meet them in real life … to discuss the questions. Encourage them to report
you just don’t know who they are, or what they back to the class on their opinions. You may wish to
want … take a poll to see how many students currently use
dictionaries, and if so, which kind.
2 2
• Ask the students to read through the audioscript Individually, students match the parts of the online
and to say exactly what Sue’s point is. Remind them dictionary with their purpose. Allow students to check
of the work they did on paraphrasing in Unit 8 and their answers in pairs before checking answers with
encourage them to restate her argument in their the class. Time permitting, ask students to create
own words rather than quoting chunks of the text sentences using this new word, e.g. After eight years
verbatim. of university study, my friend became an erudite
• Check answers with the class. Then point out that professor.
there are differences between the written audioscript
and the recording. Ask them to replace the highlighted ANSWERS:
words with what the speakers actually said. 1c
2f
ANSWERS: 3d
It can be dangerous to give out personal 4a
information online, or to arrange to meet people 5b
in real life who you’ve only ever met online. 6e
1 I didn’t say that!
2 You’re deliberately misconstruing my words! 3
3 My point
4 So, what are you implying? Pairwork. Elicit some of the new vocabulary
5 that’s not my point learners have studied in unit 11. Ask students to
6 what I want to say is each look up one interesting new vocabulary item
7 You just don’t understand they have recently learned, preferably from unit 11
8 my point is if possible. If students are using online dictionaries,
e.g. on their smart phones, direct them to www.
macmillandictionary.com. In pairs, students share the
3 2.52
information they have looked up. Encourage learners
Ask the students to listen to the useful phrases and to pay attention not just to the definition, but to other
to mark the main stress. Then check answers before elements of the word including the pronunciation,
playing the recording again for them to practice
synonyms, part of speech, etc.
saying the phrases.
138 UNIT 11
Vocabulary Extra kosher: OK, acceptable (a borrowing from Hebrew)
(SB page 123) lol: laugh out loud; also lots of love (acronym)
scuba: self-contained underwater breathing
Origins of new words apparatus (acronym)
stalkerazzi: paparazzi who continually follow
1 the same celebrity wherever they go (blending;
Pairwork. Put the students into pairs and ask them to also borrowing)
discuss what they think the highlighted words mean.
Remind them to look for clues such as the part of
speech, the context, similarities to words they already 2.53
know, etc. Encourage them to report back to the class. 1
This is another one of those names that’s
ANSWERS: become a verb, you know like Google™ and
a sandwich: two pieces of bread with a filling Skype™. We can now ask questions like, “Do
inside you Facebook?” Or complain that we’ve been
b demo: a demonstration Facebooking all day.
c guesstimating: giving a rough estimate based 2
on guesswork I like this one. It’s a kind of extreme paparazzi.
d Google (v): to find information using the online One that hones in on one celebrity in particular
search engine G oogle™ and just follows them around all day and all
e laser: light amplification by stimulated emission night – like a stalker. That’s where it comes
of radiation from, “stalker” plus “paparazzi.”
f paparazzi: newspaper reporters and 3
photographers who follow celebrities around I honestly didn’t know that people actually say
g tsunamis: tidal waves this, I thought it was just one of those netspeak,
h wannabe: an adjective describing people who texting abbreviations, and if they did say it in
want to be something but aren’t real life I’d expect them to say “laugh out loud,”
but apparently people do actually say “lol” – a
2 lot! And a lot of people use it sarcastically – to
Ask the students to try to match the words in say that something is not funny.
Exercise 1 with their origins, and then to check their 4
answers in the dictionary entry. I love this word, it’s become a kind of
exclamation, you know like, “Lend you some
ANSWERS: money? Fuggedaboutit!” It wasn’t really
1 f (Italian), g (Japanese) changed its meaning, it’s like “gonna” or
2 a (the inventor of the sandwich was Lord “dunno,” it’s just that when you see it written
Sandwich, named after a place in the UK, in the down like that, you can’t help but say it with a
eighteenth century) New York mobster accent.
3 d 5
4h Did you know that this word is actually
5c an acronym? It stands for Self-Contained
6 e Underwater Breathing Apparatus. I didn’t know
7 b that. I thought maybe it was a brand name or
something, you know, like Jacuzzi – or Kleenex®
3 2.53 – I mean, who says “paper hankie” anymore?
6
• Ask the students to look at the words in the box.
This is one of those words that’s really strayed
Ask them to say what the words mean and to
quite far away from its origins. I mean, it’s kept its
match them with the categories in the dictionary
basic meaning, but you can use it for absolutely
entry.
anything now … you know, it started out as the
• Play the recording for the students to check their
Hebrew term, being used strictly to describe
answers. You might like to point out that one of the
Jewish dietary requirements, but now people use
seven speakers talks about two of the words.
it for absolutely anything, you know like, “Hey, is
ANSWERS: everything kosher?” meaning “Is everything OK?”
decaf: decaffeinated (clipping) 7
Facebook (v): to find and communicate with Yeah, it’s one of those ubiquitous abbreviations –
someone, or simply pass time using the social I mean, everything is shortened these days, you
networking site Facebook™ (conversion) know? Like “demo” instead of “demonstration”
fuggedaboutit: forget about it (respelling) – and I bet you’d sound really pretentious if you
Kleenex®: a paper handkerchief (eponym) went into a café and ordered a “decaffeinated
coffee” … nobody says that anymore!
UNIT 11 139
4
Pairwork. Put the students into pairs and ask them to
discuss the questions. Encourage them to report back
to the class on their conclusions.
5
Ask the students to look in their own dictionaries and
find out how they show information about the sources
of new words. If they have different dictionaries, get
them to compare the different methods.
Workbook page 47
Writing a cover letter
Cover letter conventions
Spelling

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140 UNIT 11
12 Conscience Overview
Speaking & Listening Fluency practice Discussing giving money to people on the street.
SB page 124 Listening for detail Listening to people talking about who they give money to and
matching speakers with the people they’re talking about and their
attitudes towards them.
Talking about their own attitudes towards people asking for money.
Vocabulary Describing street Categorizing words according to register and formality.

SB page 124 people Discussing helping people who ask for money.
Grammar Special uses of the Completing sentences from the listening text.
SB page 125 simple past Identifying the meaning of past verb forms.
Completing sentences with special uses of the simple past.
Reading Reading for detail Reading a text and identifying the connection between
SB page 126 homelessness and fashion.
Doing a jigsaw reading on organizations that provide professional
clothing for job interviews.
Discussing statements and finding supporting evidence.
Writing a slogan for an advertising campaign.
Vocabulary Verb/Noun Studying verb/noun collocations.

SB page 129 collocations Rewriting sentences using the verbs given.
Putting criteria for a happy and fulfilled life in order.
Reading & Speaking Reading for detail Reading and taking a quiz about conscious shopping.
SB page 130 Fluency practice Discussing what kind of people would give certain answers to the
quiz.
Listening Listening for detail Listening to a conversation to establish the link between four
SB page 131 pictures.
Answering questions about what they heard.
Identifying words which are omitted in speech.
Vocabulary Expressions with Completing sentences with expressions with conscience.

SB page 131 conscience Discussing actions that would give them a guilty conscience.
Talking about a time they felt guilty and tried to make amends.
Language for Life Apologizing Listening to conversations and identifying what people are
SB page 132 apologizing for.
Completing extracts from the conversations with useful phrases.
Matching apologies with responses.
Acting out situations where someone has to apologize.
Matching sorry with various functions.
Discussing apologies and apologizing.
Life Skills Social Responsibility Discussing and defining social responsibility.

SB page 132 Discussing options for being socially responsible locally.
Writing Extra Inquiry emails Listening to a conversation and identifying what suggestion was
SB page 133 given.
Reading two inquiry emails and identifying which one had more
appropriate language/register.
Reading and ad and writing an email inquiring information about it.
UNIT 12 141
12 Conscience Teacher’s notes
Warm up 2.54
Ask the students to keep their books closed 1
and, in groups, to brainstorm the type of people Well, I don’t think it’s such a good idea to give
money because, um, well, I’d be really worried that
who might ask you for money on the street. Give
somebody would spend it on alcohol instead of food,
them a time limit of two to three minutes. Then
or, you know, because they always say, like, “Can
ask them to pool their ideas as a class.
you spare some change?” or whatever. So, what I
Ask the students to open their books and see if think I might do is buy a sandwich or a hot drink or
the pictures show people they included in their something in the winter and give it to them there, or
lists. maybe, find some old clothes.
2.55
2
Speaking & Listening Yes, I usually put a few coins in the donation bucket,
um, I mean, obviously if it’s, if I’m not in a hurry and if
(SB page 124) it’s easy to get to my change. Um, the thing I don’t do
1 is, I don’t believe in giving money to beggars.
2.56
Focus attention on the pictures and elicit the answer 3
to question a. Get the students to discuss the other Well, I never give money to anybody. As far as I’m
questions in pairs and then to report back to the concerned it just encourages them. You know, I pay my
class. taxes and I don’t see why I should help these people.
Frankly, I just think it’s sheer laziness. I mean, I think
ANSWERS: they could get up off their butts and get a job if they
a The picture of the charity collector because really wanted to. It’s just that they don’t want to work.
they’re asking for money for somebody other 2.57
than themselves. 4
b and c students’ own answers Well, I don’t mind giving money to people who are
doing something to earn it, I mean, you know, I’d
rather they actually did something to earn the
2 2.54-2.59
money, you know, like street artists or musicians.
Go through the lists of people and attitudes before I mean, I think somebody who is actually playing
you play the recording. Ask the students to match the music, it puts people in a good mood on the way
speakers with the people they’re talking about and to work, so, you know, I usually give those people
their attitudes towards them. something. A few cents.
2.58
ANSWERS: 5
1 homeless people; it’s better to give something Yeah, I never give money on the street anymore. I
other than money do give money through my company’s matching gift
2 people who collect charity donations; you program, um, to non-profit organizations that, um, I’m
particularly concerned about. And that way I know
should only give money to charity, not beggars
where it’s going and it also means that you’re giving
3 beggars in general; beggars are all lazy
extra money if your employers do a matching gift.
4 street performers; it’s OK if they do something
2.59
to earn it
6
5 charities in general; it’s important to know
Oh, it really annoys me. These people trying to
where the money is going
wash your windows. I don’t see why I should give
6 people who wash car windows; the government
money for cleaning my windshield. I haven’t, I
should take action
haven’t asked them to do it. I think it’s about time
the government did something about it, because it
really is annoying. No, I never give them anything.
142 UNIT 12
3 ANSWERS:
Play the recording again and ask the students to think a did b did
about which speakers they sympathize with most and The tense used is the simple past. Although
least. Ask them to compare their answers and give the sentences are referring to the present, the
reasons for their opinions. simple past is used in the subordinate clause
with I’d rather and it’s about time to show
Vocabulary (SB page 124) disapproval of the present situation.
1
Go through the instructions with the class and discuss Language notes
the meaning and implications of the words and Grammar: special uses of the simple past
expressions in the box. • In many cases, the use of the simple past
while referring to the present or future
ANSWERS:
establishes a notional distance between what
a neutral: homeless person, street performer,
you are saying and reality at the moment of
street person, street vendor, street windshield-
saying it. For example, conditional sentences
washers
(Suppose you had …, Imagine we were …, etc.)
b potentially offensive: bag lady, beggar, bum,
refer to the present and use the simple past
hobo, vagrant, wino
to show that the person is talking about a
a formal: homeless person, street performer, hypothetical situation. The simple past can
street person, street vendor, street windshield- also be used to report what somebody said.
washers, vagrant Even if what the person said remains true, the
b spoken/informal: bag lady, beggar, bum, hobo, simple past is used to put a notional distance
wino between when it was first said and when it
was reported.
• There are some expressions like I’d rather
Language note (+ subject + simple past) and It’s time (+ subject
Vocabulary: register + simple past) which contain an implied
When learning a word, it’s important the criticism of a present situation and offer an
students have an understanding of whether alternative in a couched manner. Compare I
the register of the word is formal, colloquial, want him to go with I’d rather he went, and Go to
or neutral. This section looks at the register bed! with It’s time you were in bed.
of some words and phrases, highlighting the
potential for offense that the wrong choice of 2
word can cause. Do this exercise with the class, identifying whether
or not the expressions and sentences are actions in
2 the past, and discussing how the same ideas would be
Groupwork. Put the students into small groups and expressed in their own language(s).
ask them to discuss the questions. Go around, giving
help where needed, and ask a spokesperson from each ANSWER:
group to report their conclusions to the class. None of them refer to the past, except for f.
3
Grammar (SB page 125) • Ask the students to complete the sentences, then
Special uses of the simple past allow them to compare with a partner before
checking with the class.
1 2.60 • Ask the students to decide which sentences they
• Go through the instructions with the class and give agree with and to compare with a partner.
them a minute or two to decide how the sentences
should be completed. Suggested answers:
• When they’ve made a guess for each sentence, ask a stopped
them to listen to the recording to see if they were b started
correct. Then, with the whole class, identify the c gave/helped
tense and why it has been used. Go through the d did
example sentences in the margin and point out that e gave/offered
the simple past is used after certain expressions, f spent
including it’s time, I’d rather, suppose, and imagine.
UNIT 12 143
4
Cultural note
Do this with the class, first giving them time to have
Catch 22 /ˌkætʃ twentiˈtuː/
a good look at the cartoons, then asking them to
A Catch-22 situation is a set of problems that is
complete the punch lines with the correct expressions.
impossible to escape from because each problem
Finally, ask them to write their own sentences with
must be solved first before you can solve any of
these expressions.
the others. The phrase originally comes from the
1962 novel by Joseph Heller of the same name.
ANSWERS:
a It’s about time you had a shave.
b I’d rather you didn’t speak with your mouth full.
2
• Pairwork. Put the students into pairs and ask
5 Grammar Extra 12 them to decide who will be Student A and who B.
Tell them to read their respective articles and to
Ask the students to turn to Grammar Extra 12 on
answer the questions.
page 152 of the Student’s Book. Here they’ll find an
• Then ask the students to take turns telling each
explanation of the grammar they’ve been studying
other about their articles and comparing their
and further exercises to practice it.
answers.
ANSWERS:
ANSWERS:
1
a
They assist homeless and low-income
a If I had more time, …
people to secure employment by providing
b no change
appropriate clothing other services to
c no change / that they had done everything in
prepare them for job interviews. This in turn
their power …
gives them the confidence needed to help
d no change / warned that homelessness was not
themselves to improve their conditions.
a problem …
b
Some of the issues homeless people encounter
e I think it’s about time we all stopped thinking
when seeking employment is trouble looking
about shopping as if it was/were some sort of
professional, a lack of confidence/self-esteem,
sport or national pastime.
and a lack of job training.
f no change
g It’s high time somebody did something about …
h I’d rather the government spent money on
providing …
Cultural note
NPO /ˈenpiːəʊ/
2 NPO is the abbreviation for Non-Profit
students’ own answers Organization, an organization which uses any
surplus income to further achieve its aims rather
than to make money for owners or shareholders.
3
1
Focus attention on the picture of the man wearing
determine the source of the statements and then get
a suit. Ask how this might relate to the theme of
them to underline the parts of the texts that provide
‘Conscience’. Ask them to read the first section of
the evidence.
a magazine article and say what the connection is
between fashion and homelessness. Check answers
ANSWERS:
and find out if anybody has heard of these types of
a
A
organizations before.
b
N
c
N
ANSWER:
d BOTH
Having professional-looking clothes is an
e
B
important part of getting a job, but homeless
f
B
people have difficulty affording formal work
clothes, so get stuck in a vicious cycle.
4
Pairwork. Ask the students to complete the sentences
based on information in whichever text they read.
Make it clear that one must be true and the other
false. Then ask them to show their sentences to their
partner and try to identify the true ones.
5
• Pairwork. Draw the students’ attention to the
information in the margin and give them the
144 UNIT 12
example of the slogan for Career Gear, one of
b
Employers often judge job applicants based
the companies mentioned in Text B: a suit – a
on superficial aspects like clothing and
second chance. Go through the instructions with
grooming since they are an indication of how
the class and ask them if they can improve on
you see yourself.
this slogan or create one for one of the other
c
For many of the program participants, their
organizations mentioned. As they work on their
difficulties are compounded by the fact that
slogans, go around, giving help where needed.
they never had an opportunity to take a
• In a class feedback session, have all the slogans
course beyond high school.
read aloud and vote on the best one.
d
The initial aim of organizations like Look the
Part or First Impressions is to help people get
Vocabulary (SB page 129) a job and financial stability, but this is just
one of their goals.
1 e
Some of the participants in the programs
• Ask the students to decide which verbs go with got/have gotten back with their families after
which nouns and noun phrases. Point out that many finding stable jobs and living conditions.
of these collocations were used in the texts which f
In addition, changing a person’s appearance
they read in the previous section. Allow them to can help them to feel better about
discuss this in pairs before checking with the class. themselves, and the positive effects of
• Suggest that they try putting them into sentences confidence cannot be overlooked.
to test whether their combinations work or not.
4
ANSWERS:
Groupwork. Ask the students to work in small groups
a address a problem
to put the items in the order that they think is
b boost self-esteem
most important in order to live a happy and fulfilled
c pursue an education
life. Ask them to discuss whether any of the four
d represent yourself
things can exist in isolation. Get a spokesperson
e reunite families
from each group to report back to the class on their
f secure employment
conclusions.
2
Ask the students to use the collocations they made Reading & Speaking
in Exercise 1 to complete the sentences. Remind them
that they may need to modify the verbs to make them
(SB page 130)
fit the sentences grammatically. 1
Pairwork. Elicit what students think conscious
ANSWERS: shopping might mean (buying more environmentally-
a address, problems friendly and socially-responsible products). Ask the
b represent yourself students to work through the quiz in pairs, but to keep
c pursue, education a record of their individual answers. Go through any
d secure employment difficult vocabulary with the class.
e reunited, families
f boost self-esteem
2
Ask the students to turn to page 141 and compare
3 their answers with the analysis there. Get them to
discuss what kind of person they think would always
• Go through the example with the class and make
give A, B, or C answers. In a class feedback session,
sure they understand that the verbs given can be
write any useful adjectives that they use to describe
used to make sentences with the same meaning as
such people in a list on the board, and ask the
those in Exercise 2. Ask the students to rewrite the
students to say what they think the quiz says about
remaining sentences.
each type.
• Check answers by asking several students to read
their sentences to the class. Then ask them which
version is more formal and which verbs were used Listening (SB page 131)
in the articles they read.
1 2.61
ANSWERS: Focus the students’ attention on the pictures and get
a
Those suffering homelessness are forced to them to say what they can see and to speculate about
deal with numerous problems when looking how the pictures might be connected. Then play the
for a job, including discrimination based on recording and ask them to say what the link is.
their lack of an address or appearance.
UNIT 12 145
ANSWER: ANSWERS:
Jade has been asked to take care of her neighbor’s a If she goes away for the weekend, she’ll be
cat (picture a) and to water her plants (picture breaking her promise to her neighbor.
b). Her friend Kiera suggests asking her teenage b She’s going to ask Kiera’s cousin to feed the cat
cousin to do it (picture c) so that Jade can go away and water the plants, and she’s going to give an
for the weekend with her friends (picture d). extra key to Kiera’s mom in case of emergencies.
2.61 (K = Kiera; J = Jade)

K: Hey, Jade, how you doing? Language note
J: Fine, you?
Vocabulary: ease your conscience
K: Fine. Hey, we’re going to Tom’s grandparents’
To ease your conscience is to do something that
cabin in the mountains this weekend. Want to
makes you feel less guilty about something you
come?
have or have not done.
J: Oh, I’d love to … But I can’t …
K: Why?
J: I promised I’d take care of my neighbor’s cat.
3
She’s on vacation. I have to go over and feed it • Ask the students if they can remember which
every day – and I promised I’d water the plants words the speakers dropped. Get them to say the
and … extracts aloud, leaving out the words that they
K: Hey, the plants’ll survive for a weekend without think were dropped to see if they sound right.
water, won’t they? • Play the recording again for them to check their
J: Yeah, I guess so … answers.
K: And you can put some food out for the cat … I
mean, it’s not like a dog, you don’t have to take ANSWERS:
it for walks or anything, right? a are
J: No, but … well, you know, I promised … and, b I’m, How are
well … c Do you
K: I know, you hate letting people down! You and d Do
your guilty conscience. You need to lighten up a e I
little! Hey – I’ve got an idea!
J: What? 4
K: You know my cousin, Beth? Have a class discussion on who the students identify
J: Yeah … with most, Jade or Kiera. First, establish what sort of
K: Well, she doesn’t live very far from you … and people they are. (Jade is the sort of person who feels
she’d do anything, absolutely anything, for a guilty if she breaks a promise. She’ll give up something
little extra money … why don’t you ask her to do she wants to do in order to avoid upsetting someone
it for you? Give her a few dollars, you know … else. Kiera is less fixated on what is right. If she were in
you’ll be doing both of you a favor … Jade’s position, she wouldn’t think twice about leaving
J: Well, I don’t know … I mean, she’s only fifteen … some food for the cat and abandoning the plants for a
what if something happened? What if she lost few days. She’s more pragmatic and looks for solutions
the key? Or … or …. that will enable her to do what she really wants to do.)
K: Or what? Oh, you’re such a worrier! What can
possibly go wrong? Look, if it makes you feel
better, give her your cell phone number – then, if
anything does go wrong, she can call you … and 1
if you really feel you need to, you can make an Focus the students’ attention on the expressions with
extra copy of the key and leave it with my mom conscience in the box and ask them which ones they
or something … know and if anybody can explain them to the class.
J: Yeah, I guess Ask the students to complete the sentences and then
K: And you can go with a clear conscience … to compare them in pairs before you check answers
J: Yeah, but … with the class.
K: No buts … oh, and almost forgot to tell you …
Paul’s coming … ANSWERS:
a on his conscience
2 b a clear conscience
Pairwork. Ask the students to discuss the questions c a guilty conscience
in pairs. Then get them to report back on their d eased my conscience
conclusions. e in good conscience
Note that an easy conscience means the same as a
clear conscience and could be used in sentence b.
146 UNIT 12
to inform you … and We apologize for …, which are
Language note more formal ways of saying sorry.
Vocabulary: in good conscience
In good conscience is an expression which means ANSWERS:
“in fairness” and is often used to express the 1 forgetting to book a table at a restaurant
idea that one can’t or shouldn’t do something 2 overreacting to a comment made by his friend
because it would be against one’s moral 3 bringing up a sensitive topic in the
judgement. You might want to demonstrate its conversation
use with further examples: 4 taking the wrong bag
I can’t in good conscience accept the prize 5 missing a meeting
because the work wasn’t really mine. 6 a canceled concert
Can you, in good conscience, tell them that you
The man in conversation 2 is the most
didn’t cause the accident when you know that
apologetic.
you did?
2
2.62
• Ask the students to decide which of the things on 1
the list would give them a guilty conscience, and A: Did you call the restaurant?
to add three more. Go around, giving help with B: Oh, I’m sorry, it totally slipped my mind! I’ll do
vocabulary if needed. it right now.
• When they’ve done that, put them into pairs and A: Yeah, well, don’t waste any time – there might
ask them to compare their list with their partner’s not be any tables left!
list and to say which three things make them 2.63
feel the guiltiest, and what they do to ease their 2
conscience. Ask them to report back to the class on A: Oh, hi there.
their ideas. B: Hello.
A: Look. I’ve been wanting to talk to you about
3 the other night.
Refer the students to the picture in the margin and B: Oh.
explain that to make amends means to do something A: Yeah, well, the thing is, I’ve been thinking
for somebody by way of apology for something bad about what you said and how I reacted and I
you’ve done to them or in order to put something think I owe you an apology. I overdid it.
right. You could make amends for forgetting B: You certainly did. You were completely out
somebody’s birthday by buying them some flowers of line! All I said was that you played better
or by taking them out for dinner. Ask the students before you started spending half your life in
to discuss in pairs or small groups the times they’ve front of a computer screen.
done things that made them feel guilty, and what they A: Yeah, yeah, I know. I’m sorry. I completely
did to make amends. overreacted. Friends?
B: Yes – this time! You owe me dinner, though.
Language for Life A: OK, OK.
2.64
(SB page 132) 3
A: Listen, I’d rather not talk about it, if you don’t
1 2.62-2.67
mind.
• Focus attention on the signs and ask what word B: Sorry! I had no idea you were so touchy today!
occurs in each of them (sorry). Explain that this A: Can we just drop it, please? I’m not in the mood.
word is normally used to apologize to other people 2.65
for things that we have done wrong. 4
• Ask the students to listen to the conversations and A: Excuse me … but I think that’s my bag.
identify what the people are apologizing for and B: Sorry? What did you say?
who sounds most apologetic (most sincere in their A: I think you have my bag.
apology). B: What? Oh. Oh yes, oh dear. I’m so sorry.
• Check answers with the class. You might like to I thought it was mine.
A: That’s all right. Don’t worry about it. It’s an
ask the students who sounds the least apologetic
easy mistake to make.
(the person in conversation 3 who has brought up
2.66
a sensitive topic of conversation; this sorry isn’t
5
really an apology, more an indication that the
A: How did the meeting go yesterday? Sorry I
person thinks the friend is being oversensitive). wasn’t there, by the way.
One of the speakers doesn’t use the word sorry B: Sorry! Is that all you can say? I had to deal
at all. Ask the students if they can remember with all those people by myself and all you can
which one (the last one announcing the canceled say is sorry? It’s just not good enough. You
concert). Point out that this speaker says We regret
UNIT 12 147
think you can apologize and everything’s going ANSWERS:
to be OK? Well it doesn’t work that way. 1 e 2 a 3 b 4 d 5 c
A: Look, I really, really am very sorry. I know I left
you in the lurch. But it won’t happen again. Possible answers:
I promise. 1 a couple
B: Yeah, well, it better not! 2 friends who play together on a team
2.67 3 good friends or a couple
6 4 two strangers – possibly in an airport baggage
We regret to inform you that tonight’s concert claim area or at the checkout in a store
has been canceled due to circumstances beyond 5 two co-workers
our control. We apologize for any inconvenience In the last recording (conversation 6) it could be
caused. All tickets will be refunded at the box the manager of a theater.
office.
5
2
• Pairwork. Ask the students to read the situations
Ask the students to look at the useful phrases and and decide what they’d say in each of them, and
think about how they should be completed. Play the how angry they think the other person would be.
recording again to help them complete the phrases. • Ask them to choose one of the situations and act
out a short conversation. Go around as they work,
ANSWERS: giving extra help if needed. Choose some pairs to
a sorry, slipped my mind perform their conversations for the class.
b owe you an apology
c Sorry, no idea 6 2.68
d so • Go through the list of functions of the word sorry and
e am very sorry, won’t happen point out that sorry isn’t only used for apologizing.
f regret to inform you It can also be used when you didn’t hear what
somebody said, to ask them to move, or to attract
3 their attention (similar to excuse me). Then play the
recording and ask the students to match each sorry
Play the recording again. Ask the students to
with its use.
concentrate on the intonation and voice range, and to
• Check answers with the class and then initiate a
practice saying the useful phrases in the same way as
discussion about what words the students use for
the speakers.
sorry in their own language(s) and whether the same
expression would be used for all six uses listed here.
Language note
Pronunciation: stress shift and meaning change ANSWERS:
When apologizing, the word sorry is usually a 6
stressed on the first syllable and expressed b 5
neutrally, but the intonation of the word can c 2
change according to the mood of the speaker. d 1
By changing the intonation, it can mean I’m e 3
not at all sorry (if said uninterestedly), or even f 4
I was trying to apologize sincerely but I’ve
changed my mind because of your attitude! This
would normally be intoned at volume, with both 2.68
syllables of the word being stressed equally. 1 Sorry, excuse me please … I’m getting off
here.
4 2 Sorry to hear about the job! Better luck next
time.
Read the responses aloud, or get some students to
3 Sorry, I didn’t catch that … what did you say?
read them. Ask the students to match them with the
4 Sorry … do you know where the train station
apologies in Exercise 2.
is?
5 Sorry, but you won’t be on the team this year.
6 Sorry I’m late!
148 UNIT 12
Life Skills 2.69 (K = Kelly; L = Laura)
(SB page 132) K: You know, I was thinking, I’d really like to get
involved a bit more in the community, maybe do
Social Responsibility some sort of volunteer work.
L: Oh yeah? Why?
1 K: Well, you know, ever since Maddie started
• Focus students on the pictures of examples of kindergarten, I’ve had a bit more time on my
different kinds of social responsibility. Ask them to hands, and …
describe in what ways the people in the pictures L: Must be nice!
might be helping their local communities. K: Ha, yeah, I can’t say I mind all that much, but
• Pairwork. Students write their own definitions I sometimes feel like I could be doing more to
of social responsibility. When they are finished, make the most of my time. I remember when
have them check their definitions with the one I was pregnant, I had so much help from my
friends, my family …
on page 141. Make sure that students do not look
L: I remember that – I took care of both your dogs
at this definition prior to writing their own. For
for a couple of weeks!
class feedback, ask for pairs to volunteer their
K: Exactly! And I’m truly grateful, which is why I’d
answers and encourage class discussion about the
like to pass on that kindness.
similarities and differences between different pairs’
L: What about doing the same thing for others?
definitions. Alternatively, ask students to display There are a lot of dogs that could use your
their definitions on the board or around the room assistance.
for everyone to walk around and read. K: What a great idea, but I don’t know where I’d begin.
L: I’m pretty sure that there’s an organization near my
ANSWER: place that works with dogs – walking them, getting
Social responsibility: Social responsibility is homeless dogs adopted, stuff like that. I think
the idea that everyone, individuals as well as they’re called the Greenfield Animal Shelter – why
businesses, have an obligation to act in a way not look them up online and shoot them an email?
that benefits society and not just themselves. K: I definitely will – hopefully I can lend a hand. Now,
I just need to figure out what to say to them …
2
2
Group work. Students discuss the different options
for being individually socially responsible. Monitor, • Ask the students to read Kelly’s email to the animal
provide language support as necessary, and shelter. Have a class discussion on how they think
encourage elaboration and justification of their the shelter staff reacted when they got it.
choices. Groups should also write three more options • Ask the students to read the email again and to
which are available locally. Conclude the task with a identify three mistakes Kelly made. Point out that
class discussion of the groups’ choices. these are not language mistakes, but mistakes in
what she should and shouldn’t have done in his
email.
Writing Extra (SB page 133)
Suggested answers:
Inquiry emails The staff were probably not impressed and did
1 2.69 not take the offer very seriously. The email is
Go through the questions with the class so that they overly informal and presumptuous.
know what information to listen out for. Then play the Kelly: a assumed they would offer her volunteer
recording and ask the students for their answers. Find work, b made demands about duties, and c
out if anybody has ever done any volunteer work and asked inappropriate questions (for example, the
whether they would be interested in volunteering at location could be found on the website).
an animal shelter.
3
ANSWERS: • Ask the students to read the alternative email from
Kelly is interested in doing volunteer work. Kelly. Have a class discussion on how the shelter
Laura suggests that Kelly contact the local animal staff would react if they received this email.
shelter. • Ask the students to read the email again and to
identify the places where Kelly says the things on
the list.
UNIT 12 149
ANSWERS: Further practice material
They would probably be more impressed by her
tone and professionalism and more likely to
consider her request for volunteer work. They Photocopiable resource materials in the
would also be more likely to respond with the Teacher’s Presentation Kit / Extra Resources
information she has requested. Need more tests?
a I am writing to inquire about the possibility
Test Generator
of …
b I would appreciate it if you could let me
Tests
know …
c at your convenience Need more on important teaching concepts?
d I look forward to potentially … Key concepts in American Inside Out Evolution
pages xxi-xxxvi
4 Need student self-study practice?
Ask the students to read the advertisement and answer
the questions. Ask students to compare their answers in
pairs before getting feedback from the class. Need more information and ideas?
5
Pairwork. Ask the students to work together to decide
what information they would like to ask – they may Need to check what your students can do by
wish to make notes. Then, students respond to the the end of this unit?
email. As they work, go around, giving extra help Self-evaluation checklists on pages xxxiv-xlvi
where needed.
6
Ask the students to check their emails carefully
to make sure all the points in the list have been
addressed. You might like to display the finished emails
in the classroom for everybody to read and enjoy.
SUGGESTED ANSWER:
Dear Sir/Madam,
My name is John Doe and I am writing in response
to your ad seeking tutors for an after-school
mentorship program. Currently, I am retired, but
I taught high school English for over thirty years.
Now that I have more available free time, I would
greatly appreciate the opportunity to give back to
the community and to help the younger generation.
If possible, I would appreciate if you could tell me
a little bit more about your program. Specifically, I
am eager to find out about the typical students who
participate and their educational needs, in order to
see whether I would be a good match.
I would be happy to provide any further

information you require, and I can be reached at
this email address or by phone at 555-5555.
Kind regards,
John
150 UNIT 12
Review D Teacher’s notes
Grammar (SB page 134) show the rest of the class their shoes and to read
aloud their sentences.
Remind the students of the grammar explanations
they read and the exercises they did in the Grammar ANSWERS:
Extra on pages 151 to 153. students’ own answers
1
4
This exercise reviews passive structures from Unit 10.
This exercise reviews substitution and ellipsis from
ANSWERS: Unit 11.
1 were worn 5 was used
2 were found 6 lived Suggested answer:
3 date 7 was made What is crowdsourcing? Who takes part? Well,
4 had 8 existed everyone and anyone. That’s part of the basic
concept. The term was first used in 2006.
2 It describes a process by which a company
broadcasts a business problem online and issues
• This exercise reviews reduced passive clauses from
an open call for solutions. These come from
Unit 10. Remind the students that reduced passive
anyone and everyone. Having offered solutions,
clauses and relative clauses are both ways of
the crowd sorts through them and finds the best
conveying the same information.
ones. And the company doesn’t have to pay a
• When they have written the reduced passive
penny for it!
clauses as full relative clauses, ask them to match
the descriptions with the pictures.
5
ANSWERS: • This exercise reviews special uses of the simple
a which were designed originally for use on past from Unit 12. Put the students into pairs
boats to decide on the correct form of the verbs in
b which was supposedly made to be worn on parentheses.
the beach • When you have checked answers, ask them to look
c which was previously seen mainly on at the sentences again and decide who is talking
fishermen or farmers to whom and what the situation is. They can then
compare their conclusions with another pair.
a 2 b 3 c 1
ANSWERS:
3 a prefer d didn’t know
This exercise reviews comparative structures from b faced e knew
Unit 10. Check answers by getting the students to c tell
REVIEW D 151
Vocabulary (SB page 135) Pronunciation (SB page 135)
1 1
This exercise reviews ecological expressions from Remind the students that the boxes show the
Unit 10. Check answers with the class and then get syllables of a word and the large boxes indicate the
the students to say whether the statements are true stressed syllables. Here they are being asked to
for where they live or where they come from. classify words according to how many syllables they
have and where the main stress falls. Encourage
ANSWERS: them to say each word aloud to get a feeling for what
a recycled sounds right.
b organic
2 2.70
c locally grown/organic
d solar-powered Ask the students to underline the stressed syllables
e energy-efficient in the words in the table. Then play the recording for
f sustainable/organic them to check their answers. Play it a second time for
g renewable them to listen and repeat.
ANSWERS:
2
1 and 2
This exercise reviews expressions with foot and
feet from Unit 10. Check answers before asking the A: B: C: D:
students to discuss in pairs whether or not any of
energy emissions conspicuous information
these things have happened to them recently.
feminine facetious development misconstruing
ANSWERS:
honestly flirtatious renewable punctuation
a put your foot in your mouth
b put your feet up settlement stilettos sustainable repetition
c put your foot down
d shoot yourself in the foot
e get a foot in the door
f be waited on hand and foot Further Practice Material
g get itchy feet
h get cold feet
3
This exercise reviews new words from Unit 11. Need more tests?
Test Generator
ANSWERS: Teacher’s Presentation Kit / Extra Resources /
1 crunch 6 status Tests
2 effect 7 always
3 consumption 8 always Need more on important teaching concepts?
4 life 9 digital Key concepts in American Inside Out Evolution
5 micro 10 stuff pages xxi-xxxvi
4
This exercise reviews verb/noun collocations from macmillan.com.br/americaninsideoutevolution)
Unit 12. Check answers before asking the students to
try to think of people to match each sentence.
a 1 b 5 c 3 d 2 e 4
152 REVIEW D

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American

Inside Out Evolution

AIOE CAPA-ADVANCED_TB_FINAL.indd 5 13/07/18 11:03

D.R. © Macmillan Publishers, S.A. de C.V., 2018

Based on New American Inside Out Teacher’s Edition Advanced

All rights reserved; no part of this publication may be reproduced, stored in a

Director of Languages Brazil: Patrícia Souza

CANIEM No. 2275

Macmillan Publishers S.A. de C.V. Insurgentes Sur 1886

These materials may contain links for third party websites.

Page 8 1 Conversation S Conversations Six people talking about G  osition of adverbials.

Page 18 2 Taste S If you were a  eople talking about

Page 28 3 City S Discussing cities  ities of the world quiz

Page 38 Review A Pages 38, 39 Grammar / Vocabulary / Pronunciation review

ii Student Book Content Map

Page 50 5 Bargain S Shopping habits R Money Management — G  repositions in relative

Page 70 Review B Pages 70, 71 Grammar / Vocabulary / Pronunciation review

Student Book Content Map iii

Page 72 7 Digital S Smartphones R Bring on the Demise of G  omplex sentences.

Page 82 8 The law S  rimes and their

iv Student Book Content Map

Page 114 11 Words S Roots of new  our people talking about

Page 124 12 Conscience S Giving money to  ix people talking about

Student Book Content Map v

American American American

American Inside Out Evolution

Inside Out Inside Out

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the topics to their

own life, views, and

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will explore new

will help expand

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items and will give

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They will see language in

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Page 8 1 Conversation S Conversations Six people talking about G osition of adverbials.

Page 18 2 Taste S If you were a eople talking about

Page 28 3 City S Discussing cities ities of the world quiz

Page 50 5 Bargain S Shopping habits R Money Management — G repositions in relative

Page 72 7 Digital S Smartphones R Bring on the Demise of G omplex sentences.

Page 82 8 The law S rimes and their

Page 114 11 Words S Roots of new our people talking about

Page 124 12 Conscience S Giving money to ix people talking about